Historically Black Colleges And Universities Students Research Articles

Evidence-Based Synthesis of The Role of Community Partnerships in Enhancing Online Education at Historically Black Colleges and Universities

This review examines the crucial role of community partnerships in enhancing online education at Historically Black Colleges and Universities (HBCUs). It highlights how these collaborations can address unique challenges faced by HBCUs, offering insights into successful models and best practices for developing impactful partnerships. The significance of community partnerships lies in their potential to broaden access, improve curriculum relevance, and support student success, contributing to educational equity and innovation at HBCUs. The literature underscores the multifaceted benefits of such partnerships, including resource and technology access, alignment of educational programs with workforce needs, and comprehensive student support. Despite these advantages, the review identifies gaps in empirical research specifically linking community partnerships to online education enhancements at HBCUs, indicating a need for further study. In summary, community partnerships emerge as essential for advancing online education at HBCUs, providing a pathway towards educational equity and societal development. The review encourages policymakers, educators, and community leaders to foster these collaborations, leveraging their transformative potential for the benefit of HBCU students and the broader community.

Evidence2Practice (E2P): Leveraging Implementation Science to Promote Careers in HIV Research Among Students From Historically Black Colleges and Universities.

The HIV research workforce is not representative of populations most affected by the epidemic. Innovative educational programs are needed to motivate diverse student populations to pursue careers in HIV research. The Duke University Center for AIDS Research Evidence2Practice (E2P) program is a 3-day interactive workshop that introduces students from Historically Black Colleges and Universities (HBCU) to HIV pre-exposure prophylaxis, implementation science, and human-centered design. Participants develop 1-page action plans to increase awareness and uptake of pre-exposure prophylaxis on their campus. The program was evaluated using a partially mixed-method concurrent equal status study design with pre-program and post-program surveys and in-depth interviews. Among the 52 participating students, 44 completed the preworkshop survey, 45 completed the postworkshop survey, and 10 participated in an in-depth interview. Most participants identified as Black or African American and cisgender female. Participating in the E2P program was associated with: (1) an increase in median interest in pursuing a career in HIV research (P < 0.01) and (2) a decrease in median perceived difficulty in starting a career in HIV research (P < 0.01). Several students described that a lack of knowledge about initiating an HIV research career, a perceived lack of qualifications and knowledge about HIV science, and limited experience were major barriers to considering careers in HIV research. The E2P program enhanced HBCU students' interest in careers related to HIV research and improved their self-efficacy to pursue such careers. On-campus educational enrichment initiatives, led by active HIV researchers and clinicians, should be a critical part of diversifying the HIV workforce.

Three-Dimensional Biomaterials with Spatiotemporal Control for Regenerative Tissue Engineering.

At Morehouse College, one of the nation's top liberal arts historically black colleges and universities (HBCU) for African American men, research experiences are used to enhance the liberal arts educational experience. Securing research funding to train HBCU students is highly competitive and challenging due to the review process that is typically vetted by scientists from research-intensive universities who may not be familiar with the HBCU enterprise that may be comprised of insolvent infrastructures. In this Account, the synthesis and preparation of synthetic polymeric biomaterials that are used to facilitate or support changes in biological processes, enhance mechanical properties, and foster tissue growth in three dimensions (3D) under disease conditions will be discussed. The use of biomaterials to help control biological processes in disease states is limited. Hence, the fabrication of 3D scaffolds with chemical variability to grow or repair damaged tissues by inhibiting molecular pathways shows promise by controlling the cellular response to recapitulate 3D tissues and organs. The Mendenhall laboratory at Morehouse College uses 3D biomaterials to solve biological problems by probing cellular mechanistic pathways using natural products and nanoparticles. Toward this end, we have fabricated and manufactured 3D biomaterial scaffolds using chemical strategies to mitigate biological processes to help restore pristine tissue properties. Hydrogels are 3D polymeric matrixes that swell in aqueous environments and support cell growth that later infuriates the 3D matrix to create new tissue(s). In contrast, electrospun fibers use high electric fields to create porous 3D polymeric structures that can be used to create 3D tissue molds.The synergistic use of 3D biomaterial templates that can inhibit cellular damage while providing a mechanically strong scaffold to support regenerative tissue growth is essential to creating the next generation of biomaterials. This approach will require foresight using tools from synthetic biology, molecular biology, autonomous processes, advanced biomanufacturing, and machine learning (ML). The use of several biomaterials has been explored by the Mendenhall laboratory to design, prepare, fabricate, characterize, and evaluate 3D electrospun fibers and hydrogels containing hybrid compositions of polylactic acid (PLA), poly(n-vinylcaprolactam) (PVCL), cellulose acetate (CA), and methacrylated hyaluronic acid (meHA). This work contributed to the newly fabricated PVCL-CA fibers with morphological changes and nanoscale fiber hydrophobic surface properties. While the use of electrospun fibers can create hierarchal scaffolds for bone tissue engineering, the use of injectable gels for nonporous tissues such as articular cartilage presents another compelling biomaterial challenge. Using graft polymerization, we prepared PVLC-graft-HA and studied the effect of lower critical solution temperatures (LCSTs), gelation temperatures, and mechanical properties using temperature-controlled rheology. Additionally, we reported that articular cartilage (chondrocyte) cells seeded in PVCL-g-HA gels and incubated at hypoxia 1% O2 produced a 10-fold increase in extracellular matrix proteins (collagen) after 10 days. This work supported exploring new approaches to protecting chondrocyte cells under hypoxia using a 3D scaffold technology.

Applying A 'Mentor-Protégé Approach to Broadening Participation of HBCUs in the National Innovation Network

Innovation is one of the most important drivers of economic growth, yet only 8% of minorities, 12% of women, and &lt; 0.05% of African Americans are recognized as innovators. However, a comprehensive analysis of nearly all doctoral dissertations from 1977 to 2015 shows that although individuals from under-represented minority groups demonstrated greater scientific innovation, their contributions are rarely further adopted compared to equally impactful contributions by majority groups. In this instance "rarely further adopted," as noted by Hofstra et al. (1), means that the "novel contributions by gender and racial minorities are taken up by other scholars at lower rates than novel contributions by gender and racial majorities, and equally impactful contributions of gender and racial minorities are less likely to result in successful scientific careers than for majority groups." Access to the wealth of potential innovations — going largely unnoticed and underutilized — from under-represented minority groups can be achieved, in part, by engaging science and engineering students, faculty, and staff at Historically Black Colleges and Universities (HBCUs) in entrepreneurship through the use of the Innovation Corps (I-Corps) curriculum with adaptations to fit the education and research environments at HBCUs. A consortium of three North Carolina universities and the NYC Regional Innovation Network (NYCRIN) I-Corps Node established a partnership developing a specialized Lean LaunchPad training program for HBCU students, faculty, and staff. Implementation followed a three-step train-the-trainers 'mentor-protégé model, where new instructors 'see one, do one, be one' while learning to deliver the curriculum. The overarching goals of this initiative are to evaluate the effectiveness of this approach in broadening participation in I-Corps and mainstreaming the innovation capacities of HBCUs. The authors include instructors from the collaborating institutions, who trained and served as the teaching team for regional and national cohorts. Included are the rationale for creating the program, partnership selection, instructor and team recruitment, best practices for the 'mentor-protégé model, and outcomes for the cohorts. This contribution is a unique opportunity for other faculty to learn from practitioners about the challenges and successes involved in creating such a new multi-institutional entrepreneurship training paradigm.

You Gotta Be There: A Thematic Content Analysis of the Historically Black College and University Sporting Experience

The college sport landscape is a unique arena where institutional and social norms merge with an erratic, but highly-traditioned, sporting space. While the broader scope of college sport is framed through a Predominantly White Institution (PWI) lens, the context of differing institutions is often forgotten or misunderstood. This process is primarily evident with Minority-Serving Institutions. Historically Black Colleges and Universities (HBCUs) are educational spaces that leverage their historical foundations and missions in an effort to create safe and equitable spaces for Black students and community members. Traditionally, scholarly inquiries about HBCUs have focused primarily on exploring and understanding institutional missions and culture. The dynamic and complex relationships that exist between HBCUs and their collegiate sporting teams continues to be understudied. This study uses a Black Liberatory Fantasy lens to analyze tweets posted by HBCU students, alumni, and media members from 2013 to 2020. A thematic content analysis of tweets discovered five (5) emergent themes that highlight the unique contributions of the HBCU sporting space: (1) shifting HBCU narratives, (2) the communal culture of HBCU sport, (3) the HBCU sporting sanctuary, (4) enrichment within the HBCU sporting space, and 5) the Black Oppressive Nightmare. Implications of this study highlight institutionally and culturally-specific approaches towards marketing, fan experience, and broader social discourse.

Sports in African American Life: Essays on History and Culture

This somewhat disjointed collection of essays on African Americans and sporting life exhibits the difficulties of weaving many pioneering individual and local studies into larger metanarratives and broader interpretive frameworks for a broad audience. The book is organized into four parts, with essays exploring African American sports history, their role in activism, the intersection of race and gender, and African American athletes in the visual arts.Part I explores episodes in Black athletic history. Of the three historical essays in the collection, only one fully demonstrates the possibilities of archival research. Derrick White's essay on the foundations of Black college football stresses the importance of community-building and public support to the rise of the game at historically Black colleges and universities (HBCUs) and emphasizes the significance of “congregation” created by the Black press, administrators, university presidents, and Black coaches. The essay follows White's excellent 2019 book Blood, Sweat, and Tears and hints at the complex and contradictory outcomes of desegregation for HBCU students and athletes explored further in the book. Stanley Keith Arnold provides a brief synthetic summary of the research done on Black women athletes and their breakthroughs in the Olympics from 1932 to 1948, with some contextualization pulled from Black newspapers across the United States. Focusing largely on the feats of individuals like Theodora “Tidye” Pickett, Louise Stokes, and Alice Coachman—as well as the programs at Tuskegee Institute and Tennessee State—Arnold aims to show that the early successes of Black women were important as real experiences and symbolic victories. A third essay by Kevin Hogg tidily organizes a litany of early Black professional wrestlers from the 1890s to the World Wrestling Entertainment.A timely collection of articles on social-justice activism makes up Part II. Demetrius W. Pearson briefly evaluates the two “godfathers” of Black basketball: Edwin Bancroft Henderson and John McLendon. Pearson neatly outlines their advocacy for the role of interracial sports competitions, which could play as a “racial equalizer” before the civil rights movement. At a time when Harry Edwards's ongoing scholarly examination of Black athletes in America should be revisited, a pair of articles use Edwards as a theoretical launching pad in their very brief reviews of African American athletes’ social interventions. Fritz G. Polite and Jeremai Santiago attempt to pressure the NCAA by applying a corporate responsibility model to the contradictions of the Black student-athlete. Joseph N. Cooper, Michael Mallery Jr., and Charles D. T. Macaulay set out a periodization of activism in seven distinct periods from antebellum to the Black Lives Matter movement, which may help other scholars in framing change and continuity in the various episodes of Black athletic resistance. A final essay by Miciah Z. Yehudah aggressively challenges the sports industry as a “tentacle” of modern colonialism and white supremacy. Readers will be curious to weigh his very critical interpretations of Michael Jordan, Muhammad Ali, and others who have inhabited their activism “traditions” against the cloying infatuations that have been manufactured around athletic celebrities.Yehudah's essay contrasts immensely with the piece that follows it, the first of the third part of the book on gender and identity. F. Michelle Richardson and Akilah R. Carter-Francique outline the pioneering role of Black sportswomen and their historical activism to overcome limited access and multiple levels of discrimination. The editor, alongside Christina Kanu, returns volley by exhibiting that most Black male athletes suffer academically and personally after athletic dreams die. Together, these three essays constitute a formidable list to teach with or structure a debate about whether Black athletes should persist in the face of multiple modes of exploitation.A final, slightly ill-suited triad of articles centers on media and artistic analysis. The high school athletic recruiting process is a site of conversion for athletic aspirations, talent-hungry coaches at predominantly white institutions, and the commercial interests of websites that traffic in statistical information, notes Travis R. Bell. He suggests that the mediated construction of recruits further reifies student athletes without consideration for their bourgeoning identities and draws them away from their academic potential. The essay has little in common with the subsequent chapters on U.S. sports films and sports fetishism in African American art.The collection as a whole proves difficult to reconcile. On the one hand, many good articles seem extremely helpful as summaries of Black athletic histories and the critical engagement with narratives of Black achievement in sports. On the other, the collection can feel repetitive when each author outlines their engagement with similar theoretical frameworks, yet it can also feel disconnected as its authors’ arguments represent disparate modes of research and claims to argumentative certainty. In the end, readers of this journal will find the first two parts potentially useful at a time when sports history discussions cannot be disentangled from questions about race, especially in America.

Examining Disparities in Food Access Between Historically Black Colleges and Universities and Non-Historically Black Colleges and Universities.

Examine if Historically Black Colleges and Universities (HBCUs) are more likely to be located in low food access area (LFA) census tracts compared to public non-HBCUs. ArcGIS Pro was utilized to capture food environments and census tract sociodemographic data. The sample included 98 HBCUs and 777 public non-HBCUs within the United States. 28.9% of study census tracts were classified as LFA tracts. University data were gathered from the National Center for Education Statistics. Census tract-level LFA classification was informed by the United States Department of Agriculture's Food Access Research Atlas. Covariates included population density and neighborhood socioeconomic status of census tracts containing subject universities. Multilevel logistic regression was employed to examine the relationship between university type and LFA classification. A higher percentage of HBCUs (46.9%) than public non-HBCUs (26.6%) were located in LFAs. After adjusting for population density and neighborhood socioeconomic status, university type was significantly associated with food access classification (B=0.71;p=.0036). The odds of an HBCU being located in LFA tracts were 104% greater than for a public non-HBCU (OR=2.04;95% CI=1.26,3.29). Findings underscore the need for policy interventions tailored to HBCU students to promote food security, environmental justice, and public health.

Prevalence of food insecurity among students attending four Historically Black Colleges and Universities

Objective: This study examined the prevalence of food insecurity (FI) among students attending Historically Black Colleges and Universities (HBCUs) in the Southeastern United States. Participants: Students attending four HBCUs (N = 351) completed an anonymous Web-based survey. Methods: Food insecurity was assessed using the 2-item Hunger Vital Sign Tool. Summary statistics were used to quantify FI experiences. Logistic regression was conducted to determine if student demographic characteristics were significantly associated with FI outcomes. Results: Nearly 3 in 4 students (72.9%) reported some level of FI in the past year. Students representing all levels of postsecondary education reported FI. Meal plan participation did not prevent FI. Conclusions: Students attending HBCUs experience FI at levels that exceed estimates reported among students attending predominantly White institutions. More work is needed to understand the lived experience of food-insecure HBCU students as a means to ensure institution-level food policies support student academic success and wellbeing.

Ivory in an ebony tower: how white students at HBCUs negotiate their whiteness

ABSTRACT How do white individuals establish themselves as authentic and belonging members of communities of colour? To explore this question, I examine the experiences of white students of Historically Black Colleges and Universities (HBCUs). In-depth interviews with 30 white HBCU students reveal the ways that white individuals navigate their whiteness in a space where they are deemed outsiders. Specifically, I demonstrate that white HBCU students use three strategies to differentiate themselves from whiteness writ large and establish belonging with this black community: acknowledging whiteness, wherein whites portray themselves as recognising white privilege; mitigating whiteness, wherein whites aim to balance the desire to participate in and preserve black spaces; and resisting whiteness, in which whites aim to dissociate from whiteness altogether.

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

ABSTRACT The purpose of this study was to measure the relationship between sense of belonging, campus leadership, and academic achievement for African Americans at HBCUs, paying close attention to potential sex differences or “gendered effects.” Analyzing cross-sectional survey data from 259 African American HBCU students using hierarchical linear regression tests with a nested design, results suggest a statistically significant relationship exists between sense of belonging and predictive factors in the final models, although noticeable differences were found comparing Black men and women. Gendered effects are examined using separate regression models and one-way ANOVA tests. Implications for policy, practice, and future research are discussed in the context of previous literature.

Abstract B003: The Geographic Management of Cancer Health Disparities Program “CURE Tour”: Increasing awareness of the NCI Continuing Umbrella of Research Experiences Program through outreach to Historically Black Colleges and Universities

Abstract Introduction: The Geographic Management of Cancer Health Disparities Program (GMaP) Region 1 North (R1N) is one of seven NCI GMaP Regional “hubs”, covering the states of KY, ME, MD, NH, VA, VT, WV and DC. A primary goal of GMaP R1N is to facilitate the career development of the next generation of underrepresented cancer researchers by promoting and increasing applications to the NCI Continuing Umbrella of Research Experiences (CURE) Program. CURE provides funded training opportunities to students at all career levels to ensure a continuum of career development opportunities in cancer health disparities (CHD) research. CURE is an underutilized option for training for underrepresented minority (URM) students interested in CHD research. GMaP R1N developed and piloted an outreach program targeted to Historically Black Colleges and Universities (HBCUs) with the goal of increasing interest in CHD research and increasing awareness of CURE among HBCU students. Methods: GMaP R1N staff conducted a series of planning calls with NCI GMaP staff to develop a customizable agenda for HBCU pilot events. The group decided on the name “CURE Tour” for branding purposes for promotion and advertising. The agenda for the events included: a) presentation from an experienced CHD researcher; b) presentation from a former CURE trainee regarding his/her experiences; c) introduction to the GMaP Program; and d) knowledge quiz about presentation content (with prizes for winners). GMaP R1N staff developed relationships with staff at HBCUs for promotion of the events and logistics. Pilot “CURE Tour” events were implemented in the spring of 2019. Results: A total of 99 students attended three “CURE Tour” pilot events at Delaware State University (n=38); Coppin State University (n=44); and Morgan State University (n=17). Approximately 98% of attendees were undergraduate students with 2% graduate/doctoral students. Students (n=81) completed post-event surveys. 98% reported learning something new about CHD/CURE that they did not know previously. 92% responded that the event was engaging; 63% expressed interest in CHD research; 66% said they were interested in applying for CURE funding; 96% said they would tell a friend about the event; and 90% reported that they would participate in a future event. Conclusions: The GMaP R1N “CURE Tour” pilot was effective at reaching a primarily undergraduate population of URM students at HBCUs who are interested in CHD research careers. All “CURE Tour” attendees will be tracked in the future regarding CURE funding and CHD careers. The agenda for the “CURE Tour” events was successful in keeping students engaged and providing new information to them regarding CHD research and CURE. Based on the success of the pilot, the same methods will be followed in developing future “CURE Tour” events at other HBCUs. In addition, materials and methods can be used to replicate “CURE Tour” events in other GMaP Regions and for other URM student populations. Citation Format: Mabinty Conteh, James Zabora, Laundette Jones, Mark Cromo, Julia Houston. The Geographic Management of Cancer Health Disparities Program “CURE Tour”: Increasing awareness of the NCI Continuing Umbrella of Research Experiences Program through outreach to Historically Black Colleges and Universities [abstract]. In: Proceedings of the Twelfth AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2019 Sep 20-23; San Francisco, CA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2020;29(6 Suppl_2):Abstract nr B003.

Current HIV Testing & Risk Behaviors among Students at Historically Black Colleges & Universities in a Southern State

Background/PurposeHIV testing prevalence is low among young adults (YA) ages 18–24. Previous research supports routine testing among African-American college students. Historically Black Colleges and Universities (HBCUs) are uniquely situated to support HIV education and prevention efforts. This study aimed to assess current HIV risk behaviors and current knowledge of PrEP among HBCU students. MethodsIn collaboration with a partnering organization, we conducted HIV testing events and HIV risk assessment at four HBCUs in a southern state. ResultsAmong participants (N = 615), most identified as African American (578, 94.8%), female (377, 61.3%) and 18–24 years old (540, 87.9%). Many (42.3%) had never been tested for HIV. Most reported they had been sexually active in the last year (533, 86.8%) with many reporting 2–5 partners (270, 43.9%). Among males (n = 236), 8.6% reported same sex partners. Many participants reported inconsistent condom use during vaginal sex (242, 46%). Most participants had not heard of PrEP (473, 86.2%). ConclusionConsidering most participants had one or multiple HIV related risk behaviors, and many had never been tested for HIV, HBCUs may be important venues to promote HIV risk reduction and regular HIV testing.

Religiosity as a mediating factor in alcohol use and alcohol related problems among students attending a historically black college (HBCU)

Previous research suggests that students at Historically Black Colleges and Universities (HBCUs) frequently have lower rates of drinking and alcohol-related problems. The etiology of such findings is still under debate although some research has suggested the African–American religious experience might account for the differences. The present study aims to provide a comprehensive picture of alcohol consumption, alcohol-related problems, and religiosity among HBCU students and to test the hypothesis that religiosity moderates problematic drinking behavior. The Alcohol Use Disorders Identification Test (AUDIT), the College Alcohol Problems Scale Revised (CAPS-R), the Religious Maturity Scale, and the Salience in Religious Commitment Scale was administered to 144 students at a small southern HBCU. We found that, overall, the subjects were moderate drinkers and experienced few alcohol-related problems. The relationship between religiosity and alcohol-related problems was complex and gender mediated that relationship. The results suggest that although religiosity may act as a buffer to alcohol abuse in some HBCU students, it cannot fully account for the differences in alcohol use between students at HBCUs and other institutions.

Decomposing Outcome Differences between HBCU and Non-HBCU Institutions

This paper investigates differences in outcomes between historically black colleges and universities (HBCU) and traditional college and universities (non-HBCUs) using a standard Oaxaca/Blinder decomposition. This method decomposes differences in observed educational and labor market outcomes between HBCU and non-HBCU students into differences in characteristics (both student and institutional) and differences in how those characteristics translate into differential outcomes. Efforts to control for differences in unobservables between the two types of students are undertaken through inverse-probability weighting and propensity score matching methodologies. We find that differences in student characteristics make the largest contributions to each outcome difference. However, some hope in identifying policy levers comes in the form of how characteristics translate into outcomes. For example, whereas HBCUs appear to be doing a better job helping female graduates parlay their education into higher earnings, non-HBCUs are doing a better job in helping graduates in science, technology, engineering, and mathematics translate their training into higher earnings. Patterns and importance of regressors are similar at different points of the distributions of outcomes.

Pride or Prejudice? Motivations for Choosing Black Colleges

This qualitative study explores the college choice motivations of 48 African American alumni of 20 Historically Black Colleges and Universities (HBCUs). Through narrative inquiry, findings reveal although positive interactions with HBCU students and alumni pique interest in learning more about HBCUs, racial isolation and alienation remain salient experiences influencing the decision to attend an HBCU. Implications for student affairs practice are discussed.

South Carolina State University: A Black Land-Grant College in Jim Crow America by William C. Hine

Reviewed by: South Carolina State University: A Black Land-Grant College in Jim Crow America by William C. Hine Merline Pitre South Carolina State University: A Black Land-Grant College in Jim Crow America. By William C. Hine. (Columbia: University of South Carolina Press, 2018. Pp. xx, 487. $39.99, ISBN 978-1-61117-851-7.) Historically black colleges and universities (HBCUs) have played and continue to play a vital role in American higher education. The collective contribution of HBCU faculty, students, and administrators have helped transform the country's social, political, and economic landscapes. William C. Hine, with his book South Carolina State University: A Black Land-Grant College in Jim Crow America, joins a small but growing number of scholars who have chronicled the trials, tribulations, and triumphs of these institutions. "Designated a land-grant institution under the terms of the 1862 and 1890 Morrill Acts, [what is now South Carolina State University] was for seven decades the state's only public institution of higher education open to black people," Hine writes. "But during its first thirty years it functioned primarily as a secondary school that offered vocational training in agricultural and mechanical subjects and prepared teachers for the black public schools" (p. xv). Like other HBCUs during the Jim Crow era, South Carolina State suffered from insufficient financial support, low faculty salaries, and inadequate facilities, including classrooms, dormitories, and agricultural facilities. Despite some of the aforementioned maladies, "[b]y the late 1920s, S.C. State had evolved into a full-fledged college that awarded bachelor's degrees" (p. xvii). This feat notwithstanding, the institution was still called the Colored Normal, Industrial, Agricultural and Mechanical College of South Carolina. During the era of Jim Crow white supremacy, black leaders lacked the political [End Page 477] power and influence to change the status quo at the institution. In the early years, the students, faculty, and administrators did not openly challenge the powers that be. Rather, they cherished their institution, highlighted and praised the contributions of African Americans, and celebrated their heritage. Things began to change, however, with the advent of the modern civil rights movement. By the 1950s and 1960s, the students had become active participants in the struggle to bring about an end to the Jim Crow system. Consequently, the school's faculty and board of trustees became integrated. Also, South Carolina State became fully accredited by the Southern Association of Colleges and Schools in 1960. Some vocational programs were terminated, giving way to new courses of study, such as computer science, speech and hearing audiology, and music merchandising. This well-written monograph shows meticulous research. It integrates education, race, class, activism, and politics, and it fuses local study relevant to regional and national politics while identifying the unique local context. In a word, it captures the school's role in the African American struggle for education in the Jim Crow South and its success in graduating its students, many of whom are outstanding alumni. This book is well organized. Hine has done exhaustive research, and his endnotes are often as interesting as the text itself. The author makes excellent use of campus publications, manuscript collections, oral interviews, and a number of other primary and secondary sources, as reflected in the sixty-seven pages of notes and bibliography. This book is recommended for a popular, as well as an academic, audience. Hine's book is a refreshing read and will add a great degree to our understanding of historically black colleges and universities in general and South Carolina State University in particular. Merline Pitre Texas Southern University Copyright © 2019 Southern Historical Association

Individual Perspectives of Majority/Minority Partnerships: Who Really Benefits and How?

This study ascertained historically Black colleges and universities (HBCU) academic leaders' perceptions of equity between HBCU and predominantly White institutions (PWI) health professions school partnerships related to resource capacity, sustainability and scholarship. A focus group was conducted with seven HBCU health professions schools. A survey was sent to their PWI (n=14) partners. Four themes including positive and negative experiences, challenges, and recommendations to continue relationships with the PWIs were identified. Dissemination of the survey to PWIs resulted in no responses. Benefits of the partnerships include increased HBCU publications and PWI efforts to embrace HBCU students. Inequities in the distribution of social resources and of social justice include the fickle nature of partnership, little interest among PWIs in promoting HBCU expansion and independence, a lack of transparency and clarity in communications, and PWI claims of ownership for ideas proposed by the HBCU. Dual institutional appointments were also identified as problematic.

“No Pumps Allowed”: The “Problem” With Gender Expression and the Morehouse College “Appropriate Attire Policy”

ABSTRACTWithin higher education literature, historically Black colleges and universities (HBCUs) have been lauded for their exceptional ability to provide African American students with culturally engaging academic and social environments. While the aforementioned may be true, much of this literature has presented HBCU students and these institutions as monolithic entities, with little regard to the ways social identities (e.g., gender, gender identity, sexual identities) shape students’ undergraduate experiences. This investigation uses critical discourse analysis to explore the media’s coverage and reactions to the Morehouse College appropriate attire policy in order to examine how their campus stakeholders problematized gender expression within this HBCU context. Implications for this research provides insights into how HBCU communities can both recognize and respond to the needs of their diverse queer student populations. This study concludes with highlighting new advancements being made on HBCU campuses that illustrate how they are making their campuses more inclusive of queer students.

Black-white Biracial Students’ Evaluations of Blackness: The Role of College in Shaping Racial Regard

This study explores biracial students’ racial regard, an evaluative component of racial identity that captures positive and negative feelings about the racial groups to which one belongs. Drawing on data from interviews with 62 black-white biracial students attending predominantly white institutions (PWIs) or historically black colleges and universities (HBCUs), I explore the conditions of educational contexts that promote or hinder development of positive racial regard. HBCU students highlighted the importance of college for improving their evaluations of blackness, while narratives of improved regard were rare among PWI students. Students’ evaluations of blackness and descriptions of contact with black peers support contact theory’s propositions about the type of contact likely to improve racial attitudes; specifically, I show how HBCUs can improve racial regard by facilitating institutionally supported contact between equal-status black and biracial students in the pursuit of common goals. My findings also extend contact theory by suggesting another condition of contact that can improve evaluations of blackness: contact with a heterogeneous group of black peers. These findings add to the literature on biracial identity by exploring racial regard, an understudied dimension of racial identity with important mental health implications. The findings also speak to the importance of HBCUs for fostering positive racial regard at a time when the purpose and longevity of these institutions is often questioned.

Exploring Sense of Belonging among Black International Students at an HBCU

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.