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The article examines the origin of the history of Black Studies to explore its key possibilities and limitations. Topics mentioned include the role of Black Studies in achieving education for Black communities, the differences in historical Black universities and colleges (HBCUs) between the U.S. and Great Britain, and a change in the epistemological approach brought by Black Studies.

The purpose of the study was to scrutinize and explain the academic, social, and athletic experiences of international student-athletes attending a historically Black university. Participants were six international studentathletes (five men and one woman). Situated in position theory, the research design was explanatory multiple case study. The primary data collection method was semi-structured interviews. The interviews were analyzed using a constant comparative approach and revealed that the participants were positioned by language differences and academic difficulties, were disengaged from some teammates, and endured athletic disadvantages in resources and training. To amply support international student-athletes, we assert that athletic departments, coaches, faculty, and students should respect and value the identities, as well as the linguistic and cultural backgrounds of international student-athletes. [ABSTRACT FROM AUTHOR]

Historically Black colleges and universities (HBCUs) and Black Greeklettered organizations (BGLOs) are institutions and organizations that provided African Americans with options for unification and education during years of overt racial discrimination when education and socioeconomic comforts were limited for the vast majority of Americans of African descent, and they continue to serve as support structures for African Americans today. Nevertheless, in the "postracial" era of accountability, questions surrounding the relevance of these organizations have become common discourse. While these organizations face similar narratives, HBCU and BGLO research, successes, and issues have not yet been analyzed, synthesized, or even acknowledged in significant ways. Thus, the purpose of this chapter is to promote the need for research and scholarship that explores and highlights the parallels and intersections of today's HBCUs and BGLOs through a review literature on BGLOs and educational outcomes. [ABSTRACT FROM AUTHOR]

High achieving African American male students face a number of challenges navigating the educational pipeline. Historically Black Colleges and Universities (HBCUs) have been lauded for providing nurturing and culturally affirming environments for its students, yet little is known about the role they play in promoting the college access and degree attainment of high achieving African American male students. Findings from interviews with 19 African American male alumni from nine institutions indicate that early experiences grappling with negative stereotypes associated with Black male achievement strongly influenced their decisions to attend an HBCU. The HBCU, through its campus environment, fostered opportunities for positive interactions that were shown to be important in the academic, personal, and professional development of African American male students. Findings from this study provide insights into the ways HBCUs can recruit and retain the high achieving Black males enrolled at their institutions. [ABSTRACT FROM AUTHOR]

A message from the president of the Association of Black Nursing Faculty Foundation (ABNFF) is presented. She talks about the focus of the issue on the scholarship of nursing faculty from a historically black college and university (HBCU), Alcorn State University, the role of HBCU in educating African Americans before and after the U.S. civil war, and the role of HBCUs in the future of nursing education.

The action research methodology for this study reports descriptive statistical findings from the performance of 19 Early Childhood Education African American teacher candidates matriculating through a state-approved program at an HBCU. Researcher--moderators provided a treatment plan of focused summer workshops, conceptualized based upon the findings of low first-time passing rates on the Early Childhood Education Exam, predominately content knowledge in social studies and reading. The action researchers suggest that continued research and a larger sample size is needed to provided empirical evidence of the causal variables and factors that affect candidate performance on the examination, but the observed phenomena and semistructured follow-up reflections of the first-time passers may promote evidence of Maslow’s motivation theory in practice and the intrinsic love for teaching by the candidates who participated in the treatment and successfully passed the test. [ABSTRACT FROM AUTHOR]

Purpose - Historically black colleges and universities (HBCUs) are among the least empirically examined institutional cohorts in American higher education. The purpose of this paper is to synthesize extant research on the historical, public, and social realities related to HBCU institutional strength and survival. Attention is given to the manifestation of race-neutral ideology in public sector in the aftermath of the election of the nation's first African American president - Barack Obama. Design/methodology/approach - A bricolage of policy case study, meta-analysis, and critical race theory. Findings - Highlight current perceptions on the disparate impact of federal policy on institutional sustainability and the issue of representation in presidential cabinet appointments incident to HBCUs. Originality/value - This paper provides a useful resource for educators, policymakers, and researchers. [ABSTRACT FROM AUTHOR]

This study explores perceived support for innovation and suggested associated variables among faculty in the context of historically Black colleges and universities (HBCUs). Results showed that faculty perspectives on organizational support for innovation were affected by dispositional resistance toward change, empowerment, organizational trust, interpersonal conflict, and several demographic variables. Organizational trust and experience in terms of participation in innovative processes had major effects on support for innovation. The strategic significance of study findings are discussed. [ABSTRACT FROM PUBLISHER]

Providing a brief history of historically Black colleges and universities (HBCUs)-including how and why they were founded, funding sources and needs over time, and an examination of mission statements-the author considers the relevance of HBCUs in the current twenty-first century context. He makes an argument that the educational opportunities HBCUs offer continue to be strongly needed in the contemporary U.S. economic and sociopolitical climate. Finally, he offers HBCU faculty and administrators some suggestions for consideration as they face significant challenges ahead. [ABSTRACT FROM AUTHOR]

In this article we provide a brief history of historically Black colleges and universities (HBCUs) as a part of the sociopolitical context framing this special issue. The aim of this issue is to situate HBCUs as centers of leadership, change, and influence as well as repositories of Black education and the Black American experience through their legacy of intellectual, cultural, and communal engagement. We argue that the lived experiences of HBCU graduates provide a deeper understanding of their positionalities in the landscape of U.S. American higher education outcomes. [ABSTRACT FROM AUTHOR]

The United States v. Fordice was decided in the United States Supreme Court in 1992, and it represents the most recent ruling on desegregation for those states that have historically maintained racially segregated systems of higher education. This study raises the question of what would Mississippi higher education be without public HBCUs? This study will examine the impact of the closure, merger, and mandated enrollment of public HBCUs in Mississippi. Specifically, it will examine the impact of the closures, mergers, and mandated integration of HBCUs in Mississippi on student access and selected student outcomes for African Americans. Time-series statistical modeling is used in this study to predict the participation and outcomes of African American students for Mississippi's current system of higher education with HBCUs. It also provides policy prescriptions to states that are seeking to dismantle the dual system of higher education. [ABSTRACT FROM AUTHOR]

Race remains intertwined in both the process and substance of preand post secondary education in the state of Mississippi. Southern legislators, municipal and civic leaders established dual systems of schooling for African American and White students ensuring limited educational and social opportunity. African American education represented a threat to white economic and political in the south. Education conferred the right of suffrage on the Black community and his equality before the law. Black leaders attacked the unconstitutionality of the segregated schools. The Courts have been reluctant to address how neutral educational policy may in fact be discriminatory. This reluctance to remedy racial discrimination in Mississippi's lower and postsecondary schools has produced desegregation and not educational opportunity. [ABSTRACT FROM AUTHOR]

`The article offers information on historically black colleges and universities (HBCUs) in the U.S. It states that HBCUs are institutions founded primarily for the education of African Americans, although their charters are not exclusionary. According to the article, there are HBCUs in the country which enroll 14% of African-American students in higher-education. Over the past 25 years, the number of African-American students in college has more than doubled from 1,101,000 in 1982. Furthermore, students that attend HBCUs benefit from increased levels of engagement with peers and faculty and faculty diversity.

The article reports on the state of Black college in Georgia. During the late nineteenth century, African American Southerners waged campaigns to increase their control over black colleges and to replace white administrators and teachers with African American ones. The protests at black colleges raised the issue of African American manhood. Those who advocated African-American superintendence of the schools asserted that black men must prove their manhood by assuming control of institutions like churches and schools.

This article examines the history, present, and future of historically Black colleges and universities (HBCUs). We begin with a brief review of the existing literature on HBCUs, considering common themes and how these institutions changed over time within a broader sociohistorical landscape. In addition to historical information, we use a national database to illuminate trends and shifts in the students choosing to attend, and being served by, these institutions. We close by considering new challenges that face these institutions, addressing how HBCUs are positioned to move forward with their important mission of educating the Black community. [ABSTRACT FROM AUTHOR]

The role of Historically Black Colleges and Universities (HBCUs) in increasing the education and economic well-being of rural Blacks is not, perhaps, as clear today as in the past given the abolition of formal segregation in public education. This paper presents evidence that HBCUs still play a major role in improving the economic well being of rural counties with high concentrations of Blacks. Further, the impact of HBCUs in promoting college education among Blacks is above and beyond that of other colleges and universities. Increased rates of college education generate, in turn, higher income growth. [ABSTRACT FROM AUTHOR]

This article explores the idea that at its 50th anniversary, Brown provides proof that despite its landmark significance, based on relief in the courts, its principles can create a backlash of unintended consequences. Stated differently, battles won can be revoked. To highlight the fact that the war for equitable educational opportunity persists, we examine here various litigious and legislative assaults upon historically Black colleges and universities (HBCUs). [ABSTRACT FROM AUTHOR]

Examines the failure of the proposed Negro College in New Haven, Connecticut in 1831. Launching of the plan for the college at the First Annual Convention of the Free People of Color by abolitionists Arthur Tappan, William Lloyd Garrison and Simeon Jocelyn; Arguments for and against the plan; Efforts by supporters and oppositionists; Politics of race in post-revolutionary U.S.; Involvement of Benjamin Franklin Roberts, William Nell, Hosea Easton and Leonard Bacon in the project.

Focuses on historically black colleges and universities (HBCU) in the U.S. which developed databases and programs that resulted in increased student retention and progression. Role of HBCU in the education of Afro-Americans; Information on the Black Colleges Program of the Pew Charitable Trusts; Approaches in designing initiatives to increase retention rates.

Black colleges and universities, in seeing themselves as resources, are intent on becoming forums, which bring together community people, who are both fearful and distrustful of local government, with public administrators and planners who tend to be the source of such feelings. Provided, as a result, will be equalitarian systems of information exchange which hopefully will form the basis of enlightened and responsible policy formulation. Moreover, the methodologies would be provided by which black colleges would be given the entree to furnish their students the exposure to facets of the system, which have generally been categorically denied them. This would further serve to proselytize the broader educational community to the merits of meaningful integrated planning. It is to be noted that these recommendations deal not only with the symptoms of problems expressed by students, institutions, and governments alike; but they also focus on possible root causes of limited exposure of blacks to the operational bases of the system and likewise those operational bases to blacks.

In this article the author advocates for reparations for African Americans to address dropout rates and underemployment. The author reflects on racial inequality in public schooling, unemployment among African Americans, and student debt. Other topics include eligibility for federal student loans at Historically Black Colleges and Universities, money owed to foreclosed homeowners, and the CARICOM Reparations Commission at the United Nations.

This article presents information regarding the United Negro College Fund, which is a cooperative fund-raising organization composed of thirty-three accredited, private colleges for Afro-Americans located primarily in the South. The United Negro College Fund grew out of a serious concern on the part of educational authorities about the financial condition of the private Afro-American college. In a study by the Office of Education in 1943, it was disclosed that the income of private Afro-American colleges decreased 16 per cent between 1930 and 1938, and that the income from private gifts to these colleges decreased 50 per cent in that same period. There were two main reasons for this. It was no longer possible to secure large gifts from philanthropic foundations for current support. The first campaign of the United Negro College Fund was held in the spring of 1944. It is generally believed that white and Afro-American citizens working together on this common problem have learned a great deal that should help create better understanding among racial groups.

This article presents information regarding the control and administration of Afro-American college. The establishment and subsequent support and control of Afro-American colleges by religious denominations represent a dual development. In the first place, shortly after Emancipation, the missionary boards of the several denominations in the North founded schools and colleges for Afro-Americans as missionary enterprises supported and controlled almost exclusively by the denominations which they represented. In general, the control of the thirty-eight Afro-American State and municipal colleges follows very much that of the white colleges in the state or city in which they are located, the type of control varies, in some instances, there is a special board of control for each school, in others, there are either state boards for all higher institutions or state or city boards of education that include the colleges as a part of the general control of all schools. The several philanthropic foundations that have been most influential in the development of Afro-American education in general and of the Afro-American college in particular have also been, with the one exception of the Peabody Education Fund, careful not to appear to be interfering in the control of the institutions that receive their contributions.

This article focuses on the competence of faculties in the Afro-American colleges of the U.S. Speculation over the question of the educability of the members of the race was rife when Afro-American higher education began. The teaching of Afro-Americans was a missionary task that made even those with faith in the possibilities of higher education for Afro-Americans confess that they were "like early navigators out on a new sea of discovery." The missionary era extended from the Civil War to about 1900. Its dominant figure was the missionary; its dominant spirit, the forceful idealism of a culture bearer from a tradition that was one of the richest and most mature in America. Although teachers' salaries were scarcely more than stipends to cover scant living costs, the demand for teachers "who will be identified with the people, to grow into and become themselves part of the community they are forming" obtained unmistakable. The faculties of the Afro-American colleges before 1900 were composed chiefly of white men and women trained in the northern universities and colleges and imbued with the missionary spirit.

The article focuses on the issue of segregation among southern colleges in the United States. According to a study, the black colleges in 19 of the U.S. states are still black, while whites dominate the finest state institutions in numbers unbalanced to their share of the population. In addition, the study also reported that those 19 states distribute more than one third of all their financial aid without considering any need, as the schools in predominantly black areas tend to be weaker. Factors influencing segregation in colleges and legal moves to pursue the battle against segregation evaluated, have also been highlighted in the article.

In this article the author discusses the risk on the decline in granting programs for Bachelor of Physics degree in black universities and colleges (HBCUs). He is critical of the impact of closing HBCU physics programs to African Americans physics earning degrees. Also investigated the possible turnaround with a meeting between the heads of the federal agency and chairpersons of HBCU to provide immediate input and consolidate responses and feedback to a nationally coordinated practical plan.

The article reports that three historically black universities in New Orleans, Louisiana are ready to begin classes after being devastated by flooding caused by Hurricane Katrina on August 29, 2005. These schools include the Southern University of New Orleans, Dillard University and Xavier University. However, the author says that it would take several years for activities in these schools to return to normal.

The article offers information related to education of African Americans. Topics discussed include the historically black colleges and universities (HBCUs) which purpose was discussed during 2013 National Association of Afro-American Studies (NAAAS) Conference and a plan, based on the Noel-Levitz model, developed at the Department of Interdisciplinary Studies at Nicholls State University to help advisers set up academic advising.

This article focuses on Afro-American colleges in the U.S. The private Afro-American college is facing a two-way adjustment. The first is to the gradual development of state-supported schools, and the second is to the gradual evasion of prejudices so that eventually Afro-American institutions will, the same as others, face the problem of interracial integration. There will likely be small problems posed by the first adjustment for some time to come because of the fact that young people will desire to attend college in numbers faster than states will afford opportunity. The Afro-American college may be likened in the field of education to the. Afro-American theater of Harlem of yesteryear and the Afro-American baseball leagues of today in that they give members of the race training they never would have had otherwise to prepare them to match wits with those of other races when the chance comes to challenge segregation. Richard Harrison could never have crashed Broadway had there not been the Afro-American theater in Harlem.