Race and Equality in the Academy: Rethinking Higher Education Actors and the Struggle for Equality in the Post-World War II Period

Hutcheson, Philo A.; Gasman, Marybeth; Sanders-McMurtry, Kijua

doi:10.1080/00221546.2011.11779089

Cited by 5 publications

(6 citation statements)

References 22 publications

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“…Georgia Governor Earnest Vandiver called it “anti-American propaganda,” probably written outside of the United States (“An Appeal,” 1960). Of course, this response was typical of southern segregationists (Hutcheson, Gasman, & Sanders-McMurtry, in press). Those outside of the South praised the efforts of the students.…”

Section: Albert Manleymentioning

confidence: 89%

Perceptions of Black College Presidents

Gasman

2011

American Educational Research Journal

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Using historical methods, this article examines the negative characterizations of Black college presidents and how they came to be. The author explores the way these stereotypes continue to be perpetuated in the current day. Conversely, the author investigates how the individual Black college presidents viewed themselves and their actions. KEYWORDS: historically Black colleges and universities, African American, leadershipNegro leaders, more often than whites (among their own people), take on a rather dictatorial and paternalistic attitude toward their Negro followers. They seem to mimic, in a smaller degree, the role of the upper class white Southerner in his relation to his Negro dependents. . . . The organization of life in Negro colleges seems to be definitely less democratic than in white colleges in America, even, and not least, when the staff of teachers is mainly Negro. The president in his relations to the professors and they in their relations to the students act more dictatorially and more arbitrarily.-Gunnar Myrdal (1944, pp. 732-733) Scholarly and popular accounts often paint Black college presidents with a broad brush. Negative characterizations embodied by the words Uncle Tom, accommodationist, and authoritarian have existed for more than 100 years, appearing in the fiction of Langston Hughes and Ralph Ellison; the studies of White scholars Christopher Jencks, David Riesman, and Gunnar Myrdal; the writings of Black thinkers E.

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Section: Albert Manleymentioning

confidence: 89%

Perceptions of Black College Presidents

Gasman

2011

American Educational Research Journal

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“…The Truman Commission Report (as it became known) was a report on the condition of higher education; it marked the first time in history that a U.S. President established a commission to analyze the state of higher education in America since states usually assumed that role. The rationale behind the report was that all Americans should have access to higher education, especially excluded peoples such as Blacks (Hutcheson, Gasman & Sanders-McMurtry, 2011). By making a plea for colleges to end discrimination and offering recommendations for the integration of higher education, the Truman Commission Report had a substantial impact on the 1965 federal legislation to provide federal scholarships to needy students which was an important step to increasing access to higher education for Blacks among others (Hutcheson et al, 2011).…”

Section: Rationale and Role Of Federal/state Policies In Expanding Edmentioning

confidence: 99%

Learning on the Margins: Blacks within the U.S. Higher Education System

Hodgman

2019

JSE

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Diversity is an imperative within the U.S. higher education system in the twenty-first century. As victims of slavery and the undergirding racist philosophies that were used to justify it, Blacks have had to fight for equity within higher education and society at large. This paper briefly traces the plight of Blacks within the U.S. higher education system. This examination includes a discussion of the historical subordination of Blacks by Whites and how this history led to laws and institutional practices that excluded Blacks from higher education participation. Several policies and legislation are discussed in terms of expanding educational opportunities and equity for Blacks. The history and role of Historically Black Colleges and Universities (HBCUs) are addressed in addition to faculty and staff representation issues concerning Blacks.

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“…When minorities enter predominantly White institutions (PWIs), they are often confronted with a negative or hostile campus climate [12,9,19,32,33]. Transitioning to a life on campus, away from the support of home, requires adjustment, belonging, and eventual attachment.…”

Section: Campus Racial Climate Impacts Student Successmentioning

confidence: 99%

“…Harper and Hurtado [34] report that when students are able to achieve these connections, they usually prosper both socially and academically. If they cannot make a connection, they are often discouraged, withdrawn and eventually leave [7,16,32]. Whether intentional or accidental, many minorities find themselves confronting hostile campus environments, ostracized by insensitive faculty, White peers, and culturally unrecognizable classroom pedagogy [7,16,30,33].…”

Section: Campus Racial Climate Impacts Student Successmentioning

confidence: 99%

“…understand the influence of organizational character [44,45,46]. Today, we accept that a student's personal perceptions, environmental appraisal, and coping responses are influenced by both personal factors (social-demographic variables, individual personalities and personal expectations) and environmental factors (physical surroundings, organizational structures and human aggregate) [32]. As such, the intrinsic relationship between supportive campus climates and student academic success is well understood (11,34,35,47,48].…”

Section: Policies Should Address These Specific Needsmentioning

confidence: 99%

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A Policy Brief: How Can the America COMPETES Act (2011) Better Support the Academic Success of African American Women in STEM Degree Programs?

Sawruk¹

2015

cea

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The U.S. became a global leader during the twentieth century, due in part to the creativity and enterprise of its engineers, scientists and inventors. Science, technology, engineering and math (STEM) professions were essential to America's past and are critical to the country's future. Currently, the U.S. has lost its competitive edge, and is no longer the world's technological leader. Our once prominent position has diminished, in part, by disparities in STEM education, primarily due to the comparatively small number of students currently pursuing STEM education and their associated careers. By increasing the number of STEM graduates, especially among under-represented groups, the federal government aspires to harness America's full potential. In 2007, President Bush signed the America Creating Opportunities to Meaningfully Promote Excellence in Technology, Education, and Science Act (American COMPETRES Act) into law. While, the American COMPETES Act (2007) covered a wide range of activities, it had little direct impact on minority STEM education opportunities. This article explores various policy issues needed to alleviate the barriers that limit the success of minority students, specifically African American women, at all levels of STEM education; and identifies specific higher education strategies that directly determine the academic success of female minority STEM college students.

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Race and Equality in the Academy: Rethinking Higher Education Actors and the Struggle for Equality in the Post-World War II Period

Cited by 5 publications

References 22 publications

Perceptions of Black College Presidents

Perceptions of Black College Presidents

Learning on the Margins: Blacks within the U.S. Higher Education System

A Policy Brief: How Can the America COMPETES Act (2011) Better Support the Academic Success of African American Women in STEM Degree Programs?

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