Black Women In Higher Education

Women are obtaining more then half of the bachelor degrees earned in America but that has not limited the earning and abilities of the working class man. Phyllis Rosser’s, Too Many Women in College? (2005) is used to expose the still continuing gender issues in higher education. It exposes the issue that yes, there are more women then men in undergrad and master’s programs but men are still outnumbering women in doctoral programs as well as higher paying fields of study (engineering, computer science, business). Still regardless of education women will still face the income gap. Comparing Lee’s and Shaw’s conclusion to the study by Investing in Futures Public Higher Education in America, Women in Higher Education both sources have come to the conclusion that women make up over half of students enrolled in undergrad and their is an uneven representation of women in math and science based degree programs. Janet Lee’s and Susan M. Shaw’s, Women’s Voices Feminist Visions Classic and Contemporary Readings is an accredited and well developed source that highlights the development of women’s

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

“There is still some debate about whether racially identified higher education is necessary or desirable. But [over] 100 schools exist, and the basic question is, can they compete?” According to the article, “Can HBCUs Compete?” College students today do not educate themselves on the history and legacy that Historically Black Colleges and Universities hold. Normally, they attend an HBCU because of the Black culture that it will teach them, the many other college students who will come from similar backgrounds, and even the parties. When they actually get to an HBCU and experience it first-hand they learn that it is not a right fit for them; it might be because the lack of

The U.S. Department of Education’s Digest of Education Statistics (2010) compiles data on educational trends and statistics in the United States. According to the digest, in 2009 African Americans earned about 10 percent of all bachelor degrees awarded. Furthermore, about 20 percent of African Americans currently hold a college degree. When compared to the same rates for the white non-hispanic population, African Americans are largely lagging behind. The challenges that African Americans are facing must be met by post secondary institutions if this group is going to continue on the path of economic and career prosperity. This need is discussed in the report Minorities in Higher Education:

Dr. Mae Jemison was the first African-American female astronaut to travel in space. Patricia Roberts Harris was the first African American female Ambassador of the United States. Miss Vanessa Williams was the first African American Miss America and the first African American White House Social Secretary was Desiree Rogers. There have been many nationally recognized accomplishments by African American women. Additionally, there have also been many unknown “paving the way” accomplishments by African American women such as Linda Adams Hoyle, the first African American woman to graduate from Virginia Polytechnic Institute (Virginia Tech) in 1968. Also, Jackie Blackwell, Linda Turner, and Marguerite Scott were three of the First

When I started this phenomenal journey of researching, African-American professionals in higher education, I never realized that indeed there was truth in the obstacles, restrictions and biases in their way that must be overcome. In this research paper we will highlight and discuss some of the reasons that African- American professionals faces in higher education and some of the resources, that can be used to dismantle the indifferences. The progress has been slow in the academic arena for African-Americans in higher education. It has being over two decades from 1980 to 2003 African Americans make up only 4.3% of full time faculty in Americans universities and since 2003 it as only gone up by 1.2%. Progression toward a goal to dismantle obstacles to academe life for African- American professionals is the only way to winning the battle in education (Schwarz et al 2010).

African-American women have not received much consideration in the literature although they are a rising presence on college campuses (Strayhorn & Johnson, 2014). In fact, nationally 4 million women are enrolled in community colleges, 36% are African-American raising children alone, in which adds additional challenges in improving persistence and graduation (Goldrick-Rab & Sorensen, 2011, Institute for Women’s Policy Research, 2013, American Association of Community Colleges, 2016, Shapiro, Dundar, & Huie, 2017). More specifically, female, single heads of households, lack consistent and affordable daycare, have problems balancing their family and work responsibilities, and are more likely to drop out due to financial issues (Kuh, Kinzie, Buckley, Bridges, & Hayek, 2006, Goldrick-Rab & Sorensen, 2011, Rose & Hill, 2013). Furthermore, in an examination of six-year completion results from the fall 2010 cohort states, over 58% of black women have attended college, however, only 29% graduated with a degree or certificate

Doing much research among this topic it has shown that Black in education or in this case college education has proven that people of color can succeed in anything. My primary focus will be about being female of color in the science field, and how it’s shown that Black female scientist have done extraordinary work to get where they are at. However, there are a handful of critics who believe that Black females can’t be taken seriously or don’t have the credentials. My sources are saying that being Black in college education there is going to be ups and downs mostly being based around discrimination and racial profiling. The paper will be explained in a timeline format that will lead into 1964 until now. Including

Along with the excitement and anticipation that come with heading off to college, freshmen often find questions of belonging lurking in the background: Am I going to make friends? Are people going to respect me? Will I fit in?

Equal Access to Higher Education: Believe it or not, until the 1970’s, some colleges and universities refused to accept women into their institutions. Why? The answer’s simple: education officials at the time

The district superintendent walked into my classroom with another man accompanying him. I stood there with my artist’s apron on and paint in my hand. My superintendent and this unknown man looked around my classroom. The superintendent introduces the other man as the county superintendent of all the schools in the county. I reached out my hand to shake his and he pulled out a white envelope and gives it to me. I opened the envelope and there was my name and the title County Teacher of the Year. My students were clapping for me and I was overjoyed. I represented all the teachers in my county and a candidate for the title of State Teacher of Year and possibly National Teacher of the Year. Later that afternoon my principal called the entire school to the auditorium and announced, I was the County Teacher of the Year. I was ecstatic, I felt good, honored and a proud teacher. When I got back into my classroom, my students told me as I walked up to the stage some of the white teachers walked out of the auditorium. I did not want to react in front of my students, but I said to

The pursuit of social justice in the contemporary university through equal access has been recognized as an increasingly widespread phenomenon. In his study of historical university missions, John C. Scott describes a democratization mission, originating in early America, that combats elitism in academia by offering “equal educational opportunit[ies]” to serve and educate the general citizenry (15). Scott notes that, historically, equal access to higher education was only offered to white male citizens, though this inequality has been largely eliminated through the civil rights movement of the mid-20th century (18). Acknowledging that “over 20% of all [American] adults 25 years of age and older currently possess a baccalaureate or higher”,

Women have pushed forward in the struggle for equality. Today women are staples in the professional world. More women are attending college than men as proved in recent studies. Women have outnumbered men on college campuses since 1979, and on graduate school campuses since 1984. More American women than men have received bachelor's degrees every year since 1982. Even here on Haverford's campus, the Admissions Office received more applications from women for early decision candidacy than men for the eighth straight year. The wage gap is slowly decreasing and the fight for proper day care services along with insurance coverage for birth control pills are passionate issues for women across America.

What attitudes about women might contribute to their underrepresentation in positions of educational leadership? There are several attitudes that might contribute to women being underrepresented in positions of educational leadership. First, stereotyping is a major issue. Many still view women as being the weaker species that are supposed to take care of the children and household needs. Second, many women don’t have the higher educational experiences needed to be an administrator. Some didn’t reach a higher degree status out of the need of having to raise their children. Next, some think that women don’t represent a larger number of educational leadership roles because they lack self-confidence. Finally, most think that women in educational leadership roles are low because there isn’t enough mentorship opportunities

As one of the few elected students leaders in the university, I have observed that students and the administration value women representation in campus governance. However, skepticism lingers on whether our Vice Chancellor’s will take action to establish more than a symbolic victory on issues of women representation, and determine whether the university is appropriately prepared to deal with matters affecting women and female students as a whole. During my service as one of the students leaders, I began to feel uncomfortable being surrounded by male student governing body. When I first expressed my interests to contest for a student leader position the first people to question my capability in a male dominated office. Female students should believe that they are able and equal in ability to their male counterparts, if they are to fairly compete with them in a society full of gender inequality, especially when it comes to representation in university administrative positions.