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1.
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   

2.
Are Historically Black Colleges and Universities (HBCUs) necessary in the twenty-first century so-called ??post-racial?? US American context? This question is raised loudly and frequently given the contemporary social climate and economic considerations. In this article, the author offers a response to and critique of this question and surveys histories, missions, and academic and social environments of the HBCUs. He contends that HBCUs offer alternate higher education experiences for Black educators and students who find themselves on the margins of the US American academic center. Demonstrating the parallels of HBCU settings to villages, the author illustrates how these HBCU village contexts contribute to pedagogy. Ultimately, he appeals to HBCU stakeholders to intentionally and consistently promote ??village?? environments to cultivate the academic and social sensibilities of its constituents.  相似文献   

3.
Utilizing a Critical Race Mixed Methodology framework, the purpose of this concurrent (QUANT +qual) mixed methods study was to investigate the relationships between the racial identity, science identity, science self-efficacy beliefs, and science achievement of 347 African American college students who attend historically Black colleges and universities (HBCUs). The quantitative data identified several statistically significant relationships between science identity, racial identity, science self-efficacy, and science achievement. The results of a path analysis suggested that college science achievement is significantly explained by science identity (indirect effect = 0.09, p < 0.01), and marginally by racial identity measures (centrality, nationalist, and public regard), with science self-efficacy serving as a mediator. In the qualitative strand, semi-structured interviews were conducted with 14 students from the quantitative strand in order to corroborate the findings between the two methods. The qualitative data revealed that HBCUs facilitate the development of the constructs of interest by establishing Black racial cohesion and Black science cohesion, as well as by building students’ science cultural capital. Overall the qualitative findings corroborated several key quantitative findings.  相似文献   

4.

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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5.
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   

6.
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   

7.
Community colleges and historically Black colleges and universities (HBCUs) often serve the same populations; however, the historical purposes, policies, and practices of HBCUs often better prepare them to serve first-generation students. Although both HBCUs and community colleges have their origins within the same historical period, the forces that created each of these branches of higher education also created a divergence in how they operate. This article looks at the most critical of those shaping forces to identify why HBCUs and community colleges often view their mission and their students differently and, thus, perform their work differently. The increased diversity of students whom community colleges are serving provides an opportunity for community colleges to look at HBCUs' successes and determine how community colleges can learn from and adapt those successes with students of color especially. The article suggests that in their mission to serve transfer students, community colleges can learn much from HBCUs' successes with underprepared students.  相似文献   

8.
在美国,由于电脑的普及和网络技术的飞速进步,现代远程教育正显示出迅猛的发展势头。但对有特殊使命的美国历史上的黑人院校来说,它的发展面临资金、技术、规模、教师、学生、课程及其市场等方面的局限和文化差异带来的巨大挑战。为此,可以借鉴历史上黑人院校的经验教训,结合我国少数民族地区实际情况来解决民族院校发展远程教育面临的问题。  相似文献   

9.
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   

10.

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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11.
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   

12.
The contribution of HBCUs as “colleges of origin,” i.e., where Black doctorates earned their bachelors’ degrees, remains of interest, given the historical role of HBCUs and the current desire to increase the percentage of doctorates awarded to African Americans in all fields. Using national survey data from multiple sources, we estimated which college characteristics predicted later doctoral degree attainment in all fields. We took into account the large number of Black graduates from HBCUs, which make them likely to be colleges of origin, and controlled for standardized test scores, Carnegie classification, and student/faculty ratio. HBCUs were associated with doctorate production more than twice the expected level based on their other average characteristics. In addition, colleges with low student/faculty ratios, higher SAT scores, and historical Carnegie classifications of research universities and selective liberal arts colleges were also associated with a higher percentage of Black graduates later earning doctoral degrees.  相似文献   

13.
The civil rights movement of the late 1950s and 1960s had a transformational effect on American society and on grassroots movements for social justice at home and abroad during that era and beyond. But much of the history of the push for racial equality in America is often told as if it is on a constant repetitive loop, when other accounts are given less attention. One less talked about story is the innovative way that the youthful Student Nonviolent Coordinating Committee (SNCC) carried out major campaigns in the south, and particularly Mississippi, when other groups were hesitant to do so. During and long before the movement, Mississippi was a stronghold of racial prejudice and violence against African Americans. Despite the dangers associated with engaging in civil rights work in Mississippi, the SNCC workers, many of them only college students, planned a massive campaign to confront the system of injustice in the state during the summer of 1964. This undertaking came to be known as the “Freedom Summer.” Significantly, the organization established summer “Freedom Schools” as a compliment to the summer project that would address the severe lack of attention school-aged Black children received as a result of Mississippi's intentional neglect. It is within this story that we find a compelling case for the need to identify alternative means of providing academic support for marginalized youth.  相似文献   

14.
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   

15.
While Muhammad Ali has been the subject of countless articles and books written by sports historians and journalists, rhetorical scholars have largely ignored him. This oversight is surprising given both the tradition of social movement scholarship within rhetorical studies and Ali's influential eloquence as a world renowned celebrity espousing nonviolence. Ali's rhetorical performances played a pivotal role in radicalizing the civil rights movement as it (d)evolved into twin forces: Black Power and anti-Vietnam war movements. Ali's rhetoric conjoins messages of Martin Luther King, Jr. and Malcolm X, enabling critics to re-envision civil rights texts. Ali's enduring rhetoric provides a model for analyzing texts and social movements invoking the paradox of the violence in nonviolent civil disobedience.  相似文献   

16.
Book reviews     
This study examines Black student and parental perceptions of exclusionary practices of Black school principals. I ask why students and parents viewed two Black principals as contributing to abusive and exclusionary school environments that marginalized Black students. After a two-year ethnographic study, it was revealed that exclusionary behaviors toward Black students—which was viewed as “abuse” by students and parents—was a reproduction of the district's racism, and thus adds new considerations for discussions around the value of racially-like (i.e., all Black) educators and students. Parents perceived these two Black principals as dealing more harshly and rigidly with the Black students and their families; moreover, analysis of the interview data revealed that the principals rejected the cultural and social capital, and proclivities of Black students, and blamed Black students for their lower achievement and unique behaviors. I draw significant attention to the larger contexts of White supremacy and racism as I examine how Black principals negotiate their own roles, how they understand their own treatment of urban Black students, and how they are (knowing or unknowingly) reproducing oppressive practices of White supremacy on Black students in school.  相似文献   

17.
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   

18.
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   

19.
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   

20.
美国的多元化教育运动源于六七十年代的民权运动，它是一场自发的、民间的、全国性的教育改革运动，其目的在于为黑人、亚裔美国人、美国土人、西班牙语系移民及白人中未被体现或未被充分体现的群体争取平等教育的权利，进而争取社会上享有平等的权利。原来的民权运动主要是以主流化的价值观来为非主流化的群体争取平等权利，而多元化教育运动则试图在化教育中体现非主流化群体的价值观。以争取形成一种新的美国化。这场运动已经取得了很大进展，但距离其目标还很远。  相似文献   

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