Students often rely on their high schools to help shape early college plans, yet many leave without meaningful exposure to Historically Black Colleges and Universities, according to a new study from the United Negro College Fund. The findings suggest awareness gaps begin well before students start applying to college and may influence which schools they ultimately consider.
The report, “Breaking Barriers, Building Bridges: Examining Teacher and School Counselor Strategies for College Readiness and HBCU Exposure for Students,” draws on survey responses from 146 students, teachers and counselors across seven high schools in the West, Midwest and Northeast.
“Many students first learn about college options and begin their college planning within their K12 schools,” the report states.
HBCU knowledge among educators does not always reach students
Most educators surveyed reported familiarity with HBCUs. Sixty-seven percent of teachers and 60% of school counselors said they were somewhat, very or extremely familiar with these institutions. Student responses, however, told a different story.
More than 60% of students said they were not at all familiar or only slightly familiar with HBCUs. Lack of awareness was especially pronounced among Hispanic and white students, more than 80% of whom reported little to no familiarity. About half of Black and multiracial students reported the same.
Teachers also reported limited classroom exposure. Only 27% said they discussed HBCUs in lesson plans or shared scholarship and financial aid information. Just 8% said they discussed admissions processes or provided opportunities for representatives to speak with students.
“There is a need for more HBCU exposure from teachers and school counselors for all students,” the study states.
Counselor access shapes college conversations
Students said they consult teachers and counselors about postsecondary plans, but not consistently. Only 36% reported that they often or always discussed college options with school staff.
Counselors reported caseloads ranging from 325 to 400 students and said they spent between 24% and 70% of their workweek on college counseling. Despite these constraints, 67% said they shared information about HBCU fairs, and 50% discussed HBCU admissions processes with students.
Belonging draws students to HBCUs; lack of information pushes them away
All students who said they planned to apply to or attend an HBCU cited a sense of belonging as a contributing factor, while 71% pointed to encouragement from family members.
Among students unlikely to apply, 58% said they did not know much about HBCUs. Only 14% of students who planned to apply cited encouragement from a teacher or counselor.
Teacher perceptions and bias influence college pathways
Open-ended responses showed that some educators described barriers to college for students of color using deficit-based language, including assumptions about motivation, family support and financial feasibility.
At the same time, the study found that teachers who reviewed school data and promoted fair and equitable policies were significantly more likely to encourage rigorous coursework and higher education for students of color.
What campus leaders should take from the findings
For campus leaders focused on access, enrollment and equity, the study points to several clear actions:
- Engage earlier and more consistently with K12 schools and counselors
- Share clear information about academic programs, financial aid and student support services
- Partner with schools on efforts to address bias and promote equitable advising
- Ensure HBCUs are included in early college-planning conversations
As the report notes, “Teachers and school counselors carry considerable influence in guiding students through the college application process.” Strengthening those early connections may help ensure HBCUs are part of the conversation when students first imagine their college futures.
