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Since 1973, the Carnegie Classification® has been the guiding framework for determining which U.S.-based higher education institutions are considered the top in the country. The complex and multi-layered calculation gives institutions the designation of labeled research one (R1) or research two (R2) institutions, requiring institutions to grant doctoral degrees. These designations are pivotal in determining which institutions obtain high-quality resources through ongoing decisions by many organizations, including federal agencies, private sector organizations, and philanthropists. Additionally, the designations are instrumental in crucial policy decisions that have the future, mobility, and overall sustainability of operations within institutions, including its various stakeholders (i.e., faculty, staff, and students) at its core. As of 2023, while none of the nation’s 101 historically black colleges and universities (HBCUs) have received the highest designation of R1 status, 11 hold the status of R2. Notably, over the past decade, several of those 11 institutions have made obtaining R1 status a top priority for their organization, with many embedding the goal in their critical strategic plans or key initiatives within their leadership teams’ organizational priorities. Despite such efforts, an integral ingredient to achieving R1 status – leadership – is under-researched in the field. Thus, our study aims to acknowledge the vital role of transformational and distributed leadership within HBCUs and their broader stakeholder community in achieving their goal of reaching R1 status. The goal of this research study is to (1) conduct an analysis of data available within the Carnegie Classification®, (2) provide a thorough review of the literature surrounding this phenomenon, (3) explain the role of engineering-related expenditures and engineering education within this phenomenon, (4) ascertain the capabilities of the institutional leadership and motivations towards R1 status, and (5) use that information, all inclusively, to determine who will be the first of the eleven R2 and three R3 HBCUs to receive the R1 designation. Thus, the research questions guiding this study are: (1) Which historically black college and/or university (HBCU) is most likely to obtain Carnegie Classification® R1: doctoral universities – very high research activity status first? (2) How do engineering-related expenditures and education impact or influence HBCUs' Research 1 status potential? Results explain which of the 14 R2 and R2 HBCUs will be the first and most likely to obtain the designation for the upcoming results and why. Implications for this research study and its results, recommendations for future research, and a concluding statement are provided. 

Historically Black Colleges and Universities (HBCUs) operate and are centered within the nexus of concerted nationwide efforts to advance the participation and success of Black students within the sciences, technology, engineering, and mathematics disciplines (STEM). Through an institution-levelasset-based approach, this study aimed to further elucidate how undergraduate STEM preparation and success at HBCUs is linked to the transition into (and experiences within) graduate education. One hundred and fifty-one HBCU alumni from 37 unique HBCUs completed our HBCU Alumni Success survey. Factor analysis revealed 13 emerging components along three main touchpoints along alumni's graduate pathway: their HBCU undergraduate experiences, graduate application, and decision-making, as well as graduate school experiences. Cluster analysis further identified five unique clusters of alumni, revealing variation regarding the individual, institutional, and cultural factors that contributed to HBCU alumni's experiences within their graduate pathway. Specific attributes that characterized each unique cluster included (Cluster 1) experiencing challenges throughout theirgraduate pathway, (Cluster 2) variation in the sources of motivation that influenced graduate school choice, (Cluster 3) deliberation around attending graduate school, (Cluster 4) high commitment, success, and support in pursuit of a graduate degree, and (Cluster 5) high personal agency as well as faculty and research support within engineering. Implications for practice include capitalizing on the areas of success such as the impact of faculty mentorship and research opportunities. 

Efforts dedicated towards broadening participation for Black and other underrepresented groups in engineering at post-secondary institutions has intensified in recent decades. However, Black women have not yet reached parity in undergraduate engineering degree attainment. To elucidate this trend, data from the U.S. Department of Education was analyzed to investigate postsecondary completion for Black women in engineering. Results indicate that the percentage of degrees awarded to Black women has slightly decreased during the last five years when compared to women of all races. However, the percentage of Black women obtaining engineering degrees has increased when compared to the general Black engineering population, with a larger percentage of Black women obtaining engineering degrees compared to their male counterparts than any other ethnicity. Thus, the purpose of this paper is to provide recommendations for research avenues that may strengthen knowledge around the enrollment and retention of Black women in engineering at post-secondary institutions.