Suggests that the government can be helpful in effecting change in higher education without being intrusive and issuing unreasonable controls or subjecting the college to bothersome surveillance. Government agents demonstrate a willingness to learn how to deal with a non-elite institution--a black college. (Author/AM)

Provides a history of the failure of Leonard Medical School, a Black school founded in 1882 and closed in 1920 after being negatively assessed in the Flexner Report. Examines the responses of the school's White administrators to reform impulses within the medical profession. Discusses reasons for the survival of Howard and Meharry medical schools.…

Presents findings on the work attitudes of faculty members at two predominantly Black colleges. Like their colleagues elsewhere, the respondents feel strong degrees of career satisfaction, especially from such job factors as student growth, personal growth, schedule flexibility, and professional autonomy. Other factors, including some working…

Examines the converging forces in U.S. and Britain responsible for the belief that the educational experience of Hampton and Tuskegee had a particular lesson for Black Africa. Studies the transference of the Tuskegee model to Liberia in the late 1920's and 1930's, and the role of the Phelps-Stokes Foundation of New York. (RJ)

Black colleges contribute significantly to the development of Black doctorates: fifty-five percent of the 8,232 Blacks who were granted doctoral degrees between 1975 and 1980 had received their baccalaureates from predominantly Black colleges. (AOS)

Report of a study in which administrators of Black private colleges rated the importance of five strategies for maintaining the viability of their institutions: external funding; interinstitutional cooperation; faculty development programs; planning based on research data; and merger. (BE)

A survey of Black colleges offering criminal justice programs reveals that most of these programs are small, in both number of students and number of courses taught, and have problems of funding, faculty recruitment, and institutional resistance. (ST)

Examines the role that the United Negro College Fund (UNCF) has played in Black higher education. Provides an historical sketch of the financial situation of Black education prior to the Fund's establishment in 1944, discusses UNCF's objectives and achievements, and suggests ways for improving fund raising by the organization. (GC)

Analyzes the relationship of African Studies to Afro-American/Black Studies in American universities. Argues that the most promising scholarship in both fields shares the same aims: improvement of the socioeconomic condition of Blacks through the elimination of exploitation and the discovery of processes likely to effect such changes. (KH)

Notes that the most important fact that the data reveals is that only six of the twenty-four colleges surveyed have a dial access system leading to the conclusion that black colleges could not have killed dial access because they never had it. (Author/AM)

Discusses the impact that Spelman and Bennett Colleges have had on educational opportunities for Black women and highlights the contributions to the Black community of several alumnae from these institutions. Also provides an extensive bibliography of materials that focuses on Black women and higher education. (Author/GC)

This is a study of Congressional behavior, voting and otherwise, on the issue of the appropriation to Howard University during the period 1879-1928. (Author/AM)

Describes the role of America's 117 historically Black colleges. These institutions seek to foster competence and instill confidence in Black students, whatever their background, in an atmosphere free of racial tension. (DM)

Discusses a study which sought to determine both the extent to which there was a difference between the perception of regional accreditation by chief administrators of traditionally black and white colleges in the same region, and the extent to which there was a difference in the perception of the importance of regional accreditation by chief…

The two subtests of level four of the School and College Ability Tests for school grades 6-8 are shown to predict freshmen grades in three Southern Negro colleges considerably better than did the Scholastic Aptitude Test. (JM)