Is Higher Education Desegregation a Remedy for Segregation but not Educational Inequality?: A Study of the Ayers v. Mabus Desegregation Case

Blake, Elias

doi:10.2307/2295334

Cited by 11 publications

(9 citation statements)

References 2 publications

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“…At present, they enroll 16% of African Americans at the undergraduate level (Provasnik, Shafer, & Snyder, 2004). Furthermore, as governmental constituencies seek to eradicate de jure segregation by promoting student integration and eliminating program duplication (i.e., Adams v. Richardson, 1973;United States v. Fordice, 1992), some scholars fear that HBCUs may disappear (Blake, 1991;Brown & Davis, 2001;Days, 1992;Stefkovich & Leas, 1994).…”

mentioning

confidence: 99%

"It Takes a Village to Raise a Child": The Role of Social Capital in Promoting Academic Success for African American Men at a Black College

Palmer¹,

Gasman²

2008

csd

263

158

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Historically Black colleges and universities (HBCUs) were created to provide educational opportunities for African Americans when other higher education venues restricted their participation. HBCUs are credited with nurturing and producing leaders who embraced W. E. B. Du Bois's concept of the "Talented Tenth," and exhibiting fortitude in advancing social equality for all. Over the years, as legalized segregation was overturned and efforts were made to expand opportunities for African Americans, some have questioned the continuing need for HBCUs. A study of 11 African American men attending a public, urban HBCU, indicated that the university's rich supply of social capital (a direct consequence of its mission and history) makes it a unique fixture in the landscape of higher education, one whose special features have not been replicated by historically White institutions. Comments

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confidence: 99%

"It Takes a Village to Raise a Child": The Role of Social Capital in Promoting Academic Success for African American Men at a Black College

Palmer¹,

Gasman²

2008

csd

263

158

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“…The higher education literature on desegregation has focused on three broad themes. The first, usually developed in earlier discussions, concerned the institutional and philosophical tensions between PWIs and HBCUs and their divergent missions (e.g., Allen, 1987; Blake, 1991; Harvey & Williams, 1989; Willie, 1982). The second, usually developed in later works, examined affirmative action as a remedy to segregation and a means to diversify higher education (e.g., Bowen & Bok, 1998; Chang et al, 2003; Eckes, 2004; Edley, 1996; Kahlenberg, 1996).…”

Section: Literature Reviewmentioning

confidence: 99%

Dominant and Shadow Narratives Regarding the Desegregation of North Carolina Public Higher Education

Harbour

2019

Community College Review

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Objective: This article reports on a study of archival legal and administrative texts generated during desegregation litigation instituted during the 1970s to enforce Title VI of the 1964 Civil Rights Act. The specific focus of the research was on North Carolina and actions taken by the University of North Carolina and the state’s Department of Community Colleges. Method: The research method guiding data collection and analysis was hermeneutics and narrative policy analysis. Results: This inquiry revealed the limited but significant role played by the state’s community colleges. Contributions: These findings illuminate the hierarchy that organizes some state’s public higher education systems and the power centers within them.

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“…This argument is inherently flawed as disparate patterns of state appropriations ensured the underdevelopment of these institutions (Blake, 1991;Samuels, 2004).…”

Section: Higher Education Desegregation In Mississippimentioning

confidence: 99%

Rawlsian Justice and the Ayers Settlement

Chambers

2012

Educational Policy

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In 2004 a near 30-year legal battle over higher education desegregation in Mississippi was settled with the state's historically Black colleges and universities (HBCUs) to receive US$503 million over the course of 17 years. Nearly 65% of this funding is directed toward the recruitment and support of White students, with a significant share of endowment funding tied to the attainment and maintenance of 10% non-Black enrollments. To analyze the fairness of this settlement, I use the theoretical framework of justice as fairness and apply the tenets of Rawlsian theory. I find a mismatch between settlement terms and justice as fairness. Thus, as Rawls predicts, while the settlement is final, it fails to bring closure.

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Is Higher Education Desegregation a Remedy for Segregation but not Educational Inequality?: A Study of the Ayers v. Mabus Desegregation Case

Cited by 11 publications

References 2 publications

"It Takes a Village to Raise a Child": The Role of Social Capital in Promoting Academic Success for African American Men at a Black College

"It Takes a Village to Raise a Child": The Role of Social Capital in Promoting Academic Success for African American Men at a Black College

Dominant and Shadow Narratives Regarding the Desegregation of North Carolina Public Higher Education

Rawlsian Justice and the Ayers Settlement

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