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First-generation students (FGSs) have received a great deal of attention in education research, practice, and policy. The difficulty of understanding and subsequently addressin the various and persistent configurations of inequality associated with FGSs lies with the complicated yet obscure state of the FGS term itself. Leaving the term unquestioned limits the capacity to grasp how these students' backgrounds and identities shape their decisions and relationships to others and to institutions, and risks reproducing the very inequality that education researchers wish to mitigate. This chapter begins to resolve these conflicts by offering a critical analysis and discussion—grounded by the concept of intersectionality—of the empirical literature on FGSs. We identify and discuss the dominant and problematic manner in which the FGS term has been operationalized in research and discuss the implications of their findings. We end with a discussion on emerging topics that extends the consideration of research on FGSs beyond the imaginary, traditional boundaries of college campuses.

This article highlights the capacity of an Asian American, Native American and Pacific Islander Institution (AANAPISI) to serve as an institutional convertor--by addressing challenges commonly associated with marginalized students--for low-income, Asian American and Pacific Islander students entering college. Through an in-depth case study, we explored the extent to which an AANAPISI-funded program, the Full Circle Project, improved students' ability to overcome barriers. We found that this program--an extension of the institution--acknowledges students' circumstances, thereby helping them to plug into an otherwise inaccessible, rough college terrain. We conclude with a discussion and implications for theory and practice.

In this study, we explore Historically Black Colleges and Universities (HBCUs) and the 'legitimated procedures' of increasing capacity in science, technology, engineering, and mathematics (STEM) education. Conducting interviews with HBCU presidents, we argue that as HBCUs contend with a conflicting national context, investment in STEM education is perceived as a strategic pathway to address institutional concerns. Our findings suggest a departure from institutional theory, in that HBCUs' choices demonstrate a strategic motive of survival and adaptability to changes in the organizational field of American higher education. Their unique location in the American higher education system means they have to balance both organizational and institutional pressures to both survive and maintain fidelity to their historic mission.

Empirical studies on minority serving institutions (MSIs) have proliferated in higher education scholarship in the past two decades. Using the MSI designations to identify distinct types of postsecondary institutions can be a useful, race-aware strategy for understanding the US higher education landscape. However, such usage warrants further examination of the racialized dynamics inherent in the scholarly enterprise engaging with MSIs. Drawing from scholarship on Asian American and Native American Pacific Islander Serving Institutions and Hispanic Serving Institutions, we illustrate how researchers engaging with institutional actors within these organizations have yet to explicitly account for the racialized processes of conducting research alongside MSIs. In this conceptual paper, we propose a heuristic—Transparent, Aligned, and Responsive—as a methodological guidance for scholars and practitioners interested in advancing empirical knowledge on MSIs through a commitment to race-aware reciprocal partnerships with student affairs professionals.

An important issue facing the world of medicine and health care is the field's lack of diversity, especially regarding African American doctors. African Americans made up 6% of all physicians in the U.S. in 2008, 6.9% of enrolled medical students in 2013 and 7.3% of all medical school applicants. The existing literature on the lack of diversity within the medical field emphasizes the role that inclusion would play in closing the health disparities among racial groups and the benefits acquired by African Americans through better patient-doctor interactions and further respect for cultural sensitivity. A large portion of current research regarding Black medical students and education focuses on why minority students do not go into medical school or complete their intended pre-med degrees. Common notions and conclusions are that many institutions do not properly prepare and support students, who despite drive and desire, may lack adequate high school preparation and may go through additional stress unlike their other peers. Historically Black Colleges and Universities (HBCUs) are institutions that were designed to support African American students by providing an educational learning environment that caters to their unique challenges and cultural understandings. Given that HBCUs have had much success in preparing minority students for STEM fields, and for medical school success more specifically, this article looks at the history of such universities in the context of medical education, their effective practices, the challenges faced by African Americans pursing medical education, and what they can do in the future to produce more Black doctors. We also highlight the work of Xavier University and Prairie View A&M University, institutions that regularly rank among the top two and top ten producers, respectively, of future African American doctors among colleges and universities.

This article highlights the contributions made by historically Black colleges and universities (HBCUs) to the nursing profession, as well as the challenges faced by HBCUs as they make these important contributions. This study uses a mixed-methods approach that includes historical, qualitative, and quantitative methods. This study includes an overview of the history of the contributions of HBCUs to nursing, how HBCU nursing programs collaborate with majority institutions, strategies for retaining and supporting African American nurses within the HBCU setting, and challenges that HBCU nursing programs face. HBCUs contribute to the mobility of Black nursing students through partnerships and high-impact retention strategies. [J Nurs Educ. 2020;59(2):76-82.].

Many argue that the California Master Plan for Higher Education is no longer effective in meeting the needs of students. This policy analysis assesses the impact of California higher education policy on the state's community colleges that are considered minority-serving institutions (MSIs). Using longitudinal data to determine how the metrics have changed over time, we focus on three public policies that are manifestations of the master plan: (1) transfer between the California Community Colleges and California State University segments, (2) state funding for each segment, and (3) enrollment quotas for the California State University and University of California segments. We assess enrollment, finance, transfer, persistence, and completion measures to answer our primary research questions. While we find challenges for MSI students advancing to the completion of a 4-year degree, our findings also demonstrate that MSI community colleges can encourage minority student retention and associate's degree and certificate completion. By centering MSIs in the state policy context, this study brings to light the growing interrelated relationship between federal and state efforts to reduce racial inequality in higher education.

While it is important for college and university senior administrators to embrace the traditional roles of their administrative positions, senior administrators’ interactions with students also shape institutional culture, students’ engagement, and ultimately play a role in students’ motivation to succeed. This engagement is especially evident in the Historically Black College and University (HBCU) context as senior administrators’ engagement with students can directly or indirectly affect how students perceive themselves and their ability to succeed. This article aims to illuminate the role that HBCU senior level administrators play in students’ motivation toward success. We also highlight the notion that senior level administrators’ role in organizational culture ultimately led historically-disempowered Black women students toward success in even the most historically inaccessible pathways in the science, technology, engineering, and math (STEM) fields. The study used semi-structured interviews with 71 Black women STEM students across 10 HBCUs and asked questions to better understand how events in their lives and on their campuses shaped their choice to pursue and persist through a STEM degree program. The study found that the women were highly motivated by their HBCUs’ family-like community of support. Integral to this article, this support was not confined to professors and peers, but extended to senior administrators. We conclude that Black women STEM students’ perception of their ability to succeed and their motivation is influenced by the institutions’ senior administration.

If our nation's colleges and universities are to become able to educate differentially prepared students, we need to understand better the ways that the growing number of underprepared students navigates college. In particular, research is needed that identifies the practices of the underprepared college students who complete remedial education and successfully continue their education. This case study of an innovative remedial math program at a tribal college explores the practices of successful underprepared students and the ways in which faculty and staff scaffold these practices.

Introduction: After the Coronavirus Disease 2019 pandemic, a high number of cases and severe dengue in children were reported in some provinces in the south of Vietnam. This study aimed to determine the distribution of dengue virus serotypes and their correlation with demographic factors, disease severity, clinical manifestations, and laboratory findings. Methodology: This study employed a cross-sectional design. Ninety-six dengue-infected children admitted to Can Tho Children's Hospital between October 2022 and March 2023 were included. Confirmation of dengue infection was achieved through the real-time polymerase chain reaction (RT-PCR). Results: Among the identified serotypes, DENV-2 accounted for the highest proportion (71.87%), followed by DENV-1 (23.96%), and DENV-4 (4.17%). DENV-3 was not detected. No significant demographic, disease severity, or laboratory differences were observed among the identified dengue serotypes. However, DENV-2 was associated with a higher occurrence of mucous membrane hemorrhages and gastrointestinal bleeding compared to other serotypes. Conclusions: Although DENV-2 was the most prevalent serotype responsible for dengue in children in southern Vietnam, it did not lead to more severe cases compared to other serotypes. This finding is crucial for evaluating the illness’s prognosis.