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Guided by the theoretical framework of human capital theory and using data from the Baccalaureate and Beyond Longitudinal Study, this chapter investigated labor market outcomes for graduates of historically Black colleges and universities (HBCUs) compared to their non-HBCU counterparts. The results from this study largely indicate that there are no significant disadvantages for Black graduates of HBCUs in terms of labor market outcomes. Moreover, under the premise of human capital theory, this study found that HBCUs serve as equivalent mechanisms for human capital attainment for Black students. This chapter concludes with limitations of the study as well as implications for future research.

Guided by the theoretical framework of human capital theory and using data from the Baccalaureate and Beyond Longitudinal Study, this chapter investigated labor market outcomes for graduates of historically Black colleges and universities (HBCUs) compared to their non-HBCU counterparts. The results from this current study largely indicate that there are no significant disadvantages for Black graduate of HBCUs in terms of labor market outcomes. Moreover, under the premise of human capital theory, this study found that HBCUs serve as equivalent mechanisms for human capital attainment for Black students. This chapter concludes with limitations of the study as well as implications for future research.

In order to survive beyond 2020, historically black colleges and universities (HBCUs) will need to strengthen their financial standing. Compared to predominately white institutions, HBCUs have substantially weaker financial resources. Without strong fundraising and effective financial management, HBCUs are doomed beyond 2020. The importance of hiring astute financial managers at HBCUs cannot be overstated. History, tradition, and reputation are irrelevant at an institution if the finances are not optimally managed. Moreover, state and federal higher education policies can damage the financial standing of HBCUs, as seen in the 2013 PLUS loan crisis. This chapter will be divided into two sections. The first section will provide a historical and contemporary perspective on financing HBCUs, including how state higher education policies impact HBCUs. The second section of the chapter will provide an overview of budget management at HBCUs.

In this chapter, we present our ongoing efforts in developing and sustaining interdisciplinary STEM undergraduate programs at North Carolina A&T State University (NCA&T) – a state-supported HBCU and National Science Foundation (NSF) Historically Black Colleges and Universities Undergraduate Program (HBCU-UP) Institutional Implementation Project grantee. Through three rounds of NSF HBCU-UP implementation grants, a concerted effort has been made in developing interdisciplinary STEM undergraduate research programs in geophysical and environmental science (in round 1), geospatial, computational, and information science (in round 2), and mathematical and computational biology (in round 3) on NCA&T campus. We first present a brief history and background information about the interdisciplinary STEM undergraduate research programs developed and sustained at NCA&T, giving rationales on how these programs had been conceived, and summarizing what have been achieved. Next we give a detailed description on the development of undergraduate research infrastructure including building research facilities through multiple and leveraged funding sources, and engaging a core of committed faculty mentors and research collaborators. We then present, as case studies, some sample interdisciplinary research projects in which STEM undergraduate students were engaged and project outcomes. Successes associated to our endeavor in developing undergraduate research programs as well as challenges and opportunities on implementing and sustaining these efforts are discussed. Finally, we discuss the impact of well-structured undergraduate research training on student success in terms of academic performance, graduation rate and continuing graduate study, and summarize many of the learnings we have gained from implementation and delivery of undergraduate research experiences at HBCUs.

While many may assume that all students enrolled at historically Black campuses are African American, recent trends suggest these campuses are becoming increasingly diverse. In this chapter, we challenge common perceptions about historically Black colleges and universities (HBCUs), highlighting both what is known and yet to be known about enrollment trends and the experiences of students from diverse backgrounds at ­historically Black campuses. The chapter presents data from the National Center for Education Statistics, tracking changes in enrollments over time. These data are coupled with a review of research on the experiences of non-Black students at HBCUs, largely focusing on White students, but also integrating the narratives of a growing Latina/o/x student population. HBCUs can also be ethnically diverse, and we examine the heterogeneity within the Black student experience based on ethnic identity and immigrant status. We close with recommendations for research and practice, calling for increased attention to how non-Black populations experience, navigate, and engage HBCU campus communities to promote student outcomes and opportunities for learning across difference.

Although established for the purpose of educating Black Americans, recently, many HBCUs have been witness to a steady increase of White students (Shorette II & Arroyo, 2015). And, with projections that non-Black student enrollment will continue to increase at HBCUs (Palmer, Shorette II, & Gasman, 2015), strategies for supporting the changing demographics are needed. This chapter presents selected findings from a larger quantitative investigation examining the impact of faculty–student engagement on the experiences and perceived persistence, or belief that one will complete a doctoral program, of White doctoral students at HBCUs. Results indicated external engagement, i.e., social components for student success external to a student’s academic program and research practices, was a best predictor for optimal experiences and increased belief in self for program completion. Directions for future research and practice are offered.

As historically Black colleges and universities (HBCUs) endeavor to establish niches in the higher education marketplace, we see a surfeit of HBCU executives, administrators, alumni, faculty, and student voices leading the public discourse about how twenty-first century solutions are being sought to serve the needs of an increasingly ethnically and culturally diverse educational sector. Journalistic missives and research produced in academia examine and often define HBCUs struggling to garner federal/external research dollars, struggling to attract, engage, and support diverse student populations, lacking innovation, failing to promote and foster cooperation and interdisciplinarity, and failing to promote esprit de corps among faculty. These missives are often the result of externally produced news stories which permeate because of a lack of engagement among traditional media outlets and journalists with “on-the-ground” thought leaders working with HBCU students and students themselves.

Featuring the collaborative efforts of racially diverse faculty from multiple disciplines, producing research and providing service to racially, culturally, and geographically diverse students, the student service-based research project discussed in the chapter aims to provide differential academic and employment-support services to transition HBCU students with learning disabilities leading to improved college completion and employment outcome by emphasizing cooperation in the classroom and through extracurricular activities. Further, it accomplishes something equally critical to its research-based outcomes – a model of collaboration and cooperation other HBCUs should seek to replicate for the sake of its students, faculty, and institutional reputations.

The program described in this chapter is just one example of programs that serve students and exemplify the mission of HBCUs, while demonstrating innovation, collaboration, and leadership, that creates an opportunity to counter-narrate pernicious stereotypes about HBCUs. The federally-funded, innovative student services/success program I examine in this chapter – a collaborative, multidepartment, and interdisciplinary program emphasizing cooperative learning at a southern flagship HBCU – challenges these pernicious narratives head on. Raising attention and awareness of the program’s existence is important not only to highlight the university’s attempts to promote student success, but is also another clarion call for HBCUs to do all within their power to promote their own successes at attracting, retaining, and promoting students’ success while finding creative ways to develop faculty and promote interdisciplinarity and collaboration. Doing so benefits all HBCU students regardless of their race, cultural affinities, or level of preparedness for college, and benefits all faculty, be they in the much-vaunted science, technology, engineering, and mathematics (STEM) fields or often lesser-valued, but equally crucial fields in the humanities, education, and the arts.

Since the mid-1800s, Historically Black Colleges and Universities (HBCUs) have been educating a majority of Black Americans. These 105 institutions serve more than 300,000 undergraduate, graduate, and professional students from diverse backgrounds, various socio economic levels, and academic achievement levels. And, it is important that they continue on this challenging journey of addressing the unique needs of the HBCU student by becoming more efficient and focused on their program offerings with minimal state support and shrinking federal funding. Further, systems mandates, board governance, affirmative action, and civil unrest oftentimes camouflage the historic role of the HBCU. Questions arise as to the relevance of these historic institutions when the student, faculty, and staff demographics begin to shift in an effort to compete for the quality and quantity of students enrolling at majority institutions. It is imperative that we continue having crucial conversations surrounding the essence of this challenge. Diversity is our strength and a reality that should not be ignored. What better institution to exemplify inclusive excellence than a HBCU? This chapter will address how these historic institutions can continue to celebrate their legacy while embracing the rich dimensions of diversity, equity, and inclusion.

Historically Black Colleges and Universities (HBCUs) have a long history of diversity, equity, and inclusion. As we move through the twenty-first century, the color lines of persons working at and attending them is changing, creating a caramelizing of HBCUs. Therefore, this chapter identifies the challenges associated with the growing number of non-Black students and faculty at HBCUs. Furthermore, it uses the notion of “othermothering” to address those issues via ethic of care, advancement of culture, and guardian of the institute. Strategies include same- and other-race mentoring, service-learning projects, safe places for racial identity development, the divine nine, homecoming and bowl game awareness, autoethnography, HBCU e-learning series, and teaching support for teaching diverse student learners.

This chapter explores how participating in campus leadership at HBCUs positively affects African American college student experiences. A review of existing research about the benefits of leadership involvement for African American students is followed by a discussion of student leadership at HBCUs. Next, motivations for being involved as leaders are discussed and described. The chapter concludes with recommendations for bolstering student motivations and involvement outcomes, as well as ways to increase African American student leadership at HBCUs. Specifically, this chapter is informed by empirical data gathered during in-depth focus groups with 13 African American student leaders (7 males, 6 women) who occupied leadership roles at their HBCU institutions. Two emergent themes are discussed: (1) playing the game, which spoke to the development of their leadership competencies; and (2) getting something out of it, which focused on building the leadership capital afforded to them as a result of their leadership. Recommendations for bolstering motivations and involvement outcomes for Black leader collegians are described in detail at the end of the chapter to provide insight about best practices of support for this student demographic.