Conclusion

One of the fundamental factors in the sustainability of the Black college is the idea HBCUs must be relevant within the American higher education system before we can expect them to be considered as part of the American educational imperative. It is troubling that institutions which have educated virtually all African-Americans during the 20th century and have histories dating back to the early 19th century are, in many cases, reduced to a sub-theme in the study of post-secondary education in the United States. Thus, this omission leaves Black colleges as an outside, disconnected factor in the many themes guiding higher education policy. Educating the American citizenry about this institution type and their distinct mission will give context to their founding, history, purpose, mission, and educational aims. This knowledge will provide future scholars with the inquiry tools needed to conduct a scope of research which accounts for all points of access existing within the American higher education landscape and how each access point has very specific implications on the education of this nation’s citizens and the ways in which each citizen will contribute to the larger society once educated.