Summary

The purpose of this research is to examine the value added of attending Historically Black Colleges and Universities versus non-Historically Black Colleges and Universities (HBCUs). Despite being only a small percentage of American colleges, they account for producing a large share of Black baccalaureate degrees. For most students that attend HBCUs, this education provides them with more opportunities and upward mobility. This research focuses on the value added with three outcomes: Goal 1 - What are factors that lead students to select College/HBCUs? Goal 2- The effect of attending an HBCU on graduation and Goal 3 - The effect of attending an HBCU on graduating in a STEM major. Future research will include examining - The effect of attending an HBCU on attending graduate school.

Description of Findings and Broader Impact

First, the intellectual merit of this research suggests various individual, school and family level contextual factors influence black student’s performance on standardized tests. Specifically, the (SAT) is one important predictor in college admittance and academic success. Furthermore, this research is unique in that it will use a logistic model for SAT scores to predict student performance. The broader impact provide evidence for more opportunity for policy makers to better support students in the School Districts and evidence of contextual factors that impact performance on the SAT. It provides more evidence that these students are very similar to the larger population of ACT test takers. 

Secondly, the research strongly supports the finding that, for the average black student, an HBCU is a positive factor in increasing the likelihood of graduation. The intellectual merit of our findings further suggests that HBCUs are increasingly important to a black student’s ability to graduate in a STEM discipline. More detailed results suggest that attending an HBCU increases the likelihood that a student will (1) graduate versus not graduate, (2) graduate in a STEM discipline versus not attending an HBCU, (3) graduate in a STEM discipline even if different than the original STEM discipline selected, and (4) graduate when changing from non-STEM to a STEM degree. Lastly, this research suggests that attending an HBCU has positive impacts for students pathway to completions even in other majors outside of STEM. The broader impact of this research increased the focus on supporting HBCUs and better support them and their efforts to increase diversity of talent in STEM related disciplines. Also, better supporting HBCUs is critical to increasing the graduation rates amongst students from vulnerable populations.

Outcomes

Based on the information above, there is a relationship between black SAT test takers contextual factors and whether they major in STEM. For the factors that influence them to major in stem related disciplines, consideration needs to emphasize activities and program that focus on science and honors/AP courses. School should also emphasize counseling and specializing in career paths for students. Furthermore, this research suggests exposure gives the opportunity for students to consider STEM as a major. The contextual factors discussed in this research suggest that at the internal level, the number of math and science courses taken in important for the individual to score higher on the SAT. This suggests that school’s guidance counselor need to encourage more subjects’ areas of STEM.

Those who intended to major in STEM related field (2: Architecture, Computer Science, Engineering, Physical Science, and Health Professions) have a positive impact on graduation for students who attend an HBCU. Furthermore, HBCUs had a more positive impact on those graduating than not graduating in STEM Degrees (1: Architecture, Computer Science, Engineering, Biology, Mathematics, Physical Science, and Health Professions). However, in some cases the number of students that end up graduating in different majors is higher as well but still in a stem related field (3: Architecture, Computer Science, Engineering, Biology, Physical Science and Health Professions). The sample also shows that students didn’t want STEM originally but graduated in STEM (4: Education, English, Visual Arts, Business and History). For the student that wanted a STEM degree and graduated in a non-STEM we see significant effects on keeping student in the major for Architecture. This is not the case for other STEM majors.

This research has led to seven (7) academic professional conferences, four (4) University nationwide on finding, two (2) invited community lectures on findings of research, two (3) Publications – 2 under review and 1 awaiting publication.  Also, findings were included in the national conversation with the presentation at the US Whitehouse Initiatives 2021. The broader impact of this research further supported over ten (10) graduate students. Some who went on to graduate with a PhD in a STEM related major. It supported over fifteen (15) undergraduate students who were trained on the best analytical techniques to perform research. Lastly, it supported faculty research who were trained in best analytical techniques to increase the likelihood of publishing.

Last Modified: 12/14/2023
Modified by: Omari H Swinton