Though the Filipino American population has increased numerically in many areas of the United States, especially since the influx of professional immigrants in the wake of the 1965 Immigration Act, their impact on schools and related educational institutions has rarely been documented and examined. The Other Students: Filipino Americans, Education, and Power is the first book of its kind to focus specifically on Filipino Americans in education. Through a collection of historical and contemporary perspectives, we fill a profound gap in the scholarship as we analyze the emerging presence of Filipino Americans both as subjects and objects of study in education research and practice. We highlight the argument that one cannot adequately and appropriately understand the complex histories, cultures, and contemporary conditions faced by Filipino Americans in education unless one grapples with the specificities of their colonial pasts and presents, their unique migration and immigration patterns, their differing racialization and processes of identity formations, the connections between diaspora and community belonging, and the various perspectives offered by ethnic group-centered analysis to multicultural projects. The historical, methodological, and theoretical approaches in this anthology will be of interest to scholars, researchers, and students in disciplines which include Education, Ethnic Studies, Asian American and Pacific Islander Studies, Anthropology, Sociology, Political Science, Urban Studies, Public Policy, and Public Health.

This volume explores the unique experiences of student affairs professionals at Minority Serving Institutions (MSIs) in the US. In doing so, it highlights broader challenges faced by MSIs and highlights ways in which these have been countered by effective student affairs practice. Recognizing that the role of student affairs practitioners at MSIs often differs from that of their contemporaries in other types of institution, this volume offers important insight into the context of student affairs at Historically Black Colleges and Universities, Predominantly Black Institutions, Hispanic-Serving Institutions, and Asian American and Native American Pacific Islander- Serving Institutions. Drawing on rich qualitative data, chapters identify examples of best practices to foster student growth, ensure culturally relevant approaches, and enhance collaboration between academic and administrative departments. The volume thereby showcases the important contribution that these institutions, and the professionals within them, make to the US Higher Education landscape and the success of minority students. This text will benefit researchers, academics, and educators with an interest in student affairs practice, higher education management, and inclusive education. Those interested in the sociology of education as well as race and ethnicity studies will also benefit from the volume.

Strong, effective, and innovative leadership is critical for institutions of higher education, especially for Minority-Serving Institutions (MSIs). Indeed, research and examples have shown leadership instability among some types of MSIs, while discussions and research on effective leadership for other MSIs is noticeably absent from the extant literature. In this volume, noted experts, researchers, and leaders discuss opportunities and challenges for leadership across the full range of MSIs, while creating a dialogue on leadership models and best practices. Chapters explore issues at Historically Black Colleges and Universities (HBCUs), Hispanic Serving Institutions(HSIs), Tribal Colleges and Universities (TCUs), and Asian American and Native American Pacific Islander Serving Institutions (AANAPISIs). This book helps higher education and student affairs scholars and administrators unpack contemporary leadership issues and strategies, and synthesizes best practices to help MSI leaders increase the effectiveness and sustainability of their institutions.

According to the Centers for Disease Control and Prevention, young people aged 18 to 25 are at a significant risk for acquiring and transmitting HIV (Human Immunodeficiency Virus) and other STIs (sexually transmitted infections). Primary developmental processes that place college students particularly at risk include the experience of intimacy, sexual desires and the centrality of the peer group. During these routine developmental processes, college students experiment with unprotected sex, multiple sex partners and alcohol and illicit drugs, all of which are contributing risk factors for HIV/STI infections. Early diagnosis, treatment and prevention of HIV and other STIs is germane to promoting the sexual health of college students and reducing high HIV/STI infection rates among young people. This edited volume will provide innovative and cutting-edge approaches to prevention for college students and will have a major impact on advancing the interdisciplinary fields of higher education and public health. It will explore core ideas such as hooking up culture, sexual violence, LGBT and students of color, as well as HIV and STI prevention in community colleges, rural colleges and minority serving institutions.

According to the Centers for Disease Control and Prevention, young people aged 18 to 25 are at a significant risk for acquiring and transmitting HIV (Human Immunodeficiency Virus) and other STIs (sexually transmitted infections). Primary developmental processes that place college students particularly at risk include the experience of intimacy, sexual desires and the centrality of the peer group. During these routine developmental processes, college students experiment with unprotected sex, multiple sex partners and alcohol and illicit drugs, all of which are contributing risk factors for HIV/STI infections.

Early diagnosis, treatment and prevention of HIV and other STIs is germane to promoting the sexual health of college students and reducing high HIV/STI infection rates among young people. This edited volume will provide innovative and cutting-edge approaches to prevention for college students and will have a major impact on advancing the interdisciplinary fields of higher education and public health. It will explore core ideas such as hooking up culture, sexual violence, LGBT and students of color, as well as HIV and STI prevention in community colleges, rural colleges and minority serving institutions."

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To maintain competitiveness in the global economy, United States policymakers and national leaders are increasing their attention to producing workers skilled in science, technology, engineering, and mathematics (STEM). Given the growing minority population in the country, it is critical that higher education policies, pedagogies, climates, and initiatives are effective in promoting racial and ethnic minority students' educational attainment in STEM. Minority Serving Institutions (MSIs) have shown efficacy in facilitating the success of racial and ethnic minority students in STEM and are collectively responsible for producing nearly one-third of the nation's minority STEM graduates. In Fostering Success of Ethnic and Racial Minorities in STEM, well-known contributors share salient institutional characteristics, unique aspects of climate, pedagogy, and programmatic initiatives at MSIs that are instrumental in enhancing the success of racial and ethnic minority students in STEM education. This book provides recommendations on institutional practice, policy, and lessons that any institution can use on their campus to foster better retention and persistence among minority students. Higher Education leaders and administrators interested in encouraging achievement among racial and ethnic minority students in STEM education will find this book a welcomed and timely addition to the discourse on promoting minority student success.

To maintain competitiveness in the global economy, United States policymakers and national leaders are increasing their attention to producing workers skilled in science, technology, engineering, and mathematics (STEM). Given the growing minority population in the country, it is critical that higher education policies, pedagogies, climates, and initiatives are effective in promoting racial and ethnic minority students' educational attainment in STEM. Minority Serving Institutions (MSIs) have shown efficacy in facilitating the success of racial and ethnic minority students in STEM and are collectively responsible for producing nearly one-third of the nation's minority STEM graduates. In Fostering Success of Ethnic and Racial Minorities in STEM, well-known contributors share salient institutional characteristics, unique aspects of climate, pedagogy, and programmatic initiatives at MSIs that are instrumental in enhancing the success of racial and ethnic minority students in STEM education. This book provides recommendations on institutional practice, policy, and lessons that any institution can use on their campus to foster better retention and persistence among minority students. Higher Education leaders and administrators interested in encouraging achievement among racial and ethnic minority students in STEM education will find this book a welcomed and timely addition to the discourse on promoting minority student success.

Between 2000 and 2015 the Asian American Pacific Islander population grew from nearly 12 million to over 20 million-at 72% percent recording the fastest growth rate of any major ethnic and racial group in the US. This book, the first to focus wholly on Asian American and Native American Pacific Islander Institutions (AANAPISIs) and their students, offers a corrective to misconceptions about these populations and documents student services and leadership programs, innovative pedagogies, models of community engagement, and collaborations across academic and student affairs that have transformed student outcomes. The contributors stress the importance of disaggregating this population that is composed of over 40 ethnic groups that vary in immigrant histories, languages, religion, educational attainment levels, and socioeconomic status. This book recognizes there is a large population of underserved Asian American and Pacific Islander college students who are in severe need of attention given their educational disparities. The contributors describe effective practices that enable instructors to validate the array of students' specific backgrounds and circumstances within the contexts of developing such skills as writing, leadership and cross-cultural communication for their class cohorts as a whole. They demonstrate that paying attention to the diversity of student experiences in the teaching environment enriches the learning for all. The timeliness of this volume is important because of the keen interest across the nation for creating equitable environments for our increasingly diverse students. This book serves as an important resource for predominantly white institutions who are admitting greater numbers of API and other underrepresented students. It also offers models for other minority serving institutions who face similar complexities of multiple national or ethnic groups within their populations, provides ideas and inspiration for the AANAPISI community, and guidance for institutions considering applying for AANAPISI status and funding. This book is for higher education administrators, faculty, researchers, student affairs practitioners, who can learn from AANAPISIs how to successfully engage and teach students with widely differing cultural backgrounds and educational circumstances.

While Asian Americans and Pacific Islanders (AAPIs) are growing faster than any other racial group in the U.S., they are all but invisible in higher education, and generally ignored in the research literature, and thus greatly misrepresented and misunderstood.This book presents disaggregated data to unmask important academic achievement and other disparities within the population, and offers new insights that promote more authentic understandings of the realities masked by the designation of AAPI. In offering new perspectives, conceptual frameworks, and empirical research by seasoned and emerging scholars, this book both makes a significant contribution to the emerging knowledge base on AAPIs, and identifies new directions for future scholarship on this population. Its overarching purpose is to provide policymakers, practitioners, and researchers in higher education with the information they need to serve an increasingly important segment of their student populations.In dispelling such misconceptions as that Asian Americans are not really racial minorities, the book opens up the complexity of the racial and ethnic minorities within this group, and identifies the unique challenges that require the attention of anyone in higher education concerned with student access and success, as well as the pipeline to the professoriate.

Between 2000 and 2015 the Asian American Pacific Islander population grew from nearly 12 million to over 20 million-at 72% percent recording the fastest growth rate of any major ethnic and racial group in the US. This book, the first to focus wholly on Asian American and Native American Pacific Islander Institutions (AANAPISIs) and their students, offers a corrective to misconceptions about these populations and documents student services and leadership programs, innovative pedagogies, models of community engagement, and collaborations across academic and student affairs that have transformed student outcomes. The contributors stress the importance of disaggregating this population that is composed of over 40 ethnic groups that vary in immigrant histories, languages, religion, educational attainment levels, and socioeconomic status. This book recognizes there is a large population of underserved Asian American and Pacific Islander college students who are in severe need of attention given their educational disparities. The contributors describe effective practices that enable instructors to validate the array of students' specific backgrounds and circumstances within the contexts of developing such skills as writing, leadership and cross-cultural communication for their class cohorts as a whole. They demonstrate that paying attention to the diversity of student experiences in the teaching environment enriches the learning for all. The timeliness of this volume is important because of the keen interest across the nation for creating equitable environments for our increasingly diverse students. This book serves as an important resource for predominantly white institutions who are admitting greater numbers of API and other underrepresented students. It also offers models for other minority serving institutions who face similar complexities of multiple national or ethnic groups within their populations, provides ideas and inspiration for the AANAPISI community, and guidance for institutions considering applying for AANAPISI status and funding. This book is for higher education administrators, faculty, researchers, student affairs practitioners, who can learn from AANAPISIs how to successfully engage and teach students with widely differing cultural backgrounds and educational circumstances.

Strong, effective, and innovative leadership is critical for institutions of higher education, especially for Minority-Serving Institutions (MSIs). Indeed, research and examples have shown leadership instability among some types of MSIs, while discussions and research on effective leadership for other MSIs is noticeably absent from the extant literature. In this volume, noted experts, researchers, and leaders discuss opportunities and challenges for leadership across the full range of MSIs, while creating a dialogue on leadership models and best practices. Chapters explore issues at Historically Black Colleges and Universities (HBCUs), Hispanic Serving Institutions(HSIs), Tribal Colleges and Universities (TCUs), and Asian American and Native American Pacific Islander Serving Institutions (AANAPISIs). This book helps higher education and student affairs scholars and administrators unpack contemporary leadership issues and strategies, and synthesizes best practices to help MSI leaders increase the effectiveness and sustainability of their institutions.

Though the Filipino American population has increased numerically in many areas of the United States, especially since the influx of professional immigrants in the wake of the 1965 Immigration Act, their impact on schools and related educational institutions has rarely been documented and examined. The Other Students: Filipino Americans, Education, and Power is the first book of its kind to focus specifically on Filipino Americans in education. Through a collection of historical and contemporary perspectives, we fill a profound gap in the scholarship as we analyze the emerging presence of Filipino Americans both as subjects and objects of study in education research and practice. We highlight the argument that one cannot adequately and appropriately understand the complex histories, cultures, and contemporary conditions faced by Filipino Americans in education unless one grapples with the specificities of their colonial pasts and presents, their unique migration and immigration patterns, their differing racialization and processes of identity formations, the connections between diaspora and community belonging, and the various perspectives offered by ethnic group-centered analysis to multicultural projects. The historical, methodological, and theoretical approaches in this anthology will be of interest to scholars, researchers, and students in disciplines which include Education, Ethnic Studies, Asian American and Pacific Islander Studies, Anthropology, Sociology, Political Science, Urban Studies, Public Policy, and Public Health.