While there exists extensive research on the historical development of Historically Black Colleges and Universities (HBCUs) in the United States, there is limited research focused on the current development of HBCUs in terms of institutional effectiveness and strategic planning. This gap in the research is particularly relevant in the midst of shifts in state funding that have occurred over the past decade. This research study is designed to move further towards filling this research gap by determinations through the examination of: (1) the interplay of fiscal issues and institutional effectiveness in relation to the historic mission, strategic efforts, and state mandates within the context of HBCUs; (2) the perceived institutional effectiveness of HBCUs by key internal and external stakeholders; and (3) the alignment of HBCU mission statements with mandated metrics of institutional effectiveness. Using a qualitative research design, an exploratory multisite case study was employed across two institutions. Nine key HBCU stakeholders such as the Presidents and the Vice Presidents of Academic Affairs, Student Affairs, Financial Affairs, and Alumni Affairs were interviewed to gain their perspectives on institutional effectiveness in relationship to shifting funding, heightened accountability, planned strategies to address these issues, and how these issues directly impact institutional effectiveness at HBCUs. Interviewee perspectives of shifts in funding were examined using a researcher-developed conceptual framework. In addition to conducting interviews, the researcher engaged in document review of relevant university documents, as well as a review of funding patterns of state allocations retrieved from the Integrated Postsecondary Education Data System (IPEDS). Data from the three sources were triangulated and a two-layered coding strategy was used for further analysis. Findings from this data analysis were then used to address the five research questions presented in this study. The findings revealed that fluctuating shifts in state allocated funding has created a complex environment for HBCUs. Key HBCU administrators held similar perspectives, that in the midst of such a complex environment, emergent institutional response strategies have been put into place to maintain HBCU institutional effectiveness within the context of the historic HBCU mission. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection

For approximately the last 20 years, researchers have studied the "environment" for students who are lesbian, gay, and bisexual. However, there has been little empirical research on the experiences of lesbian, bisexual, or gay students at historically Black colleges and universities. Most of the literature to date has focused on students at predominantly White institutions and students who are male. Further, HBCUs have long-been lauded for the unique educational experience they have created for African American students in general as evidenced by reports of greater satisfaction, faculty and social support, positive self-images, strong racial pride, and better psychosocial adjustment (Allen, Epps, & Haniff, 1991; Berger & Milem, 2000; Fleming, 1984; Fries-Britt & Turner, 2002; Terenzini, Bohr, Pascarella, & Nora, 1997). However, little research has been conducted on within-group differences among African American students at HBCUs to explore whether and how other social identities such as sexual orientation or socioeconomic class impact an African American student's experience of an HBCU. This is an exploratory study that examines the experiences of seven lesbian and bisexual female students at an historically Black college and inquires into the relationship between the culture of HBCUs and the students' perceptions of campus climate. Drawing from a focus group interview, a survey, institutional artifacts, and historical data, I explore three research questions. The questions are 1) what can be characterized as the culture at historically Black colleges and universities; 2) what is the lesbian and bisexual female student perception of the campus climate for lesbian and female bisexual students at HBCUs and; 3) how, if at all does the HBCU culture impact the campus climate? The culture was characterized by adherence to traditional gender norms of dress and behavior, affirming racial identity but not sexual identity, the dominance and prevalence of Christian values and beliefs, and a system of rewards and punishments for conforming or not conforming to gender norms. The climate was characterized by students feeling afraid; being harassed; feeling as though they are not wanted at the institution; restricting themselves from participating in activities; facing threats of expulsion; and having little to no social or institutional support.

The problem for this investigation was the extent to which instruction in the traditionally black colleges and universities was directed toward higher cognitive skills as perceived by teachers of United States history in these institutions. The purposes of the study were to determine whether teachers (1) in state supported as opposed to private black colleges, (2) in urban-based as opposed to non-urban-based black colleges, (3) at non-denominational as opposed to denominational black colleges, (4) of age forty or older as opposed to teachers under age forty at black colleges,(5) categorized according to gender at black colleges, (6) categorized as United States citizens as opposed to non-citizens at black colleges, and (7) taught at black colleges and those who taught at white colleges differed significantly in their reported efforts to promote higher cognitive development. The following conclusions were drawn: Teachers at black colleges, as well as black teachers and white teachers at black colleges appeared to recognize the need to develop the higher mental powers of theirs students. Emphasis upon higher cognitive development is not likely to vary significantly according to academic degrees attained by the teacher, the geographic area in which the teacher was reared, or the gender of the teacher. Graduates of black colleges who taught at black colleges were apparently more attuned to the need for teaching higher cognitive development than were other teachers at black colleges.

The investigator undertook a study of the status of the area of health, physical education, and recreation in the colleges and universities of Texas primarily for Negro students during the session of 1953-54.