This study discussses the ways in which Black colleges can be of help to non-Blacks (including white students) who can benefit from the unique kind of education offered by such schools. It compares the culture of black colleges and universities a generation ago with those that exist today, and makes projections into the future based on a comprehensive review of professional literature and an analysis of the management skills of contemporary black college leaders.
Student retention, engagement, and success are some of the biggest challenges that administrators and university leaders face in higher education settings. As financial support and steep competition pose an issue to student acquisition and participation, especially within Historically Black Colleges and Universities, it becomes pertinent that these academic organizations implement new leadership practices to assist in the overall success of the student, as well as the institution. Administrative Challenges and Organizational Leadership in Historically Black Colleges and Universities examines how administrations in Historically Black Educational Institutions utilize different leadership techniques to overcome challenges of student retention and engagement. Focusing on student development practices, organizational collaboration, funding for institutions, and support provided from faculty and staff within Historically Black Colleges and Universities, this book is an essential reference for university administrators, educators, researchers, and graduate-level students in the fields of education and sociology.
This book examines colleges and universities across the diaspora with majority African, African-American, and other Black designated student enrolments. It engages the diversity of Black colleges and universities and explains their critical role in promoting academic excellence in higher education.
Born out of extreme racism and shepherded through the centuries by enduring hope, the nation's historically black colleges and universities (HBCUs) have educated countless African Americans. These institutions, which boast great diversity, are treasures that illuminate the talent and potential of African Americans. This volume provides an overview of the salient issues facing HBCUs as well as the many contributions that these historic institutions make to our country as a whole. Topics include Historic Origins of HBCUs Desegregation Students Presidental Leadership Faculty and Governance Issues Fundraising Federal and State Policy Curriculum Thoughts about the future With suggestions for additional reading, other references and an appendix of historically black colleges and universities by, this is a comprehensive and much-needed addition to the literature in the field on HBCUs. This is the fifth issue the 35th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph in the series is the definitive analysis of a tough higher education problem, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Developing Women Leaders in the Academy through Enhanced Communication Strategies explores the experiences, strategies, and triumphs of women who have attained leadership roles within the academy as well as the shortfalls, disappointments, and battle scars many women leaders have experienced in their quest to lead. Clear direction, focused strategies, and enhanced communication are necessary to increase the ever-growing number of women in leadership positions in the academy. Contributions to this book discuss the ways in which these concepts have been employed to transcend the “academic ceiling” by creating mentoring networks for women, training programs, and other “ladders of ascension,” encouraging future leaders to be more assertive, self-assured, and strategic within the academic terrain. Scholars of communication, education, and women’s studies will find this volume particularly useful.
To their disadvantage, few Americans--and few in higher education--know much about the successes of historically Black colleges and universities. How is it that historically Black colleges graduate so many low-income and academically poorly prepared students? How do they manage to do so well with students "as they are", even when adopting open admissions policies?In this volume, contributors from a wide spectrum of Black colleges offer insights and examples of the policies and practice--such as retention strategies, co-curricular activities and approaches to mentoring--which underpin their disproportionate success with populations that too often fail in other institutions.This book also challenges the myth that these colleges are segregated institutions and that teachers of color are essential to minority student success. HBCUs employ large numbers of non-Black faculty who demonstrate the ability to facilitate the success of African American students.This book offers valuable lessons for faculty, faculty developers, student affairs personnel and administrators in the wider higher education community–lessons that are all the more urgent as they face a growing racially diverse student population.While, for HBCUs themselves, this book reaffirms the importance of their mission today, it also raises issues they must address to maintain the edge they have achieved.Contributors: Pamela G. Arrington; Delbert Baker; Susan Baker; Stanley F. Battle; T. J. Bryan; Terrolyn P. Carter; Ronnie L. Collins; Samuel DuBois Cook; Elaine Johnson Copeland; Marcela A. Copes; Quiester Craig; Lawrence A. Davis, Jr.; Frances C. Gordon; Frank W. Hale, Jr.; B. Denise Hawkins; Karen A. Holbrook; James E. Hunter; Frank L. Matthews; Henry Ponder; Anne S. Pruitt-Logan; Talbert O. Shaw; Orlando L. Taylor ; W. Eric Thomas; M. Rick Turner; Mervyn A. Warren; Charles V. Willie; James G. Wingate.
In 1835 Oberlin became the first institute of higher education to make a cause of racial egalitarianism when it decided to educate students “irrespective of color.” Yet the visionary college’s implementation of this admissions policy was uneven. In Constructing Black Education at Oberlin College: A Documentary History, Roland M. Baumann presents a comprehensive documentary history of the education of African American students at Oberlin College. Following the Reconstruction era, Oberlin College mirrored the rest of society as it reduced its commitment to black students by treating them as less than equals of their white counterparts. By the middle of the twentieth century, black and white student activists partially reclaimed the Oberlin legacy by refusing to be defined by race. Generations of Oberlin students, plus a minority of faculty and staff, rekindled the college’s commitment to racial equality by 1970. In time, black separatism in its many forms replaced the integrationist ethic on campus as African Americans sought to chart their own destiny and advance curricular change. Oberlin’s is not a story of unbroken progress, but rather of irony, of contradictions and integrity, of myth and reality, and of imperfections. Baumann takes readers directly to the original sources by including thirty complete documents from the Oberlin College Archives. This richly illustrated volume is an important contribution to the college’s 175th anniversary celebration of its distinguished history, for it convincinglydocuments how Oberlin wrestled over the meaning of race and the destiny of black people in American society.
How is race defined and perceived in America today, and how do these definitions and perceptions compare to attitudes 100 years ago... or 200 years ago? This four-volume set is the definitive source for every topic related to race in the United States. In the 21st century, it is easy for some students and readers to believe that racism is a thing of the past; in reality, old wounds have yet to heal, and new forms of racism are taking shape. Racism has played a role in American society since the founding of the nation, in spite of the words "all men are created equal" within the Declaration of Independence. This set is the largest and most complete of its kind, covering every facet of race relations in the United States while providing information in a user-friendly format that allows easy cross-referencing of related topics for efficient research and learning. The work serves as an accessible tool for high school researchers, provides important material for undergraduate students enrolled in a variety of humanities and social sciences courses, and is an outstanding ready reference for race scholars. The entries provide readers with comprehensive content supplemented by historical backgrounds, relevant examples from primary documents, and first-hand accounts. Information is presented to interest and appeal to readers but also to support critical inquiry and understanding. A fourth volume of related primary documents supplies additional reading and resources for research.
Creating New Possibilities for the Future of HBCUs brings together over 20 higher education scholars with more than 150 years of combined professional experience to critically examine the current contributions of and future directions for our nation’s 101 historically Black colleges and universities (HBCUs). The book breaks new ground on Black colleges and offers hope and optimism for charting their future despite shrinking investments in higher education, declining enrollments, and eroding public confidence in the value of a college degree. The book was written to tell the truth, to right (or “[re]write”) past wrongs about HBCUs, and to shift our collective gaze from the uncertain, shaky past of a select few to a far more promising future for all based on insights from contemporary empirical research. Each chapter addresses a particular aspect of higher education as it relates to HBCUs, documenting the undeniable legacy of Black colleges, their current challenges and untold successes, blended with findings from recent empirical studies—both quantitative and qualitative—that clearly create new possibilities for the future of HBCUs. This volume was developed to break new ground on often overlooked and understudied terrain in higher education scholarship. Organized into three major sections, the book includes chapters focusing on HBCUs as institutions and a small, but consequential, segment of the higher education enterprise. Section Two consists of 6 chapters addressing the experiences of HBCU students, paying close attention to issues of intersectionality, heterogeneity, and race/ethnicity, to name a few. A third, and final, section turns much-needed attention to HBCU personnel, including campus administrators, college presidents, and faculty. Rich in its coverage of culture, facts, and past history, this new book offers much to those interested in charting new possibilities for the future of HBCUs.
Diversity has been a focus of higher education policy, law, and scholarship for decades, continually expanding to include not only race, ethnicity and gender, but also socioeconomic status, sexual and political orientation, and more. However, existing collections still tend to focus on a narrow definition of diversity in education, or in relation to singular topics like access to higher education, financial aid, and affirmative action. By contrast, Diversity in American Higher Education captures in one volume the wide range of critical issues that comprise the current discourse on diversity on the college campus in its broadest sense. This edited collection explores: legal perspectives on diversity and affirmative action higher education's relationship to the deeper roots of K-12 equity and access policy, politics, and practice's effects on students, faculty, and staff. Bringing together the leading experts on diversity in higher education scholarship, Diversity in American Higher Education redefines the agenda for diversity as we know it today.
