These colleges can be compared to historically black universities or colleges which came about due to the fact African Americans were denied the right to get a proper education compared to white counterparts.
She not only makes known that she is an African American woman who grew up in that culture, but also that she sees the way certain cultures have generationally responded to college. She also realizes how different every culture is, even in the same vicinity of each other, so she clarifies that she “could say the words ‘student loan refund check’ to African Americans with any postsecondary education experience and likely be understood… [she] was so certain about the salience of the term that in writing this book it never occurred to [her] to explain it” until she began to mention it to people outside of the African American culture (Cottom, 71). Cottom is addressing her own humanness here to show that she is still just like everyone else, however she is also pulling it back in to professionalism here by recognizing her vast audience and taking the time to fully explain what she means to get her point across with the way for-profit schools work and how college affects everyone differently. She wants to show her audience her own side to the college story, but also the side of many people who are targets for for-profit colleges just by their ethnicity.
One of the most strived for things in life is academic excellence however the path to it is never easy. Author Thompson Ford’s article “How To Understand Acting White” outlines Stuart Bucks arguments about the irony of desegregation in education. A separate essay written by, Alfred Lubrano, “The Shock of Education: How College Corrupts” has similar ironies about the average college student. If Ford was to read Lubrano’s essay, Ford would come to a more complex conclusion by incorporating arguments and concepts from Lubrano’s essay. Ford may utilize Lubrano’s essay to expand on certain concepts such as the proximity effect, socioeconomics, and the level of education in top tier schools to further explain the “acting white” phenomenon from his own article.
Donna Barringer/ Dr. Thomas- 1101 English / July 15, 2015 Historical Background of HBCU and PWI’s in the United States Did you know HBCU’s have been around since the 1800’s? The first historical black college was called The Institution for Colored Youth. It was located in Pennsylvania in 1837 and changed their name to Cheyney State University. By 1854, Institutions such as, Lincoln University of Pennsylvania and Wilberforce University of Ohio were also discovered. White philanthropists taught religious, Agriculture and Mechanical studies.
In “Net (Race) Neutral: An Essay on How GPA + (reweighted) SAT - Race = Diversity,” Christine Goodman illustrates the opposing viewpoints in regards to the racial discriminatory efforts by the college institutions to help diversify the incoming freshman class. With this, Goodman provides statistics and opinions of experts on the matter, which includes comparison of such discriminatory acts against other institutions. To begin, she brings up an enlightening, yet controversial court case decision: Fisher v. University of Texas at Austin (2013). This court case demonstrates significance to this topic because it counteracts a previous court case, Grutter v. Bollinger (2003), which, “upheld diversity as a compelling interest that would justify narrowly
In the article “The Case for Historically Black Colleges and Universities: Understanding Race Relation in the United States Through its HBCUs” written by Priscelle Biehlmann, she uses data to argue that there are more advantages for both black and non-black students when attending a HBCU rather than a Predominately White Institution (PWI). First she discusses the how HBCUs emerged during the Reconstruction Period. Then she highlights the how court cases such as the 1898 Plessy v. Ferguson and 1954 Brown v. Board of Education Supreme Court had an effect on HBCUs. She then transitions by providing distinct advantages Black and non-Black students undergo when attending a HBCU. Biehlmann starts the article discussing the emergence of HBCUs.
As a student of the original Memphis City School district, I was in the makeup of disadvantaged black students. However, unlike other students, I found myself questioning the curricula’s ability to prepare me for success in college. After talking to a number of friends who attended Shelby County Schools in the suburbs, I found that my thoughts were exactly true. Many of them learned the things I was currently reviewing in previous years.
The debate over the dominance between a PWI and HBCU is a preeminent conversation that is a necessity to be resolved. The false accusations about the various colleges arise when an African-American PWI student believes that they have better chances to acquire a career or obtain more knowledge compared to that of an African-American HBCU attendee. Consequently, this may result in an HBCU student to respond in saying that PWIs don’t experience the same cultural diversity that HBCUs have toshould offer for their students, inducing that those scholars lose the connection with African-American culture and race. However, is this truly the case? Although this may be portrayed as a situation that is directed toward blacks, the debate should be one
Our institutions solely focused on furthering the education of fellow whites, ignoring the thirst for education of these hidden faces. This lack of education prevents the African Americans
After examining the historical injustices and current wrongdoings committed against the Black community, it is clear that reparations are in order. The remaining question is what will they look like? Reparations are meant to cover costs and disparities such as a loss of culture, a loss of potential profit, and an uneven distribution of benefits and burdens. One of the biggest issues the United States is still facing is the Black-white wealth gap. To address this, I propose investing in HBCUs as a form of reparations for Black Americans.
There are over one hundred black colleges and universities in the United States and Hampton University ranks number three (Clayton). The achievements of Hampton University mirror the successes and misfortunes of the African American experience. Since the nineteenth Century Hampton University has fought to build a system of higher learning that would provide a concrete education for African Americans. Since the mid-eighteenth century Hampton University has transitioned from an era of industrial education which was the standard for African Americans during the Reconstruction Era (Davis). Today Hampton University offers various programs and opportunities that enabled African Americans to grow, develop and contribute to our society.
“Affirmative Action may not be a perfect system, but there should be no doubt that it has endangered many successes. It has opened the doors of America’s most elite educational institutions to minority students, granting them unprecedented opportunities” (Ogletree 12). Thanks to Presidents John F. Kennedy and Lyndon B. Johnson a policy that prohibits employment and education discrimination based on race, color, religion, national origin, and sex is offered today to those who suffer from said discriminations (A Brief History). Affirmative action has opened abundant openings for minorities, allowing the cycle of going to college to be passed down generations and provided job opportunities that otherwise would not be considered by most. Affirmative
For many years now, African Americans have been a minority at institutions, not just as the population but as the graduating class too. The problem is that a lot of white students are filling up the universities while African Americans are at home either because of the fear of racism or being left to diminish in the higher education systems or that they are not getting proper help in earlier education systems that should be helping with the admission process as well as being successful in school. According to “The Journal of Blacks In Higher Education” higher ranked institutions seem to have a higher African American graduation rate than the lower ones. Why is this though? When it comes to retention of students at an institution,
According to the dominant theory the affirmative action was firstly introduced to deal with two types of social disruption in the 1960s as campus protests and urban riots in the North. However, this article is based on different theory as dominant theory's empirical evidence is limited. It examines the initial reason for advent of race-conscious affirmative action in 17 undergraduate institutions in the United States. And according to the research this article concludes that there were two waves that contributed to affirmative action: 1) first wave in the early 1960s introduced by northern college administrators 2) second wave in the late 1960s introduced as a response to the protests of campus-based students. This article will help me to establish the main reasons for introduction of race-conscious affirmative action in undergraduate
As Americans, we view the Constitution as a stepping stone to making the great country we live in today. Yet, we the people of the United States failed to realize another component in order to form a perfect union. Which is to establish and promote equal opportunities for a quality education for all. However, we live in a society where social locators such as class, gender, and race are huge factors in the determination of one’s educational future.
