ABSTRACT
This chapter argues that historically Black colleges and universities (HBCUs), collectively, are impaired or debilitated institutions. It describes culturally responsive education. The chapter discusses some of the significant strengths as well as the profound challenges faced by HBCUs and their leadership. At HBCUs, the curricula were flawed from the onset, as they were not constructed to perpetuate a Black worldview or to facilitate self-determination, self-discovery, and self-knowledge. The recent Gallup-USA Funds Minority College Graduate Report shows that HBCUs are successfully producing larger quantities of Black students who are generally more satisfied and successful than Black students who graduate from other institutions. HBCUs have been found to foster higher engagement levels with peers and faculty and greater levels of faculty diversity. Additionally, Black students who attend HBCUs report that although their curriculum is rigorous, they are able to succeed as a result of the supportive environment.
