BLACK COLLEGES & UNIVERSITIES.   Term Paper ID:21586 Click to get this paper

Essay Subject: Role & importance in higher education. Organizational analysis (structural, human resource, political, symbolic), positive & negative effect on society & black students.... More...

9 Pages / 2025 Words 9 sources, 16 Citations, APA Format $36.00 Return to List of Papers

Paper Abstract: Role & importance in higher education. Organizational analysis (structural, human resource, political, symbolic), positive & negative effect on society & black students. Paper Introduction: The Role of Public HBCUs in the Higher Education System This paper will discuss the role played by historically black colleges and universities (HBCUs) in higher education in the United States. The position of this paper is that HBCUs continue to play an important role in the higher education system in this country, despite the process of desegregation which began forty years ago. The first part of the paper will examine HBCUs under four organizational theories. The second part of the paper will discuss the underlying assumptions and issues involving the continuing existence of HBCUs. The third part of the paper will look at some of the data concerning the positive effect HBCUs have on black students. The final part of the paper will summarize the opposing arguments concerning HBCUs and present an argument in favor of the continued existence of HBCUs. Text of the Paper: The entire text of the paper is shown below. However, the text is somewhat scrambled. We want to give you as much information as we possibly can about our papers and essays, but we cannot give them away for free. In the text below you will find that while disordered, many of the phrases are essentially intact. From this text you will be able to get a solid sense of the writing style, the concepts addressed, and the sources used in the research paper. Change, 4 -43. Upon entering the black institutions, the schools make aneffort to correct the students' deficiencies in educational preparation.The students develop relationships with mentors, including the presidents,senior professors, and administrators within the schools. Fifty percent of the black facultyin traditionally white research universities received their undergraduatedegrees from HBCUs. This was the chief reason for the democratization of theHBCUs during the 196 s; administrators realized that the politicalrealities outside the schools demanded a change in how the schools wereoperated. E. HBCUs award morebaccalaureate degrees to black students in the life sciences, physicalsciences, mathematics, and engineering. Consequently, the real legalquestion is whether this policy furthers the aims of affirmative actionwithin constitutional strictures, not whether the organization whichimplements this policy does so with efficiency. 1 -13). A Case for the Formation of Strategically Focused Consortia Among HBCUs. T. Black students atwhite institutions have reported feelings of alienation, sensed hostility,racial discrimination, and lack of integration. Until the last twenty years, they issued the majority ofbaccalaureate degrees given to African Americans in the United States.Even today, black students at HBCUs have a higher graduation rate thanblack students at other colleges and HBCU graduates constitute adisproportionate share of the total number of black professionals andothers in leadership positions in society. Although they are segregationist in form, their positiveeffect on African American society is so important that their continuedexistence is justified. 333; Historically Black Colleges,1991, pp. Until the desegregation era, the administration of HBCUs wasnotoriously authoritarian. The Journal of Negro Education, 61, 539-53.Jacques, J. Thus, acombination is created which effectively achieves the goals of affirmativeaction: enlightened philosophy, understanding of people, meeting studentneeds, removing barriers to success, and creating psychologicallycomfortable surroundings (Yates, 1993, pp. The major issues involved in this controversy are: (1) the effect ofHBCUs on African Americans, particularly black students; and (2) theproblem of segregation with regard to HBCUs. Desegregation in Higher Education: An Examination of Traditionally Black and White Institutions. Some colleges facecontroversies arising out of state government decisions; others facescandals which may adversely affect their political and economic support.In an attempt to cope with these new realities, many HBCUs are admittingmore white students and hiring more white faculty members. The third part of the paper will look atsome of the data concerning the positive effect HBCUs have on blackstudents. Some argue that students at black institutions are artificiallyprotected from the real world, and are therefore disadvantaged upongraduation. These studies have invariablyindicated that black students perform better at HBCUs than at otherinstitutions and that black graduates of HBCUs may have an advantageafterwards. Ever since their inception in the NineteenthCentury, HBCUs have played a leadership role in the African Americancommunity. Harvard Educational Review, 62, 26-44.Bolman, L. L. (1989). These area participatory ethos, an inclusive environment, an expectation of success,nonpunitive remediation, positive role models, and a sense of historicalaffirmation. B., & Williams, L. In conclusion, HBCUs will continue to play an important role inAmerican society. From a structural perspective, HBCUs are clear about their mission.This mission has not changed in more than one hundred years and most HBCUadministrators do not plan on changing this mission. The first part of the paperwill examine HBCUs under four organizational theories. Public Black Colleges Face New Pressures. Withdesegregation, the administrative structure was subjected to an extensiveprocess of vertical and horizontal differentiation. 4 2-4 4). Underlying Assumptions and the Issues in a Social Context As might be noticed from the brief discussion above, the core issuesconcerning HBCUs do not readily lend themselves to analysis underorganizational scenarios. Education and Urban Society, 21, 328-4 .Historically Black Colleges and Universities and Higher Education Desegregation. Graduatesof these institutions make a smoother transition into the world becausethey were nurtured in a supportive environment at a crucial time in theirlives and were encouraged to develop their intellectual capacities to thefullest extent possible (Harvey & Williams, 1989, p. The final part of the paper will summarize the opposingarguments concerning HBCUs and present an argument in favor of thecontinued existence of HBCUs. The more supportive environments of HBCUs madeblack students feel safe to take the risks associated with intellectualgrowth and development (Allen, 1992, pp. Certain characteristics have developed at black institutions whichresult in successful educational experiences for their students. The material available on HBCU administration is rathersparse, thus, the analyses under these four scenarios will be necessarilysummary. The Role of Public HBCUs in the Higher Education System This paper will discuss the role played by historically blackcolleges and universities (HBCUs) in higher education in the United States. The administrative structure began to include several groupswhich were not faculty or administration groups, reflecting the new powerof the students (Hughes, 1992, pp. In contrast, those blackstudents who attended black institutions felt valued, protected, accepted,and socially connected. Sincethe advent of desegregation, however, a few structural changes haveoccurred at almost all HBCUs, making them more open to change. (1992, July 15). The symbolic scenario also gives a good description of theadministration of HBCUs. It will be shown that HBCUscontinue to have a very important, and positive, effect on the AfricanAmerican community, providing a unique opportunity for black students whomight not otherwise be successful at predominantly white institutions.These important effects outweigh the negative aspects of continuedsegregation at HBCUs; in fact, the overwhelmingly African Americanatmosphere at these institutions is important to the continued success ofblack students. Generally speaking, students at HBCUs reported better academicperformance, greater social involvement, and higher occupationalaspirations; thus, the college experience was more successful than that ofblack students at predominantly white institutions. 329-3 ). (1973). It was also largely a reaction to outside political interestgroups, rather than just student groups. Decision making becamemore open and cooperative, with many more meetings at the cabinet,department, and dean levels; it has also resulted in the creation of manymore centers, associations, and senates, both on and off campus (Hughes,1992, pp. Others began to arguethat HBCUs had certain positive attributes which continued to serve theblack community. 7-9). Even at the present time, these two schools stillaccount for 19.7% of the degrees awarded in medicine and dentistry to blackstudents. Thus, they feel it important tohire black faculty members to serve as role models for the black students.White faculty members at black institutions, on the other hand, say thatthe historical mission of the schools, to educate blacks, perpetuatessegregation. Examination of the Issues under Organization Scenarios HBCUs will be analyzed under four different organizational scenarios:structural, human resource, political, and symbolic (Bolman & Deal, 1991,pp. This led to a humanresources approach to administration, as opposed to a human relations orpolitical approach. 397). The Higher Education of Blacks in the United States. Indeed, they may be more important now than ever, formany argue that the well-being of black Americans is becoming increasinglysignificant to the condition of the nation as a whole, and blackeducational institutions play an important role in this well-being (Harvey& Williams, 1989, pp. The second part ofthe paper will discuss the underlying assumptions and issues involving thecontinuing existence of HBCUs. The traditional dean's office was horizontallydifferentiated to include a range of assistants, associates, chairpersons,directors, department heads, and coordinators. Similarly, HBCUs face a newchallenge in the present political climate. Although it is difficult to analyze theirorganization under the scenarios provided, it is not hard to see that theytend to conform to the human resource, political, and symbolic scenariosmore than to the structural scenario. This transition has been ongoing for the past twentyyears. Inresponse, supporters of black institutions argue that American society hasnot yet reached the stage where black institutions are no longer needed.The continued progress of black Americans requires that these institutionsremain in existence. Proponents, however, say that the contrary is true. New York: Carnegie Corporation. The Chronicle of Higher Education, A21-23.Pifer, A. 549-5 ). Reprint of the Alfred and Winifred Hoernlé Memorial Lecture for 1973.Yates, W. These positive effects also provide an argument for thecontinued financing of these institutions; they are too important to theAfrican American community, which itself is very important to Americansociety as a whole. The position of this paper is that HBCUs continue to play an importantrole in the higher education system in this country, despite the process ofdesegregation which began forty years ago. Students are able to concentrate on their studies, free ofthe pressure of institutional bigotry, limited faculty expectations, andthe struggle against overt and covert racism. The ultimate authority was wielded by whitestate administrators, who oversaw the black school administrators. By doing this,they hope to cut off the desegregation challenges and attract morecorporate sponsorship (Jaschik & Mercer, 1992, pp. Serving the people of the states should be done on a non-discriminating basis (Jacques & Hall, 1984, p. Washington D.C.: U.S. Sociological Inquiry, 54, 382-4 7.Jaschik, S., & Mercer, J. The faculties of HBCUs were diversified, including membersof many different races and ethnic backgrounds. Seventy-five percent of all black officers in the armed forcesreceived undergraduate education at HBCUs. The reason for this is that these issues dealwith the primary mission of HBCUs, educating black students who have beenhistorically denied the opportunities of white students. Especially since the start of the desegregation era, HBCUadministrators have had to orient themselves to the political realities ofAmerican society. 39-41). This will also be the mainquestion facing courts in the legal battles over HBCUs; equal protectionanalysis doesn't much care about organizational theory. 3 -31; Allen, 1992, pp. No generalizationsfrom a structural perspective can be drawn about HBCUs as a group; eachinstitution would have to be researched and analyzed individually. (1992). Four-fifths of all blackfederal judges received undergraduate education at HBCUs. E. Argument For and Against HBCUs The arguments against the continued existence of black institutionsare that society needs to move towards greater integration in allinstitutions and that the duplicate facilities necessitated by theexistence of black institutions are becoming harder to afford. This policy isadmittedly segregationist and has recently been subjected to legalchallenges, but is justified on the grounds that such a policy is necessaryto correct the "wrongs" which have been inflicted upon African Americansover the 3 -year history of this country. 355-423). They represent a form of affirmative action whichhas been successful in preparing black students for leadership positions insociety for many years. Historically black institutions actively seek out students who mightnot have been first choices for admission at predominantly whiteinstitutions. (1984). 549-5 ). They try to dothis by providing a predominantly black atmosphere on campus, enrolling astudent body which is predominantly black or minority. 35-41; Jacques & Hall, 1984, pp. Although severalblack institutions have policies requiring desegregation, many blackfaculty members have admitted that the hiring of whites was unofficiallydiscouraged (Jacques & Hall, 1984, pp. Reframing Organizations: Artistry, Choice, and Leadership. As noted above, the old authoritarian approach was phased out asoutside pressures demanded that more democratic principle be used in schooladministration. M., & Hall, R. Proponents of HBCUs continue to insist that these institutions playan important role in higher education, in spite of the increasing numbersof black students who are attending predominantly white institutions.Integration did not destroy HBCUs in the 196 s, even though many thoughtthat they were anachronisms of low academic quality. Those who argue againstincreasing the representation of other racial and ethnic groups at HBCUsrely heavily on the symbolic value of HBCUs in American society (Allen,1992, pp. Equity Management: Affirmative Action for the 21st Century. Research on the Effectiveness of HBCUs There have been many studies comparing black students at HBCUs withthose at predominantly white institutions. It was noted that predominantly white institutions weregeared to meet the educational needs of relatively well-prepared middle-class white students. 1 -13). The political scenario also provides a good view of HBCUadministration. ReferencesAllen, W. Thishad to change with the desegregation movement, when democratic principleswere forced upon the administrative leadership. (1992). Black administratorsfurther feel that the faculty at black institutions should be predominantlyblack, with less that 5 % of the faculty being white. Black colleges, on the other hand, had to providethe same sort of educational foundation for less well-prepared students,many of whom come from lower-income families. Studies have shown that blackstudents are more successful at HBCUs than at predominantly whiteinstitutions, largely as a result of the more supportive environment.Thus, the segregation which exists at HBCUs actually helps black graduatesadapt better to the society at large. R. HBCUs enroll 2 % of the black undergraduates in theUnited States today and award 4 % of the baccalaureate degrees earned byblack students (Historically Black Colleges, 1991, pp. 332). Thus, HBCUs are changing to reflect more of a human resourcescenario. In addition, black studentswere found to be happier and better adjusted in predominantly blackinstitutions than in predominantly white institutions (Pifer, 1973, pp. 39-41). (1991). G., & Deal, T. (1991). This transition has naturally led to problems and other normaldifficulties associated with major structural changes (Hughes, 1992, pp.549-5 ). Thus, students who enterwith lower levels of preparation are generally able to catch up andgraduate (Harvey & Williams, 1989, p. 42-43). The executive branchof many institutions was expanded vertically to include several newpositions and offices. Democratization has alsodecentralized executive authority at these institutions and made theorganizational structure more flexible and open. Historically Black Colleges: Models for Increasing Minority Representation. (1993, March/April). San Francisco: Jossey-Bass, Inc.Harvey, W. More than 8 % of black Americans who received degrees inmedicine and dentistry were trained at HBCUs, namely Howard University andMeharry Medical College. E. Department of Education, Office for Civil Rights.Hughes, C. 7-9). A21-23). Studies have also found that black administrators feel a need toperpetuate the symbolic value of HBCUs. The Color of Success: African-American College Student Outcomes at Predominantly White and Historically Black Public Colleges and Universities. 4 2-4 4; Historically BlackColleges, 1991, pp. Even the student bodiesbegan to resemble American society to a larger extent, as schools began toadmit whites and even foreign students (Historically Black Colleges, 1991,pp. If this paper is not what you are looking for, you can search again: Search for: or Click here to request an essay written just for you.