HBCU's

     Historically black colleges and universities (HBCU’s) are institutions founded primarily for the education of African Americans.  Today, HBCU’s are still primarily serve African American students and are thriving because they are successfully educating and graduating African American students.  HBCU’s enroll 14% of all African American students, but constitute only 3% of America’s more than 4,000 institutions of higher education.  In addition, they graduate nearly one quarter of African Americans who earn undergraduate degrees. 

     An HBCU provides a student with faculty and staff role models, student peer role models, and alumni role models for excelling both during and after college.  Students who attend HBCU’s benefit from increased levels of engagement with peers and faculty and faculty diversity.  As a majority on the campus, students at HBCU’s do not have to deal with assimilating in addition to other pressures of being in college.  On the other hand, racial minorities at predominantly white institutions (PWI’s) experience a greater range of problems in their efforts to adapt socially and academically than do non-minority students.  African American students at PWI’s often perceive the climate as “chilly.”  Although African-American students believe that the academic environment is more demanding at an HBCU, they are able to excel because of the added support they receive. 

     In addition to academic success, HBCU’s help students develop strong bonds with their peers and their community.  Black students at HBCU’s enjoy closer relationships with faculty and participate more fully in campus organizations.  Students receive additional support because they are surrounded by a higher percentage of black faculty and administrators as compare to PWI’s.

     HBCU’s have a rich history, tradition, and prestige and expose African American students to role models in their profession. 

Stewart, G., Wright, D., Perry, T., & Rankin, C. (2008). Historically black colleges and universities: Caretakers of precious treasure. Journal of College Admission, (201), 24-29.