Research suggests an encouraging number of social work educators use affirmative practice approaches in the classroom. Although a small number of studies have explored the lesbian, gay, bisexual, transgender, queer or questioning (LGBTQ) climate at historically Black colleges and universities (HBCU), research on baccalaureate social work program directors' understanding of LGBTQ-affirmative climates at HBCUs is virtually nonexistent to date. This study sought to address the gap by exploring baccalaureate program directors' perceptions about the teaching of LGBTQ-affirmative practice at HBCUs. We found that some HBCU social work program directors felt their programs prepare students to support the makeup of LGBTQ families, verbalize respect for LGBTQ people, and challenge misinformation about LGBTQ people. Fewer participants reported their programs prepare students to help LGBTQ clients develop positive identities or reduce shame. We review the results of the exploratory study and make recommendations for program directors' roles in helping set a vision that supports LGBTQ diversity.
