The Beginnings of the Negro College

Holmes, Deborah

doi:10.2307/2292312

Cited by 3 publications

(3 citation statements)

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“…35 Of significance is the credit Holmes gives to blacks for supporting their own colleges and schools: "the Negroes eagerly gave of their scanty funds to aid in the promotion of the schools." 36 Although Holmes spends ample time discussing the student bodies of the black colleges and providing enrollment figures, he neglects to discuss the female students or to provide a gender breakdown in his statistics throughout the articles and monograph. Like Woodson, Holmes often uses the word men to generalize about "men" and "women," as was common at the time.…”

Section: Philanthropic Outside Controlmentioning

confidence: 99%

Swept Under the Rug? A Historiography of Gender and Black Colleges

Gasman

2007

American Educational Research Journal

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This historiography of gender and black colleges uncovers the omission of women and gender relations. It uses an integrative framework, conceptualized by Evelyn Nakano Glenn, that considers race and gender as mutually interconnected, revealing different results than might be seen by considering these issues independently. The article is significant for historians and non-historians alike and has implications for educational policy and practice in the current day.

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Section: Philanthropic Outside Controlmentioning

confidence: 99%

Swept Under the Rug? A Historiography of Gender and Black Colleges

Gasman

2007

American Educational Research Journal

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“…HBCUs have played, and continue to play, a significant and unique role in educating African American males. Critical analysis of historical data from the mid-19th to early 21st century indicates that African American males have been neglected in analyses of student enrollment, experiences, and degree completion at HBCUs (Anderson, 1988;Bowles & DeCosta, 1971;Brazzell, 1992;Bullock, 1967;Butchart, 1980;Drewry et al, 2001;Evans, 2007;Fultz, 1995;Hill, 1984;Holmes, 1934Holmes, , 1949Holmes, , 1969Ihle, 1992;Jaffe, Walter, & Meyers, 1968;Jencks & Riesman, 1967;Klein, 1969;Logan, 1958;McGrath, 1965;McKinney, 1932;Miller, 1933;Noble, 1956;Thompson, 1973;D. Williams & Ashley, 2004;Willie et al, 2006;Willie & Edmonds, 1978).…”

Section: Resultsmentioning

confidence: 99%

“…Although women represented an increasing share of Black enrollments at HBCUs, there were noticeable gender-related differences. For example, men were well represented in land grant colleges because of the focus on the professions (i.e., agriculture, mechanics, medicine, and law), whereas women were more densely distributed in teacher training institutions (Anderson, 1988;Brazzel, 1992;Holmes, 1934;Klein, 1929). Further exacerbating this gender imbalance were program funding constraints that forced many land 0 5,000 10,000 15,000 20,000 25,000 30,000 1919-1920 1929-1930 1939-1940 1949-1950 1953-1954 grant and liberal arts colleges to focus on teacher training (Craig, 1992;Humphries, 1991).…”

Section: The Black Enrollment Gender Gapmentioning

confidence: 99%

When Gender Issues Are Not Just About Women: Reconsidering Male Students at Historically Black Colleges and Universities

Lundy-Wagner

Gasman

2011

Teachers College Record: The Voice of Scholarship in Education

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Purpose/Objective/Research Question/Focus of StudyThe primary purpose of this study is to examine the research and literature on African American male enrollment, experiences, and degree completion trends at four-year HBCUs. The secondary goal is to recenter the gendered dialogue that occurs within HBCU undergraduate student research, such that barriers specific to African American men are identified and examined, with the expectation of better promoting their postsecondary success.Research DesignAnalytic essay, cross-sectional data analysis.Data Collection and AnalysisFirst, we conducted a review of historical and contemporary literature to identify the role and contribution of four-year HBCUs on African American males over time. In addition, we employed a secondary data analysis of the Integrated Postsecondary Education Data System to identify six-year graduation rates for one cohort of African American male and female student at HBCUs.Findings/ResultsCritical analysis of historical data from the mid-19th to early 21st century indicates that African American males have indeed been neglected in research on undergraduate enrollment, experiences, and degree completion at four-year HBCUs. African American males face a number of issues that are not absolved on matriculation to HBCUs merely because their environments are predominantly Black. Our analysis suggests that in general, the nurturing and supportive environment on HBCU campuses, when harnessed by African American male (and female) students, can promote postsecondary matriculation and success.Conclusions/RecommendationsHBCUs have undoubtedly afforded African American males a route by which to gain access to postsecondary education. However, the lack of attention toward their struggles has served to silence their gendered experience and perpetuate a lack of accountability for African American male underachievement within the higher education establishment. Future gendered analyses of HBCU undergraduates ought to address both the male and female experience on these campuses using a variety of appropriate methodological approaches.

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Historical Backdrop

Avery¹

2013

Philanthropy in Black Higher Education

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The Beginnings of the Negro College

Cited by 3 publications

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Swept Under the Rug? A Historiography of Gender and Black Colleges

Swept Under the Rug? A Historiography of Gender and Black Colleges

When Gender Issues Are Not Just About Women: Reconsidering Male Students at Historically Black Colleges and Universities

Historical Backdrop

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