ERIC Number: EJ1475369
Record Type: Journal
Publication Date: 2025-Jun
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0742-5627
EISSN: EISSN-1573-1758
Available Date: 2024-12-24
Diversity of HBCUs' Institutional Human Capital: A Cross-Discipline, Longitudinal Analysis of Faculty Hiring and Placement at HBCUs
Innovative Higher Education, v50 n3 p1021-1039 2025
This study examines the diversity of institutional human capital at Historically Black Colleges and Universities (HBCUs) by analyzing faculty educational backgrounds using a large data set on faculty hiring and placement. The analysis includes approximately four thousand faculty members employed at 10 research-intensive R2 HBCUs between 2011 and 2020. The results reveal that the 10 R2 HBCUs primarily hired tenure-track faculty from predominantly White R1 institutions. In contrast, HBCUs hired approximately 20% of their own graduates, while less than 10% of hires came from other HBCUs. Regarding placement, about 60% of HBCU graduates sought employment at HBCUs, while only a small number found employment at R1 institutions. Notably, Howard University placed 30 graduates at R1 institutions. This downward placement pattern underscores a significant trend: most HBCU hires are from R1 institutions, while HBCU graduates primarily find employment at institutions with lower research intensity. Understanding these patterns is crucial for addressing disparities in faculty representation and supporting the growth of Black professionals in academia.
Descriptors: Black Colleges, Human Capital, College Faculty, African American Teachers, Teacher Selection, Teacher Placement, Teacher Background, Tenure, Teacher Employment, Research Universities, College Graduates
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 2122525; 2121861; 2122691
Author Affiliations: 1Drexel University, College of Computing and Informatics, Philadelphia, USA; 2Howard University, Department of Educational Leadership and Policy Studies, Washington, USA; 3University of Tennessee, School of Information Sciences, Knoxville, USA; 4University of Wisconsin, School of Computer, Data, and Information Sciences, Madison, USA