The purpose of this study was to conduct an oral history of the lived experiences of nine African American doctoral recipients from 1970 to 1980, an era on the heels of the Civil Rights Act of 1964, the Higher Education Act of 1965, and the beginning of Affirmative Action in admission policies of Predominantly White Institutions (PWIs). This study comprised of six males and three females, who self-identified as African American and received their doctorate degree between 1970 and 1980. Eight of the nine participants’ college of origin was an HBCU, however all of the nine participants graduated with doctorates from PWIs. The data collection methods used for this qualitative study were biographical questionnaires and face-to-face interviews, which utilized semi-structured questions. The data analysis approach was coding categories that aided with sorting the data. Critical race theory (CRT) was used as the theoretical framework for this study. CRT was employed to analyze the lived experiences of these nine participants within American institutions such as K-12 schools, and colleges and universities. The findings revealed that race and racism played a role in the daily decision-making process of the participants, although it did not prevent these nine African Americans from receiving the doctorate degree. This study presented counterstories told by a group of scholars who are depicted as being on the margin of society. It is crucial that the voices of those on the margin of society are included in the history of higher education. These scholars’ stories will contribute to the gap in the literature regarding African American doctoral recipients from 1970 to 1980. This study offers a profound story of the lived experiences of nine African American doctoral recipients during a period of vast social changes in American society. / Access to thesis permanently restricted to Ball State community only. / Department of Educational Studies

This study examined the extent and sources of primary revenue for Hispanic-, African-American-, and Caucasian-serving public community colleges in Texas. The study also examined differences between and among primary revenue streams for these institutions. The public community colleges were identified as Hispanic-, African-American-, and Caucasian-serving based upon the percentage of enrollments for each ethnic classification. A comparative model was developed for the primary revenue streams of in-district student tuition, out-of-district student tuition differentials, out-of-state student tuition differentials, ad valorem property tax revenue per in-district contact hour, and state appropriations. Statistical Packages for the Social Sciences (SPSS) was utilized to conduct multiple-factor analysis of variance (ANOVA) on the data set to examine differences between and among the several variables. Post hoc tests were performed where necessary. Difference was identified in in-district student tuition. Post hoc analysis demonstrated that difference existed between Hispanic-serving and African-American-serving community colleges. No difference was identified in the remaining primary revenue streams.

Retention, attrition, persistence, dropout literature.

During the late 1960s and early 1970s, many predominantly white colleges began admitting larger numbers of black students. According to a 1974-1975 University of Michigan study, these schools shared similar predisposing factors and went through the same precipitating events on their journeys toward increased black enrollment. In addition, after the new students arrived, all of the schools experienced tension as they encountered similar problems and worked to find solutions. Moorhead State College (MSC), in Moorhead, Minnesota, was a white school that began trying to attract more minority students with a recruitment program called Project E-Quality. The program enrolled over 120 minority students, many of them black, between 1968 and 1974. The influx of black students at MSC had a significant impact on the school population as well as on the surrounding white community. The program helped break down racial barriers and stereotypes, as many whites and some blacks encountered people of a different race for the first time. By voicing grievances, forming their own groups, expressing cultural pride, and fighting for change, MSC black students left a lasting impact on the college.

This thesis is written on the subject, state fully, "A Comparison of the Education Opportunities of the Whites and Negores of Walker County." The study is based, as far as possible, on a per-pupil comparison. The writer found Walker County an excellent county in which to make such a study for the simple reason that there was not another county in the state of Texas where there was such an equal balance of negro and white approved scholastics. The counties of Harrison, Marion, San Jacinto, Walker, and Waller were the only ones in the state of Texas that had more approved negro scholastics than white approved scholastics. In Walker county during the year 1937-1938 there were 2,498 white scholastics and 2,505 negro scholastics. This shows that there were only seven more negro approved scholastics than white approved scholastics.

The study examined the following questions in relation to federal policy and social practice in education which contributed to the disadvantagement of African-Americans: 1. Did federal policy and social practice in education contribute to the conditions and struggles of the disadvantaged African-Americans? 2. Why did vocational education become a part of public education? 3. Did federal policy and practice play a role in maintaining the conditions of the disadvantaged in vocational education? 4. How was the focus of vocational special needs education achieved leading to the 1963 Vocational Education Act? Societal conditions and federal policies of the late 1800s and early twentieth century, produced adverse conditions which prevented Negroes from obtaining adequate education. During this period, the education system of the early 1900s could not adequately lend itself to the structure and practice of the economic system. This was realized by the leaders and policymakers and they called for the federal government to enter into partnership with the states in making vocational education a part of the public school system. Its manifest objective was to relieve those conditions conducive to poverty, economic stagnation and disadvantagement by training the youth. Because of the interpretation of the federal mandate, the Smith-Hughes Act (P. L. 64-347), by the policymakers, certain segments of the population did not prosper, the majority of whom were these African-Americans. By late 1958, conditions brought about a change in philosophy relative to the concerns of the poor and the disadvantaged and a different emphasis in education began to emerge. The leaders and policymakers realized that it was necessary to focus their attention on the disadvantaged through vocational special needs education. This focus brought about the legislative process which produced the Vocational Education Act of 1963 (P. L. 88-210). / Ed. D.

The research on the recruitment and retention of African American students into vocational teacher education indicated that there was a need for institutions of higher education to take a more serious look at these efforts. This admonition was due to the continuous decline of African Americans in the teaching force, as well as a decline in minority student enrollments in vocational teacher education (Pratzner, 1987). Statistics also indicated that by the year 2000, the number of minority students in public schools will make up approximately 40% of school enrollments, while the number of minority teachers is expected to decline to less than 5% of the teaching force (Graham, 1987; Holmes, 1989). This lack of representation of minorities in the teaching force will have a negative impact on the success of all children in the nation'S public schools (Carnegie Forum on Education and the Economy, 1986). / Ed. D.

The marriage and family therapy profession is comprised mostly of European-American clinicians. Although all academic programs accredited by the American Association for Marriage and Family Therapy (AAMFT) are required to demonstrate effort in recruiting African-American students, these efforts do not appear to be successful. This study was designed to provide suggestions for recruiting and supporting African-American students in marriage and family therapy programs based on perceptions of faculty and current African-American students. Data for this study are based on survey questionnaires received from 25 of 29 directors of AAMFT accredited academic programs and telephone interviews followed by survey questionnaires completed by 15 of the 20 African-American graduate students enrolled in these programs during the 1989-90 academic year. Results indicated that African-American students and faculty are grossly under represented in these programs. Many current African-American students report feeling isolated, alienated and lonely, as well as disappointed with the lack of African-American peers and faculty in their program. Specific suggestions are offered by students and faculty for improving recruitment and retention of African-American students. Suggestions for improving program sensitivity to cultural and racial issues which may impede the full integration of the African-American student into the academic program and the profession are also offered. / Master of Science

In a twenty year period beginning in 1935, Virginia college and state officials reacted to increasing pressure from internal and external forces of change. The movement to desegregate public higher education was a major portion of that pressure. The defenses established by the state during these years reflected the interrelation of these forces and the Democratic Machine's attempt to balance all the forces so as to retain the maximum degree of segregated education at the minimum social, fiscal and political costs. Thus the state leaders used, what I have termed "minimal resistance" to the desegregation of their graduate and professional schools rather than the "massive resistance" that followed Brown v. Board of Education. In the 1930s and 1940s, the state did all it could to retain segregated graduate and professional schools for whites with tuition grants to out-of-state schools and the cost-effective growth at Virginia State College. When these were declared insufficient by the U.S. Supreme Court, Virginia joined with other Southern States in joint educational ventures. By 1950, the Virginia officials realized that segregated higher education was all but a lost cause. They became conciliatory to the forces of desegregation in hopes of saving segregation in primary and secondary education. From 1950 to 1955, a period I call "limited desegregation" existed. During these years, the state's white graduate and professional schools admitted a very small number of black students under the "separate but equal" doctrine. The "Machine's" ability to control press and public debate on desegregation, together with contemporary political events and the attitudes of Virginians, account for the sequence of desegregation events in the state. / Master of Arts

This study examined factors related to how the interactive behaviors of a group of Black kindergarten children, as demonstrated within the social organization of the classroom, may be related to reading readiness achievement outcomes. Cultural differences in language use, the demands for cooperation in mainstream schools, and established patterns of social interaction were examined as reasons for differential outcomes among blacks. Verbal and non-verbal forms of expression and social interactions, as displayed by students and teacher in the classroom, are related to whether students gain access to participation structures and, therefore, learning opportunities. In this ethnographic study participant observation was the method used to collect data. In the research classroom, linguistic form was not a factor in gaining access to participation strucures. This study suggests, however, that access to reading information was limited to competent students who complied with social and academic demands to gain access to participation structures operating in crucial lesson segments and, therefore, learning opportunities. / Ed. D.