Meeting at the margins: culturally affirming practices at HBCUs for underserved populations

Drawing upon theories concerning culturally informed pedagogy and college environments, this qualitative study utilizes grounded theory techniques to explore the culturally affirming practices that Historically Black Colleges and Universities (HBCU) faculty and administrators employ to create inclusive and supportive environments for populations often marginalized in US higher education—especially low-income and first-generation college students. In doing so, we focus on practice(s) that meet the unique needs of these students as an extension of existing research on high-impact practices (HIPs). While we take up these issues within the context of the US, we consider the implications within national and international domains. The findings highlight three approaches to cultural affirmation: centering students’ experiences in humanizing and validating ways; prioritizing relevant and relatable educational experiences; and understanding the balancing act that many students must negotiate due to multiple life demands. As a complement to existing research about supportive HBCU environments from the student perspective, this study highlights the voices of HBCU faculty and administrators given their ability to cultivate and shape student success practices on campus. In doing so, we discuss insights from HBCU contexts about not only serving Black students, but also those from other marginalized backgrounds. This study expands existing research concerning culturally informed practices at HBCUs and other minority-serving institutions; emphasizes their contributions to the global higher education community; and highlights strategies that other institutions can employ to create more inclusive spaces for various underserved students. Implications for student success practice(s); pedagogy and academic development; and higher education policy are discussed.