Outpacing Expectations: Battling the Misconceptions of Regional Public Historically Black Colleges and Universities

Often Historically Black Colleges and Universities (HBCUs) are viewed and discussed through a deficit‐laden lens. In reality, HBCUs—many of which are regional public universities (RPUs)—not only carry a lion's share of the education of Black students but also contribute greatly to the social mo...

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Bibliographic Details
Published inNew directions for higher education Vol. 2020; no. 190; pp. 99 - 117
Main Authors Commodore, Felecia, Njoku, Nadrea R.
Format Journal Article
LanguageEnglish
Published New York Wiley 2020
Wiley Subscription Services, Inc
Subjects
Access to Education
African American Students
At Risk Students
Black Colleges
College Role
Economic Factors
Economic Impact
Educational Attainment
Educational Equity (Finance)
Educational Finance
Financial Support
Historically Black Colleges & Universities
Misconceptions
Public Colleges
Resource Allocation
Social Mobility
Universities
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Summary:Often Historically Black Colleges and Universities (HBCUs) are viewed and discussed through a deficit‐laden lens. In reality, HBCUs—many of which are regional public universities (RPUs)—not only carry a lion's share of the education of Black students but also contribute greatly to the social mobility, economic impact, and increased access to marginalized populations within their respective states. In this chapter, using the foundation of the United Negro College Fund (UNCF) “Punching Above Their Weight” report findings, the authors explore four state cases to highlight how HBCU RPUs are overlooked in broader RPU discussions regarding their unique contributions to access and degree attainment. This chapter will review research and popular press on HBCU RPUs to give insight into how they are uniquely contributing to state higher education goals while navigating funding disparities. Moreover, this review—coupled with our insights for research, practice, and funding—will give a broader view of these institutions’ contributions for both students and the regions they serve.
ISSN:0271-0560
1536-0741
DOI:10.1002/he.20370