Some of the factors that make HBCUs attractive include:. Many HBCUs have lower tuition and fees compared to traditionally white institutions. A number also offer a broad spectrum of financial assistance to qualified students and have extensive experience in identifying sources of financial support for deserving students.
Financial assistance may come in the form of scholarships, loans, and grants to cover the cost of tuition, fees, room and board, books, supplies, personal expenses, and transportation. HBCUs often serve students from a wide range of cultural and socioeconomic backgrounds. Students interested in the humanities, or in such areas as sociology, psychology, economics, government, urban planning, etc.
Nonresident aliens constitute a large portion of the student enrollment at many HBCUs. A number of foreign students and professors at HBCUs participate in student or faculty exchange programs.
In general, HBCUs aim to be sensitive to the needs of foreign students and provide students an opportunity to associate with different nationalities and to learn about cultural diversities. Multicultural exposures are expected to become increasingly valuable as the demographics of the American work force change and America competes more aggressively in the world economy.
Today many HBCUs have a racially diverse students enrollment at the undergraduate and graduate levels. Also, the majority of HBCUs continue to have a racially diverse faculty and administration. HBCUs are presently more racially desegregated, with respect to their enrollment and staff, than traditionally white institutions. HBCUs may offer a more supportive educational setting for students encountering some difficulty in realizing their full academic potential. HBCUs generally offer a broad range of effective remedial programs for students.
Many HBCUs have established developmental centers, reading laboratories, and expanded tutorial and counseling services to accommodate the special needs of educationally disadvantaged students. In addition, a strong commitment by many HBCUs to serve all students has resulted in high rates of graduation. Traditionally, the faculties at many HBCUs place as much, or more, emphasis on teaching and student service oriented activities as on research. This permits more time for personal and high quality student-teacher interactions.
In addition, many teachers at HBCUs have experience in working with minority students and students from diverse socioeconomic backgrounds. Research findings indicate that these factors are important for the academic success of many minority students. As a result of the desegregation plans approved by OCR under Title VI, many state systems of higher education have placed new high demand programs and curricula-such as engineering, pharmacy, and computer science-at HBCUs.
Students considering options in postsecondary education are faced with one of the most difficult and important choices of their lives. Their decisions should lead to informed selections reflecting the broadest possible range of educational opportunities.
The Office for Civil Rights is committed to equality of opportunity in education. OCR conducts complaint investigations and compliance reviews to ensure Title VI requirements are being followed.
Also, OCR supports the efforts to comply with Title VI by offering a program of technical assistance to institutions receiving federal funds as well as to beneficiaries of those funds. If you wish additional information about the OCR compliance program, you may write or phone the OCR regional office which serves your state or territory. The addresses and telephone numbers of the regional civil rights offices are listed below.
This pamphlet was developed in coordination with the Department of Education's Office of Postsecondary Education. Search for:. Toggle navigation U.
Student Loans Grants Laws Data. About OCR. Reading Room. Office Contacts. Frequently Asked Questions. President George Bush described the unique mission of black colleges as follows: "At a time when many schools barred their doors to black Americans, these colleges offered the best, and often the only, opportunity for a higher education.
Among their accomplishments are the following: HBCUs have played an historical role in enhancing equal educational opportunity for all students. More than 80 percent of all black Americans who received degrees in medicine and dentistry were trained at the two traditionally black institutions of medicine and dentistry--Howard University and Meharry Medical College. Today, these institutions still account for HBCUs have provided undergraduate training for three fourths of all black persons holding a doctorate degree; three fourths of all black officers in the armed forces; and four fifths of all black federal judges.
HBCUs are leading institutions in awarding baccalaureate degrees to black students in the life sciences, physical sciences mathematics, and engineering. HBCUs continue to rank high in terms of the proportion of graduates who pursue and complete graduate and professional training.
Nicknamed Beychella , the performance was the subject of a Netflix documentary, Homecoming. Despite the name, HBCUs are open to students of all racial and ethnic backgrounds. The acronym HBCU can refer to a singular historically black college and university or the institutions collectively. Everyone from educators to students to journalists to cultural observers use the acronym.
Go Jags! This content is not meant to be a formal definition of this term. I wanted to go to a school where I could have personal attention and learn more about myself as a Black person.
I had learned no Black history outside of what AP U. History taught me. I wanted an undergraduate experience that was supportive, and I wanted to become part of a legacy. I also wanted to go to an institution that was challenging. The latter two were my top two choices, and I applied for early admission.
Both institutions accepted me, and I chose Xavier at the end of the day. Xavier is located in New Orleans, a city rooted in my family history: it's where my mother was born, where my grandmother first started teaching after college and brimming with Creole culture -- my culture. Xavier is my mother's alma mater, and I wanted to continue in tradition. She had so much pride for her alma mater that it seemed like a no-brainer. My college advisor was a white woman who didn't understand the value of HBCUs.
She only pushed the University of California system on me. She noticed that I had stellar grades but didn't understand that it was just as difficult to earn a way into Spelman and Xavier as it was to earn a way into UCLA. Having gone to stellar private schools where I was one of many black children in the class, I was not yet ready to be the only minority student in my classroom. I did not want to learn in spaces where I would be subjected to microaggressions daily.
At the time, I didn't know the word microaggression, but now I understand that was my fear. I knew that racism was everywhere and that going to a school like UC Berkeley would afford me many opportunities, but I didn't want to deal with covert racism daily. My experience was beyond amazing.
I made lifelong friends and it built character and taught me how to combat American white racism. Each day while attending JCSU was a teachable moment. There were so many fun times, and the classes taught me about Black excellence. The overall experience turned me into the social change agent I am today. If I had attended a PWI directly out of high school, I think I would have faced many microaggressions during that era. Fisk was amazing. It was far enough away from home where no one could surprise visit me, but close enough where I could get home quickly.
Freshman year was life changing. I studied hard, but was very busy with clubs and campus organizations. To this day, my best friends are girls that I met my freshman year. I had attended predominantly white schools all the way through high school.
I always was the only minority student in my AP classes, organizations, and clubs. I often felt like I was the token "smart" black girl in high school. I wanted to see myself outside of that lens, for once, and just be myself. I only attended Xavier for one week, then Hurricane Katrina hit.
I was forced to leave the campus. Eventually, I settled at Spelman to finish out my freshmen fall semester and decided to stay. My experience as Spelman was fantastic. I loved gaining a liberal arts education.
Spelman introduced me to feminism and shaped me to become a student activist. The opportunity to develop a framework around the Black struggle and my role in addressing the portraits of white racism and all forms of oppression. Attending an HBCU taught me how to be selfless and how to serve, how to love, and how to lead.
The opportunity to meet people who looked just like me and to learn about one another, grow with one another, and to fight against injustice with one another on behalf of Black humanity. I don't think I've had specific opportunities i.
However, I've been able to meet a lot of other people that also attended HBCUs and remained friends with them throughout the years. Those friendships have led to advice and guidance that allowed me to pursue different opportunities I didn't know existed. For example, when I wasn't accepted into medical school during my first few applications, I found out that one of my friends attended Ross in Dominica.
I had long conversations with her, and she encouraged me to apply.
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