The Traditionally Black Institutions of Higher Education, 1860 to 1982.

Autor/in	Hill, Susan T.
Institution	National Center for Education Statistics (ED), Washington, DC.
Titel	The Traditionally Black Institutions of Higher Education, 1860 to 1982.
Quelle	(1984), (132 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Administrators; Associate Degrees; Bachelors Degrees; Black Colleges; Black Students; College Buildings; College Faculty; College Libraries; Degrees (Academic); Doctoral Degrees; Educational Change; Educational Finance; Enrollment Trends; Expenditures; Federal Aid; Financial Support; Geographic Regions; Higher Education; Majors (Students); Masters Degrees; Professional Education; Trend Analysis + Suchen Sie Ihr Suchwort? 'Bachelor''s degrees'; Bachelor-Studiengang; College; Colleges; Building; Buildings; Hochschule; Fachhochschule; Gebäude; Fakultät; Library; Libraries; Bibliothek; Universitätsbibliothek; Doctoral degree; Doktorgrad; Bildungsreform; Bildungsfonds; Ausgaben; Finanzielle Förderung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Berufsausbildung; Trendanalyse
Abstract	Changes in the traditionally black institutions (TBIs) from 1954 to the early 1980s are summarized, with a focus on the 1970s. A statistical overview of the development of TBIs during 1860-1970 is also provided. Based on federal government surveys, the following topics are covered: growth in enrollment in the 1970s; changes in graduate enrollment; 1982 enrollment profile; region of origin of foreign students; residence and migration of TBI students; degree trends at TBIs since 1954; degrees by level and program of study; race and sex of degree recipients; desegregation in Southern elementary/secondary schools; black enrollment by level in the South; black enrollment in southern TBIs and non-TBIs in 1982; black degree recipients in 1981 in the South; changes in revenues of TBIs from 1971 to 1981; 1981 revenues and expenditures of TBIs; federal funding to TBI institutions and students; TBI administrators and faculty; and physical facilities and libraries. Information on each TBI is provided, including control, highest level, specific religious affiliation; enrollment (total, percent black, percent full-time, and enrollment by level); number of full-time faculty, and number of library volumes. Detailed data on degrees awarded by TBIs are also included, along with descriptions of the sources of the data. (SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC