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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2731-6424 institutions today.?Finally, the author addresses strategies and practices for the future which will better serve AIAN and CEM students and?communities..978-3-030-55794-2978-3-030-55792-8Series ISSN 2731-6424 Series E-ISSN 2731-6432

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American Indians and Alaska Natives and Chinese Ethnic Minorities: Demographics and Higher Educatioeased in past decades, they are still much smaller than the majority groups. However, they are significant components of the two populations, while being essential for the cultural diversity in each country. AIANs and CEMs present similar but different demographic characters in the respective countr

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Research Design,w do Tribal Colleges and Universities (TCUs) and Ethnic Minority-Serving Institutions (EMSIs) address challenges in serving American Indian and Alaska Natives and Chinese Ethnic Minorities? This chapter first introduces the analysis framework and then presents a detailed overview of the sampling, da

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Roles in Support of Indigenous/Ethnic Minority Peoples,nd Universities (TCUs) and Ethnic Minority-Serving Institutions (EMSIs) also bear other roles relevant to their respective contexts. In specific, TCUs emphasize the importance of tribal nation building, and other roles are tributaries to this ultimate role. For EMSIs, in the centralized higher educa

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Challenges in Serving Indigenous/Ethnic Minority Peoples, 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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Meeting Challenges: Highlights of Strategies and Practices in Serving Indigenous/Ethnic Minority Peissions. 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