No description available.

Premise. The black quest for freedom is a noble and heroic journey comparable to that of the classical mythological gods and heroes as portrayed in Greek Mythology. / This study is based upon a firm conviction that there is a very strong similarity between the courage of the mythological hero as he appears in classical literature and the courage and spirit of the black personality that endures throughout the struggle from slavery to freedom. Through an analytical comparison of selected literary excerpts these similarities are isolated and identified within the respective cultures in the following manner: / First, through a synthesis of the classic pattern of the heroic journey described as the rites of passage through separation, initiation and return by Joseph Campbell in The Hero With a Thousand Faces with the odyssey of the black experience as portrayed by Alex Haley in Roots, the premise is established. / Second, the classical mythological community is compared to the southern plantation community through a consideration of the two authority figures--Zeus, ruler of Mount Olympus, and the master, ruler of the Big House: with some detail to Zeusmortal and master-slave mating, unusual birth circumstances, and the impassioned reactions of Hera and the plantation mistress. / Third, parallels are drawn from a comparison of some of the major themes and heroes of the two unique cultures, such as: survival--magic (Odysseus and Frederick Douglass), resurrection--escaping bondage (Dionysus, Perseus and Henry "Box" Brown), man receives fire--slaying illiteracy (Prometheus and Mary McLeod Bethune) and mythological monsters--Jim Crow (Heracles and Martin Luther King, Jr.) / Finally, a portrait of the mythic black hero, the personification of the black quest, is created as a composite figure of the many men, women, and children who--through the generations--dared to take a stand for the betterment of the human condition. The study concludes with a consideration of the boon--Quality Life--the black hero bestowed upon the populace and the apotheosis accorded this personality in American society. / Source: Dissertation Abstracts International, Volume: 44-12, Section: A, page: 3730. / Thesis (Ph.D.)--The Florida State University, 1983.

This work is a study of the "Theatre of Being" as conceived and created by Frank Silvera. It investigates the structure, usage, and meanings of the concepts and associated ideas related thereto. The study involves the following: scrutiny of the basic ideologies supporting the ideas fundamental to Silvera's acting techniques and theories for his "Theatre of Being"; situations (social and racial) existing in the culture (USA) which sensitized and promoted Silvera to create and synthesize his ideas concerning portrayal of roles in the theatre, on television and the silver screen; analyses of other acting theories and their relations to Silvera's theory; analyses of major productions by Silvera in which the methodology and structure of his "Theatre of Being" were incorporated; and a preface offering a brief (historical) presentation of the general concept of "being," including discussions of existence and essence from the philosophical aspects of several philosophers and theologians. / Many of the persons associated with and under the tutelage of Frank Silvera in his "Theatre of Being" productions were contacted and their oral (interviews) expressions are included, along with other relevant, printed data existing on Silvera's theatrical ideas. / This work thus exposes Frank Silvera's acting theories and techniques as incorporated in the creation and actualization of his "Theatre of Being." The study delineates specific methods, and places in perspective Silvera's concepts and other theories related to acting. Also, comparing Silvera's concepts and philosophy with present works now appearing on the screen (notably "Ethnic Notions" and "Hollywood Shuffle"), one sees Silvera's work as a viable achievement deserving significant notice and appreciation. / Source: Dissertation Abstracts International, Volume: 50-10, Section: A, page: 3109. / Major Professor: Richard Hornby. / Thesis (Ph.D.)--The Florida State University, 1989.

The relationship between four philanthropic organizations (Slater, General Education Board, Jeanes and Rosenwald Funds) and education for Blacks were examined during an 11 month study. Two questions of interest arose: (1) What programs were created? (2) What were the effects of those programs on Black schools in Florida? Personal interviews, archival search and documentary analysis and consideration of other primary and secondary sources of information were used to explore these interests. / The overall aim of the programs was to stimulate public interest in the development of an efficient system of education for Blacks in Florida by cooperating with the established educational authorities. Although the donation of money carries with it a subtle form of direction or control, the aim of the foundations was to suggest and encourage rather than to interfere or dictate. To prevent the total collapse of public education for Blacks in Florida the intent of the foundations was to cooperate with Southern leaders in working out a program framed on the basis of local conditions and consideration. / To ascertain the impact of these organizations on Black schools in Florida it was important to find (1) persons who worked in the Florida school system during the years of this study (1920-47) and who had some knowledge of the working of the organizations and their relations to Black schools; (2) persons who were Jeanes Supervisors; (3) persons who worked with the State Agent for Black Schools in Florida. / In examining the development of education among Blacks in Florida, the foundation laid by philanthropic organizations and concerned individuals has not yet been fully recognized. This study will demonstrate the importance of their contributions to education for Blacks. / Source: Dissertation Abstracts International, Volume: 49-09, Section: A, page: 2777. / Major Professor: John P. Lunstrum. / Thesis (Ed.D.)--The Florida State University, 1988.

<p> Starting in the mid-1800s, Historically Black Colleges and Universities (HBCUs) were created for the purpose of educating Black students. Since their inception, HBCUs have transformed from institutions of higher learning with a core curriculum of teaching and ministerial education serving the Black community to progressive colleges and universities that provide bachelor, master, and doctorate degrees in specialized areas of study which serve and benefit communities of all races around the world. As advanced as HBCUs have become, they still have the stigma of being less than adequate producing underachieving students. An increase in publicity of their accomplishments would help to change public perceptions, but so far they have not received a lot of positive media attention. The question that continues to be asked and is the main question of this study is whether Historically Black Colleges and Universities are still relevant. </p><p> The research design for this investigation into HBCUs is a qualitative, multi-case study using purposive sampling in the selection of 4 universities or units. HBCU alumni and associates were interviewed to discuss their views on the relevance of HBCUs and how they plan to change public perceptions. The data gathering instruments used were documents, archived records, interviews, and researcher observations, and through the examination of four unique universities, questions about their missions, demographics, academic programs, graduation rates, accreditation, and accomplishments were researched with data collection and analysis occurring simultaneously. </p><p> The findings collected showed that the 4 HBCUs are still relevant because they serve a racially and economically diverse student body focusing on nurturing students and giving them the chance to excel in a comfortable learning environment with rigorous and challenging academic programs that are geared to prepare them to enter the workforce and succeed. They must be proactive and disseminate positive information to the public, including alumni, which could encourage them to support their alma maters. The 4 HBCUs still have some work to do to stay progressive and provide for their students, but the need for all HBCUs to educate is still apparent, not just for African-American students, but for all students.</p>

Thesis (Ph.D.)--Indiana University, Dept. of History, 2006. / Title from PDF t.p. (viewed Nov. 17, 2008). Source: Dissertation Abstracts International, Volume: 67-12, Section: A, page: 4659. Adviser: John H. Hanson.

A false sense of growing equality pervaded the black experience of the Second World War. Although blacks were not segregated from serving alongside whites, restrictive enlistment policies were utilized by the military out of racial assumptions and the fear that their inclusion could cause racial animosity within units. Yet, these patterns coincided with the reality that, because of the considerable need for manpower, several thousand blacks did serve throughout the war. Prejudice was also plainly evident on the homefront. While the war created new and more jobs opportunities, racial limitations remained and blacks were hired to perform menial tasks and work in secondary roles. This thesis seeks to fill the gap in the limited scholarship on the status of black Canadians in the Second World War, and prove that, while there were some positive trends, overall blacks did not achieve a greater level of equality with the white majority.

Abstract not available.

Purposes of the study were (1) to describe the size and instrumentation of the college gospel choir; (2) to describe the general musical activities of the college gospel choir; (3) to determine the primary body of literature performed by college gospel choirs; and (4) to determine how the college gospel choir is managed. / A 28-item survey was created and sent to gospel choir directors at 86 universities and four-year colleges in Alabama, Florida, and Georgia. Seventy-eight surveys were returned which yielded a response rate of 91%. Forty-five respondents indicated that there was no gospel choir in existence at their college or university. Consequently, 33 (42%) surveys were completed and included in this study. / Results of the survey revealed that gospel choirs at colleges and universities in the Southeast were mostly medium-sized ensembles with a membership of 31 to 60 singers, accompanied by between 2 and 4 instrumentalists. The most common instruments used were the piano and drums. Synthesizers and electric keyboards were found chiefly among medium and large choirs. Membership in most (63.7% and 51.5%) choirs included music majors and non-students. / Most (97%) of the choirs rehearsed once or twice per week for 1-3 hours. Performances during the academic year usually occurred 2-4 times per month. A majority (78%) of the gospel choirs did not perform during the summer. Of the choirs who performed during the summer (21%), performances did not exceed 2 per month. The church and the college campus were places where gospel choirs most frequently performed. / In addition to contemporary gospel music, most respondents (90.9% and 97%) indicated that traditional Negro spirituals and songs written by a present or past member of the choir were included in their repertoires. None of the respondents cited the performance of secular music. / The majority of college gospel choirs (71%) were managed by students. These choirs were commonly involved in fund raising activities, and typically received honoraria for performances. Choirs managed by faculty or staff members (29%) were usually offered as a course for credit. / Source: Dissertation Abstracts International, Volume: 54-07, Section: A, page: 2502. / Major Professor: Andre J. Thomas. / Thesis (Ph.D.)--The Florida State University, 1993.

The legal contradiction implicit in the term 'human property' was never resolved. This is significant in all of the slaveholding South, but especially in Louisiana. It is important to remember that the French legal heritage influenced the citizens of the Pelican State to strongly resist the Americanizing influence of the common law, specifically because its implied rights were not tangible enough to make antebellum Louisianians feel protected by the law. They clung to their civil law with its complex, detailed codes as though their very liberty depended on it. It is ironic that the common law system extended greater protection to slaves than did Louisiana's civil law tribunals. Seen through the lens of court cases, Louisiana falls far short of the supposedly more enlightened slave code that historians ascribed to it Given the Louisiana mania for codification, the ambiguity of the Louisiana Supreme Court in dealing with slaves on the one hand as property, on the other as persons, and at times as both is quite significant and indicates a great deal about the moral posture of the court. For men who considered themselves to hold high Christian principles, treating slaves solely as property was abhorrent, even though the Black Code clearly stated that they were not only property, but immovables. The wording of the Civil Code reflects the ambiguity in the law: 'Slaves, though movable by their nature, are considered as immovables by the operation of law'; the Black Code refers to them as real estate. However, if the court had treated slaves solely as people, then the very institution of human bondage could not exist, destroying millions of dollars in slave assets. The ambiguous stance of the court in dealing with slaves was no accident. It was contrived to allow men who considered themselves moral to support an institution that was immoral. The law reflects the intrinsic conflicts within Louisiana society as a whole. Most Louisianians became convinced that slavery alone could allow economic prosperity. And Louisianians, despite their unique heritage, were not less susceptible to the lure of gain than were other southerners of English background and common law tradition / acase@tulane.edu