Chapter 5: We Don’t Have to Look Very Far: Successful Operations of a Black College in the Economic Recession

For nearly 150 years, historically Black colleges and universities (HBCUs) have educated the leadership of the Black community, graduating many of the nation’s African American teachers, doctors, lawyers, scientists, and college faculty (Gasman & Tudico, 2008). Many prominent scholars (Fort, 2013; Gasman & Tudico, 2008; Harper, Patton, & Wooden, 2009; Minor, 2004, 2008; Newkirk, 2012) have conducted extensive research on these institutions that illustrate the numerous positive effects HBCUs have on the African American and larger community. For example, it is well noted that African American students have higher academic performance at HBCUs (Kim & Conrad, 2006) and report a rich sense of belonging at these institutions. The academic discourse on HBCUs is therefore robust and spans a wide range of critical reviews, perspectives, and opinions regarding their continued relevance in the 21st century. In addition to concrete academic and social outcomes during college, HBCUs have provided the broader African American community with opportunities for leadership and upward economic mobility (Allen, Jewell, Griffin, & Wolf, 2007).