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Contribution to Book
National Survey of Student Engagement Findings at a Historically Black Institution: Does Student Engagement Impact Persistence?
Student Involvement & Academic Outcomes: Implications for Diverse Student Populations (2015)
  • Mondrail Myrick, Fayetteville State University
  • D. Jason DeSousa, Fayetteville State University
  • Donald Mitchell, Jr., Grand Valley State University
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.
Publication Date
2015
Editor
D. Mitchell, Jr., K. M. Soria, E. A. Daniele, & J. A. Gipson
Publisher
Peter Lang
Series
Higher Education Theory, Policy, & Praxis
Citation Information
Myrick, M., DeSousa, D. J., & Mitchell, D., Jr. (2015). National Survey of Student Engagement findings at a historically Black institution: Does student engagement impact persistence? In D. Mitchell, Jr., K. Soria, E. Daniele, & J. Gipson (Eds.), Student involvement and academic outcomes: Implications for diverse college student populations (pp. 57-72). New York, NY: Peter Lang.