Race Consciousness in Higher Education: Does 'Sound Educational Policy' Support the Continued Existence of Historically Black Colleges?

1994 ◽  
Author(s):  
Wendy B. Scott
Keyword(s):  
Higher Education ◽  
Educational Policy ◽  
Historically Black ◽  
Black Colleges ◽  
Policy Support ◽  
Historically Black Colleges

scholarly journals The Role of Historically Black Colleges or Universities in Today's Higher Education Landscape

2012 ◽  
Vol 4 (2) ◽  
pp. 223 ◽  
Author(s):  
Linda Knight ◽  
Elizabeth Davenport ◽  
Patricia Green- Powell ◽  
Adriel A. Hilton
Keyword(s):  
Higher Education ◽  
African American ◽  
Historically Black ◽  
Black Colleges ◽  
African American Female ◽  
Historically Black Colleges ◽  
Public School Teachers ◽  
American Students ◽  
Black Colleges And Universities

Historically Black Colleges and Universities (HBCUs) are effective in graduating African American students who are poised to be competitive in the corporate, research, academic, governmental and military arenas. Specifically, over half of all African American professionals are graduates of HBCUs. Nine of the top ten colleges that graduate the most African Americans who go on to earn PhDs are from HBCUs. More than 50% of the nation’s African American public school teachers and 70% of African American dentists earned degrees at HBCUs. Finally, both Spelman and Bennett Colleges produce over half of the nation’s African American female doctorates in all science fields. This article discusses the importance of HBCUs in today’s higher education landscape.

Reimagining the Internship and Practicum Program

2021 ◽  
pp. 140-155
Author(s):  
Jasmine Hunter
Keyword(s):  
Higher Education ◽  
Historically Black ◽  
Social Entrepreneurship ◽  
Higher Education Institutions ◽  
Black Colleges ◽  
Colleges And Universities ◽  
Historically Black Colleges ◽  
Vision Statements ◽  
Communication Program ◽  
Black Colleges And Universities

In this chapter, the author will touch on the necessity of social entrepreneurship within the communication program curriculum. Higher education institutions, especially historically Black colleges and universities (HBCU), commit themselves within their mission and vision statements to producing and molding the leaders of today. Since their inception, well-rounded leaders and entrepreneurs have been birthed from those historic halls and navigated their way to the highest heights of society. Therefore, it is imperative that students turned leaders must have an entrepreneurial skillset to make it within the courtroom, boardroom, classroom, and beyond.

Diversity Displays and Organizational Messaging: The Case of Historically Black Colleges and Universities

2021 ◽  
pp. 233264922098048
Author(s):  
Oneya Okuwobi ◽  
Deborwah Faulk ◽  
Vincent J. Roscigno
Keyword(s):  
Higher Education ◽  
Historically Black ◽  
Racial Differences ◽  
Positive Impact ◽  
Black Colleges ◽  
Colleges And Universities ◽  
Historically Black Colleges ◽  
Organizational Diversity ◽  
Racial Equity ◽  
Black Colleges And Universities

Diversity has simultaneously become a pervasive goal and euphemism for racial differences in higher education. Although discourses within the postsecondary context highlight the positive impact of diversity on learning outcomes, organizational diversity efforts nevertheless warrant interrogation, given their possible obfuscation if not reification of, racial inequality and hierarchy. How do Historically Black Colleges and Universities (HBCUs)—colleges and universities that are, by their very nature, racialized organizations within higher education—express and adapt to the challenges presented by diversity imperatives? In this article, we interrogate this question through systematic content analyses of visual and narrative materials from 31 HBCUs. Results highlight how these institutions often rely on the same mechanisms that characterize diversity within predominately White institutions (PWIs)—commodification of difference and disconnection from issues of racial equity. Consequently, diversity for HBCUs reflects the more general racialized inequality regime in higher education—a regime wherein these organizations largely reinforce ideas, such as racial capitalism, which have implications for racial equity. Our results and discussion hold implications for scholarship on organizational diversity but are also informative with regard to the capacity and constraints of racialized organizations to meet the needs and interests of those they serve.

How to Nurture Virtually

2021 ◽  
pp. 163-183
Author(s):  
Shinzira Shomade ◽  
Charles Adams
Keyword(s):  
Higher Education ◽  
Historically Black ◽  
Students Of Color ◽  
Paradigm Shift ◽  
Black Colleges ◽  
Colleges And Universities ◽  
Historically Black Colleges ◽  
Face To Face ◽  
Course Materials ◽  
Black Colleges And Universities

The students of color face a variety of obstacles in higher education, and the recent pandemic exacerbated many of the existing issues: lacking access to valuable resources, affordable course materials, and technological challenges. The inception of the COVID-19 pandemic created an unprecedented disruption to higher education that has resulted in an amassing paradigm shift for Historically Black Colleges and Universities. These institutions that have traditionally offered a curriculum in a face-to-face format with a small percentage of courses online. This chapter explores the challenges of replicating the HBCU experience online.

scholarly journals The development of a guide for nurse leaders in higher education

2017 ◽  
Vol 6 (1) ◽  
pp. 24
Author(s):  
Danita Pottere ◽  
Danita Tolson
Keyword(s):  
Higher Education ◽  
Historically Black ◽  
Black Colleges ◽  
Colleges And Universities ◽  
Nursing Leadership ◽  
Nurse Leaders ◽  
Historically Black Colleges ◽  
Nurse Administrators ◽  
American Nurse ◽  
Black Colleges And Universities

Aim: Little is known regarding mentoring and supportive resources to assist, retain, and support nurse administrators at Historically Black Colleges and Universities (HBCUs). The purpose of this paper is to discuss and describe the analysis of nurse leaders expressed journey to leadership, and a provide a guide for nursing leadership development.Methods: Thematic analysis of nurse leaders expressed challenges and terms and concepts of nursing leadership that prepared them for their role as a successful nurse leader.Results: Themes were derived from the analysis of past distinguished nurse leaders and provided a foundation for the development of mentoring guide for African American nurse leaders.Conclusions: Mentoring and supportive resources are essential in retaining nurse leaders in higher education. A guide on how to retain and support nurse administrators at HBCUs. This guide serves as a foundation for colleges and universities in their recruitment, orientation, and retention of nurse administrators in higher education.

When Relevance Is No Longer the Question

2018 ◽  
Vol 49 (8) ◽  
pp. 782-800 ◽  
Author(s):  
DeShawn Calvin Preston ◽  
Robert Terry Palmer
Keyword(s):  
Higher Education ◽  
Black Students ◽  
Cultural Capital ◽  
Historically Black ◽  
Black Colleges ◽  
Historically Black Colleges ◽  
Cultural Wealth ◽  
Social And Cultural Capital ◽  
Equity And Access ◽  
Black Colleges And Universities

Historically Black colleges and universities (HBCUs) are not monolithic as they differ in size, curriculum specializations, and a host of other characteristics. However, HBCUs share a mission of providing a higher education for Black students within the broader context of a discriminatory social environment. The ability to understand and articulate the fundamental characteristics, which shape Black colleges, can provide more nuanced conversations about these institutions’ contributions toward addressing equity and access for Black students in higher education. Historically, scholars have used social and cultural capital to explain the role HBCUs play in Black students’ academic careers. However, this article uses Community Cultural Wealth to discuss the various forms of capital that HBCUs impart to their students. Specifically, in this article, we argue that using such a lens when discussing HBCUs is important because it provides a more holistic and broader outlook regarding the forms of culture HBCUs provide to their students.

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