No description available.

No description available.

No description available.

No description available.

No description available.

Thesis (Ed. D.)--Illinois State University, 1977. / Title from title page screen, viewed Dec. 22, 2004. Dissertation Committee: William E. Colvin (chair), Fred V. Mills, C.L. Steinburg, Eric Bickley, M.M. Chambers. Includes bibliographical references (leaf 92) and abstract. Also available in print.

The intent of the study was to ascertain the importance faculty at Historically Black Private Colleges and Universities in Texas place upon academic activities of research, teaching and service. A survey of faculty at 4 historically black private colleges and universities in Texas (HBCUs) was conducted to collect data from 158 faculty members; 107 usable questionnaires were returned. A response rate of 67.7 percent was achieved. The pattern that emerged from the data indicates the HBCU faculty in this study lean toward teaching and service as being a viable measure for tenure and promotion. The HBCU faculty in this study should remain cognizant that they are an intricate element within the higher education discipline. According to the perceptions of the HBCU faculty, several indicated that their college/university is important; however, they indicated that their academic discipline is less important in comparison. According to the perceptions of the HBCU faculty, many respondents indicated that their job is a source of considerable personal strain. A comparison with the findings of the 1989 Carnegie Foundation for the Advancement of Teaching reveals more similarities than differences.

The contributions that Black Americans made towards advancing their own educational institutions have often been overlooked. These men and women were quite instrumental in developing, organizing and determining the future direction of their own schools. From 1920 to 1950, a shift in attitudes and culture began to take shape at Black colleges and universities concerning more student autonomy and more alumni involvement. This shift in attitude was primarily due to Black students and alumni who rebelled against the paternalistic White power structure that existed at their schools. At the core of this conflict, stood frustrated students and alumni petitioning their predominately White Boards of Trustees/administration to recognize their status as institutional stakeholders. This dissertation focuses on alumni and student activism at three HBCUs, Lincoln University, Fisk University, and Hampton Institute, between 1920 and 1950. What will be examined in this study is the role that Black alumni and Black students played in waging a campaign against White administrators to bring about institutional change at these three schools. Additional points of inquiry are 1) Who were the institutional stakeholders and what were their goals, 2) How did alumni and student activism influence administrative change, and 3) What compromises were made at these three schools to address students and alumni concerns? There are no in-depth historical studies regarding student and alumni activism at HBCUs during this period in Black higher education. The absence in the literature is particularly unfortunate because the period between 1920 and 1950 was an important time in the development of historically Black colleges and universities. An examination of the protests on Lincoln's, Fisk's, and Hampton's campuses can help to illuminate some of the issues that HBCUs were wrestling with during the wave of campus unrest that swept the country between1920 and 1950.

In the first half of the twentieth century in the segregated South, Black laboratory schools began as "model," "practice," or "demonstration" schools that were at the heart of teacher training institutions at Historically Black Colleges and Universities (HBCUs). Central to the core program, they were originally designed to develop college-ready students, demonstrate effective teaching practices, and provide practical application for student teachers. As part of a higher educational institution and under the supervision of a college or university president, a number of these schools evolved to "laboratory" high schools, playing a role in the development of African American education beyond their own local communities. As laboratories for learning, experimentation, and research, they participated in major cooperative studies and hosted workshops. They not only educated the pupils of the lab school and the student teachers from the institution, but also welcomed visitors from other high schools and colleges with a charge to influence Black education A case study of Alabama State College Laboratory School, 1920-1960, demonstrates the evolution of a lab high school as part of the core program at an HBCU and its distinctive characteristics of high graduation and college enrollment rates, well-educated teaching staff, and a comprehensive liberal arts curriculum. The collected oral histories from former graduates testify to the perception that a laboratory high school education was considered a privilege. The history of Alabama State College Laboratory High School provides evidence that Lab High offered a "Class A" education to Black youth in Alabama despite the oppressive White social policies and practices in the South and contrary to the plentiful historical accounts of inferior secondary education during legalized segregation. As a progressive laboratory for learning, Alabama State College Lab High played a role in the development of education for African Americans in Alabama and throughout the South.

This dissertation is a study of Bennett College for Women (Bennett College), one of two Historically Black Colleges and Universities (HBCUs) whose mission continues to be the provision of higher education to Black women in America. It is one of just over one hundred HBCUs still operating in the United States. This dissertation tells the story of an institution founded as a day school in 1873 and its reorganization in 1926 as a college to educate Black women. The study answers the following research question: How does student participation in protest and activism at Bennett College for Women between 1930 and 1960 broaden our understanding of the experience of Black women in higher education? Located in Greensboro, North Carolina, Bennett College began operating through collaboration between the Woman’s Home Mission Society and the Board of Education of the Methodist Episcopal Church. The College, under the leadership of David Dallas Jones and Willa Beatrice Player, revised its curriculum and developed and expanded its co-curricular offerings in a way that empowered students to raise their collective voice, and that fostered a dynamic culture of activism among its students, faculty, and the Greensboro community. Until now, little was known of the their activism and protest during the early twentieth century. This dissertation explains how the College reviewed and revised its curriculum and developed a co-curricular program designed to meet the needs of Black women during the early twentieth century, with the goal of re-envisioning their role, place, and voice in American society. It also illuminates the students’ involvement in activism over a thirty-year period to better understand Black women’s higher education experience in the twentieth century. In addition to answering the research question, a history of the college is provided, with a focus on the early years during which David Dallas Jones and Willa Beatrice Player served Bennett College for Women as its first two presidents. I discuss how the curriculum revision and expansion of the co-curricular offerings lent itself to Bennett College re-envisioning the role, place, and voice of Black women in American society. I discuss social and gender roles, norms, and expectations of Black women during the period, as well as the rules and regulations that shaped higher education and campus life for Black women in the South generally and specifically for students at Bennett College. Bennett College publications were used to capture the student and faculty voices, in addition to the types of issues that concerned them, and around which they organized as activists, to advocate and protest. The implications of Bennett’s students’ participation in protest and activism are discussed, and how their activism challenged the gender roles, norms, and expectations for Black women in American society.