Effective and Collaborative Practices at HBCUs to Support Black Students with Disabilities

The purpose of this interview study was to explore the practices and collaborative efforts of Directors of Disability Services (DDS) at four-year Historically Black Colleges and Universities (HBCUs) used to address the needs of Black students with disabilities (SwDs). With more Black SwDs attending post-secondary education (PSE), understanding ways to better support them through the recruitment, retention, and completion phases is essential. In the study, 10 DDS participated in structured interviews to discuss what supports and organizations they have used or witnessed to promote educational access for Black SwDs and what barriers they have observed that hinder Black SwDs PSE success. DDS discussed strategies they used to ensure Black SwDs are successful in attending their HBCU, and some approaches included being proactive and reaching Black SwDs while they were in high school, partnering with HBCU support services on campus, and educating faculty, administration, and students on disability awareness. In addition, DDS described barriers that thwarted the progress of Black SwDs PSE outcomes. For example, from the findings, trauma, and stigma associated with disability labels, lack of funding and resources, and Black SwDs being underprepared for PSE hindered these results. Key findings included (a) being proactive and engaging Black SwDs early, (b) building relationships and creating inclusive campus environments, (c) DS visibility and the allocation of resources and funding, and (d) partnering with local, state, and national organizations to assist with supporting Black SwDs while they attend PSE. Further examination of limitations and implications for research and practice are presented.