Special Issue: Unearthing Promise and Potential--Our Nation's Historically Black Colleges and Universities

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Autor/inn/en	Gasman, Marybeth; Lundy-Wagner, Valerie; Ransom, Tafaya; Bowman, Nelson, III
Titel	Special Issue: Unearthing Promise and Potential--Our Nation's Historically Black Colleges and Universities
Quelle	In: ASHE Higher Education Report, 35 (2010) 5, S.1-134 (134 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-6970
Schlagwörter	Black Colleges; Educational History; Educational Change; School Desegregation; Court Litigation; College Students; African American Students; College Choice; School Holding Power; Graduation Rate; Learner Engagement; Gender Issues; College Faculty; Governance; Public Policy; College Curriculum; College Presidents; Fund Raising; Educational Research; College Environment; Diversity (Faculty); Alumni; Endowment Funds; Federal Legislation; Professional Education; Graduate Study; Medical Education; Engineering Education; Accreditation (Institutions) + Suchen Sie Ihr Suchwort? History of education; Bildungsgeschichte; Bildungsreform; Integrative Schule; Rechtsstreit; Collegestudent; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Studienortwahl; Geschlechterfrage; Fakultät; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Öffentliche Ordnung; College president; Hochschulpräsident; Fundraising; Spendensammlung; Bildungsforschung; Pädagogische Forschung; Hochschulumwelt; Stiftungsvermögen; Bundesrecht; Berufsausbildung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Medizinische Ausbildung; Ingenieurausbildung; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut
Abstract	This book is organized into nine chapters. First the authors provide a historical overview of historically black colleges or universities (HBCUs), examining their founding as well as the role of African Americans, missionaries, and industrial philanthropists in their development. They also look at how these institutions have changed over time, given the many developments in the United States over the course of their existence. The second chapter delves deeply into the controversial topic of desegregation, offering various perspectives on the issue and showing how the courts have treated HBCUs in the post-"Brown" era. The third chapter examines issues pertaining to students, the area about which the most research has been completed. The authors explore college choice, retention, and graduation rates as well as issues of gender and student engagement. The fourth chapter focuses on presidential leadership over time. Although this topic is vitally important, it has not been adequately covered by scholars researching HBCUs. In many ways connected to the subject of presidential leadership, the fifth chapter focuses on faculty and governance issues. It looks at the limited research on the subject and also considers whether the specific context of HBCUs makes a difference in the role of shared governance. The sixth chapter highlights fundraising issues at HBCUs, giving attention to a vitally important area that needs additional consideration from scholars. It explores the history and current status of fundraising at HBCUs, alumni giving practices, and gaps in the literature. The next chapter looks at the role of federal and state policy as it pertains to HBCUs, examining the impact of various legislation and practices. The eighth chapter investigates issues pertaining to the curriculum, exploring changes in the foci of curriculum and their impact on students. And the final chapter offers some concluding thoughts as well as future areas of exploration for researchers. An appendix lists HBCUs in the United States today. (Contains 3 exhibits, 3 figures, and name and subject indexes.) (ERIC).
Anmerkungen	Jossey-Bass. Available from John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10