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

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.

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.

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

The growing Latino population is directly affecting institutions of higher education. Predominantly White Institutions (PWIs), whose stated missions do not specifically address Latinos, are becoming Hispanic-Serving Institutions (HSIs). As HSIs continue to emerge across the country, Historically Black Colleges and Universities (HBCUs) are also responding to demographic shifts, especially in Texas. Although their historic mission focuses on educating African Americans, some Texas HBCU presidents and administrators maintain that their supportive campus environment could serve as a possible opportunity for Latino student success. HBCU outreach efforts offer a variety of areas for further investigation, but the intent of this study was to examine the first, critical year and perceptions of sense of belonging. Furthermore, since Mexican Americans represent the majority of Latinos in Texas, indeed the country, this qualitative study specifically focused on the first-year experiences of Mexican Americans in a Texas HBCU. The primary methods for data collection included two semi-structured one-on-one interviews, a student questionnaire, campus observations, and analytic memos. Thus, the current study sought to fully document the first-year experience and perceptions of sense of belonging as recounted by second- to fifth-year Mexican American students enrolled in a Texas HBCU. / text

This study uses a causal modeling approach based on structural equation modeling to examine specific hypotheses regarding the relation among ethnic identity, its components, and various mental health outcomes in African American emerging adults. Data was provided by college students at the Florida Agricultural and Mechanical University. Results did not support a relation between ethnic identity components and adverse mental health. Ethnic identity components were related to positive mental health outcomes; however, this relation differed between gender groups. Among females, the ethnic identity component traditionally labeled ethnic commitment significantly predicted both positive mental health outcomes included in this study. Among males, only life satisfaction was predicted by ethnic identity, and this relation appeared to depend on the component of ethnic identity traditionally labeled ethnic exploration. Findings are discussed in terms of their implications for the current understanding of ethnic identity and its development among African American emerging adults.

The purpose of this qualitative research study was to investigate the motivational factors that lead to faculty giving to their employing institutions. Giving practices in relation to the life experiences and independent influences of faculty members who were employed at Historically Black Colleges and Universities (HBCU) were examined. In addition this study contributes to the limited amount of literature provided on HBCUs institutional advancement offices as well as the effectiveness of their solicitation efforts as perceived by faculty members employed at the colleges and universities. Three research questions were considered in this study. First, what life experiences contribute to the predisposition of faculty donors in giving to their institutions? Second, what intrinsic motivational elements influence faculty donors to give to their employing institutions? Third, how are the strategies used to solicit funding from faculty related to giving? Basic interpretive qualitative methodology was used to analyze the data gathered from the research participants. In-depth interviews were conducted with seven faculty members employed at HBCUs in the southern region of the United States. It was determined that faculty members attribute their giving practices to many of their life experiences. Religious involvement, childhood experiences, and family history, were all discussed by faculty members as being instrumental to their giving habits. Participants also discussed the sense of community that is established at HBCUs as being inspirational in determining whether or not they gave of their time, talent, or financial resources. Responses to open-ended questions about the effectiveness of institutional advancement offices provided additional qualitative data that could be used by HBCUs to increase the amount of annual giving to the university.