This study explores the relationship between the federal Title I program and Historically Black Colleges and Universities (HBCUs). In this study, I reviewed publicly available admission data across five HBCUs by reviewing websites, reports, and obtaining data from the Universities. The article examines the complicated origins of the Title I legislation and HBCUs and argues for a more intentional and strategic relationship given the historical and relational connection of the students served. The findings highlight a large number of students graduating from Title I schools are attending HBCUs. Furthermore, this article presents several policy recommendations to support the original intent of the Title I legislation while addressing some of the complex systems of oppression and discursive practices in the process of policy formulation.
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A PipelineFor the Success of Underserved Students
In this study I analyzed the findings through the lens of Amartya Sen’s capability approach for social justice. Incorporating Amartya Sen’s capability approach when assessing the relationship between HBCUs and Title I provides a broader, multi-criteria framework that answers the need for a normative ideal. I propose Amartya Sen’s capability approach as a way of expanding the conversation around Title I and HBCUs as important to contributing to the quality of life and connecting this issue to a wider discussion centered around educating kids of poverty. Applying Amartya Sen’s capability approach to the HBCU-Title I enrollment data may provide a powerful framework for understanding social justice dimensions, as the capability approach integrates social justice into the list of priorities and prompts questions around building a more just society, while taking into account human dignity and well-being for all.
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