Measuring the Relation between Sense of Belonging, Campus Leadership, and Academic Achievement for African American Students at Historically Black Colleges and Universities (HBCUs): A “Gender Equity” Analysis

Author(s):  
Strayhorn
2012 ◽  
Vol 4 (2) ◽  
pp. 223 ◽  
Author(s):  
Linda Knight ◽  
Elizabeth Davenport ◽  
Patricia Green- Powell ◽  
Adriel A. Hilton

Historically Black Colleges and Universities (HBCUs) are effective in graduating African American students who are poised to be competitive in the corporate, research, academic, governmental and military arenas. Specifically, over half of all African American professionals are graduates of HBCUs. Nine of the top ten colleges that graduate the most African Americans who go on to earn PhDs are from HBCUs. More than 50% of the nation’s African American public school teachers and 70% of African American dentists earned degrees at HBCUs. Finally, both Spelman and Bennett Colleges produce over half of the nation’s African American female doctorates in all science fields. This article discusses the importance of HBCUs in today’s higher education landscape.


1996 ◽  
Vol 15 (2) ◽  
pp. 188-204 ◽  
Author(s):  
Jerome Quarterman ◽  
Geraldine Harris ◽  
Rose M. Chew

The present investigation examined how African American students rated the values of the basic instructional physical education activity program at two historically Black colleges and universities (HBCUs) based on a 24-item questionnaire. Descriptive data indicated that the students rated keeping in good health and physical condition as the most important value. A principal component factor analysis with varimax rotation revealed five underlying factors that appeared related to (a) physical self-efficacy, (b) a commitment to lifelong participation, (c) health-related physical fitness, (d) health/aesthetic benefits, and (e) social benefits. Physical self-efficacy appeared to be the most significant, accounting for the largest portion of the explained variance. African American female students placed more emphasis on health/aesthetic benefits, and African American male students placed emphasis on the social benefits. Overall, results of the present investigation generally appeared consistent with findings of earlier studies conducted at predominantly white Colleges and universities.


Author(s):  
Annie Ruth Leslie ◽  
Kim Brittingham Barnett ◽  
Matasha L. Harris ◽  
Charles Adams

This chapter presents theoretical discussions about advancing the demarginalization of African American students at Historically Black Colleges and Universities (HBCUs) by bringing in insights from Afrocentric and symbolic-interaction perspectives. Here, the authors discuss demarginalization related to certain intra-racial and intersecting class, gender, and mental health issues emerging since COVID-19 and online learning. The ideas presented here are equally viable in student face-to-face and virtual learning environments. It begins with discussing marginalization and Afrocentric and symbolic-interaction theories. It reviews relevant literature about the history of African American education since the American Civil War, including 19th and 20th century reconstructions, Jim Crow, the rise of Historically Black Colleges and Universities, the Black student campus union and Black power movements, and other relevant happenings in Black American education.


Sign in / Sign up

Export Citation Format

Share Document