HBCUs

This chapter highlights some of the extant literature on LGBT students at Historically Black colleges and universities (HBCUs) and discusses some of the challenges they encounter at these institutions. Furthermore, it offers recommendations to help HBCUs be more intentional about creating a more affirming and inclusive campus environment for LGBT students.

A novel technology-enabled and cost-effective face shield has been designed to protect the user’s face and mucus membrane area from infectious, biohazardous, or pathological COVID-19 aerosols by creating a protective Dynamic Ingress Barrier which blocks and transports aerosols away from the often breached and problematic periphery of mask/respirator protective zones. Additionally, this new PPE technology is designed to enhance air particle's flocculant properties by disrupting the structural integrity of the coronavirus electrostatic double layer and reducing its electrokinetic potential before accelerating it into the airspace. Thereby increasing its ability to flocculate with active viral aerosols, and subsequently, settle out of the airspace for cleaning, or capture via a filter. Finally, this enabled PPE technology facilitates contact tracing which, combined with other features, will prove to significantly reduce COVID-19 R(0) by minimizing a specific mode of transmission and addressing the OSHA Hierarchy of Controls on multiple levels.

Part of the Composition Studies "Where Are We" section, this paper describes the theoretical and pedagogical impetus behind empirical research into a piloted curriculum at our HBCU based upon H. Samy Alim's Critical Hip Hop Language Pedagogy

The current article examines the National Survey of Student Engagement (NSSE) five benchmarks: level of academic challenge, level of active and collaborative learning, student-faculty interaction, enriching educational experiences, and a supportive campus environment to assess the student engagement experiences of student athletes at Historically Black Colleges and Universities (HBCUs). This literary analysis explores the quality of student engagement among student athletes at HBCUs and its impact on learning, development, and retention. Findings show support for the continued success of HBCUs student engagement efforts among student-athletes. Recommendations and areas in need of further research are also outlined to provide a more holistic account of student engagement efforts at HBCUs.

A special issue of Quaderni di Sociologia featuring a symposium on the racist history of sociology.  Features are an analytic preface  by Paolo Parra Saiani; Aldon Moriss, "The Sociology of WEB Du Bois as a WEapon of Racial Equality: Pioneer Scientific Sicial research at Historyically Black Colleges and Universitiesl,"; Walter R. Allen, Audrey Devots, and Cymone Mack, "Hidden in Plain Sight: Historically Black Colleges and Universities in America,"; Krista Johson,, "Pioneering the Social Sciences at the Periphery,"; Michael Schwartz, "The Great Migration in Myth and Reality"; and Paolo Parra Saiani,"Towards a New Canon: Rewriting the history (and the future of sociology:

Aim/Purpose The purpose of this study was to examine whether grit was a contributing factor to student persistence and success at minority serving institutions.

Background A number of studies conducted in the past fifteen years have concluded that grit is a positive predictor of achievement across many domains. But, is grit really the ultimate panacea for student success? This longitudinal study sought to answer that question by specifically focusing on business students attending a mid-Atlantic minority-serving institution that primarily serves low-income and first generation learners.

Methodology
The research study under consideration used quantitative methods for data collection and analysis. It was initiated in the Fall of 2014 with the administration of the standard 12-item Grit assessment to all freshmen students enrolled in a university business department. Students were then followed longitudinally over a five year period with GPA and persistence to graduation documented. During the analyses, grit score was compared to participant first year GPA’s as well as retention and persistence to graduation via comparison tables and ANOVAs.

Contribution
A lack of substantive studies conducted at HBCUs and other minority serving institutions poses a major gap in the existing literature available on grit. A number of authors have put forth a call to action for faculty at minority serving institutions to conduct meaningful studies focused on grit and student persistence in order to better inform the HBCU community. This study is specifically purposed to help fill some of the gaps in the available literature. The results of the research presented in this paper hopefully shed light on the need to explore non-cognitive factors that may affect student performance. In particular, research should explore factors that may, or may not, contribute to the success of under prepared college students in particular those who are from low income, first generation, and minority groups. This form of exploration is part of a commitment to positive student outcomes.

Findings
According to the findings, there is a significant positive correlation between higher grit scores and both GPA and persistence to graduation. First year GPA, however, was not found to be a reliable predictor of academic success.

Future Research
The authors conclude that while building the grittiness of freshmen students may lead to positive student outcomes, grit alone might not be enough. In fact, they postulate that grittiness without clarity of purpose, positive self-efficacy, and growth mindset may mean that students who may be gritty may not be exerting their energies appropriately. During the next phase, a model that is currently under development will be used as part of a mindset intervention to edify students about grit, growth mindset, locus of control/self-efficacy, and clarity of purpose. A complimentary research study examining student performance and perceptions will also be conducted.

This study examines the 21st-century Historically Black College and University (HBCU) presidency. First, we gathered information on the skills needed for the 21 st century HBCU president. Then, we examined the background of future HBCU presidents. Through an analysis and discussion of the responses of current HBCU presidents, trustees, 1 and presidential search consultants, we determined what skills are pertinent for HBCU presidential hopefuls to attain. Lastly, we made recommendations, based on our findings, regarding the skills needed for HBCU presidential aspirants to not only reach the presidency but to perform well upon doing so.