The Extra-Curricular Activities of Black College Students 1868-1940

Little, Monroe H.

doi:10.2307/2717052

Cited by 8 publications

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“…But were Black colleges, specifically private ones, offering an education that prepared students for full citizenship and participation with local, national, and international contexts and activities? By tradition, the extra curriculum-the campus environment, student activities, and above all, the opportunity to participate in public debate-has been seen as a critical part of the college experience (Little, 1980;Terry, 1934). And on the last point, Black colleges of the 1940s and 1950s have come in for some criticism-with some observers saying that the conservative atmosphere on these campuses stifled debate and quashed dissent.…”

Section: Marybeth Gasmanmentioning

confidence: 99%

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

Hutcheson¹,

Gasman²,

Sanders-McMurtry³

2011

The Journal of Higher Education

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Section: Marybeth Gasmanmentioning

confidence: 99%

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

Hutcheson¹,

Gasman²,

Sanders-McMurtry³

2011

The Journal of Higher Education

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“…They sponsored activities on and off campus and provided a community and social experience that had been missing. Because of literary groups' restrictive membership guidelines and narrow focus, Black faculty created additional extracurricular organizations to appeal to the needs of the broader campus community (Little, 1980).…”

Section: Historical Overviewmentioning

confidence: 99%

Persistent pearls: understanding activism through the experiences of Black women in Black Greek-lettered sorority alumnae chapters

McCalla

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This study considered the experiences of graduate sorority women in Black Greek-lettered organizations (BGLOs) with social activism, using contemporary examples like Black Lives Matter as a lens. BGLOs exist as part of the fraternity and sorority framework at predominantly White institutions (PWIs). These organizations provide networking, leadership opportunities, and connection for African American students and students from the African diaspora. BGLOs contribute to mainstream persistence and retention strategies by creating educational and social programs that connect to popular culture and engage the campus community. This exploration of graduate Black BGLO women and their perceptions of social activism provided an opportunity to consider another dimension of the experiences of Black sorority women through the lens of their undergraduate membership. Understanding the arc of their membership stories and lifelong commitment to their organizations can encourage PWIs to create meaningful long-term graduate engagement opportunities that will benefit their institution and communities, locally and nationally.

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Color and Class: The Promulgation of Elitist Attitudes at Black Colleges

Taylor¹

2008

Historically Black Colleges and Universities

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The Extra-Curricular Activities of Black College Students 1868-1940

Cited by 8 publications

References 0 publications

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

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

Persistent pearls: understanding activism through the experiences of Black women in Black Greek-lettered sorority alumnae chapters

Color and Class: The Promulgation of Elitist Attitudes at Black Colleges

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