All students deserve to attend programs and institutions that meet high quality standards. But different program goals, investments of time, and eligibility criteria make it difficult to set specific standards that will apply equally well to all types of programs and institutions. This report sets out principles for developing an accountability…

Design and implementation of a collaborative course project, using Little Red Riding Hood (LRRH) to teach and discuss the concepts of orality, cultural legacy, archetypes, adaptation/appropriation, and social criticism in an Introduction to Literature course at Historically Black Alabama State University in Montgomery, Alabama. The student groups…

Community colleges and historically Black colleges and universities (HBCUs) often serve the same populations; however, the historical purposes, policies, and practices of HBCUs often better prepare them to serve first-generation students. Although both HBCUs and community colleges have their origins within the same historical period, the forces…

This InfoBrief investigates the role and relevance of historically black colleges and universities (HBCUs) in enhancing educational opportunities for African Americans by examining the role of HBCUs as baccalaureate-origin institutions of black science and engineering (S&E) doctorate recipients. It examines trends primarily during the past two…

A study on foundation grant patterns, which found that certain types of institutions get more gifts--and larger ones--than do others, is described. Public and Black institutions and five types of private institutions (research, doctoral, comprehensive, liberal arts, and two-year colleges) were studied. (MLW)

Assesses changes in black segregation and black student representation in institutions of higher education in the United States between 1982 and 1992, and determines the institutions that have contributed most to the segregation of white versus black undergraduate student enrollment. Findings confirm previous studies that show states with…

The contribution of the traditionally black institutions (TBIs) to the undergraduate education of blacks in 20 states was studied, with attention to trends in enrollments and degrees from 1970-1982. From 1970 to 1976, the number of black full-time undergraduates almost doubled in 17 southern states and Pennsylvania, Delaware, and Ohio. In 1970,…

Shows that, although black colleges continue to suffer severe strains on their financial resources, dozens of white colleges and universities are raising far more money in a single year than the entire combined endowments of all 41 black colleges. Fund-raising handicaps are discussed, as well as how the Supreme Court threatens the future of black…

Some students at historically Black and Baptist Virginia Union University are disappointed they are not getting the kind of religious experience they'd anticipated. A few miles away, at the traditionally white and Baptist University of Richmond, the salient issue for African-American students is greater social integration. (MSE)

Provides statistical evidence that measures progress of African Americans in institutions of higher education in the United States. Data include racial inequality; graduation rates from liberal arts colleges, state universities, and black colleges; and graduation rates of black athletes. (GR)

Argues that Brown v. Board of Education outlawing segregation in public schools has had a negligible impact on longstanding practices of unequal funding of publicly operated state universities. Suggests that black colleges and universities in many states continue to receive significantly less funding than their predominantly-white sister…

Data are presented on advanced degrees awarded to blacks as compared to all recipients. For the master's and doctoral levels, data are provided on the total number and percent change by field of study for 1975 to 1979. The total number of master's awards increased slightly from 1976 to 1977 but fell by 5 percent in 1979. For all master's…

Presents a statistical record of African American progress in higher education in the United States, including equity issues, the state of racial inequality, and financial needs. Comparative trends are provided concerning population, health, academic testing, and participation in sports between African Americans and whites; enrollments in…

A study examined how three Oklahoma institutions (Langston University, Tulsa Community College, University of Central Oklahoma) implemented a specific remedial education policy enacted by the state coordinating board for certain students. The analysis demonstrates how institutional actors ascribed sense to the goals, assumptions, and expectations…

This study investigated the comparative capacity of women-only and co-educational colleges to impact on two dimensions of women students' intellectual development: (1) intellectual self-confidence; and (2) critical thinking and problem-solving skills. The study also attempted to isolate the effect of attending women-only colleges from other…