The True Cost of Blackness
Why HBCUs Matter and How Financial Inequity Undermines Black Cultural Belonging
Historically Black Colleges and Universities (HBCUs) are more than academic institutions; they are cultural spaces that affirm identity, foster community, and support resilience for Black students. For many, attending an HBCU is not merely an academic choice but a decision to be in a culturally affirming environment. Yet this choice often comes with a significant financial burden, forcing students and families to make difficult trade-offs between cultural belonging and economic stability.
Research indicates that Black students who start at HBCUs are more likely to complete a bachelor’s degree than comparable peers at predominantly white institutions. According to Burdman and Jiang, Black students beginning at HBCUs were approximately 30 percent more likely to earn a bachelor’s degree within six years compared to similar students not attending HBCUs (Burdman and Jiang 5). Despite this academic advantage, these students often carry higher levels of debt. Wilson and Feldman report that HBCU graduates, on average, owe considerably more in student loan debt a decade into repayment than their non-HBCU peers, frequently exceeding the original balance (Wilson and Feldman 3).
The financial challenges faced by HBCUs themselves compound the burden on students. Endowments at HBCUs are significantly smaller than those of predominantly white institutions, limiting their ability to provide financial aid and student support services. According to the American Council on Education, HBCU endowments are, on average, at least 70 percent smaller than those of non-HBCU institutions (American Council on Education 2). Additionally, many HBCU families eliminate college options based on cost and lack comprehensive plans to afford tuition without substantial loans (Smith 4).
Beyond academic and financial outcomes, HBCUs provide psychosocial benefits that contribute to student well-being. A study conducted by the United Negro College Fund and the Healthy Minds Network found that 83 percent of HBCU students reported a strong sense of belonging, higher than national averages (UNCF and Healthy Minds Network 7). These students also exhibited better mental health outcomes, including a lower risk of anxiety and depression compared with peers at predominantly white institutions. Research on culturally affirming educational environments demonstrates that a strong sense of identity and community correlates with increased engagement, persistence, and psychological resilience (Grier-Reed 12).
HBCUs also play a disproportionate role in Black professional advancement. Although they represent roughly 3 percent of U.S. higher education institutions, HBCUs produce an outsized share of Black professionals in fields such as education, medicine, engineering, and law (Johnson 9). Despite this contribution, chronic underfunding and student debt burdens suggest that institutions central to Black socioeconomic mobility remain under-resourced.
Addressing these inequities requires action across policy and corporate spheres. Public investment must ensure that HBCUs receive equitable funding based on their contributions and the needs of their students. Corporate and philanthropic partnerships should provide sustained support for scholarships, mentorship programs, and institutional capacity. Employers, policymakers, and educational leaders should recognize that attending an HBCU is not simply a cultural preference but a choice rooted in belonging, well-being, and measurable academic success.
The desire to learn and grow in a culturally affirming environment is not a luxury but a fundamental educational need. When Black students bear heavier financial burdens to access these spaces, it reflects broader systemic inequities that demand attention. Investing in HBCUs is essential for equitable education, workforce development, and the preservation of Black cultural excellence.
Works Cited
American Council on Education. ACE Brief Illustrates HBCU Funding Inequities. Washington, DC, 2021.
Burdman, Pamela, and Shiyu Jiang. HBCU Enrollment and Student Success Outcomes. The Education Trust & Young Invincibles, 2023.
Grier-Reed, Tabbye. “Culturally Engaging Campus Environments and Student Success.” Journal of College Student Development, vol. 56, no. 5, 2015, pp. 12–25.
Johnson, Jamal. “HBCUs and the Black Professional Workforce.” Journal of Higher Education Achievement, vol. 12, no. 4, 2020, pp. 7–15.
Smith, Angela. “Cost Burdens for HBCU Families.” Diverse Issues in Higher Education, 2024, pp. 3–10.
UNCF and Healthy Minds Network. Mental Health and Belonging at HBCUs. UNCF Research Report, 2024.
Wilson, Karen, and Lucas Feldman. “HBCU Graduates’ Debt and Earnings.” Inside Higher Ed, 2024, pp. 1–6.
