Mixed Motivations, Mixed Results: A History of Law, Legislation, Historically Black Colleges and Universities, and Interest Convergence

Abstract

Background/Context The current debate about historically Black colleges and universities (HBCUs)—whether these colleges are needed in a society that “seeks” equality—is not new but is the product of a continuing controversy that dates back to the close of the Civil War. Since then, each landmark in the history of HBCUs has occasioned renewed discussions of the role of these colleges, with implications for the role of Blacks in society. Purpose/Objective/Research Question/Focus of Study This article will examine the legal and social forces that have had an impact on the development of HBCUs. In exploring this history, the authors will employ Derrick Bell's notion that most Whites will only accommodate the interests of Blacks in achieving racial equality when it is in the best interest of middle- and upper-class Whites—interest convergence. Research Design This study is historical in nature, drawing on legal cases, archival documents, legislative decisions, and past research related to the funding, classification, and state of HBCUs. Conclusions The authors found that in all but a few cases, legal court decisions, laws, acts, and state and federal decisions as they pertain to HBCUs also had intentional or unintentional benefits for White students and historically White institutions.

Historically Black Colleges and Universities and Performance-Based Funding: A Systematic Review of the Literature

“…Under the policy focus area of this current White House initiative, legislative priorities, private partnerships, and advocacy are highlighted as central features of this initiative. Research shows that these initiatives have the tendency to fall under the traps of interest convergence (Bell, 1992) and mostly benefit the interest of middle-and upper-class White communities (Cole, 2020;Gasman & Hilton, 2012). Moreover, as underscored by and , neoliberal approaches to public policy undermine communication between state legislators and their constituents, especially their most vulnerable ones, which inevitably hurts public HBCUs that do not have external/ legislative affairs personnel as other larger PWI flagships to effectively advocate on their behalf.…”

“…Motivated by President John F. Kennedy's campaign promises and driven by public and private philanthropy to ameliorate systemic racism in higher education (Cole, 2020), many partnerships and proposals have worked to benefit mostly PWIs in the form of channeling talented HBCU students and faculty into more heavily endowed academic programs. Gasman and Hilton (2012) explained this phenomenon by examining legislative decisions, archival documents, and legal cases to highlight the ways in which White leaders' commitment to racial justice is only possible when it is also in the interest of White middle-and upper-class communities, also known as interest convergence (Bell, 1992). Journal of Postsecondary Student Success…”

Centering minority‐serving institutions to counter dominant narratives about leadership identity development

“…Beyond mitigating racism and anti‐Blackness often present at PWIs, scholars have documented the benefits of attending HBCUs like their supportive and empowering social and academic environments, family‐like atmosphere, and positive self‐concept (Gasman & Hilton, 2012; Johnson, 2017). Further, scholars have noted how HBCUs facilitate LID through activism, collective leadership, community engagement, Black Greek Letter Organizations, and the royal court—a student government association branch (Lee‐Johnson, 2019; Molock, 2019; Patton et al., 2011).…”