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.

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.

Americans have access to some of the best science education in the world, but too often black students are excluded from these opportunities. This essential book by leading voices in the field of education reform offers an inspiring vision of how America’s universities can guide a new generation of African Americans to success in science. Educators, research scientists, and college administrators have all called for a new commitment to diversity in the sciences, but most universities struggle to truly support black students in these fields. Historically black colleges and universities (HBCUs) are different, though. Marybeth Gasman, widely celebrated as an education-reform visionary, and Thai-Huy Nguyen show that many HBCUs have proven adept at helping their students achieve in the sciences. There is a lot we can learn from these exemplary schools. Gasman and Nguyen explore ten innovative schools that have increased the number of black students studying science and improved those students’ performance. Educators on these campuses have a keen sense of their students’ backgrounds and circumstances, familiarity that helps their science departments avoid the high rates of attrition that plague departments elsewhere. The most effective science programs at HBCUs emphasize teaching when considering whom to hire and promote, encourage students to collaborate rather than compete, and offer more opportunities for black students to find role models among both professors and peers. Making Black Scientists reveals the secrets to these institutions’ striking successes and shows how other colleges and universities can follow their lead. The result is a bold new agenda for institutions that want to better serve African American students.

What is the purpose of black colleges? Why do black colleges continue to exist? Are black colleges necessary?Historically Black colleges and universities (HBCUs) are at the same time the least studied and the least understood institutions of higher education and the most maligned and the most endangered.This unique study examines the mission of four-year HBCUs from the perspective of the campus president, as a foundation for understanding the relevance and role of these institutions. This is the first research to focus on the role of presidents of black colleges; is based on extensive interviews with fifteen presidents; and takes into particular account the type of campus environments in which they operate.Unlike community colleges, women’s colleges, men’s colleges, and Hispanic-serving colleges, Black colleges are racially identifiable institutions. They also vary significantly in, among other characteristics: size, control (public or private), religious affiliation, gender composition, and available resources. Although united in the historic mission of educating African Americans, each black college or university has its own identity and set of educational objectives. The book examines how presidents define and implement mission in the context of their campuses, view the challenges they face, and confront the factors that promote or hinder implementation of their missions.

In this unique two-volume work, expert scholars and practitioners examine race and racism in public education, tackling controversial educational issues such as the school-to-prison pipeline, charter schools, school funding, affirmative action, and racialized curricula. This work is built on the premise that recent efforts to advance color-blind, race-neutral educational policies and reforms have not only proven ineffective in achieving racial equity and equality of educational opportunities and outcomes in America's public schools but also exacerbated existing inequalities. That point is made through a collection of essays that examine the consequences of racial inequality on the school experience and success of students of color and other historically marginalized populations. Addressing K–12 education and higher education in historically black as well as predominantly white institutions, the work probes the impact of race and racism on education policies and reforms to determine the role schools, school processes, and school structures play in the perpetuation of racial inequality in American education. Each volume validates the impact of race on teaching and learning and exposes the ways in which racism manifests itself in U.S. schools. In addition, practical recommendations are presented that may be used to confront and eradicate racism in education. By exposing what happens when issues of race and racism are marginalized or ignored, this collection will prepare readers to resist—and perhaps finally overcome—the racial inequality that plagues America's schools.

This book reports findings from the National Study of Black College Students, a comprehensive study of Black college students’ characteristics, experiences, and achievements as related to student background, institutional context, and interpersonal relationships. Over 4,000 undergraduates and graduate/professional students on sixteen campuses (eight historically Black and eight predominantly White) participated in this mail survey. Using these and other data, this book systematically examines the current state of Black students in U.S. higher education. Until now, our understanding has been limited by inadequate data, misguided theories, and failure to properly interpret the Black American reality. This volume challenges our assumptions and contributes to the growing body of knowledge about Black student experiences and outcomes in higher education.