Chapter 9: A Quantitative Investigation Of Predictors For Engagement And Persistence At Hbcus

Over the last two decades, scholars have learned a substantial amount about the academic and social experiences and graduation outcomes of Black students who attend historically Black colleges and universities (HBCUs). Research studies (Jackson, 2001; Outcault & Skewes-Cox, 2002; Palmer & Gasman, 2008; Terenzini, Yaeger, Bohr, Pascarella, & Nora, 1997) have indicated that Black students who attend HBCUs perform better academi-cally, build more meaningful relationships with faculty and staff, are more engaged in the campus environment, and have a better sense of reassurance and connection than Black students who attend predominantly White institutions (PWIs). Further, HBCUs have been cited as being able to provide Black students with an educational experience that is unachievable at