HBCUs

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.

This study explored the academic and social experiences of high-achieving Black males attending a historically Black university and their interactions with faculty. In particular, this study investigated the strategies traditional (ages 18–24) and nontraditional (ages 25 and over) high achievers used to foster positive classroom interactions with professors. Findings indicate that traditional participants used a strategy they described as " standing out " in order to foster faculty relationships and distinguish themselves from other Black males on campus. The nontraditional participants mastered what they described as " never outshine the master, " a tactical and political strategy used with professors to avoid being offensive, being seen as a know-it-all, or negatively impacting their grades. These strategies are described and the article concludes with implications for historically Black college and university faculty and future research.

A merican colleges and universities must prepare students to thrive in our increasingly diverse, globally connected, and technologically driven world. Faculty must inspire students for civic responsibility; and stimulate them to identify and dedicate their lives to the highest good and ideals they know without compromising their anchor principles or allowing their spirit, hopes, ambition, or dreams to be destroyed under the impact of trials and crisis. American colleges and universities must equip students to understand their relationship and responsibility to humanity. They must offer a quality academic experience in a challenging and stimulating environment that encourages students both to test their personal beliefs against those of others in a robust exchange of ideas and to challenge universal truths and " objectivity " against their understandings and realities. To afford students the maximum benefit of this engagement, they must be educated in diverse environments. Despite the widely held view that " diversity , or the lack thereof, affects rigor and integrity of disciplinary scholarship, " neither classroom teachers nor the professoriate are broadly representative of the students they teach, nor is there a national pipeline plan to diversify teachers and faculty in America. 1 This article argues that historically black colleges and universities (HBCUs) and predominantly black institutions (PBIs) have had great success in educating students of color, shoring up the diversity pipeline from secondary school through the professoriate. Because they enroll significant numbers of low-income and minority students compared with their traditionally white counterparts, and because of their comparative success rates at graduating African-American and other traditionally underserved students, HBCUs contribute disproportionately to our nation's student and faculty diversity and therefore should be used as models for preparing diverse teachers and faculty.

Using Harper’s anti-deficit achievement framework as a theoretical guide, the purpose of this phenomenological study was to investigate the academic and social experiences of four nontraditional, high-achieving, Black male undergraduates
attending one historically Black university. Findings show that the participants were intrinsically motivated to succeed in college to make a better future for themselves and their families. Support from their peers, family, and children also played a role in their success. Last, the university cultivated a campus environment that affirmed the participants’ identities as Black males and nontraditional students. These findings present a counternarrative to deficit-oriented research about Black males generally and nontraditional Black male collegians specifically.

Drawing upon 15 qualitative interviews with early- to mid-career faculty (seven men and eight women) at Minority Serving Institutions (MSIs), this study examines the diverse motivations and paths those faculty members have taken to becoming professors at their respective institutions. The faculty come from a range of MSIs (Historically Black Colleges and Universities, Hispanic Serving Institutions, Asian American and Native American Pacific Islander Serving Institutions, and Predominantly Black Institutions) across the country and represent a broad spectrum of disciplines. This study sheds light on factors that guide their choices of discipline and entrance into the faculty ranks at MSIs. Social cognitive career theory (SCCT) was used as a lens during qualitative coding and analysis in order to develop the findings, which reveal that (1) teaching, activism, and community uplift were primary motivators to enter the professoriate; (2) supportive environmental factors, including single individuals, proved pivotal in influencing faculty to take these roles; and (3) career transitions into the academy were spurred by learning experiences that revealed disciplinary and teaching interests. The findings suggest that MSIs attract community-oriented individuals to their faculty positions, and that colleges and universities interested in diversifying their faculties should craft such roles in ways that are appealing to the populations that they are trying to recruit and retain.

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.

This study elucidates the experiences of HBCU (historically Black colleges and universities) students who are racially Black, but differ in nativity and nationality from their Black American peers. The purpose is to examine Black HBCU international students' sense of belonging on campus. This study engages qualitative individual interviews with ten Black international HBCU students and utilizes the constant comparative analytic process. Findings revealed Black international HBCU students' perceptions of race and nativity shape their university experiences as they sought to maintain national identity while adjusting to the HBCU environment and engaging in cross-cultural interactions with Black Americans. Recommendations include embracing a heterogeneous perspective when developing services, programs, and research studies related to the experiences of Black students.

Aim:This study sought to explore the role of the elusive non-cognitive skill set known as grit, or the resolve and determination to achieve goals regardless of impediments, on student success in online education. It represents an area of exploration where there is a dearth in the available literature and reports the results of a study conducted at a Mid-Atlantic minority-serving university that examined the relationship between grit and student performance in fully online courses.

Methodology: Students were administered the standard 12-Question Grit Scale with the addition of a series of validated questions that sought to measure perceived self-learning efficacy. Additionally, student performances in online courses were recorded and correlations conducted. Basic statistical analyses such as mean, mode, standard deviation, variance, and confidence interval were calculated. Two hypotheses were introduced as part of this study and tested with Anovas and crosstabulations.

Results: This study found that higher grit scores correlated progressively to both self-discipline and self-efficacy but that a positive relationship to student achievement in fully online courses as measured with a p value of greater than .05 could not be confirmed.

Conclusion: As online education continues to grow, providing opportunities to foster and strengthen student success in online courses and programs is increasingly important. E-learning success requires that students exhibit strong self-regulation, self-discipline, resilience, dutifulness, conscientiousness, and low impulsivity all of which are attributes of grit. As such, grit is presented as a promising area of exploration for increasing student achievement in online education.

Students entering college today are part of Generation Z born in the late 90’s through 2016. Known for their short attention spans and heightened ability to multi-task, they already outnumber millennials and are the first true digital natives born during the age of smart phone. This paper presents the preliminary findings of a pilot survey that sought to examine the technology uses, backgrounds, needs, interests, career goals, and professional expectations of Generation Z students enrolled at a minority serving institution in the United States Mid-Atlantic region. As Generation Z descends on college campuses, with their technology dominated backgrounds and different communications, learning, and social preferences, it is important to better understand this generation whose needs and expectations will help shape the future of higher education. Additionally, this study also provides research on a population (first-generation minority college students) that is expanding in numbers in higher education and that the literature, reports is impacted negatively by the digital divide and educational inequalities.
The findings show that Generation Z learners enrolled in a minority-serving institution enjoy computer classes, feel that using computers comes easy to them; and perceive themselves as experts in the use of social media, mobile operating systems, using a smart phone, searching the Web, and email. Participants also reported that they want to be more technologically literate, want to be more skilled in computer software applications, and are interested in learning about cyber security. In terms of the future, most respondents also believe that their career will require them to analyze information to inform decision making. Additionally, most stated that information security will be important to their future career. Finally, the results affirmed that college computing courses remain important and that college students recognize that technology will play a crucial role in their career with employers wanting to see job applicants with strong technology skills.

A number of studies conducted in the past fifteen years have concluded that grit, the persistence and perseverance to achieve goals, and growth mindset, the belief that skills and intelligence can be developed, are positive predictors of achievement; however, little focus has been placed on the implications at institutions purposed to educate minorities, first generation college students, and learners from diminished socio-economic backgrounds.

The purpose of this paper is to introduce, describe, and document the methods involved in the preparation of a mindset intervention built into a freshmen development course, and established after years of longitudinal research, that is designed to have a positive impact on the outlook, achievement, and persistence of first generation and under-prepared students.

A series of models were created, custom self-assessment scales designed, and a lesson plan prepared purposed to deliver a mindset intervention to edify students about and change perceptions of grit, locus of control/self-efficacy, growth mindset, and goal setting. The mindset intervention, as presented in this paper, was delivered as part of a pilot implementation to students enrolled in a freshmen professional development course at a Mid-Atlantic HBCU in the Fall of 2019.

On Armistice Day 1932, the Southern University Bushmen football team traveled to Monroe, Louisiana to play the Tigers of Louisiana Negro Normal and Industrial Institute for the first time. Normal was far younger than Southern. It was a two-year junior college in the northeast cotton town of Grambling, and its football team was less than a decade old. Southern was the pride of the state’s black population, serving the traditional role that larger southern state universities played for the white population—a source of identity for populations with few cultural, economic, or political advantages.

The contest received no coverage in segregated Monroe’s white dailies, and Monroe’s black weekly no longer survives. But the scant sources that prove the game took place demonstrate the power of sport for a depressed population stifled by Jim Crow. More importantly, they demonstrate that the identity phenomenon of state universities—often attributed to white Southern conceptions of honor and loyalty—was not necessarily a white phenomenon at all.

The increasing complexity and technological dependency of the diverse hospitality and tourism sector raises the skill requirements needed, and expected, of new hires making education and competency development a strategic priority. Identifying the skills needed for hospitality graduates to succeed in a sector that is continuously being impacted by digitalization and globalization must be a continual process predicated on the desire to meet ever-changing industry needs. This study seeks to update, and further explore, an investigation started a decade ago that examined the skills and competencies valued by hiring managers in the hospitality industry. The purpose of this study was to gain an understanding of faculty and student perceptions of the importance of resource, interpersonal, information, systems, and technology management competencies in hospitality. This research used a survey methodology for data collection and descriptive and inferential statistical methods during the analyses.The findings of this study indicate there is inconsistent agreement among academicians and students regarding the importance of SCANS-specific competencies in hospitality graduates. At the same time, there is no argument that industry skills will be critical in the future of hospitality graduates. Overwhelmingly, participating students and faculty found all of the SCANS competencies important with the highest ranked competencies being interpersonal skills, which, given the importance of teamwork, customer service skills, leadership, and working with cultural diversity in the hospitality industry, was expected. Additionally, participating students indicated their strong agreement that internships are effective at building professional skills. Finally, the hospitality students included in this study who were enrolled in a skill-based curriculum were confident that their program is preparing them with the necessary skills and competencies that they will need for their future careers.

The article examines the historical plight of historically Black land-grant institutions and discusses differences between their development and the development of White, 1862 land-grant institutions. There are two key differences between 1890 and 1862 land-grant colleges. The differences are evidenced in their financial resources and curriculum. A lack of financial resources dictated the curricula and land-grant extension services offered at 1890 institutions.

The leadership dynamic of human interaction is one of the most studied yet least understood phenomena. More attention is currently being given to the ethics of leadership in light of recent situations involving the unethical practices of college presidents at some HBCUs. This study explored the characteristics of past or present college presidents, his or her leadership style(s), and his or her principles used in the decision making process. The participants were the six HBCUs located in the Southeast region of the United States. The states represented were Louisiana, Mississippi, and Georgia.

"Intensified visibility of racialized violence in the United States, as it relates
to policing and the criminal justice system, raises questions about the purpose and application of higher education. College students all over the world attend school within a striking global portrait of antiracist protest occurring on social media, on their campuses, and in their communities, cities, and nations. Despite the fact that this context obviously draws attention to the relationships among race, racism, and language, many people continue to describe America and other parts of the Western world as “post-racial” (Ikard and Teasley; Orbe; Rich; Tesler; Wise). The term post-racial linguistically cleanses the English language and its cultures from the ethical responsibility of differentiating between a long, continuous history of racism and its ongoing impact on cultural difference. Black students attending HBCUs are especially violated by this colorblind discourse..." (excerpt from para.1, page 1)

This paper explores the issues involved in building a degree program in dance at a historically black university in the Bible Belt of the southern United States. It discusses the influences of popular dance in an isolated culture where the entertainment media and the customs of the community are impediments to an artistic appreciation of dance. Although these individual components are found in other American cultures today, the unique combination of these issues in this specific culture made it difficult to introduce a new idea of dance. As these cultural difficulties were overcome through numerous educational and artistic endeavors, an understanding of dance as an art form began to take shape.

The inaugural convening of the Historically Black College and University (HBCU) Collaboration for Excellence in Educational Quality Assurance (CEEQA) took place June 21-22, 2018, on the historic Morehouse School of Medicine campus in Atlanta, GA. Candid conversations around student learning outcomes assessment happening on HBCU campuses framed the conference agenda. These discussions centered on solutions to common assessment challenges and the need for an official HBCU collaborative of practicing and retired assessment professionals. This collaborative, the first on its kind, seeks to help address accountability measures while being true to HBCU missions and culturally relevant assessment approaches. Hence, as both internal and external accountability mandates increase, so too has the need for a strong HBCU alliance.
The group met over the course of two-days and immersed themselves in professional development sessions and group work. From the Transparency Framework to the Role of Culture and Cultural Competence to Quality Assurance, the culmination of the event produced a newly formed collaborative including an organizational structure and future convenings. We found that CEEQA can offer significant resources and specific expertise to the HBCU community and higher education community writ large. This report presents the background and subsequent founding of the Collaboration for Excellence in Educational Quality Assurance.

The author surveyed 240 journalism educators and department chairs at 51 Historically Black Colleges and Universities to learn how they were coping with possible changes in journalism curricula as a result of the growing popularity of multimedia journalism. Out of the 93 who completed the survey, 97% agreed that all students in a journalism program should be required to take multimedia courses. But they disagreed over who should take the lead for making changes in the curricula. Other obstacles included (a) lack of faculty training in multimedia techniques, and (b) lack of financial resources to buy and maintain the equipment needed to teach multimedia. The study also compares obstacles HBCUs face in adding multimedia to the curricula to studies that examined the stumbling blocks predominately white colleges and universities (PWCUs) have faced in adding multimedia to their journalism curricula.

However, few studies have considered collegiate-level bullying, though Walser deLara (2016) reported that bullying trauma from childhood extends past grade school through adulthood. Further, there are no studies that consider how HBCU (Historical Black Colleges and Universities) students deal with collegiate level bullying. Th erefore, this study examined fi rst-year HBCU students' reaction to bullying by utilizing the ASCA (American School Counselor Association) model to consider student behaviors. Th e fi ndings revealed that 47.27% of students rely on parental support and 85.71% of students walk away in reaction to bullying. Further, the Chi-Square analysis shows no diff erence who men and women at HBCUs seek for support. keywords— college student bullying, HBCUs, ASCA model contact— leah.hollis@morgan.edu

This brief paper will provide preliminary insight into an institutions effort to help students understand the application of the scientific method as it applies to the business discipline through the creation of a dedicated, required course added to the curriculum of a mid-Atlantic minority-serving institution. In order to determine whether the under-consideration course satisfies designated stu-dent learning outcomes, an assessment regime was initiated that included exam-ination of rubric data as well as the administration of a student perception sur-vey. This paper summarizes the results of the early examination of the efficacy of the course under consideration.
Background
A small, minority-serving, university located in the United States conducted an assessment and determined that students entering a department of business following completion of their general education science requirements had diffi-culties transferring their understanding of the scientific method to the business discipline. Accordingly, the department decided to create a unique course of-fered to sophomore standing students titled Principles of Scientific Methods in Business. The course was created by a group of faculty with input from a twen-ty person department.
Methodology
Rubrics used to assess a course term project were collected and analyzed in Mi-crosoft Excel to measure student satisfaction of learning goals and a student satisfaction survey was developed and administered to students enrolled in the course under consideration to measure perceived course value.
Contribution
While the scientific method applies across the business and information disci-plines, students often struggle to envision this application. This paper explores the implications of a course specifically purposed to engender the development and usage of logical and scientific reasoning skills in the business discipline by
students in the lower level of an bachelors degree program.
The information conveyed in this paper hopefully makes a contribution in an area where there is still an insufficient body of research and where additional exploration is needed.
Findings
For two semesters rubrics were collected and analyzed representing the inclu-sion of 53 students. The target mean for the rubric was a 2.8 and the overall achieved mean was a 2.97, indicating that student performance met minimal expectations. Nevertheless, student deficiencies in three crucial areas were iden-tified.
According to the survey findings, as a result of the class students had a better understanding of the scientific method as it applies to the business discipline, are now better able to critically assess a problem, feel they can formulate a pro-cedure to solve a problem, can test a problem-solving process, have a better understanding of how to formulate potential business solutions, understand how potential solutions are evaluated, and understand how business decisions are evaluated.
Conclusion
Following careful consideration and discussion of the preliminary findings, the course under consideration was significantly enhanced. The changes were im-plemented in the fall of 2020 and initial data collected in the spring of 2021 is indicating measured improvement in student success as exhibited by higher ru-bric scores.
Recommendations for Practitioners
These initial findings are promising and while considering student success, es-pecially as we increasingly face a greater and greater portion of under-prepared students entering higher education, initiatives to build the higher order thinking skills of students via transdisciplinary courses may play an important role in the future of higher education.
Recommendations for Researchers
Additional studies of transdisciplinary efforts to improve student outcomes need to be explored through collection and evaluation of rubrics used to assess student learning as well as by measuring student perception of the efficacy of these efforts.
Impact on Society
Society needs more graduates who leave universities ready to solve problems critically, strategically, and with scientific reasoning.
Future Research
This study was disrupted by the COVID-19 pandemic; however, it is resuming in late 2021 and it is the hope that a robust and detailed paper, with more ex-pansive findings will eventually be generated.

Preparar un curso de cultura y civilización española durante el aislamiento de la pandemia brinda la oportunidad de estrechar vínculos virtuales con la universidad española, especialmente a la luz del escaso eco que el movimiento #BlackLivesMatter ha tenido en la península. Al revisar el currículo diseñado por los libros de texto disponibles, destaca una ausencia del pasado colonial esclavista y del racismo institucional como forma de análisis. Si los libros de texto cotejados ignoran tanto las trazas conflictivas y perturbadoras de nuestro pasado imperial como el legado histórico del continente africano en la identidad española, se pone en evidencia la necesidad de descolonizar el currículo utilizando medios contrastivos en tiempo real, como la oportunidad que brinda un intercambio lingüístico con estudiantes universitarios españoles. En dicho proyecto colaborativo se desarrollan propuestas pedagógicas que invitan a ambos grupos a reflexionar sobre el alcance del racismo y la xenofobia, así como sobre el legado de las comunidades afroespañolas.

Hispania, Volume 104, Number 1, March 2021, pp. 17-20 (Article) Published by Johns Hopkins University Press

Despite the profound academic and professional achievements among Black women, the intersection of race and gender in higher education remains inescapable. Black female tenure-track and tenured professors at predominantly white institutions(PWIs) commonly experience challenges; however, the challenges Black women confront at Historically Black Colleges and Universities (HBCUs) are not publicly discussed. Using critical race and feminist theories, which is critical race feminism, the purpose of this study is to explore the intersections of race and gender among Black female tenure-track professors working at PWIs and HBCUs. Nine semi-structured interviews were conducted with Black female tenure-track and tenured professors at HBCUs and PWIs. The results highlight that Black women continue to experience exploitative and oppressive conditions regardless of their educational attainment, academic successes, or institutional locale.

Most HBCU alumni are not donating at rates substantial enough to aid in the sustainability of their alma maters. In this interpretative phenomenological analysis (IPA) study, the researchers addressed the lack of and barriers to giving for Baby Boomer and Silent Generations graduates. The researchers chose this population because they are the wealthiest generations and their contributions could make a significant impact for their alma maters (Stillwell, 2014). The researchers also explored their perceptions on online giving due to the growing popularity of integrating online giving in fundraising strategies. The researchers also identified ways HBCUs could increase donations in the Baby Boomer and Silent Generations. The researchers confirmed most older alumni are reluctant to donate online because of their limited knowledge of the process and mistrust of the security process. The researchers also found the more connected participants were with their alma mater, the more likely they were to donate. To circumvent barriers to alumni giving at HBCUs, the researchers recommend relationship building activities, peer-to-peer fundraising, cultivating a spirit of philanthropy in undergraduate students, educating alumni on the importance of giving, and addressing the security concerns regarding online giving.

The purpose of this exploratory study was to examine the relationship between student-athletes’ engagement experiences on campus
and their career situation awareness at a historically Black university (HBU) with NCAA Division I affiliation in the Southeastern
United States. Data was obtained from a sample (n = 118) of female (n = 45) and male (n = 73) student-athletes using measures from
the revised versions of the Student-Athlete Experiences Inventory (SAEI) and the Student-Athlete Career Situation Inventory (SACSI).
One-way ANOVA, Pearson product-moment correlation tests, and t-tests were employed to analyze gender and race effects. Following
data analysis, three key findings were identified. First, HBCUs are likely to provide socially enriching environments for minority
student-athletes of both genders that promote career confidence, particularly for Black female student-athletes. Second, in an HBCU
context, White student-athletes may not be as academically involved in university life when compared to their minority counterparts.
Third, the use of the library for academic purposes and engagement in socially enriching experiences may have diminishing effects
on female student-athletes’ sport identities. Implications and future research recommendations are discussed. To better validate and
improve the generalizability, future research should conduct similar studies that employ data from multiple HBCUs.

Can a mindset intervention built into a freshmen development course
and developed after years of longitudinal research have a positive
impact on the outlook, achievement, and persistence of first generation
and under-prepared students attending a minority serving institution?
For many new college students, freshman year can be an exciting and
daunting experience. Freshmen development courses are designed to
help excite, prepare, and orient students into the college experience
predicated on enhancing student success. The concept of “grit’ as a set
of traits that lead to the persistence and perseverance to complete longterm goals in the face of obstacles has been a focus in academia for the past 12 years. It’s often coupled with such concepts as Growth Mindset, Clarity of Purpose, and Self-Efficacy

Best Paper Award InSite 2018-
The digital divide and educational inequalities remain a problem impacting low income, first-generation, and minority learners and higher education is challenged to meet the needs of students with varying levels of technological readiness.

Given all of the recent high profile stories of Black people dying at the hands of police, it is vital to understand how trauma might affect students at HBCUs.  This presentation covers 4 types of trauma:

1) historical trauma
2) PTSD
3) race-based trauma
4) community trauma