College rankings such as US News & World Report (USNWR) are used as benchmarks for measuring quality in higher education (McManus-Howard, 2002). These ranking systems utilize traditional measures of academic excellence such as academic reputation, student selectivity, and financial resources, to assess institutional quality in higher education, which appear to disadvantage institutions with specialized missions such as historically Black colleges and universities. The purpose of this qualitative study was to describe indicators of the institutional quality of historically Black colleges and universities (HBCUs) as identified by administrators at four different HBCUs. Data were collected from 12 in-depth interviews with administrators at two HBCUs in Tier I and two in Tier II of the 2010 USNWR HBCU rankings. Data were analyzed using an on-going inductive approach to identify patterns across interviews and by tier. Overall, it was found that the participants in this study were largely accepting of the six USNWR indicators for assessing the quality of HBCUs. This finding was unanticipated given that the existing literature strongly suggests a misalignment between the USNWR indicators and the traditional mission of HBCUs. Only one administrator rejected every indicator, choosing to substitute a different set of indicators. Participants sought to modify several of the indicators to make them more consistent with the fundamental characteristics of HBCUs. They also offered additional criteria they felt described the unique qualities of HBCUs, and were currently absent from USNWR. When comparing the responses of administrators in Tier I and Tier II, there were no clear differences in their support for the USNWR indicators. However, administrators in Tier II offered more modifications and additions than administrators in Tier I, suggesting that Tier II administrators were less satisfied with the indicators as they are currently defined, than administrators in Tier I. At the very least, the aforementioned findings tend to raise questions about the ways in which the administrators in this study think about HBCU institutional quality. Implications for practice and recommendations for future research are discussed at the end of the study.

Few studies were reported in the literature of researchers investigating variables affecting the operation or effectiveness of athletics at HBCUs. This study was designed to identify variables that athletic directors perceived would determine the athletic program's potential for effectiveness in the current NCAA Division I-AA and Division II structure. A questionnaire instrument containing 66 closed-ended items and a comment section was used to collect data. Fifty-eight positive, closed-response statements in nine categories were organized on a 5-point Likert scale. Another category of eight closed-response items were organized on a 3-point scale. Findings of the investigation included variables that were perceived to determine the effectiveness of football and basketball athletic programs. The following categories of variables were perceived to determine the effectiveness of athletics at HBCUs with Division I-AA football and basketball programs: revenue/funding and its influence, gender equity, NCAA policies and their influence, academics, the student-athlete, diversity, and the expertise of the athletic director. Data were analyzed through descriptive and nonparametric inferential statistics to describe and report findings. For the question, "Do athletic directors at HBCU Division I-AA and non Division I-AA football institutions differ in the proportion of their perceptions of the important variables that influence program effectiveness and the potential for program survival?," the researcher found that directors did not differ in their perceptions of variables that influence program effectiveness. Other findings that resulted from application of the Chi-square test were as follow: 1. Statistically significant differences were not found with respect to age, gender, or institutional size for any category of variables. 2. Statistically significant differences were not found with respect to years of experience for variable categories except for the influence of NCAA policies on football and basketball programs. 3. A statistically significant difference was found for the opinions of all participants on the influence of NCAA policies on football and basketball programs. Participants‟ comments were analyzed for similar themes and supported that the variables associated with revenue/funding and revenue generating determined the program‟s effectiveness. Participants also commonly acknowledged that tutorials and other support services for student-athletes influenced program effectiveness. These results may be useful to athletic directors and others engaged in planning for the sustainability of athletics at HBCUs.

The purpose of this study was to examine attitudes and general knowledge of Affirmative Action in higher education admissions at one HBCU in Tennessee. The researcher used a modified version of the Echols’s Affirmative Action Inventory (EAAI) to assess attitudes and general knowledge of all administrators, faculty, staff, and students at this institution. At the conclusion of the collection period, 269 surveys were deemed usable. Of these, 31 surveys were completed by administrators, faculty completed 62 surveys, 55 surveys were completed by staff, and 121 surveys were completed by students. The dependent variables for the study were individual survey questions (1-9) and three dimensions created by transforming the data from sets of survey questions. The independent variables were participant group (administrators, faculty, staff, and students), gender, race, and academic discipline. Two-way contingency tables and c2 were used to examine the associations between each independent variable and the dependent variable for each of the individual survey questions. Two-way analysis of variance (ANOVA) was used to compare the mean differences between the dimensions and pairs of independent variables. The quantitative findings indicated that the independent variable, participant group, was found to differ in five of the 11 research questions significantly. Administrators hold positive attitudes and exhibit greater general knowledge on the topic of Affirmative Action compared to faculty, staff, or students. Of the other independent variables, only race and academic discipline resulted in significant differences. Respondents who identified as Non-White exhibited positive attitudes towards the dimension that assessed whether Affirmative Action was moral and ethical over respondents who identified as White. Respondents who were classified as belonging to the humanities (academic discipline) were more likely to exhibit positive attitudes toward support of Affirmative Action over respondents who were classified as belonging to business.

The college graduation rates for African-Americans, as compared to other ethnic cohorts, remains at a continuous low level. According to the National Center for Education Statistics (2014), 1,602,480 baccalaureate degrees were conferred nationwide to college students during 2009-2010. The purpose of this phenomenological research study is to understand how second-year African-American males attending a mid-sized, southwestern historically Black university and college (HBCU) perceived their ability to achieve academic success. For this study, I collected, thematically analyzed and correlated data from participant profile sheets, focus group meetings, follow-up interviews and observational field notes. The 11 research participants provide a descriptive account of their academic experiences as they have progressed towards their impending graduations. Data analysis rendered six emergent themes: family influence, cultural awareness and exposure, mentorship, networking, academic achievement, and campus climate. This study is significant for individuals who are interested in improving the academic advancements of African-American males in higher education. The findings may aid academic researchers, campus administrators, academically focused organizations, faculty, staff, and students in understanding what is needed to develop new programs and campus initiatives that foster African-American males’ achievement. The research findings also add to the body of limited research that is available on the achievement patterns of African-American males attending HBCUs.

The purpose of this phenomenological study is to explore the experiences of Black graduates of historically Black colleges and universities who attend graduate school at predominately White institutions as they adjust academically and socially at these institutions. In-depth interviews provide knowledge as to what this special population of students' experience. Recommendations for faculty and administrators to assist with the recruitment and retention of these graduate students is also provided.

In the black college and university, the acceptance of academic theatre was slow. Most black colleges and universities were not established until the Civil War, and theatre programs did not appear in these schools until the early 1900s. Howard University, established in 1867, formed the first college dramatic group on a black campus in 1907, some sixty years after the founding of the institution. But after World War I theatre groups in African-American colleges and universities grew rapidly, due in part to a movement known as the Little Theatre Movement and the interjection of plays on African-American life by prominent dramatists in the 1920s and 1930s (Wallace, 1954). From 27 identified theatre programs in historically black universities. two case studies were conducted to investigate the importance of administrative support, curricula, student population, retention and production activity as factors in the survival of those programs. Observation of site artifacts along with interviews of faculty, students and administrators were sources for examining the four categories. Secondary sources included histories and various studies in educational theatre. At Institution K, an associate member of NAST, faculty and students viewed the central and departmental administrative support as conscientious and genuine. It offers the BFA degree in six areas of concentration. With 13 faculty and 188 students, the department offers an eclectic and diverse production season of plays. On the other hand Institution P will close its theatre program in the spring of 1997 because of low productivity and high cost. Faculty and students viewed its central administration as uncaring and non-supportive. However, the departmental administration although not governed by a theatre practitioner appeared sympathetic and favorable. Offering four areas of study, the program has 26 courses in the current curriculum and one full-time faculty person who also serves as the artistic director for the program. The program, however produces two major productions a year. Both institutions have state of the art equipment and facilities for theatre production. The results of the study seemed to indicate that of the four areas involved in the study the most critical was administrative support for theatre programs. / Ph. D.

The fear of crime is analyzed on six college and university campuses that make up the Atlanta University Center (AUC). The study utilizes interview questionnaire data on 325 students attending AUC institutions which were collected during the spring semester of 1993. The analytical procedures used include the reliability analysis, frequency distributions, cross tabulations and chi-square tests. The data analysis did not reveal any significant relationships between fear of crime and demographic characteristics except for gender of the students. Also, there was no significant relationship between fear of crime and prior victimization. However, the relationship between fear of crime and constrained behavior was significant. On the whole, it was evident that fear of crime increases the probability of constrained behavior, which in turn reduces victimization.

Thesis (D.M.A.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

Many students enter college underprepared for the rigors of college-level reading, and these students are often placed in developmental courses. Furthermore, many students, with and without the developmental label, face challenges when reading online and in print, and research shows that these reading processes are not exactly the same. Research into new literacies finds that online reading comprehension gaps exist that are different from print reading. Varying reading strategies as well as metacognitive strategies can help assist students in successfully comprehending texts at the college level. This study investigated how explicit instruction in new literacy strategies impacts a reader’s ability to comprehend as well as their self-concept. The seven participants were 18-19-year-olds in a developmental college reading course at a Historically Black College and University in the Mid-South region. This university setting had elected to use all digital texts for courses. Data was collected using questionnaires, interviews, and screencasts. The analysis of data shows that students need explicit instruction and practice in using new literacy strategies before, during, and after reading as well as instruction in digital platform navigation. Furthermore, students need opportunities to practice metacognitive strategies while reading online.

Historically Black Colleges and Universities (HBCUs) face the 21st century with questions about change and adaptation to an increasingly science and technology oriented society. They face the challenge of finding a strategy by which they can utilize current resources and energy to maximize their science and technology development. Using a mixed methods research design, this study conducted an analysis of science and technology at HBCUs. The primary objective was to determine what theories (when implemented they are termed strategies) account for the development of science and technology at successful research oriented HBCUs. This was accomplished through a secondary objective to assess productivity outputs at HBCUs using various science and technology indices. The results and findings can be summarized by stating that the selection of strategy is dependent on the maturity of the HBCUs science and technology program. An HBCU that is seeking to initiate a science and technology program should pursue a strategy of federal or state policy supportive of introductory efforts. HBCUs with established science and technology programs that are seeking growth strategies should look toward collaborations and partnerships for the purposes of forming networks and clusters. The formation of joint ventures, partnerships, and networks will further develop their science and technology programs. Leadership is a sustaining factor that enhances the effectiveness of both policy and linkages.