American International Journal of Humanities and Social Science (AIJHSS)

Research on the characteristics of honors programs and honors students at institutions of higher education overwhelmingly address concerns within the environment of predominantly white institutions (PWIs). How black students particularly navigate honors programs at white institutions has received attention in honors research. But increasing numbers of white and other racial and ethnic groups in honors programs at historically black colleges and universities (HBCUS) call for further focus on diversity in honors education. This case study gathered responses from a group of black and white students in an honors program at a historically black university in northeastern North Carolina to assess racial differences in student responses about the quality of the honors program. A qualitative analysis of the student responses found that, regardless of race, both black and white students valued the honors program’s content. Black and white honors students, however, did identify different program elements that addressed student needs.