This book focuses on the experiences of underserved student and faculty at historically Black colleges and universities. Encompassing institutional supports, identity development, and socialization patterns, it explores how “outsider” perspectives will impact future research and practice, while also emphasizing issues of diversity and inclusion.

This book focuses on the experiences of underserved student and faculty at historically Black colleges and universities. Encompassing institutional supports, identity development, and socialization patterns, it explores how “outsider” perspectives will impact future research and practice, while also emphasizing issues of diversity and inclusion.

A relevant and practical book for the Nation's Historically Black Colleges and Universities (HBCU) leadership and administrators, HBCU faculty leaders and researchers that want to uncover the ways and means for cultivating success within the HBCUs longitudinally.

This book focuses on the significant role that professional education programs play at historically Black colleges and universities (HBCUs) and these programs’ impact on society. Chapter authors discuss the contexts and experiences of students who have attended these programs, including their relationships with faculty, research opportunities, professional growth, personal enrichment, and institutional support. Taking into account social supports, identity development, and doctoral student socialization patterns, this book sheds light on what development and status of such professional education programs mean for future research and practice, while emphasizing issues of race, oppression, and marginalization.

Despite the declaration that we are living in a “post-racial America,” multiple recent events in which Black lives were prematurely ended have sparked a racial reckoning within the United States. Historically Black Colleges and Universities (HBCUs) are institutions with a long history of addressing racial disparities and injustices whose relevance is being recognized in light of these recent events. It is essential to give voice to those who represent the ongoing challenges, aspirations, and impact of HBCUs in the 21st century in upholding their collective mission to educate students of color who were historically excluded from institutions of higher education. Contributions of Historically Black Colleges and Universities in the 21st Century focuses on the role of HBCUs in contemporary American society as diverse and inclusive environments that continue to positively impact historically excluded students. The voices of faculty, students, and administration are included to highlight the innovations and contributions of HBCUs in the areas of scholarship, teaching, and service. Covering topics such as BlaQ Lives Matter, community activism, and self-advocacy, this premier reference source is a valuable resource for sociologists, higher education administration, graduate programs, faculty and administrators at HBCUs, students and educators of higher education, libraries, government officials, activists, non-profit organizations, researchers, and academicians.

This book explores the internationalization policy, programs, and initiatives at Historically Black Colleges and Universities (HBCUs) in the United States. This book addresses the value and impact of internationalization for all students at HBCUs and beyond. Internationalization can be leveraged as a tool for social justice and diversity thus moving students who are often placed at the periphery of society to the center. It also highlights the tensions between internationalization and institutional policies and priorities, while still serving, who have been historically marginalized.

What Works at Historically Black Colleges and Universities (HBCUs): Nine Strategies for Increasing Retention and Graduation Rates will have broad appeal within the field of education and beyond. While the primary audience for this book is the faculty, staff, administrators, students, alumni, and campus community of the current 105 HBCUs in the United States, this book is written to appeal to all professionals in the field of higher education, guidance counselors and administrators in P-12 education, sociologists and social scientists, and scholars who study change management, outcomes assessment, and success in any organized structure or system.