Historically Black Colleges and Universities (HBCUs) were established as sanctuaries of opportunity for African Americans during an era when racial segregation barred them from attending predominantly white institutions (PWIs). These schools provided the chance for higher education and social mobility to Black Americans who were otherwise excluded from mainstream academia. However, in recent years, concerns have been growing that some HBCUs are losing touch with their founding principles. The issue is not just one of perception—it is a growing trend backed by data.
In the wake of the Supreme Court’s decision to strike down affirmative action policies, Black students face heightened barriers to accessing higher education, even in spaces that were historically designed to support them. On Monday, The New York Times reported a troubling statistic: Harvard Law School enrolled only 19 first-year Black students, or 3.4% of the class, the lowest number since the 1960s. Just one year earlier, the institution had 43 Black students in its first-year class. This decline reflects a broader trend as educational institutions grapple with the absence of affirmative action.
Even more troubling is that Black law schools—such as Howard University School of Law, Texas Southern University’s Thurgood Marshall School of Law, and Southern University Law Center—have also seen a decrease in Black student admissions. This raises questions about whether HBCUs, specifically law schools, are remaining true to their mission of providing access and opportunity to Black students in a system that continues to place barriers in their path.
The Impact of Standardized Testing
One of the most contentious aspects of this issue is the reliance on standardized tests like the LSAT and GRE for admissions. These tests, long critiqued for being racially biased, continue to disproportionately disadvantage Black students. Studies show that Black test-takers, on average, score lower on the LSAT than their white counterparts. This disparity is not a reflection of inherent ability but rather the result of systemic inequities in access to quality education, test preparation resources, and socioeconomic support.
“Our objective is to remove barriers and equalize the playing field,” said Micah Ali, Compton school board president. “This is an issue of equity and access to opportunity for children who are living in marginalized and struggling communities.”
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Despite these realities, many HBCU law schools have adopted these same testing requirements, creating additional hurdles for the very students they were designed to serve. This shift represents a significant departure from the founding mission of HBCUs, which aimed to dismantle systemic barriers rather than uphold them. By prioritizing metrics like standardized test scores, HBCUs risk perpetuating the same exclusionary practices that once justified their existence as alternative educational institutions for Black Americans.
Standardized tests often reflect cultural biases that disadvantage inner-city students, particularly Black students, who may not be familiar with the experiences and contexts embedded in many test questions. For example, questions often assume a shared cultural background, vocabulary, or set of life experiences that are more common among white, middle- or upper-class test-takers. This creates an unfair disadvantage for Black students who may come from different cultural or socioeconomic backgrounds.
Furthermore, standardized tests tend to emphasize a narrow set of skills and knowledge that may not align with the lived experiences or educational opportunities of many Black students. This disconnect stems from systemic inequalities in the education system, where schools in predominantly Black or low-income neighborhoods often have fewer resources, less experienced teachers, and limited access to advanced coursework or test preparation services.
This bias not only limits the ability of standardized testing to accurately measure intelligence or potential but also perpetuates systemic inequities. By failing to account for the cultural diversity and systemic disparities within education, standardized tests inherently favor students who already have access to privilege and resources, rather than providing an equitable evaluation of all applicants.
Student Voices and Advocacy
Students and alumni are increasingly speaking out about these changes. Many argue that HBCUs should be leading the charge to innovate and redefine admissions processes, rather than adhering to policies rooted in systemic racism. At Howard Law, for instance, students have voiced concerns over the low number of Black students admitted in recent years. Similar sentiments have emerged from Texas Southern and Southern University law schools, where students feel that their institutions are turning away qualified Black applicants in favor of meeting broader metrics of prestige or competitiveness.
The trend is not limited to law schools. Across the spectrum of higher education, HBCUs are facing pressure to align with national standards that often conflict with their historical mission. This pressure comes as the broader landscape of higher education becomes increasingly hostile to policies aimed at fostering equity, such as affirmative action.
A Call to Action
The future of HBCUs depends on their ability to balance external pressures with their foundational mission. As institutions originally established to combat educational inequities, they have a unique responsibility to challenge the systemic barriers that continue to disproportionately affect Black students.
Reforms must begin with rethinking admissions policies. HBCUs should lead efforts to develop holistic admissions processes that do not rely solely on standardized tests. By prioritizing measures such as community involvement, personal essays, and life experience, these institutions can better identify and support students who have the potential to succeed, regardless of their performance on racially biased standardized tests.
Additionally, HBCUs must recommit to their role as advocates for equity in education. This includes leveraging their influence to challenge national policies that disadvantage Black students and working to create pipelines from underserved communities into higher education.
Conclusion
HBCUs have long been beacons of hope and opportunity for Black Americans, but the challenges of the present moment require them to reaffirm their commitment to this legacy. In a society rolling back policies like affirmative action, these institutions must resist the temptation to conform to systems of exclusion. Instead, they must boldly redefine what it means to provide equitable access to education in a world that remains unequal.
If HBCUs fail to meet this moment, they risk losing the very essence of what has made them vital to the Black community for over a century. The time to act is now—not just to preserve their historical mission, but to ensure that future generations of Black students have the opportunities they deserve.
David Cunningham was born and raised in the Watts area of Los Angeles, California, and is a dedicated advocate for justice and equity. He is currently a graduate student pursuing his Master of Public Administration.