In a relatively short period of time American higher education has witnessed the development of numerous black studies programs and departments. These new academic endeavors have been instrumental in producing structural changes in the institutions of higher education. Recently higher education has attempted to assess the progress of black studies programs and departments within their structures. This has been done with some attempt to assess the past of black studies as well as project the future of black studies within higher education. Due to the hurried developmental process of black studies programs, which led to the establishment of black studies on campuses which were not prepared for such an innovation, several problems have arisen. The purposes of this thesis are (1) to study the precipitating events which led to a change in the academic structure of higher education (black studies); (2) to examine the developmental process of black studies; (3) to make some predictions about the future of black studies in higher education. The case study method was used to examine four contrasting types of educational institutions in the state of Oregon: Reed College, Linfield College, Portland State University, and the University of Oregon. Two are small, two rather large; two are in a large metropolitan area, two in smaller cities; two are public, two are private. The findings indicate that although stages in the developmental process were similar on the campuses, local conditions are important in explaining the distinctive types of black studies programs on each campus.

I urge here for a reconceptualization of such female protagonists’ embodiments of the trope of strong black womanhood that shows the benefit of troubling these rigid narratives of inclusion which have underwritten and, to wit, regulated black women’s purchase on the discourse. Using the works of Nella Larsen, Zora Neale Hurston, and Ntozake Shange, I propose that while, to be sure, the aforementioned characters do not match the physical expectations for membership into what I suggest may be called the cult of strong black womanhood, their performances of fitness, independence and control combine with their collective demonstrations of emotionally defensive postures, self-sacrificing decisions, and alternately demanding and passive performances to adhere to essential criteria of the strong black woman. Even when these performances may, because of the characters’ class positionality and caste, be expected to fall instead alongside discourses of respectability, I propose that study of the women’s affective labor processes reveals an eschewing of vulnerability that is the key identifier of the archetype. Such performances, I emphasize, are especially harmful as they inter-relationally interrupt and obstruct opportunities for connection, demonstrations of vulnerability and need among women. / A Dissertation submitted to the Department of English in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester 2016. / April 25, 2016. / affect, African American women, middle class, strong black woman, twentieth century literature / Includes bibliographical references. / Dennis Moore, Professor Directing Dissertation; Maxine Jones, University Representative; Alisha M. Gaines, Committee Member; Rhea E. Lathan, Committee Member; Maxine Montgomery, Committee Member.

The problem of this study was to ascertain the status of the teaching of Negro history in American history classes in the public high schools of Texas.

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The primary purpose of this study is, in general, to inform schools of social work of a method to include Black content within their curricula, and in particular to sensitize the faculty at Portland State University to the importance of including Black content into the school's curriculum. In this research design, a select population was used as well as a specific body of knowledge from the Human Behavior and Social Environment sequence to develop a model to introduce Black content in the social work curriculum.

"The purpose of this study is to determine the extent to which industrial arts is taught in the Negro high schools of Texas, the number of pupils enrolled in the schools, the types of programs offered the amount and kind of equipment provided for teaching industrial arts, and the qualifications of the teachers."--4.