Accreditation of Historically and Predominantly Black Colleges and Universities


Book Description

The challenge of accreditation in a modern educational environment faces such questions as how to keep an accrediting process which is independent of the government, which respects the diversity of institutions, which keeps the process open whereby institutions can set their own goals and missions and above all improve access to education for the masses and at the same time maintain the confidence of the general public that graduates measure up to the minimum levels of quality. In this volume, James Rogers discusses the current state of accreditation in the United States with special emphasis on historically black colleges and universities (HBCUs). Maxine Allen and John Austin assess the current status of HBCUs relative to accreditation. Howard Simmons focuses on the importance of blacks' participation in the accreditation process. In the appendix, Regina Norman presents a summary profile of the regional and specialized accreditation of HBCUs. Co-published with the National Association for Equal Opportunity in Higher Education.




Historically Black Colleges and Universities


Book Description

Beginning in the 1830s, public and private higher education institutions established to serve African-Americans operated in Pennsylvania and Ohio, the Border States, and the states of the old Confederacy. Until recently the vast majority of people of African descent who received post-secondary education in the United States did so in historically black institutions. Spurred on by financial and accreditation issues, litigation to assure compliance with court decisions, equal higher education opportunity for all citizens, and the role of race in admissions decisions, interest in the role, accomplishments, and future of Historically Black Colleges and Universities has been renewed. This volume touches upon these issues. Historically Black Colleges and Universities (HBCUs) are a diverse group of 105 institutions. They vary in size from several hundred students to over 10,000. Prior to Brown v. Board of Education, 90 percent of African-American postsecondary students were enrolled in HBCUs. Currently the 105 HBCUs account for 3 percent of the nation's educational institutions, but they graduate about one-quarter of African-Americans receiving college degrees. The competition that HBCUs currently face in attracting and educating African-American and other students presents both challenges and opportunities. Despite the fact that numerous studies have found that HBCUs are more effective at retaining and graduating African-American students than predominately white colleges, HBCUs have serious detractors. Perhaps because of the increasing pressures on state governments to assure that public HBCUs receive comparable funding and provide programs that will attract a broader student population, several public HBCUs no longer serve primarily African-American students. There is reason to believe, and it is the opinion of several contributors to this book, that in the changing higher education environment HBCUs will not survive, particularly those that are financially weak. The contributors to this volume provide cutting-edge data as well as solid social analysis of this major concern in black life--as well as American higher education as a whole.




The Black Revolution on Campus


Book Description

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.




South Carolina State University


Book Description

The turbulent history of one of South Carolina's historically black colleges and its significant role in the civil rights movement Since its founding in 1896, South Carolina State University has provided vocational, undergraduate, and graduate education for generations of African Americans. Now the state's flagship historically black university, it achieved this recognition after decades of struggling against poverty, inadequate infrastructure and funding, and social and cultural isolation. In South Carolina State University: A Black Land-Grant College in Jim Crow America, William C. Hine examines South Carolina State's complicated start, its slow and long-overdue transition to a degree-granting university, and its significant role in advancing civil rights in the state and country. A product of the state's "separate but equal" legislation, South Carolina State University was a hallmark of Jim Crow South Carolina. Black and white students were indeed provided separate colleges, but the institutions were in no way equal. When established, South Carolina State emphasized vocational and agricultural subjects as well as teacher training for black students while the University of South Carolina offered white students a broad range of higher-level academic and professional course work leading to a bachelor's degree. Through the middle decades of the twentieth century, South Carolina State was an incubator for much of the civil rights activity in the state. The tragic Orangeburg massacre on February 8, 1968, occurred on its campus and resulted in the deaths of three students and the wounding of twenty-eight others. Using the university as a lens, Hine examines the state's history of race relations, poverty and progress, and the politics of higher education for whites and blacks from the Reconstruction era into the twenty-first century. Hine's work showcases what the institution has achieved as well as what was required for the school to achieve the parity it was once promised. This fascinating account is replete with revealing anecdotes, more than sixty photographs and illustrations, and a cast of famous figures including Benjamin R. Tillman, Coleman Blease, Benjamin E. Mays, Marian Birnie Wilkinson, Mary McLeod Bethune, Modjeska Simkins, Strom Thurmond, Essie Mae Washington Williams, James F. Byrnes, John Foster Dulles, James E. Clyburn, and Willie Jeffries.




Race Matters


Book Description

Now more than ever, Race Matters is a book for all Americans, as it helps us to build a genuine multiracial democracy in the new millennium."--BOOK JACKET.




Shelter in a Time of Storm


Book Description

2020 Museum of African American History Stone Book Award 2020 Lillian Smith Book Award Finalist, 2020 Pauli Murray Book Prize For generations, historically Black colleges and universities (HBCUs) have been essential institutions for the African American community. Their nurturing environments not only provided educational advancement but also catalyzed the Black freedom struggle, forever altering the political destiny of the United States. In this book, Jelani M. Favors offers a history of HBCUs from the 1837 founding of Cheyney State University to the present, told through the lens of how they fostered student activism. Favors chronicles the development and significance of HBCUs through stories from institutions such as Cheyney State University, Tougaloo College, Bennett College, Alabama State University, Jackson State University, Southern University, and North Carolina A&T. He demonstrates how HBCUs became a refuge during the oppression of the Jim Crow era and illustrates the central role their campus communities played during the civil rights and Black Power movements. Throughout this definitive history of how HBCUs became a vital seedbed for politicians, community leaders, reformers, and activists, Favors emphasizes what he calls an unwritten "second curriculum" at HBCUs, one that offered students a grounding in idealism, racial consciousness, and cultural nationalism.







The Higher Education Act


Book Description

The Higher Education Act of 1965 (HEA; P.L. 89-329) authorizes numerous federal aid programs that provide support to both individuals pursuing a postsecondary education and institutions of higher education (IHEs). Title IV of the HEA authorizes the federal government's major student aid programs, which are the primary source of direct federal support to students pursuing postsecondary education. Titles II, III, and V of the HEA provide institutional aid and support. Additionally, the HEA authorizes services and support for less-advantaged students (select Title IV programs), students pursing international education (Title VI), and students pursuing and institutions offering certain graduate and professional degrees (Title VII). Finally, the most recently added title (Title VIII) authorizes several other programs that support higher education. The HEA was last comprehensively reauthorized in 2008 by the Higher Education Opportunity Act of 2008 (HEOA; P.L. 110-315), which authorized most HEA programs through FY2014. Following the enactment of the HEAO, the HEA has been amended by numerous other laws, most notably the SAFRA Act, part of the Health Care and Education Reconciliation Act of 2010 (P.L. 111-152), which terminated the authority to make federal student loans through the Federal Family Education Loan (FFEL) program. Authorization of appropriations for many HEA programs expired at the end of FY2014 but has been extended through FY2015 under the General Education Provisions Act. This report provides a brief overview of the major provisions of the HEA.




New Life for Historically Black Colleges and Universities


Book Description

In December 2008, Georgia state senator Seth Harp ignited controversy when he proposed merging two historically Black colleges with nearby predominantly white colleges to save money. Less than a year later, Mississippi governor Haley Barbour sought to unite Mississippi's three predominantly Black colleges. These efforts kindled renewed interest in historically Black colleges and universities (HBCUs) across the nation and the globe. In this study, HBCU officials and faculty attempt to identify the challenges that HBCUs face, explore the historic origin of HBCU management systems, and identify models of success that will improve the long-term viability of the HBCU. By analyzing HBCUs within a larger framework of American higher education and the cultural context in which HBCUs operate, these essays introduce a new paradigm in the quest to ensure that HBCUs continue to play an important role in the education of Americans of all races.