Exploring Diversity at Historically Black Colleges and Universities: Implications for Policy and Practice: New Directions for Higher Education, Number 170
Though scholars have explored various topics related to Historically Black Colleges and Universities (HBCUs), little empirical research has critically examined the increasingly changing racial demography and social diversity of HBCUs and their impact on HBCU stakeholders. This volume provides meaningful context and initiates discussion on the increasingly changing diversity of HBCUs. It:
• offers new information that will help HBCUs be more intentional about creating an inclusive campus environment for all enrolled students,
• discusses the experiences of LGBT, Latino/a, and other minority students enrolled at HBCUs, and
• examines myths and historical contexts of HBCUs.
Aside from the practical implications provided herein, the volume also provides salient context for researchers and policymakers interested in the diversification of HBCUs. Given the range and the depth of the issues covered, it is a must read for anyone interested in HBCUs in general and student success within these institutions specifically.
This is the 170th volume of the Jossey-Bass quarterly report series New Directions for Higher Education. Addressed to presidents, vice presidents, deans, and other higher education decision makers on all kinds of campuses, it provides timely information and authoritative advice about major issues and administrative problems confronting every institution.
Robert T. Palmer, C. Rob Shorette II, Marybeth Gasman
1. Myths Dispelled: A Historical Account of Diversity and Inclusion at HBCUs 5
Marybeth Gasman, Thai-Huy Nguyen
This chapter provides historical background on the diversity of HBCUs. It dispels myths about the diversity of early faculty and students at HBCUs as well as those working at and attending these institutions today.
2. Moving Beyond Racial and Ethnic Diversity at HBCUs 17
John Michael Lee Jr.
This chapter analyzes data on the changing racial demography of HBCU students and faculty. It also emphasizes the importance of looking beyond structural racial and ethnic diversity when discussing diversity at HBCUs.
3. HBCUs as Critical Context for Identity Work: Reflections, Experiences, and Lessons Learned 37
Derek F. Greenfield, Tony Innouvong, Richard Jay Aglugub, Ismail A. Yusuf
Using a collaborative, autoethnographic approach, the authors reflect on their experiences at an HBCU and the lessons learned for their sense of self as non-Black students and professionals at this institution.
4. A Closer Examination of White Student Enrollment at HBCUs 49
C. Rob Shorette II, Andrew T. Arroyo
This chapter uses data from the Integrated Postsecondary Education Data System (IPEDS) to map White student enrollment at 4-year HBCUs from 1987 to 2012.
5. From Matriculation to Engagement on Campus: Delineating the Experiences of Latino/a Students at a Public Historically Black University 67
Robert T. Palmer, Dina C. Maramba, Taryn Ozuna Allen, Ramon B. Goings
Given that the Latino/a population at HBCUs has been steadily increasing in recent years, the authors of this chapter not only discuss some of the factors that encouraged them to attend an HBCU but also provide a picture of their experiences at an HBCU.
6. The Role of HBCUs in Addressing the Unique Needs of LGBT Students 79
Steve D. Mobley Jr., Jennifer M. Johnson
This chapter discusses the challenges and experiences of LGBT students at HBCUs and provides recommendations to help these institutions foster a more inclusive environment for LGBT students.
7. Coming Out of the Shadows: Rethinking the Education Policy Agenda for Diversity and HBCUs 91
Valerie C. Lundy-Wagner
Using research and policy data, this chapter discusses how HBCUs can broaden the notion of diversity in order to become more engaged in the higher education policy arena.
8. Final Thoughts 103
C. Rob Shorette II