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In this month’s Higher Ed Careers interview, Andrew Hibel spoke with Marybeth Gasman, Judy & Howard Berkowitz Professor of Education and director of the Penn Center for Minority-Serving Institutions at the University of Pennsylvania. Hibel and Gasman spoke about the mission, history, and strengths of HBCUs. Gasman also shared ways in which some HBCUs are changing, challenges they face, and the benefit of HBCUs in today’s political climate.
Andrew Hibel, HigherEdJobs: Dr. Gasman, you have many areas of expertise including, the history of American higher education, Minority Serving Institutions (with an emphasis on Historically Black Colleges and Universities), and racism and diversity. You are also the founding director of the Penn Center for Minority Serving Institutions (MSIs). Please explain the mission and purpose behind the center.
Marybeth Gasman, Ph.D., Judy & Howard Berkowitz Professor of Education; director, Penn Center for Minority-Serving Institutions at the University of Pennsylvania: The Center is focused on producing rigorous research and innovative programs pertaining to Minority Serving Institutions (MSIs). We aim to highlight and amplify the contributions of MSIs and to build capacity at these important institutions. Of note, the over 650 MSIs across the nation educate 24 percent of college students and 40 percent of students of color.
Hibel: Please give us a brief history of the mission behind the creation of HBCUs.
Gasman: HBCUs were, by and large, created after the Civil War — with three exceptions (Cheyney, Lincoln, and Wilberforce, all in the North). Most were created by either the Freedmen’s Bureau, various white and black missionary groups, or white industrial philanthropists. Others were supported by the 1890 Morrill Act. They were created to educate the large group of blacks that have suffered the horrors of slavery until the end of the Civil War. The majority of HBCUs were led by whites until the mid-1940s, with a few exceptions, and as a result, they often were under the influence of whites who had questionable ideas about educating blacks. Eventually, the leadership passed to African Americans and HBCUs’ mission solidified their support of uplifting blacks in both practical and academic ways.
Hibel: According to Melissa Wooten, “When compared to predominantly white colleges, HBCUs continue to have a disproportionate impact on the production of college-educated black Americans. They may account for approximately 3 percent of all colleges and universities, but well over 20 percent of black Americans continue to earn their degrees at these schools. How has the impact of HBCUs not been completely understood and what can be done to educate academia and society about their importance?
Gasman: HBCUs do graduate a disproportionate number of students. For example, they enroll 8 percent of black students but graduate 20 percent of black students, demonstrating that the support provided at the undergraduate level leads to retention of students. Of note, HBCUs overall have nearly 70 percent of their students on Pell grants — overall in the nation, colleges and universities have 49 percent of their students on Pell grants — an institution like Penn, where I’m at, has only 12 percent on Pell grants. As income correlates with graduation and retention, it is important to note that HBCUs are particularly good at graduating low-income students — something most Predominantly White Institutions struggle with — so much that they often don’t admit them. Much of the success of many HBCUs is linked to believing that their students are successful from day one. I’ve been conducting research on the HBCU environment since 1994 and across all of the studies that I’ve done, the family-like environment, deep commitment of faculty and staff, peer-to-peer relationships, and presence of same-race role models make a difference in terms of students’ retention and graduation.
Hibel: Dr. Julianne Malveaux, president emerita of Bennett College states, “There is something special about the HBCU space that is inspirational and fulfilling. It is something that is to be embraced and encouraged. In some ways, HBCUs are a national treasure.” Can you share some examples of how you’ve experienced this sentiment?
Gasman: I agree with this sentiment. I’ve been on the campuses of 103 of the 105 HBCU campuses and I think the feeling has to do with a combination of being surrounded by African American history in such a pronounced and unapologetic way and seeing so many African American students craving learning in one place. One of the best examples I’ve seen is while visiting Xavier University of Louisiana. Xavier boasts generations of African Americans who are now doctors and large numbers of students who want to be doctors. When we talked to students at Xavier for our forthcoming book “Making Black Scientists” (Harvard University Press with Thai-Huy Nguyen), students told us that the faculty and staff at Xavier believe in them more than they even believe in themselves and that being surrounded by successful black alumni who are doctors is inspirational even when filled with self-doubt.
Hibel: In 2018, HBCUs received a 14-percent increase in federal funding in the U.S. Senate’s omnibus bill following strong advocacy by U.S. Sens. Kamala Harris and Doug Jones. How does this impact HBCUs?
Gasman: These funds are incredibly helpful as they help with infrastructure, student success programs, and various programs that support academic opportunities for students. Given the lack of any action on the part of [President Donald] Trump himself, it is vital that HBCUs be supported by Congress. Having more advocates for HBCUs in Congress is essential. Kamala Harris is definitely one and given the constituents in Doug Jones’s state, he has also been an advocate.
Hibel: Dr. Michael Lomax wrote an article on why HBCUs are more important than ever with reasons being from meeting the needs of low-income, first-generation students, to creating a campus climate for success, to providing a best buy in education. The benefits are known, but according to a recent article in Forbes, it stated, “[Enrollment] problems are most pronounced at historically black colleges and universities (HBCUs), which have been plagued by years of slow growth, and more recently, declines in enrollment.” What are some reasons enrollment is changing/declining and what are potential implications?
Gasman: Enrollment at HBCUs is complicated. Since 2012 there has been an uptick in freshmen enrollment at nearly 40 percent of HBCUs; however, there has been attrition at other HBCUs. I think it’s important to be very nuanced when talking about HBCUs — they are all different and have different situations, strengths, successes, and financial stability. HBCUs overall have not been plagued by declines in enrollment — some have — just like some Predominantly White Institutions. That said, it is absolutely vital that individual HBCUs make it clear why they are an ideal environment for learning as students are increasingly savvy about their college choices. Ensuring that students and parents know the academic and social strengths of an institution is essential regardless of type. African Americans aren’t going to attend an institution merely because it’s an HBCU (research tells us this); they need to know why it’s the best HBCU for them.
I do want to note that many African Americans are choosing HBCUs right now because they want a safe learning environment in our current political climate. New research by Janelle Williams and Robert Palmer demonstrates this phenomenon.
Hibel: In the same article, it said, “HBCUs have a reputational problem, largely stemming from the perception they are less prestigious than their mainstream peers.” What are your thoughts on reputation and the reality of HBCUs?
Gasman: American racism is at the root of this issue. Much like some people think that African Americans are less or not as good, they also think that HBCUs are not as good. American higher education is built on a foundation of elitism and this plays out across all types of institutions; and sometimes we all succumb to it. Unfortunately, too many people believe that white is better.
Hibel: If you had a crystal ball, what predictions would you make for HBCUs over the next 10 years?
Gasman: I think that some HBCUs are gaining immense strength under innovative leadership and that they are just going to continue to grow. I’m really excited to see what they do as they are leading the nation in terms of educating the diverse student body we have in front of us.
I think there are other HBCUs that are struggling — a small minority — but I’m hopeful that they will bounce back. I always tell people that HBCUs are resilient and not to give up on them even when they are struggling. When you think about the vast resilience of African Americans, it’s easy to understand the strength of HBCUs.
Hibel: What keeps you engaged working in higher education in your areas of expertise?
Gasman: I care about opportunity, justice, and equity. I grew up intensely poor without opportunity and only because of my uneducated mother and mentors (mainly people of color) did I move out of that poverty. Over the course of my life (even today), people have not believed in my potential. I want to ensure that others don’t have that experience. HBCUs give opportunity to so many and that matters to me.