by Sharon M. Hunter
The term Alma Mater comes from Latin and means “nurturing mother.” When parents send their children to college, they are not simply sending them to a place to earn a degree. They are entrusting their sons and daughters to an institution that, in many ways, becomes a second home and a nurturing mother during one of the most important transitions in their lives.
Parents want to know that when their children leave home and enter university life, they will be placed in good hands, surrounded by people who will educate, guide, protect, encourage, and prepare them for adulthood. They expect their children to be safe. They expect them to be respected. They expect them to be nurtured academically, socially, emotionally, and culturally. For many African American families, this expectation is one of the reasons HBCUs continue to hold such a special place in higher education.
African American students are increasingly choosing Historically Black Colleges and Universities (HBCUs) as places where they can pursue higher education while experiencing a strong sense of belonging, cultural affirmation, and academic support. For many students, the decision to attend an HBCU is not simply about selecting a college; it is about finding an environment where they can learn, grow, and develop without feeling that they must constantly explain or defend their racial identity.
Recently, I heard a disturbing story from a friend whose African American student had been told that she was “too smart” to attend an HBCU. Her experience proved otherwise. Since enrolling at an HBCU, she has been extremely pleased with her decision, enjoyed her studies, and would not change her college experience.
This experience reflects a broader trend. African American students appear to be returning to HBCUs in increasing numbers and embracing the unique educational and cultural experiences these institutions provide.
The Growing Appeal of HBCUs
I recently spoke with a friend who attends a large Baptist church in Charlotte, North Carolina. During a ceremony honoring high school graduates, she observed that many of the graduates had selected HBCUs for their college education. This growing interest can be described as an “HBCU Rush” — a renewed enthusiasm among African American students and families for institutions that have historically educated and empowered Black Americans.
For many students, attending an HBCU produces a sense of pride and belonging. Students often describe the experience as one in which they can become a “big fish in a small pond,” surrounded by peers, faculty, and administrators who understand their cultural experiences.
One freshman advisee explained that the events surrounding police brutality and the Black Lives Matter movement influenced her decision to attend an HBCU. She wanted an environment where she could openly discuss these issues with students and faculty who understood the realities she was experiencing.
African American students are not naïve about the racial disparities that exist in American society. They recognize differences in how people are treated and are increasingly making educational decisions based on where they believe they will be accepted and supported.
One student explained: “I feel so good being on this college campus because the faculty are so warm and open, provide truthful information about my field of study and, most importantly, look like me. I can get everything I need being here.”
Family Influence and the HBCU Legacy
Parents play an important role in determining where students attend college. Historically, some parents who did not attend college have viewed predominantly White institutions (PWIs) as providing a better educational opportunity. Parents who have experienced higher education, however, may be more familiar with the importance of cultural identity, institutional support, and the Black college experience.
For some African American families, attending an HBCU is also a continuation of family legacy. My own decision to attend college was essentially a “no-brainer.” Both of my parents attended the same HBCU and made it clear to my sister and I that we would continue that educational legacy. Family legacy includes the accomplishments, beliefs, actions, values, and guidance passed from one generation to another. In this sense, attending an HBCU can represent more than an educational choice; it can be a continuation of a family tradition and a commitment to future generations.
HBCUs and Black Excellence
HBCUs have played an important role in enriching not only African Americans but the entire United States. Despite limited resources and aging facilities, HBCUs have produced doctors, lawyers, mathematicians, educators, entertainers, engineers, scientists, business leaders, and other professionals who have contributed significantly to American society.
HBCUs have historically educated a disproportionate share of African American professionals. HBCU graduates have included significant percentages of Black lawyers, engineers, and physicians and HBCUs have awarded a substantial percentage of bachelor’s degrees earned by African Americans.
The success of HBCUs demonstrates that educational excellence cannot be measured simply by the prestige, size, or wealth of an institution.
The HBCU Experience
One of the most powerful reasons students choose HBCUs is the opportunity to experience an educational environment in which Black culture, history, achievement, and intellectual thought are central rather than peripheral.
My personal philosophy is: “Go to college not just for the education, but for the fulfillment of knowing your people intellectually.”
The goal of higher education should be to educate, empower, and prepare students to contribute meaningfully to their communities and the larger society. HBCUs have consistently demonstrated their ability to accomplish this mission.
The Experience of Black Students at PWIs
The decision to attend an HBCU does not mean that African American students cannot succeed at predominantly White institutions. Many Black students have had positive and successful experiences at PWIs. However, research has documented challenges related to racial climate and belonging. Students enter college expecting to find opportunities for learning, collaboration, and personal development. When students instead encounter racial hostility, stereotyping, or isolation, those experiences can affect their academic confidence and overall well-being.
HBCUs as Sanctuaries for Black Thought and Culture
The history of HBCUs demonstrates that these institutions were never simply about “school choice.” For much of American history, they were among the only places where African Americans could pursue higher education.
HBCUs have therefore remained important centers of Black excellence, intellectual development, leadership, culture, and social change. They have produced global change agents and provided environments where Black students could develop intellectually without having to minimize their identity.
Even today, many HBCUs operate without the large endowments available to some predominantly White universities. Many students continue to face challenges obtaining and maintaining financial aid, while institutions struggle with aging infrastructure and limited resources.
These challenges make alumni engagement especially important. Alumni must support their institutions financially, professionally, and politically. Supporting HBCUs means helping ensure that these institutions remain strong for future generations.
My Personal Experience
I vividly remember attending a predominantly White institution for my master’s degree and doctorate feeling that I was sometimes expected to speak for my entire race. I eventually realized that I was changing how I presented myself to feel accepted, with intentions to graduate, and not for synthesizing. At one point, I even gave a White professor false information about my family background because I believed it would make me appear less threatening and more acceptable. Both of my parents were professionals and graduates of HBCUs. Yet I felt pressure to hide aspects of my family history and personal success. That experience taught me an important lesson: Students should not have to deny who they are to succeed in higher education. No student should have to become an actor to survive academically.
The Importance of Black Faculty
As a former college professor at a large HBCU, I have had the opportunity to see exceptionally intelligent young scholars making excellent choices and preparing to change the world.
There is no evidence that attending a PWI automatically makes a student more accomplished than attending an HBCU nor that attending makes them smarter than other students. Academic achievement is influenced by many factors, including the quality of instruction, institutional support, student motivation, family support, financial resources, and the campus environment.
However, representation matters. Black students benefit from having Black professors who understand their experiences, challenge them intellectually, encourage them academically, and advocate for their success.
One of my scholars whose parents both attended HBCUs explained it this way: “It’s imperative to have professors who look like us to instill critical consciousness. Black professors are also needed for advocacy purposes. We need someone to advocate on behalf of our Black students.”
Faculty representation can help students see possibilities for themselves that might otherwise seem distant. When students see professors, administrators, scientists, lawyers, educators, and other professionals who look like them, they can more easily envision themselves occupying those roles.
A Choice, Not a Competition
Although I strongly believe in the importance of HBCUs, every African American student should be proud of his or her college choice. Students who attend PWIs should not be made to feel that they are less Black, less intelligent, or less connected to their culture because they did not attend an HBCU. Likewise, students who attend HBCUs should not be told that they selected an inferior educational institution.
The central goal is educational achievement. Whether students attend an HBCU, a PWI, a community college, or another institution, the ultimate objective is to graduate, develop professionally, contribute to society, and become lifelong learners.
When we complete our college journeys, we should all be able to say: “I’m a college graduate.” That achievement represents perseverance, opportunity, and personal growth. College education can increase a person’s knowledge, skills, confidence, and marketability in today’s society.
Conclusion
The renewed interest in HBCUs is more than a trend. It reflects a continuing desire among African American students to find educational environments where they can be academically challenged while also feeling culturally affirmed and socially supported.
HBCUs have survived generations of financial challenges, discrimination, political uncertainty, and institutional barriers. Yet they continue to educate leaders and produce graduates who contribute to their families, communities, professions, and the nation.
The current HBCU Rush reminds us that these institutions continue to have a significant role in American higher education. HBCUs are not relics of the past. They are institutions with a continuing mission and a future that depends on students, alumni, educators, policymakers, families, and communities recognizing their value.
How can we ensure that every student has the opportunity to attend an institution where he or she can learn, thrive, belong, and become the best possible version of themselves?
The better question is: “Where can I entrust my child to receive an excellent education while knowing that my child will be safe, nurtured, respected, supported, and prepared for life?”
HBCUs have provided this kind of nurturing environment for generations of African American students. For many African American families, the answer continues to be the Historically Black College or University — their Alma Mater, their nurturing mother.
Sharon M. Hunter, a retired educational
