Index
ISBN: 978-1-78635-522-5, eISBN: 978-1-78635-521-8
ISSN: 1479-358X
Publication date: 22 November 2017
This content is currently only available as a PDF
Citation
(2017), "Index", Brown, M.C. and Dancy, T.E. (Ed.) Black Colleges Across the Diaspora: Global Perspectives on Race and Stratification in Postsecondary Education (Advances in Education in Diverse Communities, Vol. 14), Emerald Publishing Limited, Leeds, pp. 293-302. https://doi.org/10.1108/S1479-358X20160000014019
Publisher
:Emerald Publishing Limited
Copyright © 2018 Emerald Publishing Limited
INDEX
Academic achievement, 17–18
Academic outcomes, 89
African-American community, 131–132, 139
African American culture, 40
African-American women faculty, 133
African higher education
apartheid-era educational structures, 276
Association of African Universities (AAU), 277
Bibliotheca Alexandrina complex, 265
Black-centric intellectual movement, 279
Black Consciousness, 279, 280
colleges and universities deconstruction
African language development, 269
aid-based foundation, 271
anti-African indoctrination, 270
colonialism and imperialism, 268
Equal Education, 272
governmental infrastructures, 268
individual students progress, 267–268
intellectual and ideological freedom, 271
sustainable poverty reduction, 273
colonial racism, 273
cultural and linguistic contexts, 278
decolonized higher education infrastructure, 284
do-it-yourself isolationism, 283
equality recognition, 283
European American ideologies and perspectives, 274
higher education system transformation, 283
intellectual framework, 281
Intentionally Indigenous African Higher Education (IIAHE), 281–282, 284
knowledge-based societies, 280
leadership roles, 265
Muslim knowledge, 266
nationalized mission, 283
nation-states conglomeration, 264
one-student-one-grade competitive model, 278
post-apartheid racism, 273
racial disparities, 275
Rights-Based Education, 282
societal inequalities, 282
societal transformation models, 276
state policy making, 273
systemic whiteness, 276
transformative actions, 276
Western-framed knowledge-based universities, 264
Western leaders, 277
African Methodist Episcopal (AME) church, 53
African National Congress (ANC), 227
American Baptist Home Mission Society (ABHMS), 53
“American” democracy, 2
Anglophone Caribbean
black self-determination, 208
Denmark to United States, 214–216
Development Decade, 209
english-speaking institution
academic program, 218
Agricultural Experiment Station, 219
colonial public education, 216
implementation stage, 217
intellectual resources, 218
native-born Virgin Islander participation, 217
occupational program, 218
Higher Education Act, 208
slave states, 208
sociohistorical perspectives
British colonization, 211–212
decolonized education system, 214
European domination agendas, 211
global markets, 213
Imperial College of Tropical Agriculture (ICTA), 212
internationalization process, 211
Inter-university Council (IUC), 213
Negro Education Grant, 212
oppressive educational system, 210
reverse racism, 211
whiteness privilege, 211
Anita Borg Institute, 118
Anti-black filter, 9
Anti-diversity programs, 248–251
Association of African Universities (AAU), 277
Baccalaureate degree holders’ earnings and benefits. See Labor market outcomes
Bantu Education Department, 228
Berlin Conference, 6
Bibliotheca Alexandrina complex, 265
Black achiever isolation, 162–163
Black-centric intellectual movement, 279
Black Church, 131–132
Black Consciousness, 279, 280
Black dehumanization, 17
Black Greek-lettered organizations (BGLOs), 192
academic and social integration, 73
academic outcomes, 76–77
African-American community, 70
civil rights and social justice, 70
critical race theory (CRT), 73
expressive action, 72
Fraternity and Sorority Experience Survey, 80
instrumental action, 72
pledging and hazing, 77–78
“postracial” era of accountability, 70
research and documentation, 71–72
“segregated” institutions, 71
social capital, definition, 72
student engagement and social integration
African-American students, 75
Black history, 76
Competing Values Managerial Skills Instrument (CVMSI), 75
Leadership Assessment Scale, 75
multivariate analysis of variance (MANOVA), 74
National Survey of Student Engagement, 75
Student Involvement and Leadership Scale, 75
student outcomes and experiences, 73–74
Black males
academic outcomes, 89
campus climate, 90
campus engagement, 89–90
college-level work, 86
college remediation, 93
dismal participation rate, 86
educational and career goals, 87
education and society, 86
faculty and staff engagement, 90–92
faculty–mentor program, 96
family and home environment, 92–93
graduation rates, 87
National Center for Education Statistics (NCES), 87
National Survey of Student Engagement (NSSE), 88, 96
peer support, 94–95
predominantly White institutions (PWIs), 87
quantitative study, 88
student characteristics, 97
Black professional class, 172
Black women
African American community, 102
empowerment role, 117
female firsts presidents, 108–110
educational paths, 110–115
presidential role, 115–117
formal and informal preparation, 103
gender stratification, leadership roles
academic excellence, 105
ambivalent sexism, 104
educational experiences, 106
underrepresentation factor, 105
history of, 103–104
Journal of Negro Education and Black Issues in Higher Education, 103
Judeo-Christian privilege (see Judeo-Christian privilege)
leaders, 106–107
leadership development opportunities, 118–119
male dominance control, 107
mentoring networks, 119–120
statistical data, 121
trustees and search firms, 117–118
United Negro College Fund’s (UNCF), 108
US experience demographic shifts, 120
Bluefield State College (BSC), 60
Campus climate, 90
Campus engagement, 89–90
gender-racialized aggression, 190
interactionalist model, 190
on-campus involvement, 189
positional and nonpositional leadership capacities, 190
social capital, 191
Civic engagement, 17–18
Civilizational disruption, 3–4
Civil Rights Act, 52, 54, 239
Colonialism, 7, 13
Colonial resistance, 17–18
Community leadership, 152
Community-level economic development, 175
Competing Values Managerial Skills Instrument (CVMSI), 75
Critical race theory (CRT), 73
Cultural elements, 39–40
Cultural exploration, 163–164
Decolonized education system, 214
de jure system, 57
Department of Health, Education, and Welfare (HEW), 54–55
Desegregation. See also Policy perspectives
legal history
case study, 55–57
Civil Rights Act, 52, 54
Department of Health, Education, and Welfare (HEW), 54–55
Emancipation Proclamation, 51
NAACP Legal Defense Fund (LDF), 55
racial segregation, 51
Traditionally White Institutions (TWI), 52
re-conceptualization, 50
Dismal participation rate, 86
Do-it-yourself isolationism, 283
Education Statistics, 178
Emancipation Proclamation, 51
Emergent color caste system, 14
Ethnic diversity, 41
campus experiences and involvement, 40–41
college selection, 39–40
ethnic identities, 38
first- and second-generation immigrants, 38
home-country context, 38
European/white patriarchal expansion, 7
Expressive action of returns, 72
Faculty–mentor program, 96
Fayetteville State University (FSU), 62–63
Female firsts presidents, 108–110
educational paths, 110–115
presidential role, 115–117
Florida A&M University’s (FAMU), 79
Fraternity and Sorority Experience Survey, 80
Gender stratification, leadership roles
academic excellence, 105
ambivalent sexism, 104
educational experiences, 106
underrepresentation factor, 105
Greek-lettered organizations (GLOs), 76
Hegemony
anti-black violence, 16
Black dehumanization, 17
colonialism, 13
colorblind society, 13
Descartian perspectives, 15
emergent color caste system, 14
ethnic cleansing, 13
historically Black colleges and universities (HBCUs), 16, 19
intellectual and sociopolitical realities, 15
metropolitan officials, 13
oppressive tools, 14
radical self-determination, 17
reflective and active dimensions, 12
slave masters, 15
white-skin privilege, 13
Higher Education Act, 208
Hispanic Serving Institution (HSI), 32
Historical Black Colleges and Universities (HBCUs), 16, 19, 42–43
Anglophone Caribbean (see Anglophone Caribbean)
Black Greek-lettered organizations (BGLOs), 78–79 (see also Black Greek-lettered organizations (BGLOs))
Black males (see Black males)
Black women (see Black women)
college choice
academic and social experiences, 153
“Black College” context, 154–155
cultural awareness, 154
economic and sociological factors, 153
merit-based scholarships, 155
“postracial” society, 156
community leadership, 152
creation of, 52–53
data collection and analysis, 158
ethnic diversity, 41
campus experiences and involvement, 40–41
college selection, 39–40
ethnic identities, 38
first- and second-generation immigrants, 38
home-country context, 38
financial resources, 159
institutional type and educational level, 41
labor market outcomes (see Labor market outcomes)
“minority” students, 42
non-Black student recruitment (see Non-Black student recruitment)
“open-access” institutions, 153
participant recruitment, 156–157
participants, 158
precollege experiences
Black achiever isolation, 162–163
Black culture, 165
cultural exploration, 163–164
racial battle fatigue, 164–165
Unmet expectations, 163
predominantly Black environment, 159
qualitative research design, 156
qualitative study, 153
racial diversity, 41
demographics of, 33
experiences with, 34–35
financial incentives, 36
graduate and professional programs, 33–34
Hispanic Serving Institution (HSI), 32
Latina/o/x students, 36–37
non-black students, 33
positive academic and social experiences, 35
Predominantly White Institutions (PWIs), 35–36
social and cultural experiences, 35
student population, 32
West Virginia State University, 32
self-efficacy, 152
social responsibility, 152
student leadership engagement (see Student leadership engagement)
students’ academic interests, 159
students and alumni
media influences, 160–162
personal connections, 159–160
traditionally White institutions (TWIs), 152
Homogenous monoliths, 2
Human Capital Theory, 184
Imperial College of Tropical Agriculture (ICTA), 212
Increasing Male Enrollment Initiative, 62
Industrial revolution, 6
Institutional desegregation, 234–236
Institutional diversity, 126
Instrumental action of returns, 72
Integrated Postsecondary Educational Data System, 51
Intentionally Indigenous African Higher Education (IIAHE), 281–282, 284
Inter-university Council (IUC), 213
Journal of Negro Education and Black Issues in Higher Education, 103
Judeo-Christian privilege
African-American community, 131–132, 139
African-American women faculty, 133
Black Church, 131–132
church and state separation, 129–130
communal mechanism, 139
complex and messy, 126–128
culturally dispersed movement, 138
education marketplace, 142–143
faith, 130–131
institutional diversity, 126
pedagogical and scholarly development, 141
political and economic climate, 142
privilege of oppression, 141
PWIs, 140
religio-spiritual convictions, 139
science, technology, engineering, and math (STEM) educator teaching, 140–141
self-reflexivity, 143
state and federal policies, 141–142
sustainability and regeneration, 128
testimony, 137–138
Thornton’s study, 132
uncomplicated Christian privilege, 128
decision-makers, 136
demographic shifts, 133
educational commitment, 134
oppressive systems, 134
religion and spirituality, 134
stand-point theory, 135
tension-filled conversations, 135
violence and oppression, 135
Labor market outcomes
analytic procedure, 179
Black professional class, 172
community-level economic development, 175
Education Statistics, 178
employment benefits, 172
factors, 176
Human Capital Theory, 184
limitations, 184–185
model predicting income, 180–182
models predicting benefits, 182, 183
National Longitudinal Survey, 173
National Survey of Black Americans, 175
regression analysis, 173
social capital, 174
spin-off study, 177
theoretical framework, 176–177
unemployment data, 174
variables, 178–179
work-related variables, 181
Latina/o/x students, 36–37
Leadership Assessment Scale, 75
Leadership development opportunities, 118–119
Lin’s network theory, 72
Louisiana State University, 238
Male dominance control, 107
Male Initiative on Leadership and Excellence (MILE), 94
Maryland Higher Education Commission’s (MHEC), 65
Master/slave model, 7
Mentoring networks, 119–120
Mississippi’s public HBCUs, 58–59
Morehouse College, 63
Morrill Land Grant Colleges Act, 53–54
Multivariate analysis of variance (MANOVA), 74
NAACP Legal Defense Fund (LDF), 55
National African American Graduate Student Association (NAAGSA), 193
National Association for Equal Opportunity in Higher Education (NAFEO), 55
National Association for the Advancement of Colored People (NAACP), 231
National Center for Education Statistics (NCES), 31, 59–60, 87
National desegregation
Civil Rights Act, 239
diversity programs, 240
educational systems, 237
federal legislation, 236
Louisiana State University, 238
Office of Civil Rights (OCR), 241
race-based discrimination, 239
societal developments, 242
National Longitudinal Survey, 173
National Postsecondary Student Aid Study (NPSAS), 177
National Survey of Black Americans, 175
National Survey of Student Engagement (NSSE), 75, 88, 96
NCES. See National Center for Education Statistics (NCES)
Negro Education Grant, 212
Non-Black student recruitment
Bluefield State College (BSC), 60
desegregation, 50 (see also Desegregation)
Fayetteville State University (FSU), 62–63
implications and recommendations, 63–65
Latino/a students, 61
methods, 50–51
Mississippi’s public HBCUs, 58–59
Morehouse College, 63
Morrill Land Grant Colleges Act, 53–54
Paul Quinn College, 61
Predominately White Institutions, 59
Texas Southern University (TSU), 61–62
White enrollment, 59
NSSE. See National Survey of Student Engagement (NSSE)
Office of Civil Rights (OCR), 65, 241
One-student-one-grade competitive model, 278
“Open-access” institutions, 153
Oppressive educational system, 210
Organizational/political theory, 9
Paul Quinn College, 61
Policy perspectives
black population and education, 224
racial hegemonic nations, 225
South Africa, 256–258
desegregate efforts, 251–255
race and education, 225–228
United States
anti-diversity programs, 248–251
institutional desegregation, 234–236
legal history, 233
national desegregation, 236–242
race and schooling, 229–233
regression and dissolution, 242–248
segregation, 234
Postracial society, 50, 156
Precollege experiences
Black achiever isolation, 162–163
Black culture, 165
cultural exploration, 163–164
racial battle fatigue, 164–165
Unmet expectations, 163
Predominantly White Institutions (PWIs), 35–36, 59, 87
Race-conscious ideology, 11
Racial battle fatigue, 164–165
Racial diversity, 41
demographics of, 33
experiences with, 34–35
financial incentives, 36
graduate and professional programs, 33–34
Hispanic Serving Institution (HSI), 32
Latina/o/x students, 36–37
non-black students, 33
positive academic and social experiences, 35
Predominantly White Institutions (PWIs), 35–36
social and cultural experiences, 35
student population, 32
West Virginia State University, 32
Racial oppression
academic achievement, 8
anti-black filter, 9
economic dimension, 9
egocentric and allocentric positionalities, 10
hegemonic structures, 7–8
hierarchical society, 11
organizational/political theory, 9
plantation politics, 9
race-conscious ideology, 11
“racialized color,”, 11
social interactions, 8
social stratification, 12
social structure and power relations, 10
“white-skin” superiority, 11
Racial segregation, 51
Re-coloring campus
diversity-related research, 31
high-quality learning experiences, 31
historically black college or university (HBCU), 30, 31 (see also Historically black college or university (HBCU))
National Center of Education Statistics, 31
social order, 31
state budget allocations, 31
Regression analysis, 173
Reserve Officer Training Corps (ROTC), 54
Rights-Based Education, 282
Science, technology, engineering, and math (STEM) educator teaching, 140–141
Self-rule, 5
“Slave” discourse, 7
Social capital, definition, 72
Socially Responsible Leadership Scale (SRLS), 192
Societal transformation models, 276
Sociohistorical perspectives
British colonization, 211–212
decolonized education system, 214
European domination agendas, 211
global markets, 213
Imperial College of Tropical Agriculture (ICTA), 212
internationalization process, 211
Inter-university Council (IUC), 213
Negro Education Grant, 212
oppressive educational system, 210
reverse racism, 211
whiteness privilege, 211
Southern Christian Leadership Conference (SClC), 130
Student Government Association (SGA), 200
Student Involvement and Leadership Scale, 75
Student leadership engagement
campus engagement
gender-racialized aggression, 190
interactionalist model, 190
on-campus involvement, 189
positional and nonpositional leadership capacities, 190
social capital, 191
leadership capacities, 191–193
motivations
annual on-campus leadership creation, 202
benefits, 199
challenge and support concept, 195
female participant, 200–201
financial resources, 198
gendered engagement and leadership opportunities, 201
gender-specific groups, 200–201
human and organizational needs, 197–198
leaders creation, 198–199
leadership roles, 195
mentoring, 194
National African American Graduate Student Association (NAAGSA), 193
opportunities, 199–200
organizational meetings and social settings, 195–196
participants’ organizational demographic data, 193, 194
Student Government Association (SGA), 200
student leaders preparation, 202
student leaders with opportunities, 201–202
whiteness navigation, 196–197
social and personal development, 189
Student Non-violent Coordinating Committee, 188
Student Non-violent Coordinating Committee, 188
Tennessee State University (TSU), 56
Texas Southern University (TSU), 61–62
Thornton’s study, 132
Traditionally White Institutions (TWIs), 50, 52, 152
Trans-Atlantic slave trade, 4
Uncomplicated Christian privilege, 128
decision-makers, 136
demographic shifts, 133
educational commitment, 134
oppressive systems, 134
religion and spirituality, 134
stand-point theory, 135
tension-filled conversations, 135
violence and oppression, 135
United Methodist Church (UMC), 53
United Negro College Fund’s (UNCF), 108
University of Tennessee (UT), 56
Unmet expectations, 163
US experience demographic shifts, 120
Western European Christian enslavement terrors, 4
Western-framed knowledge-based universities, 264
West Virginia State University, 32
White enrollment, 59
Academic achievement
, 17–18
Academic outcomes
, 89
African-American community
, 131–132, 139
African American culture
, 40
African-American women faculty
, 133
African higher education
apartheid-era educational structures
, 276
Association of African Universities (AAU)
, 277
Bibliotheca Alexandrina complex
, 265
Black-centric intellectual movement
, 279
Black Consciousness
, 279, 280
colleges and universities deconstruction
African language development
, 269
aid-based foundation
, 271
anti-African indoctrination
, 270
colonialism and imperialism
, 268
Equal Education
, 272
governmental infrastructures
, 268
individual students progress
, 267–268
intellectual and ideological freedom
, 271
sustainable poverty reduction
, 273
colonial racism
, 273
cultural and linguistic contexts
, 278
decolonized higher education infrastructure
, 284
do-it-yourself isolationism
, 283
equality recognition
, 283
European American ideologies and perspectives
, 274
higher education system transformation
, 283
intellectual framework
, 281
Intentionally Indigenous African Higher Education (IIAHE)
, 281–282, 284
knowledge-based societies
, 280
leadership roles
, 265
Muslim knowledge
, 266
nationalized mission
, 283
nation-states conglomeration
, 264
one-student-one-grade competitive model
, 278
post-apartheid racism
, 273
racial disparities
, 275
Rights-Based Education
, 282
societal inequalities
, 282
societal transformation models
, 276
state policy making
, 273
systemic whiteness
, 276
transformative actions
, 276
Western-framed knowledge-based universities
, 264
Western leaders
, 277
African Methodist Episcopal (AME) church
, 53
African National Congress (ANC)
, 227
American Baptist Home Mission Society (ABHMS)
, 53
“American” democracy
, 2
Anglophone Caribbean
black self-determination
, 208
Denmark to United States
, 214–216
Development Decade
, 209
english-speaking institution
academic program
, 218
Agricultural Experiment Station
, 219
colonial public education
, 216
implementation stage
, 217
intellectual resources
, 218
native-born Virgin Islander participation
, 217
occupational program
, 218
Higher Education Act
, 208
slave states
, 208
sociohistorical perspectives
British colonization
, 211–212
decolonized education system
, 214
European domination agendas
, 211
global markets
, 213
Imperial College of Tropical Agriculture (ICTA)
, 212
internationalization process
, 211
Inter-university Council (IUC)
, 213
Negro Education Grant
, 212
oppressive educational system
, 210
reverse racism
, 211
whiteness privilege
, 211
Anita Borg Institute
, 118
Anti-black filter
, 9
Anti-diversity programs
, 248–251
Association of African Universities (AAU)
, 277
Baccalaureate degree holders’ earnings and benefits. See Labor market outcomes
Bantu Education Department
, 228
Berlin Conference
, 6
Bibliotheca Alexandrina complex
, 265
Black achiever isolation
, 162–163
Black-centric intellectual movement
, 279
Black Church
, 131–132
Black Consciousness
, 279, 280
Black dehumanization
, 17
Black Greek-lettered organizations (BGLOs)
, 192
academic and social integration
, 73
academic outcomes
, 76–77
African-American community
, 70
civil rights and social justice
, 70
critical race theory (CRT)
, 73
expressive action
, 72
Fraternity and Sorority Experience Survey
, 80
instrumental action
, 72
pledging and hazing
, 77–78
“postracial” era of accountability
, 70
research and documentation
, 71–72
“segregated” institutions
, 71
social capital, definition
, 72
student engagement and social integration
African-American students
, 75
Black history
, 76
Competing Values Managerial Skills Instrument (CVMSI)
, 75
Leadership Assessment Scale
, 75
multivariate analysis of variance (MANOVA)
, 74
National Survey of Student Engagement
, 75
Student Involvement and Leadership Scale
, 75
student outcomes and experiences
, 73–74
Black males
academic outcomes
, 89
campus climate
, 90
campus engagement
, 89–90
college-level work
, 86
college remediation
, 93
dismal participation rate
, 86
educational and career goals
, 87
education and society
, 86
faculty and staff engagement
, 90–92
faculty–mentor program
, 96
family and home environment
, 92–93
graduation rates
, 87
National Center for Education Statistics (NCES)
, 87
National Survey of Student Engagement (NSSE)
, 88, 96
peer support
, 94–95
predominantly White institutions (PWIs)
, 87
quantitative study
, 88
student characteristics
, 97
Black professional class
, 172
Black women
African American community
, 102
empowerment role
, 117
female firsts presidents
, 108–110
educational paths
, 110–115
presidential role
, 115–117
formal and informal preparation
, 103
gender stratification, leadership roles
academic excellence
, 105
ambivalent sexism
, 104
educational experiences
, 106
underrepresentation factor
, 105
history of
, 103–104
Journal of Negro Education and Black Issues in Higher Education
, 103
Judeo-Christian privilege (see Judeo-Christian privilege)
leaders
, 106–107
leadership development opportunities
, 118–119
male dominance control
, 107
mentoring networks
, 119–120
statistical data
, 121
trustees and search firms
, 117–118
United Negro College Fund’s (UNCF)
, 108
US experience demographic shifts
, 120
Bluefield State College (BSC)
, 60
Campus climate
, 90
Campus engagement
, 89–90
gender-racialized aggression
, 190
interactionalist model
, 190
on-campus involvement
, 189
positional and nonpositional leadership capacities
, 190
social capital
, 191
Civic engagement
, 17–18
Civilizational disruption
, 3–4
Civil Rights Act
, 52, 54, 239
Colonialism
, 7, 13
Colonial resistance
, 17–18
Community leadership
, 152
Community-level economic development
, 175
Competing Values Managerial Skills Instrument (CVMSI)
, 75
Critical race theory (CRT)
, 73
Cultural elements
, 39–40
Cultural exploration
, 163–164
Decolonized education system
, 214
de jure system
, 57
Department of Health, Education, and Welfare (HEW)
, 54–55
Desegregation. See also Policy perspectives
legal history
case study
, 55–57
Civil Rights Act
, 52, 54
Department of Health, Education, and Welfare (HEW)
, 54–55
Emancipation Proclamation
, 51
NAACP Legal Defense Fund (LDF)
, 55
racial segregation
, 51
Traditionally White Institutions (TWI)
, 52
re-conceptualization
, 50
Dismal participation rate
, 86
Do-it-yourself isolationism
, 283
Education Statistics
, 178
Emancipation Proclamation
, 51
Emergent color caste system
, 14
Ethnic diversity
, 41
campus experiences and involvement
, 40–41
college selection
, 39–40
ethnic identities
, 38
first- and second-generation immigrants
, 38
home-country context
, 38
European/white patriarchal expansion
, 7
Expressive action of returns
, 72
Faculty–mentor program
, 96
Fayetteville State University (FSU)
, 62–63
Female firsts presidents
, 108–110
educational paths
, 110–115
presidential role
, 115–117
Florida A&M University’s (FAMU)
, 79
Fraternity and Sorority Experience Survey
, 80
Gender stratification, leadership roles
academic excellence
, 105
ambivalent sexism
, 104
educational experiences
, 106
underrepresentation factor
, 105
Greek-lettered organizations (GLOs)
, 76
Hegemony
anti-black violence
, 16
Black dehumanization
, 17
colonialism
, 13
colorblind society
, 13
Descartian perspectives
, 15
emergent color caste system
, 14
ethnic cleansing
, 13
historically Black colleges and universities (HBCUs)
, 16, 19
intellectual and sociopolitical realities
, 15
metropolitan officials
, 13
oppressive tools
, 14
radical self-determination
, 17
reflective and active dimensions
, 12
slave masters
, 15
white-skin privilege
, 13
Higher Education Act
, 208
Hispanic Serving Institution (HSI)
, 32
Historical Black Colleges and Universities (HBCUs)
, 16, 19, 42–43
Anglophone Caribbean (see Anglophone Caribbean)
Black Greek-lettered organizations (BGLOs), 78–79 (see also Black Greek-lettered organizations (BGLOs))
Black males (see Black males)
Black women (see Black women)
college choice
academic and social experiences
, 153
“Black College” context
, 154–155
cultural awareness
, 154
economic and sociological factors
, 153
merit-based scholarships
, 155
“postracial” society
, 156
community leadership
, 152
creation of
, 52–53
data collection and analysis
, 158
ethnic diversity
, 41
campus experiences and involvement
, 40–41
college selection
, 39–40
ethnic identities
, 38
first- and second-generation immigrants
, 38
home-country context
, 38
financial resources
, 159
institutional type and educational level
, 41
labor market outcomes (see Labor market outcomes)
“minority” students
, 42
non-Black student recruitment (see Non-Black student recruitment)
“open-access” institutions
, 153
participant recruitment
, 156–157
participants
, 158
precollege experiences
Black achiever isolation
, 162–163
Black culture
, 165
cultural exploration
, 163–164
racial battle fatigue
, 164–165
Unmet expectations
, 163
predominantly Black environment
, 159
qualitative research design
, 156
qualitative study
, 153
racial diversity
, 41
demographics of
, 33
experiences with
, 34–35
financial incentives
, 36
graduate and professional programs
, 33–34
Hispanic Serving Institution (HSI)
, 32
Latina/o/x students
, 36–37
non-black students
, 33
positive academic and social experiences
, 35
Predominantly White Institutions (PWIs)
, 35–36
social and cultural experiences
, 35
student population
, 32
West Virginia State University
, 32
self-efficacy
, 152
social responsibility
, 152
student leadership engagement (see Student leadership engagement)
students’ academic interests
, 159
students and alumni
media influences
, 160–162
personal connections
, 159–160
traditionally White institutions (TWIs)
, 152
Homogenous monoliths
, 2
Human Capital Theory
, 184
Imperial College of Tropical Agriculture (ICTA)
, 212
Increasing Male Enrollment Initiative
, 62
Industrial revolution
, 6
Institutional desegregation
, 234–236
Institutional diversity
, 126
Instrumental action of returns
, 72
Integrated Postsecondary Educational Data System
, 51
Intentionally Indigenous African Higher Education (IIAHE)
, 281–282, 284
Inter-university Council (IUC)
, 213
Journal of Negro Education and Black Issues in Higher Education
, 103
Judeo-Christian privilege
African-American community
, 131–132, 139
African-American women faculty
, 133
Black Church
, 131–132
church and state separation
, 129–130
communal mechanism
, 139
complex and messy
, 126–128
culturally dispersed movement
, 138
education marketplace
, 142–143
faith
, 130–131
institutional diversity
, 126
pedagogical and scholarly development
, 141
political and economic climate
, 142
privilege of oppression
, 141
PWIs
, 140
religio-spiritual convictions
, 139
science, technology, engineering, and math (STEM) educator teaching
, 140–141
self-reflexivity
, 143
state and federal policies
, 141–142
sustainability and regeneration
, 128
testimony
, 137–138
Thornton’s study
, 132
uncomplicated Christian privilege
, 128
decision-makers
, 136
demographic shifts
, 133
educational commitment
, 134
oppressive systems
, 134
religion and spirituality
, 134
stand-point theory
, 135
tension-filled conversations
, 135
violence and oppression
, 135
Labor market outcomes
analytic procedure
, 179
Black professional class
, 172
community-level economic development
, 175
Education Statistics
, 178
employment benefits
, 172
factors
, 176
Human Capital Theory
, 184
limitations
, 184–185
model predicting income
, 180–182
models predicting benefits
, 182, 183
National Longitudinal Survey
, 173
National Survey of Black Americans
, 175
regression analysis
, 173
social capital
, 174
spin-off study
, 177
theoretical framework
, 176–177
unemployment data
, 174
variables
, 178–179
work-related variables
, 181
Latina/o/x students
, 36–37
Leadership Assessment Scale
, 75
Leadership development opportunities
, 118–119
Lin’s network theory
, 72
Louisiana State University
, 238
Male dominance control
, 107
Male Initiative on Leadership and Excellence (MILE)
, 94
Maryland Higher Education Commission’s (MHEC)
, 65
Master/slave model
, 7
Mentoring networks
, 119–120
Mississippi’s public HBCUs
, 58–59
Morehouse College
, 63
Morrill Land Grant Colleges Act
, 53–54
Multivariate analysis of variance (MANOVA)
, 74
NAACP Legal Defense Fund (LDF)
, 55
National African American Graduate Student Association (NAAGSA)
, 193
National Association for Equal Opportunity in Higher Education (NAFEO)
, 55
National Association for the Advancement of Colored People (NAACP)
, 231
National Center for Education Statistics (NCES)
, 31, 59–60, 87
National desegregation
Civil Rights Act
, 239
diversity programs
, 240
educational systems
, 237
federal legislation
, 236
Louisiana State University
, 238
Office of Civil Rights (OCR)
, 241
race-based discrimination
, 239
societal developments
, 242
National Longitudinal Survey
, 173
National Postsecondary Student Aid Study (NPSAS)
, 177
National Survey of Black Americans
, 175
National Survey of Student Engagement (NSSE)
, 75, 88, 96
NCES. See National Center for Education Statistics (NCES)
Negro Education Grant
, 212
Non-Black student recruitment
Bluefield State College (BSC)
, 60
desegregation, 50 (see also Desegregation)
Fayetteville State University (FSU)
, 62–63
implications and recommendations
, 63–65
Latino/a students
, 61
methods
, 50–51
Mississippi’s public HBCUs
, 58–59
Morehouse College
, 63
Morrill Land Grant Colleges Act
, 53–54
Paul Quinn College
, 61
Predominately White Institutions
, 59
Texas Southern University (TSU)
, 61–62
White enrollment
, 59
NSSE. See National Survey of Student Engagement (NSSE)
Office of Civil Rights (OCR)
, 65, 241
One-student-one-grade competitive model
, 278
“Open-access” institutions
, 153
Oppressive educational system
, 210
Organizational/political theory
, 9
Paul Quinn College
, 61
Policy perspectives
black population and education
, 224
racial hegemonic nations
, 225
South Africa
, 256–258
desegregate efforts
, 251–255
race and education
, 225–228
United States
anti-diversity programs
, 248–251
institutional desegregation
, 234–236
legal history
, 233
national desegregation
, 236–242
race and schooling
, 229–233
regression and dissolution
, 242–248
segregation
, 234
Postracial society
, 50, 156
Precollege experiences
Black achiever isolation
, 162–163
Black culture
, 165
cultural exploration
, 163–164
racial battle fatigue
, 164–165
Unmet expectations
, 163
Predominantly White Institutions (PWIs)
, 35–36, 59, 87
Race-conscious ideology
, 11
Racial battle fatigue
, 164–165
Racial diversity
, 41
demographics of
, 33
experiences with
, 34–35
financial incentives
, 36
graduate and professional programs
, 33–34
Hispanic Serving Institution (HSI)
, 32
Latina/o/x students
, 36–37
non-black students
, 33
positive academic and social experiences
, 35
Predominantly White Institutions (PWIs)
, 35–36
social and cultural experiences
, 35
student population
, 32
West Virginia State University
, 32
Racial oppression
academic achievement
, 8
anti-black filter
, 9
economic dimension
, 9
egocentric and allocentric positionalities
, 10
hegemonic structures
, 7–8
hierarchical society
, 11
organizational/political theory
, 9
plantation politics
, 9
race-conscious ideology
, 11
“racialized color,”
, 11
social interactions
, 8
social stratification
, 12
social structure and power relations
, 10
“white-skin” superiority
, 11
Racial segregation
, 51
Re-coloring campus
diversity-related research
, 31
high-quality learning experiences
, 31
historically black college or university (HBCU), 30, 31 (see also Historically black college or university (HBCU))
National Center of Education Statistics
, 31
social order
, 31
state budget allocations
, 31
Regression analysis
, 173
Reserve Officer Training Corps (ROTC)
, 54
Rights-Based Education
, 282
Science, technology, engineering, and math (STEM) educator teaching
, 140–141
Self-rule
, 5
“Slave” discourse
, 7
Social capital, definition
, 72
Socially Responsible Leadership Scale (SRLS)
, 192
Societal transformation models
, 276
Sociohistorical perspectives
British colonization
, 211–212
decolonized education system
, 214
European domination agendas
, 211
global markets
, 213
Imperial College of Tropical Agriculture (ICTA)
, 212
internationalization process
, 211
Inter-university Council (IUC)
, 213
Negro Education Grant
, 212
oppressive educational system
, 210
reverse racism
, 211
whiteness privilege
, 211
Southern Christian Leadership Conference (SClC)
, 130
Student Government Association (SGA)
, 200
Student Involvement and Leadership Scale
, 75
Student leadership engagement
campus engagement
gender-racialized aggression
, 190
interactionalist model
, 190
on-campus involvement
, 189
positional and nonpositional leadership capacities
, 190
social capital
, 191
leadership capacities
, 191–193
motivations
annual on-campus leadership creation
, 202
benefits
, 199
challenge and support concept
, 195
female participant
, 200–201
financial resources
, 198
gendered engagement and leadership opportunities
, 201
gender-specific groups
, 200–201
human and organizational needs
, 197–198
leaders creation
, 198–199
leadership roles
, 195
mentoring
, 194
National African American Graduate Student Association (NAAGSA)
, 193
opportunities
, 199–200
organizational meetings and social settings
, 195–196
participants’ organizational demographic data
, 193, 194
Student Government Association (SGA)
, 200
student leaders preparation
, 202
student leaders with opportunities
, 201–202
whiteness navigation
, 196–197
social and personal development
, 189
Student Non-violent Coordinating Committee
, 188
Student Non-violent Coordinating Committee
, 188
Tennessee State University (TSU)
, 56
Texas Southern University (TSU)
, 61–62
Thornton’s study
, 132
Traditionally White Institutions (TWIs)
, 50, 52, 152
Trans-Atlantic slave trade
, 4
Uncomplicated Christian privilege
, 128
decision-makers
, 136
demographic shifts
, 133
educational commitment
, 134
oppressive systems
, 134
religion and spirituality
, 134
stand-point theory
, 135
tension-filled conversations
, 135
violence and oppression
, 135
United Methodist Church (UMC)
, 53
United Negro College Fund’s (UNCF)
, 108
University of Tennessee (UT)
, 56
Unmet expectations
, 163
US experience demographic shifts
, 120
Western European Christian enslavement terrors
, 4
Western-framed knowledge-based universities
, 264
West Virginia State University
, 32
White enrollment
, 59
- Prelims
- Toward a Global Understanding of Black Colleges: Defining Diaspora, Describing Stratification, and Disrupting Hegemony
- U.S. Perspectives on Race and Identity in Black Colleges
- Re-Coloring Campus: Complicating the Discourse About Race and Ethnicity at Historically Black Colleges and Universities
- Non-Black Student Recruitment at Historical Black Colleges and Universities
- Historically Black Colleges and Universities and Black Greek-Lettered Organizations in the “Post-Racial” Era of Accountability
- Black Males at Historically Black Colleges and Universities: Implication for Practice and Future Research
- Black Women at the Helm in HBCUs: Paradox of Gender and Leadership
- Spaces of Power and Authenticity: Judeo-Christian Privilege Among Black Women Faculty at HBCUs
- Global Perspectives on Race and Culture in Black Colleges
- Choosing HBCUs: Why African Americans Choose HBCUs in the Twenty-First Century
- HBCU Labor Market Outcomes: An Examination Of Baccalaureate Degree Holders’ Earnings And Benefits
- Leading in the Black: African American HBCU Student Leadership Engagement Unpacked
- An HBCU in the Anglophone Caribbean: Sociohistorical Perspectives on the University of the Virgin Islands
- A Tale of Two Nations: Policy Perspectives on Collegiate Desegregation in South Africa and United States
- The Absence of Indigenous African Higher Education: Contextualizing Whiteness, Post-Apartheid Racism, and Intentionality
- About the Editor
- Index