A federally defined term used to describe schools that were historically established in order to educate African Americans. Because at the time of their founding, Blacks were typically denied entry into institutions of higher education, especially publicly funded colleges and universities.
Published in Chapter:
Perceptions of Diversity, Inclusion, and Belongingness at an HBCU: Implications and Applications for Faculty
Matthew A. Hiatt (Claflin University, USA), Alison Mc Letchie (Claflin University, USA), Anisah B. Bagasra (Claflin University, USA), Deborah L. Laufersweiler-Dwyer (Claflin University, USA), and Mitchell Mackinem (Claflin University, USA)
Copyright: © 2019
|Pages: 19
DOI: 10.4018/978-1-5225-5724-1.ch011
Abstract
Most studies about inclusion of traditional minority groups and women on university campuses have been conducted at Predominantly White Institutions with student populations. This chapter focuses on the experiences, perceptions, and implications of diversity, belongingness, and inclusion of faculty at Historically Black Colleges and Universities (HBCUs). Data collected from students, staff, and faculty highlight the diversity and positive climate at HBCUs but indicate that there are important differences in how particular groups perceive inclusion. This chapter offers suggestions on how faculty and HBCUs can celebrate diversity and yet acknowledge, discuss, and act against the negative experiences that shape feelings of inclusion. The authors emphasize the role of HBCUs in standing for and leading discussions on diversity, equity, and inclusion.