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1.
While African American women routinely outnumber African American men on the historically Black college and university (HBCU) campus, the African American woman??s voice is usually relegated to the margins within social and academic frameworks. The author seeks to gain a deeper understanding of the actual liberation of African American women on HBCU campuses. Drawing from undergraduate and graduate experiences as an African American female on campus, the author uses Collins??s (Black feminist thought: Knowledge, consciousness, and the politics of empowerment. Routledge, New York, 2009) Black feminist epistemology as a lens through which to examine her own decision to attend an HBCU while giving specific attention to the implications and intersections of race and gender. Using Black feminist epistemology and autoethnography, the author provides a critical analysis of her education at an HBCU in relationship to the experiences of other African American women. The author concludes the article explaining the intersections of education, liberation, and resistance with implications for HBCU administrators and staff in preparing African American women as campus and community leaders.  相似文献   

2.
In this paper, the author challenges stakeholders (i.e., administrators, educators, students) of historically Black colleges and universities (HBCUs) to examine how HBCUs can continue to serve as sites of resistance against the prevailing cultural norms of materialism, Western masculinity, and spiritual malefaction. The author traces his evaluation back to the crucible of the civil rights movement and the ??iconization?? of Dr. Martin Luther King, Jr., asserting that HBCUs must be intentional about accounting for the cultural and generational shifts in the Black community in order to continue to effectively produce students who are committed to service and social justice. Drawing on the narratives of personal resistance from six current students and graduates of an HBCU, the author contends that HBCUs can not only prepare a new generation of agents for what Bonilla-Silva (2006) describes as a ??new civil rights movement,?? but these vital institutions must account for the effects of the idolatrous, media-driven worship of civil rights icons, lest they indoctrinate the same individualistic ethos into a new generation that is already spellbound by the consumerist commodification of Barak Obama.  相似文献   

3.
Providing a brief history of historically Black colleges and universities (HBCUs)??including how and why they were founded, funding sources and needs over time, and an examination of mission statements??the author considers the relevance of HBCUs in the current twenty-first century context. He makes an argument that the educational opportunities HBCUs offer continue to be strongly needed in the contemporary U.S. economic and sociopolitical climate. Finally, he offers HBCU faculty and administrators some suggestions for consideration as they face significant challenges ahead.  相似文献   

4.
In this article we provide a brief history of historically Black colleges and universities (HBCUs) as a part of the sociopolitical context framing this special issue. The aim of this issue is to situate HBCUs as centers of leadership, change, and influence as well as repositories of Black education and the Black American experience through their legacy of intellectual, cultural, and communal engagement. We argue that the lived experiences of HBCU graduates provide a deeper understanding of their positionalities in the landscape of U.S. American higher education outcomes.  相似文献   

5.

This paper examines the propensity of African American students to graduate from Historically Black Colleges and Universities (HBCUs). Using IPEDS data from 2004 to 2016, we take care in developing a control group of institutions from which to compare HBCU success. Results suggest that despite accepting more students who are at risk of not graduating, HBCUs have a higher graduation rate for African American students than their peers. We then show that gender nor major choice help explain this persistent difference.

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6.
Anchored in national longitudinal data analyzed through hierarchical linear and non-linear modeling, this study found that African-American students have a similar probability of obtaining a BA degree whether they attended a historically Black college or university (HBCU) or a historically White college or university (HWCU). Among African-Americans, females are more likely to obtain a baccalaureate degree than males. Especially given that HBCUs are significantly underfunded relative to HWCUs, the findings of this study lend support to the proposition that HBCUs contribute significantly to higher education in this country and merit strong support from both the public and private sectors. This paper was presented at the American Education Research Association Conference in April 2005.  相似文献   

7.
The purpose of this study was to understand academic leadership's views of the field of school psychology. This is the first study that has attempted to incorporate the views of historically Black college and university (HBCU) Psychology Department Chairs' regarding the field of school psychology and the potential development of school psychology programs at HBCUs. The results indicated that Department Chairs at HBCUs are not recommending the field of school psychology to their students based on a variety of reasons related to their views of the field (e.g., lack of focus on Black research issues). Despite the shortage of school psychologists and ample career opportunities, Department chairs in our sample do not recommend the field of school psychology as a first option graduate school choice. Implications are discussed in terms of increasing the number of African Americans in the field of school psychology.  相似文献   

8.
This article explores the distinctive mentoring experiences of social work doctoral students at historically black colleges and universities (HBCUs). With a philosophical emphasis on social justice, self-determination, racial identity and pride, and social integration, social work faculty at HBCUs mentor African American and other students in PhD programs for academic achievement and successful leadership in the professoriate. The mentoring experiences at HBCUs are underpinned by tenets from relational/cultural theory and the Black feminist theory of “other mothering.” Using Howard University as a case study, this article examines relational mentoring experiences of PhD students in preparation for the academy and for leadership in social work education and practice.  相似文献   

9.

Existing research notes that Historically Black Colleges and Universities (HBCUs) are bastions of Black culture where Black students often feel supported (e.g., Harris in The Urban Review, 44(3), 332–357, 2012). What is less well-known are the specific practices campus stakeholders enact to create culturally-affirming environments. This study addresses this gap in the literature by examining pedagogy and educational practices employed by HBCU administrators and faculty members that build upon the lived experiences of Black communities to help to promote Black students’ success. In doing so, we seek to better understand the strategies these individuals utilize to center Blackness via culturally-informed practices and culturally engaging environments that affirm Black students’ racial identities. Our findings highlight the following ways that HBCU administrators and faculty members embrace Black cultural affirmation: their emphasis on culturally relevant knowledge and culturally-informed pedagogy that centers Black experiences; and their commitment to Black cultural validation via connecting with Black communities and Black students’ backgrounds. This research extends current scholarship on educational practices and environments with a focus on Black students’ racial identity. The authors provide implications for culturally-affirming pedagogy and campus climates that can benefit institutions seeking to create inclusive educational spaces where students from various backgrounds do not have to feel divorced from key aspects of their cultural heritage. Recommendations for practice, research and policy are also discussed.

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10.
Relatively little is known about the extent of marijuana use and related risk‐taking behavior by college students on historically Black colleges and universities (HBCUs). Undergraduate students (N = 212) from an HBCU in the southern region of the United States completed anonymous questionnaires that assessed their marijuana‐related behaviors and perceptions. Logistic regression analysis revealed risk factor profiles that provide college counselors with greater insight into prevention and treatment on HBCU campuses.  相似文献   

11.
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12.
Historically Black Colleges and Universities (HBCUs), a set of US higher education institutions historically tasked with educating African–American students, receive both state and federal funding. However, state governments often assert operational control through the political process, potentially influencing how key resources are used. Do these different sources of publicness have competing effects on efficiency? Using a 5-year panel of financial and organisational data of HBCUs, this study explores the relative effect of each of these revenue sources on efficiency. The study finds that the efficiency of HBCUs is negatively impacted by higher proportions of state revenue, and that higher proportions of federal revenue have a positive effect on efficiency. This suggests that state governments should consider their political roles in assessing the performance of HBCUs, and that HBCUs might look to lessons from other organisations for methods to reduce the impact of state external control.  相似文献   

13.
There has been a national- and state-level call for colleges and universities to develop targeted mentoring programs for Black males. However, there is limited published scholarship that has investigated the experiences of non-U.S.-born Black males in these college mentoring programs generally, and at historically Black colleges and universities (HBCUs) specifically. Thus, the purpose of this qualitative study is to examine the experiences of a 17-year-old Black male college sophomore from the United Kingdom who enrolled in a HBCU male-focused mentoring program. Findings reveal that he benefited from pre-college mentoring as he developed strategies to respond to racist encounters during his K–12 schooling in the United Kingdom. In the university mentoring program, he benefited most from one-on-one mentoring opportunities with university officials. Implications for universities and future research are discussed.  相似文献   

14.
This paper aims to better understand African American pre-service teachers?? perspectives on urban education. Over a 2-year period, pre-experience and post-experience surveys were conducted at a Historically Black University (HBCU) after pre-service teachers completed an urban education immersion course in order to frame their understanding of perspectives on urban education. Ultimately, the results indicate that the African American pre-service teachers?? perceptions of urban teachers, urban administrators, and a career in urban education were statistically more positive after the immersion course, but their views of urban parents became more negative. These results provide further implications for teacher education programs.  相似文献   

15.
Complexion privilege and color bias have long acted in concert with racism to foster intraracial forms of stratification among African Americans such as the tendency for educational levels and other measureable outcomes (e.g., income) to correspond with skin tone. In this article, we examine the salience of color prejudice at Historically Black Colleges and Universities (HBCUs), including its historical origins, manifestations, and damaging results. We begin with a brief history of Black colleges and then present a historical perspective on colorism in the United States. Based on our synthesis, we offer recommendations for how institutional stakeholders may counter and dismantle colorist issues that commonly arise in HBCU contexts. Last, recommendations for future research and practice are presented.  相似文献   

16.
Abstract

This article investigates how the intersections of gender, race, policy, and student differences at historically Black colleges and universities (HBCUs) can impact student experience. Such an environment can displace and penalize those who do not adhere to the uniformity of heteronormative gender roles or respectability politics. Using intersecting themes that have emerged from press coverage of HBCUs as a departure, this article illustrates the ways Black respectability and conservatism are maintained through campus policy and creates an exclusionary environment for students on the margins. Through the conceptual lenses of respectability and othermothering we deconstruct this environment and opine that HBCUs, in these specific cases, stand in opposition to their founding mission of inclusion by perpetuating heteronormativity, stringent gender roles, and reinforce White supremacy. Ultimately, we call for HBCUs to reimagine the capability of campus environments to embrace variations of Blackness and disrupt marginalizing practices rooted in politics of respectability.  相似文献   

17.
African American male students (N = 203) attending a historically Black college or university (HBCU) and a predominantly White institution (PWI) participated in a study to determine differences in wellness. HBCU students scored significantly higher than did PWI students on Friendship, Love, Sense of Control, and Gender Identity. PWI students scored significantly higher than did HBCU students on Sense of Worth. Implications and future research directions are suggested.  相似文献   

18.
The purpose of this study was to examine and contrast the experiences of Black male scholar athletes at a Division I historically Black college/university (HBCU) and historically White university (HWU) and identify key contributors to their positive transitional experiences (academic, athletic, and social) in college. Two focus groups, 8 individual interviews, and an eight-item demographic questionnaire were conducted with 12 Black male scholar athletes. An anti-deficit achievement framework and critical race methodology were incorporated to better understand the processes by which participants’ experienced positive transitional outcomes in two distinct racial, sociocultural, and educational milieus. Findings revealed key similarities as well as distinct differences in the navigational strategies and institutional influences that facilitated each group’s positive experiences. Implications for policy and practice are discussed.  相似文献   

19.
A review of research on US Catholic education reveals that race is not treated as an important area of analysis like class and gender. Black Catholics are rarely studied in education let alone mainstream writings. This article examines the social and educational history of blacks in the US Catholic Church and the dual reality of inclusion and exclusion within a Church and its schools. This paper focuses on the intersection of the Church and Black Catholic schools as enduring institutions of opportunity for Black families and their communities. This paper unearths the shared values, assumptions and beliefs about African American Catholics quest for literacy. The article uses Black Theology as a frame to explain how the intersections of culture, history and religion influence meaning and educational decision-making. African Americans pursued Catholic education for two reasons. First, they sought to be educated which both advanced their individual freedom but vastly improved their community’s economic, social, and political standing. Second, they inserted their own unique cultural and social experiences into Catholic schools which espoused service and academic excellence. Black Catholic schools well-defined values and academic excellence is still viewed by African Americans as places of hope and opportunity for students of color.  相似文献   

20.
Approaches to rectifying the inequities Black female students encounter in U.S. educational institutions are rarely discussed in the body of research in which these individuals are the foci. In this critical race feminist auto-ethnography, the author used qualitative data from a two-year study of a girls' empowerment program that she established at an urban public high school. Through an analysis of Black feminist curricula, in-class video footage, student artifacts, and interviews with former participants, the author argues that Black feminist pedagogy may promote the development of positive social and academic identities among African American female youth. Concrete, research-based guidelines for developing culturally responsive pedagogical interventions are discussed.  相似文献   

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