Search results
1 – 10 of 29This chapter connects Black women’s histories of educational leadership after emancipation to the need for creative leadership in academia now. This chapter focuses on ways in…
Abstract
This chapter connects Black women’s histories of educational leadership after emancipation to the need for creative leadership in academia now. This chapter focuses on ways in which nineteenth-century educator and activists Lucy Craft Laney and Frances Ellen Watkins Harper, among others, addressed challenges of race and gender and how their stories offer opportunities to consider current needs in higher education. Contrary to the freedom that academia is supposed to promote, topics in gender and ethnic studies may be challenged or restricted as part of liberal political agendas. Additionally, this chapter considers ways in which academia has been used to limit freedom for students and the need for innovative and creative ways to promote academic freedom in educational settings.
Details
Keywords
Dianne A. Wright and Cristobal Salinas
The purpose of this chapter is to present an overview of the status of African American women in academe. The primary context is the Predominately White Institution and the terms…
Abstract
The purpose of this chapter is to present an overview of the status of African American women in academe. The primary context is the Predominately White Institution and the terms African American and Black are used interchangeably. We discuss the silencing of this group of women while privileging others. To date, little has been written on this topic. Much less has been written about the African American females’ struggles in silence, both personally and professionally (Collins, 1986). We end by putting forth strategies that African American women might consider as they soar in leadership roles.
Details
Keywords
Amanda Washington Lockett and Marybeth Gasman
This chapter focuses on the presence and accomplishments of Black women across the leadership spectrum within the context of historically Black colleges and universities.
Abstract
This chapter focuses on the presence and accomplishments of Black women across the leadership spectrum within the context of historically Black colleges and universities.
Details
Keywords
This chapter explores the innovative founding and legacy of Historically Black Colleges and Universities (HBCUs). This chapter contends that HBCUs have been on the forefront of…
Abstract
This chapter explores the innovative founding and legacy of Historically Black Colleges and Universities (HBCUs). This chapter contends that HBCUs have been on the forefront of curriculum development and adoptability. Early curriculum models focused on preparing students for better employment and for leading in racial uplift work. This chapter asserts that the HBCU needs to maintain a cultural relevancy in the twenty-first century by developing a strong entrepreneurial class and an employable Black labor force; it also needs to stand steadfast in its commitment to train leaders of the next generation. Lastly, listening to students and incorporating their perspectives in the institutional planning process is vital to maintaining cultural relevancy in the twenty-first.
Tonia R. Durden and Stephanie M. Curenton
In this chapter, we dismantle the current educational rhetoric that pervasively characterizes Black children as being at-risk, deficient, or underachievers. Instead, we replace…
Abstract
In this chapter, we dismantle the current educational rhetoric that pervasively characterizes Black children as being at-risk, deficient, or underachievers. Instead, we replace this deficit-oriented rhetoric with one that encapsulates the cultural and educational excellence that inspires Black children to reach their potential. First, we provide an overview of the current educational landscape for Black children and articulate by whom and how Black children are being educated. Next, we then define educational success and excellence within the context of an African-centric perspective of holistic development and wellness. Then, we highlight programs, schools, and approaches that have been successful in educating Black children. Finally, we identify key principles and guidelines in educating Black children that will have educational, research, and policy implications.
Details