Expanding the Student Persistence Puzzle to Minority Serving Institutions: The Residential Historically Black College and University Context

2018 ◽  
Vol 22 (4) ◽  
pp. 676-698 ◽  
Author(s):  
Dominique J. Baker ◽  
Andrew T. Arroyo ◽  
John M. Braxton ◽  
Marybeth Gasman ◽  
Clay H. Francis
Keyword(s):  
Predominantly White ◽  
Historically Black ◽  
Student Persistence ◽  
Black Colleges ◽  
Colleges And Universities ◽  
Black College ◽  
Historically Black Colleges ◽  
Historically Black College ◽  
College And University ◽  
Minority Serving Institutions

The prevailing theories of student persistence have been developed in Predominantly White Institutional (PWI) contexts. The extent to which these theories—in whole or in part—apply to Minority Serving Institutions such as Historically Black Colleges and Universities (HBCUs) has not been studied in depth. This study tests a PWI-based theory of student persistence in residential colleges and universities at two residential HBCUs. Four-hundred and fifty-one residential students completed a survey testing the theory, and then administrative data were used to link student persistence data. Findings suggest that theories developed at PWIs—such as the model tested in this study—hold salience for understanding student persistence at Minority Serving Institutions such as HBCUs. However, a complete picture of student persistence at HBCUs may benefit from the addition of HBCU-specific constructs and models.

Building Positive Mentoring Experiences for Black Male Faculty at a Historically Black College and University

2018 ◽  
pp. 179-200
Author(s):  
James Edward Osler II
Keyword(s):  
Historically Black ◽  
Role Models ◽  
Black Colleges ◽  
Black College ◽  
Historically Black Colleges ◽  
Access To Higher Education ◽  
Positive Role ◽  
Historically Black College ◽  
College And University ◽  
Black Colleges And Universities

This chapter outlines how historically Black Colleges and Universities (HBCUs) have served an important role in promoting access to higher education for Black faculty when other venues were closed to them. During their inception, HBCUs were far from equal in terms of infrastructure, resources, and operating budgets; these inequities persist to the present day. HBCUs have a rich legacy of producing charismatic leaders. For example, W. E. B. Du Bois, Martin Luther King, Jr., Thurgood Marshall, Ella Baker, Barbara Jordan, and Stokely Carmichael who all valiantly advocated for societal change for all and served as positive role models to many African Americans. Black colleges also provide a rich source of social networks to students, fostering an empowering educational climate (Palmer & Gasman, 2008).

scholarly journals The Non-Sweet Sixteen: Referee Bias Against Historically Black Colleges and Universities in Men’s College Basketball

2021 ◽  
pp. 1-7
Author(s):  
Andrew Dix
Keyword(s):  
Predominantly White ◽  
Historically Black ◽  
Black Colleges ◽  
Colleges And Universities ◽  
Black College ◽  
Historically Black Colleges ◽  
Basketball Players ◽  
College Basketball ◽  
Black Colleges And Universities ◽  
Basketball Teams

This study focused on historically Black colleges and universities in men’s college basketball. A review of previous literature revealed that referee bias was a recurring phenomenon, while whiteness studies served as the theoretical frame. The data for this analysis centered on a 16-year period of time. The referees called a statistically significant number of personal fouls per game against men’s college basketball teams from historically Black colleges and universities relative to the number of personal fouls per game that referees called against men’s college basketball teams from predominantly White institutions. These findings suggest that men’s college basketball players were judged differently depending on whether the student-athlete played for a historically Black college and university or a predominantly White institution. The implications for critical and social theories were noted in the study discussion.

(Re)Defining Queer and Trans* Student Retention and “Success” at Historically Black Colleges and Universities

2020 ◽  
Vol 21 (4) ◽  
pp. 497-519
Author(s):  
Steve D. Mobley ◽  
Leslie Hall
Keyword(s):  
Student Retention ◽  
Historically Black ◽  
Black Colleges ◽  
Faculty Members ◽  
Black College ◽  
Historically Black Colleges ◽  
Practice Model ◽  
Historically Black College ◽  
College And University ◽  
Black Colleges And Universities

Unfortunately, within the extant scholarship that has explored queer and trans* historically Black college and university (HBCU) students, the discourse(s) that deliberately center how they can be retained, persist, and ultimately graduate have largely been absent from the literature. Thus, this conceptual exploration offers strategies that HBCUs can and should utilize to ensure that their queer and trans* students persist and graduate. A practice-oriented model is also presented to serve as a guide for HBCU student affairs practioners, presidents, and faculty members to implement so that they may inculcate environments of “success” for their queer and trans* students. Ultimately, the “Queer and Trans* HBCU Student Engagement and Retention Practice Model” illustrates how HBCUs can engage their queer and trans* students during admissions or recruitment, matriculation, and even as alumni.

Mentoring at Minority-Serving Institutions

2019 ◽  
pp. 110-123
Author(s):  
John Bannister
Keyword(s):  
Adult Students ◽  
Historically Black ◽  
Black College ◽  
Nontraditional Student ◽  
Historically Black College ◽  
College And University ◽  
The Family ◽  
Adult Degree Program ◽  
Faculty And Administrators ◽  
Minority Serving Institutions

This chapter highlights mentorship strategies of a southeastern Historically Black College and University (HBCU) adult degree program. In serving the nontraditional student population of this Black university, the institutions have cultivated strategies used to mentor and motivate adult students to achieve successful outcomes. Some of these strategies are built around activities and organizations designed to include adult students while other measures can be contributed to the development of the family like atmosphere that the college provides nontraditional students on campus and virtually. These insights were gathered from the experiences of current and previous students of the program as well as faculty and administrators through informal interviews and observation. This work will first address the literature on mentoring adult learners, highlight the strategies that were used to develop the college's approach to adult mentorship, and share examples. The chapter will close with recommendations and insights on how our approach could be replicated at other minority-serving institutions (MSIs).

Establishing a Media Literacy Cognate at Historically Black Colleges and Universities

2016 ◽  
pp. 213-236 ◽  
Author(s):  
Jayne Cubbage
Keyword(s):  
Historically Black ◽  
Media Literacy ◽  
Black Colleges ◽  
Colleges And Universities ◽  
Historically Black Colleges ◽  
College And University ◽  
Diffusion Of Information ◽  
Howard University ◽  
Literacy Course ◽  
Black Colleges And Universities

This study explores the need as well as the feasibility of implementing a media literacy cognate at Historically Black Colleges and Universities nationwide. Of the approximately 40 colleges and universities with media studies or communications departments or schools, only three offer a named media literacy course. Similarly, of the communications and media programs with ACEJMC accreditation, only one, Howard University offers a media literacy course. Using diffusion of information theory to explore the knowledge of and eventual adoption of media literacy courses at HBCUs, the study seeks to provide an introduction to schools about their need to teach media literacy to students across the college and university curriculum.

African Studies at Historically Black Colleges and Universities

2002 ◽  
Vol 30 (2) ◽  
pp. 24-29
Author(s):  
Herschelle S. Challenor
Keyword(s):  
United States ◽  
Historically Black ◽  
The United States ◽  
Black Colleges ◽  
Black College ◽  
African Studies ◽  
Historically Black Colleges ◽  
Historically Black College ◽  
Howard University ◽  
Important Exception

Establishing an African studies program at a historically Black college or university (HBCU) may seem to make as much sense as carrying coals to Newcastle. In fact, though, very few of these institutions have African studies programs. Howard University is an important exception and was the first HBCU to establish an African studies program. That program, which was led initially by Rayford Logan, was created in 1953 following a $50,000 Ford Foundation grant in 1952. Anthropologist Melville Herskovits established the first African studies program in the United States in 1948. Howard University remains one of the few, if not the only, institution in the United States with an African Studies department that has its own faculty and that offers a doctorate in African studies.

Characteristics of Athletic Directors of Historically Black Colleges and Universities

1992 ◽  
Vol 6 (1) ◽  
pp. 52-63 ◽  
Author(s):  
Jerome Quarterman
Keyword(s):  
Predominantly White ◽  
Historically Black ◽  
Athletic Directors ◽  
White Male ◽  
Teaching Experience ◽  
Educational Background ◽  
Black Colleges ◽  
Colleges And Universities ◽  
Historically Black Colleges ◽  
Black Colleges And Universities

The purpose of this investigation was twofold: (a) to identify age, gender, educational background, athletic playing experience, teaching experience, coaching experience, and administrative experience of athletic directors (ADs) of historically black colleges and universities {HBCUs), and (b) to compare these data with data collected in previous studies on ADs of predominantly white colleges and universities. A 20-item questionnaire was designed, and copies were mailed to the 80 ADs of the HBCUs listed in the 1988-1989 National Directory of College Athletics. Fifty-five (68.8%) ADs returned the questionnaire; of these, 53 were black males, 1 was a black female, and 1 was a white male. Although the results revealed that ADs of HBCUs possessed many of the characteristics of ADs of predominantly white colleges and universities, there were differences found between the ADs of this study and those of earlier studies: (a) ADs of HBCUs were, on the average, 5 years younger in age, (b) a higher percentage of ADs of HBCUs held master's and doctorate degrees, (c) a higher percentage of ADs of HBCUs currently had teaching and/or coaching responsibilities, and (d) the median salary ranges were lower for ADs of HBCUs than for ADs of predominantly white colleges and universities. As was the case in earlier studies, few ADs held degrees in sport administration,

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