Minority Serving Institutions ( Msis ) - 1415 Words

Minority-Serving Institutions (MSIs) serves to provide a college education for citizens across racial, ethnic, and socioeconomic differences that were excluded from higher education throughout the United States History. Minority-Serving Institutions work towards producing superior results with fewer resources while being evaluated using the same accreditation standards as prestigious majority public and private institutions (Fester, 2012, p. 816). Minority-Serving Institutions are represented by Historically Black Colleges and Universities (HBCUs), Tribal Colleges and Universities (TCUs), Hispanic-Serving Institutions (HSIs), and Asian American, Native American, Pacific Islander Serving Institutions (AANAPISIs), and Minority Services†¦show more content†¦Laws and informal practices were exercised in the 1800s forbidding African-Americans to have the access to reading and writing (Williams, 2007). HBCUs granted the admission of African-American and postsecondary certification when other institutions excluded their participation (Palmer, 2010, p.767). With 107 HBCUs over 228,000 enrolled (U.S. Department of Education, 1991). African-Americans have increased attending colleges by the 1940s while being funded by the U.S Department of Education however limited monies supporting HBCUs casted attention away from HBCUs. In response Fredrick D. Patterson, then president of Tuskegee Institute, suggested private funding efforts. As a result, in 1944 presidents of 29 private HBCUs created the United Negro College Fund (UNCF). The UNCF served solely as a fund raising organization but evidently turned its attention on advocacy and educational roles for African-American students (Gasman, 2007). The Higher Education Act of 1965 amended in Title III authorized funds for enhancing HBCUs by strengthening their College and Universities Program and the Graduate Institutions (U.S. Department of Education, 1991). AANAPISIs are excluded from broader discourses on equity and s ocial justice thus limiting their system-wide policy considerations at state and national levels (Teranishi, 2010). AANAPSIs are academically successful however the low rates of college participation and degree