Examines the urgent need for yet lack of federal funding for restoration of historic properties on historically black college campuses, including many on the National Register of Historic Places. Reviews legislative history of federal funding, notes other funding sources, summarizes costs of restoration, and gives examples from Talladega College…

The author conducted focus groups with seven Black male college-aged students who either attend or attended predominantly White institutions (PWI) in the South. The author believes that it is important to pay close attention to the attitudes of African Americans enrolled in PWIs and HBCUs. Both students and educators should recognize the…

The paper reviews special education teacher preparation programs offered at traditionally Black institutions (TBIs). Differences are noted between TBIs, historically Black institutions, and predominantly Black institutions. The history of institutions of higher education for Blacks is reviewed. Five TBI programs for special education teachers are…

The future of private Black colleges depends on public and private financial support to enable them to carry out their missions and establish programs of quality. The question should not be whether private Black colleges are needed, but whether the college is of such quality that it deserves support. (MLW)

This paper explores the role of historically black colleges and universities (HBCUs) in the current social and educational climate. Considerable research has documented the importance of HBCUs in U.S. education. In 1994, the National Center for Education Statistics noted that the 103 HBCUs at that time represented only 3% of the institutions of…

The question of the desegregation of predominantly Black colleges is discussed, referring to the social history of desegregation in the United States and the legal issues and remedies raised in the litigation history. Continuing autonomy of Black colleges is encouraged. (MSE)

The author shares personal reflections as he worked through research questions associated with court-ordered attempts to integrate state-supported, historically black universities in Alabama. The study illustrates the difficulty of talking about race and racial discrimination history, suggests that some black colleges may have to desegregate to…

Explores problems with shared governance between administrators and faculty at various colleges and universities, and why Black colleges appear to be more prone to these types of problems. (EV)

Reveals that there is a near total absence of black faculty teaching philosophy courses at American universities, particularly Ivy League Schools. The author explains why this has happened, why the trend is likely to continue, and why black colleges cannot be expected to pick up the slack. (GR)

Maintains that racism sustains basic writing programs as Jim-Crow way stations for African-American and Latino students by insisting on a hierarchy of intelligence among races. Argues that the success of historically black colleges can serve as models for writing programs for inexperienced African-American and Latino students writers, encouraging…

Constituting only 3% of U.S. institutions of higher education, historically black colleges and universities (HBCUs) enroll about 16% of black students in college, and award about 27% of all bachelor's degrees to African-Americans; of African-Americans earning doctorates, 35% have baccalaureate origins in HBCUs. These institutions foster student…

Presents responses of departing college presidents to questions about the state of higher education and what they think the next generation of postsecondary leaders must do to keep the doors of educational opportunity open for African Americans and all students. (EV)

Historically Black Colleges and Universities (HBCUs) were created because of racist beliefs that Blacks should not attend school with whites. Between 1854 and 1952, 123 HBCUs, both public and private, were established to educate Black people. Currently HBCUs are still very much alive, but the legacy of separate and unequal education has left an…

Issues concerning the collection and uses of data about college student retention are considered. Some of the documented findings about student retention in U.S. colleges is summarized, with attention to both national data and data for colleges belonging to the United Negro College Fund. Difficulties in obtaining useful retention data are…

Based on enrollment data obtained from the Federal government, finds significantly greater Black representation in higher education in those states where historically Black institutions are located. Discusses the dilemma of how to racially desegregate Black colleges and universities without reducing overall Black participation in higher education.…