Question

1. list 5 Similarities and 5 differences between HBCU's (historically black colleges or universities) and PWI'S? ( predominantly white institutions)

Answer 1

HBCU's were established with a view to to meet the higher education requirements of the African-American community during a time (1800's) when PWI's refused enrollment to students with African-American origins. The insitutions have undegone significant changes since the time of establishment to today. Yet, there remains a vast difference in the two types of institutions in terms of experience. We shall objectively identify 5 similarities and 5 diffferences between HBCU's and PWI's

Similarities:

1) There is no statistically significant difference between the quality of pedagogy in HBCU's and PWI's. The quality of pedagogy is more to do with the rank of the individual institution rather than its historical origin.

2) In both HBCU's and PWI's the average salary of female faculty is lower than that of their male counterparts

3) Both HBCU's and PWI's offer athletic and academic scholarships

4) There is no statistically significant difference between the employability of students graduating from HBCU and PWI. Employability is a factor of individual student's ability/performance, state of the economy and the rank of the school.

5) The student-faculty interaction in HBCU's is similar to that in PWI's with no objective difference observed.

Differences:

1) On an average the fees at HBCU's are lower than those of PWI's. This is due to the fact that HBCU's receive more money in government aids and grants.

2) Average Graduation rates at HBCU's (35%) are lower than PWI's.

3) HBCU's on an average have smaller batch size and better faculty-student ratio.

4) . The breadth of majors on offer in PWI's are higher than in HBCU's

5) Average faculty salary in HBCU's are lower than thei counterparts in PWI's

References:

Allen, W. R. (1992). The color of success: African-American college student outcomes at predominantly White and historically Black colleges. Harvard Educational Review, 62(1), 26-44.

Bellas, M. L., & Toutkoushian, R. K. (1999). Faculty time allocations and research productivity: Gender, race, and family effects. The Review of Higher Education, 22(4), 367-390.

Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 3-7.

Gasman, M., Lundy-Wagner, V., Ransom, T., & Bowman, N., III (2010). Unearthing promise and potential: Our nations Historically Black Colleges and Universities [Monograph]. ASHE Higher Education Report, 35(5).

Hurtado, S., Eagan, M. K., Tran, M. C., Newman, C. B., Chang, M. J., & Velasco, P. (2011). "We do science here": Underrepresented students’ interactions with faculty in different college contexts. Journal of Social Issues, 67(3), 553-579.

Jackson, D. H. (2002). Attracting and retaining African American faculty at HBCUs. Challenges and Negotiations for Women in Higher Education, 123(1), 181-185.

Kim, M. M. (2002). Historically Black vs. White institutions: Academic development among Black students. The Review of Higher Education, 25(4), 385-407.

Nelson Laird, T. F., Bridges, B. K., Morelon-Quainoo, C. L., Williams, J. M., & Salinas Holmes, M. (2007). African American and Hispanic student engagement at Minority Serving and Predominantly White Institutions. Journal of College Student Development, 48(1), 39-56

2018, Digest of Education Statistics 2017, Table 322.20. Bachelor's degrees conferred by postsecondary institutions, by race/ethnicity and sex of student: Selected years, 1976–77 through 2015–16