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In the higher education system of the United States, minority-serving institutions (abbreviated MSI) make up a category of educational establishments (federally recognized Title IV colleges and universities) based on either historical origin or enrollment criteria (typically the percentage of enrolled minorities at a particular school).[1] Such schools are eligible for federal funding under Title III of the Higher Education Act of 1965.[2] Until 2007, no federal legislation existed concerning Asian American and Pacific Islander (AAPI) Serving Institutions. The College Cost Reduction and Access Act of 2007 made history, because it federally recognized the existence of Asian American Pacific Islander (AAPI) serving institutions, making them eligible to be designated as minority serving institutions.[3][4][5][6][7][8][9]

Unlike those MSIs that are defined by demographics, HBCUs (and Tribal Colleges) began in response to a history of inequality and a lack of access for people of color to majority institutions. MSIs overall now occupy a unique place in the nation, serving primarily, but not exclusively, low-income students, first generation students, and students of color. These institutions have highly diverse faculties and staffs, enhance student learning and promote leadership skills, and provide programs of study address deficiencies that originated at the primary and secondary level. MSIs play an important role in the nation’s economy by preparing a diverse workforce and prepare underrepresented students for graduate and professional school.[10][11][12][13][14][15][16][17][18]

MSIs serve a large number of financially-challenged students: 98 percent of African Americans and Native Americans who enroll at HBCUs or TCUs receive or qualify for federal financial aid. And, over 50% of all students enrolled at MSIs receive Pell Grant support. As a point of comparison, only 31 percent of all college students receive Pell Grant support. Moreover, nearly half of MSI students are first generation college students. In comparison, only 35 percent of students attending Predominantly White Institutions.[19][20][21][22][23][24][25][26]


Seven categories of MSI are defined in US law under Title III of the Higher Education Act of 1965:

  1. Historically Black Colleges and Universities (HBCU) – institutions founded prior to the enactment of the Civil Rights Act of 1964 that were created primarily to educate African Americans (e.g. Alabama State University, Morgan State University and Texas Southern University)[27]
  2. Predominantly Black Institutions (PBI) – institutions that do not meet the legal definition of HBCUs, but primarily serve African Americans. Eligibility is based on serving an undergraduate population that is both low income (at least 50% receiving Title IV needs-based assistance) and in which African American students constitute at least 40% [28] (e.g. Georgia State University and Community College of Philadelphia).[29]
  3. Hispanic-Serving Institutions (HSI) – institutions that serve an undergraduate population that is both low income (at least 50% receiving Title IV needs-based assistance) and in which Hispanic students constitute at least 25%[30] (e.g. University of Texas at El Paso, Fresno Pacific University and University of Texas Rio Grande Valley).[31]
  4. Tribal Colleges or Universities (TCU) - institutions of higher education which are formally controlled, or have been formally sanctioned, or chartered, by the governing body of an Native American tribe[32] (e.g. Dine College).[33][34][35]
  5. Native American Non-Tribal Institutions (NANTI) - institutions other than TCUs that serve an undergraduate population that is both low income (at least 50% receiving Title IV needs-based assistance) and in which American Indian students constitute at least 10%[36] (e.g. Southeastern Oklahoma State University).[37]
  6. Alaskan Native- or Native Hawaiian-Serving Institutions (ANNHI) - institutions that serve an undergraduate population that is both low income (at least 50% receiving Title IV needs-based assistance) and in which Alaska Native students constitute at least 20% or Hawaiian Native students constitute at least 10%[38] (e.g. University of Alaska Fairbanks and University of Hawaii at Manoa).
  7. Asian American- and Native American Pacific Islander-Serving Institutions (AANAPISI) - institutions that serve an undergraduate population that is both low income (at least 50% receiving Title IV needs-based assistance) and in which Asian American or Native American Pacific Islander students constitute at least 10%[39] (e.g. California State University, Los Angeles and University of Guam).[40][41][42]

Strengthening Institutions Program (SIP) institutions serve a low income undergraduate population (at least 50% receiving Title IV needs-based assistance)[43] and are eligible for federal funding under Title III of the Higher Education Act of 1965. However, as there are no requirements for minority enrollment under Title III Part A, these institutions are not considered MSIs.

Executive Orders

Specific Executive Orders currently referencing MSIs include:

References

  1. ^ Conrad, C. & Gasman, M. (2015). Educating a Diverse Nation: Lessons from Minority Serving Institutions. Harvard University Press
  2. ^ Gasman, Marybeth; Benjamin Baez; Caroline Sotello Viernes Turner (2008). Understanding minority-serving institutions. SUNY Press. ISBN 978-0-7914-7359-7. {{cite book}}: External link in |title= (help)
  3. ^ Chen, Edith Wen-Chu (2010). Encyclopedia of Asian American Issues Today. Vol. 1. ABC-CLIO. p. 177. ISBN 978-0-313-34751-1.
  4. ^ Marybeth Gasman, Andrés Castro Samayoa, William Casey Boland, & Paola Esmieu (Eds.), Educational Challenges and Opportunities at Minority Serving Institutions (New York, NY: Routledge Press, 2018).
  5. ^ Marybeth Gasman, Andrés Castro Samayoa, & Michael Nettles (Eds.). The Return on Investment for Minority Serving Institutions. (San Francisco, CA: Wiley Press, 2017).
  6. ^ Marybeth Gasman, Benjamin Baez, and Caroline Turner (Eds.), Understanding Minority Serving Institutions (Albany, NY: State University of New York Press, March 2008).
  7. ^ Marybeth Gasman, Thai-Huy Nguyen, & Clif Conrad, “Lives Intertwined: A Primer on the History and Emergence of Minority Serving Institutions,” Journal of Diversity in Higher Education 8, no. 2 (2015): 120-138.
  8. ^ Favors, J. (2020). Shelter in a time of storm: How Black colleges fostered generations of leadership and activism. Chapel Hill, NC: The University of North Carolina Press.
  9. ^ Marybeth Gasman, Envisioning Black Colleges: A History of the United Negro College Fund (Baltimore: Johns Hopkins University Press, 2007).
  10. ^ Marybeth Gasman & Thai-Huy Nguyen, Making Black Scientists: A Call to Action. (Cambridge, MA: Harvard University Press, 2019).
  11. ^ Marybeth Gasman and Felecia Commodore (Eds.), Opportunities and Challenges at Historically Black Colleges and Universities (New York: Palgrave Press, 2014).
  12. ^ Robert Palmer, Robert Shorette, and Marybeth Gasman (Eds.), Exploring Diversity at Historically Black Colleges and Universities: Implications for Policy and Practice, (San Francisco: Jossey-Bass, 2014).
  13. ^ Marybeth Gasman, Tiffany Smith, Alejandra Regla, & Thai-Huy Nguyen, “Historically Black Colleges and Universities and the Production of Doctors,” AIMS Public Health, 4(6), 579-589, (2017).
  14. ^ Marybeth Gasman, Thai-Huy Nguyen, Clif Conrad, Todd Lundberg, & Felecia Commodore, “Morehouse College: Promoting Black Male Success in STEM,” Journal of Diversity in Higher Education vol. 10, no. 2 (2016): 181-200.
  15. ^ Laura Perna, Valerie Lundy Wagner, Noah D. Drezner, Marybeth Gasman, Susan Yoon, Enakshi Bose, and Shannon Gary, “The Contributions of Historically Black Colleges and Universities to the Preparation of African American Women for STEM Careers: A Case Study,” Research in Higher Education 50, no. 1 (2008)
  16. ^ Robert Palmer and Marybeth Gasman, “‘It Takes a Village to Raise a Child’: Social Capital and Academic Success at Historically Black Colleges and Universities,” Journal of College Student Development 49, no. 1 (Jan/Feb, 2008): 1-19.
  17. ^ Warner, L. S. & Gipp, G. (2009). Tradition and culture in the millennium: Tribal colleges and universities. Information Age Publishers.
  18. ^ Shreve, B. & Littlebear, R. (2019) (Eds.). Language revitalization at Tribal colleges and universities: Overviews, perspectives, and profiles. Tribal College Press.
  19. ^ William Casey Boland, Marybeth Gasman, Andrés Castro Samayoa, and DeShaun Bennett, “The Effect of Enrolling in Minority Serving Institutions on Earnings Compared to Non-Minority Serving Institutions: A College Scorecard Analysis,” Research in Higher Education (2019)
  20. ^ William Casey Boland, Marybeth Gasman, Thai-Huy Nguyen, & Andrés Castro Samayoa, “Master Plan and the Future of California Higher Education: Assessing the Impact of State Policy on Minority Serving Institutions,” American Educational Research Journal (2018).
  21. ^ Robert Nathenson, Andrés Castro Samayoa, & Marybeth Gasman, Moving Upward & Onward: Income Mobility and Historically Black Colleges and Universities, New Brunswick, NJ: Rutgers Center for Minority Serving Institutions, 2019.
  22. ^ William Casey Boland, Marybeth Gasman, Andrés Castro Samayoa, Andrew Martinez and Brandy Jones, Even More Potential to Serve: Florida’s Minority Serving Institutions. Philadelphia, PA: Penn Center for Minority Serving Institutions, 2018.
  23. ^ William Casey Boland, Andrés Castro Samayoa, Marybeth Gasman, and Thai-Huy Nguyen, An Unstoppable Tidal Wave of Progress: Minority Serving Institutions in Texas. Philadelphia, PA: Penn Center for Minority Serving Institutions, 2017.
  24. ^ William Casey Boland, Andrés Castro Samayoa, Thai-Huy Nguyen, Marybeth Gasman, Chris Jimenez, Elisa Chen, & Vera Wang, Striking Gold in the Golden State: Harnessing the Power of Minority Serving Institutions in California. Philadelphia, PA: Penn Center for Minority Serving Institutions, 2015.
  25. ^ Ginger Stull, Demetrios Spyridakis, Marybeth Gasman, Andrés Castro Samayoa, & Yvette Booker, Redefining Success: How Tribal Colleges and Universities Build Nations, Strengthen Sovereignty, and Persevere through Challenges. Philadelphia, PA: Penn Center for Minority Serving Institutions, 2015.
  26. ^ Garcia, G. A. (2019). Becoming Hispanic-Serving Institutions: Opportunities for Colleges and Universities. Baltimore, MD: Johns Hopkins University Press.
  27. ^ 20 U.S.C. § 1061
  28. ^ 20 U.S.C. § 1059e
  29. ^ https://cmsi.gse.rutgers.edu/sites/default/files/PBIs.pdf
  30. ^ 20 U.S.C. § 1101a
  31. ^ Garcia, G. A. (2019). Becoming Hispanic-Serving Institutions: Opportunities for Colleges and Universities. Baltimore, MD: Johns Hopkins University Press.
  32. ^ 20 U.S.C. § 1059c
  33. ^ Warner, L. S. & Gipp, G. (2009). Tradition and culture in the millennium: Tribal colleges and universities. Information Age Publishers.
  34. ^ Ginger Stull, Demetrios Spyridakis, Marybeth Gasman, Andrés Castro Samayoa, & Yvette Booker, Redefining Success: How Tribal Colleges and Universities Build Nations, Strengthen Sovereignty, and Persevere through Challenges. Philadelphia, PA: Penn Center for Minority Serving Institutions, 2015.
  35. ^ Todd Lundberg, Marybeth Gasman, Clif Conrad, Thai-Huy Nguyen, & Felecia Commodore, “Redefining the Matriculation of Underprepared Students: The Case of Developmental Math Education at Chief Dull Knife College,” Review of Higher Education (2018).
  36. ^ 20 U.S.C. § 1067q
  37. ^ https://cmsi.gse.rutgers.edu/sites/default/files/MSI_AIANrprt_R3.pdf
  38. ^ 20 U.S.C. § 1059d
  39. ^ 20 U.S.C. § 1059g
  40. ^ Rutgers Center for Minority Serving Institutions https://cmsi.gse.rutgers.edu
  41. ^ Dolly Nguyen, Mike Nguyen, Thai-Huy Nguyen, Marybeth Gasman, and Clif Conrad, “From Marginalized to Validated: An In-depth Case Study of an Asian American, Native American and Pacific Islander Serving Institution,” Review of Higher Education, 41(3), (2018), 327-363.
  42. ^ Maramba, D. & Fong, T. (2020). (Eds.). Transformative practices for minority student success: Accomplishments of Asian American and Native American Pacific Islander-Serving Institutions. Stylus Press.
  43. ^ 20 U.S.C. § 1058
  44. ^ 82 FR 12499
  45. ^ 66 FR 52841
  46. ^ 67 FR 45288
  47. ^ 69 FR 25293
  48. ^ 74 FR 53635


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