Underserved populations at historically black colleges and universities : the pathway to diversity, equity, and inclusion / edited by Chron H. Davis, Adriel A. Hilton, Donavan L. Outten.

Includes bibliographical references and index.

Online resource; title from digital title page (viewed on January 16, 2019).

Front Cover -- Underserved Populations at Historically Black Colleges and Universities: The Pathway to Diversity, Equity, and Inclusion -- Copyright Page -- Contents -- About the Editors -- About the Contributors -- Foreword -- Bringing the "Othered" Back In: Building the Case for Diversity, Equity, and Inclusion at HBCUs -- Overview -- Related to the HBCU Mission -- Diversity and HBCUs -- Leadership Issues and HBCUs -- What Time Does the Party Start? -- References -- A Balancing Act: Being First Still, and Faculty at an HBCU -- Conceptual Considerations and Aims -- First Generation College Students -- Defining "First" -- Changing Course -- Investigating Firsts -- "Breaking the Chains" -- On "Knowing the Rules" -- "Living between Worlds" -- "Seeking Support" -- Managing the Load -- Cultural Influences: Social Responsibility and Collective Orientation -- Lessons for Now -- Reflecting on Reflecting -- Conclusion -- References -- Serving Students, Faculty, and Notice: Student Cooperation, Faculty Collaboration, and Institutional Counter-narration at a Southern Flagship HBCU -- Supporting and Advancing the Mission of the HBCU Through Pedagogical and Programmatic Innovation -- Methodology: the Autoethnography -- Cooperation at an HBCU: Profile of the Institution, Students, Faculty, and their Need for Support -- What Can Be Learned While Teaching? The Faculty Coordinator's Perspective -- Student Support in Praxis: Outcomes and Perspectives of Cooperation -- Conclusion -- References -- The Contemporary Role of the HBCU in Diversity, Equity, and Inclusion in the Absence of Ongoing Historical Relevance -- Introduction -- On Definition, Purpose, and Context of Curricula Development -- Race, Education, and Their Contemporary Relevance -- Methodology -- Theoretical Assumptions -- HBCU Selection -- Course Identification Source -- Course Coding Scheme.

Course Coding Amplifying Criteria -- Primary Category 1: Courses Specific to Understanding the African-American Experience -- Primary Category 2: Courses Specific to the African-American within a Multicultural or Global Focus -- Results -- Summary -- Implications and Recommendations -- References -- Just Let Us Be Great! Mentoring Students at an HBCU -- There is Always a Backstory -- Forming a Partnership -- The "House of Mentoring" has its Own Structure -- Getting it All Together -- Molding the Mentors -- The Program Had a Plan -- In Their Own Voices -- Spending Time with Mentors -- Oh, How this Mentoring Garden has Grown -- Where Do We Go from Here? -- We Just Continue to Rise -- The Leader in Me -- The Potential for Educational Change and Practice -- References -- White Faces in Black Spaces: Examining Faculty Student Engagement for White Doctoral Student Success at Historically Black Colleges and Universities -- Doctoral Student Experiences at HBCUs -- Theoretical Framework -- Method -- Instrument -- Dependent Variables -- Independent Variable -- Reliability -- Analysis -- Results -- Descriptive Analysis -- Faculty Engagement -- Doctoral Experience -- Perceived Persistence -- Multivariate Analysis -- Discussion -- Recommendations for Future Research and Practice -- Directions for Future Research -- Directions for Practice -- Conclusion -- References -- Religious Minority Students at HBCUs -- Introduction -- HBCU's Ties to Christianity -- Race and Religion -- Assessing the Climate for Religious Diversity at HBCUs -- Defining Campus Climate -- Campus Accommodations for Religious Minority Students at HBCUs -- Recommendations for Practice -- Conclusion -- References -- Thursdays at Five Thirty-five -- References -- The Role of HBCUs in Tackling Issues of Diversity, Equity, and Inclusion -- Introduction.

Historical and Contemporary Landscape of HBCUs -- The Growing Non-traditional Student Population -- Adult Learners -- Diverse Racial Populations -- Online Learners -- LGBTQ Students in Higher Education -- HBCUs' Initial Response to the LGBTQ Student Population -- Striving for Inclusive Excellence for LGBTQ Students at HBCUs -- Identity Development -- Campus Climate -- International Students: A New Diversity Paradigm -- Internationalization and Inclusive Excellence -- Conclusion -- References -- Challenging Cultural Norms at HBCUs: How Perceptions Impact LGBTQ Students' Experiences -- Introduction -- HBCUs and Social Conservatism -- HBCU Students Perceptions of the LGBTQ Community -- Method -- Participants -- Instrument -- Procedure -- Discussion -- Limitations of the Study -- Implications -- Recommendations for Administrators -- Provide a Platform for LGBTQ Students to Influence Campus Policies -- Development of University-wide LGBTQ Training -- Funding LGBTQ Resource Centers -- Conclusion -- References -- Afrocentric Worldview, Hetero-normative Ethos and Black LGBTQ Intellectuals Matriculating through Afrocentric Psychology Programs at Historically Black Colleges/Universities (HBCUs) -- Chapter Overview -- Counterproductive or Counter-collective? -- What is a Discussion without Understanding? -- A Brief Bit of Background on the First Author -- The Importance of Afrocentric Psychology -- Defining Terms -- A Selection of Relevant Afrocentric Theories/Perspectives -- Psychological Programming of Passivity. -- Survival Unit vs. Family Unit -- Cultural Orientations -- Implications for LGBTQ HBCU Students -- Sense of Community -- Challenges of African-American Women -- Challenges of African-American Men -- Closing Remarks -- References.

Providing Support for non-Black Students and Faculty at HBCUs: A Promising Approach for Senior Academic and Student Affairs Officers (SASAOs) -- Introduction -- Snapshot of Diversification at HBCUs: The Caramelizing of HBCUs -- Challenges non-Black Students and Faculty Encounter -- Students -- Faculty -- What SASAOs Can Do to Address Challenges? Othermothering -- Ethic of Care -- Same- and Other-race Mentoring Teams -- Service-learning Projects -- Safe Place to Explore Racial Identity Development -- Advancement of Culture -- The Divine Nine -- Homecoming and Classic Games -- Guardian of Institution -- Autoethnography -- HBCU 101: E-learning Series -- Developing Strategies for Working with Diverse Learners -- Conclusion -- References -- Envisioning Equity: Women at the Helm of HBCU Leadership -- Black Women in the History of HBCU Presidencies -- No Crystal Stair: Barriers along Black Women's Pathways to the Presidency -- The Board -- The Faculty -- Double Bind -- Beyond the Barrier: Ensuring Equitable Treatment of Black Women HBCU Presidents -- Notes -- References -- Appendix: Timeline of Black Women Principal and Presidential Appointments at four-year, Public and Private, HBCUs -- Bad Board Behaviors: Undermining Growth and Development at Historically Black Colleges and Universities -- Introduction -- Responsibilities of Governing Boards -- Responsibilities of Governing Boards at HBCUs -- Who's Bad? -- A Case in Point -- Recommendations for Limiting Bad Board Behaviors -- Summary and Conclusion -- Notes -- References -- What's Next? -- References -- Epilogue -- Index.

This book focuses on the experiences of underserved student and faculty at historically Black colleges and universities. Encompassing institutional supports, identity development, and socialization patterns, it explores how "outsider" perspectives will impact future research and practice, while also emphasizing issues of diversity and inclusion.

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