Holding Space in the Afterlife of Slavery: Engineering Access at Historically Black Colleges/Universities

Abstract

The legacy of chattel slavery continues to govern the sociopolitical conditions of the United States, and this means unequal access is a precondition for higher education. Many institutions deemed elite facilitated the proliferation of racist ideologies but retain prominence based on their exclusionary admissions practices, despite representing a small portion of higher education institutions. Historicizing higher education through the lens of foundational race relations can enhance appreciation of institutions already holding space for marginalized and disenfranchised students. In this essay, I employ two race-conscious theoretical frameworks to explain the ways Historically Black Colleges/Universities (HBCUs) subvert the racial hierarchy sustained through college admissions. Furthermore, given my disciplinary positionality I discuss the ways disciplinary knowledge within engineering education aligns with mechanisms of college access to constrain the study and practice of this profession. This essay aligns with scholarship framing college access as meaning whether it is granted and to where it is granted, advocating for eschewing institutional cultures where marginalized youth are further marginalized. Future research directions are suggested, including examining youth perspectives on their appraisal of HBCUs in this era of strong opposition to diversity, equity, inclusion, and accessibility policies, and providing comprehensive analyses of access to engineering education provided at HBCUs.