C Rob Shorette II, & Palmer, R. T. (2015). Historically black colleges and universities (HBCUs): Critical facilitators of non-cognitive skills for black males. Western Journal of Black Studies, 39(1), 18.
Using naturalistic inquiry, this study sought to better understand the ways historically Black colleges and universities (HBCU) helped to facilitate the development of non-cognitive skills for Black males. Participants for this study persisted to graduation at their respective HBCUs and chose to pursue graduate education at a predominantly White institution. Three primary themes emerged from this study, which suggest that HBCUs: 1. affirmed the potential of the participants and allowed them to develop or enhance their self concept, 2. provided strong support systems for the participants, and 3. exposed participants to aspects of racism that informed the way they now navigate racist systems beyond HBCUs. This study concludes with implications for institutional practice and future research considerations.
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