Brown, Luther

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New DirectionsVolume 6 | Issue 4 Article 77-1-1979Black Colleges in the SeventiesLuther BrownFollow this and additional works at: http://dh.howard.edu/newdirectionsThis Article is brought to you for free and open access by Digital Howard @ Howard University. It has been accepted for inclusion in New Directions byan authorized administrator of Digital Howard @ Howard University. For more information, please contact lopez.matthews@howard.edu.Recommended CitationBrown, Luther (1979) "Black Colleges in the Seventies," New Directions: Vol. 6: Iss. 4, Article 7.Available at: http://dh.howard.edu/newdirections/vol6/iss4/7Black CollegesIn the SeventiesBy Luther BrownInstitutions of higher learning thattraditionally serve the educational needsof a vast number of America's Blackstudents are probably the most importantsingle resource available for our collec-tive advancement in the American socialscene. Understanding the dynamicstatus of Black colleges is crucial toadvancing the interest of Blacks in highereducation.The specific function of Black colleges inrelationship to the Black community andthe nation as a whole are worth noting.These institutions provide the following:• Educational opportunities for low-income and educationally deprivedyouth.• Comfortable learning environmentswhere class, race, and previous educa-tional experience are not determinant ofsuccess.• iThey constitute centers of culture andtradition unique to Blacks in America.• They act as centers for the develop-ment and advancement of Black politicalarid economic interest.•. They serve as training centers forBlack leadership of the next generation.In the 1970s, it is ironic and contemptiblethat the survival and advancement ofthese institutions would be in question.Yet, we find that they face great peril andsome promise."They [Black colleges] have beenmenders, healers for wounded mindsand restless souls. They have producedsterling talent which has benefited thisRepublic beyond measure of calcula-tion-not only in material contribution,but intellectual, cultural, moral, andspiritual offerings. In a number ofinstances Black institutions have beenmore profoundly representative of theAmerican ethic than the larger, moreaffluent, schools of higher educationin this country. Indeed, they have beenand remain today a domestic 'MarshalPlan' committed to a public offering ofeducational attainment." [Herbert O.Reid, Esq. Amicus Curiae brief,Adam vs. Richardson, 1976]Former HEW secretary Elliott Richardsononce said: "Obviously there is acontin'ulng need for Black colleges as~e only means available to large'lumbers of poor Black students."Today, as the problems of the poor andthe deprived multiply, federal and statesupport remain inadequate. Yet thereseems to be a growing awareness of theneed for the preservation and advance-ment of Black colleges.President Carter last January stated: "Thecontinuing importance of historicallyBlack colleges and universities, not onlyto students but also to this nation'ssocial, economic, and educational life,cannot be overestimated. This adminis-tration is committed to enhancing theirstrength and prosperity."Despite what appears to be a growingawareness of the need to preserve andenhance Black colleges, a number ofefforts and trends have emerged whichthreaten these institutions.The decision rendered in the case ofAdam vs. Richardson [1970] has inten-sified the efforts of the federal govern-ment to desegregate public institutionsof higher education in Arkansas, Florida,Georgia, Maryland, North Carolina, andVirginia. This desegregation thrustbrings both danger and promise to publicBlack colleges. It mandates thatpreviously dual systems of highereducation be dismantled, that publicBlack colleges increase their enrollmentof whites, that publ ic white collegesincrease their enrollment of Blacks andthat undue burden not be placed on theBlack institutions in the desegregationprocess. But, if care is not taken in thisdesegregation effort, a very real dangerexists that both Black participation inhigher education, and Black colleges,will suffer and decline in the process.In the Adams case, the courts recognizethe right and need for Black colleges tocontinue to exist. The District Court, in itssecond supplemental order, stated:"The process of desegregation mustnot place a greater burden on Blackinstitutions or Black students' oppor-tunity to receive a quality public highereducation. The desegregation processshould take into account the unequalstatus of the Black colleges and thereal danger that desegregation willdiminish higher education opportuni-ties for Blacks. Without suggestingthe answer to this complex problem, itis the responsibility of HEW to devisecriteria for higher education desegre-gation plans which will take intoaccount the unique importance ofBlack colleges and at the same timecomply with the Congressionalmandate."This recognition, officially extended bythe courts, has been translated intopolicy by HEW in the Adams criteriaguidelines.However, there are very real dangers inthe desegregation process-for example,the mandate that wh ite publ ic collegessignificantly increase their enrollmentof Black students-that may diminish theBlack student access pool which servesBlack colleges. This danger is especiallysignificant in light of the poor trackrecord of predominantly white four-year 17institutions in successfully graduatingBlack students; thus it could result in anoverall decrease in Black four-yeardegree recipients.On the other hand, if the Black communityand state and federal governmentsprovide Black colleges with the oppor-tunity to maintain their unique character,while improving Black matriculation ofwhite institutions, then all can benefitfrom the desegregation process. At thispoint, it is imperative that desegregationbe carefully designed, monitored andevaluated to insure successful Blackparticipation in higher education.In order for desegregation of public insti-tutions to work properly, at least fourthings must be done• The Black student access pool in theaffected states must be expanded inorder to avoid destructive competitionbetween white and Black institutions.• The public Black institution must beenhanced so that these institutions mayremain competitive and viable.• Increased involvement by the citizenryis a must if the commitment of stateofficials is not to dwindle as federalofficials shift their emphasis fromdesegregation.• A fair and equitable definition of themeans toward an integrated society, i.e.desegregation, must be reached by abroad based consensus and not by afew bureaucrats.Enrollment growth at Black colleges hasbeen impressive in the 1970s. There aregood indications that this growth willcontinue. Accord ing to data from theInstitute for Services to Education,undergraduate enrollment was 170,459in 1970, and 213,784 in 1977.In an initial report issued by the CarnegieFoundation for the Advancement ofTeaching, a survey of college presidentsrevealed an unexpected optimism for thefuture of Black colleges and other privateinstitutions. This optimism was likelyNEW DIRECTIONS JULY 1979 1Brown: Black Colleges in the SeventiesPublished by Digital Howard @ Howard University,because of special links to a specifiedconstituency, a clear sense of mission, astrong leadership, and experience incoping with financial and academicstress.18The critical variable to consider inpredicting enrollment trends for Blackcolleges is the age group between 18 to21. Changes in this age group will havean effect on the future of Black colleges,since this group is a prime source ofstudents. The Congressional ResearchService (CRS) states:"According to the Bureau of theCensus, between July 1, 1975 andJuly 1, 1985, the number of Blacks inthe 18 to 21 years old age group willincrease by 4%. This compares to adecline of 6% in that age group, in thetotal population. A comparisonbetween the Black 18 to 24 year oldage group shows an even greaterdifference in growth over that decade.The Black cohort will grow by 12%while the total age cohort will grow byonly 1%. This demographic dataargues that the prospects for Blackcolleges may not be as bleak as thosebeing forecast for the higher educa-tion community in genera!."Enrollment stability is especially impor-tant to Black colleges due to their highdependency on tuition and fees forrevenues. Both publ ic and private Blackcolleges derived 17% of their revenuesfrom tuition and fees, according to CRS.This degree of financial dependencyshould be viewed in relationship to thesignificant reliance of these colleges onfederal support.According to the CRS, Black collegesreceive approximately 53% of theirrevenues from federal sources ascompared to 21% for all institutions. Thisdegree of dependency on tuition, feesand federal support, which are oftenunpredictable, place Black colleges insomewhat of a precarious position,especially in terms of long range plan-ning and institutional development.There is a continuing demand for theservices offered by Black colleges. Andthe demand seems brighter over the next10 years than for other institutions ofhigher education. If these institutionsreceive the necessary funds (l.e., state,federal and private) to sustain themselvesand overcome historical disparity, thenthey can continue to offer valuableservice to the nation.NEW DIRECTIONS JULY 1979Two recent trends which are related toenrollment at Black colleges are thesignificant number of Black students incommunity colleges, and the potentialimpact of the desegregation of publicinstitutions of higher education. Boththese trends may have a significantimpact on the overall participation ofBlacks in higher education. These twotrends also tend to highlight theimportant role that Black collegescontinue to play in the overall highereducation arena.According to the Office for Civil Rights,in 1976 there were 866,315 Black under-graduates in the United States; about50% were in two-year institutions. Theremaining were enrolled in four-yearinstitutions, with 224,626 attendingpredominantly white institutions and211,966 attending Black colleges. Thisbreakdown and the significant number ofBlack students in community colleges(one out of two) shows just how criticalBlack colleges are in providing oppor-tunity and (access) to college degrees.Today, 105 Black colleges and univer-sities are doing the equivalent work ofmore than 1500 predom inantly wh iteinstitutions.Dr. Israel Tribble, provost of Bethune-Cookman College, in a presentation tothe National Advisory Committee onBlacks in Higher Education and BlackColleges and Universities explains theabove dilemma:"With the heavy concentration ofBlacks in two-year colleges and thenormal attrition rate of 50% or better,the predominantly white institution willcontinue to produce fewer baccalau-reate degrees for Blacks than theBlack collegiate sector if it is allowedto survive ... Perhaps by chance orcircumstances, but in some instancesby design (California in particular)Black students are gravitating tocommunity colleges and vocationalschools in increasing numbers whiletheir number in the four-year collegiatesector is decreasing. This appears tobe a new tracking system. Given theretrenchment occuring presently, thistrend could continue through 1980."This trend must be carefully monitoredsince the consequences of such a"tracking system," coupled with theneglect of Black colleges, could spelldisaster for Black aspiration and partici-pation in higher education.Both desegregation and the growingnumber of Black students in commu -colleges can have serious implicatio;for the critical variable of enrollment'Black colleges. In both of theseinstances, careful study, planning ancmonitoring are warranted. The focus -educational attainment must continueto be on four-year (and graduate)matriculation. It is here that parity anaequity really begin to have meaning. =Luther Brown is president of the NationalOrganization of Black University and CollegeStudents and a researcher at the Institute for theStudy of Educational Policy, Howard University.2New Direc ions, Vol. 6 [], Iss. 4, Art. 7http://dh.howard.edu/newdirections/vol6/iss4/7

Black Colleges in the Seventies

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Black Colleges in the Seventies

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