The history of African American studies is often told as a heroic tale, with compelling images of black power and passionate African American students who refused to take no for an answer. Noliwe M. Rooks argues for the recognition of another story, which proves that many of the programs that survived actually began as a result of white philanthropy. With unflinching honesty, Rooks shows that the only way to create a stable future for African American studies is by confronting its complex past.
James Anderson critically reinterprets the history of southern black education from Reconstruction to the Great Depression. By placing black schooling within a political, cultural, and economic context, he offers fresh insights into black commitment to education, the peculiar significance of Tuskegee Institute, and the conflicting goals of various philanthropic groups, among other matters. Initially, ex-slaves attempted to create an educational system that would support and extend their emancipation, but their children were pushed into a system of industrial education that presupposed black political and economic subordination. This conception of education and social order--supported by northern industrial philanthropists, some black educators, and most southern school officials--conflicted with the aspirations of ex-slaves and their descendants, resulting at the turn of the century in a bitter national debate over the purposes of black education. Because blacks lacked economic and political power, white elites were able to control the structure and content of black elementary, secondary, normal, and college education during the first third of the twentieth century. Nonetheless, blacks persisted in their struggle to develop an educational system in accordance with their own needs and desires.
Analyzing the circumstances surrounding the creation and development of the Atlanta University System, this book shows how philanthropists' positive involvement created a unique higher educational center for black Americans that exists nowhere else in the nation.
Analyzing the circumstances surrounding the creation and development of the Atlanta University System, this book shows how philanthropists' positive involvement created a unique higher educational center for black Americans that exists nowhere else in the nation.
Since its publication in 1944, many Americans have described Gunnar Myrdal's An American Dilemma as a defining text on U.S. race relations. Here, Maribel Morey confirms with historical evidence what many critics of the book have suspected: An American Dilemma was not commissioned, funded, or written with the goal of challenging white supremacy. Instead, Morey reveals it was commissioned by Carnegie Corporation president Frederick Keppel, and researched and written by Myrdal, with the intent of solidifying white rule over Black people in the United States. Morey details the complex global origins of An American Dilemma, illustrating its links to Carnegie Corporation's funding of social science research meant to help white policymakers in the Anglo-American world address perceived problems in their governance of Black people. Morey also unpacks the text itself, arguing that Myrdal ultimately complemented his funder's intentions for the project by keeping white Americans as his principal audience and guiding them towards a national policy program on Black Americans that would keep intact white domination. Because for Myrdal and Carnegie Corporation alike, international order rested on white Anglo-Americans' continued ability to dominate effectively.
This book examines the history of 20th century racial segregation in Kentucky higher education, the last state in the South to enact legislation banning interracial education in private schools and the first to remove it. In five chapters and an epilogue, the book traces the growth of racism, the period of acceptance of racism, the black community's efforts for reform, the stresses of "separate and unequal," and the unrelenting pressure to desegregate Kentucky schools. Different tactics, ranging from community and religious organization support to legislative and legal measures, that were used for specific campaigns are described in detail. The final chapters of the book describe the struggles of college presidents faced with student turmoil, persistent societal resistance from whites (both locally and legislatively), and changing expectations, after the 1954 Supreme Court decision in "Brown V. Board of Education" broadened desegregation to all public schools and the responsibility for desegregation shifted from politically driven state legislators or governors to college governing boards. Appendices contain tabular data on demographics, state appropriations, and admissions to public and private colleges and universities in Kentucky. (Contains approximately 550 notes and bibliographic references.) (Bf).
Facing challenges and changes in the twenty-first century, universities are giving increased emphasis to institutional advancement, encompassing constituent engagement, communications and marketing, and fundraising. This book highlights the implications of change and best practices and innovations in advancement. It addresses such questions as: “What is working now?” “Where are we going?” “What will the future of advancement look like? The book’s twenty chapters, written by leading experts in the field, describe ways in which traditional methods must be adapted to the new environment and highlight new strategies that are growing in importance.” This book is focused on higher education and institutions in the United States but many of the topics it considers are important to independent schools and other types of institutions and to the practice of advancement around the world.
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.
