Re-Imagining Campus Climate Assessment at HBCUs

Sosanya M. Jones & Glenn Allen Phillips   |    Volume 15 Issue 2  |   

Using a critical paradigm, in this paper we highlight how current theoretical perspectives may serve to minimize and undermine historically Black colleges and universities (HBCUs) within the discourse on racial climate assessment in higher education. In particular, we closely examine a widely used campus climate theory to highlight how it centers predominantly White institutions and fails to consider the unique history, structure, and issues related to diversity, equity, and inclusion for HBCUs. In addition to identifying limitations on the current discourse on campus climate assessment at HBCUs, we provide important considerations and recommendations for future scholarship on this topic.

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