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Book part
Publication date: 1 December 2014

M. Christopher Brown, Jarrett L. Carter and T. Elon Dancy

Historically black colleges and universities (HBCUs) are among the least empirically examined institutional cohorts in American higher education. The purpose of this paper is to…

Abstract

Purpose

Historically black colleges and universities (HBCUs) are among the least empirically examined institutional cohorts in American higher education. The purpose of this paper is to synthesize extant research on the historical, public, and social realities related to HBCU institutional strength and survival. Attention is given to the manifestation of race-neutral ideology in public sector in the aftermath of the election of the nation’s first African American president – Barack Obama.

Design/methodology/approach

A bricolage of policy case study, meta-analysis, and critical race theory.

Findings

Highlight current perceptions on the disparate impact of federal policy on institutional sustainability and the issue of representation in presidential cabinet appointments incident to HBCUs.

Originality/value

This paper provides a useful resource for educators, policymakers, and researchers.

Content available
Book part
Publication date: 11 July 2017

Abstract

Details

Black Female Teachers
Type: Book
ISBN: 978-1-78714-462-0

Book part
Publication date: 3 November 2017

Alysia D. Roehrig, Kristal Moore Clemons and Keely Norris

We explore how K-8 student scholars experience culturally relevant texts provided during Freedom Schools summer camps, discuss ways Freedom Schools can be a vehicle for youth to…

Abstract

We explore how K-8 student scholars experience culturally relevant texts provided during Freedom Schools summer camps, discuss ways Freedom Schools can be a vehicle for youth to become advocates for social change, and consider opportunities created by Freedom Schools for community engagement and partnerships. Mixed methods were used to investigate the experiences of 38 scholars at two different Freedom Schools sites (one rural and one mid-sized urban) in the southeastern U.S. The majority of scholars identified as African American and lived in low-income households. Primary data sources included scholar surveys and reading assessments, camp observations, and interviews with scholars, as well as our own personal reflections as the Research Director (Alysia Roehrig) and Co-Executive Directors (Kristal M. Clemons and Keely Norris) for the sites. We triangulated descriptive statistics from surveys with qualitative data, primarily from interviews, which we analyzed using open coding and axial coding to develop themes (Strauss & Corbin, 1998). The majority of scholars, who participated in the 2016 North Florida Freedom Schools, reported being able to identify with specific characters and situations in the books included in the culturally relevant reading summer program, and they expressed positive thoughts and feelings about the books. Most scholars (74%) maintained or gained in instructional reading levels and did not experience summer learning loss. Children’s confidence that they could act prosocially also increased significantly during the summer camps, which children characterized as different from regular school. Freedom Schools can offer a valuable forum for diverse community members to learn about one another, focus on their strengths, and become agents for social change. We provide suggestions for how other communities can implement the Freedom Schools model.

Details

Addressing Diversity in Literacy Instruction
Type: Book
ISBN: 978-1-78714-048-6

Keywords

Book part
Publication date: 12 November 2018

Maurice C. Taylor

The purpose of the chapter is to develop a typology of bad behaviors characteristic of governing boards and to compare the bad behaviors identified in the typology to the…

Abstract

The purpose of the chapter is to develop a typology of bad behaviors characteristic of governing boards and to compare the bad behaviors identified in the typology to the governing boards’ expected roles and responsibilities. Several examples of bad governing board behaviors that have occurred at historically Black colleges and universities (HBCUs) are explored through the lens of the typology. The author argues that the bad behavior of governing boards responsible for the nations’ HBCUs inhibits strategic planning, undermines growth and development, and threatens the long-term viability of these institutions. Finally, recommendations intended to minimize the impact of bad board behaviors are proposed.

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Underserved Populations at Historically Black Colleges and Universities
Type: Book
ISBN: 978-1-78754-841-1

Keywords

Book part
Publication date: 26 July 2021

Patrick Roz Camangian

Only by recognizing the consequences of state-sanctioned violence on the life of Black communities can teachers create learning conditions for students to engage in an education…

Abstract

Only by recognizing the consequences of state-sanctioned violence on the life of Black communities can teachers create learning conditions for students to engage in an education for humanization. Humanization disrupts dehumanization by teaching students' knowledge and love of self, solidarity, and self-determination. In this chapter, I examine the impact of an education for humanization on students' critical literacy and voice from the perspective of a teacher-researcher and educational activist in an urban classroom serving the needs of Black, Indigenous, and People of Color (BIPOC). I offer a concrete example of praxis that positioned Black students to examine anti-Black oppression and radically imagine the possibilities of pro-Black social resistance in society and schools. I conclude the chapter with pedagogical implications for participating in the fight for Black life as teachers and humanizing the learning experiences of BIPOC students as a result.

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Minding the Marginalized Students Through Inclusion, Justice, and Hope
Type: Book
ISBN: 978-1-83982-795-2

Keywords

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Book part
Publication date: 17 August 2022

Abstract

Details

Young, Gifted and Missing
Type: Book
ISBN: 978-1-80117-731-3

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Book part (6)
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