Research related to achievement in Science, Technology, Engineering & Math (STEM) does not provide a clear understanding of the conditions that influence the experiences and performance of Black women. Studies make it difficult to tease out the forces shaping student aspirations and outcomes in STEM, which can lead to flawed explanations that do not take in account the influence of macro forces that can structure students' pathways to degree. This study addresses these concerns by identifying and exploring the opportunities—both past and present—that facilitate the achievement of Black women undergraduate students in STEM at 10 Historically Black Colleges and Universities (HBCUs).
Background: This article highlights the contributions made by historically Black colleges and universities (HBCUs) to the nursing profession, as well as the challenges faced by HBCUs as they make these important contributions. Method: This study uses a mixed-methods approach that includes historical, qualitative, and quantitative methods. Results: This study includes an overview of the history of the contributions of HBCUs to nursing, how HBCU nursing programs collaborate with majority institutions, strategies for retaining and supporting African American nurses within the HBCU setting, and challenges that HBCU nursing programs face. Conclusion: HBCUs contribute to the mobility of Black nursing students through partnerships and high-impact retention strategies. [ J Nurs Educ . 2020;59(2):76–82.]
Using an open-ended, case study approach, we sought to examine academic and student affairs models of success at a historically Black university. Our findings address the ways in which coordination and collaboration-between academic affairs and student affairs-aid in fostering students success, retention, and degree attainment. Our findings are particularly relevant for under-resourced environments and we argue that bringing the administrative functions of academic affairs and students affairs together provides a greater understanding among faculty and staff, and engenders a more nurturing and supportive environment for students. Our research is situated within the larger areas of higher education and student affairs-focused research.
In this article, the authors examine the literature on accreditation in postsecondary education in the United States and, in particular, on accreditation as it influences historically Black colleges and universities (HBCUs). First, the authors discuss some of the challenges of preparing a literature review on this topic. Second, they explain what accreditation entails in the United States, including a description of accrediting agencies and the accreditation review process. Third, they review both the academic and the more general literature on accreditation in general. Fourth, they review both the academic and the general literature on accreditation as it shapes HBCUs. Finally, they discuss lessons learned from the literature, including both gaps and areas for improvement.
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