Publication Date
2-2015
Document Type
Contribution to Book
Abstract
How can historically Black colleges and universities (HBCUs) improve student degree completion rates? To the credit of HBCUs, many students who otherwise would not have had an opportunity for college access and success have enrolled and graduated with degrees. In practical numbers, HBCU enrollment increased from 223,000 to 324,000, or by 45%, between 1976 and 2011 (National Center for Education Statistics, 2011). Today, HBCUs enroll 9% of all African American men and women in American higher education, although they continue to enroll diverse populations. In spite of the increase in college-going rates, fall-to-fall retention, and six-year graduation rates, students at HBCUs lag noticeably behind students attending predominantly White institutions (PWIs). This may not be surprising given HBCUs commitment to access and success of underserved populations and students with diverse learning styles, backgrounds, talents, and learning differences.
Page Range
57-72
Book Title
Student Involvement & Academic Outcomes: Implications for Diverse College Student Populations (Equity in Higher Education Theory, Policy, and Praxis)
Book Publisher
Peter Lang, Inc.
Book Editor(s)
Donald Mitchell Jr., Krista M. Soria, Elizabeth A. Daniele, John A. Gipson,
Book Edition
New Edition
Book ISBN
9781433126192
Recommended Citation
Myrick, Mondrail; DeSousa, D. Jason; and Mitchell, Donald Jr., Ph.D., "National Survey of Student Engagement Findings at a Historically Black Institution: Does Student Engagement Impact Persistence?" (2015). Executives, Administrators, & Staff Publications. 30.
https://digitalcommons.molloy.edu/eas_pub/30
Document Version
Publisher's PDF
Publisher's Statement
Peter Lang's repository policy allows the Version of Record of a chapter to be placed in an Institutional Repository after a 12 month embargo period.
Included in
African American Studies Commons, Higher Education Commons, Higher Education Administration Commons
