The Contemporary Role of the HBCU in Diversity, Equity, and Inclusion in the Absence of Ongoing Historical Relevance

Killough, Alvin; Killough, Eryn; Burnett, James; Bailey, Grover

doi:10.1108/s1479-364420180000021004

Cited by 4 publications

(1 citation statement)

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“…The inclusion of diversity in development policies and plans in higher education varies depending on the context or region of the world. In the United States, the mitigation of differences dates back to the Civil Rights Movement of the 1960s [9] with the approval of important regulations—i.e., the Civil Rights Act in 1964, and executive orders about affirmative action—, or even to previous steps, as the passage of the 14 th and 15th amendments to the Constitution in 1868 and 1870, respectively, or the 2 nd Morril Act that promoted the creation of the Historically Black Colleges and Universities in 1890 [10]. As a result of this sociological phenomenon, programs were put in place seeking enforcement of these rights on universities campuses [11, 12].…”

Section: Introductionmentioning

confidence: 99%

Evaluating the institutionalisation of diversity outreach in top universities worldwide

et al. 2019

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The participation of diverse demographics in higher education has risen over the last half-century; meanwhile, different political and social tiers have been assigning a more active role to institutions in terms of equality and social justice. This change in circumstances has led to the roll out of processes to institutionalise diversity outreach. This study was conducted for the clear purpose of assessing the current institutionalisation status of diversity outreach in 127 key universities from the Academic Ranking of World Universities based on the opinions of diversity outreach managers and the information published on institutional websites, in turn measuring compliance with various indicators. A qualitative analysis of the institutional statements, the goals sought through strategic plans and the definitions of diversity itself was also conducted. The evidence reveals the early stage of the institutionalisation process in universities on account of the low percentage obtained for the proposed indicators. Furthermore, the study failed to exhibit significant differences in this process in terms of the institutional ownership or position held in the ranking; however, more prominent progress was noted in the North-American region when geographical differences were taken into account, likely as a result of the historical background in the advocacy for equal opportunities. Lastly, a change of approach to the conceptualisation of diversity is suggested in favour of equality and social justice.

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Section: Introductionmentioning

confidence: 99%

Evaluating the institutionalisation of diversity outreach in top universities worldwide

et al. 2019

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All BlaQ Lives Matter at HBCUs

Wesley

2022

Contributions of Historically Black Colleges and Universities in the 21st Century

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This chapter aims to explore the nuances of Blackness with intersections of gender and sexuality. Black and Queer (BlaQ) lives matter just as much as Black (cisgender/heterosexual) lives; however, the distinctions are not always clear. Provided in this chapter, readers will find a brief overview of the creation of HBCUs, inequitable practices pertaining to the exclusion of Black lesbian, gay, trans*, and queer (LGBTQ+) people from HBCU history and celebration, and a view of what the future of HBCUs can be when they become more inclusive about gender as well as sexual orientation. The knowledge in this chapter is provided in the form of a literature review which is a connection to the author's groundbreaking dissertation that centered the experiences of LGBQ faculty and administrators at HBCUs. It is the hope of the author that by directly addressing these inequitable practices of discrimination at HBCUs, these institutions would continue to do the soul work of diversity, equity, and inclusion, which is considered good trouble and results in transformation.

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A Space Is a Terrible Thing to Waste

Jones

2022

Implementing Diversity, Equity, Inclusion, and Belonging Management in Organizational Change Initiatives

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Diversity, equity, inclusion, and belonging (DEIB) are not consistently and systematically assessed at Historically Black Colleges and Universities (HBCUs). Moreover, when HBCUs do engage in DEIB work, it often reflects the efforts of Predominately White Institutions (PWIs). This chapter focuses on how DEIB manifests at HBCUs and its practice within its unique historical and educational context. Moreover, this chapter explains how DEIB is employed at HBCUs. In addition, the authors make the case of how HBCUs can engage in DEIB work by addressing issues involving LGBTQIA, developing policies that foster gender equity, and cultivating spaces for non-black students to become successful and embraced at HBCUs. In conclusion, the authors argue that HBCUs ought to employ a fifth rail in this work called liberation that centers the work of DEIB and addresses internalized racism to bring about a truly liberated space.

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The Contemporary Role of the HBCU in Diversity, Equity, and Inclusion in the Absence of Ongoing Historical Relevance

Cited by 4 publications

References 4 publications

Evaluating the institutionalisation of diversity outreach in top universities worldwide

Evaluating the institutionalisation of diversity outreach in top universities worldwide

All BlaQ Lives Matter at HBCUs

A Space Is a Terrible Thing to Waste

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