Centering Blackness: An Examination of Culturally-Affirming Pedagogy and Practices Enacted by HBCU Administrators and Faculty Members

Williams, Krystal L.; Russell, Alethia; Summerville, Kiara S.

doi:10.1007/s10755-021-09562-w

Cited by 25 publications

(9 citation statements)

References 51 publications

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“…For example, 75% of students in our study indicated that their respective HBCU was prepared for COVID‐19. Additionally, as noted above, HBCUs are institutions characterized by the exceptional commitments and authentic and empowering connections made by their faculty and staff in supporting their students (Williams, Russell, & Summerville, 2021). However, following the onset of COVID‐19, HBCU engineering students within our study reported experiencing challenges with the distance created between them and their faculty and staff support systems.…”

Section: Discussionmentioning

confidence: 99%

Impact of COVID‐19 on sense of belonging: Experiences of engineering students, faculty, and staff at Historically Black Colleges and Universities (HBCUs)

Fletcher

Jefferson

Boyd

et al. 2023

J of Engineering Edu

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Background: COVID-19 has spurred a global crisis that has disrupted everyday lives and impacted the traditional methods, experiences, and abilities of higher education institutions' students, faculty, and staff, especially at Historically Black Colleges and Universities (HBCUs).Purpose/Hypothesis: Given the pressing need demonstrated by the National Academies to advance the utilization of science, technology, engineering, and mathematics (STEM) education at HBCUs, this study aimed to explore the abrupt transition to remote teaching and learning at HBCUs guided by the following research question: How has COVID-19 impacted the success and persistence of engineering students, faculty, and staff at HBCUs? Design/Methods: Three surveys were developed, tested, piloted, and sent to HBCU stakeholders using a snowball sampling approach via email and social media outreach. Results: Of the 171 student respondents (126 engineering majors), 79% agreed that not being able to access faculty in person affected their academic performance. Additionally, across all HBCU stakeholders' surveys, students had a statistically significant higher response when asked if the transition to virtual learning increased their overall levels of stress and anxiety. Conclusions: During a global pandemic, HBCUs continue to provide a culture of support and inclusion for students, faculty, and staff in engineering. Increased stress levels experienced by students indicate that a safe and adequate transition back to campus is essential for their social and academic persistence. Due to the well-documented inequities HBCUs faced before the pandemic, the impact of this unprecedented on their continued contributions toward broadening participation in engineering for students should be further explored.

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Section: Discussionmentioning

confidence: 99%

Impact of COVID‐19 on sense of belonging: Experiences of engineering students, faculty, and staff at Historically Black Colleges and Universities (HBCUs)

Fletcher

Jefferson

Boyd

et al. 2023

J of Engineering Edu

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“…This assignment of meaning to relationships is particularly important for two-year and HBCU students. HBCU researchers point to the whole-person model of HBCUs to emphasize the critical importance of care and connection on campus and culturally affirming pedagogies (Williams, Russell, & Summerville, 2021). HLAB, then, brings together a mix of students alternatively distant from or highly connected to their individual college to a PWI that historically has excluded them.…”

Section: Discussionmentioning

confidence: 99%

“A Place to Be Heard and to Hear”: the Humanities Collaboratory as a Model for Cross-College Cooperation and Relationship-Building in Undergraduate Research

Larracey

Strobach

et al. 2022

Innov High Educ

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This article reports findings from a study of laboratory-styled humanities undergraduate research (UR) programming designed to increase access to this high-impact practice, better reaching historically excluded students and less visible institutions. The Humanities Collaboratory (HLAB) is a ten-week summer research program that emerged from the partnership of a research university and the area community college system. Aimed at actively addressing educational inequity, and the more specific lack of access humanities students have to impactful UR opportunities, HLAB offers an intensive humanities research experience to first-generation students, lowincome students, and Students of Color currently enrolled in two-year colleges, HBCUs, MSIs, and HSIs. Since the program's creation in 2018, qualitative data collected from 50 participating students over three years of self-evaluations illustrates why HLAB presents a significant learning opportunity for students and highlights the critical importance of relationship-building in UR. Analyzing students' responses through the heuristic of communities of practice provides insight into a community-focused UR pedagogy that emphasizes relationality among students, mentors, and institutions. Students detail the importance of collaborative skillbuilding, opportunities for peer support, networking connections, and possibilities for more holistic personal growth in UR experiences. Our findings describing the benefits of relational UR signal the need for cooperative programming designs that increase access to undergraduate research for humanities students across institutions of higher education.

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“…Research conducted by Seifert, Drummond, and Pascarella (2006) indicates that students at HBCUs interact with peers both in and out of the classrooms more often than counterparts at both research and regional institutions. Due to the historical nature of their mission, faculty at HBCUs have shown a greater propensity for developing culturally affirming pedagogical practices that validate the racial and ethnic identities of students who attend these institutions (Williams et al, 2021). Less clear are the practices of faculty at other MSIs including PBIs and HSIs who lack institutional missions and/or historical rationales for serving minority students (Hubbard & Stage, 2009).…”

Section: Literature Reviewmentioning

confidence: 99%

Alumni Perceptions of the Educational Benefits of Their Graduate Degrees from a PBI

Elhage

Laoesebikan

Black-Parker

2022

JETHE

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Much of the research on the benefits of graduate education for minority students has focused on Historically Black Colleges and Universities. Little has been done on Predominantly Black Institutions. This case study attempts to shed light on alumni perceptions of the benefits of their graduate education at a Predominantly Black Institution (PBI), Chicago State University. The researchers surveyed the accessible population of Chicago State University alumni who completed requirements for their master’s and doctoral degrees between the academic years 2008 and 2018. Results indicate that perceived benefits fell into two categories: 1) personal benefits that accrued to the graduate and 2) enabling benefits that encouraged the completion of graduate study. Personal benefits included personal fulfillment, an enhanced knowledge of a profession or discipline, and advancement in a career including promotions and salary raises, while some enabling benefits included perceived program quality, the financial accessibility of graduate study at a PBI, and a supportive learning environment. Findings from this study of alumni can lend insights to effective approaches to teaching graduate students from diverse backgrounds.

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Centering Blackness: An Examination of Culturally-Affirming Pedagogy and Practices Enacted by HBCU Administrators and Faculty Members

Cited by 25 publications

References 51 publications

Impact of COVID‐19 on sense of belonging: Experiences of engineering students, faculty, and staff at Historically Black Colleges and Universities (HBCUs)

Impact of COVID‐19 on sense of belonging: Experiences of engineering students, faculty, and staff at Historically Black Colleges and Universities (HBCUs)

“A Place to Be Heard and to Hear”: the Humanities Collaboratory as a Model for Cross-College Cooperation and Relationship-Building in Undergraduate Research

Alumni Perceptions of the Educational Benefits of Their Graduate Degrees from a PBI

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