Salvaging Academic Disaster Areas : The Black College Response to Christopher Jencks and David Riesman\u27s 1967 Harvard Educational Review Article

During my junior year at Grambling College, the campus was roiled by the release of an article in Harvard Educational Review. [One of the articles] launched a broadside attack against Black colleges essentially questioning whether these hard-fought for institutions deserved to exist. The article’s publication caused the handful of whites on the faculty to become noticeably uncomfortable and regrettably led some of the colleagues and students to question their fealty to Grambling. (Schexnider, 2003, 128

Truth, Generalizations, and Stigmas: An Analysis of the Media\u27s Coverage of Morris Brown College and Black Colleges Overall

A content analysis of the media’s coverage of Morris Brown College’s situation suggests that the media have made and continues to make generalizations about Black colleges based on the faults of a few. These generalizations call into question the very existence of Black colleges. Although news reports began with appropriate questions about the leadership, financial stability, fundraising ability, and quality of the board of trustees at Morris Brown, they quite frequently attributed the institution’s problems to Black colleges as a whole

Instilling an Ethic of Leadership at Fisk University in the 1950s

In many cases, student activism on college campuses stems from alienation – alienation of one generation from another, alienation of students from administration. The atmosphere in Nashville, Tennessee, at Fisk University during the early 1950s included neither of these ingredients. Most students admired their professors and respected the University president. In the case of Fisk, activism grew out of a shared sense of values and demonstrated leadership – as well as a response to outside oppression. This leadership and these values were passed on to students by Fisk\u27s charismatic president, Charles S. Johnson. The purpose of this historical research is to explore the approach to activism that Charles S. Johnson advocated and instilled in the students at Fisk University. How did Johnson develop his values and convictions? On which principles were they based? How did he pass them on to others? And, how can Johnson\u27s example help today\u27s college presidents contribute to a renewed sense of activism among their students? Through the use of archival materials, interviews, and secondary sources, I will highlight Johnson\u27s sidelines approach and discuss his student\u27s reactions to it. Further, I will explore their own approaches to activism – that in their words were heavily influenced by their Fisk experiences

A Growing Tradition: Examining the African American Family Foundation

African American family foundations have grown in number and in popularity, at least in part due to the fact that African Americans expressly prefer giving to organizations that are close to them and that aid their community. Little is known about these organizations. What are the overarching goals of these foundations, and in what areas are their donations concentrated

Charles S. Johnson and Johnnetta Cole: Successful Role Models for Fund-raising at Historically Black Colleges and Universities

Johnnetta Cole at Spelman College and Charles S. Johnson at Fisk University offer two powerful examples of the leadership that is needed in fundraising at HBCUs. This paper will examine their innovative strategies and program ideas. It will suggest ways in which current presidents can emulate their practices. Most importantly, it will approach this task from the perspective of black leaders by highlighting their ability to generate innovative ideas and solicit funding to support them

How to Paint a Better Portrait of HBCUs

The mainstream media\u27s often-negative portrayals of historically black colleges and universities mislead the public and can even exacerbate problems some HBCUs already face. Those portrayals can—and should— be challenged and changed

Who\u27s Biased Now?

Marybeth Gasman, an education professor at the University of Pennsylvania, presents students with many perspectives — and tries not to lose her own perspective on the ensuing gripes