Historically Black Colleges and Universities (HBCUs) have played and continue to play an important role in uplifting African Americans through education. Most of these institutions began as normal schools designed to prepare teachers who would train and educate students of color— a population that has been historically marginalized and oppressed. Scholarly conversations regarding teaching and teacher education for social justice omit the contributions of HBCUs. Likewise, scholarship about social justice within the field of Physical Education Teacher Education (PETE) has been minimal. These trends including the current overemphasis on the training of a monolithic White female middle class teaching force served to justify the ethnographic study in an historically Black PETE program. Rooted in situated learning theory, this study used ethnographic methods and methodology to explore the manifestations of social justice and (physical education) teacher education at Jackie Robinson University— an HBCU. This study uncovered several cultural manifestations of social justice within JRU using interviews, artifact analyses, and observations of several cultural manifestations about social justice and teacher educating for social justice were uncovered. One of the most prominent manifestations is “The Gap”, a theme that can be seen throughout the historical and contemporary culture of JRU. In one sense, “The Gap” represents the void filled by the university as it provides opportunities for education for students with limited educational options. In another sense, “The Gap” represents tensions within the institution. These tensions exist as gaps among students, faculty, administration, and the university as a whole. Despite “The Gap”, Teacher Education for social justice exists in the culture of JRU as forms of care and culturally relevant pedagogy. While these cultural manifestations were located within specific classrooms, they represent the ethos of the university as a whole. The findings of this study offer both theoretical and practical value. From a theoretical perspective, the findings shed insight into the meaning of social justice and (physical education) teacher education for social justice in an ethnically diverse context. In a practical sense, the strategies utilized by (physical education) teacher educators at JRU foster a classroom culture of holistic education. / text

Black students now have a choice of predominantly Black or integrated colleges. This investigation is concerned with the possible differences between Black students at these two types of institutions. It was hypothesized that these two student groups differ significantly in socioeconomic status, social mobility expectations, and type of orientation in regard to choice of school.

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / In a thematic pattern of historical considerations, this study has made a critical and interpretive analysis of the development of teacher preparation at Bethune-Cookman College for the purpose of helping people in positions of responsibility to pattern the future growth of the College. There is a sense in which Bethune-Cookman College is a model for a utopian design in which the program of the College is recreated toward an educational potential for developing a teacher who may effectively deal with the problems of a crisis culture, on the one hand, and at the same time assist the Negro in lifting his self-image through education. The study taps the reservoirs of historical experience in order to reveal the problems of today in enlightening perspective. The study presses the point that the utopian design may emerge from such a perspective. Therefore, Bethune-Cookman College is demonstrated to be in a state of readiness for social reconstruction. Through the pragmatic method of writing history, the study proceeds thematically as follows: 1. It defines the influences of the plantation society of the ante-bellum period and the educational efforts of the postbellum period as they are residual in the present-day social-cultural milieu. 2. It observes the conditions surrounding the Negro teacher, particularly with regard to certain subtle practices of eidetic image, color visibility, and stigmas of oppression which depreciate self-esteem and breed inferiority. 3. It hypothesizes that education may be designed to give value to freedom of choice and decision-making; that freedom is the result of intelligent choice and is created by those who seek it; that the teacher must be liberated from an inferior selfimage and find security in self-esteem; that in the rich symbolisms of the background of the College, the personality and faith of the founder, and the cultural heredity derived from the history of the College, there is the potential for institutional fulfillment; that as the institution finds fulfillment, it may hopefully liberate those who study there; and that a liberated teacher is prepared to offer a liberalizing instructional program. 4. It elaborates on the possible outcomes of the hypothesized alternatives through responding to eight significant questions based upon eight human wishes: a. For the College's more effective partnership with social change b. For ways in which the College may promote cultural innovations for freedom c. For preserving values inherent in the present College plan through adding innovations that keep pace with cultural change d. For broadening the instructional curriculum to cope with crisis conflict e. For utilizing the symbolic philosophy and practices of the College to enrich its offerings toward the alleviation of sources of conflict f. For giving leadership to the search for futures and for developing advance preparation toward realizing the futures anticipated g. For developing a curriculum designed to remove the stigma of social deprivation from the presence of the Negro in society h. For utilizing the heart-head-hand philosophy as a symbolic guide toward lifting the self-image of the Negro. 5. It proposes ways of establishing the new design for teacher preparation, and for testing it out in positive social situations that relate to uses of the past and to the fulfillment of the predictable future. The study concludes that there are immeasureable possibilities for recreating Bethune-Cookman College to fulfill the new design that may transform the educational function of teacher education, not just for Bethune-Cookman College alone or just for the Negro group alone, but for all mankind. / 2999-01-01

This study comprises a multi-faceted case study of the growth and development of the University of Maryland Eastern Shore (UMES), with an emphasis on the leadership of Chancellor William T. Hytche during his tenure from 1975 to 1995. The study takes into account the complex, dynamic, and interrelated internal and external forces that led to the survival and subsequent development of UMES. An attempt was made to describe the relationship of Chancellor Hytche's leadership behavior and the resolution of critical problems affecting the growth and development of UMES during his period as chancellor. The University of Maryland Eastern Shore is an historically black university that has been able to overcome its historical and environmental roadblocks and situate itself squarely in the mainstream of higher education, even though, like other small historically black colleges, UMES faced an uncertain future. Historically black colleges and universities (HBCUs) are among America's most valuable resources, but for more than 130 years, these institutions of higher learning had to overcome the obstacles of limited financial and structural resources to provide quality education to hundreds of thousands of Americans of all races and socioeconomic strata. The literature on historically black colleges is limited and significantly devoid of research in the area of black college leadership. The majority of the research on black colleges focuses on issues such as student recruitment, the lack of black males, black college culture, and the effect of court decisions on desegregation and affirmative action. This research utilized the case study method. It can be characterized as primarily a descriptive case study, in that it describes the key events affecting the evolution of UMES, key events that influenced Hytche's decisions as chancellor of UMES, and also those key events directly initiated by Chancellor Hytche. Case study research is holistic, providing researchers with descriptions of total phenomena. According to Robert K. Yin, in Case Study Research: Design and Methods, "A case study is an empirical inquiry that investigates a contemporary phenomenon within its real-life context, especially when the boundaries between phenomenon and context are not clearly evident (p. 13)." In each of the identified critical events during Hytche's tenure as chancellor, the researcher describes and analyzes the overall vision and strategy used by Hytche. Internal and external relationships that were established or fostered (e.g. "town and gown," political, and faculty) are explored to determine their effect on the growth and development of the institution. It is postulated that Hytche's effective leadership of UMES was a significant contributing factor to its success. Among the most significant findings of the study was the fact that UMES had failed to flourish in the absence of strong advocacy, and its fortunes only changed when State leadership in higher education changed. This case illustrates a situation in which major cultural and political issues were at stake (in this instance, the segregation of Maryland's institutions of higher learning), and in which institutional and systems leaders within the state had limited ability to shape events affecting their dependent institutions. However, when those prevailing political and cultural values were challenged by a powerful, controlling outside authority (in this case, the Federal judiciary), the resulting stalemate and accompanying chaos offered those same institutional and system leaders an opportunity to influence subsequent events, particularly if they act in concert, which in this case was found to be the combination of Hytche and the president of the University of Maryland System. / Ed. D.

Thesis (D.M.A.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

Report (M.S. Ed.)--Virginia Polytechnic Institute and State University, 1994. / Includes bibliographical references (leaves 71-73). Also available via the Internet.

This dissertation is composed of three essays that measure the impact of social programs and policies on the well being of their target populations. The first essay entitled "The Wage Impact of Historically Black College and University Attendance" examines the impact of attending a Historically Black College or University on the wages of Blacks attending HBCUs versus other four year colleges or universities using a sample of Blacks from the National Longitudinal Survey of Youth (1979). The study finds no initial advantage to HBCU attendance for black men, but a 1.4 to 1.6 percentage point higher growth rate in subsequent wages is associated with the attendance of an HBCU as opposed to other four year colleges. This faster growth rate translates in a net discounted HBCU earnings gain of 8.9 to 9.6 percent over a 16 year period following college attendance. The study finds no advantage or disadvantage to HBCU attendance for Black females. The second essay entitled "Transient and Chronic Poverty in the US: The Role of the Food Stamp Program" examines the unique and common determinants of short-term intra-annual transient poverty and chronic poverty, as well as the differential response of each state of poverty to Food Stamp Program (FSP) use. The study employs dynamic expenditure-based poverty measures using quarterly data from the Consumer Expenditure Survey (2001-2004). The major finding is that FSP use reduces transient poverty, but the study finds no significant impact of FSP use on chronic poverty. The common causes of both states of poverty are low human capital, minority status and involuntary unemployment of the household head. Changes in family composition during the year is only associated with higher transient poverty. The third essay entitled "Food Insecurity and the Food Stamp Program" examines the determinants of food insecurity in the US, as well as its response to Food Stamp Program use with data from the Panel Study of Income Dynamics (1995-1999). The study finds that FSP use reduces household food insecurity, and that the program impact is greater for households that experience more severe insecurity. In addition the study finds that higher risk tolerance as well as a preference for smoking cigarettes increase household food insecurity. / Ph. D.

The purpose of this study was to investigate student participation in collegiate student governance, the impact of that involvement and its influence on career choice for African-American participants, and to enlighten educators about role and value of collegiate student government participation. If participation in student government and involvement in leadership activities is important in the overall development of a student, then the benefits and characteristics of that development may appear after the student graduates and enters society and the workforce (Cress, Astin, Zimmerman- Oster, & Burkhardt, 2001). Studies conducted over the last twenty years have attempted to measure the impact of involvement and leadership development on college students after graduation (Cress, et. all, 2001; Sommers, 1991) but not much has been written about the subject specifically tied to student government (Downey, Bosco and Silver, 1984; Kuh and Lund, 1994; Schuh and Laverty, 1983; Sermersheim, 1996). A qualitative case study/cross case analysis of multiple participants was utilized for this project. Following the collection of data through the use of a written participant profile and oral interviews with each of the survey participants, case studies were constructed and presented in a narrative form to allow the individual personalities of the participants to emerge. The use of cross case analysis allowed the researcher to group the data into themes and highlight patterns that cut across each case, more narrowly defining what related factors were significant to the impact of student government participation and the selection of a particular career choice. x The findings from this study indicate that while the impact of student government participation has an overall positive effect on students who participate, including greater career competency and self confidence, students attribute their choice of career to their chosen undergraduate major or other factors. Study findings revealed evidence that the impact of student government involvement was limited in its direct influence on career choice.

The purpose of this study was to qualitatively describe the factors that influence the persistence rates of White undergraduate students attending HBCUs from the students' perspectives. Applying Tinto's Model of Student Departure (1975, 1993) as a lens for persistence, the overall aim in this study was to focus on the students' social and academic integration at the institution as well as their institutional experiences at the HBCU as it relates to their decision to persist or depart the HBCU. Through the participants"lived experiences", themes emerged relative to their decision to persist at the institution. The themes were: the influences on relationships with faculty, quality of academic programs, lack of racism from faculty, staff, and peers, involvement in campus activities and organizations, and affordability. The reasons associated with White students' persistence can assist faculty members and administrators at HBCUs in developing and cultivating a culture that is conducive for a positive matriculation and progression process all the way until graduation. Persistence leads to degree completion and no matter the institutional type, all administrators want to increase the number of students graduating from their institutions.

More than 30 states currently implement some form of outcomes or performancebased funding for public two-year and/or four-year institutions of higher education. Thirteen of these states have public Historically Black Colleges and Universities (HBCUs). Every state’s higher education governance and power relationships are a unique compilation of internal and external entities such as the governor, governing boards, policymakers, higher education staff and advisors, and the institution’s administration, faculty, students, and alumni. Each entity holds power over the HBCU or its state policy context. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2019. / FAU Electronic Theses and Dissertations Collection