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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.

Anchored in the anti-deficit approach, this manuscript investigated perceptions of effective leadership practices of presidents at historically Black colleges and universities (HBCUs). This manuscript provides a unique contribution to the literature by utilizing a general qualitative research approach to learn from a diverse set of voices of leaders and scholars within this sector that serve in various roles (e.g., Deans, Vice Presidents, and scholars) or who study leadership at these institutions. The study found that effective leaders at HBCUs generally have success across two categories — experiential skills and professional knowledge. This study adds to the paucity of literature in this area by expanding and complicating our understanding of effective leadership practices of presidents at HBCUs.

The purpose of this chapter is to share the varied experiences the two authors encountered as first-generation college students and scholars in higher education. The goal is to provide insight into how minoritized students, particularly those who identify as Black, Black American or African American, can successfully navigate the doctoral process, be competitive on the faculty job market as newly minted PhD‘s, and navigate the tenure and promotion process. One perspective follows the traditional (tenure track) faculty career progression. Another perspective suggests creating your own path, considering administrative roles, research appointments, and non—tenure track teaching roles. This chapter will be largely autobiographical, with augmented supplementation from empirical research. The implications and lessons that will be shared in this chapter are beneficial to all students and young scholars as they embark upon similar trajectories in their professional and academic careers.

Historically Black colleges and universities (HBCUs) are not monolithic as they differ in size, curriculum specializations, and a host of other characteristics. However, HBCUs share a mission of providing a higher education for Black students within the broader context of a discriminatory social environment. The ability to understand and articulate the fundamental characteristics, which shape Black colleges, can provide more nuanced conversations about these institutions’ contributions toward addressing equity and access for Black students in higher education. Historically, scholars have used social and cultural capital to explain the role HBCUs play in Black students’ academic careers. However, this article uses Community Cultural Wealth to discuss the various forms of capital that HBCUs impart to their students. Specifically, in this article, we argue that using such a lens when discussing HBCUs is important because it provides a more holistic and broader outlook regarding the forms of culture HBCUs provide to their students.

The study of college choice among all students continues to be crucial in higher education. More importantly, a critical examination of understanding the influences of college choice for ethnically...

This chapter introduces the premise of this book and reflects on its intent to not reproduce or repeat the deficit narrative that is often focused on Minority-Serving Institutional (MSI) leadership in general and Historically Black College and University (HBCU) leadership specifically. This chapter also briefly discusses MSIs and situates their importance in the wider context of society.

While research has shown that the racial diversity of historically Black colleges and universities (HBCUs) is increasing, the efforts of student affairs professionals to foster racial inclusivity are under examined. This case study discusses findings from student affairs professionals at one HBCU to understand what they are doing to foster a supportive environment for non-Black students. Findings presented in this article are critical as HBCUs seek to increase the racial diversity of their student bodies.

Background/Context Transfer is a core function of community colleges; this is a critical point given that these institutions serve as the primary pathway into postsecondary education for Black men. However, too few Black men identify transfer as a primary goal and/or eventually transfer to a 4-year college or university. Purpose Using Nora and Rendón's (1990) research on transfer predisposition as a theoretical guide, this study investigated determinants of Black male community college students’ predisposition to transfer from a community college to a 4-year university. This research sought to determine whether student-level and institutional-level measures of engagement were predictive of transfer intent. This research also examined whether engagement predictors at the student level had randomly varying slopes across colleges. Population This study employed a quantitative analysis of secondary data from the Community College Survey of Student Engagement (CCSSE). A total of 11,384 Black men nested within 259 community colleges were included in the analytic sample. Research Design Data were analyzed using multilevel, multinomial logistic regression. Students’ predisposition to transfer was modeled in three categories, transfer as a primary goal, secondary goal, or not a goal. The first analysis examined predictors of students’ intent to transfer using student-level variables while the second analysis added institutional-level variables. In the third analysis, the researchers’ constructed random slopes and intercepts models to investigate whether the student-level engagement slopes on the outcome differed across the nested structure. Findings/Results Students with transfer as a primary goal (as opposed to not being a goal) were more likely to be younger, have earned more credits, non-first-generation, full-time enroll-ees, and to have taken developmental education courses. They were also more likely to spend more hours per week studying and involved in extracurricular activities. These students were also more engaged in active and collaborative learning and used student services on campus. Conclusions/Recommendations This research has shown that that the factors influencing Black men's predisposition toward transfer largely mirror that of their White and Hispanic peers. Findings from this study demonstrated that social integration was a positive predictor of students’ intent to transfer; the finding diverges from prior research on Black men in the community college, which have shown social integration to serve as a negative predictor of success outcomes.

This qualitative study contributes an original holistic understanding of the perceptions and experiences of non-Black students (e.g., Asian American, Latino, and White) as they matriculate into historically Black colleges and universities (HBCUs), persist to graduation, and reflect on their experiences as graduates at HBCUs. Findings from this study confirm, challenge, and extend existing research regarding the preenrollment experience, institutional experience, and culminating outcomes of non-Black students enrolled in HBCUs. Implications are offered for researchers, practitioners, and current and future non-Black HBCU students.

Guided by the theoretical framework of human capital theory and using data from the Baccalaureate and Beyond Longitudinal Study, this chapter investigated labor market outcomes for graduates of historically Black colleges and universities (HBCUs) compared to their non-HBCU counterparts. The results from this current study largely indicate that there are no significant disadvantages for Black graduate of HBCUs in terms of labor market outcomes. Moreover, under the premise of human capital theory, this study found that HBCUs serve as equivalent mechanisms for human capital attainment for Black students. This chapter concludes with limitations of the study as well as implications for future research.

Guided by the theoretical framework of human capital theory and using data from the Baccalaureate and Beyond Longitudinal Study, this chapter investigated labor market outcomes for graduates of historically Black colleges and universities (HBCUs) compared to their non-HBCU counterparts. The results from this study largely indicate that there are no significant disadvantages for Black graduates of HBCUs in terms of labor market outcomes. Moreover, under the premise of human capital theory, this study found that HBCUs serve as equivalent mechanisms for human capital attainment for Black students. This chapter concludes with limitations of the study as well as implications for future research.

Drawing from a larger study on Asian Americans and Latino/as at HBCUs, this chapter focuses exclusively on the Latino/a students, sheds light on factors that motivated Latino/a students to attend a historically Black university, and discusses the on-campus experiences of these students. The chapter provides insight into what HBCUs might do to help increase a sense of belonging among Latino/a students.

Research has shown that the enrollment of Asian American and Latino/a students are increasing at historically Black colleges and universities (HBCUs). Nevertheless, research on how these students experience the institutional climate of HBCUs is nonexistent. Hence, this study sought to explore the college choice process and perceptions of campus climate for Asian American and Latino/a students at HBCUs. One of the salient themes that emerged from this study was the participants’ perception of faculty as supportive and exhibiting care for their well-being. Despite this, there was a concern among some participants that faculty lacked knowledge about non-Black students and were culturally exclusive in their teaching. This article discusses those experiences and concludes by providing implications for future research and institutional practice.

Given that Southeast Asian American (SEAA) students are severely underrepresented in higher education and less likely to persistence to graduation compared to other ethnic groups in the Asian American Pacific Islander (AAPI) community, this study explored critical factors to their college success. Indeed, several themes emerged from this national sample of 34 participants from five public, four year colleges and universities. In this present article, we discuss one of the salient themes—the role of social capital as facilitators of college access and success. This article concludes with implications for research and practice.

Research illustrates that the enrollments of Asian American and Latino/a students are increasing at historically Black colleges and universities (HBCUs). Nevertheless, research on how these students experience the institutional climates of HBCUs is nonexistent; hence, we sought to explore the college-choice process and perceptions of campus climate for Asian American and Latino/a students at HBCUs. One of the salient themes that emerged from this study was participants’ experiences with racial microaggressions at a HBCU. This article discusses those experiences and concludes by providing implications for institutional practice and future research.