Response to Racism: How Historically Black College and University Enrollment Has Been Impacted by an Uprising of Racialized Incidents

Williams, Janelle L.

doi:10.3102/1571104

Cited by 2 publications

(5 citation statements)

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“…This service uses key words and phrases coupled with date ranges to collect corresponding tweets (Kirschner, 2020). Tweets collected within the study fall between 1/1/2013 and 12/31/2020 – which aligns with the Black Lives Matter Movement, college athlete activism, and a contemporary resurgence in HBCU (sport) culture (Cooper & Hawkins, 2014; Williams & Palmer, 2019). Prior to selecting tweets, profile biographies (bios) details are reviewed to confirm that the tweets were made from HBCU alumni or students based on identifying language, emojis, and/or acronyms (i.e., Winston-Salem State University being represented by WSSU, Tre-4 State, the ram emoji, or a reference to an element of HBCU sport culture).…”

Section: Methodsmentioning

confidence: 85%

“…Narratives are gathered through existing tweets, ranging from 2013 to 2020 – which coincide with the beginning of the Black Lives Matter movement and the most recent completed athletic season. This time period also coincides with a social, cultural, economic, and political shift that has resulted in an increase in HBCU enrollment and athlete interest in HBCU athletic programs (Cooper & Hawkins, 2014; Williams & Palmer, 2019).…”

Section: Literature Reviewmentioning

confidence: 95%

“…Contemporarily, following the genesis of the Black Lives Matter movement, HBCUs have seen an increase in enrollment (Williams & Palmer, 2019). This increase in enrollment coupled with college athletes becoming more vocal about their experiences with racism at HPWIs creates the ideal setting to explore the HBCU athletic space further (Gayles et al, 2018; Oshiro et al, 2020; Yearwood, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

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You Gotta Be There: A Thematic Content Analysis of the Historically Black College and University Sporting Experience

Foster

2022

Communication & Sport

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The college sport landscape is a unique arena where institutional and social norms merge with an erratic, but highly-traditioned, sporting space. While the broader scope of college sport is framed through a Predominantly White Institution (PWI) lens, the context of differing institutions is often forgotten or misunderstood. This process is primarily evident with Minority-Serving Institutions. Historically Black Colleges and Universities (HBCUs) are educational spaces that leverage their historical foundations and missions in an effort to create safe and equitable spaces for Black students and community members. Traditionally, scholarly inquiries about HBCUs have focused primarily on exploring and understanding institutional missions and culture. The dynamic and complex relationships that exist between HBCUs and their collegiate sporting teams continues to be understudied. This study uses a Black Liberatory Fantasy lens to analyze tweets posted by HBCU students, alumni, and media members from 2013 to 2020. A thematic content analysis of tweets discovered five (5) emergent themes that highlight the unique contributions of the HBCU sporting space: (1) shifting HBCU narratives, (2) the communal culture of HBCU sport, (3) the HBCU sporting sanctuary, (4) enrichment within the HBCU sporting space, and 5) the Black Oppressive Nightmare. Implications of this study highlight institutionally and culturally-specific approaches towards marketing, fan experience, and broader social discourse.

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Section: Methodsmentioning

confidence: 85%

Section: Literature Reviewmentioning

confidence: 95%

Section: Literature Reviewmentioning

confidence: 99%

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You Gotta Be There: A Thematic Content Analysis of the Historically Black College and University Sporting Experience

Foster

2022

Communication & Sport

View full text Add to dashboard Cite

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“…HBCUs were founded as an educational pathway for African Americans and other ethnic minorities in the United States when laws prohibited them from attending predominately White institutions (PWIs) (Anderson, 1988). Even with educational integration introduced as a part of the Civil Rights Act of 1964, to date, HBCUs continue to enroll high numbers of Black students and have recently seen increases in enrollment (Commodore & Njoku, 2020; Williams & Palmer, 2019). Additionally, HBCUs continue to award disproportionately higher numbers of degrees to Black students (Toldson et al, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

“…There are many underlying factors (i.e., racism, discrimination, and lack of emotional support) that pose barriers against success and persistence for Black students in STEM; however, many of these factors are considerably reduced in an HBCU campus environment (Williams & Palmer, 2019). Therefore, the campus climate offered by HBCUs is characterized by more significant student contact, communication, and assistance, which contribute to their success in producing a significant percentage of Black graduates in the STEM majors (Toldson, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

Impact ofCOVID‐19 on sense of belonging: Experiences of engineering students, faculty, and staff at Historically Black Colleges and Universities (HBCUs)

Fletcher

Jefferson

Boyd

et al. 2023

J of Engineering Edu

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Background: COVID-19 has spurred a global crisis that has disrupted everyday lives and impacted the traditional methods, experiences, and abilities of higher education institutions' students, faculty, and staff, especially at Historically Black Colleges and Universities (HBCUs).Purpose/Hypothesis: Given the pressing need demonstrated by the National Academies to advance the utilization of science, technology, engineering, and mathematics (STEM) education at HBCUs, this study aimed to explore the abrupt transition to remote teaching and learning at HBCUs guided by the following research question: How has COVID-19 impacted the success and persistence of engineering students, faculty, and staff at HBCUs? Design/Methods: Three surveys were developed, tested, piloted, and sent to HBCU stakeholders using a snowball sampling approach via email and social media outreach. Results: Of the 171 student respondents (126 engineering majors), 79% agreed that not being able to access faculty in person affected their academic performance. Additionally, across all HBCU stakeholders' surveys, students had a statistically significant higher response when asked if the transition to virtual learning increased their overall levels of stress and anxiety. Conclusions: During a global pandemic, HBCUs continue to provide a culture of support and inclusion for students, faculty, and staff in engineering. Increased stress levels experienced by students indicate that a safe and adequate transition back to campus is essential for their social and academic persistence. Due to the well-documented inequities HBCUs faced before the pandemic, the impact of this unprecedented on their continued contributions toward broadening participation in engineering for students should be further explored.

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Response to Racism: How Historically Black College and University Enrollment Has Been Impacted by an Uprising of Racialized Incidents

Cited by 2 publications

References 0 publications

You Gotta Be There: A Thematic Content Analysis of the Historically Black College and University Sporting Experience

You Gotta Be There: A Thematic Content Analysis of the Historically Black College and University Sporting Experience

Impact ofCOVID‐19 on sense of belonging: Experiences of engineering students, faculty, and staff at Historically Black Colleges and Universities (HBCUs)

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