African American Psychology: From Africa to America provides comprehensive coverage of the field of African American psychology. Authors Faye Z. Belgrave and Kevin W. Allison skillfully convey the integration of African and American influences on the psychology of African Americans using a consistent theme throughout the text—the idea that understanding the psychology of African Americans is closely linked to understanding what is happening in the institutional systems in the United States. The Fourth Edition reflects notable advances and important developments in the field over the last several years, and includes evidence-based practices for improving the overall well-being of African American communities

Distance Education: More Data Could Improve Education's Ability to Track Technology at Minority Serving Institutions

Minority Serving Institutions (MSIs) are responsible for educating 20 percent of the nation’s college students and nearly 40 percent of the nation’s students of color. This growing group of institutions is essential to higher education and moving toward a more equitable society. This important book focuses on the challenges faced by MSIs within the larger higher education context and provides practical solutions to address these challenges. From performance-based funding, to issues of being dually designated MSIs, to articulation agreements with community colleges, to college readiness, the authors tackle the most important topics in higher education by exploring these varied topics through the lens of MSIs.

There are over 20 million young people of color in the United States whose representation in STEM education pathways and in the STEM workforce is still far below their numbers in the general population. Their participation could help re-establish the United States' preeminence in STEM innovation and productivity, while also increasing the number of well-educated STEM workers. There are nearly 700 minority-serving institutions (MSIs) that provide pathways to STEM educational success and workforce readiness for millions of students of colorâ€"and do so in a mission-driven and intentional manner. They vary substantially in their origins, missions, student demographics, and levels of institutional selectivity. But in general, their service to the nation provides a gateway to higher education and the workforce, particularly for underrepresented students of color and those from low-income and first-generation to college backgrounds. The challenge for the nation is how to capitalize on the unique strengths and attributes of these institutions and to equip them with the resources, exceptional faculty talent, and vital infrastructure needed to educate and train an increasingly critical portion of current and future generations of scientists, engineers, and health professionals. Minority Serving Institutions examines the nation's MSIs and identifies promising programs and effective strategies that have the highest potential return on investment for the nation by increasing the quantity and quality MSI STEM graduates. This study also provides critical information and perspective about the importance of MSIs to other stakeholders in the nation's system of higher education and the organizations that support them.

This timely volume brings together a roster of experienced educators and researchers to address the African American achievement gap in higher education. The text provides an overview of recent research on the learning characteristics of African American university students and uses those findings to identify major issues and to foster new and productive inquiry and educational activities. Encompassing both traditional and virtual classrooms, the authors provide research-based strategies that higher-education faculty can use to design courses, pedagogy, and assessments that reach out to all learners in a fair and equitable manner. To help universities close the achievement gap, this book: Describes how African American, hip-hop, and school cultures influence learning and achievement. Identifies racial challenges and offers practical strategies for creating and teaching culturally responsive traditional and online courses. Includes sample lessons and assessment resources that implement many of the strategies described in the book.

As the general population of Latinxs in the United States burgeons, so does the population of college-going Latinx students. With more Latinxs entering college, the number of Hispanic Serving Institutions (HSIs), which are not-for-profit, degree granting postsecondary institutions that enroll at least 25% Latinxs, also grows, with 523 institutions now meeting the enrollment threshold to become HSIs. But as they increase in number, the question remains: What does it mean to serve Latinx students? This edited book, Hispanic Serving Institutions (HSIs) in Practice: Defining “Servingness” at HSIs, fills an important gap in the literature. It features the stories of faculty, staff, and administrators who are defining “servingness” in practice at HSIs. Servingness is conceptualized as the ability of HSIs to enroll and educate Latinx students through a culturally enhancing approach that centers Latinx ways of knowing and being, with the goal of providing transformative experiences that lead to both academic and non-academic outcomes. In this book, practitioners tell their stories of success in defining servingness at HSIs. Specifically, they provide empirical and practical evidence of the results and outcomes of federally funded HSI grants, including those funded by Department of Education Title III and V grants. This edited book is ideal for higher education practitioners and scholars searching for best practices for HSIs in the United States. Administrators at HSIs, including presidents, provosts, deans, and boards of trustees, will find the book useful as they seek out ways to effectively serve Latinx and other minoritized students. Faculty who teach in higher education graduate programs can use the book to highlight practitioner engaged scholarship. Legislators and policy advocates, who fight for funding and support for HSIs at the federal level, can use the book to inform and shape a research-based Latinx educational policy agenda. The book is essential as it provides a framework that simplifies the complex phenomenon known as servingness. As HSIs become more significant in the U.S. higher education landscape, books that provide empirically based, practical examples of servingness are necessary.