Historically Black University Research Articles

Validation of the Adult Eating Behavior Questionnaire (AEBQ) in a young adult Black sample in the U.S.: Evaluating the psychometric properties and associations with BMI

The Adult Eating Behavior Questionnaire (AEBQ) is an instrument developed in the UK and used to examine appetitive traits in adults. The AEBQ is divided into four Food Approach subscales, namely; Enjoyment of Food, Emotional Overeating, Food Responsiveness and Hunger, and four Food Avoidance subscales, namely; Emotional Undereating, Food Fussiness, Slowness in Eating, and Satiety Responsiveness. The instrument has been validated in a number of countries. However, there is limited evidence to show the validation of the AEBQ in predominantly Black populations. The aim of this cross-sectional study was to validate the AEBQ in a Black young adult sample in the U.S.A. Participants (n = 229) consisted of young adults with an average age (20.97 ± 4.31) attending a Central Virginia Historically Black University. Reliability Analysis and Confirmatory Factor Analysis (CFA) were conducted. Correlations, as well as multivariate multiple linear regression models were estimated. Food Avoidance subscales demonstrated more internal consistency than the Food Approach subscales. The CFA results indicated a 7-factor model in which the Hunger subscale was eliminated to fit the data better overall. The Food Approach subscales demonstrated more convergent validity than the Food Avoidance subscales. BMI significantly predicted both Emotion Overeating and Emotional Undereating, as well as Food Fussiness. Moreover, both sex and age significantly predicted Emotional Undereating, Food Responsiveness and Hunger. Further, sex significantly predicted Emotional Overeating and Satiety Responsiveness. Lastly, depression predicted Emotional Undereating. In conclusion, this study provided some evidence to support the use of the AEBQ as a reliable and valid measure of adult eating behavior.

“They just forget about the students”: Growing resilient urban farmers with a research practice partnership

A sustainable transdisciplinary research network was established through a research practice partnership (RPP) between an urban farm, faculty and staff from a Historically Black College (HBC), and researchers at a medium-sized private university. We investigate student-worker resilience at this urban farm situated on the HBC campus, drawing on literature that explores tensions between informal learning environments and formal spaces, equitable food systems and farming systems, as well as the resilience of farm work, and which is grounded critical food systems education theory. Utilizing a participatory design approach, we conducted semi-structured interviews and deductively analyzed the data. The research questions guiding this paper are: (1) What topics of discussion are most important to the student-workers and staff working on an urban farm, (2) How do student-workers and college staff members perceive and experience resilience on an urban farm? We found that what participants on an urban farm discuss, relating to their experiences, include (1) how participants were eager to engage with the local community, (2) how participants demonstrated resilience while working on the urban farm, (3) how power dynamics played a pivotal role informing the direction of the urban farm, (4) how participants consider community access to healthy foods an important mission for the farm, (5) how the college acted as a power wielding entity, perpetuating its privilege over the farmers and the farm operations. These findings have the potential to enable community organizing spaces to promote resilience for their volunteers and workers, and for urban farms top partner with their community to promote the mission of increasing access to healthy and affordable food options.

Parisa Ebrahimbabaie’s Academic Sojourn at Bethune-Cookman University

Parisa Ebrahimbabaie’s academic tenure at Bethune-Cookman University (B-CU) unfolds as a captivating narrative intricately woven with challenges stemming from her international background as a woman from Iran. This exploration of her experiences at the Historical Black University (HBCU) delves into the complexities of identity, cultural adjustments, and the unique dynamics of an academic environment rich in historical significance.

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.

PILLARS OF SUCCESS: THE ROLE OF HISTORICALLY BLACK COLLEGES AND UNIVERSITIES (HBCUs) IN STEM UNDERGRADUATE PREPARATION LEADING TO GRADUATE SCHOOL PATHWAYS

Historically Black Colleges and Universities (HBCUs) operate and are centered within the nexus of concerted nationwide efforts to advance the participation and success of Black students within the sciences, technology, engineering, and mathematics disciplines (STEM). Through an institution-level asset-based approach, this study aimed to further elucidate how undergraduate STEM preparation and success at HBCUs is linked to the transition into (and experiences within) graduate education. One hundred and fifty-one HBCU alumni from 37 unique HBCUs completed our HBCU Alumni Success survey. Factor analysis revealed 13 emerging components along three main touchpoints along alumni's graduate pathway: their HBCU undergraduate experiences, graduate application, and decision-making, as well as graduate school experiences. Cluster analysis further identified five unique clusters of alumni, revealing variation regarding the individual, institutional, and cultural factors that contributed to HBCU alumni's experiences within their graduate pathway. Specific attributes that characterized each unique cluster included (Cluster 1) experiencing challenges throughout their graduate pathway, (Cluster 2) variation in the sources of motivation that influenced graduate school choice, (Cluster 3) deliberation around attending graduate school, (Cluster 4) high commitment, success, and support in pursuit of a graduate degree, and (Cluster 5) high personal agency as well as faculty and research support within engineering. Implications for practice include capitalizing on the areas of success such as the impact of faculty mentorship and research opportunities.

Examining the Effectiveness of Technology Skill Integration in the Curriculum for Enhancing Corporate Readiness: A Randomized Control Trial Study at HBCU"

As the higher education landscape evolves, universities continuously seek innovative methods to enrich student learning experiences and equip them with valuable skills for their future careers. However, the effectiveness of such integration demands rigorous evaluation and validation. Educators and researchers are turning to randomized controlled trials (RCTs), a robust methodological approach borrowed from clinical trials and social sciences, to address this need. This research study aims to assess the impact of adding a skill-driven certification program (MS-Excel) to a Historical Black College and University (HBCU) course curriculum using a randomized controlled trial (RCT) design. The study involves two groups of students, each subjected to different incentive methods. Group A is required to complete the certification as part of their coursework, while Group B is offered bonus points contingent upon successfully obtaining the certification. Rigorous statistical methodologies, such as descriptive and inferential statistics, were used to depict the research outcome thoroughly. To conclude, ANOVA, ANCOVA, and Chi-Square methods are used. The finding from the study showed that the treatment group showed a better result with the intervention than the control group.

Navy Historically Black Colleges and Universities/Minority Institutions Program (DOD)

Navy Historically Black Colleges and Universities/Minority Institutions Program (DOD)

Depression and anxiety among college students at Historically Black and Predominantly White universities during the COVID-19 pandemic: A cross-sectional study

Objective To assess depression and anxiety among college students during the COVID-19 pandemic and its association with race. Participants Using a cross-sectional survey, depression and anxiety among college students at a Predominantly White (PWU) and a Historically Black University (HBU) during 2021 were evaluated. Methods The patient health questionnaire-9 (PHQ-9), general anxiety disorder-7 (GAD-7), and self-reported sociodemographic characteristics were collected. Chi-square and logistic regression tests examined differences in depression and anxiety based on race. Results Depression and anxiety among 3,102 students (87% female) were analyzed. Minority racial groups were associated with anxiety (p < 0.01) but not depression in the PWU. Moderately severe and severe depression was higher among the minority race at both the universities (1.76% compared to 0.53% at PWU, and 11.1% compared to 2.4% at HBU). Conclusions Depression and anxiety among college students is influenced by racial status. First-generation students were more likely to report depression in both HBU and PWU.

The Good, The Bad, What HBCUs Wish They Had: The Benefit of Data Warehouse Technology

In the middle of a technological revolution, we are working in a global market and organizations are all competing to survive. As these organizations try to develop strategies, many have determined that the solution is data. Planning, development, and implementation of data warehouses will provide the infrastructure for organizations to integrate decision support systems and business tools to generate reporting and data visualizations to assist in decision-making. Many organizations are taking advantage of this technology but many are lagging behind, one example is Historical Black Colleges and Universities (HBCU). HBCUs serve a unique population of students that other institutions may not offer an opportunity to. Due to low enrollment and a harsh economy, many institutions struggle with recruitment and retention, and HBCUs struggle more than others. HBCUs lack the data warehouse and decision support systems as their peers. HBCUs would benefit in the area of retention and recruitment if given data warehouse and decision support system technology.

Students' feedback on the use of low-cost, portable and safe hands-on tools in teaching and demonstrating noise pollution at a historically black university

Dynamism of using pedagogy to teach concepts related to noise engineering at undergraduate level can fuel leaners desire to find a career opportunity in the field. This study aimed to investigate the impact of low-cost, portable, and safe hands-on tools used in teaching and demonstrating noise pollution at a historically black university (HBCU). The study was conducted among undergraduate students at one HBCU, and feedback was obtained regarding the device and the pedagogy using a 5-scale Likert questionnaire. The purpose of the study was to improve teaching pedagogy by assessing the impact of the tools on teaching and learning. The feedback from the students showed that the tool was well accepted and provided learners with an advantage in understanding noise pollution. Additionally, the engagement of students in class improved as a result of the use of the tool. The findings suggest that the use of low-cost, portable, and safe hands-on tools can enhance the teaching and learning of noise pollution and other related topics. This study highlights the importance of evaluating teaching and learning pedagogy to improve the quality of education.

Inclusive excellence through digital learning: an undergraduate research experience to pilot cross-institutional collaboration between a historically black university and a predominantly white institution

ABSTRACT Increasing diversity in higher education and the workforce requires undergraduate students to learn to work together effectively to address scientific and social issues. Our goal is to learn how best to facilitate teamwork among students from Historically Black Universities (HBU) and Predominantly White Institutions (PWI) to promote collaborative learning. We analysed the evolving knowledge, perceptions, and attitudes of participating students as they developed close working relationships through a ‘study-within-a-study’ design where student pairs (one from an HBU and one from a PWI) conducted their own research project while we analysed how these students interacted with their partners. The Association of American Colleges and Universities (AACU) rubric of Intercultural Knowledge and Competence was used to develop a set of codes for assessing transcripts of student meetings. AACU defines six attributes of this rubric including cultural self-awareness, cultural worldview frameworks, empathy, verbal and nonverbal communication, curiosity, and openness. Our pilot results suggest that students willing to engage collaboratively with others from different cultural or educational backgrounds can display attributes of intercultural competence, while those not willing to engage in the collaborative process may not exhibit such competence. We also learnedthat students require the same initial preparation necessary for the assigned project.

Why Aspiring Leaders Choose to Lead Historically Black Colleges and Universities.

Motivated and effective leadership is necessary for college and university presidents and even more paramount at Historically Black Colleges and Universities (HBCUs), given the significant impact that these institutions have on Black lives and overall equity in the nation.Using Greenleaf's (1970) servant leadership model as a guiding framework, we examine why aspiring leaders want to lead and serve HBCUs. Based on interviews with 26 aspiring Black leaders, our findings revealed that being a graduate of an HBCU, the impact of the HBCU experience, an interest in paying the HBCU experience forward and believing in the HBCU mission are factors that contribute to why aspiring leaders want to become HBCU presidents. Based on our findings, we provide concrete recommendations for future researchers and practitioners.

The impact of a multimodal professional network on developing social capital and research capacity of faculty at historically black colleges and universities

This qualitative case study examined how a multimodal professional network environment (STEM for all Video Showcase) affected five STEM educational researchers’ capacity to engage in grant funded research at U.S. Historically Black Colleges and Universities (HBCUs). Guided by the social capital and professional network literature as a conceptual framework, we analyzed data from surveys, interviews, and online discussion posts. We aimed to understand HBCU-based researchers’ supports and barriers in writing and/or conducting grant funded research in STEM education, and ways in which the multimodal professional network experience supported their research and professional networking, if at all. We found that organizational structures shaped participants’ social capital as well as their grant funded research activities. Further, participating in a multimodal professional network enabled participants to further develop their research capacity and to also expand their collegial networks. We offer recommendations for institutions to support the research endeavors of their faculty and suggest ways in which organizations using or developing professional multimodal networks can enhance faculty research development.

Introduction: Accepting the Challenges to Our Ways of “Knowing”

This issue of Frontiers has an amazing and diverse array of research articles, essays, case studies and a special section on the important issue of global education in Historically-Black Colleges and Universities (HBCUs). Across this diverse work there is however one important thread that is core to the mission and scope of our journal to “communicate the latest research on education abroad within a multi-disciplinary forum to reflect on critical issues and concerns for academics and professional practitioners”. To realize this mission, we engage across various disciplines, topics, perspectives, and methodologies to address complex opportunities and challenges within global education today and in the future. However, one central question remains at the forefront of all that we do in achieving our purpose—how to we address challenges to our ways of “knowing?”

Non-Majority Faculty Perceptions of Diversity and Inclusion at a Predominately White and Historically Black University

In this study, we conducted survey research to examine perceptions of diversity and inclusion among majority and non-majority faculty at a Predominately White University (PWI) and a Historically Black University (HBCU), as these public institutions have distinct historical foundations regarding orientation to cultural diversity and inclusion. The study is rooted in the current national efforts to establish Inclusive Excellence (Williams et al., 2005) on university campuses. Unique in this study was an effort to examine perceptions of inclusion and diversity based on identity relative to race, gender, and sexuality given patterns historical marginalization in the context of the majority culture. T-tests and Analysis of Variance (ANOVAs) were used to determine if there are differences in faculty experiences. Results indicated significant differences between the groups and universities in perceptions and experiences of diversity and inclusion.

The impact of racial identity and school composition on affirmative action attitudes of African American college students

ABSTRACT Affirmative Action remains a controversial policy that incites a variety of reactions. Some believe it’s an unjust policy that discriminates against applicants, while others view it as a policy aimed at fighting against past inequalities and discrimination. Little is known about African American endorsement of the policy. Two hundred and seven Black students from a predominantly White institution (PWI) and a historically Black university (HBCU) participated in the current study to examine the impact of racial identity on affirmative action attitudes (AA). Results indicated that school type and race centrality significantly predicted AA attitudes. Students who attended a HBCU were less likely to endorse AA compared to students at the PWI and those higher in race centrality were more likely to endorse AA. This study is one of the first to investigate the impact of the educational environment on the affirmative action attitudes of African Americans.

Racial and Community Wealth Disparity the Bane of HBCUs - A Wealth Ecology Model Relational Perspective

Racial wealth disparities in the U.S. continues to persist despite community, state and federal governments programs to arrest the slide. Contemporary community wealth creation approaches using anchor institutions concepts to bridge the gap assume the wealth improvement duality of the community and the anchor institution coming together with external agents of support. For an HBCU (Historical Black Colleges and Universities) as anchor institution, the improvement duality assumption links its fortunes with that of its community served. The study performs a regression analysis to determine the degree of the relationship and its direction. Measured African American family wealth status using the SCF data on median US household wealth and HBCU school choice by annual enrollment numbers from NCES digest of educational statistics, the analysis yields significant positive effects of student wealth status on HBCU school choice.

Access and Importance of Pell Awards at Public Regional Historically Black Colleges and Universities: What Do the Data Say?

Access and Importance of Pell Awards at Public Regional Historically Black Colleges and Universities: What Do the Data Say?

Exercise stages of change and barriers among undergraduates at a historically black university

Objective: To investigate exercise stages of change (SOC) and physical barriers among undergraduates at an Historically Black University (HBCU) and quantify their relationship. Participants: A total of 326 undergraduate HBCU students; 198 were females (body mass index (BMI) range 16.5–87.9; M = 26.5 ± 6.8) and 127 were males (BMI range 18.0–49.3; M = 26.4 ± 5.7). Methods: Students voluntarily completed a three-section survey: demographic questions, Exercise SOC, and Barriers to Being Active Quiz (BBAQ). Results: An ANOVA determined significant differences (p < . 001) between the means for each SOC for lack of time, social influence, lack of energy, lack of willpower, and lack of skill. Significant differences (p < . 001) existed between SOC and BBAQ score, as well as number of important barriers. Conclusions: HBCU interventions should address time management, energy, motivation, social support, and skill development to promote exercise and reduce barriers, especially among Black women.

In the Room, but no Seat at the Table: Mixed Methods Analysis of HBCU Women Faculty and Workplace Bullying

With gendered organization theory and n = 201 Historically Black Colleges and Universities women faculty, the following is addressed: RQ1 Which Historically Black Colleges and University women faculty, those at schools with or without an anti-bullying policy, are more likely to report workplace bullying? RQ2 What is the relationship between workplace bullying intensity and time spent strategizing against bullying, health problems, and organizational distrust for Historically Black Colleges and University women faculty? RQ3 How does workplace bullying affect the experiences of Historically Black Colleges and University women faculty? The mixed methods findings confirm the need for preventative structural changes policies to empower women.