Some Implications of the Black Studies Movement for Higher Education in the 1970s

Record, Wilson

doi:10.1080/00221546.1973.11776866

Cited by 2 publications

(1 citation statement)

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“…Within a few years, these black studies offerings gradually lost their original luster. Sociologist Record (1973) interviewed 150 sociologists and 90 directors of black studies curriculum and found that enrollment in these programs had peaked between 1971 and 1973, and was declining. Black studies programs, he also found, were not only separate curricular offerings, but were also perceived by scholars as being isolated from the main body of academic offerings.…”

Section: Black Studies Curriculum Ten Years Latermentioning

confidence: 98%

Educating students about the black experience: A humanistic model

Cogdell

Eagleton

1979

Urban Rev

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Learning Developmerit, Governors State UniversityThe capacity to accommodate to new conditions is one of the salient features of higher education in modern America. An example is the expanding student interest toward career orientation and ethnic groups' demand for equitable treatment in the curriculum. It has been over a decade since black people and other ethnic groups in white colleges and universities seized the opportunity to call the attention of citizens generally, and educators specifically, to curricular deficiencies concerning black and other ethnic peopletheir heritages, contributions, and accomplishments. Until that time, the black experience, as well as that of other ethnic groups, had been essentially glossed over, when not ignored, within the curriculum of American higher education.This article is not intended to analyze phenomena which resulted in the neglect of black studies and other ethnic education. Still less does it intend to identify forces propelling multi-ethnic education since the t960s. These are other topics in need of study.The intent of the article is to draw attention to the results of incorporating black studies curricula within colleges and universities and to propose a future direction for black studies programs which has implications for all ethnic study programs.Our research has not uncovered many articles about the effects of black studies curriculum, or, for that matter, the effects of ethnic studies curriculum. However, the information available suggests that the black studies curriculum has followed a peculiar pattern in higher education. Based upon this pattern, we wish to describe briefly the present status of black studies education, which may be generalized to all ethnic studies education. Next we xill propose a set of assumptions that should be borne in mind when planning curriculum about ethnic and cultural groups. Finally, we will share a number of principles and orbiting practices to guide curricular construction for educating students regarding their ethnic heritage. These assumptions, principles,

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Section: Black Studies Curriculum Ten Years Latermentioning

confidence: 98%