2
In this analysis, we explore more on minorities in higher education. We will learn about
minority serving institutions and their positive contribution to the minority experience within
higher education. We’ll also learn about ways administrators can begin to set their universities
on the path to correcting this systemic failure. Finally, we will look into a resource that is
somehow overlooked often – the minority faculty member. They are a resource in higher
education that should and can be used in all facets of student success, even those that are outside
of the classroom.
Firstly, the subject of minority serving institutions (MSIs) needs to be recognized. For
this study’s purposes, the term MSI includes Hispanic Serving Institutions (HSIs), Tribal
Colleges and Universities (TCUs), Historically Black Colleges and Universities (HBCUs),
Alaska Native- and Native Hawaiian- Serving Institutions (ANNHSIs), Asian American and
Native American Pacific Islander-Serving Institutions (ANAPISIs), Native American-Serving,
Non Tribal Institutions (NASNTIs), and Predominantly Black Institutions (PBIs). MSIs provide
a specialized experience to their students regardless of the student. They are able to provide the
highest upward income mobility of all higher education types in the country and educate more
underrepresented students than non-MSIs because of their lower expenditures despite resource
constraints. (Espinosa, Kelchen, & Taylor, 2018)
Now that we’ve explored MSIs and their importance, we look into reasons why the
minority experience is far less enjoyable than that of white counterparts. Here we look at
University leadership’s role in the lack of ensured diversity. The need for safe spaces dedicated
to achieving equity have continued to increase in recent years leading to the need for a Chief
Diversity Offer (CDO). These CDOs are often put in charge of all DEI efforts at their university.
In addition to appointing a CDO, Universities are charged with implementing a shared equity
3
leadership model. The SEL model is built on the idea that higher education leadership focus on
taking action that is rooted in “indigenous communities, communities of color, and women’s
leadership” (Kezar & Holcombe, 2022). Here we learn of the three considerations when
embarking on an SEL journey: (1) campus context, (2) history of DEI work and existing
structures, and (3) history of collaboration and collective work. This is not to say these are the
only things to consider, they are just a starting point, but they do give a solid foundation for
mapping out where a University’s equity and diversity is and where you would like it to be.
(Kezar & Holcombe, 2022)
Another point of contention for minorities in higher education is representation among
faculty at predominantly white institutions (PWIs). Administrators are not paying enough
attention to not only the hiring of us retaining minority faculty members. The reality is that
administration only partially focuses on changing the environment and barely any attention is
given to the “revolving door of minority professors” (June, 2015). From the article, we explore
the career decisions of three faculty members at different institutions and their reason(s) for why
they chose to stay at their respective universities. One professor stayed because, despite the
number of offers he received, the university he was at wasn’t hiring him just because of his
minority status. They hired him because of what he brought into the classroom. Another
professor stayed because of the students she got to serve – the students she could relate to and
who could relate to her (June, 2015).
The material reviewed for this analysis all cover related, but separate portions of the
minority experience in higher education. We learned that MSIs providing the most upward
income mobility to students who attend there. Espinosa, Kelchen, & Taylor (2018) discuss the
importance of “meeting students where they are and making good on the value of higher
4
education” which directly relates to, and confirms, the idea that minority faculty want to be
available to support minority students. From a practical application standpoint, University
administrators should be more inclined to include all their student demographic in their thought
processes when determining their futures and that of the University. Facts cannot be ignored, and
the fact is that minority students are underrepresented and feel unwelcome in most places at
PWIs. Minority students are not asking their administrators to complete their own research, but
simply to use the research done by others to improve on the needs of their students.
When searching for a Bible verse that accurately accounts for minorities in higher
education, I found that Isaiah 1:17 and Matthew 5:6 seem to be the most fitting. Isaiah 1:17 says
“learn to do right; seek justice. Defend the oppressed. Take up the cause of the fatherless; plead
the case of the widow” (New International Version, 2023). These verses apply directly to the
plight of minority students. They instruct us to be bold and stand up for what’s right for no other
reason other than Jesus tells us to. We, as Christians, should be a driving force in the quest for
complete diversity, equity, and inclusion on our respective campuses because that is what is
right. Additionally, Matthew 5:6 says “Blessed are those who hunger and thirst for righteousness,
for they will be filled” (New International Version, 2023). This verse lets us know that following
the instructions given in Isaiah will bless those who seek justice and equality in educational
experiences of minorities in higher education.
5
References
Espinosa, L. L., Kelchen, R., & Taylor, M. (2018). Minority serving institutions as engines of
upward mobility. In American Council on Education. American Council on Education.
https://www.acenet.edu/Documents/MSIs-as-Engines-of-Upward-Mobility.pdf
June, A. W. (2015, December 4). When Recruiting Minority Faculty Members Isn’t Enough.
Chronicle of Higher Education.
https://www-chronicle-com.eu1.proxy.openathens.net/article/when-recruiting-minority-
faculty-members-isnt-enough/
Kezar, A., & Holcombe, E. (2022). Organizing Shared Equity Leadership: How to structure the
work. Higher Education Today. https://www.higheredtoday.org/2022/06/02/organizing-
shared-equity-leadership-how-to-structure-the-work/
New International Version. (2023). Zondervan.
Powered by TCPDF (www.tcpdf.org)
