Still a Need for HBCU’s in the 21st Century Part 1
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Posted By: William Jackson on December 10, 2011 Still a Need for HBCU’s in the 21st Century Part 1 “If the Negro in the ghetto must eternally be fed by the hand that pushes him into the ghetto, he will never become strong enough to get out of the ghetto.” Carter G. Woodson Having graduated from an HBCU (South Carolina State University) and now working at Edward Waters College, the oldest HBCU in Florida, I learned from past and current experience there still is a need for these culturally diverse educational institutions. HBCU’s are under attack it seems by the federal government, state governments and none Black institutions that see Black students only as financial aid receipts not as potential scholars and graduates. The need for Historically Black Colleges and Universities can be heard in media circles like the Tom Joyner Morning Show, blackamericaweb.com, hbcusonline.com/, hbcuconnect.com/ and uncf.org/aboutus/hbcus.asp that consistently promote the benefits and societal contributions of HBCU’s. The need for HBCU’s is evident in the understanding that students that lack exposure to advanced technology and technical instruction still need traditional methods of hands on learning and instructor led discussion and dialogue; this is still available at HBCU’s. Higher education institutions embracing technology lead the way for digital learning environments (DLE) and online platforms that demand technical skills. The unfortunate reality is not every student graduating from high school has sufficient technology knowledge to be successful in a high tech classroom of the21st century. The cost of technology implementation and supporting infrastructure along with obtaining and keeping teachers that use and can teach with technology are not always available. Those that have technical skills move to high paid jobs or seek benefits from non Black institutions that may pay more, but do not support students lacking technology skills. Many high schools do not have the resources to provide advanced technology instruction especially in many urban environments. The access to hardware and a sufficient ratio of computers to students, again students in particularly urban schools may have sporadic use of computers for academic and research work. Minority students more than their white counter parts embrace mobile technology that is acquired through cell and smart phones. This type of access is not the same as with standard desktop or laptop use and guided by an instructional model that is created for urban students to be successful. Mobile technology is the way most youth communicate so instruction should be molded to meet this need. When transitioning from high school to higher education HBCU’s serve a purpose in providing a needed traditional approach to providing educational services that many students still need. Even non Black students from urban areas benefit from attendance. Data shows that non Black students are accepted at HBCU’s from urban high schools have. They have lower opportunities for entrance in traditional white universities so enroll and graduate from HBCU’s where they are embraced as “family”. This is seen as a revere cultural discrimination as more white students seek entrance into HBCU’s. Critics of HBCU’s (mostly non Black) educational institutions claim HBCU’s have “no legitimate purpose” (Ebony.com 2011), dispelling these potentially racial statements, data shows 25% and higher of Bachelor’s degrees of Blacks come from HBCU’s and a large number of advanced degrees are earned. Instructors at HBCU’s encourage students to seek advanced degrees because they understand the challenges Blacks face even with earning a Bachelor’s degree. HBCU’s although have lower entrance standards this can be justified because young adults and adults are given opportunities to earn their degrees and provided support in a nurturing and culturally/ethnically familiar environment. My experience as an instructor at EWC an HBCU in Jacksonville, Florida is that students are unique because of their age and maturity. Many already have families, jobs and other responsibilities; yes there are the “traditional” freshmen, first generation students, challenged students, those looking for a “second chance” in society. Many HBCU’s were founded after slavery and based on doctrines of religious expression and spiritual empowerment. Education for Blacks began in the Bible, reading, literacy and comprehension was started even before federal and state mandates for instruction in public schools. Second chances were understood by Blacks when slavery was abolished and learning opportunities where welcomed even those that were elderly wanted the oppourtunity to learn. In biblical scriptures from Jesus to Mohammed second chances are granted, how can educational institutions deny those that make mistakes in their youth continue to plague them into adulthood. HBCU’s see the potential to grow, the ability of students to mature and the possibility to be productive in society if only people are given a second chance. A quote that has Islamic origins, “Whoever will not endure the affliction of being taught, will stay forever in the debasement of ignorance.” END OF PART 1 If you enjoyed this article, Join HBCU CONNECT today for similar content and opportunities via email! |
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William Jackson
Educator, Duval County Public Schools South Carolina State University class of 1985 Member Since July 2011 |
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