The scarcity of past research on Black higher education by Black researchers is discussed and compared with present investigations. Five current major studies are outlined and a list of suggested areas for future investigation is included. (JMF)

Two remedial, basic skills programs at two predominately Black colleges-- Miles College in Birmingham, Alabama, and Tougaloo College in Mississippi--are compared by Tougaloo composition teacher John Monro, formerly a dean at Harvard. He argues that such programs are justified by their successes. (JMF)

The need for effective lobbying in Washington by Black colleges and the shortcomings of present activities are outlined. Specific actions regarding Title III funds for developing institutions are among the lobbying needs assessed. (JMF)

The experience of Meharry Medical College in obtaining and using federal funds and grants is presented to illustrate the plight of Black professional schools. (JMF)

Financial problems, and even the survival, of developing institutions funded by Title III are reported. Issues include the HEW freeze on grant money and problems with student financial aid from the government. (LBH)

Racial and cultural pluralism in American higher education is advocated in place of integration, which is seen to melt individual identities. This argument supports the existence of predominately Black colleges. Suggestions for reducing racial friction on both Black and White campuses are offered. (JMF)

The qualitative differences in the experiences and outcomes of blacks who attend white colleges and blacks who attend black institutions were explored in a national study. The study of 1,600 students enrolled in 16 public universities provides insights for improving the prospects for black participation in higher education. (MLW)

Survival of predeominantly Black colleges in the higher education system is advocated in arguments for an educational balance. The goals of Black colleges are cited, and the encouragement of non-Black students to attend is seen as an attempt to teach other institutions how to become pluralistic. (JMF)