MIMICKING THE HBCU 1

Mimicking the HBCU

Vanessa Beckham

Department of Counseling and Higher Education, Northern Illinois University

HESA 590: History of People of Color in Higher Education

Laverne Gyant, Ph.D.

December 4, 2020
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Mimicking the HBCU

According to Arroyo and Gasman (2014) Predominantly White Institutions (PWIs) seem

content to practice “institutional negligence” when it comes to its Black students. Still, more

Black students choose to attend a PWI over a Historically Black College or University (HBCU).

“In the twenty-first century African American (black) students will continue to enroll in

predominantly white institutions (PWls) at greater rates than black students enrolling at HBCUs;

yet, if this current trend continues over half of black students at PWIs will fail to persist and

graduate” (Benton, 2001, p.21). With the increasing number of programming and/or centers that

are established at PWI campuses to serve its marginalized students without, necessarily, an

increase in funding, I wonder if the institution takes into account how funding and efforts effect

Black students. Research has shown that HBCUs are more successful in retaining and graduating

its Black students when compared to a PWI, but modeling an HBCUs efforts to have equally

satisfied Black students at the PWI is seldom achieved. I propose that a PWI must look at the

success of the HBCU campus in order to graduate satisfied, future donating Black Alumna.

A frequent first step in addressing campus racial climate is to improve structural

diversity, which means increasing the number and percentage of students from different racial

groups. But adding diversity to the student body does not improve the sense of belonging felt by

underrepresented minority students (Renn & Reason, 2014). Unlike the PWI for the Black

student, HBCUs generally seem to place a distinctive emphasis on formation of student identity,

or self-concept, on at least three levels: racial/ ethnic, intellectual, and leadership. Some

comparative studies with PWIs have found greater academic (intellectual) confidence among

samples of black HBCU students versus PWI students. HBCUs accomplish this in part by

shielding students against negative stereotypes (Arroyo & Gasman, 2014). Although a PWI can’t
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shield its Black students from all negative stereotypes perceived by their white peers, they must

realize that, according to research, Black students construct their social values more from a

family or group orientation than any other racial groups. The self-segregating that is seen by

White students, is nothing more than a coping mechanism for Black students. These social

outlets include black student unions, historically black fraternities and sororities, and other such

organizations. The genesis of many of these black organizations stemmed from the already felt

exclusion of the larger campus community (Benton, 2001). Undoubtedly, it would seem that the

Black students at PWIs are creating a version of an HBCU.

In Lakitta Johnson’s article, “The Benefits of a Comprehensive Retention Program for

African American Students at a Predominantly White Institution,” it explains additional

programs like freshman orientation, parent involvement programs, and cultural specific services

also contribute to retention (Johnson, 2013). Overwhelmingly, for PWIs it would seem that,

based on research, it can be concluded that Black students are more comfortable on campuses by

establishing programs specifically addressing campus cultural adjustment, ways to academically

succeed, and mentoring efforts. The unchanging nature of most PWIs conveyed to some that

white institutions were superior and students attempting to maneuver through them must

conform to the institutional standards rather than evolving standards more appropriate for the

needs of a diversifying student body (Benton, 2001). For PWIs to succeed in retaining and

graduating Black students, it must incorporate organizations and programming that make the

Black student feel welcomed and that they belong on its campus. As the number of marginalized

students continue to grow at PWIs without an increase in funding, I believe that efforts to

continue or pilot the Black students’ success is important for institutional survival. Kuh (2009)

expressed, “An institution of higher education is more than a collection of students and faculty,
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buildings, and green spaces. Greater than the sum of its main parts, a college or university is at

once a behavior setting that regulates the behavior of its members… a social club with numerous

cliques of faculty, students, and administrators, a cultural and recreational oasis” (Ren & Reason,

2014, p.82). With Kuh’s word in mind, I ask that the PWI considers and implements what makes

the Black student a member of its “social club.”

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References

Arroyo, A.T., & Gasman, M. (2014). An HBCU-Based Educational Approach for Black
College Student Success: Toward a Framework with Implications for All Institutions.
American Journal of Education, 121(1), pp. 57-85. https://doi.org/10.1086/678112
Benton, M.A. (2001). Challenges African American Students Face at Predominantly White
Institutions. Journal of Student Affairs, X, pp. 21-28. Retrieved from
https://sahe.colostate.edu/wp-content/uploads/sites/10/2016/03/The-Journal
2001.pdf#page=22
Johnson, L. (2013). The Benefits of a Comprehensive Retention Program for African
American Students at a Predominately White Institution. Interdisciplinary Journal
of Teaching, 3(1). Retrieved at https://files.eric.ed.gov/fulltext/EJ1063226.pdf
Renn, K., & Reason, R., (2014). College Students in the United States: Characteristics,
Experiences and Outcomes. San Francisco: Jossey-Bass. [College Students].