Why Historically Black Colleges and Universities Matter
Teachers' College Press (Verlag)
978-0-8077-8675-8 (ISBN)
Book Features:
Concrete examples of how to use a variety of methodological approaches related to history.
A clear and accessible presentation of history to help new scholars find their voices.
Diverse topics related to HBCUs, featuring key luminaries across these venerable institutions.
Cuts across disciplinary boundaries, including American history, education, art history, sociology, political science, and law.
An introduction that explores the author’s reasons for doing this research and an epilogue examining the methods used.
Marybeth Gasman is the Samuel DeWitt Proctor Endowed Chair in Education and a Distinguished University Professor at Rutgers University. She is the coauthor of For the Love of Teaching: How Minority Serving Institutions Are Diversifying and Transforming the Profession.
Contents
Series Foreword ix
References xiii
Acknowledgments xvii
Introduction: The Experiences That Shaped Me as a Historian 1
Why Conduct Research Related to Historically Black Colleges and Universities? 5
The Evolution of My Research 6
Evolution of My Historical Work 7
Overview of Chapters 9
Final Thoughts on This Volume 11
Part I: Academic Freedom, Philanthropy, and Art
1. Scylla and Charybdis: Navigating the Waters of Academic Freedom at Fisk University During Charles S. Johnson’s Administration (1946–1956) 17
Academic Freedom at Fisk: A Checkered Past 18
The Rise of Black Leadership at Fisk 23
The Case of Lee Lorch 26
A Decision to Secure Fisk’s Future 31
2. Modern Art in the Old South: The Role of the Arts in Fisk University’s Campus Curriculum 37
Laying the Foundation for an Arts-Focused Curriculum 38
Charles S. Johnson: Fisk University President 41
The Role of Art at Fisk University 42
The International Student Center 44
Biweekly Convocations 45
The Stieglitz Collection 46
Toward an Arts-Focused Curriculum 47
Conclusion 50
3. W.E.B. Du Bois and Charles S. Johnson: Differing Views on the Role of Philanthropy in Higher Education 53
Understanding Du Bois—Radical Intellectual 55
Understanding Johnson: Liberal Educator and Race Relations Pioneer 60
Uncovering their Goals 64
Philanthropy: Obstacle or Avenue? 66
Conclusion 69
PART II: FUNDRAISING AND RACE
4. Rhetoric vs. Reality: The Fundraising Messages of the United Negro College Fund in the Immediate Aftermath of the Brown Decision 75
Background and Composition of the UNCF 77
Preparing for the Brown Decision 79
The Aftermath of the Supreme Court’s Decision 83
Responsibility to the Black Community 85
Seeing a Wider Constituency 86
The Impact of the Brown Decision on Donor Perceptions 89
Recruiting Whites Becomes Difficult 90
Implausible Suggestions, Real Possibilities 92
5. Salvaging “Academic Disaster Areas”: The Black College Response to Christopher Jencks and David Riesman’s 1967 Harvard Educational Review Article 97
The Jencks and Riesman Article 98
Responding in the Media 104
The Black College Response 106
Support from the Wider Academic Community 112
Jencks and Riesman’s Response to the Black College Leaders 115
Spinning Black Colleges in the Media 120
A More Organized and Informed Response: Charles V. Willie’s Harvard Conference 122
Conclusion 125
PART III: HISTORY INFORMED BY THEORY
6. Swept Under the Rug? A Historiography of Gender and Black Colleges 131
Coming Clean on My Own Omissions 134
The Historical Literature on Black Colleges 134
Philanthropic Outside Control 135
Internal Campus Relations 141
Black Women’s Higher Education 151
Research Recommendations and Significance for Current Policy and Practice 156
7. Perceptions of Black College Presidents: Sorting Through Stereotypes and Reality to Gain a Complex Picture 159
Review of Relevant Literature 161
Conclusion 186
8. Mixed Motivations, Mixed Results: A History of Law, Legislation, Historically Black Colleges and Universities, and Interest Convergence 189
Early History of Black Colleges 191
Separate but Equal? 198
The ”Great” Philanthropists 199
Murray v. Pearson 201
Missouri ex rel. Gaines v. Canada 202
The Pre-Brown Higher Education Cases 204
Separate Is Not Equal? 206
Post-Brown Activity 207
Historically Black College and University Acts 212
The Impact of Fordice 213
Renewed Interest From the White House 215
Lawsuits in the Current Day 216
Concluding Thought 218
Epilogue: A Note on Method 219
Endnotes 223
Index 286
About the Author 300
| Erscheinungsdatum | 08.02.2025 |
|---|---|
| Reihe/Serie | Multicultural Education Series |
| Mitarbeit |
Herausgeber (Serie): James A. Banks |
| Verlagsort | New York |
| Sprache | englisch |
| Maße | 162 x 235 mm |
| Themenwelt | Geschichte ► Teilgebiete der Geschichte ► Kulturgeschichte |
| Sozialwissenschaften ► Ethnologie | |
| Sozialwissenschaften ► Pädagogik ► Allgemeines / Lexika | |
| Sozialwissenschaften ► Pädagogik ► Erwachsenenbildung | |
| Sozialwissenschaften ► Soziologie | |
| ISBN-10 | 0-8077-8675-6 / 0807786756 |
| ISBN-13 | 978-0-8077-8675-8 / 9780807786758 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
| Haben Sie eine Frage zum Produkt? |
aus dem Bereich
