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There is a paucity of research on the educational experiences of Filipinx Americans, the second-largest Asian American group in the United States. Studies that do exist often lump Filipinxs with other Asian Americans or present them devoid of critical contexts that shape their experience, namely, colonialism and racialization. Using a desire-based framework and empire as an analytic, we conducted a semi-systematic review of 74 journal articles to better understand how Filipinx Americans are presented in the research. Our analysis suggests that researchers often position Filipinx Americans relative to whiteness or utilize critical educational framings to interrogate the complex ways they are racialized. We offer implications for research focused on Filipinx Americans and minoritized groups. We conclude by discussing the utility of interdisciplinary research as well as the necessity for desirability and empire as a lens for future education research.

Research concerned with race in higher education often utilizes terms like Asian American, AAPI, API, APA, and APIDA interchangeably, with a limited grounding in theories of racial formation and pa...

Drawing on the experiences of a student affairs practitioner and an education scholar and professor, this essay reflects on the vocabularies used by educational institutions—themselves critical sites of knowledge production within schools—to categorize social identities and benchmarks of success for their students and faculty. But, to underscore and simultaneously unsettle claims regarding Filipinx American invisibility and nonrecognition, otherwise equally productive of misperception and ignorance, it offers “counternarratives” of group social identification that may effectively prove disruptive to educational institutions’ hegemonic powers.

The study of college choice among all students continues to be crucial in higher education. More importantly, a critical examination of understanding the influences of college choice for ethnically...

Using critical discourse analysis, this study assesses reader comments to newspaper articles on the Fisher v. University of Texas at Austin Supreme Court case. The Fisher case challenges the consideration of race in the college admissions process at UT. Findings show that this racial equity practice was framed as being antithetical to individualism, merit, and competition. Many comments, divorced from social and historical contexts, used colorblind rationale to justify their opposition to affirmative action yet relied heavily on popular polarizing racial discourse in their argumentation. Social policy implications related to facilitating college diversity and promoting educational equity are presented.

While research has shown that the racial diversity of historically Black colleges and universities (HBCUs) is increasing, the efforts of student affairs professionals to foster racial inclusivity are under examined. This case study discusses findings from student affairs professionals at one HBCU to understand what they are doing to foster a supportive environment for non-Black students. Findings presented in this article are critical as HBCUs seek to increase the racial diversity of their student bodies.

This qualitative study contributes an original holistic understanding of the perceptions and experiences of non-Black students (e.g., Asian American, Latino, and White) as they matriculate into historically Black colleges and universities (HBCUs), persist to graduation, and reflect on their experiences as graduates at HBCUs. Findings from this study confirm, challenge, and extend existing research regarding the preenrollment experience, institutional experience, and culminating outcomes of non-Black students enrolled in HBCUs. Implications are offered for researchers, practitioners, and current and future non-Black HBCU students.

At the heart of the longstanding debate of addressing racial inequities in higher education is an argument about whether race should be a factor in admissions decisions. One argument is that institutions should be held accountable for diversity through external policies like affirmative action. Alternatively, there is the position that institutions will act in good faith to implement diversity goals. Through a critical discourse analysis of policy discourse from the Texas legislature regarding 2009 changes to the Texas Top Ten Percent Plan, findings suggest that there may be less emphasis on accountability for institutional diversification through external policy like affirmative action. Instead, policy focuses on individual institutional diversity efforts. Using Critical Race Theory (CRT) as a theoretical framework, our findings maintain that as interest convergence changes (as the power elite no longer see current admissions policy benefiting them), there may be stronger arguments for internal accountability for diversity, leaving diversity efforts up to the people within individual institutions. Implications for institutional accountability are further discussed.

Drawing from a larger study on Asian Americans and Latino/as at HBCUs, this chapter focuses exclusively on the Latino/a students, sheds light on factors that motivated Latino/a students to attend a historically Black university, and discusses the on-campus experiences of these students. The chapter provides insight into what HBCUs might do to help increase a sense of belonging among Latino/a students.

Research has shown that the enrollment of Asian American and Latino/a students are increasing at historically Black colleges and universities (HBCUs). Nevertheless, research on how these students experience the institutional climate of HBCUs is nonexistent. Hence, this study sought to explore the college choice process and perceptions of campus climate for Asian American and Latino/a students at HBCUs. One of the salient themes that emerged from this study was the participants’ perception of faculty as supportive and exhibiting care for their well-being. Despite this, there was a concern among some participants that faculty lacked knowledge about non-Black students and were culturally exclusive in their teaching. This article discusses those experiences and concludes by providing implications for future research and institutional practice.

Given that Southeast Asian American (SEAA) students are severely underrepresented in higher education and less likely to persistence to graduation compared to other ethnic groups in the Asian American Pacific Islander (AAPI) community, this study explored critical factors to their college success. Indeed, several themes emerged from this national sample of 34 participants from five public, four year colleges and universities. In this present article, we discuss one of the salient themes—the role of social capital as facilitators of college access and success. This article concludes with implications for research and practice.

Research illustrates that the enrollments of Asian American and Latino/a students are increasing at historically Black colleges and universities (HBCUs). Nevertheless, research on how these students experience the institutional climates of HBCUs is nonexistent; hence, we sought to explore the college-choice process and perceptions of campus climate for Asian American and Latino/a students at HBCUs. One of the salient themes that emerged from this study was participants’ experiences with racial microaggressions at a HBCU. This article discusses those experiences and concludes by providing implications for institutional practice and future research.

A strong body of research has documented the supportive environments of historically Black colleges and universities (HBCUs) and their impact on facilitating student success. Notwithstanding the consistency of these findings, recent reports and empirical research have highlighted the problems that HBCUs are experiencing with Black male enrollment, campus engagement, retention, success, and graduation. The purpose of this article is to discuss the Male Initiative on Leadership and Excellence (MILE) and to describe its impact on retention and persistence of Black men at an HBCU. Hopefully, the MILE will inspire administrators and student affairs practitioners at HBCUs to adopt a similar initiative to positively increase academic success among Black men on their campuses.

The purpose of this study is to explore how campus climate, ethnic group cohesion and cross cultural interaction influence Filipino American college students' sense of belonging in college. Specifically, we examine the impact of three environmental and behavioral factors on students' sense of belonging: 1) campus racial climate, 2) ethnic group cohesion, and 3) interactions across cultures. A sample of 143 participants was analyzed using structural equation modeling techniques. Findings suggest that campus racial climate, ethnic group cohesion, and cross-cultural interaction all directly influence sense of belonging among Filipino American students. In addition, ethnic group cohesion was indirectly and positively associated with sense of belonging on campus via its direct influence on cross-cultural interactions. Implications for research and practice are discussed.

What happens to race in public discussions about “race-neutral” college admissions policies? This article shows how race disappeared from elite political debate during hearings on Texas Senate Bill 175 (2009), the Top Ten Percent Plan (the Plan), which guaranteed college admissions to high school graduates from the top 10% of their classes. Findings indicated that race disappeared from the discussion of college admissions policy in Texas. Instead, policy makers emphasized students’ opportunity to compete for college admissions ignoring that the opportunities for and impediments to success at different high schools varied widely across the state. The implication of these findings is that as policy becomes race neutral, discourse also becomes “colorblind” potentially disguising structural and secondary school inequalities.

Although the numbers of minority students are increasing in higher education, researchers remain concerned about the ability of predominantly White institutions (PWIs) to support and retain these students. Therefore, the purpose of this qualitative study was to explore factors promoting the academic success of minority students at a research intensive PWI. Four themes emerged, including the impact of: a) student involvement, b) faculty interaction, c) peer support, and c) self-accountability. While this study confirms research about minority students at PWIs, it also provides new insight and provokes questions that warrant further investigation. Implications for practice and research are discussed.

In this chapter, the authors discuss the utility of using mixed-methods and intersectionality approaches to conducting research on campus climates and on sense of belonging.

This qualitative study of 11 Black male students who entered a public historically Black college and university (HBCU) as academically underprepared and persisted to graduation, provides insight into the ways in which family promotes academic success for Black male students at a public HBCU. The study’s findings encourage practitioners at HBCUs to reassess the relationship between family involvement and academic success for Black male students. Further, the findings affirm the justification to revise Tinto’s theory of student departure to account for relationships minority students have with support networks outside the campus milieu.

This qualitative research study examined ethnic identity development among underrepresented students of color at a selective, research intensive, predominantly White university. The objective focused on influences of the campus experience on students’ ethnic identity development when they entered and as they prepared to graduate from college. Students were asked to reflect on how development of their ethnic identity intersected with outcomes as critical thinking, communication skills, and sense of competence. Findings include an increased learning about one’s ethnic group has cognitive and noncognitive benefits. Students felt further development of their ethnic identity had a considerable, positive impact on their sense of competence, sense of belonging, interpersonal relationships, and commitments. Institutional and policy implications are discussed.

Although African Americans continue to demonstrate a desire for education, Black male enrollment and completion rates in higher education are dismal when compared to other ethnic groups. Researchers and scholars have noted various theories and philosophies responsible for the academic disengagement of African American men in higher education. This article provides a new contextual lens for understanding the academic disengagement of Black men using a tenet of critical theory as a method to explain the African American male achievement disparity. Additionally, this research offers employable strategies and activities that may encourage Black male achievement.

Background US Department of Health and Human Services reported that the lack of English language proficiency and the shortage of providers who possessed appropriate language skills were identified as major barriers to mental health service use for approximately half of the population of Asians and Pacific Islanders. The aim of this study was to examine the predictors of lifetime mental health service use in relation to English language proficiency among Asian Americans. Methods Data from 2095 Asian participants from the National Latino and Asian American Study were analyzed using logistic regression. Results Respondents with better English language proficiency and with a mental health diagnosis were more inclined to use mental health services. Participants who were born in the USA, who were widowed, separated or divorced, who sought comfort from religion, who reported worse physical and mental health self-ratings were more likely to use mental health services. The lack of health insurance coverage was not a significant predictor. Conclusions The public health implications for behavioral health include the need to educate health-care providers working with Asian Americans regarding the benefits derived from seeking services and making interpreter services available in a culturally sensitive environment.

As Filipina/o Americans comprise the largest Asian immigrant population in the United States, the experience of college-aged children of immigrants becomes an increasing concern at the university level. The purpose of this qualitative research investigation was to explore the ways Filipina American students negotiated their home environment and college experiences. Three primary themes emerged from the data: family/ parent influence, home obligations/gender differences, and importance of negotiating their Filipina American identity within the context of their home and college experiences. Provided are implications, particularly for student affairs professionals, administrators, and researchers.