In writing about Black students at historically Black colleges and universities (HBCUs), we have often encouraged scholars to be more intentional about focusing on the experiences of this demographic group at HBCUs.
Most research on Black collegians has sought to understand the experiences of Black students at predominantly White institutions (PWIs) or to compare the experiences of Black students at HBCUs against their same-race counterparts at PWIs. In this context, the higher education community in general and HBCU officials specifically may lack an understanding of the issues and needs among Black students situated in Black colleges.
Nevertheless, there is an equally compelling reason why scholars ought to be more intentional about exploring the experiences of Black HBCU students without the comparative aspects of their same-race peers of Black students at HBCUs versus PWIs. While popular in the scholarly literature, this approach seems to unintentionally perpetuate and validate the notion of White supremacy. In other words, this method of inquiry places the European norms and culture, which is the campus milieu of the PWI, as the standard by which we have sought to measure the extent to which HBCUs serve Black students.
Without a doubt, scholars who have anchored their work in this approach have provided rich insight into our understanding of how Black colleges and universities serve and benefit Black students. Specifically, their research, using the comparative experiences of Black collegians at HBCUs and PWIs, have helped to shine a bright light on the vital role HBCUs play in providing a supportive, racially affirming environment that allows Black students to grow holistically and to maximize their full potential.
Nevertheless, instead of examining the experiences and outcomes of Black students at PWIs against their peers at HBCUs, perhaps researchers might consider the follow recommendations.
First, as interest abounds in how best to retain Black students in higher education, perhaps researchers should examine what lessons can be learned from postsecondary institutions – be they HBCUs or PWIs — to best support the success of Black collegians.
In an edited book released nearly 10 years ago, Black Men in College: HBCUs and Beyond, Dr. J. Luke Wood and the first author of this article pondered this question. In fact, in the last chapter of the book, we conducted a thematic analysis of the chapters and provided a set of best practices of what HBCUs and other institutions could do to best facilitate the retention and persistence of their Black students.
