Is There a Correlation between Graduating from a

Historically Black College or University and Being

Successful?

Lindsey Miles

Hampton University

Eng102-06-S17

Trent Kays

4/28/17
 Historically Black Colleges and Universities (HBCUs) have been crucial in determining

the success of Black Americans in the United States. HBCUs will always have a prominent

position in America despite the debates over whether or not they spark racism. These

postsecondary institutions were introduced to African Americans during an epoch when a

majority of higher educational institutions were only for White Americans. HBCUs are not just

establishments of higher education, but rather, establishments that ensure a sense of belonging

and security to underprivileged minority students (Hamilton et al, 2015). The purpose of this

research paper is to investigate the linkage between graduating from an HBCU and being

successful. Studies suggest that Black students who attend an HBCU are more likely to become

enthused with wanting to achieve outstanding academic performance in order to ensure wealth

and prosperity for themselves as well as their families.

Xavier University located in New Orleans Louisiana, is the epitome of the said linkage

between graduating from an HBCU and obtaining a promising career. Though Xavier may lack

the certain resources needed to thrive, that is not hindering the university from creating Black

doctors (Hamilton et al, 2015). This university is very small, for it only holds approximately

3,000 students. However, it is the number one university in the nation thus far to produce Black

graduates who sooner or later graduate from medical school (Hamilton et al, 2015). Hamilton et

al (2015) examine Xaviers success in positively evolving Black students who came from

humbling backgrounds and who may not have received proper schooling when they were

younger. Per Hamilton et al (2015), Xavier continues to attain such a respectable reputation

when it comes to producing successful Black graduates by defying social stigmas, modifying

curricula that provide students with the opportunity to partake in hands on learning and

networking or interacting with their peers. Xavier also promotes higher expectations of success
of students from faculty members and has a zero tolerance level for racial aggression (Hamilton

et al, 2015).

There are one hundred plus other HBCUs that follow Xaviers precedents. However, a

majority of these HBCUs take on the risk of extinction due to the tumbling support from state

governments (Goode, 2014). In 2014, the former president of North Carolina Central University

(NCCU) expressed his incredulity in the Black alumni for not giving back to institutions that

gave so much to them. South Carolina State University was in the midst of almost being shut

down due to financial debts and had to reduce staff, scholarships, and plead for money from

alumni. The nations oldest HBCU had generated a plan for financial restitution and avoid losing

its accreditation by increasing enrollment and turning to emergency fundraisers. Last but

certainly not least, Paul Quinn College, which is a private and religious HBCU in Dallas, Texas,

took drastic measures to avoid financial debt (Hamilton et al, 2015).

The stigmatization of HBCUs as a racial barrier between Blacks and Whites from A-list

celebrities is taking a toll on HBCUs, for that is one of the reasons why state governments are

not providing (public) HBCUs with the proper funding. Another role in the potential diminishing

of HBCUs is the individualization and egoism incised in the Black community. It is imperative

that society apprehends that HBCUs were created in response to racism and not to continue

racism. The establishment of HBCUs stems from the post-Civil War era, when freed Blacks in

the North yearned to attain some type of education as a means to be successful (Historical

Origins of HBCUs, 2010). White Americans played just as much of a prominent role in the

making of HBCUs as African Americans did. Two southern regional African American

institutions such as Dillard University and Morehouse College were both founded by White
American Missionaries. The said goals of these African American based schools were to ensure

the Christianization and education of freed Black men (Historical Origins of HBCUs, 2010).

The more recent southern regional institutions such as Morris Brown College, Paul Quinn

College, and Allen University are colleges that were established for African Americans by

African Americans (Historical Origins of HBCUs, 2010). These institutions relied more on

African American churches rather than White American Missionaries in order to create their own

curricula (Historical Origins of HBCUs, 2010).

Due to the increasing amount of HBCUs throughout the 18th and 19th centuries,

the Morrill Act of 1890 was passed. This statue denied HBCUs proper funding from the

government unless they provided their students with the opportunity to study agricultural and

mechanical practices (Historical Origins of HBCUs, 2010). Although the Morrill Act called for

equal distribution in monies for all secondary institutions, HBCUs received fewer monies than

Predominantly White Institutions (PWIs). Once HBCUs had gone through their funding, two

very prominent and well known African American figures came into play. Booker T. Washington

and W.E.B. Du Bois, though had very different views on education, yearned to educate African

Americans (Historical Origins of HBCUs, 2010). Washington believed that educating Blacks via

industrial arts would be very beneficial in that it would cause students to become economically

self-sufficient (Historical Origins of HBCUs, 2010). Du Bois, on the other hand, believed that

the creation of Black intellectual elite would lead the Black race to achieve autonomy (Historical

Origins of HBCUs, 2010).

Both practices of Washington and Du Bois are still prevalent in the success rate of HBCU

graduates in that HBCUs offer various curricula, enforce a strict code of conduct (which informs
students on proper behavior and business attire), ensure a sense of belonging and community via

the presence of Greek and other social organizations, and provide emotional, mental, and

physical support. Qualitative studies were done on Black male undergraduates enrolled in an

HBCU to measure the quality of academic performances in HBCUs. The findings suggested that

relationships with friends and family aided in Black male undergraduates retaining information

needed to excel in a course. Black males who engaged in Greek organizations were found to

have a high academic success rate, demonstrate excellent leadership skills, and break the

negative stereotypes of Black men (Palmer, R. T., Davis, R. J., & Maramba, D. C., 2010).

Just as research was done on Black males who attended an HBCU, research was also

done on Black females who transferred from a community college to an HBCU. Findings

showed that gender and racial inequality in America is what inspired Black American females to

pursue a Bachelor's degree in STEM (Jackson, 2013). The high support, motivation, and

expectations of Black students from HBCU faculty are crucial for the academic, economic, and

social success of Black students in the United States. 104 out of 107 HBCUs (both public and

private) are at the top of the list for producing Black Americans with bachelor's degrees in

science, technology, engineering, and or mathematics (STEM) (Jackson, 2013). Research

suggests that HBCUs are a prominent source for Black American students who desire to obtain a

bachelor's degree in STEM. The National Science Foundation found that in 2010, about 31% of

all the Bachelor's degrees awarded to Black American male and female STEM majors were

enrolled at an HBCU (Jackson, 2013).

There is indeed a linkage between graduating from an HBCU and obtaining a promising

career. While research suggests that HBCUs are successful in producing prosperous Black
college graduates due to the nurturing environment, more research needs to be done to

demonstrate the success of White undergraduates at HBCUs and the success of Black

undergraduates at PWIs. Though there is a sense of integration, Black students at PWIs reported

to have felt isolated from the majority of the students as well as annoyed by having to carry the

burden of representing their race in alienated or hostile spaces (Hamilton et al, 2015). A prime

example would be when the Clemson chapter of Sigma Alpha Epsilon fraternity (2015) made a

rash video in which vulgar language and racial slurs were used, causing this video to be deemed

as a hate crime towards Black males. This is just one of the many examples that have suggested

that PWIs should not be the only option for Black students, for it becomes too much of a hassle

and distraction for Black students to concentrate (Hamilton et al, 2015).

 REFERENCES

Goode, R. W. (2011, February 21). The HBCU Debate: Are Black Colleges & Universities Still
Needed? Retrieved May 03, 2017, from http://www.blackenterprise.com/lifestyle/are
hbcus-still-relevant/

Hamilton, D., Cottom, T. M., Aja, A. A., Ash, C., & Darity Jr., W. (2015, November 9). Why
Black Colleges and Universities Still Matter. Retrieved April 28, 2017, from
http://prospect.org/article/why-black-colleges-and-universities-still-matter
Historical Origins of HBCUs. (2010). ASHE Higher Education Report, 35(5), 5-9.
Jackson, D. L. (2013). A Balancing Act: Impacting and Initiating the Success of African
American Female Community College Transfer Students in STEM into the HBCU
Environment. Journal Of Negro Education, 82(3), 255-271.

Palmer, R. T., Davis, R. J., & Maramba, D. C. (2010). Role of an HBCU in Supporting
Academic Success for Underprepared Black Males. Negro Educational Review, 61(1-4),
85-106.