The Griot - Southern Conference on African American Studies, Inc.
Abstract
Historically, segregation and systemic inequities restricted African Americans’ access to higher education, prompting the establishment of Historically Black Colleges and Universities (HBCUs). Currently, the dismantling of diversity, equity, and inclusion initiatives, along with employer concerns about graduates’ workforce readiness, underscores the need for strategies to enhance graduate competitiveness. Micro-credentials have emerged as a promising approach amid the increasing popularity of non-degree credentials since the COVID-19 pandemic. Of the 100 HBCUs, only 19 offer non-degree credentials, predominantly in the South. This study analyzes the use of micro-credentials across HBCUs and presents examples illustrating diverse methods of integrating competency-based micro-credentials into academic and professional pathways. It also identifies limited peer-reviewed literature on micro-credential implementation, although institutional websites and reports suggest wider adoption. Findings indicate that well-designed micro-credentials, aligned with workforce demands, incorporating both technical and soft skills, and supported by rigorous assessment and governance, can improve career readiness and advance HBCUs' mission of fostering social and economic mobility.
Recommended Citation
Kiesha C. Pierre, , and Samuel Ivy. 2026. "Bridging the Skills Gap with Micro-Credentials to Strengthen HBCU Graduate Competitiveness." The Griot - Southern Conference on African American Studies, Inc. 43, (2):87-98. https://digitalcommons.pvamu.edu/griot/vol43/iss2/8
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