To their disadvantage, few Americans--and few in higher education--know much about the successes of historically Black colleges and universities. How is it that historically Black colleges graduate so many low-income and academically poorly prepared students? How do they manage to do so well with students "as they are", even when adopting open admissions policies? In this volume, contributors from a wide spectrum of Black colleges offer insights and examples of the policies and practice--such as retention strategies, co-curricular activities and approaches to mentoring--which underpin their disproportionate success with populations that too often fail in other institutions. This book also challenges the myth that these colleges are segregated institutions and that teachers of color are essential to minority student success. Historically Black Colleges and Universities (HBCUs) employ large numbers of non-Black faculty who demonstrate the ability to facilitate the success of African American students. This book offers valuable lessons for faculty, faculty developers, student affairs personnel and administrators in the wider higher education community--lessons that are all the more urgent as they face a growing racially diverse student population. While, for HBCUs themselves, this book reaffirms the importance of their mission today, it also raises issues they must address to maintain the edge they have achieved. After the Forewords (Karen Holbrook and Frank W. Hale, Jr.) and Introduction (Frank W. Hale, Jr.), this book contains the following chapters: (1) Historically Black Colleges and Universities (HBCUs) in the Old South and the New South: Change and Continuity (Samuel Dubois Cook); (2) Black Colleges: Still Making an Indelible Impact with Less (Frank L. Matthews and B. Denise Hawkins); (3) Success against the Odds: the HBCU Experience (Lawrence A. Davis Jr.); (4) Creating a Pathway: the Role of Historically Black Institutions in Enhancing Access, Retention, and Graduation (Elaine Johnson Celand); (5) A Tradition of Access and Academic Excellence (Stanley F. Battle, Pamela G. Arrington, Ronnie L. Collins, Marcella A. Copes, and Frances C. Gordon); (6) A Contribution to Higher Education: Mentoring Methods and Techniques Developed by Historically Black Colleges and Universities (Charles V. Willie); (7) Character Education: the Raison d'Etre of Historically Black Colleges and Universities (Talbert O. Shaw); (8) Factors that Influence Success for African American Students (Quiester Craig); (9) The Role of Black Colleges in Promoting Self-Concept and Student Centeredness Among Students (James G. Wingate); (10) What Makes African American Students Successful at Historically Black Colleges and Universities: the First-Year Program (Henry Ponder); (11) Future Faculty for the Nation's Historically Black Colleges and Universities: Challenges and a Model for Intervention (Orlando L. Taylor and Terrolyn P. Carter); (12) Pathways to Success: Recruitment and Retention Methods at Oakwood College (Delbert and Susan Baker); (13) Recreating the Extended Family for African American University Students: a Formula for Success (M. Rick Turner); (14) Personal Reflections of Faculty Members at Virginia State University (James E. Hunter and W. Eric Thomas); (15) Pathways to Student Success at Fayetteville State University (T.J. Bryan); (16) What Makes African American Students Successful in Other Universities: Inclusiveness Rules of Engagement (Anne S. Pruitt-Logan); and (17) Old Wine in New Bottles: Visioning Values in Higher Education (Mervyn A. Warren). An Epilogue (Frank Hale Jr.) is also included.