Transforming STEM Education in Hispanic Serving Institutions in the United States: A Consensus Report

2018 ◽  
Author(s):  
Guadalupe Lozano ◽  
Marla Franco ◽  
Vignesh Subbian
Keyword(s):  
United States ◽  
Stem Education ◽  
The United States ◽  
Hispanic Serving Institutions ◽  
Hispanic Serving ◽  
Consensus Report

scholarly journals Assessing Color-Neutral Racial Attitudes of Faculty at Hispanic-Serving Institutions

AERA Open ◽  
2020 ◽  
Vol 6 (3) ◽  
pp. 233285842094490
Author(s):  
Gina A. Garcia ◽  
Emily R. Koren ◽  
Marcela G. Cuellar
Keyword(s):  
United States ◽  
Students Of Color ◽  
Racial Attitudes ◽  
Academic Discipline ◽  
The United States ◽  
Knowledge And Skills ◽  
Hispanic Serving Institutions ◽  
Racial Issues ◽  
Low Levels ◽  
Hispanic Serving

The purpose of this exploratory quantitative study was to assess the color-neutral racial attitudes of faculty at Hispanic-Serving Institutions (HSIs) and to investigate the connection to knowledge and skills for teaching minoritized students. HSIs enroll a large percentage of racially minoritized students, and faculty must be able to assess their attitudes about institutional discrimination and blatant racial issues, which may affect how they teach students of color. We used The Color-Blind Racial Attitudes Scale and Multicultural Teaching Competency Scale to collect data from faculty at 10 HSIs across the United States. Results show that faculty in our sample have low levels of color-neutral racial attitudes, meaning they are aware of racial issues facing students, with slight differences by race, gender, and academic discipline. Moreover, higher color-neutral racial attitudes are associated with lower knowledge and skills for teaching minoritized students. Implications for enhancing “servingness” at HSIs are offered.

scholarly journals Decolonizing Leadership Practices: Towards Equity and Justice at Hispanic-Serving Institutions (HSIs) and Emerging HSIs (eHSIs

2019 ◽  
Vol 7 (2) ◽  
pp. 25-39 ◽  
Author(s):  
Gina A. Garcia
Keyword(s):  
Higher Education ◽  
United States ◽  
Leadership Practices ◽  
Higher Education Institutions ◽  
The United States ◽  
Colleges And Universities ◽  
Hispanic Serving Institutions ◽  
Hispanic Serving

Hispanic-Serving Institutions (HSIs; colleges and universities that enroll at least 25% Raza undergraduates) are increasing in number in the United States, growing rapidly from 189 in 1994 to 492 in 2016. Moreover, there were 333 emerging HSIs (eHSIs) in 2016, indicating that the number of HSIs will continue to grow; however, leaders, including faculty, staff, and administrators at (e)HSIs, continue to grapple with the question, “How do we move from ‘enrolling’ to ‘serving’ Raza students?” There are a lack of leadership frameworks specifically designed for those working at (e)HSIs and with a focus on serving Raza students. The authors argue that decolonizing leadership practices will help leaders liberate and empower Raza students by disrupting the coloniality of power that promotes and sustains higher education institutions as racial/colonial projects. The authors propose leadership processes for working with Raza students at (e)HSIs. Although leaders at non-(e)HSIs may consider these processes, the authors call on leaders at (e)HSIs to transform their leadership practices as a necessity for becoming Raza-serving.

From Visibility to Autonomy: Latinos and Higher Education in the U.S., 1965–2005

2007 ◽  
Vol 77 (4) ◽  
pp. 474-504 ◽  
Author(s):  
VICTORIA-MARÍA MACDONALD ◽  
JOHN BOTTI ◽  
LISA HOFFMAN CLARK
Keyword(s):  
Higher Education ◽  
United States ◽  
The United States ◽  
Black Colleges ◽  
Educational Opportunities ◽  
Higher Education Act ◽  
Higher Educational ◽  
Education Act ◽  
Political Differences ◽  
Hispanic Serving

In this article, Victoria-María MacDonald, John M. Botti, and Lisa Hoffman Clark trace the evolution of higher educational opportunities for Latinos in the United States from the Higher Education Act of 1965 to the designation of Title V in the Act's 1998 reauthorization. The authors argue that this evolution moved through stages, including establishing visibility and legitimacy, self-determination, self-scrutiny, emulation, and, finally, autonomy. The journey toward improving higher educational opportunities for Latinos is juxtaposed with the journey experienced by African Americans in the United States. Because of the enormous historical, social, and political differences between the two groups, the models utilized by and for Blacks were viewed as inadequate for serving Latino needs in higher education. However, the model established by Historically Black Colleges and Universities inspired Latino educators to found Hispanic-Serving Institutions (HSIs). The authors conclude their article by discussing contemporary issues surrounding HSIs and looking toward the future of Latino higher education.

scholarly journals Educational STEM-project «Mini meteostation»

2020 ◽  
pp. 23-32
Author(s):  
K. H. Postova
Keyword(s):  
United States ◽  
Stem Education ◽  
The United States ◽  
Sixth Graders ◽  
Educational Process ◽  
Academic Disciplines ◽  
Educational Institutions ◽  
Highly Qualified ◽  
High Productivity ◽  
Qualified Personnel

The reasons for the need for training highly qualified personnel in the world are identified. The role of science and pedagogy in the preparation of highly qualified specialists implementing technological processes. The main issues and suggestions for their solution are proposed in the article. Skilled professionals with skills of the 21st century and their training in the modern conditions of existence of some countries. Skills of the XXI century: digital, communicative competence, creativity and high productivity of activity and their formation in the modern educational process. STEMeducation is one of the approaches that allows you to prepare children for the actively progressing development of technology and not only. The introduction of the main directions of STEM-education in Malaysia, Indonesia, the United States of America, and Ukraine is highlighted. Countries have different levels of economic development and different potentials for the development of education. But each of the certain states embodies approaches consistent with the principle of STEM-education. Examples of the implementation of STEM-education in the form of the implementation of STEM-projects in the above states are given. In Malaysia, the stage of introducing STEM-education through the implementation of integrated learning in educational institutions of the country. Indonesia introduces STEMeducation through the implementation of STEM-projects in which the integration of individual branches of science and technology is implemented. The United States is introducing targeted STEM-projects that attract professionals, teachers, and children. Ukraine introduces STEM-education through the implementation of STEM training projects or research projects that integrate several academic disciplines. The article presents, as an example, an educational STEM-project for sixth graders “Mini Weather Station”. The purpose of which is to impoverish knowledge from several academic disciplines than to show the integration of knowledge as a whole. This STEM-project allows us to identify in children a tendency to design, invent, protect nature, organizational abilities and others.

Inequality Set in Concrete: Physical Resources Available for Care at Hospitals Serving People of Color and Other U.S. Hospitals

2020 ◽  
Vol 50 (4) ◽  
pp. 363-370 ◽  
Author(s):  
Gracie Himmelstein ◽  
Kathryn E. W. Himmelstein
Keyword(s):  
United States ◽  
The United States ◽  
People Of Color ◽  
American Hospital ◽  
American Hospital Association ◽  
Capital Assets ◽  
Physical Assets ◽  
Association Data ◽  
Hispanic Serving ◽  
Capital Intensive

Racial inequities in health outcomes are widely acknowledged. This study seeks to determine whether hospitals serving people of color in the United States have lesser physical assets than other hospitals. With data on 4,476 Medicare-participating hospitals in the United States, we defined those in the top decile of the share of black and Hispanic Medicare inpatients as “black-serving” and “Hispanic-serving,” respectively. Using 2017 Medicare cost reports and American Hospital Association data, we compared the capital assets (value of land, buildings, and equipment), as well as the availability of capital-intensive services at these and other hospitals, adjusted for other hospital characteristics. Hospitals serving people of color had lower capital assets: for example, US$5,197/patient-day (all dollar amounts in U.S. dollars) at black-serving hospitals, $5,763 at Hispanic-serving hospitals, and $8,325 at other hospitals ( P < .0001 for both comparisons). New asset purchases between 2013 and 2017 averaged $1,242, $1,738, and $3,092/patient-day at black-serving, Hispanic-serving, and other hospitals, respectively ( P < .0001). In adjusted models, hospitals serving people of color had lower capital assets (−$215,121/bed, P < .0001) and recent purchases (−$83,608/bed, P < .0001). They were also less likely to offer 19 of 27 specific capital-intensive services. Our results show that hospitals that serve people of color are substantially poorer in assets than other hospitals and suggest that equalizing investments in hospital facilities in the United States might attenuate racial inequities in care.

Sign in / Sign up

Export Citation Format

Share Document