Titlebook: Ethnic Minority-Serving Institutions; Higher Education Cas Weiyan Xiong Book 2020 The Editor(s) (if applicable) and The Author(s), under ex

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https://doi.org/10.1007/978-3-642-94429-1 bring challenges from different perspectives, such as the funding sources for TCUs and preferential policies for EMSIs. TCUs and EMSIs face some similar internal challenges like student readiness and preparation and the lack of qualified faculty members; however, the reasons and contexts of these c

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https://doi.org/10.1007/978-3-322-96302-4issions. For the exemplary strategies, practices, and specific programs presented in this chapter, TCUs and EMSIs demonstrate different focuses. In addition to the student-centered strategies and practices, TCUs emphasize their place- and needs-based, and culturally grounded characteristics in their

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https://doi.org/10.1007/978-3-8349-8709-9 and Universities (TCUs) and Ethnic Minority-Serving Institutions (EMSIs). However, in order to achieve this optimistic future, interviewees from both countries presented different blueprints for TCUs and EMSIs. In addition to increasing their visibility in the United States society, TCUs need to co

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https://doi.org/10.1007/978-3-8349-6853-1Is) from a comparative perspective to discuss their roles, facilitating factors, challenges and responses, and future development. TCUs and EMSIs have some common roles, facilitating factors, and challenges, and which are also similar to their mainstream counterpart higher education institutions. Ho

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American Indians and Alaska Natives and Chinese Ethnic Minorities: Demographics and Higher Educatioies. While promoting education for AIANs and CEMs has been promised for many years by the United States and Chinese governments, both groups are underrepresented in their educational systems, especially at the postsecondary level. This chapter presents the demographic status and higher education access and attainments of AIANs and CEMs.

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American Indian and Alaska Native and Chinese Ethnic Minority Higher Education: Evolution, Charactef AIAN higher education since the colonial era and the policies of CEM higher education from 1949. Next is an overview of the characteristics of AIAN and CEM higher education to provide the foundational contexts in which TCUs and EMSIs currently operate. Finally, this chapter summarizes the common challenges faced by TCUs and EMSIs.