This study examined access levels between the three groups of Land-Grant Institutions: the 1862 Morrill Act schools (known as the state flagship universities), the 1890 Morrill Act schools (known as the 1890 Historically Black Colleges and Universities [HBCUs]), and the 1994 Education Act schools (known as the Tribal Colleges and Universities [TCUs]). The reason for this inquiry was the discovery of the inability to perform High-Performance Computing (HPC) interactive musical performances involving two of the three groups. The HBCUs and the TCUs were not equipped to handle the virtual needs of the initiative. This study determined that there is a significant disparity in access to the National Research and Education Network (NREN) for institutions of color and no access issues for the Historically White Institutions (HWIs). This study also advanced a proof-of-concept arts education initiative designed as a model to accelerate the adoption of the NREN in marginalized communities as a context for understanding the potential of the education technology tool in addition to the standardized STEM approach. Discoveries fell along racial lines, indicating sustained underfunding that negatively impacted the institutions and communities involved, making them less competitive and, therefore, less attractive to future students. Finally, the study advances recommendations for research and policy with the objective of eliminating the systemic patterns of discrimination that have continued to this date. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]