HBCUs successes confirm their relevance...
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Posted By: Will Moss on December 09, 2008 By Beverly Daniel Tatum For the Journal-Constitution Sunday, December 07, 2008 I was born in 1954 in Tallahassee, just four months after the Supreme Court’s decision in Brown v. Board of Education outlawed the “separate but equal” doctrine of school segregation. But still my father, who studied art at Howard University as an undergraduate and held a master of fine art from the University of Iowa, could not pursue his doctorate at Florida State University. Instead, the state of Florida complied with the new rule of law by paying his train fare to Pennsylvania, where he completed his doctoral degree at Penn State in 1957. In 1958, my family left the segregation of the South behind, and my father became the first black professor at Bridgewater State College in Bridgewater, Mass., where I grew up. Fifty years later, I now live in the “new South” of Atlanta, where I had the privilege of watching the election of the first African-American president of the United States with the students of Spelman College. Clearly, a lot has changed in my lifetime. Fifty-four years after Brown and now in the age of Obama, why are historically black colleges such as Spelman not only still relevant but the preferred choice for many talented black students? College choice is a reflection of identity —- a statement about how you see yourself, who you are now and who you hope to become. Students are drawn to places where they see themselves reflected in the environment in powerful ways and in places where they see themselves as central to the educational enterprise. Several years ago, as part of my research on racial identity development among black college students raised in predominantly white communities, I interviewed students who had chosen to go to a historically black university. One young woman commented on her experience, saying, “You know, it really makes me happy when I walk across the campus to know this place was built for me.” There are not many places in America a black woman can say that. But Spelman is one of them, and that is a powerful magnet. The importance of affirmation of identity in college choice should not be underestimated. But it often is. Although most college campuses are considerably more diverse today than they were in 1954, many are still struggling to understand the ABCs of creating truly inclusive environments that will maximize the intellectual and leadership potential of all their students. Those ABCs are affirming identity, building community and cultivating leadership, three critical dimensions of effective learning environments through all levels of education. Historically black colleges and universities have demonstrated the power of those ABCs in action. Consider the fact that while the 105 public and private HBCUs make up only 3 percent of today’s colleges and universities, nearly 25 percent of all African-American college graduates attended an HBCU. Particularly in the STEM fields of science, technology, engineering and mathematics, where black students are woefully underrepresented in most predominantly white institutions, HBCUs have demonstrated great effectiveness in fostering academic success. In fact, according to the National Science Foundation, almost a third of all doctoral degrees awarded in the sciences to African-Americans went to men and women who attended HBCUs as undergraduates. Spelman is leading the way, having sent more African-Americans —- 150 women —- on to doctoral degrees in the STEM fields in the 10 years between 1997 and 2006 than the combined contributions of Georgia Tech, 32; Emory, 24; Duke, 34; and the University of North Carolina at Chapel Hill, 54. The power of an HBCU education in which faculty expectations are high, peer support is strong and role models are abundant is worth preserving and strengthening with investment. The fact that educational opportunities have expanded for African-Americans is to be celebrated. Diversity among types is one of the strengths of American higher education. The current economic challenges for all colleges and universities require that we seek ways to reduce expenses and maximize resources, including thorough cross-institutional collaboration and agreements. However, we must continue to support those learning environments that foster the achievement of those who have been historically marginalized even as we work to improve less supportive environments across the spectrum of education. It is not an “either-or” choice, it is a “both-and” solution. > Beverly Daniel Tatum is president of Spelman College and the author of “Can We Talk About Race? and Other Conversations in an Era of School Resegregation.” If you enjoyed this article, Join HBCU CONNECT today for similar content and opportunities via email! |
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