by Paul-Arthur Pierre-Louis
The summer of 2020 marked a turning point in the fight for racial justice in the United States. The murder of George Floyd catalyzed a global reckoning that extended well beyond policing — it exposed the persistent inequalities in every corner of American life, including higher education. Historically Black colleges and universities (HBCUs), born from exclusion and rooted in the fight for racial equity, were uniquely positioned to respond. These institutions didn’t have to reinvent themselves for the moment — they were built for it.
However, as HBCUs reasserted their role as cultural and moral beacons, a deeper, quieter shift also took place: a growing diversity within their student populations. Increasing numbers of Black students from African, Caribbean, and Afro-Latinx backgrounds now attend HBCUs, reshaping the cultural landscape of campuses historically centered around the African American experience. This demographic change raises a critical question: How can HBCUs foster unity while honoring the diversity within Black identity?
Too often, higher education — and society more broadly — treats “Black” as a singular identity. But the Black community is richly complex. Students from Haiti, Nigeria, Jamaica, Brazil, and beyond may share racial classification with African Americans, but their cultural experiences, histories, and identities differ significantly. These distinctions matter, especially in institutions where race and cultural belonging are central to the student experience.
At HBCUs, African American students may see these campuses as sacred spaces — products of historical struggle and cultural resilience. Some view Black immigrant students as outsiders to this legacy, while those immigrants may perceive African Americans as culturally distant from global Black struggles. These tensions aren’t born of malice, but of misunderstanding and unspoken histories shaped by slavery, colonialism, migration, and exile.
Black immigrant students often face a subtle marginalization on HBCU campuses. They may struggle to find spaces where their cultures are reflected, face language barriers, or feel “not Black enough” in settings dominated by African American narratives. And despite their growing numbers, institutional support rarely reflects their unique needs.
Inclusion cannot stop at admissions. It must be embedded in the structures, programs, and conversations of campus life. This includes:
- Culturally specific student organizations that reflect Afro-Caribbean, African, and Afro- Latinx heritages
- Faculty and staff training on intra-racial inclusion and cultural humility – Targeted outreach and recruitment in immigrant communities
- Disaggregated data collection to understand the distinct experiences and outcomes of immigrant-origin students
- Mentorship and leadership opportunities that elevate immigrant voices within the broader HBCU mission
These steps affirm that Blackness is not static — it is global, evolving, and nuanced.
For HBCUs to remain the vanguard of racial equity in higher education, they must move from symbolic gestures to substantive engagement with the full spectrum of Black identity. This isn’t a departure from their historic mission— it’s an expansion of it. The cultural, linguistic, and historical differences within the Black community are not barriers to unity but opportunities for growth.
By embracing this intra-racial diversity, HBCUs can reaffirm their role as national leaders in inclusive education — not just for African Americans, but for the entire African diaspora. In doing so, they don’t just prepare students to navigate the world — they model the kind of equitable, dynamic, and inclusive world we must build.
Born in Port-au-Prince, Haiti, Dr. Paul-Arthur Pierre-Louis recently served as the acting dean of student affairs and director of the Honors Program at Shaw University in Raleigh, North Carolina. He holds a Bachelor’s degree in business administration and a Ph.D. from the department of educational leadership and research methodology at Florida Atlantic University. He also earned a master’s degree in higher education and policy studies from the University of Central Florida.
Thank you for shedding light on some of the nuances of numerous global black ethnicities converging in higher education spaces. In my view the embracing of that perspective could be amplified more.
Very interesting discussion! I have often noted this global diversity among black students at PWIs, but hadn’t considered its existence at HBCUs. It does appear that this diversity has existed for a longer period among faculty at HBCUs, perhaps due to fewer employment opportunities at PWIs historically.
Another angle to this discussion is the (increasing) distinction between ADOS students, immigrant students, and first or second generation descendants of immigrants.