Perceptions of Diversity, Inclusion, and Belongingness at an HBCU

Abstract

Most studies about inclusion of traditional minority groups and women on university campuses have been conducted at Predominantly White Institutions with student populations. This chapter focuses on the experiences, perceptions, and implications of diversity, belongingness, and inclusion of faculty at Historically Black Colleges and Universities (HBCUs). Data collected from students, staff, and faculty highlight the diversity and positive climate at HBCUs but indicate that there are important differences in how particular groups perceive inclusion. This chapter offers suggestions on how faculty and HBCUs can celebrate diversity and yet acknowledge, discuss, and act against the negative experiences that shape feelings of inclusion. The authors emphasize the role of HBCUs in standing for and leading discussions on diversity, equity, and inclusion.

Diversity, Equity, and Inclusivity in Contemporary Higher Education: Connecting the Global and Local Contexts

“…Chapter 11 also examines inclusion and belongingness of faculty, but from the perspective of faculty at Historic Black Colleges and Universities (HBCUs) and notes that research on campus climate, diversity, and inclusion has focused mainly on Predominantly White Institutions (PWI). Results from this study reported no racial tensions between Black and non-Black students, without significant differences in perception of belongingness and inclusion at HBCUs (hiAtt et al, 2019). However, the experience of faculty members shows a slightly different picture, which challenges previous studies on campus climate (ngwAinmBi, 2006;rAnkin & reAson, 2005).…”