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CALL FOR PAPERS
Association of Mexican American Educators (AMAE) Journal Special Issue
Latinx Students at Minority-Serving Institutions
Guest Editors: Taryn Ozuna Allen, Charles Lu, and Emily Calderón Galdeano
Ample scholarship has demonstrated that the Latinx population continues to be the fastest
growing ethnic-minority group in the U.S. (Calderón Galdeano, Flores, & Moder, 2012;
Núñez, Sparks, & Hernández, 2011). This population is estimated to double in size
by 2050 (Stokes-Brown, 2012). Between the years of 2000 and 2010, the Latino population
grew by 44% (Arbona & Jimenez, 2014). As of 2013, there were an estimated 51 million
Latinos residing within the United States (Arbona & Jimenez, 2014). As such, the
number of Latinx students participating in American colleges and universities has also
increased (Medina & Posadas, 2012).
At the same time, there has been a significant growth in the number of Minority Serving
Institutions (MSIs) from 414 in the 1980s to more than 1,200 by 2004 (Li, 2007). MSIs are
increasingly relevant in higher education for a few distinct reasons (Teranishi, 2014).
First, MSIs enroll a high number and proportional representation of low-income minority
students. Second, MSIs are pursuing innovative and evidence-based practices, which are
effective in promoting persistence, degree attainment, and student satisfaction. Finally,
the federal government provides grants to MSIs through a number of federal agencies, with
a significant amount of funding authorized through the Higher Education Act of 1965 (HEA
P.L. 89-329). Through HEA alone, annual appropriations total more than $800 million,
funding more than 950 institutions. The funding is crucial for MSIs as they typically
have fewer resources from tuition revenues or endowments to serve a higher proportion
high-need students.
For the 2020 fiscal year, President Trump’s budget proposal requested an estimated $7.1
billion cut in funding for the department compared with 2019, which represents a 10
percent decrease in its budget. Every single program for MSIs had a reduction in its
budget, totaling close to $95 million in proposed cuts. The budget also forces certain
types of minority-serving institutions into an awkward trade-off by guaranteeing
access—meaning that more institutions would get grants, but the grants could be far
smaller.
Given the importance, relevancy, and timeliness of minority-serving institutions, this
call for papers seeks to build collective knowledge of Latinx students at Historically
Black Colleges and Universities (HBCUs), Hispanic-Serving Institutions (HSIs), Tribal
Colleges and Universities (TCUs), and Asian American Native American Pacific Islander
Serving Institutions (AANAPISIs). We are particularly interested in manuscripts about
college access and completion, student success, evidence-based practices, and identity
development of Latinx students at MSIs. We welcome manuscripts that offer theoretical
perspectives; research findings; innovative methodologies; pedagogical reflections; and
implications related to (but not limited to) the following areas:
* Trends of Latinx students at MSIs
* College access and completion
* Evidence-based practices and case studies
* Identity development of Latinx students
* Faculty issues at MSIs
* Leadership, administration, and decision-making at MSIs
Submissions suitable for publication in this special issue include empirical papers,
theoretical/conceptual papers, essays, book reviews, and poems. It is important to note
that the special issue is interested in the broader Latina/o experience and not solely
focused on the experiences of Mexican Americans (per the title of the journal).
The selection of manuscripts will be conducted as follows:
1. Manuscripts should not have been previously published in another journal, nor should
they be under consideration by another journal at the time of submission.
2. Each manuscript will be subjected to a blind review by a panel of reviewers with
expertise in the area treated by the manuscript. Those manuscripts recommended by the
panel of experts will then be considered by the AMAE Journal guest editors and editorial
board, which will make the final selections. PLEASE NOTE: For a manuscript to be accepted
for review, each contributing author (or at least one among co-authors) must agree to
review one manuscript submitted to this special issue.
3. Manuscripts will be judged on strengths and relevance to the theme of the special
issue.
Manuscripts should be submitted as follows:
1. Submit via email both a cover letter and copy of the manuscript in Microsoft Word to
Dr. Taryn Ozuna Allen (t.o.allen(a)tcu.edu).
2. Cover letter should include name, title, short author bio (100 words), and
institutional affiliation; indicate the type of manuscript submitted and the number of
words, including references. Also, please briefly explain how your manuscript addresses
the call for papers.
3. Prepare the manuscript for anonymous peer review. Authors should make every effort to
ensure that the manuscript contains no clues to the author's identity. The manuscript
should not include author’s name, institutional affiliation, contact information, or
acknowledgements. (This information can be included in the cover letter at the time of
submission).
4. Manuscripts should be no longer than 5,000 words (including references) and have an
abstract of 200 words or less. Please follow the standard format of the American
Psychological Association (APA). Include within the text all illustrations, charts, and
graphs. Manuscripts may also be submitted in Spanish.
Deadline for submissions is Wednesday, April 15, 2020. Please address questions to Dr.
Taryn Ozuna Allen (t.o.allen(a)tcu.edu), Dr. Charles Lu (clu(a)ucsd.edu), or Dr. Emily
Calderón Galdeano (ecgaldeano(a)gmail.com). Authors will be asked to address revisions to
their manuscripts during May – September 2020. This special issue is due to be published
in December 2020.
References:
Arbona, C., & Jimenez, C. (2014). Minority stress, ethnic identity, and depression
among Latino/a college students. Journal of Counseling Psychology, 61, 162-168.
doi:10.1037/ a0034914.
Calderón Galdeano, E., Flores, A. R., & Moder, J. (2012). The Hispanic Association of
Colleges and Universities and Hispanic-serving institutions: Partners in the advancement
of Hispanic higher education. Journal of Latinos and Education, 11, 157-162.
doi:10.1080/15348431. 2012.686352
Li, X. (2007). Characteristics of minority-serving institutions and minority
undergraduates enrolled in these institutions (NCES 2008-156). Washington, DC: U.S.
Department of Education, Institute of Education Sciences, National Center for Education
Statistics.
Medina, C. A., & Posadas, C. E. (2012). Hispanic student experiences at a
Hispanic-serving institution: Strong voices, key message. Journal of Latinos and
Education, 11, 182-188. doi: 10.1080/15348431.2012.686358
Núñez, A. M., Sparks, P. J., & Hernández, E. A. (2011). Latino access to community
colleges and Hispanic-serving institutions: A national study. Journal of Hispanic Higher
Education, 10, 18-40. doi:10.1177/1538192710391801
Teranishi, R. (2014). Measuring the impact of MSI-funded programs on student success:
Findings from the evaluation of Asian American and Native American Pacific Islanderserving
institutions. Los Angeles, CA: Partnership for Equity in Education Through Research.
Retrieved from http://www.apiasf.org/pdfs/2014_peer_report/APIASF_and_
CARE_PEER_Report_April_2014.pdf