Historically Black Colleges and Universities and Alumni Workforce Outcomes 

• In Event: 21st Century Black Student Success at Historically Black Colleges and Universities: Racialized Models of Support for Success

Abstract

Researchers have cited the gap in workforce outcomes of Black and White students (Bohrnstedt, et al., 2015).  The Alumni Workforce study explores how identity formation, social practices and other factors impact the alumni’s academic and workforce choices and experiences. It is particularly important to understand the outcomes of students at HBCUs as HBCU students report greater academic and social gains for African American students, are top producer of African American STEM graduates, graduate low-income students at higher rates than PWIs on average, and are top producer of African American medical doctors, veterinarians, judges, and lawyers (Harris, 2019; Lee & Keys, 2013; Richards & Awokoya, 2012). Each of these aspects of the HBCU experience argue for the need to understand workforce outcomes specific to HBCUs. 



This study includes a national survey, qualitative interviews, and video interviews of select Black HBCU alumni who graduated within the last 50 years who can speak to the impact of networks at their HBCU. Participants first completed a 10-minute survey, which asked approximately 25 brief questions about the types of socialization and peer interactions HBCU alumni have had relative to the workforce. Following the survey about 50 participants were invited to complete a single 1–2-hour interview to delve deeper into their academic and professional experiences.  



  Our findings indicated that most of our sample entered the workforce immediately after completing their undergraduate programs. Across HBCUs, peer networks were central to HBCU graduates’ experiences in the workforce. Academic organizations, Greek organizations, leadership organizations, and Student Government Associations were most often referenced by participants. They indicated that faculty members, peers, and staff were most impactful to their undergraduate workforce experiences. Participants learned about employment opportunities through peers or other students, friends, alumni, and faculty related to their HBCU networks. Together, the study’s findings illustrate the role of HBCU peer networks in increasing HBCU alumni’s social capital and income.  

Authors

• Megan Covington

• Natasha K. McClendon, United Negro College Fund