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Background:This article highlights the contributions made by historically Black colleges and universities (HBCUs) to the nursing profession, as well as the challenges faced by HBCUs as they make these important contributions.Method:This study uses a mixed-methods approach that includes historical, qualitative, and quantitative methods.Results:This study includes an overview of the history of the contributions of HBCUs to nursing, how HBCU nursing programs collaborate with majority institutions, strategies for retaining and supporting African American nurses within the HBCU setting, and challenges that HBCU nursing programs face.Conclusion:HBCUs contribute to the mobility of Black nursing students through partnerships and high-impact retention strategies. HBCUs contribute to the mobility of Black nursing students through partnerships and high-impact retention strategies. [[J Nurs Educ. 2020;59(2):76–82.]

Background Researchers have tended to favor scholarship that looks at institutional forms of support for gay, lesbian, bisexual, and transgender students in the context of resource centers specifically tailored to gay, lesbian, bisexual, and transgender students. Our study makes two distinct contributions to the study of gay and lesbian students of color: (1) We move away from resource centers as a focal point of support for students and attempt to explore the role of student health at 11 HBCUs; and (2) We draw attention to the ways in which health administrators challenge the influence of respectability to promote the delivery of healthcare that is attuned to the needs and experiences of sexual minorities, thereby providing evidence that pushes back against dominant narratives that reinforce HBCUs as homogenous communities of conservatism and homophobia.Research Question This study seeks to answer the following questions: (1) How do student health directors at HBCUs promote policies and practices that are attuned to the health of their gay and lesbian students? and (2) What conditions are developed to cultivate a student health center that not only addresses students’ physical health, but is also “in a position to reaffirm these students”?Participants Eleven student health directors at 4-year private and public HBCUs.Research Design The inquiry is situated within the tradition of narrative analyses. Semistructured interviews were conducted with our participants.Data Collection and Analysis We structured each interview around six broad open-ended questions that offered opportunities for us to tease out unique areas of tension during the interview and to “lead the respondent on a journey, to a frame of mind from which she will understand our ‘big’ questions.” These questions included perceptions of challenges and successes of campus inclusiveness for sexual minority students, clinical services, sensitivity training for staff, and the presence of same gender loving brochures and messaging.Findings Our data offers a narrative that illuminates the forces that shape the challenges and opportunities for student health directors (SHDs) to engender change within and outside student health centers and how that ultimately affects the provision of health services to gay and lesbian students. More importantly, it showcases how efforts are made to challenge the influence of respectability to ensure student health and well-being. The findings are organized under the following themes: (a) building trust, (b) partnerships, (c) resistance, and (d) envisioning next steps.Conclusions We provide an extensive discussion in how student health directors manage the challenges associated with dominant institutional ideologies, as well as critical implications for future research and practice.

Background Within the canon of Asian American histories and histories of student activism, little attention is given to the Vietnamese students at the University of California at Irvine, who came together to advocate for the well-being of Vietnamese refugees after the end of the Vietnam War. This study examines this history and discusses the implications for understanding the unique histories that shape the lives of our increasingly diverse student populations.Purpose The objective of this study is to unearth and examine the experiences of Vietnamese students at the University of California at Irvine after the Vietnam War, between 1980 and 1990, and how their student organizations functioned to help them make sense of their personal losses as well as mobilize their efforts to highlight the plight of Vietnamese refugees.Research Design Primary and secondary sources were used to support this historical analysis.Data Collection Archival material came from the University of California at Irvine's Southeast Asian Archive.Conclusions This study pushes back against popular historical narratives that either ignore or blur the distinct experiences, traditions, and political and economic statuses among the U.S. Asian population. We demonstrate how Vietnamese students were active in their pursuit to improve the social and political conditions for their community. Moreover, this history brings forward very critical issues of student organizing and civic engagement and immigration.

The article discusses the importance of involvement in student affairs to address inequality in education. It mentions the importance of the role of student affair practitioners and academic leaders on the learning process and in the development of the students in their college education. It cites the attributes of higher education and the readiness that college students should possess academic success.