The Impact of a Historically Black College on African American Students

Fleming, Jacqueline

doi:10.1177/0042085901365005

Cited by 19 publications

(8 citation statements)

References 10 publications

(8 reference statements)

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“…Brought to you by | HEC Bibliotheque Maryriam ET J. Authenticated Download Date | 6/13/15 12:34 AM contributing to student persistence (Fleming, 2001;Fries-Britt & Turner).…”

mentioning

confidence: 99%

A System of Othermothering: Student Affairs Administrators' Perceptions of Relationships with Students at Historically Black Colleges

Hirt¹,

Amelink²,

McFeeters³

et al. 2008

NASPA Journal

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“…Brought to you by | HEC Bibliotheque Maryriam ET J. Authenticated Download Date | 6/13/15 12:34 AM contributing to student persistence (Fleming, 2001;Fries-Britt & Turner).…”

mentioning

confidence: 99%

A System of Othermothering: Student Affairs Administrators' Perceptions of Relationships with Students at Historically Black Colleges

Hirt¹,

Amelink²,

McFeeters³

et al. 2008

NASPA Journal

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“…Students of color tend to report making greater gains in personal and social development from attending college than White students (Horn and Ethington 2002;Kuh 1995;Placier, Moss, and Blockus 1992). Generally, African American students at HBCUs tend to be more satisfied, more confident, and gain more in academic and personal development than their counterparts who attend PWIs (Allen 1986(Allen , 1992Allen, Epps, and Haniff 1991;DeSousa and Kuh 1996;Fleming 1984Fleming , 2001Flowers and Pascarella 1999;Watson and Kuh 1996). In part, this may be because African American students attending PWIs have to devote more effort to maintaining supportive social relationships due to their minority status; as a result of this effort, they gain more in areas such as interpersonal skills (DeSousa and Kuh).…”

Section: Interpersonal and Intrapersonal Competencementioning

confidence: 99%

Assessment Literacy in College Teaching: Empirical Evidence on the Role and Effectiveness of a Faculty Training Course

Massey¹,

DeLuca²,

LaPointe-McEwan³

2020

To Improve the Academy

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Creating the conditions that foster student success in college has never been more important. As many as four-fifths of high school graduates need some form of postsecondary education (McCabe 2000) to prepare them to live a economically self-sufficient life and to deal with the increasingly complex social, political, and cultural issues they will face. Earning a baccalaureate degree is the most important rung in the economic ladder (

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“…With respect to the comparison studies' consideration of African American men, the findings are considerably less prominent, but shed some light on distinct types of difference. Specifically, the research might compare Black men at HBCUs and HWIs (e.g., Allen & Haniff, 1991;Watson & Kuh, 1996), Black women and Black men at HBCUs (e.g., Allen, 1986;Bonner, 2001;Fleming, 2001;Harper et al, 2004;L. A. Williams, 1986) or both (e.g., Chavous et al, 2004;Fleming, 1984;K.…”

Section: Traditional Hbcu Literaturementioning

confidence: 99%

When Gender Issues Are Not Just About Women: Reconsidering Male Students at Historically Black Colleges and Universities

Lundy-Wagner

Gasman

2011

Teachers College Record: The Voice of Scholarship in Education

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Purpose/Objective/Research Question/Focus of StudyThe primary purpose of this study is to examine the research and literature on African American male enrollment, experiences, and degree completion trends at four-year HBCUs. The secondary goal is to recenter the gendered dialogue that occurs within HBCU undergraduate student research, such that barriers specific to African American men are identified and examined, with the expectation of better promoting their postsecondary success.Research DesignAnalytic essay, cross-sectional data analysis.Data Collection and AnalysisFirst, we conducted a review of historical and contemporary literature to identify the role and contribution of four-year HBCUs on African American males over time. In addition, we employed a secondary data analysis of the Integrated Postsecondary Education Data System to identify six-year graduation rates for one cohort of African American male and female student at HBCUs.Findings/ResultsCritical analysis of historical data from the mid-19th to early 21st century indicates that African American males have indeed been neglected in research on undergraduate enrollment, experiences, and degree completion at four-year HBCUs. African American males face a number of issues that are not absolved on matriculation to HBCUs merely because their environments are predominantly Black. Our analysis suggests that in general, the nurturing and supportive environment on HBCU campuses, when harnessed by African American male (and female) students, can promote postsecondary matriculation and success.Conclusions/RecommendationsHBCUs have undoubtedly afforded African American males a route by which to gain access to postsecondary education. However, the lack of attention toward their struggles has served to silence their gendered experience and perpetuate a lack of accountability for African American male underachievement within the higher education establishment. Future gendered analyses of HBCU undergraduates ought to address both the male and female experience on these campuses using a variety of appropriate methodological approaches.

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The Impact of a Historically Black College on African American Students

Cited by 19 publications

References 10 publications

A System of Othermothering: Student Affairs Administrators' Perceptions of Relationships with Students at Historically Black Colleges

A System of Othermothering: Student Affairs Administrators' Perceptions of Relationships with Students at Historically Black Colleges

Assessment Literacy in College Teaching: Empirical Evidence on the Role and Effectiveness of a Faculty Training Course

When Gender Issues Are Not Just About Women: Reconsidering Male Students at Historically Black Colleges and Universities

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