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.

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.

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.

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.

The state of research on historically Black colleges and universities

2014 ◽  
Vol 8 (2) ◽  
pp. 89-111 ◽  
Author(s):  
Marybeth Gasman ◽  
Felecia Commodore
Keyword(s):  
Historically Black ◽  
Value Added ◽  
Black Colleges ◽  
Colleges And Universities ◽  
Student Diversity ◽  
Future Research ◽  
Historically Black Colleges ◽  
Content Type ◽  
The Impact ◽  
Black Colleges And Universities

Purpose – The purpose of this article is to examine the salient literature on historically Black colleges and universities (HBCUs) with an overarching goal of setting a future research agenda for scholars interested in these institutions. Design/methodology/approach – This literature review is organized into two main sections: strengths and challenges. To move HBCUs forward, scholars need an understanding of these institutions’ strengths as well as those challenges that lie ahead. Findings – The major strengths include the value-added nature of the education provided by HBCUs (i.e. the willingness of HBCUs to educate “at-risk” students); affordability in terms of tuition; community engagement; leadership training of future generations; Afrocentric curricula and a competitive yet supportive learning environment, which is particularly beneficial in the Science, Technology, Engineering and Math (STEM) fields; a focus on teaching; and faculty and student diversity. The first half of this paper will focus on these strengths. These same national experts identified the challenges as low retention and graduation rates; lack of financial resources (especially for student scholarships and attracting faculty), and competition from historically White institutions (HWIs); the need for sustainable administrative leadership; lack of marketing of HBCU success stories; the pressures of desegregation and holding true to mission; the challenge of producing future scholars who care about the needs of HBCUs; small endowment size; and the persistent gender gaps in student enrollment. The second half of this paper will focus on these challenges. Practical implications – In addition, by identifying the strengths and challenges, researchers can assist practitioners at HBCUs as well as those in the policy and funding arenas in better understanding the needs of HBCUs. Social implications – The research on HBCUs has grown substantially over the past 30 years. However, this body of research still has substantial gaps and holes. If filled, many of these gaps and holes would lead to stronger institutions, greater knowledge on the impact of HBCUs and enhanced learning experiences for HBCU students. Many young scholars are interested in studying HBCUs but are often discouraged: when they approach their advisor with the topic, they are told it is not important and that their career will be limited by the topical choice. There is a lack of support within sections of the HBCU community for research that might uncover weaknesses or not treat HBCUs in an entirely favorable light. We encourage those interested in pursuing research related to HBCUs to find mentors who will support them in their pursuits. Originality/value – Although some of these topics and subsequent suggestions involve taking on controversial issues, it is important for individuals affiliated with and who care about HBCUs to conduct this research before uninformed outsiders do it (Gasman, 2006). There needs to be a concerted effort from HBCUs, HBCU faculty, HBCU scholar – practitioners and HBCU allies – the “insiders” and the “outsiders” – to ensure those closest to HBCUs have the opportunity to share their own voice, rather than simply have others speak for them. HBCU leaders and organizations that ignore negative data and institutional challenges do so at their own peril.

“Where I Can Breathe”: Examining the Impact of the Current Racial Climate on Black Students’ Choice to Attend Historically Black Colleges and Universities

2021 ◽  
Vol 52 (8) ◽  
pp. 795-819
Author(s):  
Janelle L. Williams ◽  
Robert T. Palmer ◽  
Brandy J. Jones
Keyword(s):  
Black Students ◽  
Historically Black ◽  
Black Colleges ◽  
Colleges And Universities ◽  
Racial Climate ◽  
Historically Black Colleges ◽  
College Search ◽  
Education Community ◽  
The Impact ◽  
Black Colleges And Universities

While some in the higher education community have used anecdotal evidence to argue that Black students were attending historically Black colleges and universities (HBCUs) because of the broader racial climate due to Donald Trump’s rise as a political figure, few studies have provided empirical evidence to support this notion. Therefore, in this current study, we interviewed 80 Black students, who were engaged in the college search process in 2016 to 2018 to understand to what extent, if any, did the racial climate under Trump’s presidency influence their choice to enroll in HBCUs. Data were collected in the Fall 2018 and Spring 2019 from across four diverse HBCUs. Findings indicate that the racial climate under President Trump played a salient role in participants’ selection of HBCUs. Implications for research and practice are provided for both HBCUs and PWIs.

The Impact of Students' Perceptions of Academic Advisors at Historically Black Colleges and Universities (HBCUs)

2020 ◽  
pp. 58-75
Author(s):  
Leroy Hawkins
Keyword(s):  
Historically Black ◽  
Undergraduate Students ◽  
Black Colleges ◽  
Colleges And Universities ◽  
Historically Black Colleges ◽  
Academic Advisors ◽  
Race And Gender ◽  
Gender Based ◽  
The Impact ◽  
Black Colleges And Universities

The purpose of this chapter is to provide a history of academic advising and Historically Black Colleges and Universities related to race and gender as it relates to students' perceptions and the impact of different types of advising. The chapter will accomplish these goals by comparing gender-based issues and compare the perceptions of undergraduate students assigned to female academic advisors with undergraduate students assigned to male academic advisors at Historically Black Colleges and Universities (HBCUs) located in a Mid-Atlantic region of the United States. The study will also compare advising styles and issues in regard to both the social and academic connections using Tinto's interactionist framework.

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