Historically Black Colleges And Universities Research Articles

Navigating Pre-exposure Prophylaxis Access: Qualitative Insights From Black Women at a Northeastern Historically Black College and University

Abstract Black women are essential to ending the HIV epidemic in the United States; yet prevention, access, testing, and structural racism affect how HIV disproportionately affects them. Limited public health research focuses on Black women attending Historically Black Colleges and Universities (HBCUs) and the ability to address HIV prevention, such as pre-exposure prophylaxis (PrEP) uptake. PrEP is a once-daily oral pill used to prevent HIV transmission and has suboptimal uptake within the Black community. This generic qualitative descriptive analysis identifies the barriers and facilitators of PrEP uptake among Black women attending an HBCU using the health belief model. Overall, 22 Black college women participated in a 60-minute focus group. Emergent categories were as follows: (a) Barriers—stigma, cost, and side effects; (b) Facilitators—PrEP's effectiveness, exposure to HIV, and unprotected sex. Our findings can inform future efforts to increase PrEP uptake among Black women attending an HBCU.

Teaching Black Educational Philanthropy Through Photography, 1863–1920s

This article explores the use of photography as a strategy for teaching Black educational philanthropy. Ordinary consumer-philanthropists, white and Black, saw value in the production, sale, and circulation of photography for the support of African American schools in the former Confederate states. In reading these historic photographs, students bear witness to the curated photographic collection of liberated children, traveling choirs, and Historically Black College and University (HBCU) campus communities who left little-to-no written records. The materiality and content of the historic photographs enhances the teaching of Black educational philanthropy from the Civil War to the early Jim Crow era.

Family Matters: The Culture of STEM at Historically Black Colleges and Universities (HBCUs)

Family Matters: The Culture of STEM at Historically Black Colleges and Universities (HBCUs)

Historically Black Colleges and Universities and Performance-Based Funding: A Systematic Review of the Literature

This paper examined how performance-based funding (PBF) policies shape institutional performance and student outcomes for public four-year or above historically Black colleges and universities (HBCUs). By conducting a systematic review of the literature, the findings expanded on two main areas, as underscored by the pieces reviewed: (a) how the implementation of PBF policies across states impacts public four-year or above HBCUs, and (b) the intended and unintended consequences of PBF policy on public four-year or above HBCUs. The review of the literature largely indicated that public HBCUs continue to feel the burden of long-term disinvestment and lack of policy planning that is attentive to their histories, mission, and needs. Although researchers are still evaluating the impact of PBF policies on institutional performance and student outcomes based on PBF 2.0, the literature has affirmed that PBF 1.0 has negatively impacted student performance, raising several concerns about the future of HBCUs.

Sex Disparity: The Real Crisis in the HBCU Presidential Leadership Crisis Narrative

ABSTRACT A national narrative around a historically Black college and university (HBCU) presidential turnover rate crisis has emerged in the last few years. Much of the narrative around this story is absent or lightly nods to the contextual adversities facing historically Black colleges and universities and their decades of under-resourcing. Almost none of the narrative analyzes the HBCU presidential turnover rates in context of the national landscape of higher education. This work presents not only the national content of presidential turnover rates for HBCUs in context of the national landscape, but it also presents further examination of the consistent and emergent trends for HBCU executive leadership with a specific examination of the data surrounding sex disparity in hiring and retention of female HBCU leaders. The work presents implications for future research that will provide a more robust depiction of the real crisis in HBCU presidential turnover: sex-based disparity in board composition.

Race(ism), Power, Intimidation, & Domestic Terrorism: A Critical Content Analysis of HBCU Bomb Threats on Social Media

ABSTRACT Historically Black colleges and universities (HBCUs) were founded with the principal mission to educate Black people during an era when they were barred from most postsecondary opportunities. Today, these institutions play a vital role in the higher education landscape and help to insure the long-term viability of the U.S. economy. This research explored public discourse regarding HBCU bomb threats during 2022 and how public comments reflected on issues of race(ism), power, intimidation and domestic terrorism as a continuation of historical violence against Black Americans. The authors employed critical content analysis techniques and Critical Race Theory, while examining social media posts from X (formerly known as Twitter) as an innovative data source regarding public dialogue. The findings discuss two overarching themes within public discourse about these campus safety threats—(1) racism and White supremacy; and (2) political (in)action. These findings provide insights concerning perceptions of historical and contemporary racial oppression and terrorism experienced by Black individuals. The findings also highlight discourse concerning the ways in which racism and White supremacy were perpetuated by national political forces and (in)actions. Moreover, the findings reflect the ways in which public discourse situate racism as a norm in the U.S.

Assessing Utilization of Mental Health Resources at a Historically Black College and University

Objective: College students of color represent a large portion of unmet mental health needs. Limited studies have been performed in the Historically Black Colleges and Universities (HBCUs) setting on the utilization of mental health resources in African American (AA) college students. The primary purpose of this report is to document the utilization of both on- and off-campus mental health resources by AA students at an HBCU. Methods: A survey was administered to students enrolled at Xavier University of Louisiana (XULA) who self-identified as AA in the Fall 2018 semester. Results: 30.2% and 35.2% of participants reported utilization of on- or off-resources, respectively. Conclusion: This study illustrates the lack of utilization of resources by AA students attending an HBCU. Future efforts should be focused on promoting mental health utilization at HBCUs across the nation.

When Race Matters: Black Men and Authority Figures

ABSTRACT Following the murders of George Floyd, Ahmaud Arberry, and Breonna Taylor, Black folks sought refuge within its community to experience collective healing and demand justice. A 2020 study reported that Black students at predominantly White institutions (PWIs) experienced racial microaggressions one to six times within 6 months time affirming the necessity for spaces that center the learning and development of Black students, like historically Black colleges and universities (HBCUs). This article explores the impact of racism on Black men’s engagement with campus authority. The historic abuse Black men have faced by authority figures could have a direct impact on how they engage authority on campus. This study sought to identify if there were any significant mean differences in the likelihood of Black men engaging with Black authority figures versus White authority figures. An online survey collected data from 400 Black men assessing their preference in engagement with authority based on race. Analysis found a higher likelihood of engagement with Black authority rather than White authority regardless of the role they held on campus. This finding dispels the myth that Black men tend to be more disengaged from their academic pursuits and causes institutions to reflect on how representation effects students’ willingness to engage. With Black educators making up 60% of faculty at HBCUs, HBCUs can serve as havens for Black men to find a village and safely engage in their academic experience.

Minority Student Perceptions of the Impact of Financial Cost of Pharmacy School and Career Choice at a Historically Black College and University (HBCU)

ObjectiveOne of the barriers that might prevent an underrepresented minority (URM) individual from pursuing a professional career in the United States is finances. The high disproportionate burden of student debt among URM students further perpetuates the racial wealth gap. Therefore, this study sought to evaluate the extent to which URM students’ personal finance perceptions, and current and projected student loan indebtedness affect postgraduation career intentions. MethodsA cross-sectional analysis was conducted using data from four cohorts of pharmacy students using a survey from November 2, 2022, to February 1, 2023. The financial perception survey included subscales namely personal finance self-efficacy, debt influence and pressure, and risk mitigation and retirement. Descriptive statistics, simple logistic regression, and multivariate logistic regression analyses were conducted. ResultsIn total, 93 students completed the survey and had a mean age of 28.1 ± 5.3 years. Seventy-one percent of the respondents were female, and 67.7 % had completed a 4-year bachelor's degree. There was a significant association between age and the intention to pursue postgraduate training as well as a significant association between risk mitigation and retirement perceptions and intention to pursue postgraduate training after adjusting for other factors. ConclusionAmong students from largely minority backgrounds, age, and confidence in their ability to make wise investment decisions for retirement are associated with a greater likelihood of pursuing postgraduate training opportunities.

Cultural Mistrust: Comparing Black Student and Faculty Experiences at HBCUs and HWCUs

ABSTRACT There is constant debate over the contributing factors that produce disproportionate outcomes in higher education between Black and White students. This study utilizes a symbolic interactionist theoretical framework and a qualitative phenomenological approach that pulls from the individualized and collective experiences of faculty, administrators, and Black students at historically Black colleges and universities (HBCUs) and historically White colleges and universities (HWCUs), and examines their cultural and social experiences. Findings from this study highlight the cultural mistrust (CM) of Black students for White faculty at HWCUs, which complicates relationship-building processes. It also highlights Black students’ heavy reliance on communication for relationship-building with faculty/administration, which leads to them being more “culturally trusting” and maintaining a more rigorous, judgmental process of determining whether to continue to trust and create relationships with faculty. Although cultural familiarity and cultural environments lessened the CM of Black students at HBCUs, it was still a significant factor pertaining to White professors’ perceptions of Black students. Data from this study can possibly enable faculty/administration and policy-makers to develop and implement strategies for increasing positive experiences for Black students that lessen retention, increase matriculation and graduation rates, self-esteem and lead to better career opportunities.

The Relevance of Historically Black Colleges and Universities: From a Critical Race Theorist Standpoint

ABSTRACT Historically Black Colleges and Universities (HBCUs) were created to provide educational opportunities for African Americans when other educational pathways were closed or restricted. These higher education institutions with the assistance of the American Missionary Association and the Freedmen’s Bureau, churches and philanthropists, continue to educate African American leaders and advance society at large. From a Critical Race Theorists (CRT) perspective, the promotion and sustainability of HBCUs is relevant and much needed in the 21st century particularly with the gradual elimination of affirmative action standards at mainstream institutions. Acknowledging the persistence of racism, which CRT implores us to do, it is clear that HBCUs are critical educational entities as they lessen equity gaps and create opportunities for marginalized and disproportionately recognized students across the globe.

Chronicles of Change: An Engaged Outsider’s Reflective Experience in Collaborative Endeavors with an HBCU

ABSTRACT This narrative delves into the symbiotic relationship between historically Black colleges and universities (HBCUs) and external allies, emphasizing the construction of collaborative partnerships. As an engaged outsider, I adopt an approach grounded in active listening, continuous learning, and commitment to amplifying HBCU narratives. Embracing my outsider status propels me to advocate and elevate HBCU voices within the broader discourse. The narrative explores unique experiences in developing collaborative partnerships amid societal change, underscoring HBCUs’ pivotal role in shaping critical discourse. This narrative, bridging personal experience with academic insight, offers a call to engage in collaborative alliances, extending beyond academic pursuits to contribute to societal transformation.

Inequities in Indirect Cost Rates Between Historically Black Colleges and Universities and Other Institutions.

Federal research grants provide support for the indirect costs (IDCs) of research infrastructure that are not specific to particular research projects but are nonetheless essential to enable research. Institutions independently negotiate IDC rates. The authors sought to identify whether inequities exist in negotiated IDC rates between historically Black colleges and universities (HBCUs) and other universities (non-HBCUs). In 2023, the authors analyzed mean negotiated IDC rates between the top 20 HBCUs (in fiscal year [FY] 2021 research expenditures) and 3 non-HBCU comparison groups: the top 40 non-HBCUs in FY 2021 research expenditures, metropolitan statistical area (MSA)-matched non-HBCUs (among the top 200 institutions by FY 2021 research expenditures), and FY 2021 research expenditure-matched non-HBCUs. The authors found that the top 20 HBCUs' mean IDC rates (50.0%) were, after adjustment, 8.5 percentage points (95% confidence interval [CI] 5.7, 11.2) lower than those of the top 40 non-HBCUs (58.5%). The mean IDC rates of top HBCUs (n = 14, 48.4%) were, after adjustment, 6.3 percentage points (95% CI 3.1, 9.4) lower than those of MSA-matched non-HBCUs (n = 23, 55.3%). There was no statistically significant difference in the mean IDC rates between the top 20 HBCUs (50.0%) and expenditure-matched non-HBCUs (n = 31; 48.2%). Inequities in negotiated IDC rates between top HBCUs and non-HBCUs likely both reflect and may contribute to the persistence of institution-level inequities in federally funded research. Proactive investments in HBCUs' research infrastructures are likely needed to ameliorate these funding inequities and support the role of HBCUs in providing opportunity for underrepresented groups in biomedical sciences.

Abstract 1002: The historically black colleges and universities cancer trial consortium: A way forward to diversifying cancer clinical trials

Abstract The National Comprehensive Cancer Center Network cancer guidelines state that the best management for a cancer patient is on a clinical trial. However, the demographics of 74 registration trials for oral cancer therapies from 2009 - 2019 show only 2.5% of participating patients were Black. Similarly, of the 3,593 patients enrolled in all registration trials for new cancer drugs approved by the FDA in 2019, only 4% were Black patients. A third analysis showed that between 2008 and 2018, only 3.1% of cancer trial patients were Black. The underrepresentation of Black patients in cancer clinical trials is a complex issue that requires a multifaceted solution. Complicated, interdependent causes include, but are not limited to system, provider, and patient bias. Increasing globalization of clinical trials also contributes to a widening gap in Black patient enrollment. Achieving diversity among clinical trial participants requires intention in study design regarding accrual sites and outreach, and involvement of a diverse trial workforce. The ideal clinical trial system would minimize system, provider, and patient biases. Such a system already exists in the Historically Black Colleges and Universities (HBCU) system. HBCUs represent 3% of institutions of higher education in the USA, yet they enroll 16% of Black students and confer 24% of all baccalaureate degrees earned by Black students. 40% of Black engineers, 50% of Black lawyers, 70% of Black physicians, and a staggering 80% of Black judges attended an HBCU. HBCUs are exceptional at impacting communities of Color and have been doing so for centuries. The HBCU Cancer Trials Consortium (HBCU CTC) is a network of HBCUs and Ally institutions that aims to bring innovative cancer clinical trials to historically underserved communities and honor the legacy of HBCUs, which have consistently and successfully served underserved communities for over a century. The HBCU CTC will oversee and conduct cancer clinical trials at member institutions. We envision founding flagship members to include HBCUs that provide graduate medical education and training, such as Howard, Meharry, Charles Drew, and Morehouse. Non-HBCUs committed to the mission are invited to join the consortium as Ally institutions (eg. MSIs). Membership is not exclusive of membership in other cancer consortia. The HBCU CTC will provide shared resource services for member institutions that lack expertise or funding to conduct services locally (eg. data management, DSMB, biostatistics, a cancer focused IRB, central radiology, and central pathology). The Consortium will also work to develop local infrastructure support for the conduct of cancer clinical trials at member institutions. Citation Format: Sheldon L. Holder, Robert A. Winn, Wafik S. El-Deiry. The historically black colleges and universities cancer trial consortium: A way forward to diversifying cancer clinical trials [abstract]. In: Proceedings of the American Association for Cancer Research Annual Meeting 2024; Part 1 (Regular Abstracts); 2024 Apr 5-10; San Diego, CA. Philadelphia (PA): AACR; Cancer Res 2024;84(6_Suppl):Abstract nr 1002.

Show HBCU Referee Bias the Red Card: Testing Communication Theory in Division I Women’s College Soccer

The current study focused on the red cards and yellow cards that referees gave to historically Black colleges and universities (HBCUs) in Division I women’s college soccer for their in-game communicative actions. These cards are distributed to players who are perceived to have engaged in a reckless play or an action that involved excessive force. Within the United States, HBCUs are institutions of higher education that historically and primarily serve students who are of African American descent. Thus, the strong Black woman collective (SBWC) theory of communication was the theoretical frame because this study focused on small groups that were mostly comprised of African American women. Previous studies on referee bias were summarized in the literature review. Publicly available data on 19,360 soccer games were then analyzed. The findings indicated that referees gave more red cards to HBCU women’s college soccer teams relative to predominantly White institution (PWI) women’s college soccer teams at a statistically significant level. Yellow cards were also disproportionately distributed to HBCUs relative to PWIs. Implications for communication theory were noted in the study discussion as were interpretations on why referee bias against HBCUs continues to occur.

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.

Student Health Services at Historically Black Colleges and Universities and Predominantly Black Institutions in the United States.

Student health services are associated with improved health outcomes and academic success, particularly among under-resourced college populations. This study compared student health services at Historically Black Colleges and Universities (HBCUs) and Predominantly Black Institutions (PBIs) and identified factors associated with the availability of comprehensive health services (CHS). We conducted a secondary analysis of 2022 data from the Integrated Postsecondary Education Data System (IPEDS), the Minority Serving Institutions (MSIs) Directory, and the websites of HBCUs and PBIs (n=167). Bivariate and multivariate logistic regression analyses were undertaken to identify institutional variables associated with providing CHS. Institutional variables included college type (public vs. private), MSI category (HBCU vs. PBI), undergraduate enrollment, location, and proportion of Pell grant recipients. Approximately 13% of HBCUs and 26% of PBIs offered no student health services; 65% of HBCUs and 39% of PBIs offered on-campus CHS with prescribing providers. Four-year HBCUs were five times more likely than 4-year PBIs to have CHS (p=0.014). Institutions with more Pell Grant recipients were less likely to offer CHS. Access to health care is an important social determinant of health, academic persistence, and achievement for college students. HBCUs were significantly more likely than PBIs to offer CHS. HBCUs are more likely than PBIs to have resources from federal funding, donors, and endowments that may support the development of student health centers and services. Increased funding for PBI health centers could improve access and promote health equity among the most vulnerable student populations.

Accounting Firm Investment in Diverse Talent: Evidence from Charitable Giving to Historically Black Colleges and Universities (HBCUs)

SYNOPSIS The accounting profession suffers from diversity, equity, inclusion, and belonging (DEIB) deficiencies. Although the largest accounting firms have touted their investments in diversity efforts, the extent to which firms have invested in recruiting diverse talent is unclear. Using accounting firms’ charitable giving data, we show that, although firm giving to historically Black colleges and universities (HBCUs) has increased over time, the total allocation percentage to HBCUs has remained relatively stagnant. Further, monetary giving to HBCUs is concentrated among a few HBCUs with higher prestige, and all HBCUs receive relatively little overall compared with predominantly white institutions (PWIs). Discussions with HBCU accounting faculty and accounting firm professionals support our main findings and suggest additional forms of investment that accounting firms can leverage to help address DEIB deficiencies. Overall, our study provides actionable recommendations that can inform public accounting firms’ efforts as they seek to develop a more diverse workforce. Data Availability: Data are available upon request. JEL Classifications: M41.

The HBCU advantage: reimagining social capital among students attending black colleges

IntroductionThere is growing interest in exploring the ways Historically Black Colleges and Universities (HBCUs) mediate student outcomes.MethodsSituating an HBCU education within the conceptual landscape of social capital, we follow the tenets of critical discourse analysis (CDA) to explore the narratives of ten early and mid-career HBCU alumni of eight 4-year colleges and universities. This framing allows for a nuanced analysis of the ways in which an HBCU education provides its students the opportunity to curate social capital in an environment that affirms racial identity and promotes continued service to the Black community.ResultsFindings support the notion that as purveyors of social capital, HBCUs facilitate the transmission of knowledge through relationships and networks that strengthen community ties and leads to educational and professional gains.DiscussionThese findings inform our understanding of the experiences, policies, and practices that promote community building and the successful career transitions among Black college graduates.

Intimate Partner Violence and Help-seeking Behavior Among College Students Attending A Historically Black College and University.

This study provides critical evidence of the diversity of college students' experiences with intimate partner violence (IPV) and their informal and formal help-seeking behaviors at a historically Black college and university (HBCU). The study collected data on college students (N = 266) in fall 2021 using a one-site cross-sectional survey data. Findings revealed that many students at the HBCU reported IPV victimization (68.4%), IPV perpetration (68.0%), and coexperience of IPV victimization and perpetration (61.3%) in the past 12 months, but a few student survivors of IPV sought help from formal or informal support systems. Further, we found that IPV victimization types (e.g., physical, psychological, sexual abuse, and injury) with different severity levels (e.g., less severe or more severe) were differently related to the student survivor's help-seeking behaviors from formal and informal support systems. The findings of this study highlight the importance of supporting students attending HBCUs by addressing their perceptions of IPV help-seeking and coping with different types of IPV victimization via culturally tailored IPV prevention programs. HBCU campuses should promote physical health and mental health services for Black/African American survivors in HBCUs.