History of the HBCU (Historically Black Colleges and Universities)

The purpose of this book is to describe critical success factors impacting students pursuing degrees in science, technology, engineering, and mathematics at historically Black colleges and universities. The information in this book is designed to enhance strategies and research to improve students' engagement experiences, graduation rates, and career development outcomes.

Finally, there is a one-volume narrative that provides a narrative history scope of America's HBCUs. The book concludes that race, the Civil Rights movements, and black and white philanthropy had much affect on the development of these minority institutions. Northern white philanthropy had much to do with the start and maintenance of the nation's HBCUs from 1837 into the 1940s. Even from 1950 to 1970, HBCUs depended upon financial support of philanthropic groups, benevolent societies, and federal and state government agencies, but the survival of HBCUs became dependent mostly on their own creative responses to the changing environment of higher education. The book shows how black colleges began that arduous nineteenth-century journey, providing higher education for former slaves and their African-American descendants-as well as for other students, struggling for institutional survival most of the time, but adapted themselves to new missions and adjusted to recent and challenging developments in American higher education. Far from being just institutions of higher education, the HBCUs have helped to shape our culture and society.

At the turn of the twentieth century, black fraternities and sororities, also known as Black Greek-Letter Organizations (BGLOs), were an integral part of what W.E.B. Du Bois called the "talented tenth." This was the top ten percent of the black community that would serve as a cadre of educated, upper-class, motivated individuals who acquired the professional credentials, skills, and capital to assist the race to attain socio-economic parity. Today, however, BGLOs struggle to find their place and direction in a world drastically different from the one that witnessed their genesis. In recent years, there has been a growing body of scholarship on BGLOs. This collection of essays seeks to push those who think about BGLOs to engage in more critically and empirically based analysis. This book also seeks to move BGLO members and those who work with them beyond conclusions based on hunches, conventional wisdom, intuition, and personal experience. In addition to a rich range of scholars, this volume includes a kind of call and response feature between scholars and prominent members of the BGLO community.

When the U.S. Supreme Court handed down its decision in Brown v. Board of Education in 1954, Prince Edward County, Virginia, home to one of the five cases combined by the Court under Brown, abolished its public school system rather than integrate. Jill Titus situates the crisis in Prince Edward County within the seismic changes brought by Brown and Virginia's decision to resist desegregation. While school districts across the South temporarily closed a building here or there to block a specific desegregation order, only in Prince Edward did local authorities abandon public education entirely--and with every intention of permanence. When the public schools finally reopened after five years of struggle--under direct order of the Supreme Court--county authorities employed every weapon in their arsenal to ensure that the newly reopened system remained segregated, impoverished, and academically substandard. Intertwining educational and children's history with the history of the black freedom struggle, Titus draws on little-known archival sources and new interviews to reveal the ways that ordinary people, black and white, battled, and continue to battle, over the role of public education in the United States.

When the U.S. Supreme Court handed down its decision in Brown v. Board of Education in 1954, Prince Edward County, Virginia, home to one of the five cases combined by the Court under Brown, abolished its public school system rather than integrate. Jill Titus situates the crisis in Prince Edward County within the seismic changes brought by Brown and Virginia's decision to resist desegregation. While school districts across the South temporarily closed a building here or there to block a specific desegregation order, only in Prince Edward did local authorities abandon public education entirely--and with every intention of permanence. When the public schools finally reopened after five years of struggle--under direct order of the Supreme Court--county authorities employed every weapon in their arsenal to ensure that the newly reopened system remained segregated, impoverished, and academically substandard. Intertwining educational and children's history with the history of the black freedom struggle, Titus draws on little-known archival sources and new interviews to reveal the ways that ordinary people, black and white, battled, and continue to battle, over the role of public education in the United States.

The ruling that changed America / Juan Williams -- I: Its impact on law -- 1. Crumbs from the table of plenty: Brown and the ongoing struggle from educational equity in American schools / Gloria J. Browne-Marshall -- 2. Implications of the 1993 Brown III case on Topeka public schools / Judith Lynne McConnell, Blythe Hinitz & Gloria A. Dye -- 3. South Carolina: winning the battle over De Jure segregation, losing the war over De Facto segregation / Jackie R. Booker -- 4. Brown and gender discrimination / Elizabeth Davenport -- The jurisprudential impact of Brown v. Board of education / Kevin H. Smith -- II: Its impact on historically black colleges and universities -- 6. Trapped in the back of the bus: black colleges, the courts and desegregation rulings / Saran Donahoo & Denise O. Green -- 7. An examination of the struggle for equity in higher education: litigation in the Ayers v. Fordice case in Mississippi / Andrew Ann Dinkins Lee -- 8. The impact of Brown v. Board of education on black colleges: the tragedy of a dream deferred / Amiri Yasin Al-Hadid -- 9. The impact of the Brown decision on public HBCUs / Mickey L. Burnim -- 10. The Brown decision in local context: race and public education in Norfolk, Virginia / Jeffrey Lynn Littlejohn -- 11. Leveling the playing field: the challenge of preparing globally competent African-American college graduates / Roberta J. Wilburn.

CREATING PERSONAL SUCCESS ON THE HISTORICALLY BLACK COLLEGE AND UNIVERSITY (HBCU) CAMPUS will help you in your first year of college to learn about yourself as an individual and celebrate the HBCU higher education experience. Whether you are attending an HBCU because of its history, family recommendation or legacy, or as a choice of convenience, this book will provide you with a rich history and purpose of your college campus. The text will also provide you with a stepping stone to learning about all of the resources available to you in your HBCU community.

National Bestseller! America's black fraternities and sororities are a unique and vital part of 20th century African American history, providing young black achievers with opportunities to support each other while they serve their communities and the nation. From pioneering work in the suffragette movement to extraordinary strides during the Civil Rights era to life-changing inner-city mentoring programs in the 1990s, members of these organizations share a proud and vital history of brotherhood, sisterhood, and service. Today, America's nine black fraternities and sororities are almost three million members strong with chapters at major universities and colleges, including Stanford University, Howard University, and University of Chicago. This revised and updated edition includes details highlighting the Centennial celebrations for both Alpha Phi Alpa and Alpha Kappa Alpha; updated photographs; new statistics; celebrity interviews, a new foreword, and much more. Includes Interviews With Famous Members Of The Divine Nine-- From John H. Johnson and Dr. Gwendolyn Goldsby-Grant to Star Jones and Shaquille O'Neal Plus Inspiring Profiles Of Other Famous Members-- From Langston Hughes and Ella Fitzgerald to Toni Morrison and Colin Powell Fully Illustrated With Fascinating Photographs!

What is the purpose of black colleges? Why do black colleges continue to exist? Are black colleges necessary? Historically Black colleges and universities (HBCUs) are at the same time the least studied and the least understood institutions of higher education and the most maligned and the most endangered. This unique study examines the mission of four-year HBCUs from the perspective of the campus president, as a foundation for understanding the relevance and role of these institutions. This is the first research to focus on the role of presidents of black colleges; is based on extensive interviews with fifteen presidents; and takes into particular account the type of campus environments in which they operate. Unlike community colleges, women's colleges, men's colleges, and Hispanic-serving colleges, Black colleges are racially identifiable institutions. They also vary significantly in, among other characteristics: size, control (public or private), religious affiliation, gender composition, and available resources. Although united in the historic mission of educating African Americans, each black college or university has its own identity and set of educational objectives. The book examines how presidents define and implement mission in the context of their campuses, view the challenges they face, and confront the factors that promote or hinder implementation of their missions.

In an increasingly diverse United States, minority and low-income students of all ages struggle to fit into mainstream colleges and universities that cater predominantly to middle-income and affluent white students fresh out of high school. Anchored in a study conducted at twelve minority-serving institutions (MSIs), Educating a Diverse Nation turns a spotlight on the challenges facing nontraditional college students and highlights innovative programs and practices that are advancing students' persistence and learning. Clifton Conrad and Marybeth Gasman offer an on-the-ground perspective of life at MSIs. Speaking for themselves, some students describe the stress of balancing tuition with the need to support families. Others express their concerns about not being adequately prepared for college-level work. And more than a few reveal doubts about the relevance of college for their future. The authors visited the four main types of MSIs--historically black colleges and universities, tribal colleges and universities, Hispanic-serving institutions, and Asian American and Native American Pacific Islander-serving institutions--to identify strategies for empowering nontraditional students to succeed in college despite these obstacles. Educating a Diverse Nation illuminates such initiatives as collaborative learning, culturally relevant educational programs, blurring the roles of faculty, staff, and students, peer-led team learning, and real-world problem solving. It shows how these innovations engage students and foster the knowledge, skills, and habits they need to become self-sustaining in college and beyond, as well as valuable contributors to society.

Who's Swearing Now? represents an investigation of how people actually swear, illustrated by a collection of over 500 spontaneous swearing utterances along with their social and linguistic contexts. The book features a focus on the use of eight swear words: ass, bitch, cunt, damn, dick, fuck, hell, shit and their possible inflections or derivations, e.g., asshole or motherfucker, offering a solution to the controversial issue of defining swear words and swearing by limiting the investigation to the core set of words most common to previous swearing studies. The specific focus results in accurate depictions of contextualized swearing utterances. Precise frequency counts are thus enabled which, along with offensiveness ratings of contextualized and non-contextualized swearing, enable a clarification of The Swearing Paradox, referring to the phenomenon of frequently used swear words also being those which traditionally are judged to be the most offensive.The book revisits the relationship between gender and swear word usage, but considers the distribution based on the core subset of swear words, revealing similarities where others have claimed differences. Significantly, Who's Swearing Now? considers the aspect of race with regards to swear word usage, and reveals behavioral differences between, for example, White and African American males and females with regards to word preferences as well as social impetuses for and effects of swearing. Questionnaire and interview data supplement the swearing utterances, revealing participants' individual credos about their own use or non-use of swear words and, interestingly, about others' allowed or ideally prohibited use of swear words. These sets of data present thought-provoking and often entertaining statements regarding the unwritten set of rules governing swearing behavior. Who's Swearing Now? concludes with close analyses of four recent and highly publicized incidences of public swear word usage, considered in light of the spontaneous swearing utterances, speaker and addressee variables such as gender, race and age, and perceptions of offensiveness and propriety.

To maintain competitiveness in the global economy, United States policymakers and national leaders are increasing their attention to producing workers skilled in science, technology, engineering, and mathematics (STEM). Given the growing minority population in the country, it is critical that higher education policies, pedagogies, climates, and initiatives are effective in promoting racial and ethnic minority students' educational attainment in STEM. Minority Serving Institutions (MSIs) have shown efficacy in facilitating the success of racial and ethnic minority students in STEM and are collectively responsible for producing nearly one-third of the nation's minority STEM graduates. In Fostering Success of Ethnic and Racial Minorities in STEM, well-known contributors share salient institutional characteristics, unique aspects of climate, pedagogy, and programmatic initiatives at MSIs that are instrumental in enhancing the success of racial and ethnic minority students in STEM education. This book provides recommendations on institutional practice, policy, and lessons that any institution can use on their campus to foster better retention and persistence among minority students. Higher Education leaders and administrators interested in encouraging achievement among racial and ethnic minority students in STEM education will find this book a welcomed and timely addition to the discourse on promoting minority student success.

Historically black colleges and universities (HBCUs) were originally founded to provide the educational opportunities that other post-secondary schools had denied to black Americans. Today these schools face new challenges, and how they respond is shaped in large part by the men and women at the helm. Ten HBCU presidents speak out in this volume, addressing the fundamental issues confronting minority higher education. They discuss the historical role of black colleges; the current mission of HBCUs; and the effects of diversity programs, minority recruiting goals and globalization. Other topics include the impact of technology on college classrooms and the priorities and challenges in fundraising and development. Each chapter is devoted to the comments of one of the ten educators, and each includes a brief professional biography. An appendix includes profiles of historically black institutions.

Highlighting the voices and experiences of Black graduate students at Historically Black Colleges and Universities (HBCUs), this book features the perspectives of students from a variety of academic backgrounds and institutional settings. Contributors discuss their motivation to attend an HBCU for graduate studies, their experiences, and how these helped prepare them for their career. To be prepared to serve the increasing number of Black students with access to graduate programs at HBCUs, university administrators, faculty, and staff require a better understanding of these students' needs and how to meet them. Addressing some of today's most urgent issues and educational challenges, this book expands the literature on HBCUs and provides insight into the role their graduate schools play in building a diverse academic and professional community.

Winner of the 2012 CASE John Grenzebach Award for Outstanding Research in Philanthropy for Educational Advancement A Guide to Fundraising at Historically Black Colleges and Universities is a comprehensive, research-based work that brings the best practices and expertise of seminal professionals to the larger Black college environment and beyond. Drawing on data-driven advice from interviews with successful Black college fundraisers and private sector leaders, this book gives practitioners a comprehensive approach for moving away from out-of-date approaches to improve their institutions. This practical guide includes: An All Campus Approach--Discussion goes beyond alumni fundraising strategies to address the blended role that faculty, administrators, and advancement professionals can play to achieve fundraising success. Practical Recommendations--End-of-chapter suggestions for quick reference, as well as recommendations integrated throughout. Best Practices and Examples--Data-based content to strengthen fundraisers' understanding of institutional advancement and alleviate uncertainties. Examples of Innovative Approaches--An entire chapter outlining successful innovative fundraising and engagement programs at various institutions. Extensive Appendices--Useful resources related to grant procurement, endowments, alumni giving, enrollment and retention, financial aid, and other helpful HBCU information. Both newcomers and seasoned professionals in the HBCU fundraising arena will benefit from the compelling recommendations offered in A Guide to Fundraising at Historically Black Colleges and Universities.

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.

This exhaustive analysis of Historically Black Colleges and Universities (HBCUs) throughout history discusses the institutions and the major events, individuals, and organizations that have contributed to their existence. * A complete timeline of events extending from the founding of the first HBCU in 1837 through the 21st century * Photographs of HBCUs and key figures in their histories over a 150-year period * Presidential executive orders and transcripts of major legislation that have impacted HBCUs * An exhaustive list of over 1,000 prominent alumni of HBCUs and short, professional biographies of each * Biographical information on major figures and organizations that have supported HBCUs * A bibliography, including online resources and DVDs

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.

To their disadvantage, few Americans--and few in higher education--know much about the successes of historically Black colleges and universities. How is it that historically Black colleges graduate so many low-income and academically poorly prepared students? How do they manage to do so well with students "as they are", even when adopting open admissions policies? In this volume, contributors from a wide spectrum of Black colleges offer insights and examples of the policies and practice--such as retention strategies, co-curricular activities and approaches to mentoring--which underpin their disproportionate success with populations that too often fail in other institutions. This book also challenges the myth that these colleges are segregated institutions and that teachers of color are essential to minority student success. HBCUs employ large numbers of non-Black faculty who demonstrate the ability to facilitate the success of African American students. This book offers valuable lessons for faculty, faculty developers, student affairs personnel and administrators in the wider higher education community-lessons that are all the more urgent as they face a growing racially diverse student population. While, for HBCUs themselves, this book reaffirms the importance of their mission today, it also raises issues they must address to maintain the edge they have achieved. Contributors: Pamela G. Arrington; Delbert Baker; Susan Baker; Stanley F. Battle; T. J. Bryan; Terrolyn P. Carter; Ronnie L. Collins; Samuel DuBois Cook; Elaine Johnson Copeland; Marcela A. Copes; Quiester Craig; Lawrence A. Davis, Jr.; Frances C. Gordon; Frank W. Hale, Jr.; B. Denise Hawkins; Karen A. Holbrook; James E. Hunter; Frank L. Matthews; Henry Ponder; Anne S. Pruitt-Logan; Talbert O. Shaw; Orlando L. Taylor ; W. Eric Thomas; M. Rick Turner; Mervyn A. Warren; Charles V. Willie; James G. Wingate.

From Juan Williams, author of Eyes on the Prize, and the Thurgood Marshall Scholarship Fund comes a must-have gift book and definitive resource that explores the historical, social, and cultural importance of America's 107 historically black colleges and universities (HBCUs). HBCUs have graduated such illustrious leaders as Oprah Winfrey, Thurgood Marshall, Spike Lee, W. E. B. DuBois, Debbie Allen, Alain Locke, Samuel L. Jackson, and Nikki Giovanni. This commemorative illustrated gift book is filled with photographs, historical narrative, personal memoir, archival and contemporary material, and anecdotal and resource information. It is the first of its kind -- a groundbreaking retrospective that explores the dramatic development and history of America's historically black colleges and universities. Stories abound about the abolition of slavery. However, lesser known are the efforts -- both prior to and after the Civil War -- of African American and white abolitionists banding together to formally educate newly freed slaves. Through the tireless work of government organizations, black churches, missionary groups, and philanthropists, HBCUs were established. The tales of how these schools were created and of the individuals who are linked to the schools' histories are extraordinarily rich -- and sometimes controversial. In an unprecedented salute to America's 107 historically black colleges and universities, I'll Find a Way or Make One chronicles the formation of the black middle class, the history of education in the African American community, and some of the most important events of African Americana and American history.

First comparative historical analysis of the organizational growth of black colleges.

WINNER OF THE BANCROFT PRIZEA New York Times Book Review and Atlantic Monthly Editors' ChoiceThomas Jefferson denied that whites and freed blacks could live together in harmony. His cousin, Richard Randolph, not only disagreed, but made it possible for ninety African Americans to prove Jefferson wrong. Israel on the Appomattox tells the story of these liberated blacks and the community they formed, called Israel Hill, in Prince Edward County, Virginia. There, ex-slaves established farms, navigated the Appomattox River, and became entrepreneurs. Free blacks and whites did business with one another, sued each other, worked side by side for equal wages, joined forces to found a Baptist congregation, moved west together, and occasionally settled down as man and wife. Slavery cast its grim shadow, even over the lives of the free, yet on Israel Hill we discover a moving story of hardship and hope that defies our expectations of the Old South.

This book investigates the historical and contemporary role of Historically Black Colleges and Universities (HBCUs). In doing so, it provides a background on the pre-colonial entry of Africans into the Americas, as well as African educational traditions, and the struggles for education during the period of enslavement in North America. It discusses the social, historical and contemporary context that pertains to the development of Black education and the formation of HBCUs as a framework for the case study on African American college-bound students' perceptions about attending an HBCU. Last of the Black Titans weaves in students' perspectives regarding HBCUs and concludes with insights and recommendations regarding the future of these institutions.

The Mis-Education of the Negro is one of the most important books on education ever written. Carter G. Woodson shows us the weakness of Euro-centric based curriculums that fail to include African American history and culture. This system mis-educates the African American student, failing to prepare them for success and to give them an adequate sense of who they are within the system that they must live. Woodson provides many strong solutions to the problems he identifies. A must-read for anyone working in the education field.

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.

In this edited collection, the authors grapple with both the strengths and challenges that HBCUs face as the nation's demographics change, from their place in American society and growing diversity on HBCU campuses to class and elitism issues to study abroad and honors programs.

Saving Black Colleges makes clear the challenges, opportunities, and prospects for change historically black colleges and universities now face. Schexnider, the former chancellor of Winston-Salem State University, details what he could and could not accomplish, examines how these issues affect other HBCUs, and outlines a practical way forward. Alvin J. Schexnider is the president of Schexnider & Associates, LLC. He previously served as the president of Thomas Nelson Community College and as the executive vice president and interim president of Norfolk State University.

NEW YORK TIMES BESTSELLER Combining hard-hitting investigative journalism and a sweeping family narrative, this provocative true story reveals a little-known chapter of American history: the period after the Brown v. Board of Education decision when one Virginia school system refused to integrate. In the wake of the Supreme Court's unanimous Brown v. Board of Education decision, Virginia's Prince Edward County refused to obey the law. Rather than desegregate, the county closed its public schools, locking and chaining the doors. The community's white leaders quickly established a private academy, commandeering supplies from the shuttered public schools to use in their all-white classrooms. Meanwhile, black parents had few options: keep their kids at home, move across county lines, or send them to live with relatives in other states. For five years, the schools remained closed. Kristen Green, a longtime newspaper reporter, grew up in Farmville and attended Prince Edward Academy, which did not admit black students until 1986. In her journey to uncover what happened in her hometown before she was born, Green tells the stories of families divided by the school closures and of 1,700 black children denied an education. As she peels back the layers of this haunting period in our nation's past, her own family's role--no less complex and painful--comes to light. At once gripping, enlightening, and deeply moving, Something Must Be Done About Prince Edward County is a dramatic chronicle that explores our troubled racial past and its reverberations today, and a timeless story about compassion, forgiveness, and the meaning of home.

In 1959, Virginia's Prince Edward County closed its public schools rather than obey a court order to desegregate. For five years, black children were left to fend for themselves while the courts decided if the county could continue to deny its citizens public education. Investigating this remarkable and nearly forgotten story of local, state, and federal political confrontation, Christopher Bonastia recounts the test of wills that pitted resolute African Americans against equally steadfast white segregationists in a battle over the future of public education in America.   Beginning in 1951 when black high school students protested unequal facilities and continuing through the return of whites to public schools in the 1970s and 1980s, Bonastia describes the struggle over education during the civil rights era and the human suffering that came with it, as well as the inspiring determination of black residents to see justice served. Artfully exploring the lessons of the Prince Edward saga, Southern Stalemate unearths new insights about the evolution of modern conservatism and the politics of race in America.

A companion to the author's Success Factors of Young African American Males (1998), this study examines the historical, sociological, and psychological adversity that African American women have had to transcend. This volume contains case studies of young African American women. The young women share their experiences and insights and show how they have overcome considerable obstacles and persevered in obtaining a college education at an historically black college.The author compares, contrasts, and analyzes the comments of both groups, male and female, and their affect on each other. The book includes first-person narrations of young women, growing up in an inner city environment. From the voices and perspectives of college students, readers will become aware of the obstacles still plaguing black youth. Their individual interviews include accounts of violence, murder, poverty, unwed motherhood, prostitution, drug abuse, one-parent homes, and lack of role models.

Survival of the Historically Black Colleges and Universities as edited by North Carolina A&T State University Chancellor Emeritus Edward Fort, conceptualizes the strategies, strategic planning energies, and delivery systems which might be of assistance to HBCU's as they continue to survive in this age of uncertainty. Its insightful chapters, as penned by Fort and a number of his colleagues (including former Presidents and Chancellors of Black campuses) are data driven and experientially based. The challenges encountered by the HBCU leaders are described as multiple and include fiscal accountability and the continued need to assist the public schools as related to the twin problems of the achievement gap and Clark's "Cult of Cultural Deprivation." The author and his colleagues outline viable strategies geared to address these challenges. The latter represent but two of a number of other challenges confronting HBCU's. These include, but are not limited to (1) enrollment competition with majority institutions, (2) cultivation of alumni support, (3) the garnering of fiscal equity via such avenues as increased federal agency and foundation/corporate support. Considerable space is devoted to the critical issue of institutional leadership. Here, strategies and delivery systems are explored as associated with the HBCU leader's aggressive determination to provide the best possible crucible of learning for students attending the institution. The issues of fiscal accountability and its ever-present spectra of prospective gloom and doom lurks as an enemy to be constantly confronted. Many pages are devoted to the conceptualization of prescriptive strategies, which can be applied to present day campus situations. Leaders of historically black campuses can benefit from these writings as these institutions constantly face the heartache of state revenue shortfall, private university funding sources evaporation and the demoralizing impact of cut backs in program, capital construction, and scholarship support. Creativity protocols are described in detail and forward moving processes poised for prospective success enunciated. Navigating the problem of K-12 economic inequality and its impact upon HBCU's is also explored, as well as the need to enhance "leveraging" for federal support, including the United States Department of Agriculture. Ultimately, alumni support is vigorously support, as an HBCU leadership must.

This text documents a sampling of paintings, prints, drawings and sculptures owned by Clark Atlanta University, Fisk University, Hampton University, Howard University, North Carolina Central University and Tuskegee University.

The decisive victories in the fight for racial equality in America were not easily won, much less inevitable; they were achieved through carefully conceived strategy and the work of tireless individuals dedicated to this most urgent struggle. In We Face the Dawn, Margaret Edds tells the gripping story of how the South's most significant grassroots legal team challenged the barriers of racial segregation in mid-century America. Virginians Oliver Hill and Spottswood Robinson initiated and argued one of the five cases that combined into the landmark Brown v. Board of Education, but their influence extends far beyond that momentous ruling. They were part of a small brotherhood, headed by social-justice pioneer Thurgood Marshall and united largely through the Howard Law School, who conceived and executed the NAACP's assault on racial segregation in education, transportation, housing, and voting. Hill and Robinson's work served as a model for southern states and an essential underpinning for Brown. When the Virginia General Assembly retaliated with laws designed to disbar the two lawyers and discredit the NAACP, they defiantly carried the fight to the United States Supreme Court and won. At a time when numerous schools have resegregated and the prospects of many minority children appear bleak, Hill and Robinson's remarkably effective campaign against various forms of racial segregation can inspire a new generation to embrace educational opportunity as the birthright of every American child.

A richly reported account of the forces threatening America's historic black colleges and universities--and how diverse leaders nationwide are struggling to keep these institutions and black culture alive for future generations. American education is under siege, and few parts of the system are more threatened than black colleges and universities. Once hailed as national treasures, historically black colleges and universities (HBCUs) such as Spelman College, Morehouse College, and Howard University--the backbone of the nation's black middle class which have produced legends including Dr. Martin Luther King, Jr., Thurgood Marshall, and Oprah Winfrey--are in a fight for survival. The threats are numerous: Republican state legislators are determined to merge, consolidate, or shut down historically black colleges and universities; Ivy League institutions are poaching the best black high school students; President Obama's push for heightened performance standards, and cuts in loan funding from the U.S. Department of Education. In this tightly woven narrative full of intriguing characters, Where Everybody Looks Like Me chronicles this near breaking point for black colleges. Award-winning journalist Ron Stodghill offers a rare behind-closed-doors look into the private world of the boards of directors, the black intelligentsia, the leaders of business, law, politics, culture, and sports, and other influential figures involved in the debate and battle to save these institutions. Told from the perspective of a family, Where Everybody Looks Like Me shows their struggle to secure the best education for their child. Where Everybody Looks Like Me is a tale of vision and vanity--of boardroom backbiting, financial chicanery, idealism and passion. Here are administrators, celebrities, alumni, and others whose lives are intricately tied to these institutions and their fate--whether they will remain strong and vital, or become a revered part of our cultural past.