Beginning in the 1830s, public and private higher education institutions established to serve African-Americans operated in Pennsylvania and Ohio, the Border States, and the states of the old Confederacy. Until recently the vast majority of people of African descent who received post-secondary education in the United States did so in historically black institutions. Spurred on by financial and accreditation issues, litigation to assure compliance with court decisions, equal higher education opportunity for all citizens, and the role of race in admissions decisions, interest in the role, accomplishments, and future of Historically Black Colleges and Universities has been renewed. This volume touches upon these issues. Historically Black Colleges and Universities (HBCUs) are a diverse group of 105 institutions. They vary in size from several hundred students to over 10,000. Prior to Brown v. Board of Education, 90 percent of African-American postsecondary students were enrolled in HBCUs. Currently the 105 HBCUs account for 3 percent of the nation's educational institutions, but they graduate about one-quarter of African-Americans receiving college degrees. The competition that HBCUs currently face in attracting and educating African-American and other students presents both challenges and opportunities. Despite the fact that numerous studies have found that HBCUs are more effective at retaining and graduating African-American students than predominately white colleges, HBCUs have serious detractors. Perhaps because of the increasing pressures on state governments to assure that public HBCUs receive comparable funding and provide programs that will attract a broader student population, several public HBCUs no longer serve primarily African-American students. There is reason to believe, and it is the opinion of several contributors to this book, that in the changing higher education environment HBCUs will not survive, particularly those that are financially weak. The contributors to this volume provide cutting-edge data as well as solid social analysis of this major concern in black life--as well as American higher education as a whole.

A relevant and practical book for the Nation's Historically Black Colleges and Universities (HBCU) leadership and administrators, HBCU faculty leaders and researchers that want to uncover the ways and means for cultivating success within the HBCUs longitudinally.

“In Texas, football is king,” Rob Fink writes, “so it provides a prominent window on Texas culture.” In Football at Historically Black Colleges and Universities in Texas, Fink opens this window to afford readers an engaging view of not only the sport and its impact on African Americans in Texas, but also a better and more nuanced perception of the African American community, its aspirations, and its self-understandings from Reconstruction to the present. This book focuses on crucial themes of civil rights, personal and group identity, racial pride, and socio-cultural empowerment. Although others have examined specific institutions, time periods, and rivalries in black college football, this book is the first to feature a broad narrative encompassing an entire state. This wide field of play affords the opportunity to explore the motivations and contexts for establishing football teams at historically black colleges and universities; the institutional and community purposes served by athletic programs; and how these efforts changed over time in response to changes in sport, higher education, and society. Fink traces the rise of the sport at HBCUs in Texas and the ways it came to symbolize and focus the aspirations of the African American community. He chronicles its decline, ironically due in part to the gains of the civil rights movement and the subsequent integration of black athletes into previously white institutions. Finally, he shows how HBCUs in Texas have survived in the twenty-first century by concentrating on balanced athletic budgets and a carefully honed appeal to traditional rivalries and constituencies.