Examining Disparities in Food Access Between Historically Black Colleges and Universities and Non-Historically Black Colleges and Universities

2021 ◽  
pp. 089011712110244
Author(s):  
Mariah Kornbluh ◽  
Shirelle Hallum ◽  
Marilyn Wende ◽  
Joseph Ray ◽  
Zachary Herrnstadt ◽  
...  
Keyword(s):  
United States ◽  
Historically Black ◽  
Food Access ◽  
The United States ◽  
Black Colleges ◽  
Colleges And Universities ◽  
Historically Black Colleges ◽  
Census Tracts ◽  
Neighborhood Socioeconomic Status ◽  
Black Colleges And Universities

Purpose: Examine if Historically Black Colleges and Universities (HBCUs) are more likely to be located in low food access area (LFA) census tracts compared to public non-HBCUs. Design: ArcGIS Pro was utilized to capture food environments and census tract sociodemographic data. Setting: The sample included 98 HBCUs and 777 public non-HBCUs within the United States. 28.9% of study census tracts were classified as LFA tracts. Measures: University data were gathered from the National Center for Education Statistics. Census tract-level LFA classification was informed by the United States Department of Agriculture’s Food Access Research Atlas. Covariates included population density and neighborhood socioeconomic status of census tracts containing subject universities. Analysis: Multilevel logistic regression was employed to examine the relationship between university type and LFA classification. Results: A higher percentage of HBCUs (46.9%) than public non-HBCUs (26.6%) were located in LFAs. After adjusting for population density and neighborhood socioeconomic status, university type was significantly associated with food access classification (B=0.71;p=.0036). The odds of an HBCU being located in LFA tracts were 104% greater than for a public non-HBCU (OR=2.04;95% CI=1.26,3.29). Conclusion: Findings underscore the need for policy interventions tailored to HBCU students to promote food security, environmental justice, and public health.

scholarly journals Experiences and Expectations of International Students at Historically Black Colleges and Universities: An Interpretative Phenomenological Analysis

2019 ◽  
Vol 9 (3) ◽  
pp. 189 ◽  
Author(s):  
Luis Miguel Dos Santos
Keyword(s):  
United States ◽  
International Students ◽  
Historically Black ◽  
Interpretative Phenomenological Analysis ◽  
The United States ◽  
Phenomenological Analysis ◽  
Black Colleges ◽  
Colleges And Universities ◽  
Historically Black Colleges ◽  
Black Colleges And Universities

International students are the most important population in the American higher education system, particularly for students from different cultural backgrounds. Besides research-based universities, comprehensive universities, and liberal arts colleges, historically black colleges and universities have the traditions to provide an equal learning environment to minorities, including international students. This study aimed to understand the academic experiences and expectations of Chinese international students enrolled at historically black colleges and universities in the Southeastern parts of the United States from the lens of neo-racism. One research question guided this study, which was: How would Chinese international university students describe their academic learning experience, expectations, stress, and difficulties at one of the historically black colleges and universities? The interpretative phenomenological analysis (IPA) was employed to explore the academic experience, difficulties, stress, and lived stories of their academic voyage at one of the historically black colleges and universities in the United States. The findings indicated that discrimination based on skin color, nationality, and race, the gaps in academic expectations, and social unfairness of internship opportunities are still significant. The result indicated the directions and recommendations for leaders, policymakers, school administrators, and related professionals to redesign the current university planning and related counselling services to not only international students but all minority people.

Debunking The Myth of Dependency

2016 ◽  
pp. 44-57
Author(s):  
Kehbuma Langmia
Keyword(s):  
Historically Black ◽  
The United States ◽  
Black Colleges ◽  
Colleges And Universities ◽  
Educational Systems ◽  
Historically Black Colleges ◽  
The World ◽  
Black World ◽  
Black Colleges And Universities ◽  
Critical Literature

This chapter examines a bi-polar ideological constructs of Western and Non-western modes of education within the Historically Black Colleges and Universities educational system. Western curricula have ‘colonized' Black world educational systems for centuries making it hard to inculcate African ontological and epistemological ideologies in most universities. As a result, the birth of HBCUs was a welcome relief as African Americans and Blacks from Africa, Latin America, Caribbean and Europe found a ‘home' to be ‘historically aware' of their lineage and ancestry. This chapter makes a case through critical literature to argue that sustaining and empowering these Black Colleges and Universities through Western and Non-western educational traditions constitute the barometer for success. This would ensure their long lasting role in higher education in the United States and the world.

Performance Funding and Historically Black Colleges and Universities: An Assessment of Financial Incentives and Baccalaureate Degree Production

2018 ◽  
Vol 34 (4) ◽  
pp. 644-673 ◽  
Author(s):  
William Casey Boland
Keyword(s):  
Historically Black ◽  
Baccalaureate Degree ◽  
The United States ◽  
Black Colleges ◽  
Colleges And Universities ◽  
Performance Funding ◽  
Historically Black Colleges ◽  
Performance Based Funding ◽  
The Impact ◽  
Black Colleges And Universities

Pay-for-performance has become a state finance policy du jour for public postsecondary institutions. A total of 35 states currently distribute varying amounts of appropriations to colleges and universities based on outcome measures. This study uses a difference-in-differences quasi-experimental technique to assess the impact of performance-based funding on public 4-year Historically Black Colleges and Universities (HBCUs). It also includes separate analyses on the older and newer models of performance funding throughout the United States. This study finds little evidence of a significant effect on improvement in baccalaureate degree attainment in public 4-year HBCUs that receive some apportionment of state appropriations through performance-based funding.

Techniques for Retaining Computer Science Students at Historical Black Colleges and Universities

2016 ◽  
pp. 251-268
Author(s):  
Shearon Brown ◽  
Xiaohong Yuan
Keyword(s):  
Higher Education ◽  
African American ◽  
Computer Science ◽  
Historically Black ◽  
The United States ◽  
Black Colleges ◽  
Colleges And Universities ◽  
Historically Black Colleges ◽  
Science Students ◽  
Black Colleges And Universities

Computing jobs are among the fastest growing areas of employment in the United States. However, there is a critical shortage of students majoring in computing. Institutions of higher education are not producing enough computing graduates to keep up with the growing demand. A contributing factor to the shortage of graduates in computing is the lack of African Americans completing computer science degrees. To change this trend, it is imperative to increase the number of African American receiving computer science degrees and who are well prepared for careers in computing. This chapter discusses effective techniques for retaining African American computer science majors at Historically Black Colleges and Universities.

Where Do We Go From Here?

2019 ◽  
pp. 149-180
Author(s):  
Errick Farmer ◽  
Kelsey Kunkle ◽  
Sundra D. Kincey ◽  
Cheree Y. Wiltsher ◽  
Adriel A. Hilton
Keyword(s):  
Higher Education ◽  
United States ◽  
Historically Black ◽  
Financial Stability ◽  
The United States ◽  
Black Colleges ◽  
Historically Black Colleges ◽  
Engagement Strategies ◽  
Major Factors ◽  
Black Colleges And Universities

For over 150 years, Historically Black Colleges and Universities (HBCUs) have played a significant role in providing a quality education to millions of families. The nation's HBCUs add a rich texture to the fabric of higher education in the United States. Their legacy is one of access and opportunity. In order for HBCUs to continue their legacy, they will need to continually examine their retention and engagement strategies, particularly when there are major factors that contribute to an institution's credibility and financial stability at a time when greater emphasis is being placed on these indicators in higher education in the United States. It is critically important HBCUs to address the challenges surrounding student retention and engagement, especially for traditionally underrepresented groups, and start a dialogue to embrace change and improvement in their efforts to increase retention and student engagement.

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