Response to Racism: How Historically Black College and University Enrollment Has Been Impacted by an Uprising of Racialized Incidents

Williams, Janelle L.

doi:10.3102/1571104

Cited by 1 publication

(2 citation statements)

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“…HBCUs were founded as an educational pathway for African Americans and other ethnic minorities in the United States when laws prohibited them from attending predominately White institutions (PWIs) (Anderson, 1988). Even with educational integration introduced as a part of the Civil Rights Act of 1964, to date, HBCUs continue to enroll high numbers of Black students and have recently seen increases in enrollment (Commodore & Njoku, 2020; Williams & Palmer, 2019). Additionally, HBCUs continue to award disproportionately higher numbers of degrees to Black students (Toldson et al, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

“…There are many underlying factors (i.e., racism, discrimination, and lack of emotional support) that pose barriers against success and persistence for Black students in STEM; however, many of these factors are considerably reduced in an HBCU campus environment (Williams & Palmer, 2019). Therefore, the campus climate offered by HBCUs is characterized by more significant student contact, communication, and assistance, which contribute to their success in producing a significant percentage of Black graduates in the STEM majors (Toldson, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

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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: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%