A Contemporary Perspective on the Role of Public HBCUs: Perspicacity from Mississippi
2008; Howard University; Volume: 77; Issue: 4 Linguagem: Inglês
ISSN
2167-6437
Autores Tópico(s)Race, History, and American Society
ResumoThis article examines the contemporary role of historically Black colleges and universities (HBCUs) in public higher education systems. The article is based on the premise that in order to address persistent questions about whether HBCUs are a relevant sector of public higher education, a contemporary, rather than historical, analysis is necessary. The effect of desegregation litigation, current policy initiatives, and student enrollment trends are considered. The intersections of race and equity in American higher education generate continuous debate among educational scholars (Allen, 2005; Rendon, Novack, & Dowell, 2004). The significance of historically Black colleges and universities (HBCUs) is a regular part of the discourse, raising issues of public support, system design, and the law (Brown & Freeman, 2004, Olivas, 2005; Samuels, 2004). In the 1950s, more than three-fourths of African American undergraduates were enrolled at HBCUs (Roebuck 8c Murty, 1993). Today, HBCUs enroll approximately 14% of all African Americans in postsecondary institutions and 28% of African American students in southern states (Hudson, Aquilino, & Kienzi, 2006). HBCUs now compete with predominately White institutions (PWIs) and the community college sector for students. At the same time, African American participation at predominately White four-year institutions is dismal and expected to worsen (Holzman, 2006). African Americans (along with Native Americans) have the lowest graduation rates (41%) of all participants at predominately White institutions (Cook & Cordova, 2006). With the surge of anti-affirmative action policy and already low enrollment and graduation rates among African Americans, HBCUs remain a critically important locale for higher education access and degree attainment. This article examines Mississippi's three public HBCUs as a way to understand larger issues influencing the contemporary role HBCUs play in public higher education systems. Historically, the role of HBCUs was well-defined. Scholars have collectively demonstrated the significance of HBCUs as the principal locale for postsecondary degree attainment for Blacks prior to integration in American society, as a mobilizing agent into the middle class, and as the institution primarily responsible for the development of Black leadership (Brown & Davis, 2001; Constantine, 1995; Payne, 1987; Redd, 1998). However, predominately White institutions over the last 30 years have experienced increases in African American student enrollment. For example, the University of North Carolina (UNC) at Greensboro, a PWI, enrolled just 327 African American students in 1972. In 2002, that number had jumped to nearly 3,000, an increase of 14% of the school's overall enrollment (UNC, 2005). Additionally, the community college sector in North Carolina enrolled nearly 50,000 African American students, 13,000 more than the total enrolled across all public four-year institutions in the state. These numbers illustrate the changing context and enrollment shifts experienced by public higher education systems that incorporate HBCUs. HBCUs are not simply a part of the higher education landscape; they are also a product of American politics, a legacy of American slavery, a result of American segregation, and a major contributor to African American socioeconomic mobility (Ayadi, 1994; Haynes, 1997; Jones, 1993; Mitchell, 1989). It is difficult to discuss HBCUs as simply a collection of institutions. Several state higher education officials are confused and careful about addressing the subject of how HBCUs contribute to their statewide higher education scheme. One might argue that the existence of historically Black institutions is no longer socially or legally justifiable. Nevertheless, an understanding of me context in which this sector operates significantly complicates the subject, especially in public systems. Issues of program duplication, state funding formulas, or statewide admission guidelines can create complex decision-making frameworks that inconspicuously fuse educational policy, politics, history, and race (Freeman & Cohen, 2001; Harley, 2001; Kujovich, 1994; Samuels, 2004; Wade, 2002). …
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