Robert T. Palmer

Is It a Different World? Providing a Holistic Understanding of the Experiences and Perceptions of Non-Black Students at Historically Black Colleges and Universities

This qualitative study contributes an original holistic understanding of the perceptions and experiences of non-Black students (e.g., Asian American, Latino, and White) as they matriculate into historically Black colleges and universities (HBCUs), persist to graduation, and reflect on their experiences as graduates at HBCUs. Findings from this study confirm, challenge, and extend existing research regarding the preenrollment experience, institutional experience, and culminating outcomes of non-Black students enrolled in HBCUs. Implications are offered for researchers, practitioners, and current and future non-Black HBCU students.

Supporting Racially Diverse Students at HBCUs: A Student Affairs Perspective

While research has shown that the racial diversity of historically Black colleges and universities (HBCUs) is increasing, the efforts of student affairs professionals to foster racial inclusivity are under examined. This case study discusses findings from student affairs professionals at one HBCU to understand what they are doing to foster a supportive environment for non-Black students. Findings presented in this article are critical as HBCUs seek to increase the racial diversity of their student bodies.

An Exploratory Study of College Choice for Southeast Asian American Students

The study of college choice among all students continues to be crucial in higher education. More importantly, a critical examination of understanding the influences of college choice for ethnically diverse groups may provide better guidance for colleges and universities particularly in increasing and diversifying their student populations. This exploratory qualitative study examines the college choice of Southeast Asian American college students (SEAA). Implications for future practice and research are also presented.

When Relevance Is No Longer the Question

Historically Black colleges and universities (HBCUs) are not monolithic as they differ in size, curriculum specializations, and a host of other characteristics. However, HBCUs share a mission of providing a higher education for Black students within the broader context of a discriminatory social environment. The ability to understand and articulate the fundamental characteristics, which shape Black colleges, can provide more nuanced conversations about these institutions’ contributions toward addressing equity and access for Black students in higher education. Historically, scholars have used social and cultural capital to explain the role HBCUs play in Black students’ academic careers. However, this article uses Community Cultural Wealth to discuss the various forms of capital that HBCUs impart to their students. Specifically, in this article, we argue that using such a lens when discussing HBCUs is important because it provides a more holistic and broader outlook regarding the forms of culture HBCUs provide to their students.

HBCU Labor Market Outcomes: An Examination Of Baccalaureate Degree Holders’ Earnings And Benefits

Abstract Guided by the theoretical framework of human capital theory and using data from the Baccalaureate and Beyond Longitudinal Study, this chapter investigated labor market outcomes for graduates of historically Black colleges and universities (HBCUs) compared to their non-HBCU counterparts. The results from this study largely indicate that there are no significant disadvantages for Black graduates of HBCUs in terms of labor market outcomes. Moreover, under the premise of human capital theory, this study found that HBCUs serve as equivalent mechanisms for human capital attainment for Black students. This chapter concludes with limitations of the study as well as implications for future research.

Reframing Black Male Success in Education: Narratives of Resiliency, Inspiration, and Success

In the book Young, Black, and Gifted, Perry, Steele, and Hilliard (2003) explore the affinity that Blacks possessed for education. In particular, they examined Frederick Douglass’s efforts to become literate while enslaved, because he realized that education was equated with liberation and empowerment. They also focused on Malcolm X’s quest for education, which led him to proclaim that “education is the passport to your future.” Similarly, they also delineated how an affinity for education was a catalyst for helping Ben Carson become the director of pediatric neurosurgery at Johns Hopkins Hospital. Interestingly, in his autobiography, Gifted Hands, Carson explained that as a young boy he initially lacked interest in education, which led to subpar achievement outcomes in school (Carson & Murphy, 1996). This attitude changed when his mother insisted that he and his brother limit their television time and spend time in the library reading at least one book a week. The change manifested in improved academic outcomes in school, which led him to develop a greater appreciation for education.