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.
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.
“The most oppressive feature of black secondary education was that southern local and state governments, through maintaining and expanding the benefits of public secondary education for white children, refused to provide public high school facilities for black children.” In sum, Anderson uses this chapter to build a broader argument about the “separate, but equal doctrine” under Plessy v. Ferguson that mandated segregation. More specifically, he situates this argument through case studies in Lynchburg, VA and Little Rock, AR. In the culminating chapter, James Anderson discusses the emergence of historically black universities and black land-grant colleges.
HBCUs were founded to educate black intellectuals and to transform Aamerican society into understanding and envisioning what it meant to be black after the Civil War. HBCUs can be described as “the vehicles
William Frost, the director of Berea at the time, admitted later in his life that “We frankly shifted emphasis, appealing more for the mountaineers.” In 1904, a bill was introduced that prohibited biracial education, and the Berea college was forced to comply with the bill, thus ending their stint in interracial education. Frost tried, as Klotters essay points out, to oppose the bill with no success. The legislature of Kentucky, just like the majority of America at the time, favored educating their white kin more than the “Sambo” like African-Americans. It is important to note that though the United States favored educating Appalachians, African-Americans still received education and aid from Northerners, just never nearly as much as the Appalachians did.
Historically Black College/University aka HBCUs matter in the 21st century because they were the only way that most African Americans could receive college degree. HBCUs have been the mainstay of educating African Americans at the college and university levels. They were established for African Americans when HBCUs in the 21st century no other institution would allow them to attend. Although HBCUs were established for blacks to get an education diversity has increased, half of the students enrolled in an HBCU were mostly white, Native Americans, Hispanic, Asian, or pacific islanders compared back in the 1800s.
Black children were not even given a choice when they were younger, if they wanted earn an education or not. They were automatically put into slavery. While white children were given a chance to improve their life and help their family (Doc. E), while black children are not receiving anything. They are not getting a chance which is why reform movements were so necessary during this time period. So others could get what they
Southern’s soon were educated and could own land. Also they were better economically. Slaves that were released found their families and
During the war, blacks were used as motivation to fight, they were willing to help fight, and they even worked their way into the politics of the post war
The African Americans had a big impact on the Civil War. They had to have all of these laws and papers wrote because of the slavery deal. They had the role of the debate for slavery. They were the slaves and they wanted to have their freedom. The Declaration of Independence said that, “All men are created equal”, but the slaves were not free.
In the years of the Civil War, African Americans played an important role in contributing to the Union Army and the confederate army. A great deal of African American men volunteered to join the Union Army but only after they gained freedom did they participate in fighting the war. Besides the Union Army, there was the confederate army which consisted of slave labor whom were forced to aid the confederacy following their masters. Later in the war, the Confederacy ran short on men and were in need to supply soldiers, leaving no choice but to enlist the colored men. Not only were African American men impacted from the war, but African American women also served to supply and aid in the war.
Today in the United States 14% of adults are illiterate which is a better result than in the South before the Civil War. The Southerners’ wretched attitude towards education during the 1800s contributed to the lagging literacy rate. They also believed that schooling was a private issue and not for public funds to be spent on it, so you would have to go to private school if you wanted schooling. Then for the educational system did not have much public schools because the southern people were not willing to pay taxes for it. Secondly most of the public schools that were managed were in poor condition, these were called “charity houses” and too far away for some children that wanted to attend for an
In addition, many black colleges and literacy groups formed after the abolishment of slavery which helped to promote the social
Education in the South was unfair, because the whites had better schools and the African Americans weren 't given the same amount knowledge as the whites. The North had three more years of education than the South. The education of African American children during slavery was rare and uncertain in Texas as in other Southern states. Education in the North was much better than in the South. In the North there were many oppertunites for Afican Americans to get an education.
There were numerous significant aspects that shaped the Academic Revolution from 1945-1975. Expansion and academic standardization played key roles in the development of universities during this era (Geiger, 2016). According to Croxford (1968), “Just as America began with people of various ethnic, religious, and racial backgrounds, so did American education” (p. 3). Before 1945, colleges and universities were mostly populated by white males from middle to upper class families. In many areas of our nation some people still practiced discriminatory laws and attitudes that kept many blacks and other ethnic minorities from pursuing a college degree.
