Historically Black Colleges And Universities Research Articles

SNAP for U: Food insecurity and SNAP use among college students, including institution type differences

The objective of this study was to examine food insecurity and knowledge of the Supplemental Nutrition Assistance Program (SNAP), including barriers to and facilitators for enrolling in SNAP among college students in the Midwest. An obser­vational, cross-sectional online survey was admini­stered during Fall 2021 to Spring 2022. Participants included 844 college students from nine higher education institutions across Missouri. Of students who participated, 44.9% reported being food insecure, 67.9% reported knowing what SNAP was, and only 34.3% knew if they were eligible for SNAP. Students at private colleges [unadjusted odds ratio (OR) and 95% confidence interval (CI) = 4.79 (2.45-9.36), p<0.001)], community colleges [OR 3.21 95% CI (2.26-4.56), p<0.001)], technical schools [OR 2.21 95% CI (1.08-4.53), p=0.031], and Historically Black Colleges and Universities (HBCUs) [OR 2.05 95% CI (1.37-3.07)., p<0.001] reported higher odds of food security compared to public institutions. College students reported lack of knowledge of SNAP in general as the main barrier for enrollment and campus assistance as the main facilitator. Food insecurity is highly prevalent in Missouri college students, where SNAP knowl­edge and enrollment barriers persist. Findings sup­port a need for increased attention and resources to target college food insecurity.

Hindrances and Enablers of Healthy Eating Behavior Among College Students in an HBCU: A Qualitative Study.

Research indicates widespread unhealthy eating habits among college students, posing long-term health risks. This study at a Historically Black College and University (HBCU) aimed to explore the perceived obstacles and facilitators to healthy eating among college students, using the social ecological model (SEM). Through focus group discussions and key informant interviews, the study identified several barriers to healthy eating, including challenges in accessing federal food assistance resources, gaps in nutrition knowledge, cost concerns, limited food variety on campus, difficulty accessing grocery stores, and a lack of cooking skills. To address these barriers, participants suggested various solutions, such as implementing cooking demonstrations, providing nutrition education, increasing food variety on campus, offering gardening opportunities, adjusting cafeteria hours for more flexibility, making fresh produce more available on campus, assisting students in accessing federal food assistance programs, and providing transportation to nearby grocery stores. The findings highlight the need for targeted interventions to promote healthier dietary behaviors among college students, particularly those attending HBCUs. By addressing the identified barriers and implementing the suggested solutions, initiatives can be developed to support students in making healthier food choices, ultimately reducing long-term health risks associated with unhealthy eating habits.

Internalized Oppression: Exploring the Nuanced Experiences of Gender and Sexuality in Historically Black Colleges and Universities

In the American South at the turn of the twentieth century, quality education was scarce and legislative laws were put in place to ensure that African American individuals remained far away from Predominantly White Institutions (PWIs). As a result, Historically Black Colleges and Universities (HBCUs) became a catalyst for change in this “separate but equal” society. This article will explore the significance of HBCUs in elevating Black Americans throughout the twentieth century, while also assessing the conservative nature of the institutions and their inflexibility towards the various nuances of African American communities. While it is not particular to HBCUs, a tolerance of toxic masculinity and severe conservatism has resulted in starkly different Black experiences for cis-gendered heterosexual men, in contrast to cisgendered women and other members of the 2SLGBTQI+ community. By investigating various experiences within HBCUs, this article will explain the unifying and uplifting benefits for Black individuals in these institutions, as well as its many divisive components. My research will strive to analyze and properly convey the various nuanced experiences throughout HBCUs and assess the variety of factors that have led to these underrepresented interactions. This article will provide an understanding of how HBCUs have and continue to reflect American society but also demonstrate their role in various Black communities and their representation of non-dominant Black groups from the late nineteenth century to the present.

Exploring the Social Exchange of Manhood and Masculine Norms Among Black Heterosexual College Men

ABSTRACT Traditional masculine norms state men are tough, protective, and sexually assertive. Young Black men must weigh the rewards and costs of adhering to or deviating from these norms within the college environment, as their choices can be detrimental to their health. Using the ecological-exchange framework, we examined adherence to or deviation from traditional masculine norms from focus groups with 13 Black heterosexual men at two Historically Black Colleges and Universities (HBCUs) and one Minority-Serving Institution. Participants formed their masculinity through experiences with male role models and mothers but felt conflicted in their need to adhere to or deviate from norms. This reflects the processes men go through to develop their masculinity and highlights needed interventions focused on cultivating healthy masculinity.

Improving the practical skills of STEM students at a historically black college and university (HBCU)

Improving the practical skills of Science, Technology, Engineering and Mathematics (STEM) students at a historically black college and university (HBCU) was done by implementing a transformative teaching model. The model was implemented on undergraduate students of different educational levels in the Electrical Engineering (EE) Department at HBCU. The model was also extended to carefully chosen high and middle schools. These middle and high school students serve as a pipeline to the university, with a particular emphasis on fostering growth within the EE Department. The model aligns well with the core mission of the EE Department, aiming to enhance the theoretical knowledge and practical skills of students, ensuring that they are qualified to work in industry or to pursue graduate studies. The implemented model prepares students for outstanding STEM careers. It also increases enrolment, student retention, and the number of underrepresented minority graduates in a technology-based workforce.

Examining career and technical education (CTE) pathways in historically Black colleges and universities (HBCUs)

Career and technical education (CTE) is considered a key academic pathway for sustainable careers in several high-growth industries. However, African–American employees are underrepresented in these industries. Historically Black colleges and universities (HBCUs) may represent invaluable options to address this inequality. Our analysis of the Integrated Postsecondary Education Data System (IPEDS) suggests that HBCUs provide fewer CTE options than a matched sample of non-HBCUs. The most commonly available CTE programs appear in less than one-quarter of HBCUs, and nearly one-quarter of CTE industries are unrepresented. Although some programs are well-positioned to address African–American employee underrepresentation, others are completely absent. Findings connecting HBCU CTE programs to occupations with high projected growth or living wage salaries are also mixed. Overall, these results may be informative for academic policymakers, administrators, and students.

(Un)Doing Diversity Work in a “Diverse” Space: Examining Diversity, Equity, and Inclusion Work in Historically Black College and University Athletics

Matters related to diversity, equity, and inclusion (DEI) have taken center stage in intercollegiate athletics in response to renewed momentum of the Black Lives Matter movement after the murder of George Floyd, Breonna Taylor, and Ahmaud Arbery (to name a few) in 2020. Following the trend, athletics diversity and inclusion officer positions have been developed to implement DEI programming and strategy in athletics on respective campuses. However, while research on DEI programming at historically White institutions is well established, inquiries on Historically Black Colleges and Universities (HBCUs) are rare. To fill this gap in the literature on strategic DEI efforts, the present study aims to analyze the current landscape of DEI work at HBCUs. Drawing from racialized organization theory, we argue that the contemporary conceptualization of DEI hinders the perceptual need for DEI programming at HBCUs. Thus, the monolithic approach of DEI programming cannot remain the pragmatic solution to inequitable experiences in NCAA athletics, specifically at HBCUs. Considerations include budgetary allocations, professional development, and the overall athlete experience.

Media Framing of Athletic Department Major Infractions: A 5-Year Review of Historically Black Colleges and Universities

Media coverage of Historically Black Colleges and Universities (HBCUs) often focuses excessively on challenges and deficits, influencing public perceptions, but there is little research on media portrayals of HBCU infractions. This study delves into the portrayal of Division I HBCU infractions from 2016 to 2020 through a textual analysis of 60 article headlines from local, regional, and national newspapers. The research examines general framing strategies, temporal changes, specific frames, prominent themes, and attribution of responsibility. Results indicate that the media often frames these infractions episodically rather than thematically over the 5-year span, with limited case details. The headlines emphasized specific issues of reprimand and redemption, often holding the organization accountable. Newspapers contribute to public opinion on athletic infractions by presenting these incidents in an engaging narrative. This study highlights the need for a more nuanced understanding of how media shapes perceptions of HBCUs, especially in the context of athletic infractions.

Hope and Healing: Black Colleges and the Future of American Democracy

Charles Betsey of Howard University reviews “Hope and Healing: Black Colleges and the Future of American Democracy” by John Silvanus Wilson Jr. The EconLit abstract of this book begins: “Discusses historically Black colleges and universities (HBCUs) in the context of the larger history of American higher education, highlighting what HBCUs have done and what non-HBCUs have failed to do to actualize democracy.”

The relationship between perceived family support and subclinical positive symptoms of psychosis among Black college students.

Black individuals in the Unites States endure compounded and unique experiences of discrimination and structural racism that may not be as overtly evident in other countries. These distinctive forms of discrimination and racism can impact the mental health of Black individuals in the Unites States, in this case, their risk for psychosis. Adolescence and early adulthood are vulnerable periods in life where mental illness typically begins to manifest. Understanding the factors contributing to an increased likelihood of specific mental illnesses, such as psychosis, among youth in these vulnerable periods can inform intervention development. This is particularly important for those from minoritized backgrounds Unites States; this group is especially important to study given that Black American youth tend to experience higher psychosis rates and different symptom presentations than non-Black groups. This study examined the associations between perceived family support, a critical environmental factor known to be associated with full-psychosis, and attenuated positive symptoms and distress levels in a sample of 155 Black students from a Historically Black College and University (HBCU). Participants completed the Prodromal Questionnaire-Brief that assessed psychosis risk and the Family Environment Scale that assessed three dimensions of family support (family cohesion, expressiveness, and conflict). Positive symptom intensity (r = .30, p < .001) and distress (r = .34, p < .001) were significantly associated with higher family conflict for Black individuals in the Unites States. The findings inform novel intervention targets for psychoeducation and family therapy that have potential to reduce psychosis risk.

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

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.

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.

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

In this article, we explore the experiences of students at HBCUs as they traverse their STEM courses and STEM majors and demonstrate how their paths in STEM are positively shaped by a “culture of family.” Our research questions include: What are the experiences of students attending HBCUs and pursuing degrees in STEM? And how do their experiences with faculty, staff and students support their learning process? We use a multi-case study approach and validation theory to explore these research questions across 10 HBCUs. The findings from our research offer important insights on the type of education, learning, culture, curriculum, and student experiences offered at the HBCUs in our study. But more importantly, these insights help us understand how validation—through a culture of family—manifests to influence and support student achievement.

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.

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.

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.