Black Space Research Paper

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).

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

A necessary and common fight for equality has been one that has survived throughout all of man’s existence. Due to recent racial divide and the product of racial profiling, a movement has risen up to combat these common issues. The most recent and most well-covered is the Black Lives Matter Movement. Even though it has been lauded by some media sources and individuals as the next great movement to champion for civil rights, the Black Lives Matter movement is not the same as the African-American Civil Rights Movement of the 1960s nor is it likely to be as successful. If the Black Lives Matter Movement continues with discrepancies in ideology, lack of clear leadership, and trends of hate, the movement is doomed to fail.

“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 aspect of African-American Studies is key to the lives of African-Americans and those involved with the welfare of the race. African-American Studies is the systematic and critical study of the multidimensional aspects of Black thought and practice in their current and historical unfolding (Karenga, 21). African-American Studies exposes students to the experiences of African-American people and others of African descent. It allows the promotion and sharing of the African-American culture. However, the concept of African-American Studies, like many other studies that focus on a specific group, gender, and/or creed, poses problems. Therefore, African-American Studies must overcome the obstacles in order to

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

African American education systems and colleges faced many issues systematically and socially. The process of integrating colleges was a process faced with opposition because the idea that higher education was made for strictly for white upper-class men was still the underlying ideal. While equal opportunity was promoted in the light, behind the scenes, systematically money, policy, procedure hindered black education and equal opportunity. Realizing this injustice, black students sought to find their own solutions to social justice issues happening not only within higher education but their communities while leading by example.

Another major predicament that plays a large role in the amount of African Americans that do not receive a higher education is once they get to college, they do not have a typical or enjoyable experience once there. In today’s society, it is hard to imagine that there is still racism and segregation in schools and colleges today but the reality is, it still does very much exist. This is especially true when black students attend predominantly white universities. Even though most colleges promote themselves by talking about how diverse their

Albritton Gives readers a brief history of historic higher educational black Institutions better know as (HBCUs) in this publication . Albritton also explains and includes how and why (HBCUs) were established. Albritton explains financing sources and needs after some time, and an examination of statements of purpose. Albritton also considers the pertinence of (HBCUs) here in the present twenty-first century setting. Albritton makes a contention that the instructive open doors HBCUs offer keep on being firmly required in the contemporary U.S. financial and political

The purpose of this paper is to argue based on the founding principles for their establishment, HBCUs hold no educational justification to continue in the midst of the twenty-first century. Frist, the paper will cover a brief historical context around the founding principles of HBCUs. Next, legislation that allowed them to thrive and maintained existence will be presented. To conclude, implications for HBCUs and potential next steps will be presented. Historically Black Colleges and Universities were an instrumental educational piece for African American during the 19th and 20th century, they are not longer relevant in the 21st century

Thus Black Studies argues for a number of far-reaching reforms. There should be a greater emphasis on student participation in the teaching/learning process, rather than the banking process where the teacher deposits knowledge into students’ heads and periodically (at exam time) makes withdrawals. ….. Finally, freedom, like effective education, is achieved most often when groups of human beings cooperate with each other, not when lone individuals compete against all others” (Cole, pg

The University of Mississippi has its share of racial issues, which result in bad media coverage and lessening the number of diverse students even more. The University of Mississippi has recently had an incident involving race which ended with a protest and the voluntary withdrawal of a student. The use of the peaceful protest made the University become aware of the severity of the racial comment. The use of protests are to demand that colleges be aware and to demand punishment for the racial crime committed. Peaceful Protest usage seem to result in positive outcomes such as within the situation at the University of Missouri. This situation involved “racial inequality and the lack of action from university authorities” (Rhoden). The unfair treatment of a minority and lack of punishment for the racial matter caused the students to begin protesting. Regular students began protesting but with

The final movement took place at San Francisco State College and was organized by the college’s Black Student Union in 1966. They demanded that Black Studies become a department offered at their school and they were dedicated to achieving it. After two years of strikes, demands, and negotiations the movement was successful and San Francisco State College became the first to offer a Black Studies Program and Department. (Karenga)

One of the most elements of the book is the evolution of the organization called SNCC. SNCC (Student Nonviolent Coordinating Committee) was founded in conjunction with the lunch counter sit0ins that originated in Greensboro, North Carolina in February 1960. SNCC activists were known to practice slow, tedious and patient voter registration drives in the most dangerous parts of the South. However, they seldom received credit for their efforts on a national level. Despite their lack of national attention, SNCC activists often managed to annoy white federal officials and black civil rights leaders. SNCC attracted radicals from the Revolutionary Action Movement, black nationalists from the North and a host of other mavericks. From its humble beginnings, SNCC was a peaceful group that used nonviolent methods to seek racial equality. Over the course of time, SNCC became more assertive in their methods of demanding racial equality and

Initially, #BBUM was used by a small group of black students from UofM’s Ann Arbor campus. As the campaign picked up steam, a broader public of black students of universities across the nation began tweeting their similar experiences of being the “token” or feelings of exclusion. The #BBUM campaign not only allowed people to connect and discuss but also invited participants and spectators to reflect upon black student activism in past years on college campuses across the