Historically White Institutions (HWIs) occupy a distinctive position in the U.S. higher education landscape. Defined by their origins as institutions serving predominantly White students during eras of segregation, HWIs today include many of the nation’s most prominent colleges and universities. While often overlooked in discussions about equity, their historical and structural context provides key insight into why these institutions remain financially resilient even as other colleges, particularly smaller or more diverse institutions, struggle (Darity & Hamilton, 2015; Jackson, 2018).
Understanding HWIs
HWIs are schools founded to educate White students in a segregated society. Unlike Historically Black Colleges and Universities (HBCUs) or tribal colleges, HWIs historically excluded students of color. Today, they often enroll more diverse student populations than in the past, but their demographic and financial legacies remain.
Some of the largest and most prominent HWIs in the U.S. include:
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Brigham Young University (UT) — affiliated with the Church of Jesus Christ of Latter-day Saints (LDS); majority White enrollment; nationally recognized academic and athletic programs.
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University of Notre Dame (IN) — Catholic research university with a large endowment and historically majority White student body; high national profile academically and athletically.
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Boston College (MA) — Catholic research university; historically White, strong alumni networks, and notable national reputation.
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Marquette University (WI) — Catholic university; majority White; prominent regionally and nationally in academics and athletics.
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Select public flagships in predominantly White states — such as University of Wisconsin–Madison and University of Michigan, whose student bodies historically reflect state demographics and remain disproportionately White relative to national averages.
These institutions collectively represent a significant portion of the elite, high-profile U.S. higher education sector, and they share common financial and structural advantages rooted in their historical composition (Smith, 2019; Harper, 2020).
Financial Advantages Linked to Demographics
Several factors stemming from HWI status contribute to financial stability:
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Alumni Wealth and Giving
Historically, HWIs drew students from communities with greater intergenerational wealth. Today, this translates into strong alumni giving networks, major gifts, and multi-generational planned giving (Darity & Hamilton, 2015; Gasman, 2012). Universities like Notre Dame, BYU, and Boston College leverage these networks to maintain robust endowments and fund major campaigns. -
Endowment Growth and Stability
HWIs often have substantial endowments accumulated over decades. Early access to philanthropic networks and preferential funding opportunities during eras when colleges serving communities of color were systematically underfunded contributed to long-term financial resilience (Gasman, 2012; Perna, 2006). Endowments provide flexibility for scholarships, faculty hiring, campus infrastructure, and new initiatives — crucial buffers against enrollment volatility. -
Religious and Regional Networks
Many prominent HWIs are faith-based (BYU, Notre Dame, Boston College, Marquette). Their institutional networks foster recruitment, donations, and career placement. These social structures create operational and financial advantages that are difficult for newer or demographically diverse institutions to replicate (Harper, 2020; Museus & Quaye, 2009).
Comparative Risks: HWIs vs. Other Institutions
The financial and structural advantages of large HWIs become especially apparent when compared to smaller or mid-sized colleges that have closed or struggled in recent years, including faith-based and regional institutions with smaller endowments or more diverse student populations (Perna, 2006; Gasman, 2012). The historical demographic composition of HWIs — and the associated alumni wealth and networks — provides a buffer that allows them to weather challenges that might otherwise threaten institutional survival.
Challenges and Future Considerations
While HWIs enjoy structural advantages, they are not invulnerable. Changing demographics, particularly declining percentages of White high school graduates in key regions, present long-term enrollment challenges (Harper, 2020). HWIs that fail to diversify both their student bodies and donor bases may find these historical advantages eroded over time.
Moreover, institutions must balance financial stability with commitments to equity and inclusion. Over-reliance on historically White alumni networks can reinforce systemic inequities if not paired with active strategies to support students of color and broaden philanthropy (Smith, 2019; Jackson, 2018).
Legacies of Religion and White Privilege
Historically White Institutions provide a clear example of how demographic legacy intersects with financial resilience in higher education. Large HWIs such as Notre Dame, BYU, Boston College, Marquette, and select public flagships have leveraged endowments, alumni networks, and religious and regional structures to maintain stability and prominence.
Yet these advantages carry responsibilities: HWIs must adapt to shifting demographics, diversify both student and donor populations, and ensure that financial strength supports equity alongside institutional growth. Understanding HWIs is essential for policymakers, educators, and funders seeking to navigate the complex landscape of American higher education.
Selected Academic Sources
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Darity, W.A., & Hamilton, D. (2015). Separate and Unequal: The Legacy of Racial Segregation in Higher Education. In The Color of Crime Revisited.
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Gasman, M. (2012). The Changing Face of Private Higher Education: Wealth, Race, and Philanthropy. Journal of Higher Education, 83(4), 481–508.
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Harper, S.R. (2020). Racial Inequality in Higher Education: The Dynamics of Inclusion and Exclusion. Review of Research in Education, 44(1), 113–141.
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Jackson, J.F.L. (2018). Diversity and Racial Stratification at Predominantly White Colleges. New Directions for Higher Education, 181, 7–23.
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Museus, S.D., & Quaye, S.J. (2009). Toward an Understanding of How Historically White Colleges and Universities Handle Racial Diversity. ASHE Higher Education Report, 35(1).
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Perna, L.W. (2006). Understanding the Relationship Between Resource Allocation and Student Outcomes at Predominantly White Institutions. Review of Higher Education, 29(3), 247–272.
