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/10.1007/978-3-8350-9442-0f 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.

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Die Entstehungsgeschichte des Indikators,tion system of China, their roles, for the most part, follow government policies. In this sense, the roles of EMSIs continually expand and change because of the evolving focus of the Chinese government on higher education in general or particular to Chinese Ethnic Minorities.

Kinetic

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https://doi.org/10.1007/978-3-642-94429-1hallenges often differ. For TCUs, many internal challenges derive from the poverty and social issues on tribal reservations. For EMSIs, their internal challenges come from the general situation of the Chinese higher education system and their relatively marginalized position within this system.

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https://doi.org/10.1007/978-3-8349-8709-9ntinue to focus on successful strategies and good practices to avoid pitfalls and shortcomings. For EMSIs, they need to improve their ability to take advantage of various national policies. Finally, both the United States and Chinese interviewees stressed the significance of improving the quality of programs offered by TCUs and EMSIs.

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Meeting Challenges: Highlights of Strategies and Practices in Serving Indigenous/Ethnic Minority Pe demonstrate some innovative practices of ethnic language preservation (e.g., the Tibetan-language textbooks and computer operating system) and the combination of ethnic talent training and community service (e.g., the Graduate Internship Program at Yanbian University).

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