Despite widespread teacher knowledge of historically Black colleges and universities, most high school students remain unfamiliar with HBCUs and rarely receive counselor guidance about attending them, according to a new study released by the United Negro College Fund, (UNCF).
The study, titled “Breaking Barriers, Building Bridges,” surveyed nearly 150 students, teachers, and school counselors across seven high schools in the Northeast, Midwest, and West regions. It found that while 67% of teachers and 60% of counselors reported being knowledgeable about HBCUs, over 60% of students said they were either not at all familiar or only slightly familiar with these institutions.
The disconnect becomes more pronounced when examining counselor interactions with students. More than half of surveyed students-53%-reported that their school counselors never or rarely suggested attending an HBCU, while 54% said counselors never or rarely provided resources about HBCU attendance.
“The pivotal role of K-12 schools in shaping students’ college aspirations and preparedness cannot be overstated,” said Dr. Meredith B.L. Anderson, co-author and director of K-12 Research and Advocacy at UNCF. “Teachers and school counselors carry considerable influence in guiding students through the college application process.”
The study revealed particularly low HBCU awareness among Hispanic and white students, with 83% and 80% respectively reporting little to no familiarity. Approximately half of both Black and multiracial students shared similar levels of unfamiliarity.
Among students who expressed reasons for not planning to attend an HBCU, 58% cited simply not knowing much about these institutions. In contrast, only 14% of students planning to attend an HBCU said they were encouraged to do so by a school counselor or teacher.
The research also uncovered concerning evidence of teacher bias regarding minority students’ post-secondary pathways. Some educators expressed deficit-based views about students of color, questioning their motivation, academic ability, or financial capacity for college.
However, the study identified positive correlations between certain teacher practices and advocacy for minority student success. Teachers who regularly reviewed school data to identify achievement gaps and promoted fair policies for all students were more likely to support rigorous coursework and higher education opportunities for students of color.
Co-author Ashlyn Thomas, research and engagement manager at UNCF, said that “intentional student data review among teachers and other school staff is also a critical way to ensure students are on the path to post-secondary success.”
The report offers several recommendations for high schools and districts, including providing more exposure to HBCU scholarships and financial aid opportunities, training teachers to review student data for achievement gaps, and engaging school staff in anti-bias training.
For HBCUs, the study recommends distributing financial aid information directly to high schools, sharing academic support resources with local communities, and supporting K-12 schools with anti-bias training for staff.
“We believe the findings of this study will contribute to dismantling barriers surrounding higher education and perceptions of HBCUs and build bridges between schools, communities and HBCUs to enhance college access for all K-12 students,” said Dr. Tia Dolet, co-author and founder of Thirdspace Collective Consulting.
UNCF annually awards more than 11,000 scholarships totaling over $62 million to students attending various colleges and universities, including its 37 member HBCUs. The organization has raised more than $6 billion since its founding in 1944 to support student access to higher education.
