HBCU (historically black colleges and universities) played a vital role in the history of US education, although some critics have tried to marginalize their vast achievements. At the same time, although some of these critics also doubt their importance in 21st century America, the HBCU are just as necessary and necessary as ever.
When the first HBCUs were founded before the Civil War (1861–1865) - University of Cheney (originally the Color Youth Institute, created after Richard Humphries (1750–1832), Quaker's philanthropist, displaced by unrest in 1829 in Philadelphia, PA, bequeathed $ 10,000 ( 1/10 of their property) set up a school for “descendants of the African race”), the first HBCU, in Philadelphia in 1837, the University of Lincoln (originally the Ashmuna Institute) near Philadelphia in 1854 (John Miller Dicky (1806-1878), Presbyterian Minister) as the first HBCU to get in Higher education in the field of art and science for black men and Wilberforce, the first private HBCU at an underground railway stop (to free fleeing slaves from “slavery of ignorance”) at Wilberforce (founded by members of the Methodist Episcopal Church and named after the 18th century, abolished 18 Wilhelm Wilberforce (1759–1833)), Ohio in 1856, “was forbidden to teach“ black to read and write, ”because literate Black ks is considered“ dangerous ”to society. [1]
Consequently, before the start of the Civil War, the level of black illiteracy exceeded 95%, with the majority of literate blacks concentrated in the northeast. In addition, due to the lack of schools to solve their intellectual needs, almost every era before the Civil War, literate Black, was self-taught.
After the civil war, the first era of the HBCU (1865-1915) began, when laws prohibiting the formation of blacks were repealed. The number of VGBVs exploded, although the ambivalence and outright hostility (translated into Jim Crow’s racial segregation laws, which were enacted in 1876 and remained rooted until 1965) remained in the defeated South.
With the overwhelming demand for education, emancipated slaves and their families (when they were still intact) who were forbidden to receive white institutions, including the vast majority in the north (before the 1950s and 1960s), HBCU (created by churches, missionary groups and philanthropists) have embarked on perhaps the greatest educational transformation in history. Of the previously enslaved population of more than 4 million people, for Kenneth Ng, Wealth Redistribution, Race and Southern Public Schools, 1880-1910 (Archives of Education Policy Analysis May 13, 2001), “Black Educational Achievements were Fundamental.” Black literacy increased to 10% by 1880, 50% by 1910, and 70% by 1915. Considering that Plessy vs Ferguson (1896) established the “separate but equal” doctrine, which was actually resolved by blacks participating in dual, low-financing segregated schools and oppressing southern racial laws of that era, a achievement, largely due to the efforts of HBCU , was wonderful - in the words of Ng, "an achievement that is rarely seen in the history of mankind."
The amazing rise in black literacy was mainly due to HBCU, and not or in combination with primary and secondary schools created under Plessy v. Ferguson. Until the 20th century, many HBCUs had to attend primary and secondary education and college preparation courses before students could continue college, some of whom focused only on black men (for example, Morehouse College, based in Atlanta, Georgia in 1867, the alma mater of the Nobel Peace Prize laureate and Civil Rights Leader Martin Luther King Jr. (1929-1968) and others only on black women (for example, Spelman College, founded in the basement of a church in Atlanta, Georgia, 1881, which is Recently he won the first place in the poll on the topic “Social mobility due to an impressive rate of 77%.” HBCU, as a rule, did not engage in a single post-secondary education until 1900. According to President George W. Bush Sr. in January 1991: when many schools banned their doors to black Americans, these colleges offered the best, and often the only, opportunities for higher education. ”
After considerable success in black literacy, the second era of the HBCU (1916-1969) was focused on creating professional and middle-class blacks. Their efforts, although they met serious obstacles. Few blacks had financial resources to use these specialists, and less whites were interested in their services. During this period of time, in order for blacks to realize the economic benefits of their degrees, HBCU, behind Ronald Roach, Celebrating the history and contributions of black colleges (Black Issues, October 21, 2004) shifted their focus from liberal arts to industrial and voluntary education after energetic debates between teacher, author, speaker Booker T. Washington (1856–1915), (a graduate of Hampton University (Hampton, Va.) and past president of Tuskegee University), who acknowledged the best possible spine Negro "to achieve equality ..." accumulation of power, wealth and respect through hard work in practice [voluntary] profession, and a sociologist, author, and historian at WEB DuBois (1868–1963), who believed that “equality and meaning of purpose will come only when talented black people can learn art and sciences” in addition to voluntary deals. [2]
Ironically, although the successful completion of the civil rights movement in 1968, which earned black voting rights, broke down the segregation barriers and offered important measures to protect against racial discrimination and new opportunities, HBCU was actually threatened, which led to their third era (one of threats of their responsibility and even survival, despite state aid through Section III of the Higher Education Act of 1965), since the number of students in blacks has decreased in percentage. From 1965-1969 About 80% -99% of blacks were registered with the HBCU. From 1970-2010, less than 10% of blacks are enrolled in the HBCU, many of whom benefit from disaggregated public and private institutions, community colleges, and biennial institutions.
This era of decline, financial hardship (especially among non-state supported institutions) and the transition in which some have become (for example, the University of West Virginia), or become the main white institutions, is not surprising, they thought about debts about the relevance and even the need for HBCU, their mission and focus, as well as their relevance in America of the 21st century. The fact that it remains is that HBCU is just as necessary and relevant, as always, with a permanent critical role, because, according to US Senator Barbara Mikulski (D-MD), given in Dr. E. Lee Lassiter and # 39; s, the role of Coppin HBCU, selected for the National Salute article of September 1, 2006, “all our children have a chance to succeed, as well as to make sure that they have 21st century skills and ... thinking for the 21st century. "
With each demographic group, with the exception of whites and Asians, who regress in terms of success in the field of generations, it is important that HBCU focus on minority education. Per John Sylvanus Wilson, Jr., America. Historically, black colleges and universities and the Third Transformation (Presidium. American Council on Education, Winter 2010). Generation attainment among all races did not improve from 35.5% of all people 25–29, receiving higher education compared to 34.9% of all people aged 30 years and older (largely advanced for Asians - 66.3% of 25 -29-year-olds against 54.5% of 30-year-olds and whites - 41.8% of 25 -29-year-olds against 38.0% of 30 years old). Numbers ranged from disappointing to gloomy when it came to blacks, Hispanics, and American Indians. Negros suffered the least erosion, 24.3% of 25-29-year-olds went to college compared to 24.6% of the 30-year-old age group. 16.8% of Hispanics aged 25–29 received a college degree, compared with 18.1% of those over 30, and only 16.3% of Amerindians (the target group educated at HBCU led by Hampton University created a formal educational program focused on their needs in 1878) at the age of 25-29 years old received a degree in college compared to 21.7% for those over 30 years old.
Secondly, according to the Department of Civil Affairs Office of the United States, more than 80% of blacks who received degrees in dentistry and medicine were attended by two HBCUs (Howard University, Washington, DC and Meharry Medical College, Nashville, Tennessee), specializing in in these areas, Currently, both schools account for 19.7% of all medical and dental degrees awarded to black students. In addition, HBCU trained 75% of officers of black officers of the US Armed Forces, 75% of blacks with doctors of science, 80% of blacks who hold posts in federal judges, and 50% of teachers of blacks who teach in traditionally white institutions.
Thirdly, the HBCU is still at the forefront of teaching black students in science, engineering, engineering and mathematics (STEM), which is especially important considering degrees in the fields of STEM (which is important if the United States must remain competitive in global technology-based economy) has declined significantly over the past 10 years (as 22% -26% for students with a bachelor's degree in computer science and mathematics), with 70% of growth between the ages of 18-24 years being composed of minority students (including increase 19% attributed to black Americans of this age group), as outlined in the Fuel Cycle Education Reform: historically black colleges meet the national science imperative Steve Souts (Southern Education Foundation, Atlanta, GA, July 3, 2003), and high in respect of students who conduct graduate school and graduate school. With this in mind, the Renaissance for the HBCU probably depends on their emphasis on STEM subjects.
Additional benefits include a smaller class size than traditional universities (providing more personalized experience), community service opportunities (for example, mentoring primary, secondary and middle school students and helping charities) that enrich both students and community members, as well as opportunities for graduates and recruiters of human resources who are looking for, according to Jeff McGuire, “Historic black college and university: choosing the right historical black olledzha for you »(College View, December 18, 2009)," the diversity and talent that they can not find elsewhere. "
The last important reason HBCU maintains its critical role is its positive atmosphere and lack of focus on African American and minor cultural and historical contributions, as well as the fact that they provide minorities (many of whom have experienced discrimination or inequality for some their lives, including those born in the era of Civil Rights, including the 1980s and 1990s) with greater self-esteem because of the wide range of socio-economic and cultural traditions that arise Providing support and recovery / retention networks when faced with academic problems. According to Cedar Lawrence, a recruiter at Fort Valley State University (Fort Valley, Georgia), HBCU create an atmosphere in which they can be “very open to discuss the problems people face in colors ... solutions to improve the situation "In a family atmosphere, without worrying about" what people think about race "and / or other stereotypes.
In conclusion, HBCUs are relevant and necessary in America of the 21st century. Thanks to its course offerings in the STEM fields, smaller class size, correction / preservation / support networks, diversity and openness, HBCU are crucial not only for urban America, but also for all the communities of today and tomorrow of a technological society. HBCUs are important for providing equal opportunities and a brighter future for students of all races, especially since their ongoing efforts and contributions actively affect socio-economic barriers that can impede both intellectually and extremely psychologically and economically away from entrenched races. HBCU's rich, past history clearly demonstrates that they remain a powerful equalizer for securing every dream, regardless of economic class and race, at a minimum, realistic achievement potential.
[1] Lakisha Hurd. Illiteracy among African Americans. December 18, 2009. Http://www.oppers.com/essays/African-American-Literacy/261112
[2] The history of historically black colleges and universities: a tradition rich in history. View images. December 18, 2009. [http://www.collegeview.com/articles/CV/hbcu/hbcu_history.html]
