Hispanic-serving HBCUs: towards an anti-colonial meso-relevant theory of organizational identity in sacred spaces of Black education
Written by Dwuana Bradley1* Gina Tillis2
Article source: https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2024.1416255/full
1 Rossier School of Education, University of Southern California, Los Angeles, CA, United States
2 College of Education, University of Memphis, Memphis, TN, United States
PREVIEW
Introduction: This study addresses demographic changes at HBCUs and proposes an anti-colonial organizational framework for Historically Black emerging Hispanic Serving Institutions (HB-eHSIs, also referred to as Hispanic-serving HBCUs) to support both Black and Brown students while preserving the historic mission of HBCUs.
Methods: We use qualitative methodology and rely on 45–60 minute semi-structured interviews with 15 faculty and administrators from three Historically Black emerging HSIs in Texas to develop the proposed organizational framework.
Results: Findings are highlighted through four key tenets, each operationalized based on themes from extant literature and the practices and organizational logics of Black and Brown faculty and staff at HBeHSIs: 1. Tending to white settler colonialism, 2. Tending to fiscal precarity, 3. Tending to sacred spaces, 4. Tending to fallacious notions of essentialism.
Discussion: The proposed framework aims to foster solidarity between Black and Brown students and challenge oppressive systems through a radically inclusive approach to serving both communities. Recommendations include reexamining leadership structures, forming coalitions, and creating consortiums to support HBCUs’ evolving needs and diverse student populations. Findings also emphasize the need for dual federal designation for HB-eHSIs to secure funding and legitimacy.
