Championing Special Education at HBCUs: A Conversation with Dr. Cathy Kea

Introduction 

Historically Black Colleges and Universities (HBCUs) and Minority-Serving Institutions (MSIs) have long been pillars of educational excellence and advocacy for underserved communities. These institutions play a critical role in preparing the next generation of culturally competent special educators. Dr. Cathy Kea, a leader in the field of special education and an advocate for culturally responsive teaching, joins us to discuss the significance of special education programs at HBCUs, their impact, and the road ahead. 

Q: You’ve had an incredible career dedicated to special education. What inspired you to pursue this path, and what keeps you passionate about this work? 

First, thank you for the opportunity to share my journey in special education, most importantly, to share 31 years at the largest public HBCU in the country, North Carolina A&T State University. I am a product of the 60s and 70s, having attended segregated elementary schools led by Black administrators and teachers who were deeply connected to the community. These educators visited our homes and linked classroom learning to our lived experiences, which inspired me to become a teacher. During this time, the country was heavily engaged in the 1968 segregation debate, and the 1971 Swan v. Charlotte-Mecklenburg case mandated state-wide busing and school integration. This led to the redrawing of district lines, resulting in Black students attending predominantly white schools. However, the shift was difficult, as many of my childhood friends were disrespected and undervalued in these new settings, often subject to deficit thinking. As a result, I majored in elementary education and Black studies at North Carolina Central University, with a focus on preparing culturally responsive educators. 

Throughout the last three decades, I’ve focused on producing educators—both in general and special education—who are culturally responsive. My research has centered on integrating cross-cultural experiences and strategies into teaching, with a recent emphasis on the retention and sustainability of Black special education teachers, particularly in urban schools and during the induction years. This work has been funded by the Office of Special Education Programs, without which I wouldn’t have been able to make such an impact in the field. 

Q: CEC has been a significant part of your professional journey. How has your involvement with CEC shaped your work in special education and advocacy? 

I've been a member of CEC since 1976, joining after my first year in graduate school at the University of Wisconsin-La Crosse. CEC has provided numerous opportunities, allowing me to serve in several roles, including with CCBD (now known as DEBH), DLD, and DDEL. My journey with CEC has included positions such as NC-CCBD state president, DLD conference diversity committee chair, and advisor to a university student CEC chapter. Currently, I'm serving as Chair of the Awards and Honors Committee for the Division of Leaders and Legacy. 

Being a CEC member has given me leadership opportunities and exposed me to diverse perspectives that have enhanced my growth and advocacy efforts. Having a seat at the table to impact change is crucial. CEC has helped me approach my educational journey differently, particularly in the importance of listening—especially to those directly impacted. CEC's influence has been profound in shaping my work. 

At HBCUs, our educator preparation programs are unique in fostering an inclusive atmosphere where all voices matter. We take responsibility for self-educating about the unique struggles and histories of the students we serve. Our curriculum must reflect diverse viewpoints, and teacher candidates are challenged to openly address biases. A core difference with HBCU graduates is that they view their programs as FAMILY—an essential approach where both Black and non-Black educators offer unwavering support to preservice candidates, regardless of performance or social/emotional needs. We nurture these future educators as we would our own children, guiding them to become the best versions of themselves, seeing them as torchbearers who must be supported on their path to success. 

Q: HBCUs have a rich history of producing educators who are deeply committed to equity and inclusion. How have HBCUs shaped the landscape of special education, particularly in preparing diverse educators? 

Prior to the Civil War, only a few HBCUs existed—Cheyney University (1837), University of the District of Columbia (1851), Lincoln University (1854), and Wilberforce University (1856). HBCUs were established by philanthropists, free Black individuals, and Black churches to provide Black Americans with access to a full education. Currently, there are 105 active HBCUs that continue to showcase Black excellence, serving students from historically marginalized backgrounds and offering significant financial aid to make higher education accessible. Today, HBCUs make up only 3% of American colleges and universities, yet they enroll about 10% of the country’s Black student population. Despite their small numbers, HBCUs play a vital role in education, producing 50% of America’s Black teachers. 

In 2016, Dr. Ashley Griffin authored a report titled "Through Our Eyes: Perspectives and Reflections from Black Teachers," based on focus groups with Black teachers across the United States. The study found that Black teachers, compared to their white peers, often hold higher expectations for students of color, serve as advocates, and build trusting relationships, particularly with those sharing similar cultural backgrounds. These findings underscore the commitment of Historically Black Colleges and Universities (HBCUs) to advocating for and achieving educational excellence.  

Three Best Practices at HBCUs 

1. Personal Identity – HBCUs incorporate elements of Black culture into both practice and curriculum, fostering a deepened understanding of cultural identity. Daily classes and affirmations celebrate students' inherent beauty, affirm their uniqueness, and reinforce their value. 

2. Support Systems – Faculty build strong, personal connections with their students, treating them as part of a larger family. Through intrusive advising methods—such as texts, calls, and dorm visits—a sense of community and care is established. These efforts instill pride in students, encouraging them to take ownership of their work and strive for excellence. 

3. High Expectations – HBCUs provide mentorship that lasts a lifetime. In the classroom, students are addressed as scholars, thinkers, and even doctors, planting the seed of belief in their potential. This practice reinforces that faculty are rooting for them, shaping a mindset of confidence and success. 

Q: We know there is a national shortage of special education teachers, and the field struggles with recruiting and retaining educators of color. How can HBCUs and MSIs help bridge this gap? 

The demographic landscape of PK-12 education is a cultural mosaic, with both general and special education classrooms becoming increasingly diverse. However, this shift is not reflected in the teacher workforce. While progress is being made, the teaching profession—both in general and special education—has never fully mirrored the diversity of its student population and continues to lag behind demographic changes. Many are unaware that only one in five teachers across the country are from historically underrepresented backgrounds (Noble et al., 2024). In addition, 40% of the nation’s public schools do not have a single teacher of color on record (Education Trust, 2022). This disparity is staggering and highlights the urgent need for greater diversity in the educator workforce. 

While students of color make up 54% of those served under IDEA, only 20-21% of general and special education teachers are educators of color. This stark contrast highlights a critical need to diversify the teacher workforce and better prepare all educators to serve diverse students and communities. 

To address this, we must increase the recruitment, retention, and preparation of teachers of color—efforts already central to HBCUs but requiring broader commitment, including PWIs. Faculty must also recognize the lived experiences of diverse students and educators. 

Despite an increase in teachers of color from 1988-2018, they leave the profession at alarming rates, often due to racial hostility, lack of support, and systemic barriers. Bettini et al. (2021) conducted a meta-analysis of 72 studies from 1996 to 2020 on the experiences of 454 novice general and special education teachers of color in K-12 classrooms, 168 of whom identified as Black or African American. They found that teachers of color frequently feel unwelcome, lack mentorship, face exclusionary pedagogies, and their experiences were deeply racialized. Many are assigned behavior management roles, experience racial battle fatigue, and receive less administrative support. If we want to retain and support teachers of color, we must address these inequities and foster environments where they can thrive. 

Q: You’ve done extensive work in culturally responsive education. How do HBCUs embed cultural competence into their special education programs? Can you share a powerful example of how culturally responsive special education has transformed student outcomes? 

All educator preparation programs must prioritize cultural competence and diversity to ensure special educators are fully equipped to support all students. 

Faculty must take a deeper look at how they prepare future educators. Diversity should not be an afterthought in coursework—topics must be integrated early, and readings should authentically represent the experiences of students and families. Beyond coursework and internships, teacher candidates must engage in real-world experiences across diverse school settings. 

Higher education must break out of its "ivory tower" and foster true collaboration. Partnerships between universities, communities, administrators, educators, alumni, and families are essential to ensuring that educator preparation is both inclusive and impactful. 

We must actively include the voices of the populations our educator preparation programs serve. Without their input, progress is impossible, and our efforts to refine these programs will fall short. Too often, special education EPPs and faculty are disconnected from the lived experiences of diverse communities, making meaningful change even more critical.