Developing a Coordinated Social Media Campaign to Garner Attention for HBCUs

Building off the previous blogs and the relative invisibility of HBCUs to the students they could serve well, another strategy exists to increase enrollment at HBCUS: a social media campaign that highlights the achievements and benefits of HBCUs as well as the success of their alumni. Indeed, the absence of a social media presence for HBCUs is striking, both in terms of individual institutions and as a collective. We also see an absence of positive coverage of HBCUs in the mainstream media; sadly, the accomplishments of these institutions receive far less attention than stories of institutional failure.

A collective social media campaign should feature the following: (1) a focus on a youth audience, many of whom are active on social media already; (2) identification and description of the remarkable graduates of HBCUs across the disciplines, including such luminaries as James Weldon Johnson and Toni Morrison; (3) the strengths many HBCUs have in STEM and the high percentage of graduates who progress into healthcare fields and the sciences; and (4) exemplary programs that enable HBCU students to excel in their fields and contribute meaningfully to the betterment of society. The campaign could combine speech excerpts, musical compositions, songs, poetry, art, awards, and scientific achievements and discoveries.

Although lists currently exist, one novel approach would be to construct unique, quality lists that appeal specifically to young, college-bound audiences. There could be various lists of HBCU graduates by field or career—imagine lists of young HBCU graduates who are teachers, scientists, doctors, politicians, actors, authors, or artists. There could be a list of HBCU graduates who won prestigious awards both in the United States and abroad. Importantly, these lists would have value to a wide audience—prospective students and their families, school counselors, and teachers as well as the larger population that may not have extensive knowledge about HBCUs. Improved knowledge about the strengths of HBCUs would do more than increasing enrollment—it could build pride, improve donations, and even foster more public attention for these institutions.

While there are many ways to construct such a campaign, we believe that a consortium of students at HBCUs could play a key role in energizing this social media campaign. Students, with the help of advisors, could work collectively to design the campaign, drawing on their own motivations to attend HBCUs to attract other students to these institutions. And, if the consortia became more permanent, they could change and adjust the campaign over time to stay up-to-date with future college hopefuls.

Another option to develop a social media campaign is for HBCUs to hold a contest where ideas for campaigns are submitted and selected by committee. For example, individual colleges or universities could design a social media campaign that could then be judged and selected by a panel of experts among HBCUs. The key here is that the campaigns would champion HBCUs in general as opposed to a single HBCU and they would be student-designed—this would allow all HBCUs to benefit. There could be a short film/video component to the contest, where students produce films that showcase the strengths of HBCUs with lists, music, interviews, collages, images, etc. The students would only be limited by their imaginations.

There are strong reasons to foster a student-centered, student-created social media campaign. First, these students will know—better than many adults—what would attract high school students to college in general and HBCUs in particular. Second, students at HBCUs would themselves gain skills in social media campaigns that would serve them well in the job market.

In terms of cost, the contest or collective effort could produce course credit. That could make it fiscally feasible, as it could be built into a course rather than require additional funding. Or, participating HBCUs could each donate $1000 in order to crowdfund the effort. The collective money would certainly be enough for a student-led initiative to launch through social media channels like Facebook, LinkedIn, Instagram, and Snapchat, among other outlets.

There is nothing to lose (except perhaps time and a modest amount of money) to enact change by adopting the strategies suggested by this series of blog posts. The time for lamenting the state of HBCUs and their declining enrollment is long past; the time to act is now, as the population of diverse, low-income students continues to grow. These are the students of tomorrow but we need to help them today.

This series represents a serious effort to move the needle on student access to HBCUs. Even if our suggestions are tweaked or challenged, we hope that we have at least begun the conversation in earnest. Thank you for reading!

Tyler Carrillo- Waggoner is a sophomore at Bennington College. She is an abstract artist that works with markers/colored pencils/pencils.

Karen Gross serves as Senior Counsel at Widmeyer Communications and is the Former President of Southern Vermont College. Karen also serves as an affiliate of the Penn Center for Minority Serving Institutions.

Pierce Huff recently graduated from Bennington College.

Aria Killough-Miller is one of four students from Bennington College’s spring 2016 course Understanding HBCU’s. A junior at the time of the time of this article, she is studying different means of conveying information, particularly Spanish, writing, and music. She is interested in social justice and hopes that this article contributes to making the world a little bit better.

Jessica Zeng is an undergraduate in Bennington College. There, she’s interested in studying how social action can be made through literature and art. Back at home in Brooklyn, New York, she has an adorable cat called Bokchoy.

High School Counselors and Their College Knowledge: A Sad State of Affairs for HBCUs

Part 3 of a 4 Part Blog Series

A key aspect of college enrollment begins by asking this seemingly innocuous question: how do most low-income, first-generation students find out about colleges that will be a good fit for them? These students can look on the web, including at College Scorecard or at popular college guides like those examined in the first blog post of this series. They can also confer with friends and mentors and teachers. Or they—as many students do—can gain a plethora of information and assistance from school counselors.

Sadly, despite the fact that high school counselors often have “college counseling” in their job description, here are four data points/observations that highlight the shakiness of the assumption that high school students receive quality individualized college counseling.

  • Approximately 85% of high-needs students do not receive the services necessary to progress successfully to college.

In addition to these data points, as Harvard Education Professor Mandy Savitz-Romer points out, many high school counselors do not get adequate preparation in college counseling in their graduate education; many do not have quality post-employment professional development opportunities; and school counselors lack the basic requisite knowledge to advise students on college admission and financial aid. In short, high school counselors are not as well trained as they could or should be in college counseling, even if many do their jobs well otherwise.

Given the paucity of counselors and their lack of training, we need ways that change how we educate school counselors to ensure that they are truly “up to speed” with the most recent information about both colleges and financial aid. We also need more counselors to provide individualized advising, a key component of success as supported in the literature. And finally, we need to increase the knowledge and information flow about options like HBCUs, with specific attention focused on high schools in diverse and low-income neighborhoods.

For HBCUs in particular, increasing their exposure to high school students is a tricky proposition. One avenue to achieve this end would be to have HBCUs themselves undertake outreach to college counselors, but this is hard to do when institutions are fiscally stretched. Alternatively, the College Advising Corps could provide some assistance, though it would be difficult to gauge their capacity and interest level.

We propose two possible solutions, neither grandiose in approach but both of which are fiscally doable over the short term:

First, HBCUs should, as a collective, create a top-ten list for why low-income, minority students would be well served by attending HBCUs. This list could then be disseminated in a variety of formats to school counselors, teachers, parents, students, and organizations engaged in providing assistance and support to students seeking to enroll in college. With one employee and cost sharing among the HBCUs, this information could be disseminated to a wider audience through something inexpensive such as a social media campaign.

Second, HBCUs should, as a collective, create a free online educational module that would be available to school counselors for professional development credit focused on HBCUs and their strengths. Imagine if 100 or 1000 school counselors enrolled in such a free course. Imagine if HCBU personnel could provide online open chat sessions while the course is running. Imagine if graduate credits could be extended too. This would create incentive for college counselors to learn about and promote HBCUs.

Improving college counseling for first-generation, low-income students is important but, standing alone, it is not enough to raise the profile of HBCUs. The latter effort needs a more concerted effort, one that can have wide reach and broad appeal. To that end, we need a coordinated social media campaign. Stay tuned for the final blog of this series where we’ll address this very topic!

Tyler Carrillo- Waggoner is a sophomore at Bennington College. She is an abstract artist that works with markers/colored pencils/pencils.

Karen Gross serves as Senior Counsel at Widmeyer Communications and is the Former President of Southern Vermont College. Karen also serves as an affiliate of the Penn Center for Minority Serving Institutions.

Pierce Huff recently graduated from Bennington College.

Aria Killough-Miller is one of four students from Bennington College’s spring 2016 course Understanding HBCU’s. A junior at the time of the time of this article, she is studying different means of conveying information, particularly Spanish, writing, and music. She is interested in social justice and hopes that this article contributes to making the world a little bit better.

Jessica Zeng is an undergraduate in Bennington College. There, she’s interested in studying how social action can be made through literature and art. Back at home in Brooklyn, New York, she has an adorable cat called Bokchoy.