UNCF Study Explores Teacher and Counselor Roles in College Readiness and HBCU Awareness
School Climate Plays a Major Role in College Readiness and HBCU Awareness, UNCF Study Shows
A new study from UNCF highlights how strongly a school’s culture, counseling, and data practices influence whether students feel prepared for college—and how much they know about historically Black colleges and universities (HBCUs).
The report, Breaking Barriers, Building Bridges: Examining Teacher and School Counselor Strategies for College Readiness and HBCU Exposure for Students, surveyed nearly 150 students, teachers, and school counselors across seven high schools in the Northeast, Midwest, and Western regions of the United States. Participants represented diverse racial and cultural backgrounds.
While most teachers and counselors reported that they were familiar with HBCUs, students often said otherwise. More than 60 percent of students surveyed said they were not very familiar with HBCUs or had only limited knowledge of them. In addition, more than half of students said their counselors rarely or never suggested attending an HBCU or provided resources related to HBCU enrollment. Only about one-third of students said they frequently discussed college options with school staff.
Dr. Meredith B.L. Anderson, director of K–12 research at UNCF and co-author of the study, said schools have enormous influence over students’ post-secondary paths. “The pivotal role of K-12 schools in shaping students’ college aspirations and preparedness cannot be overstated,” Anderson said. “Teachers and school counselors carry considerable influence in guiding students through the college application process.”
The study also found that teachers who regularly reviewed student performance data and supported equitable school policies were more likely to encourage students of color to pursue advanced coursework and college opportunities. However, the research also revealed instances in which bias affected how minority students were advised about their futures.
Ashlyn Thomas, UNCF’s research and engagement manager and a co-author of the report, emphasized the importance of using data intentionally. “Intentional student data review among teachers and other school staff is also a critical way to ensure students are on the path to post-secondary success,” Thomas said.
Dr. Tia Dolet, founder of Thirdspace Collective Consulting and another co-author, said the findings point toward meaningful change. “We believe the findings of this study will contribute to dismantling barriers surrounding higher education and perceptions of HBCUs and build bridges between schools, communities and HBCUs to enhance college access for all K-12 students,” she said.
The report recommends that schools expand HBCU awareness, strengthen data-driven advising, and invest in anti-bias training, while encouraging HBCUs to increase outreach and share resources with local schools.