Existing research notes that Historically Black Colleges and Universities (HBCUs) are bastions of Black culture where Black students often feel supported (e.g., Harris in The Urban Review, 44(3), 332–357, 2012). What is less well-known are the specific practices campus stakeholders enact to create culturally-affirming environments. This study addresses this gap in the literature by examining pedagogy and educational practices employed by HBCU administrators and faculty members that build upon the lived experiences of Black communities to help to promote Black students’ success. In doing so, we seek to better understand the strategies these individuals utilize to center Blackness via culturally-informed practices and culturally engaging environments that affirm Black students’ racial identities. Our findings highlight the following ways that HBCU administrators and faculty members embrace Black cultural affirmation: their emphasis on culturally relevant knowledge and culturally-informed pedagogy that centers Black experiences; and their commitment to Black cultural validation via connecting with Black communities and Black students’ backgrounds. This research extends current scholarship on educational practices and environments with a focus on Black students’ racial identity. The authors provide implications for culturally-affirming pedagogy and campus climates that can benefit institutions seeking to create inclusive educational spaces where students from various backgrounds do not have to feel divorced from key aspects of their cultural heritage. Recommendations for practice, research and policy are also discussed.

现有研究指出，历史悠久的黑人学院和大学 (HBCU) 是黑人文化的堡垒，黑人学生经常感到受到支持（例如，《城市评论》中的哈里斯，44(3), 332–357, 2012)。鲜为人知的是校园利益相关者为创造文化肯定环境而制定的具体做法。本研究通过检查 HBCU 管理人员和教职员工采用的教学法和教育实践来填补文献中的这一空白，这些实践建立在黑人社区的生活经验之上，以帮助促进黑人学生的成功。在这样做的过程中，我们试图通过确认黑人学生种族身份的文化知情实践和文化参与环境，更好地了解这些人用来以黑人为中心的策略。我们的研究结果突出了 HBCU 管理人员和教职员工接受黑人文化肯定的以下方式：他们强调与文化相关的知识和以黑人体验为中心的文化知识教学法；以及他们通过与黑人社区和黑人学生的背景联系来验证黑人文化的承诺。这项研究扩展了当前关于教育实践和环境的奖学金，重点关注黑人学生的种族身份。作者提供了对文化肯定的教学法和校园气候的影响，这些影响可以使寻求创建包容性教育空间的机构受益，使来自不同背景的学生不必感到与他们文化遗产的关键方面脱节。还讨论了实践、研究和政策的建议。作者提供了对文化肯定的教学法和校园气候的影响，这些影响可以使寻求创建包容性教育空间的机构受益，使来自不同背景的学生不必感到与他们文化遗产的关键方面脱节。还讨论了实践、研究和政策的建议。作者提供了对文化肯定的教学法和校园气候的影响，这些影响可以使寻求创建包容性教育空间的机构受益，使来自不同背景的学生不必感到与他们文化遗产的关键方面脱节。还讨论了实践、研究和政策的建议。