Lessons Learned from Institutional Responses to COVID-19: Evidenced-Based Insights from a Qualitative Study of Historically Black Community Colleges

ABSTRACT

This qualitative study employs narrative inquiry methodology to elicit information from 10 mid- and senior-level administrators at eight of the 13 federally-designated historically Black community colleges (HBCCs) in the nation about their institution’s response to the challenges of change presented by COVID-19. Specifically, the semi-structured interview protocol was designed to focus on what worked, what did not work, and any “lessons learned” along the way. Rich, thick description of the study sites and participants, as well as a sequential approach to constant comparison method, yielded several interpretable themes: what worked (e.g., safety, technology), what did not work (e.g., plans, traditional pedagogy), and four key lessons learned. Implications for policy, practice, and future research are discussed.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1. By “frontline” worker, I refer to those brave members of the workforce who must physically report to their job sites and risk their personal health in the face of unknown threats to ensure the well-being, continuity, and safety of the economy, businesses, and society, in keeping with my previous work (Strayhorn, 2021).