Response Paper: The Black College as Focus for Black Studies
I will be using Nick Aaron Ford’s article to talk about evolution and how it influenced Africana Studies at institutions. Nick Ford predicted by the year 2000 there wouldn’t be as many black colleges. He though that the black institutions would merge with the predominantly white institutions. Well its 2015 and we still have black institutions that have not merged with other colleges. He argues that to get higher education for blacks we had to be brilliant and stand out. Also a lot of schools didn’t prepare blacks to even get a higher education and into a good college. Around the 1960’s-1970’s blacks weren’t able to succeed and become what they wanted to, because they didn’t have access to higher education. Since they weren’t able to go to the best schools so they would’ve never really knew how smart they were. During this time since the schools weren’t integrated they weren’t teaching the same thing as they were in white
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They would’ve wanted to have more people of the same race and the same cultural background there with them. It’s like this now and back then; some blacks would feel uncomfortable to participate in activities and events and they’re the only black person. At those times and now they wouldn’t have wanted to send two white people to a predominantly black school. In Frank Decosta’s book Between Two Worlds he states that the question of whether we enroll the majority of Negro students in higher education isn’t relevant, but the point is historically Negro colleges were created by Negroes for the education of Negroes. We have one main responsibility and that is to show the predominantly white schools that we can be just as smarter than they are, and that we can work hard to get an education. The black colleges also need to make sure we talk about African American education to
For almost two hundred years, Historically Black Colleges and Universities or HBCUs have played a pivotal role in the education of African-American people, and negro people internationally. These schools have provided the majority of black college graduates at the Graduate and Post-Graduate level; schools such as Hampton University, Morehouse University, Spellman University and Howard University are four universities at the forefront of the advanced education of blacks. For sometime there has been a discussion on whether or not these institutes should remain in existence or if they are just another form of racism. There were also concerning the quality of education provided at these institutions. In my opinion, from the evidence provided
As an African-American male attending a predominantly white institution (PWI) of higher learning, I, at times, had to overcome several obstacles—from a lack of connectedness to being the victim of occasional microaggressions, there was a clear dichotomy that could not be ignored. I instantly felt a sense of empathy with Canada’s experiences at Bowdoin College. From the text, “[e]ach year, the same pattern repeated—a few more black students would be admitted, they would find Bowdoin alienating and white and oppressive, and they would demand that the administration admit more African American students” (2009). While I would argue that I don’t live in an area that could be considered tantamount to the Civil Rights era, there are pieces of this piece of the text that I can relate to. Frankly, there is something off-putting about attending an institution that was not designed or developed for your people. Throughout this chapter of the book, Canada made it clear that he did not feel connected with his college. At my undergraduate institution, I had many of the same sentiments as Canada. While it was certainly a lot more diverse than Bowdoin, I, like Canada, found myself having to actively and aggressively seek out opportunities to engage in opportunities with people who look like me—joining clubs and organizations and networking in various professional
It wasn’t that the black students weren’t as advanced, it was just that they were not given the opportunity to gain more knowledge as easily and weren’t given the opportunity to show off what they knew. In the end, white students ended up being more successful, but not because they should have been. It was because black students were not given the opportunities that white students seemed more advanced. Though in comparison to schools for black kids they were great, it wasn’t as though schools for white children were top schools in the world either. “One-room grade schools were still common in York County, Nebraska, and other Great Plains states. Children from several grades sat in one room, often led by a teacher not much older than the students.” (Reinhardt and Ganzel). The majority of public school children, which was a large percentage of the country’s students, did not graduate with enough knowledge to go on to college or a well paying job. The Great Depression made funding the schools hard, so even white schools weren’t very rich, not to mention how little black schools
Being there was no legitimate definition of the course it was not taken seriously at Universities. Many question surfaces such as the value of Black studies and its use. Black studies were designed to create the next generation of scholars through transfer of knowledge for not just African American students but for all. To suggest Black Studies is only for black students is to set meaningless limits upon a discipline with limitless potential. All students should be encouraged to partake in Black Studies programs. An understanding of the black experience is authoritative in a nation where the Afro-American composes a meaningful minority and there is an increased importance upon a united but culturally diversifies
Within both of Nathan Hare’s articles, he discusses his beliefs on what Black Studies can
For blacks, the history of higher education typically points to segregated education. Before the Civil War, the social system promoted the belief that blacks wouldn’t get return on their time spent in higher education. Brown and Ricard (2007) noted that most North institutions were reluctant to allow black enrollment in colleges and universities, and in the South, where slaveholder’s were still powerhouse businessmen, slaves would never be allowed to become more educated than their owners. The reluctance of the White leaders to allow blacks to formally be accepted into higher education programs held blacks back from achieving what many aspired to, and were fully capable of, experience.
With regular stores, passed season merchandises are usually markdown generally from 50 to 60 percent. However, typically with luxury brands, merchandises are barely or they don’t have markdowns at all. With luxury brands, like Tom Ford, their customer demand focused more about the quality and brand images rather than the price of products. Moreover, sales are not part of Tom Ford and many other luxury brands marketing strategy. Tom Ford is more about building the company brand image, reputation and the store awareness to their customers and consumers. Talking about Tom Ford for Neiman Marcus, there might be a low percentage of markdowns for products like shoes and sunglasses; and they typically generate around 10% or lower. However, instead of having heavily markdowns, the store usually has other
African American studies, which can be seen as the first Ethnic Studies to be introduced in Academia has several values that they want to embody. Originally, African American studies was a grassroots student-led response to institutional racism in Higher Education. These students in the 60’s felt that African Americans’ narrative was not vocalized in Higher Education curriculum (115). Nathan Huggins would also include that African American Studies was indirectly fighting for social justice (116). Robert L Harris would argue that African American Studies can be traced back even further to the 1890’s when people were researching the Black Culture, but he would ultimately agree that African American Studies formerly became part of the Higher Education institution around 1960’s/70’s. African American Studies focused on the struggles between black-nationalism
Education in the North wasn’t easy as well for the black community. As always blacks never have the best treatment, although some black northerners saw education as a way to a better life it wasn’t that easy for them. Black schools didn’t have the luxury that white school had. They didn’t have a lot of public schools and most parents weren’t making enough money to send them to a private school. Black children were
Referring back to six decades ago, education for blacks individually faced dramatic conflicting challenges. Due to the Supreme Court enforcing the law in 1883, which denied them access to use the same source of public transportation, recreational facilities and schools as white people. Academic activities, financial aid, and even the proper education had been deprived from black students. Resulting in improper knowledge to become successful later on in life; which may lead to poverty or an exiguous amount of income for black families. Throughout the 1960s the black community started an enrollment boom , because of economic gains from the Great Migration, World War II and of course the Brown vs. Board of education case, black students began to attend
Topic: The Importance of Affirmative Action in the College Admissions Process Thesis: In order to resolve underrepresentation of African Americans in higher education, affirmative action is needed to promote diversity, improve students’ critical thinking skills, and increase race-consciousness by utilizing race as a factor in college admissions. University of California Regents v. Bakke, 438 U.S. 265, 98 S. Ct. 2733, 57 L. Ed. 2d 750 (1978).
In education, white people have always been at an advantage compared to other races. African-American have had quite a setback in prior years. There was a time when African-American weren’t even allowed to learn how to write or read in our country just because of the color of their skin. There has been quite the improvement from those times in terms of African-Americans obtaining an education. According to Essentials of Sociology, only about 20 percent of African-Americans had a high school diploma in the year of 1960. The number has increased significantly to roughly 82 percent in 2013. That percentage represents a significant change that shows how our nation has progressed throughout the years. However, you are still at a set back if you aren’t white. “Black students were expelled at three times the rate of white students” (Hsieh, 2014).
students turning out excellent graduates going on to their Ph.D.’s. There are over 28 percent of African-Americans with Ph.D.’s employed outside of their disciplines, recruiters at these universities say they cannot find qualified black candidates with their Ph.D.by not maintain their status quo these universities use these excuses to justify their hiring practices I believe that we will have equal opportunities but not talking and no action. Students must see and deserve diversity in higher education .Progression toward a goal to dismantle barriers to academe life for African-Americans professionals is only way to winning the battle (The Journal of Blacks in Higher Education
The African American community has almost always been targeted when it comes to not receiving a good education. A teacher of mine once said, “African American Students are not stupid. They are; however, followers. They follow what the trend is currently and that’s why there aren’t as many black children going to college because the majority are followers. You only get a few leaders from the crowd.” This spoke to me because I realized that schools had given up on African American students as a whole. Those few leaders weren’t even given a chance to lead. That’s why our society hands white children’s plans for a better education, They are already seen to succeed in the world while a black child is seen to destroy. African American children are restricted from getting a higher education because people stereotype and believe that they won’t go anywhere in life.
In an interview with African Americans who lived through the great depression, H.J. Williams recalls his education, “they’d teach us about agriculture… …But far as mechanical work and so on like that they wadn’t teaching nothing like that at that time” Racists believe that other races deserve less than their own. By learning only about agriculture, the African Americans would most of the time be underpaid farmers. The victims of racism will be given less chances to succeed and will almost certainly have to work harder to get anything. Another quote from H.J. Williams states “daddy wasn’t able to buy me school books and that’s when I dropped out of school. Didn’t go no further. I went as high as the 8th grade” The education system was made by white Americans for white Americans to succeed. African Americans were forced to drop out because the books cost too much, they cost too much because the parents of the African American children don’t make enough money, and they don’t make enough money because they got a poor education. It’s a loop, the victims of racism are being forced into poverty, and thus can’t contribute to the betterment of our community. The people who are victim to racism are going to have a much harder time completing college then a rich white kid. All those people who could’ve made revelations in medicine, industry or agriculture get passed by simply because of the color of their