The Future of Faculty Mentorship at Historically Black Colleges/Universities

2018 ◽  
pp. 264-266
Author(s):  
Cassandra Sligh Conway
Keyword(s):  
Faculty Member ◽  
Historically Black ◽  
Sense Of Belonging ◽  
Black Colleges ◽  
Faculty Members ◽  
Mentoring Programs ◽  
Historically Black Colleges ◽  
The Future ◽  
Faculty Mentorship ◽  
The University

This book explored faculty members' perceptions of mentorship at certain HBCUs. This chapter of the book seeks to briefly review the broad concepts outlined in the chapters. This last chapter provides positive enlightenment on how the HBCU can continue to provide mentoring to faculty which gives the faculty member a sense of belonging, a reason to remain at the university, and a true sense of collegiality. The last points identified in this chapter are to review pertinent questions that can shape the future of mentoring programs at HBCUs.

scholarly journals Exploring Sense of Belonging among Black International Students at an HBCU

2016 ◽  
Vol 6 (4) ◽  
pp. 1015-1037
Author(s):  
Chrystal A. George Mwangi
Keyword(s):  
International Students ◽  
Historically Black ◽  
Sense Of Belonging ◽  
Black Colleges ◽  
Cross Cultural ◽  
Historically Black Colleges ◽  
Individual Interviews ◽  
Analytic Process ◽  
University Experiences ◽  
Black Colleges And Universities

This study elucidates the experiences of HBCU (historically Black colleges and universities) students who are racially Black, but differ in nativity and nationality from their Black American peers. The purpose is to examine Black HBCU international students’ sense of belonging on campus. This study engages qualitative individual interviews with ten Black international HBCU students and utilizes the constant comparative analytic process. Findings revealed Black international HBCU students’ perceptions of race and nativity shape their university experiences as they sought to maintain national identity while adjusting to the HBCU environment and engaging in cross-cultural interactions with Black Americans. Recommendations include embracing a heterogeneous perspective when developing services, programs, and research studies related to the experiences of Black students.

Sense of Belonging and Student Success at Historically Black Colleges and Universities

2019 ◽  
pp. 32-52
Author(s):  
Terrell L. Strayhorn
Keyword(s):  
Academic Success ◽  
Student Success ◽  
Historically Black ◽  
Sense Of Belonging ◽  
Black Colleges ◽  
Success For All ◽  
Historically Black Colleges ◽  
Strategic Enrollment Management ◽  
Policy Practice ◽  
Black Colleges And Universities

The purpose of this chapter is to posit sense of belonging as a key to educational success for all students, as well as a tool for strategic enrollment management and student success at HBCUs. Drawing connections between a recent survey of KIPP alumni and literature about HBCUs, this chapter reviews extant literature on the history and significance of Black colleges, the faculty and staff employed by HBCUs, and students educated at HBCUs. Then, the chapter posits sense of belonging as a critical factors in their academic success, using Strayhorn's theory of college students belonging. Strong implications for policy, practice, and programs are included.

scholarly journals Cross-cultural peer mentoring: One approach to enhancing White faculty adjustment at Black colleges

2015 ◽  
Vol 17 (2) ◽  
pp. 1 ◽  
Author(s):  
Dave Anthony Louis
Keyword(s):  
Historically Black ◽  
Peer Mentoring ◽  
Phenomenological Approach ◽  
Black Colleges ◽  
Faculty Members ◽  
Main Theme ◽  
Historically Black Colleges ◽  
White Faculty ◽  
Black And White ◽  
Black Colleges And Universities

White faculty members at America’s Black colleges face numerous social obstacles. Exploring the experiences of White faculty members at four historically Black Colleges and universities (HBCUs) and their adjustment to a minority status assists the comprehension of issues surrounding this subgroup. Utilizing a phenomenological approach, narratives from twenty-seven White faculty members were analyzed to garner an understanding of their experiences at these colleges. Strategies to developing faculty peer-mentoring that would assist adjustment for the White faculty were discussed. Recommending greater engagement of Black and White faculty to assist White faculty adjust to these very significant environments is the main theme.

scholarly journals Conversation Cafés and Conceptual Framework Formation for Research Training and Mentoring of Underrepresented Faculty at Historically Black Colleges and Universities: Obesity Health Disparities (OHD) PRIDE Program

2020 ◽  
Vol 30 (1) ◽  
pp. 83-90 ◽  
Author(s):  
Bettina M. Beech ◽  
Keith C. Norris ◽  
Roland J. Thorpe, Jr ◽  
Elizabeth Heitman ◽  
Marino A. Bruce
Keyword(s):  
Health Disparities ◽  
Conceptual Framework ◽  
Historically Black ◽  
Research Training ◽  
Black Colleges ◽  
Colleges And Universities ◽  
Mentoring Programs ◽  
Historically Black Colleges ◽  
Dual Commitment ◽  
Black Colleges And Universities

The development of research training opportunities for investigators from the untapped pool of traditionally underrep­resented racial/ethnic groups has gained intense interest at the National Institutes of Health (NIH). The significant and persistent disparity in the likelihood of R01 funding between African American and Whites was highlighted in the groundbreaking 2011 report, Race, Ethnicity, and NIH Research Awards. Disparities in funding success were also shown to exist at the institutional level, as 30 institutions receive a disproportion­ate share of federal research funding. Historically Black Colleges and Universities (HBCUs) have a dual commitment to edu­cation and research; however, the teaching loads at HBCUs may present challenges for research-oriented faculty. Few research training and mentoring programs have been specifically designed for this group.During 2015 and 2016, we held three conversation cafés with 77 participants in Jackson, Mississippi and Baltimore, Maryland. The purpose of this article is to describe findings from these conversation cafés regarding barriers and facilitators to building robust research careers at HBCUs, and to illustrate how these data were used to adapt the conceptual framework for the NHLBI-funded Obesity Health Disparities (OHD) PRIDE program. Identified barri­ers included teaching and advising loads, infrastructures, and lack of research mentors on campus. The benefit of incorporating re­search into classroom teaching was a noted facilitator. Ethn Dis. 2020;30(1):83-90; doi:10.18865/ed.30.1.83

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