UCLA

Historically Black Colleges and Universities (HBCUs) are a significant and necessary component of American higher education and should be treated and perceived as such. However, this has not been the case. Despite their lengthy track record of making significant contributions toward the advancement of Black people, HBCUs have faced discrimination. Additionally, despite their accomplishments, they have been subjected to heavy criticism in the media, suggesting there are some misconceptions about their value and relevance. This study investigates the beliefs people hold about colleges, how systemic racism and social pressure affect those beliefs, and the effects those beliefs have on social and educational outcomes.Using a bio-demographic questionnaire, individual semi-structured interviews, and two activities that resulted in files for document analysis, this study explored how systemic racism and social pressure influenced how 20 Black students (10 who attended predominantly white institutions and 10 who attended HBCUs) were socialized to perceive HBCUs compared to predominantly white institutions (PWIs). It also investigated where these beliefs came from and their social and educational effects. To ground the research, the study used The Cycle of Socialization, two tenets of Critical Race Theory (CRT), and introduced and applied a new theory, "The Cycle of Perception Formation." Several significant findings emerged. First, results indicated very different perceptions of HBCUs compared to PWIs among the participants. Although individuals were socialized to regard PWIs as discriminatory and unconcerned about the well-being of their students, they were instructed to see HBCUs as welcoming environments where they could connect with others, receive care, and feel included regardless of their race. Furthermore, people regarded HBCUs as challenging settings regarding finances, facilities, and academic standards, while they saw PWIs as establishments with superior financial backing, resources, majors and employment prospects. However, these beliefs did not always align with participants' experiences. In addition, findings also indicated respondents were more familiar with and had greater involvement in PWIs. This finding was primarily due to HBCUs being overlooked in-school when students were discussing which colleges to attend. Moreover, the findings indicated that participants’ perceptions of educational institutions were significantly influenced by various socialization factors. These factors included the influence of other individuals, mass media, social media platforms, the participants' surroundings, systemic racial discrimination, and societal expectations. Lastly, the findings showed participants placed the most value on five factors when forming their perceptions of a collegiate institution: the institution's display of concern for students' well-being; the institution's standing regarding academics, social life, finances, and racial issues; the institution's capability to fulfill the individual needs that were the most important to participants; the institution's environment; and the participants' personal connection to the college. The study is important because it makes several potential theoretical, methodological, and literary contributions. First, it contributes to the very limited literature on student perceptions. In addition, it offers a new theoretical application of Critical Race Theory, proposes a new theory, "The Cycle of Perception Formation", and employs a mixed-multimethod research design that incorporates activities into qualitative interviews. The study is significant because negative perceptions of HBCUs have called into question their relevance and value. This situation is concerning because HBCUs play a significant role in advancing opportunities for Black and low-income students. Any threat to their existence could pose a danger to the Black middle class, and limit Black and low-income populations’ social mobility and advancement. This research can be valuable for identifying how negative perceptions are perpetuated. In addition, it is significant for enrollment and recruitment, as it sheds light on how students perceive institutions and provides them with opportunities to emphasize positive perceptions and address their negative ones. To address the issues highlighted, the study's implications call for students, parents, and teachers to critically evaluate the suitability of a college, the process of selecting a college, and the messages conveyed about different colleges. These evaluations can help prevent misunderstandings and ensure the college selected is the best option for each student. Finally, it urges lawmakers, educators, and the broader society to reflect on the impact that messaging about colleges has on students and academic institutions.