The Educational Justification of Historically Black Colleges and Universities: A Policy Response to the U.S. Supreme Court

Harold H. Wenglinsky

80 citations0/0 files storedEducational Evaluation and Policy Analysis

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Higher Education Research Studies School Choice and Performance Critical Race Theory in Education

Abstract

The Historically Black Colleges and Universities (HBCUs) have recently come under attack from the Supreme Court and the U.S. Department of Education, which have told states that they must either find an educational justification for the schools’ continued existence, or close them. Applying multivariate statistical techniques to a nationally representative sample of students attending HBCUs and Traditionally White Institutions (TWIs), this study finds that the schools may have an educational justification in that African American HBCU students are more likely than their counterparts at TWIs to pursue a postgraduate education and become professionals. African American HBCU students are, however, no more likely than their counterparts at TWIs to experience high levels of social interaction with faculty and other students, nor are they more likely to aspire to community activism.

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References

1976The One Best System: A History of American Urban Education 2009Catholic Schools and the Common Good 1974The One Best System 1992The Color of Success: African-American College Student Outcomes at Predominantly White and Historically Black Public Colleges and Universities 1993Catholic Schools and the Common Good 1977Schooling and Achievement in American Society.1990Equality and achievement in education 1992College in Black and White: African American Students in Predominantly White and in Historically Black Public Universities.

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2004Racial Stereotypes and Gender in Context: African Americans at Predominantly Black and Predominantly White Colleges 1997Access, Equity, and the Privatization of College Counseling 2002Good Intentions: Collegiate Desegregation and Transdemographic Enrollments 2017The Impact of College Students’ Interactions with Faculty: A Review of General and Conditional Effects 2010A study of organizational trust and related variables among faculty members at HBCUs

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