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| blacks in higher education: Black Higher Education in the United States , 1978-04-28 |
| blacks in higher education: Black Men in Higher Education J. Luke Wood, Robert T. Palmer, 2014-11-13 Black Men in Higher Education bridges theory to practice in order to better prepare practitioners in their efforts to increase the success of Black male students in colleges and universities. In this comprehensive but manageable text, leading researchers J. Luke Wood and Robert T. Palmer highlight the current status of Black men in higher education and review relevant research literature and theory on their experiences in various postsecondary education contexts. The authors also provide and contextualize innovative, actionable strategies and solutions to help institutions increase the participation and success of Black male college students. The most recent addition to the Key Issues on Diverse College Students series, this volume is a valuable resource for student affairs and higher education professionals to better serve Black men in higher education. |
| blacks in higher education: The Education of Blacks in the South, 1860-1935 James D. Anderson, 2010-01-27 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. |
| blacks in higher education: Black Administrators in Higher Education Terence Hicks, Lemuel Watson, 2018-08-24 This Black Administrators in Higher Education book displays a group of administrators from predominantly white and historically black institutions from both four-year and two-year institutions. Through the lenses of autoethnography and personal narrative studies, this extraordinary edited volume by two former deans of education provide the audience with cutting-edge research findings on a variety of topics relative to black administrators working in higher education. |
| blacks in higher education: Blacks in Higher Education Julia C. Elam, National Association for Equal Opportunity in Higher Education (U.S.), 1989 |
| blacks in higher education: Fifty Years of Segregation John A. Hardin, 1997 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). |
| blacks in higher education: Annual Report - National Advisory Committee on Black Higher Education and Black Colleges and Universities United States. National Advisory Committee on Black Higher Education and Black Colleges and Universities, 1979 |
| blacks in higher education: College in Black and White Walter R. Allen, Edgar G. Epps, Nesha Z. Haniff, 1991-07-03 This book reports findings from the National Study of Black College Students, a comprehensive study of Black college students' characteristics, experiences, and achievements as related to student background, institutional context, and interpersonal relationships. Over 4,000 undergraduates and graduate/professional students on sixteen campuses (eight historically Black and eight predominantly White) participated in this mail survey. Using these and other data, this book systematically examines the current state of Black students in U.S. higher education. Until now, our understanding has been limited by inadequate data, misguided theories, and failure to properly interpret the Black American reality. This volume challenges our assumptions and contributes to the growing body of knowledge about Black student experiences and outcomes in higher education. |
| blacks in higher education: The Status of Blacks in Higher Education Ada M. Elam, 1989 According to this report, the state of black higher education is good. Indeed, progress in the higher education of blacks until recently has been phenomenal. Currently that progress is stalled. The implementation of wise and sound policies, however, would enable us to regain the lost momentum and continue to expand education opportunities for blacks. Issues examined in this volume include the state of blacks in those fields that have been identified by the U.S. Department of Labor as high growth areas for college graduates for 1985-1995; the status of blacks preparing to become teachers; blacks in the professions of law and medicine; and the demographic and professional characteristics of black women in higher education administration at the historically black colleges and universities. Co-published with the National Association for Equal Opportunity in Higher Education. |
| blacks in higher education: Higher Education Equity United States. National Advisory Committee on Black Higher Education and Black Colleges and Universities, 1978 |
| blacks in higher education: African Americans and Community Engagement in Higher Education Stephanie Y. Evans, Colette M. Taylor, Michelle R. Dunlap, DeMond S. Miller, 2009-09-17 This book discusses race and its roles in university-community partnerships. The contributors take a collaborative, interdisciplinary, and multiregional approach that allows students, agency staff, community constituents, faculty, and campus administrators an opportunity to reflect on and redefine what impact African American identity—in the academy and in the community—has on various forms of community engagement. From historic concepts of race uplift to contemporary debates about racialized perceptions of need, they argue that African American identity plays a significant role. In representing best practices, recommendations, personal insight, and informed warnings about building sustainable and mutually beneficial relationships, the contributors provide a cogent platform from which to encourage the difficult and much-needed inclusion of race in dialogues of national service and community engagement. |
| blacks in higher education: Access of Black Americans to Higher Education United States. National Advisory Committee on Black Higher Education and Black Colleges and Universities, 1979 |
| blacks in higher education: Needed System Supports for Achieving Higher Education Equity for Black Americans United States. National Advisory Committee on Black Higher Education and Black Colleges and Universities, 1981 |
| blacks in higher education: List of New Books ... United States. Veterans Administration. Medical and Hospital Service. Library Section, 1941 |
| blacks in higher education: Blacks in College Jacqueline Fleming, 1984-11-26 |
| blacks in higher education: Tacit Racism Anne Warfield Rawls, Waverly Duck, 2020-06-30 We need to talk about racism before it destroys our democracy. And that conversation needs to start with an acknowledgement that racism is coded into even the most ordinary interactions. Every time we interact with another human being, we unconsciously draw on a set of expectations to guide us through the encounter. What many of us in the United States—especially white people—do not recognize is that centuries of institutional racism have inescapably molded those expectations. This leads us to act with implicit biases that can shape everything from how we greet our neighbors to whether we take a second look at a resume. This is tacit racism, and it is one of the most pernicious threats to our nation. In Tacit Racism, Anne Warfield Rawls and Waverly Duck illustrate the many ways in which racism is coded into the everyday social expectations of Americans, in what they call Interaction Orders of Race. They argue that these interactions can produce racial inequality, whether the people involved are aware of it or not, and that by overlooking tacit racism in favor of the fiction of a “color-blind” nation, we are harming not only our society’s most disadvantaged—but endangering the society itself. Ultimately, by exposing this legacy of racism in ordinary social interactions, Rawls and Duck hope to stop us from merely pretending we are a democratic society and show us how we can truly become one. |
| blacks in higher education: All That She Carried Tiya Miles, 2023-04-06 SHORTLISTED FOR THE WOMEN'S PRIZE FOR NON-FICTION LONGLISTED FOR THE BAILLIE GIFFORD PRIZE FOR NON-FICTION NATIONAL BOOK AWARD WINNER NEW YORK TIMES BESTSELLER WINNER OF THE CUNDILL HISTORY PRIZE 'An astonishing account of love, resilience and survival' Sunday Times 'A remarkable book' New York Times 'An extraordinary tale through the generations' Guardian In 1850s South Carolina, Rose, an enslaved woman, faced a crisis: the imminent sale of her daughter Ashley. Thinking quickly, she packed a cotton bag with a few items. Soon after, the nine-year-old girl was separated from her mother and sold. Decades later, Ashley's granddaughter Ruth embroidered this family history on the sack in spare, haunting language. That, in itself, is a story. But it's not the whole story. How does one uncover the lives of people who, in their day, were considered property? Harvard historian Tiya Miles carefully traces these women's faint presence in archival records, and, where archives fall short, she turns to objects, art, and the environment to write a singular history of the experience of slavery, and the uncertain freedom afterward. All That She Carried gives us history as it was lived, a poignant story of resilience and love passed down against steep odds. |
| blacks in higher education: Historically Black Colleges and Universities M. Gasman, Christopher L. Tudico, 2008-12-08 Historically Black colleges and universities play a vital role in the education of African Americans in the United States. For nearly 150 years, these institutions have trained the leadership of the Black community, graduating the nation s African American teachers, doctors, lawyers, and scientists. Despite the wealth of new research on Black colleges, there are topics that remain untouched and accomplishments that go unnoticed by the scholarly community. The chapters in this edited volume focus on topics that deserve further attention and that will push students, scholars, policymakers, and Black college administrators to reexamine their perspectives on and perceptions of Black colleges. |
| blacks in higher education: Higher Education for African Americans Before the Civil Rights Era, 1900-1964 Craig LaMay, Marybeth Gasman, 2017-07-12 This volume examines the evolution of higher education opportunities for African Americans in the early and mid-twentieth century. It contributes to understanding how African Americans overcame great odds to obtain advanced education in their own institutions, how they asserted themselves to gain control over those institutions, and how they persisted despite discrimination and intimidation in both northern and southern universities. Following an introduction by the editors are contributions by Richard M. Breaux, Louis Ray, Lauren Kientz Anderson, Timothy Reese Cain, Linda M. Perkins, and Michael Fultz. Contributors consider the expansion and elevation of African American higher education. Such progress was made against heavy odds—the separate but equal policies of the segregated South, less overt but pervasive racist attitudes in the North, and legal obstacles to obtaining equal rights. |
| blacks in higher education: Stigma and Culture J. Lorand Matory, 2015-12-02 In Stigma and Culture, J. Lorand Matory provocatively shows how ethnic identification in the United States—and around the globe—is a competitive and hierarchical process in which populations, especially of historically stigmatized races, seek status and income by dishonoring other stigmatized populations. And there is no better place to see this than among the African American elite in academia, where he explores the emergent ethnic identities of African and Caribbean immigrants and transmigrants, Gullah/Geechees, Louisiana Creoles, and even Native Americans of partly African ancestry. Matory describes the competitive process that hierarchically structures their self-definition as ethnic groups and the similar process by which middle-class African Americans seek distinction from their impoverished compatriots. Drawing on research at universities such as Howard, Harvard, and Duke and among their alumni networks, he details how university life—while facilitating individual upward mobility, touting human equality, and regaling cultural diversity—also perpetuates the cultural standards that historically justified the dominance of some groups over others. Combining his ethnographic findings with classic theoretical insights from Frantz Fanon, Fredrik Barth, Erving Goffman, Pierre Bourdieu and others—alongside stories from his own life in academia—Matory sketches the university as an institution that, particularly through the anthropological vocabulary of culture, encourages the stigmatized to stratify their own. |
| blacks in higher education: Advancing Black Male Student Success from Preschool Through Ph. D Shaun R. Harper, J. Luke Wood, 2016 Advancing Black Male Student Success From Preschool Through Ph. D. pushes against hopeless notions of Black male student achievement. This book presents a comprehensive portrait of Black male students at every stage in the U.S. education system, from preschool through doctoral degree attainment. Each chapter is a synthesis of existing research on experiences, educational outcomes, and persistent inequities at a particular pipeline point and concludes with forward-thinking recommendations for education policy and practice. In addition to Harper and Wood, the authorship cast includes several scholars who are among the most respected experts on Black boys and men in education. |
| blacks in higher education: Retaining African Americans in Higher Education Lee Jones, 2023-07-21 Retention of African Americans on campus is a burning issue for the black community, and a moral and financial one for predominantly white institutions of higher education. This book offers fresh insights and new strategies developed by fifteen scholars concerned by the new climate in which affirmative action is being challenged and eliminated.This is the first book devoted specifically to retention of African Americans in higher education, and is unique in addressing the distinct but inter-related concerns of all three affected constituencies: students, faculty and administrators. Each is considered in a separate section.The student section shifts attention from, to paraphrase McNairy, fixing the student to focussing on higher education's need to examine and, where appropriate, revise policies, curriculum, support services and campus climate. Responding to the new agenda shaped by the opponents of affirmative action, but rejecting the defensive x percent solutions espoused by its proponents, this book puts forward new solutions that will provoke debate. Section II begins with a survey of the literature on African American administrators, and presents a Delphi study of twelve administrators to provide an understanding of pathways and barriers to success. The contributors then consider the importance of developing community support and creating alliances, the role of mentoring, and the setting of clear expectations between the individual and the institution.Starting with the recognition that African Americans represent less than five percent of full-time faculty, the chapters in the final section examine the effects of the dismantling of affirmative action, the consequences of faculty salaries trailing more lucrative non-academic employment, the declining enrollment of students of color, the politics of promotion and tenure, and issues of identity and culture. The book concludes by stressing the roles that parents, faculty and administrators must play to empower African American students to take responsibility for their own academic performance.This is a compelling, controversial and constructive contribution to an issue of national importance. |
| blacks in higher education: Stand and Prosper Henry N. Drewry, Humphrey Doermann, 2012-03-29 Stand and Prosper is the first authoritative history in decades of black colleges and universities in America. It tells the story of educational institutions that offered, and continue to offer, African Americans a unique opportunity to transcend the legacy of slavery while also bearing its burden. Henry Drewry and Humphrey Doermann present an up-to-date and comprehensive assessment of their past, present, and possible future. Black colleges fully got off the ground only after the Civil War--more than two centuries after higher education formally began in British North America. Despite horrendous obstacles, they survived and even proliferated until well past the mid-twentieth century. As the authors show, however, the 1954 U.S. Supreme Court ruling in Brown v. Board of Education brought them to a crucial juncture. While validating the rights of blacks to pursue opportunities outside racial and class lines, it drew the future of these institutions into doubt. By the mid-1970s black colleges competed with other colleges for black students--a welcome expansion of choices for African-American youth but a huge recruitment challenge for black colleges. The book gradually narrows its focus from a general history to a look at the development of forty-five private black colleges in recent decades. It describes their varied responses to the changes of the last half-century and documents their influence in the development of the black middle class. The authors underscore the vital importance of government in supporting these institutions, from the Freedman's Bureau during Reconstruction to federal aid in our own time. Stand and Prosper offers a fascinating portrait of the distinctive place black colleges and universities have occupied in American history as crucibles of black culture, and of the formidable obstacles they must surmount if they are to continue fulfilling this important role. |
| blacks in higher education: The Black Experience and Navigating Higher Education Through a Virtual World Hairston, Kimetta R., Edmonds, Wendy M., Clark, Shanetia P., 2021-06-25 The treasure of the Black experience at a Historically Black College/University (HBCU) is that it offers a personal and intimate experience rooted in Black heritage that cannot be found at other institutions. On campus, face-to-face instruction and activities focused on addressing issues that plague the Black community are paramount. This provides students with small classroom environments and the personal support from administrators, faculty, and staff. In March 2020, the Black experience was interrupted when a global pandemic forced governors to declare states of emergencies and mandate stay-at-home orders. The stay-at-home orders forced universities to transition into fully remote environments. Doing so heightened an array of emotions compounded by the reality of previously recognized disparities in resources and funding amongst higher education institutions. As a result of this abrupt transformation, the HBCU experience was impacted by positive and negative implications for Black people at the campus, local, state, and national levels. The Black Experience and Navigating Higher Education Through a Virtual World explores the reality of the Black experience from various perspectives involving higher education institutions with a focus on HBCUs. The book provides an overview and analysis of a virtual experience that goes beyond the day-to-day technological implications and exposes innovative ideas and ways of navigating students and faculty through a remote world. It focuses on heightening the awareness of disparities through the Black experience in a virtual environment, provides guidance on transitioning to fully remote environments, examines leadership dynamics in virtual environments, analyzes mental health balance, and examines implications on the digital divide. Covering topics such as online course delivery, self-health, and social justice, this book is essential for graduate students, academicians, diversity officers in the academy, professors, and researchers. |
| blacks in higher education: The Case for Affirmative Action for Blacks in Higher Education John Fleming, Gerald R. Gill, David H. Swinton, 1978 |
| blacks in higher education: Transformation in Higher Education Nico Cloete, 2006 This book presents the most comprehensive and most thorough study of the developments in South African higher education and research after the first democratic elections of 1994 – that is of post-Apartheid South African higher education. This volume will provide its readers with a detailed insight into the new (i.e. post-1994) South African higher education system. The large number of experienced authors and editors involved in the book guarantees that the reader will be introduced in the new SA higher education system from a large number of perspectives that are presented in a consistent and coherent way. This book will be of interest to scholars, students, administrators, policymakers and politicians interested in South Africa, higher education and research, and policy analysis. Publications on higher education are not new. But this volume, which is the first of its kind as a collective effort of tracing and examining the twists and turns taken by processes of change in the South African higher education system in a context of profound societal and global transformation, adds a fresh dimension to the debate. In its examination of the extent to which the changes were in line with policy intentions, particularly with regard to equity, democratisation, responsiveness and efficiency, and how a new institutional landscape started emerging, it makes a momentous contribution to the current debate about higher education restructuring. Njabulo Ndebele, Vice-chancellor, University of Cape Town and Chair of the South African Association of University Vice-chancellors This book addresses a rich variety of issues on South African higher education. It puts these in the relevant context of the process of globalization and it shows that the South African experiences offer us a lot to learn. Highly recommended for those who are intrigued by the innovations taking place in South African higher education as well as for those who intend to grasp the effects of globalization. Frans van Vught, Rector Magnificus and founding Director of the Center for Higher Education Policy Studies, University of Twente, The Netherlands Reflection is a crucial ingredient to learning. In this book on higher education we have reflections on a unique period in the history of a country that managed its transition to democracy in a way that was unique, but from which we can all learn. Higher education in South Africa played a vital role in that transition and was part of the many tensions, choices and influences. They have been thoughtfully captured. Brenda Gourley, Vice-chancellor, The Open University, UK and board member, Centre for Higher Education Transformation. No contemporary higher education system has changed as dramatically as that in South Africa. This book, rich in data, examines the changes that took place and offers insights into how change frequently cannot be predicted. The analysis captures the excitement, high expectations, remarkable successes, and failures in the transformation of the apartheid system of higher education. This excellent study provides rich fare for comparative analysis. Fred M. Hayward, American Council on Education Pilot Project, Executive Vice President, Council for Higher Education Accreditation, US. |
| blacks in higher education: Advancing Democracy Amilcar Shabazz, 2005-11-16 As we approach the fiftieth anniversary of Brown v. Board of Education (1954), it is important to consider the historical struggles that led to this groundbreaking decision. Four years earlier in Texas, the Sweatt v. Painter decision allowed blacks access to the University of Texas's law school for the first time. Amilcar Shabazz shows that the development of black higher education in Texas--which has historically had one of the largest state college and university systems in the South--played a pivotal role in the challenge to Jim Crow education. Shabazz begins with the creation of the Texas University Movement in the 1880s to lobby for equal access to the full range of graduate and professional education through a first-class university for African Americans. He traces the philosophical, legal, and grassroots components of the later campaign to open all Texas colleges and universities to black students, showing the complex range of strategies and the diversity of ideology and methodology on the part of black activists and intellectuals working to promote educational equality. Shabazz credits the efforts of blacks who fought for change by demanding better resources for segregated black colleges in the years before Brown, showing how crucial groundwork for nationwide desegregation was laid in the state of Texas. |
| blacks in higher education: Plantation Politics and Campus Rebellions Bianca C. Williams, Dian D. Squire, Frank A. Tuitt, 2021-03-01 Plantation Politics and Campus Rebellions provides a multidisciplinary exploration of the contemporary university's entanglement with the history of slavery and settler colonialism in the United States. Inspired by more than a hundred student-led protests during the Movement for Black Lives, contributors examine how campus rebellions—and university responses to them—expose the racialized inequities at the core of higher education. Plantation politics are embedded in the everyday workings of universities—in not only the physical structures and spaces of academic institutions, but in its recruitment and attainment strategies, hiring practices, curriculum, and notions of sociality, safety, and community. The book is comprised of three sections that highlight how white supremacy shapes campus communities and classrooms; how current diversity and inclusion initiatives perpetuate inequality; and how students, staff, and faculty practice resistance in the face of institutional and legislative repression. Each chapter interrogates a connection between the academy and the plantation, exploring how Black people and their labor are viewed as simultaneously essential and disruptive to university cultures and economies. The volume is an indispensable read for students, faculty, student affairs professionals, and administrators invested in learning more about how power operates within education and imagining emancipatory futures. |
| blacks in higher education: Why Are All the Black Kids Sitting Together in the Cafeteria? Beverly Daniel Tatum, 2021-05-06 The international bestseller that changed how we talk about racism 'A critically acclaimed book that gave readers a starting point to demystify conversations about race' The Atlantic 'A classic' Jodi Picoult Walk into any racially mixed secondary school and you will see young people clustered in their own groups according to race. Is this self-segregation a problem to address or a coping strategy? Beverly Daniel Tatum, a renowned psychology Professor, guides us through how racial identity develops, from very young children all the way to adulthood, in black families, white families, and mixed race families, and helps us understand what we can do to break the silence, have better conversations with our children and with each other about race, and build a better world. A mainstay on the bookshelves of American readers since 1998, and substantially revised and updated in 2017, this evergreen bestseller is essential reading for anyone interested in understanding the dynamics of race |
| blacks in higher education: Historically Black Colleges and Universities Julian Roebuck, Komandur Murty, 1993-08-12 There are currently 109 historically black colleges and universities in the United States. Established before 1964, their mission was and continues to be the education of black Americans for service and leadership in the black community as well as the wider community. Ever since Lincoln University opened its doors in 1854, controversy has raged over separate black institutions of higher learning. Roebuck and Murty review the history of black colleges from the antebellum years (prior to 1865) to the present. They provide profiles of each of the major black universities from their founding until today, including their current student composition and faculty makeup. Reviewing the literature on race relations in college life, the authors describe tensions on white and black campuses as reported in journals and periodicals. They then analyze and interpret the results of their own empirical study of race relations on fifteen campuses in the southeastern United States. This is the first comprehensive coverage of the subject. |
| blacks in higher education: Nathan B. Young and the Struggle Over Black Higher Education Antonio Frederick Holland, 2006 At the turn of the twentieth century, African Americans eager to improve their lives through higher education were confronted with the divergent points of view of two great leaders: Booker T. Washington advocated vocational training, while W. E. B. Du Bois stressed the importance of the liberal arts. Into the fray stepped Nathan B. Young, who, as Antonio Holland now tells, left a lasting mark on that debate. Born in slavery in Alabama, Young followed a love of learning to degrees from Talladega and Oberlin Colleges and a career in higher education. Employed by Booker T. Washington in 1892, he served at Tuskegee Institute until conflict with Washington's vocational orientation led him to move on. During a brief tenure at Georgia State Industrial College under Richard R. Wright, Sr., he became disillusioned by efforts of whites to limit black education to agriculture and the trades. Hired as president of Florida A&M in 1901, he fought for twenty years to balance agricultural/vocational education with the liberal arts, only to meet with opposition from state officials that led to his ouster. This principled educator finally found his place as president of Lincoln University in Missouri in 1923. Here Young made a determined effort to establish the school as a standard institution of higher learning. Holland describes how he campaigned successfully to raise academic standards and gain accreditation for Lincoln's programs-successes made possible by the political and economic support of farsighted members of Missouri's black community. Holland shows that the great debate over black higher education was carried on not only in the rhetoric of Washington and Du Bois but also on the campuses, as Young and others sought to prepare African American students to become thinkers and creators. In tracing Young's career, Holland presents a wealth of information on the nature of the education provided for former slaves and their descendents in four states-shedding new light on the educational environment at Oberlin and Tuskegee-and on the actions of racist white government officials to limit the curriculum of public education for blacks. Although Young's efforts to improve the schools he served were often thwarted, Holland shows that he kept his vision alive in the black community. Holland's meticulous reconstruction of an eventful career provides an important look at the forces that shaped and confounded the development of black higher education during traumatic times. |
| blacks in higher education: Hip-hop Revolution Jeffrey Ogbonna Green Ogbar, 2007 As hip-hop artists constantly struggle to keep it real, this fascinating study examines the debates over the core codes of hip-hop authenticity--as it reflects and reacts to problematic black images in popular culture--placing hip-hop in its proper cultural, political, and social contexts. |
| blacks in higher education: The SAGE Handbook of African American Education Linda C. Tillman, 2008-07-17 This Handbook received an honorable mention at the 2009 PROSE Awards. The PROSE Awards annually recognize the very best in professional and scholarly publishing by bringing attention to distinguished books, journals, and electronic content in over 40 categories. This volume fills the tremendous void that currently exists in providing a much-needed lens for cultural leadership and proficiency. The approach provides a wide divergence of perspectives on African American forms of leadership in a variety of diverse leadership settings. —Len Foster, Washington State University The SAGE Handbook of African American Education is a unique, comprehensive collection of theoretical and empirical scholarship in six important areas: historical perspectives, teaching and learning, PK–12 school leadership, higher education, current issues, and education policy. The purpose of the Handbook is to articulate perspectives on issues affecting the participation and leadership of African Americans in PK–12 and postsecondary education. This volume also addresses historical and current issues affecting the education of African Americans and discusses current and future school reform efforts that directly affect this group. Key Features Promotes inquiry and development of questions, ideas, and dialogue about critical practice, theory, and research on African Americans in the United States educational system Makes significant contributions to the scholarship on African Americans in the broad context of U.S. education and society Addresses the central question—in what ways do African Americans in corporate, private, and public positions influence and shape educational policy that affects African Americans? The SAGE Handbook of African American Education is a unique, comprehensive collection of theoretical and empirical scholarship in six important areas: historical perspectives, teaching and learning, Pre-K-12 school leadership, higher education, current issues, and education policy. —TEACHERS OF COLOR A wise scientist once argued that to doubt everything or to believe everything often results in the same solution set; both eliminate the need for reflection. This handbook provides an intellectual space for those interested in true reflection on the human ecology of the African American experience in schools, communities, and society. The /Handbook of African American Education/ is a repository of information developed to advance the human service professional. —William F. Tate IV, Washington University in St. Louis This handbook represents the most comprehensive collection of research on African Americans in education to date. Its breadth spans the historical, the political, institutional and community forces that have shaped educational opportunities and attainment among African Americans. The review of extant research on a range of topics from the role of culture and identity in learning, teacher preparation, educational leadership, to higher education and educational policy is far-reaching and cutting edge. This volume has historic significance and will become a classic collection on African American education for scholars and practitioners alike. —Carol D. Lee, Professor, Northwestern University Vice-President, Division G, American Educational Research Association This handbook is needed as a basic reference for professors and graduate students conducting research on the education of Blacks in America. —Frank Brown, University of North Carolina at Chapel Hill |
| blacks in higher education: The Black Revolution on Campus Martha Biondi, 2014-03-21 Winner of the Wesley-Logan Prize in African Diaspora History from the American Historical Association and the Benjamin Hooks National Book Award for Outstanding Scholarly Work on the American Civil Rights Movement and Its Legacy. |
| blacks in higher education: From Here to Equality, Second Edition William A. Darity Jr., A. Kirsten Mullen, 2022-07-27 Racism and discrimination have choked economic opportunity for African Americans at nearly every turn. At several historic moments, the trajectory of racial inequality could have been altered dramatically. But neither Reconstruction nor the New Deal nor the civil rights struggle led to an economically just and fair nation. Today, systematic inequality persists in the form of housing discrimination, unequal education, police brutality, mass incarceration, employment discrimination, and massive wealth and opportunity gaps. Economic data indicates that for every dollar the average white household holds in wealth the average black household possesses a mere ten cents. This compelling and sharply argued book addresses economic injustices head-on and make the most comprehensive case to date for economic reparations for U.S. descendants of slavery. Using innovative methods that link monetary values to historical wrongs, William Darity Jr. and A. Kirsten Mullen assess the literal and figurative costs of justice denied in the 155 years since the end of the Civil War and offer a detailed roadmap for an effective reparations program, including a substantial payment to each documented U.S. black descendant of slavery. This new edition features a new foreword addressing the latest developments on the local, state, and federal level and considering current prospects for a comprehensive reparations program. |
| blacks in higher education: Self-Taught Heather Andrea Williams, 2009-11-20 In this previously untold story of African American self-education, Heather Andrea Williams moves across time to examine African Americans' relationship to literacy during slavery, during the Civil War, and in the first decades of freedom. Self-Taught traces the historical antecedents to freedpeople's intense desire to become literate and demonstrates how the visions of enslaved African Americans emerged into plans and action once slavery ended. Enslaved people, Williams contends, placed great value in the practical power of literacy, whether it was to enable them to read the Bible for themselves or to keep informed of the abolition movement and later the progress of the Civil War. Some slaves devised creative and subversive means to acquire literacy, and when slavery ended, they became the first teachers of other freedpeople. Soon overwhelmed by the demands for education, they called on northern missionaries to come to their aid. Williams argues that by teaching, building schools, supporting teachers, resisting violence, and claiming education as a civil right, African Americans transformed the face of education in the South to the great benefit of both black and white southerners. |
| blacks in higher education: From Equity Talk to Equity Walk Tia Brown McNair, Estela Mara Bensimon, Lindsey Malcom-Piqueux, 2020-01-22 A practical guide for achieving equitable outcomes From Equity Talk to Equity Walk offers practical guidance on the design and application of campus change strategies for achieving equitable outcomes. Drawing from campus-based research projects sponsored by the Association of American Colleges and Universities and the Center for Urban Education at the University of Southern California, this invaluable resource provides real-world steps that reinforce primary elements for examining equity in student achievement, while challenging educators to specifically focus on racial equity as a critical lens for institutional and systemic change. Colleges and universities have placed greater emphasis on education equity in recent years. Acknowledging the changing realities and increasing demands placed on contemporary postsecondary education, this book meets educators where they are and offers an effective design framework for what it means to move beyond equity being a buzzword in higher education. Central concepts and key points are illustrated through campus examples. This indispensable guide presents academic administrators and staff with advice on building an equity-minded campus culture, aligning strategic priorities and institutional missions to advance equity, understanding equity-minded data analysis, developing campus strategies for making excellence inclusive, and moving from a first-generation equity educator to an equity-minded practitioner. From Equity Talk to Equity Walk: A Guide for Campus-Based Leadership and Practice is a vital wealth of information for college and university presidents and provosts, academic and student affairs professionals, faculty, and practitioners who seek to dismantle institutional barriers that stand in the way of achieving equity, specifically racial equity to achieve equitable outcomes in higher education. |
| blacks in higher education: Index to Black Periodicals , 2004 |
| blacks in higher education: Changing the Face of Engineering John Brooks Slaughter, Yu Tao, Willie Pearson Jr., 2015-12-15 How can academic institutions, corporations, and policymakers foster African American participation and advancement in engineering? For much of America’s history, African Americans were discouraged or aggressively prevented from becoming scientists and engineers. Those who did enter STEM fields found that their inventions and discoveries were often neither recognized nor valued. Even today, particularly in the field of engineering, the participation of African American men and women is shockingly low, and some evidence indicates that the situation might be getting worse. In Changing the Face of Engineering, twenty-four eminent scholars address the underrepresentation of African Americans in engineering from a wide variety of disciplinary and professional perspectives while proposing workable classroom solutions and public policy initiatives. They combine robust statistical analyses with personal narratives of African American engineers and STEM instructors who, by taking evidenced-based approaches, have found success in graduating African American engineers. Changing the Face of Engineering argues that the continued underrepresentation of African Americans in engineering impairs the ability of the United States to compete successfully in the global marketplace. This volume will be of interest to STEM scholars and students, as well as policymakers, corporations, and higher education institutions. |
| blacks in higher education: From Black Power to Black Studies Fabio Rojas, 2010-09-01 The black power movement helped redefine African Americans' identity and establish a new racial consciousness in the 1960s. As an influential political force, this movement in turn spawned the academic discipline known as Black Studies. Today there are more than a hundred Black Studies degree programs in the United States, many of them located in America’s elite research institutions. In From Black Power to Black Studies, Fabio Rojas explores how this radical social movement evolved into a recognized academic discipline. Rojas traces the evolution of Black Studies over more than three decades, beginning with its origins in black nationalist politics. His account includes the 1968 Third World Strike at San Francisco State College, the Ford Foundation’s attempts to shape the field, and a description of Black Studies programs at various American universities. His statistical analyses of protest data illuminate how violent and nonviolent protests influenced the establishment of Black Studies programs. Integrating personal interviews and newly discovered archival material, Rojas documents how social activism can bring about organizational change. Shedding light on the black power movement, Black Studies programs, and American higher education, this historical analysis reveals how radical politics are assimilated into the university system. |
Black people - Wikipedia
Black is a racial classification of people, usually a political and skin color -based category for specific populations with a mid- to dark brown complexion.
Black Population by State - BlackDemographics.com
Click on the state name for more details about each state. 2020 Black Population by State | Total and Percent | SOURCE: U.S. Census Bureau 2020 official count... African American alone and in c...
McKenzie Beach - SC Picture Project
McKenzie and Pyatt envisioned a place where blacks, without fear of racial discrimination, could visit the beach and enjoy great food, strong drinks, and live music; the Magnolia Beach Club …
African Americans | History, Facts, & Culture | Britannica
Jun 5, 2025 · African Americans are largely the descendants of enslaved people who were brought from their African homelands by force to work in the New World. Their rights were severely …
Facts About the U.S. Black Population | Pew Research Center
Jan 23, 2025 · In this fact sheet, we report data on the Black population – which includes data on immigrants – using the 2023 ACS. Readers should be aware that immigrant and all population …
Blackfacts - Home
Blackfacts.com is the oldest and longest-running data-driven online Black History resource, which has served millions and millions of Black Facts to users across the globe over its unbroken 28 …
BlackPast.org | The Largest Online Encyclopedia of Black History
Welcome to BlackPast.org, the world's largest online encyclopedia of Black History. Explore African American & Global African History.
Home - BlackDemographics.com
For 2023, the U.S. Census Bureau estimates the Black population in the United States to be 50,579,102, which is 15% of the total American population of 334.9 million. This figure includes …
African Americans - Wikipedia
Periods; Timeline; Atlantic slave trade; Abolitionism in the United States; Slavery in the colonial history of the US; Revolutionary War; Antebellum period
McKenzie Beach: Pawleys Island’s Historical Black Resort
Aug 28, 2017 · It is quite known that Pawleys Island is an area that is full of history as it is home to once-working plantations, old inns, ghost lore, and more. But did you know that Pawleys Island …
Black people - Wikipedia
Black is a racial classification of people, usually a political and skin color -based category for specific populations with a mid- to dark brown complexion.
Black Population by State - BlackDemographics.com
Click on the state name for more details about each state. 2020 Black Population by State | Total and Percent | SOURCE: U.S. …
McKenzie Beach - SC Picture Project
McKenzie and Pyatt envisioned a place where blacks, without fear of racial discrimination, could visit the beach and enjoy great food, strong drinks, and live music; the Magnolia Beach Club fulfilled this vision.
African Americans | History, Facts, & Culture | Britannica
Jun 5, 2025 · African Americans are largely the descendants of enslaved people who were brought from their African homelands by force to work in the New World. Their rights were severely limited, and they were long …
Facts About the U.S. Black Population | Pew Research Center
Jan 23, 2025 · In this fact sheet, we report data on the Black population – which includes data on immigrants – using the 2023 ACS. Readers should be aware that immigrant and all population figures in this fact sheet are …
