HBCU Literature Review

Marybeth Gasman and Ufuoma Abiola’s article Colorism Within the Historically Black Colleges and Universities it investigates the significant of color prejudice at HBCUs. This article examines the origins, manifestations and damaging results of colorism on black college campuses. In this article the authors are trying to find a way to solve the problem of colorism at HBCUs and create an environment where students can be success regardless of whether they are dark skin or light skin. After they do this they offer recommendations for future research.

Generally, historically black colleges and universities (HBCUs) are located in predominately black, low-wealth communities. The geographical location of the HBCUs map to these vulnerable populations. In 2013, (eight-years post Katrina and 21 years after the 17 foundational principles were published) the first ever HBCU Climate Change student conference was held at Dillard University’s Deep South Center for Environmental Justice in Baton Rouge, LA. Spearheaded from the work of Dr. Bullard, this Conference seeks to answer questions on climate-related health disparities in addition to extreme weather phenomena. In 2012 in the Environmental Challenges and Vulnerable Communities report, Dr. Bullard warned that communities of color face a "perfect

The ¨ The less you know the more you believe” Jon Krakauer wrote the novel Into the Wild in 1996. Summary:

According to the National Center for Educational Statistics (NCES), there are 101 Historically Black Colleges and Universities. Title III of the Higher Education Act of 1965 defines HBCUs as “…any historically Black college or university that was established prior to 1964, whose principal mission was, and is, the education of Black Americans, and that is accredited by a nationally recognized accrediting agency or association determined by the Secretary [of Education] to be a reliable authority as to the quality of training offered or is, according to such an agency or association, making reasonable progress toward accreditation” (US Department of Education, 2017). It is important to note that unlike other Minority Serving Institutions, HBCUs, are only one of two types of institutions (Tribal Colleges & Universities or TCUs are the other) federally designated by law and therefore, cannot increase in number with an act of Congress (Li, 2007). In other words, every time an HBCU closes its doors, we get one step closer to the elimination of the historical and consequential institutions.

My race is Black, my ethnicity is African American and my culture (349) could be described as complicated. In applying these factors to my personal experiences I will refer to Matthew and Emirbayer’s “What is Racial Domination?” to explain the racial biases and discriminations that I have experienced from Arkansas to Los Angeles and ultimately Irvine. From the day of my birth my life and the opportunities presented or denied have been defined by racial domination and the Institutional racism of White Americans.

Despite the prevalence of racial discrimination in higher education, not enough is known about Latina/o students’ experience with racial discrimination and racial microaggressions in higher education. The extant explorations of racial discrimination on university campuses have primarily focused on the experiences of White, African American and Asian American college students. The research that has examined Latina/o experiences of racial microaggressions in higher education has largely focused on non-HSIs. Consequently, it is imperative to understand the unique challenges of Latina/os in higher education, including how university racial climate and experiences with discrimination/oppression influence

This statistic is important because it shows how much Chicano students have struggled in school at every grade level. Compare these numbers with the white community, “84 graduate from high school, 26 graduate with a bachelor 's degree and 10 earn a professional degree...Chicanas and Chicanos, have the lowest educational attainment of any group” there is great cause for concern (Marquez). These realities have a variety of causes as these students “usually attend racially segregated, overcrowded schools” and with “poorly maintained facilities, students are often enrolled in classes where undertrained, under credentialed faculty attempt to teach with minimal resources” many as "tracked into remedial or vocational program” (Marquez). David Scott ran data in academic performances by ethnic-studies students and states that Chicano students do better in school when having these programs available because they are a "substantial boost" for those poorest students (Scott 2012). If they don’t have these programs the result then is that “they drop out, or are pushed, out of the educational pipeline in higher numbers than any other group” (Marquez). While enrolled, “students often describe graduate school as a place where they feel invisible” as most programs “tend to be racially exclusive with predominately white students, faculty and curricula that omit Chicano histories and perspectives” (Marquez). For this reason, it is suggested by Scott for imperative

Currently, we have yet to see adequate accommodations to Latinx culture within the public preparatory education system here in the U.S. Speaking on my behalf, I did not receive much enlightenment relative to this field as our history courses were simply focused on the founding fathers of our nation (and revolved around the American Revolution against the British.) In fact, it was until my undergraduate years here at the university where I enrolled myself as a Latinx/Mexican-American Studies minor and began to familiarize myself with my identity and the long history behind my culture. Even then, it has come to my attention that there are a select few universities that offer Latinx studies and courses similar to A&M’s. As a first-generation minority student enrolled at a pre-dominantly white institution, I can vouch for myself to say I carry a different perspective of the world that may differ than most of my peers due to my upbringing. Coming from a low-income community with inadequate resources and conditions, I found myself closely relating to the narrative that

The physical and mental ramifications of racial discrimination have been the subjects of scholarly inquiry. Health disparities between different racial groups have been well established in the literature (Williams, 2003). Specifically, scholars have examined the disparate death rates between African Americans and White Americans (Kung, Hoyert, Xu & Murphy, 2008), racial differences in blood pressure (Williams & Neighbors, 2001), and racial differences in cardiovascular disease (Wyatt et al., 2003). Furthermore, researchers have investigated the role of everyday discrimination on self-rated physical health among Latina/os (Molina, Alegria, & Mahalingam, 2013). To address the issue, the authors examined data collected from the National Latina/o

Studies have demonstrated that these feelings of frustration and anger as a result of experiencing racial microagressions are common among students of colors who attend colleges with a majority population that is white. The research suggests that Black college students experience race-related stress differently than general daily hassles associated with college. As a result Black students typically report higher levels of life events stress, like racial discrimination and financial stress,

Racial diversity is something that is often discussed on college campuses. As a student who self-identifies as a minority in more ways than one I often feel like I have a pretty good understanding of the subject of racism and race. However, often times when these issue are discussed I learn something new; this was the case when reading the articles this week. This week’s articles examined the issue of race from different perspectives. This allowed me to re-examine the issue in a fuller manner; it also allowed me to question some of my own notions that I hadn’t really challenged before.

There are families that are living with more than just their family. When grandparents, aunts, uncles, brothers, and sisters live under the same roof, this is called multigenerational home. The benefit of living in a multigenerational home is that the family grows closer together, and has special bonds. The challenge of living in a multigenerational home is when you have to spend every single day with each other. In a multigenerational home it is a family household consisting of three or more generations, the challenge is respecting the elderly ones in the home, and the benefit is that the grandparents, if in good health and shape, can help with the children.

American society likes to believe that race relations in our country are no longer strained. We do not want to hear about the need for affirmative action or about the growing numbers of white supremacist groups. In order to appease our collective conscious, we put aside the disturbing fact that racism is alive and well in the great U.S.A. It hides in the workplace, it subtly shows its ugly face in the media, and it affects the education of minority students nationwide. In the following excerpts from an interview with a middle class African American male, the reader will find strong evidence that race plays a major role in determining the type and quality of education a student receives.

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.

Throughout this paper, I will explore some of the problems associated with a rapidly growing population leading to overpopulation, such as an increase in hunger, a loss of land, and a loss of resources received from the land. I will discuss when the problem began and the history of how fast the world’s population has multiplied from the lack of contraception assistance due to cost or availability, consequently, resulting in the overpopulation problem. Additionally, I will discuss who and what are affected by the overpopulation problem. Furthermore, I will purpose a correction to the previously discussed problems as a solution. I will argue that population growth will be reduced with the use of Reproductive Education License of Four