Hidden Diversity of Teacher–Student Interaction in Historically Black Colleges and Universities

Historically Black Colleges and Universities (HBCU) are more likely to be criticized as a segregated learning environment than are Predominately White Institutions (PWIs) in higher education. To enhance awareness of hidden diversity in HBCUs, this exploratory qualitative study compared majority (Black American) and minority (White American) professors ' perceptions of their interactions with students in a HBCU. The findings showed that Black American professors tend to correct students ' disruptive behaviors right away in class, with female Black American professors accustomed to playing a parental role in class. Although Black American students in this HBCU displayed certain behavioral disruptions during lecture (e.g., talking without raising a hand or cell phone usage), they did not use condescending attitudes to question the knowledge of their Black and White professors. This finding stands in stark contrast to literature describing how White students question the qualifications of Black professors in PWIs.