African American Professionals And Higher Education

Although the article has good points, the article did not mention solutions for the struggles, challenges, and dilemmas of African American students on campus and the future trajectory for African American studies. I know that it is very difficult to predict what changes will be in the future for the trajectory of the African American Studies program. However, the article did bring insight for other researchers as an “opportunity to cultivate solidarity and sharpen and update its analysis of racism in the United States” (p 235).

“The Black Studies Program: Strategy and Structure” was published Fall of 1972 in The Jounal of Negro Education. It’s contents are a relection on the years before when colleges and universitys were allowing African Americans to attend , but did not provide curriculum about or for African Americans.

The United States of America often forgets that historically black colleges and universities were created out of necessity. It has only been a couple of decades since African Americans have been allowed to get degrees from predominantly white institutions. Millions of African Americans have given their blood, sweat, and tears in hopes of gaining basic rights like education to their descendants. America has come a long way within the past fifty years but there is still a disconnect when it comes to believing what the average African American can accomplish as an individual. When it comes to historically black colleges and universities there is still a stigma that the education is less rigorous and

For centuries African Americans have fought for equal rights, one of them being an opportunity for the chance to get an equal education. Many people believe that African Americans have an equal or better chance at getting an education than other students. This is not the case when in fact, it is actually harder for these three reasons: African American students tend to come from harsh, poverty stricken atmospheres. Shattered family lifestyles that make it difficult to pursue a higher education because they have not received the proper information. Secondly, just because African Americans are minorities does not mean that they receive a vast amount of government assistance or financial aid to pursue a higher education. Lastly, African

“Affirmative action ensures that African American students are allowed access to prestigious universities such as Harvard and Berkeley, which have long been gateways to positions of power and influence in American society” (Glazer 14).

Although situational attribution prevails dispositional attribution within the Black male community, there are incongruous instances in which Black men have overcome the stigmas, relishing the social, economic, and political mobility they have achieved. However, even with social stability many prominent Black professionals still endure disenfranchisement. Looking strictly at the academia within a Black community, the National Center for Education Statistics reports that, “A majority of African-American males in the 4th, 8th, and 12th grades do not reach grade-level proficiency in reading, mathematics, history, and science,” (NCES, 2007, 2009). The hurdles

Black males' performance in education is a serious problem in the black community. Many black males find themselves performing poorly in educational institutions because they do not have father figures or leaders in their life. In this literature review, I will use literature researched by others as well as their thoughts to discuss the performance of black males in higher education and the problems they face during their process.

When an African American enroll into college, we may be denied due to race or there may be doubts whether we can afford to attend. In order for us to show leadership, a higher education will be important. For us to receive higher education, we will need to be treated equally at all levels.

In the early 1960’s, President Kennedy issued an executive order to ensure that government contractors hire and treat employees without regard to race, creed, color, or national origin. This executive order was issued so that all would have equal opportunities when qualified especially in regard to higher education and employment. However, it wasn’t until President Johnson issued his executive order in 1965 that it was developed and enforced. Affirmative action was meant to level the playing field so women, minorities, disabled, and other groups that are discriminated against would have same opportunities as those who were not typically known to experience discrimination. Since its inception, issues have been raised regarding reverse discrimination. Affirmative action has given an unfair advantage to minorities when applying for employment and higher education by focusing on gender and race instead of performance, calls into question minorities’ qualifications, and results in the further division of minorities in society by race, gender, or disability.

Known as one of the biggest obstacles in higher education to date would arguably be the use of affirmative action within the higher education admission process for both private and public institutions (Kaplin & Lee, 2014; Wang & Shulruf, 2012). The focus of current research is an attempt to either justify or deny the use of affirmative action within current practices through various higher education institutions, and though any one person could potentially be swayed to side with the rationale to maintain its use or disregard, the facts are quite clear that the future of this practice is unclear. Therefore, this essay will present current research in an attempt to determine if affirmative action should continue to be used

There are many discrepancies about the underlying causes of the problem of African American educational achievement. Measures of academic achievement in education show that African Americans are trailing their White counterparts, especially in higher education (Aronson, 2002). Numerous factors that affect academic achievement, affordability, financial aid, support of family. African American students are frequently stereotyped and spend a great deal of time establishing their academic credibility and rapport in the classroom. The challenges encountered in academic and social life on campuses is the result of the scrutiny that black students face when it comes to their intellectual ability. The need to validate their intellectual competence in the classroom to White peers and to faculty derive from stereotypes or comments from non-Blacks about the Black community (Fres-Brit, 2002). Whether women of color choose to attend a particular institution because of its ability to satisfy a desire to be in a predominantly Black environment, or because of the quality of education a particular institution offers, they can benefit in numerous respects when it comes to academic and career achievement. Understanding the variety of factors that contribute to Black students’ success requires researchers to examine resiliency from multifaceted perspectives (Bentley, 2015). In a space where black bodies and female bodies are considered “space invaders”, social scientist Nirmal Puwar, explains

As a testament to the next discussion point of opportunities, especially within the realm of college admission, I have experienced firsthand the opportunities presented by affirmative action. As a low-income, first-generation college student, Virginia Tech had offered me a full scholarship based solely on merit and financial need. As a “minority” according to Virginia Tech, I had an

March 6th, 1961 Affirmative Action policies in higher education were implemented (Infoplease). Affirmative Action was designed to provide equal access to universities for historically underrepresented minorities. The argument of whether Affirmative Action should be decimated is a simple one. Students who have the academic credentials and earn their way into college deserve to be accepted. For no reason should previously excluded minorities gain unfair leverage in an attempt to “right past wrongs”. But with Affirmative Action banned in only eight states, we are left with two questions; how exactly Affirmative Action affects the culture within universities to have it seen as an unjust policy, and can diversity continue to survive without this program.

In a publication titled ‘Black Women in Academe’, author Yolanda Moses describes how “isolation, invisibility, hostility, indifference, and a lack of understanding of the Black women’s experiences are all too often part of the climate Black women may face on campuses” (Moses, 1989). The detrimental environment surrounding these women frequently results in sullenness, lack of social assertiveness, and belief that they are less competent than male students. Even if time spent at an academic institution is minimal, with this kind of prejudice faced at an early age, any woman- black or otherwise, would suffer the rest of their life. In response to the discrimination faced at universities, some have created programs to aid black students and other minorities; these programs tend to generalize the needs of all its black students and do not fully support black women specifically.

America’s higher education system has an interesting history. It has advanced substantially since it was established. Unfortunately, its beginnings were based on slavery and cultural genocide. Craig Steven Wilder’s book Ebony and Ivy gives insight into the intriguing beginning of America’s colleges. Wilder focuses mostly on the impact and treatment of both the Native Americans and African Americans within the beginnings of colonial universities, but within these statements, one can see how dramatically the American college system developed in these early years. The book has excellent reviews. In an article posted on December 1, 2014 the African American Review states, “Ebony and Ivy will change the way we think about knowledge-creation at America’s universities…Craig Wilder’s masterly work will stand the test of time and should be required reading for college students across America.” In a Washington Post article published in 2014, Carson Byrd says, “Ebony & Ivy is a meticulously argued work and a valuable resource for multiple disciplines. It strongly connects slavery, science, and higher education to explain how racism is built into the foundation of our colleges and universities. A few of these connections are described below.”