A new study from UNCF reveals a massive disconnect between what educators think they know about HBCUs and what students are actually learning. While most teachers and school counselors claim they’re knowledgeable about historically Black colleges and universities, over 60% of students surveyed say they’re barely familiar with HBCUs at all.
“We believe the findings of this study will contribute to dismantling barriers surrounding higher education and perceptions of HBCUs and build bridges between schools, communities and HBCUs to enhance college access for all K-12 students,” Tia Dolet, PhD, co-author of the study and founder of Thirdspace Collective Consulting LLC, said in a prepared statement.
The numbers get worse. More than half of students say their school counselors never or rarely suggest attending an HBCU, and 54 percent report never or rarely receiving resources about these schools. Only 36 percent of students said they often or always discuss college options with counselors. The study surveyed nearly 150 students, teachers, and counselors across seven high schools in the Northeast, Midwest, and West.
The research also uncovered teacher bias playing a role in who gets pushed toward higher education. Teachers who actively examined disparities in school data and supported fair policies were more likely to encourage rigorous coursework and college opportunities for students of color. But the study found “several instances of teacher bias” affecting how minority students are advised about their post-secondary options.
UNCF researchers say the solution involves intentional student data review to catch achievement gaps early, plus anti-bias training for educators. Teachers carry huge influence in the college application process, and their perceptions directly impact which students get steered toward four-year universities versus other paths.
The study recommends high schools provide more exposure to HBCU scholarships and financial aid, train teachers to analyze student data for gaps, and require anti-bias training since teacher perceptions shape college advising. HBCUs should also step up by distributing financial aid info directly to high schools and supporting K-12 schools with their own anti-bias training programs.
The goal is to dismantle barriers around higher education perceptions and build actual bridges between schools, communities, and HBCUs so all students get fair access to college opportunities.
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