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The purpose of this study was to increase understanding of how institutional context affected the development of self-concept in a sample of 273 African American college students, 67% of whom were female. The findings from this study suggest that students attending church affiliated historically Black colleges develop significantly higher self-ratings in three domains of self-concept-psychosocial wellness, academic, and achievement orientation-than do students attending similar predominantly White institutions.
Self-concept among undergraduates tends to increase over the collegiate experience (Pascarella & Terenzini, 1991). However, the development of self-concept varies among different types of students and their experiences of different levels and types of involvement (Astin, 1977; Pascarella & Terenzini, 1991).Although student entry characteristics and involvement experiences in college seem to have the greatest impact on the development of self-concept, institutional differences can play a role for particular types of students (Smart, 1985; Smith, 1990). Pascarella and Terenzini found discrepancies in studies of undergraduate self-concept involving students who attended historically Black colleges and universities (HBCs) versus students who attended primarily White institutions (PWIs). For example, Astin (1977) found smaller than expected gains in self-concept at HBCs, whereas Pascarella, Smart, Ethington, and Nettles (1987) and Fleming (1984) found evidence of positive indirect effects that accrue to students who attend HBCs.
Traditionally, the general value of HBCs has been a matter of controversy. For example, some critics have asserted African American students may receive a less rigorous and well rounded education at HBCs than they do at PWIs (Jencks & Reisman, 1968; Sowell, 1972). Moreover, these critics have argued that HBCs might be better off becoming secondary schools or abandoning their mission altogether (Jencks & Reisman). Claims like these are no longer made with such bold transparency; nonethless negative images of HBCs continue to appear in the broader educational policy environment. Evidence of negative perceptions can be found in the continued attacks levied at public HBCs and in the ongoing lack of support for many private HBCs.
A number of studies have confirmed that HBCs make important contributions to American higher education because of the educationally powerful environments they provide for students (Allen, 1991; Berger, 1997; Gurin & Epps, 1975; Jackson & Swan, 1991; MacKay & Kuh, 1994). Moreover, these environments generally do a better job of promoting growth...