HBCU Leadership

Background/Context: Although research on college and university presidents has grown in recent decades, historically Black college and university (HBCU) presidents have rarely been
included in this research. We know almost nothing about the pathways to the HBCU presidency or the role that current presidents play in grooming future presidents. More literature is
needed in order to deepen our understanding of the HBCU presidency.
Purpose: With this study, we sought to capture the background characteristics of HBCU leaders, to lay the ground work for future studies on HBCU presidents, and to understand the role these leaders play in grooming and mentoring the next generation of HBCU leaders.
Research Design: In order to answer our research questions, we used a combination a surveys, document analysis, and qualitative interviews.
Conclusions and Recommendations: Our conclusions and recommendations point to a recycling of presidents at HBCUs as well as the disproportionate presence of long-term presidencies. Moreover, although grooming of future presidents is taking place, it is not systematic and would benefit from deeper thought and commitment.

Background/Context: Although research on college and university presidents has grown in recent decades, historically Black college and university (HBCU) presidents have rarely been
included in this research. We know almost nothing about the pathways to the HBCU presidency or the role that current presidents play in grooming future presidents. More literature is
needed in order to deepen our understanding of the HBCU presidency.
Purpose: With this study, we sought to capture the background characteristics of HBCU leaders, to lay the ground work for future studies on HBCU presidents, and to understand the role these leaders play in grooming and mentoring the next generation of HBCU leaders.
Research Design: In order to answer our research questions, we used a combination a surveys, document analysis, and qualitative interviews.
Conclusions and Recommendations: Our conclusions and recommendations point to a recycling of presidents at HBCUs as well as the disproportionate presence of long-term presidencies. Moreover, although grooming of future presidents is taking place, it is not systematic and would benefit from deeper thought and commitment.

The history, impact, and legacy of the marching bands at Historically Black Colleges and Universities (HBCUs) is infinite and immeasurable for not only the members, but also for the students, faculty, administrators, staff, family, and community members. At the member level, HBCU Marching Bands can be a “home away from home,” providing structure, routine, and discipline. At the fan level, for HBCU students, alumni, community members and others, HBCU marching bands and traditions also can provide the social and emotional bonding, as well as financial support to the institution that may span for multiple generations. In this edited volume we will capture the rich history and legacy of HBCU marching band from former members and affiliates. While this book will reveal triumphant stories, it will also provide counter-narratives to debunk the myth that HBCU marching bands are inherently negative, as in the case of recently reported hazing incidents. We openly acknowledge, and do not seek to dismiss or minimize the tragedies of these isolated cases. However, we would like to highlight HBCU Marching Bands as organizations that are not defined by these extremely unfortunate, embarrassing, and tragic moments, but rather as critical to the support and expression of our HBCU communities and culture.

Historically Black colleges and universities (HBCUs) continue to provide a substantial role in the black community and in higher education by providing a culture of excellence. Yet, their role in higher education is the center of many academic and political debates. Defining this role has been thwarted with questions of HBCUs relevance in society, in the African–American community, and in higher education. The relevance of HBCUs is neither the dilemma nor the question for higher education and HBCUs. The conundrum for HBCUs is ensuring that they are equipped with the necessary tools to address global and economic twenty-first century challenges. The purpose of this article is to examine existing challenges that contribute to HBCUs struggles in the twenty-first century in sustaining their culture of excellence. This article highlights how HBCUs are able to address challenges of accreditation, funding, and HBCU’s leadership and management in the face of global and economic challenges.

This chapter shares the experiences of a Puerto Rican dean of a school of urban education and the experiences of a Korean department chair, both working at a Midwest Asian American Native American Pacific Islander-Serving Institution (AANAPISI). They share stories and experiences which are situated within the context of this AANAPISI as well as the literature on higher education leadership in Minority-Serving Institutions (MSIs). The chapter shares a model of mentorship that builds the capacity of diverse leaders within the School of Urban Education.

There is minimal research conducted on African American women degree completion who attend a land-grant HBCU. This study investigated key factors that assisted 9 African American women and promoted their degree attainment. My research utilized the ethnography framework to observe a specific culture group, language, behaviors beliefs, and beliefs. The findings in this research identified 5 factors: culture environment, academic advising, student engagement, financial aid, and faculty mentoring. It was determined that cultural environment is a leading factor among the African American participants of this research, as connecting with peers that shared the same cultural beliefs as the participants do, and having faculty that looked like them was significant and contributed to the participant's degree completion.

Pastor Glen Howard interviews Rabbi Karpov on interesting family history, fairly traditional (grew up in Women's Gallery of "Real Shul" Orthodox synagogue) who made careers at a series of HBCU's including Tuskegee Institute, during the Governor George Wallace years. Covers Rabbi Karpov's own background as one of 1st 10 woman rabbis to hold a solo United Synagogue (Conservative Movement) pulpit; and teaching experience with more years at 1st of the Tribal Colleges (Dine' College). At present, Assistant Professor at Langston University (westernmost of the HBCU's).