The recruitment and retention of African-American (black) students in institutions of higher learning, i.e., colleges and universities, is an important 21st-century educational issue. Traditional White Institutions (TWIs) traditionally recruit a proportionately low number of black students, and retain a lower percentage of black students, than they do students of other races. Black students attending TWIs often wonder, "Where are the people who look like me?" When there is not a large population of blacks or students of color, the social networks of these students tend to be compromised, and the challenges facing students of color are thereby compounded. In order to reflect the changing demographics in today's society, it is important for TWIs to diversify their student populations. The Home, Church, Business, and School (HCBS) Philosophy, to be described herein, will provide a holistic approach, a Model, for the recruitment and retention of black students at TWIs. The HCBS Philosophy Model will help any colleges and universities to succeed in their efforts to recruit black students onto their college campuses.

The Agony of Education is about the life experience of African American students attending a historically white university. Based on seventy-seven interviews conducted with black students and parents concerning their experiences with one state university, as well as published and unpublished studies of the black experience at state universities at large, this study captures the painful choices and agonizing dilemmas at the heart of the decisions African Americans must make about higher education.

A problematic, yet uncommon, assumption among many higher education researchers is that recruitment, retention, and engagement of African-American males is relatively similar and stable across all majority White colleges and universities. In fact, the harsh reality is that selective public research universities (SPRUs) have distinctive academic cultures that increase the difficulty of diversifying their faculty and student populations. This book will discuss how traditions and elitist assumptions make it very difficult to recruit, retain, and engage African-American males. The authors will examine these issues from multiple perspectives in three sections that highlight research, policies and practices impacting the experiences of African American males, including Pre-Collegiate Preparation, African American Male Student Athletes, and Undergraduate and Graduate Considerations for African American Male Initiatives.

Enrolling minority, or under-represented, groups has long been a focus of college professionals; however, the percentage of under-represented students attending college continues to trail their European-American peers. This study examined recruitment messages tailored to reflect cultural differences and the possible positive effect of these messages on the ability of an institution to attract African-American students. Based on previous research, three hypotheses were proposed: That African-American participants would be more collectivistic than their European-American peers; that African-American participants would be more interested in the institution when they received the collectivistic message; and that European-Americans would respond more favorably when they received European-American would respond more favorably when they received the individualistic themed message. T-tests and Analysis of Variance tests were conducted which did not show support for the hypotheses. Findings of the hypotheses and research questions analysis are discussed.

To their disadvantage, few Americans--and few in higher education--know much about the successes of historically Black colleges and universities. How is it that historically Black colleges graduate so many low-income and academically poorly prepared students? How do they manage to do so well with students "as they are", even when adopting open admissions policies?In this volume, contributors from a wide spectrum of Black colleges offer insights and examples of the policies and practice--such as retention strategies, co-curricular activities and approaches to mentoring--which underpin their disproportionate success with populations that too often fail in other institutions.This book also challenges the myth that these colleges are segregated institutions and that teachers of color are essential to minority student success. HBCUs employ large numbers of non-Black faculty who demonstrate the ability to facilitate the success of African American students.This book offers valuable lessons for faculty, faculty developers, student affairs personnel and administrators in the wider higher education community–lessons that are all the more urgent as they face a growing racially diverse student population.While, for HBCUs themselves, this book reaffirms the importance of their mission today, it also raises issues they must address to maintain the edge they have achieved.Contributors: Pamela G. Arrington; Delbert Baker; Susan Baker; Stanley F. Battle; T. J. Bryan; Terrolyn P. Carter; Ronnie L. Collins; Samuel DuBois Cook; Elaine Johnson Copeland; Marcela A. Copes; Quiester Craig; Lawrence A. Davis, Jr.; Frances C. Gordon; Frank W. Hale, Jr.; B. Denise Hawkins; Karen A. Holbrook; James E. Hunter; Frank L. Matthews; Henry Ponder; Anne S. Pruitt-Logan; Talbert O. Shaw; Orlando L. Taylor ; W. Eric Thomas; M. Rick Turner; Mervyn A. Warren; Charles V. Willie; James G. Wingate.

Winner, 2019 Anna Julia Cooper and C.L.R. James Award, given by the National Council for Black Studies Finalist, 2019 Pauli Murray Book Prize in Black Intellectual History, given by the African American Intellectual History Society Winner, 2019 Outstanding Book Award, given by the History of Education Society The inspiring story of the black students, faculty, and administrators who forever changed America’s leading educational institutions and paved the way for social justice and racial progress The eight elite institutions that comprise the Ivy League, sometimes known as the Ancient Eight—Harvard, Yale, Princeton, Penn, Columbia, Brown, Dartmouth, and Cornell—are American stalwarts that have profoundly influenced history and culture by producing the nation’s and the world’s leaders. The few black students who attended Ivy League schools in the decades following WWII not only went on to greatly influence black America and the nation in general, but unquestionably awakened these most traditional and selective of American spaces. In the twentieth century, black youth were in the vanguard of the black freedom movement and educational reform. Upending the Ivory Tower illuminates how the Black Power movement, which was borne out of an effort to edify the most disfranchised of the black masses, also took root in the hallowed halls of America’s most esteemed institutions of higher education. Between the close of WWII and 1975, the civil rights and Black Power movements transformed the demographics and operation of the Ivy League on and off campus. As desegregators and racial pioneers, black students, staff, and faculty used their status in the black intelligentsia to enhance their predominantly white institutions while advancing black freedom. Although they were often marginalized because of their race and class, the newcomers altered educational policies and inserted blackness into the curricula and culture of the unabashedly exclusive and starkly white schools. This book attempts to complete the narrative of higher education history, while adding a much needed nuance to the history of the Black Power movement. It tells the stories of those students, professors, staff, and administrators who pushed for change at the risk of losing what privilege they had. Putting their status, and sometimes even their lives, in jeopardy, black activists negotiated, protested, and demonstrated to create opportunities for the generations that followed. The enrichments these change agents made endure in the diversity initiatives and activism surrounding issues of race that exist in the modern Ivy League. Upending the Ivory Tower not only informs the civil rights and Black Power movements of the postwar era but also provides critical context for the Black Lives Matter movement that is growing in the streets and on campuses throughout the country today. As higher education continues to be a catalyst for change, there is no one better to inform today’s activists than those who transformed our country’s past and paved the way for its future.