The Black Power movement of the late 1960s helped to redefine African American identity and establish a new racial consciousness. As influential as this period was in the study and enhancement of the African Diaspora, this movement spawned the academic discipline known as Black Studies on our college and university campuses.
While there are more than 100 Black Studies degree programs nationwide, it can be confirmed that the beginning of this curriculum evolved from a student strike at San Francisco State University in 1968. Young people there forced the establishment of the Division of Ethnic Studies and departments of Black, Asian, Chicano and Native studies, all accomplished despite the discouragement of then university president and future United States Sen. S.I. Hayakawya.
The Black Student Union
The Black Student Union on campus drafted a political statement, “The Justification for African American Studies,” that would become the main document for the development of the academic departments at more than 60 universities by the early 1970s. Shortly thereafter, Black Studies programs were implemented with inherent reservations from the various campus administrations at UCLA, Cal State Los Angeles, Cal State Long Beach and at Cal State Northridge.
Black students demanded an end to the so-called “liberal-fascist” ideology that was rampant on campus, as well as calling for the immediate preparation of African American youth including secondary school students to have direct participation in the struggles of the Black community and to define themselves as responsible to and for the future successes of that community. Black Studies departments were created in a confrontational environment in a forceful rejection of traditional curricula content.
It was a novel idea that was met with early opposition from the entrenched White faculty and administration already reeling from the Free Speech movement, opposition to the Vietnam War and a general uprising from young adults of all races, religions and creeds. Black students, specifically, wanted to reinforce the position that African Americans must possess the rights to self-determination, liberation and voice opposition to the dominant ideology of “White capitalism” (e.g. world imperialism, White supremacy) that for centuries had excluded persons of color.
The Atlanta University Conferences
Black Studies can be traced back as far back as the Atlanta University Conferences held from 1898 to 1914. This early formulation was under the auspices of W.E.B. DuBois in marking the inauguration of the first scientific study of the conditions of Black people that covered important aspects of life (e.g., health homes, the question of organization, economic development, higher education, voting).
By 1915, Carter G. Woodson had founded the Association for the Study of Negro Life and History (ASNLH) in marking a brave new era for Black curriculum. The group was founded to promote historical research, publish books on Black life and history, promote the study of Black history through clubs and schools and, in a noble effort, to foster harmony between the races by interpreting one history to the other. It was during this period that the Historically Black Colleges and Universities (HCBUs) began to respond to scholarly activities in history and social science.
It had become abundantly clear more than 100 years ago that Black education should conform to the social conditions of Black people. Black colleges began to add courses in Black history to their curricula. This effort corresponded with a call by Black college students for a culturally relevant curriculum, the same theme that occurred some 50 years later when mainstream support for Black Studies grew, particularly when more African American students were admitted into predominantly White institutions.
For the past 50 years, Black Studies has been evolving as a result of the social movement that opposed institutional racism in higher education. As more Black families were moving into the middle class, young people in many sectors either saw education as oppressive or liberating. Many African Americans began to consider Black Studies and Black education as having a “special assignment” to challenge and call out White mainstream knowledge for its deficiencies and racial corruption.
Pan Africa movement
Black Studies in large part grew out of Pan Africanism, which had its origins as a movement of intellectual protest against ill-treatment of Blacks all over the world. This movement was initiated by Black persons in the America and in the West Indies whose ancestors came from Africa. There are similarities between Black Studies and Pan Africanism in that the latter movement was created because Black people all over the world were tired of being mired with the “slave mentality” that had been connected with them from their African ancestors.
The advent of Pan Africanism was the result of Black people deciding that they were better than how they were treated, and if they banded together in a practical standpoint, they could possibly change the world. Far more than an “en vogue” application of the Civil Rights Movement, Pan Africanism and the resulting Black Studies was an emotional, cultural, psychological and ideological movement that would allow African Americans to feel secure while striving for long-sought political, economic and psychological power vis a vis other races or world regions.
At its origin, Black Studies offered a clear and precise application of the African American experience, because many of the traditional history books for decades presented Black people as a hapless, helpless lot always mired in despair. It was only then that African Americans would study in detail persons like Anthony Johnson one of the original 20 Africans who arrived in Jamestown in 1619 and would later become a successful entrepreneur, or Denmark Vessey, who fought to liberate his people from slavery by organizing 9,000 slaves and freemen to revolt in Charleston, S.C. In 1822. there was also Dr. Rebecca Lee Crumpler who in 1864 became the first Black woman to earn a medical degree. This area of study helped to forge a pathway for each succeeding generation to learn that African Americans have always been innovators, fighters and intelligent persons well capable of succeeding in any endeavor.
Development of Black scholars
Black Studies is not exclusively reserved for Black scholars. There are a number of scholars from a variety of backgrounds who have done important work looking at the Black Diaspora. From the African American point of view, however, a primary reason for the implementation of Black Studies was to develop a critical mass of Black scholars. The significant presence today of African American academicians is due in large part to the existence of a longstanding tradition within Black Studies that offers a route into academia for an untold number of Black scholars.
The subject of Black Studies is interdisciplinary in nature. The subject draws in academics from a range of disciplines, including history, literature, education studies, sociology, theology, health studies, and some subjects as unexpected as sexuality and criminology. A strong tenant within Black Studies is the exposure to a range of ideas and discussions that can forge meaningful connections that can be built on the future. Had it not been for the Black Studies agenda, there are historic figures and contemporary individuals who may have never been encountered and whose work was and is relevant to contemporary dynamics within the Black community.
Women’s studies, as well, are an important aspect of Black Studies. In “Out Of The Revolution: The Development of Africana Studies” (2000), authors Delores P. Aldridge and Carlene Young attest that while the emergence of Black feminism was an offshoot of White feminism, the two groups are far apart in terms of battling sexism and striving for equality in a White-male-dominated world.
“During American slavery, Africana women were as harshly treated physically and mentally as were their male counterparts, thereby invalidating the alignment of Africana women and White women as equals in the struggle. The endless chores of the Africana woman awaited her both in and outside the home. Africana men and women have been equal partners in the struggle against oppression from early on. Thus, they could not afford division based on sex. In the African American slave experience, Africana men and women were viewed the same by the slave owners, thereby negating traditional (African and European) notions of male or female roles.”
Valuable study for both genders
Such study has proved valuable to African American students of both genders. Aldridge and Young state that Black Studies has empowered the Black student in noting that this academic challenge was a direct response to the mandate for change at all levels that characterized the Civil Rights Movement and the social rebellions of the 1930s, ’40s and ’50s.
At the modern HCBU campuses, most have established courses in Black Studies, but few have departments dedicated to the field. Only Howard and Clark Atlanta universities offer a Master of Arts in Black Studies. Howard is the only HBCU to offer a doctoral program in African Studies; eight traditionally White institutions (including Princeton and Yale) also offer a Ph. D in African Studies.
Why don’t more HBCUs offer a diploma in Black Studies? The problem is money.
“A program in African American Studies is very difficult to sustain in good times, and it’s near impossible in tough times,” said Dr. Johnny Taylor, president and CEO of the Thurgood Marshall College Fund. “However, some of the majority institutions have been able to get someone to underwrite less popular programs.”
The University of Wisconsin-Madison offers bachelor’s, master’s, and doctoral degrees in Black Studies, much to the disappointment of Dr. Mayibuye Monanabela who is among the founders of the Africana Studies department at Tennessee State University. He said getting students to major in Black Studies is often difficult primarily because, outside of teaching, there are not many well-paying trades that would require such professional acumen.
“We (HBCUs) should be doing better,” Monanabela said. “When students are ready to sign-up for a major, they ask ‘What can I do with a degree in Africana Studies?’“
Dr. David H. Jackson Jr., chair of the department of history and political science (which includes Black Studies) at Florida A&M University, believes the current attitude toward Black Studies among African American students could be an obstacle in the field’s development.
“If I looked at FAMU and the country in general from the 1980s and early ’90s in terms of an aggressive attitude toward embracing Black culture, I don’t see that as much now,” he said. As well, some Black students at predominantly White institutions may have the assumption that students at an HBCU tend to be “Africa-centered” or “radical,” and that belief could contribute to an apathy about the subject, which is in direct contrast with the roots of Black Studies programs.
Looking toward the future
HCBUs faced internal challenges in developing these programs as an older generation of administrators may have been reluctant to establish such a curriculum, because of the association with “militancy” and for fear of losing support from outside communities. Also, some HBCUs felt that because they were Black institutions, they were not obligated to dedicate a department to the subject because “just being a Black school was sufficient.”
At Princeton, Black Studies has proven to be a popular and successful program. Dr. Eddie Glaude Jr., chair of the Center for African American Studies at the New Jersey campus, believes the burgeoning interest in Black Studies may provide ground for a degree program.
“I think we’re seeing a new phase in the presence of Black Studies in higher education,” Glaude said. “We need to find an institutional configuration that reflects the complexity and nuance of the field. We haven’t changed our name to ‘Diaspora studies,’ and we have insisted that in order to mark that, as a field, Black Studies should be thought of more broadly.”
People of African ancestry have a long history and tradition in practically every region of the world. This history has been hallmarked by a number of struggles for recognition and against discrimination. In the present context of global uncertainty and the political reshaping of nation states Black Studies can play an essential role in the examination of the world’s Black population and the challenges that lie ahead.
This article originally appeared in Our Weekly News.
Historically Black Colleges and Universities (HBCUs), stakeholders, and planning documents identified extensive and diverse capital project needs at HBCUs and GAO found HBCUs rely on a few funding sources—such as state appropriations and tuition and fees—to address those needs. HBCUs responding to GAO’s survey reported that 46 percent of their building space, on average, needs repair or replacement. Based on a review of master plans—which assess the condition of HBCU facilities—and visits to nine HBCUs, GAO identified significant capital project needs in the areas of deferred maintenance, facilities modernization, and preservation of historic buildings. The Department of Education’s (Education) HBCU Capital Financing Program has provided access to needed funding for some HBCUs and has helped modernize their facilities to improve student recruitment. However, fewer than half of HBCUs have used the program, according to Education data,
Capital Projects at Historically Black Colleges and Universities (HBCUs)
Note: The Department of Education’s HBCU Capital Financing program provides low-cost loans to eligible HBCUs.
Education has undertaken several efforts to help HBCUs access and participate in the HBCU Capital Financing Program. For example, Education conducts outreach through attending conferences. However, some HBCUs in GAO’s survey and interviews were unaware of the program. Moreover, public HBCUs in four states reported facing participation challenges due to state laws or policies that conflict with program requirements. For example, participants are required to provide collateral, but public HBCUs in two states reported they cannot use state property for that purpose. In March 2018, a federal law was enacted requiring Education to develop an outreach plan to improve program participation. An outreach plan that includes direct outreach to individual HBCUs and states to help address these issues could help increase participation. Without direct outreach, HBCUs may continue to face participation challenges. In addition, two HBCUs recently defaulted on their program loans and 29 percent of loan payments were delinquent in 2017. Education modified a few loans in 2013 and was recently authorized to offer loan deferment, but has no plans to analyze the potential benefits to HBCUs and the program’s cost of offering such modifications in the future. Until Education conducts such analyses, policymakers will lack key information on potential options to assist HBCUs.
Why GAO Did This Study
HBCUs play a prominent role in our nation’s higher education system. For example, about one-third of African-Americans receiving a doctorate in science, technology, engineering, or mathematics received undergraduate degrees from HBCUs. To help HBCUs facing challenges accessing funding for capital projects, in 1992, federal law created the HBCU Capital Financing Program, administered by Education, to provide HBCUs with access to low-cost loans. GAO was asked to review the program.
This report examines HBCUs’ capital project needs and their funding sources, and Education’s efforts to help HBCUs access and participate in the HBCU Capital Financing Program. GAO surveyed all 101 accredited HBCUs and 79 responded, representing a substantial, but nongeneralizable, portion of HBCUs. GAO analyzed the most recent program participation data (1996-2017) and finance data (2015-16 school year); reviewed available HBCU master plans; visited nine HBCUs of different sizes and sectors (public and private); and interviewed Education officials and other stakeholders.
What GAO Recommends
GAO recommends Education (1) include direct outreach to individual HBCUs and steps to address participation challenges for some public HBCUs in its outreach plan, and (2) analyze the potential benefits and costs of offering loan modifications in the program. Education outlined plans to address the first recommendation, and partially agreed with the second. GAO continues to believe both recommendations are warranted.
For more information, contact Melissa Emrey-Arras at (617) 788-0534 or emreyarrasm@gao.gov.
Following on his generous $100,000 scholarship gift made in 2015 through UNCF (the United Negro College Fund) to four deserving college students, actor and comedian Kevin Hart has joined forces with UNCF and KIPP (Knowledge Is Power Program) to help 18 more KIPP students earn a college degree. Through a new UNCF scholarship program launched in partnership with Kevin Hart’s Help From The Hart Charity and KIPP Public Schools, the $600,000 scholarship will provide funding to support KIPP students from eight different cities who are attending 11 historically black colleges and universities (HBCUs).
UNCF is the largest provider of college scholarships for students of color in the U.S., awarding more than $100 million in college scholarships annually to deserving students. The 18Help From The Hart Charity Scholarshiprecipients have been selected based on their academic and personal accomplishments and may receive substantive renewable awards based on need.
“The Help From The Hart Charity Scholarship will not only support students, but will also demonstrate support for HBCUs,” said UNCF CEO and President Michael L. Lomax. “Research shows that HBCUs matter, and that HBCU students are having a positive college experience, but they also have an unmet financial need. Together, Kevin and KIPP have made an investment that will have a significant impact. We can’t thank them enough for their support.”
“Education and knowledge are powerful,” said Hart. “I just wanted to do my part in providing opportunities for our future leaders, especially from my Philly hometown, and show support for HBCUs. This is just the beginning; trust me when I tell you there are a lot more kids who want to go to college who don’t have the money to make it happen.”
The 18 students receiving college scholarships are high school graduates who attended KIPP public charter schools in eight different communities: the Arkansas Delta, Atlanta, Baltimore, Chicago, Houston, New Orleans, Philadelphia, and Washington, DC. A recent survey of KIPP alumniacrossthe country showed that the KIPP graduates who attend HBCUs reported a stronger sense of belonging, better mental health, and were more likely to have a mentor than those attending non-HBCUs.
“Nothing brings me greater joy than to see the hard work of these 18 KIPP students recognized by Kevin Hart and UNCF through this generous scholarship program,” said John Fisher, chair of the KIPP Foundation Board of Directors. “Michael Lomax has been a longtime KIPP supporter and friend and a tireless champion for young people. We are incredibly grateful to both UNCF and Kevin Hart for their partnership and support to help our students thrive in college and achieve their dreams.”
Hart’s gift to fund this new scholarship program puts him in line with many other renowned celebrities—like Lou Rawls, Ella Fitzgerald, Clifton Davis, Michael Jackson, Janet Jackson, Anthony Anderson, Beyoncé, Chris Rock, Usher, Pharrell Williams, Ray Charles, John Lennon, Ruby Dee and Ossie Davis who, realizing the value of a quality education, have supported UNCF over the years. “Giving back to build better futures is the name of the game, and we hope that others like Kevin will understand why educational investments are so important, especially now, and step up to help more deserving students,” said Lomax.
Lomax also added, “Over the last decade, UNCF has been building a relationship with the KIPP public school network, and we are so excited that KIPP’s board of directors and Chairman John Fisher are behind this outstanding new venture. There are more than 1,300 KIPPsters currently enrolled at HBCUs, and together, we are bringing resources and shining a spotlight on these students who are doing all they can to get a college education. This unique partnership will help UNCF continue to bridge the gap from high school success to college achievement and enables UNCF to help more students get to and through college.”
When I was a little girl I wanted two things: a pair of magic earrings, identical to the ones in my favorite cartoon, and to be a Fairy Princess Ballerina Astronaut. Both seemed like realistic options in my little world, which I created from my bedroom in Alexandria, Louisiana. I was not aware that hologram, time-traveling earrings did not exist…and probably never would in my lifetime. Nor was I told that balancing a theatrical career and space travel might prove to be difficult and test my time management skills.
I was young, full of hope and daring to dream.
As an adolescent, I aspired to be a ballet dancer. It seemed like a more far-fetched dream than the magic earrings, because I did not know any African American professional dancers. I could see my cartoon every week on TV in the living room (yes, cartoons felt like real life), but a real-life, professional dancer of color in front of my very eyes…not likely. I was often the only dancer of color in my ballet classes, and when you live in “Small Town, USA,” being a dancer, or any creative occupation for that matter, is not exactly encouraged.
My mother, my first mentor, recognized my passion and love for the performing arts and was determined to not only encourage me to pursue my dreams, but also to show me that those dreams could in fact become a reality.
My mother heard about a Principal Ballerina in her hometown of Houston, Texas by the name of Lauren Anderson. Ms. Anderson was a performance powerhouse with the Houston Ballet. She was also one of the first African American ballerinas to become a principal for a major dance company, an important milestone in American ballet. My mother had two tickets to see Ms. Anderson perform the Pas de Deux in “The Nutcracker” ballet, and she was taking her baby girl.
When Ms. Anderson stepped on stage, I felt as though I leaped onto that stage with her. Every step, turn, and gesture had a young Dana Blair mesmerized. The possibility of seeing someone like me, in front of my very eyes, accomplish their dreams was all of the motivation and inspiration I needed. I then knew that my dreams could also come true.
Fast forward several years to when I would move to New York City and, quite literally, live out multiple careers, first as a dancer and marketing executive and now an on-air correspondent and producer. While the journey seemingly had no clear path, it did have men and women along the way that took interest in my potential, supported my goals and nurtured my dreams. Thus, like my mother, these mentors went above and beyond the call of duty to guide, challenge and direct my energy and talents. They too showed me that my dreams could become my reality. Without them, I know I would not have achieved many of my milestones, big and small, along the way. Their mentorship guided me through difficult career decisions and taught me invaluable life lessons.
Each of my mentors over the years have come from different economic backgrounds, ethnicities, cultures, and industries. However, they have all given me the same advice over the years: “Don’t thank me. Just pay it forward. One day it will be your turn.”
Now it is my turn to step up to the plate and pay it forward. This is why I joined NNPA’s 2018 Discover the Unexpected (DTU) Journalism Fellowship program as a Road Trip Navigator (mentor). I was honored to be considered for the role and leaped for joy once I found out that I was on the team. I now have the opportunity to align with General Motors and the Chevrolet Equinox, a brand as passionate about mentorship and empowerment as I am, plus get to know six really cool, motivated young men and women representing six HBCUs throughout the country.
I had the pleasure of meeting the DTU Fellows in Detroit for an intense two-day boot camp to get them road trip ready. I must say I felt like the overzealous, nosey auntie at the family BBQ. Their eyes were bright. The energy was high. I wanted to be all in the mix. I wanted to know everything about them from birth all the way up to what they had for breakfast that morning.
As six sets of eyes looked at me from around the table, I struggled to find the right words to empower and inspire, yet not overwhelm them (I tend to talk a lot!). These young, bright minds are future Black journalists that will shape dialogue in our country and increase representation for their generation.
What words of wisdom did I want to impart?
I came up with these three tips to help them prepare for their summer-long internship of road tripping in the new Chevy Equinox:
Be Prepared. You are journalists now. It is your duty to know all of the angles, research and possible plot twists on the subject. What do you want to discover, explore and share with your readers? Furthermore, how do you want to deliver this to your audience?
Be Polished. Ms. Anderson provided important representation in the dance world and created a ripple effect in my life, and I am sure in many others. It is important that the Fellows are on point. As young men and women being granted access to some really cool stories, rooms, and executives, conduct yourselves in a polished manner. You never know who is watching and what your presence may communicate.
Pay Attention. In media, it is your job to see the details. It is often those details or tidbits of information that pop up in an interview that can make or break a story- carrying you down a new road to find something truly powerful and interesting.
I am humbled and honored to be a part of the NNPA’s 2018 DTU Journalism Fellowship and the fellows’ journey. I hope that my stories, lessons learned, tips and, of course, the occasional corny joke show them that their dreams can become a reality, just like mine. This is their time to thrive and shine, and I am beyond thrilled to sit next to them in the driver’s seat. Let’s go DTU 2018 Fellows! We have some new roads to discover!
Dana Blair is the Road Trip Navigator for the NNPA’s 2018 Discover The Unexpected Journalism Fellowship program. Dana is also a producer and on-air personality. Follow Dana on Instagram @justdanablair.
Learn more about the NNPA’s Discover The Unexpected Journalism Fellowship at nnpa.org/dtu.
Watching students from Howard employ a strategy proven to be successful during the civil rights movement illustrated several positive things including, not definitely not limited to, the importance of Blacks knowing our history.
The students were angry, they said, after learning that money for student aid had been funneled into the accounts and hands of unscrupulous school administrators. They were frustrated because these dollars were and are essential to their being able to continue and complete their matriculation at the historically Black university. And they wanted to know why the truth had been withheld from them for so long.
And so, they took a page out of the annals of the modern-day civil rights movement, taking over the university’s administration building, holding a sit-in for over a week, carefully articulating their demands and even conferring with local attorneys in order to make sure they weren’t straying too far afield from rights that Blacks finally received through blood, sweat and tears.
What’s most impressive is they were successful in their efforts.
We couldn’t help but smile — even being tempted to utter a more contemporary form of urban vernacular by shouting, “you go, young folks!”
Certainly, Howard University’s president, trustees and other top officials have significant work to do — particularly, but not limited to, regaining the trust of their students and their families.
But for the moment, a semblance of normality has been restored on the Howard University campus. And that’s something that happened, not because of the rhetorical musings of old folks but through the courageous actions of determined Black youth who showed that they care about their futures.
Were Dr. King still alive, he would undoubtedly find a lot has happened since thousands joined him for the historic March on Washington that may evoke feelings of frustration, disappointment — even rage in some cases. But he would be pleased, too.
Why? Because Black youth, at least those who have chosen to continue their educational pursuits at schools like Howard, historically founded in order to provide greater and more equitable opportunities for youth of color, have learned their history well. And they’re making the best of that history while recasting and reshaping it for use in tackling the challenges they now face in this brave new world.
By Dr. Harry L. Williams, (President and CEO, Thurgood Marshall College Fund)
Dr. Harry L. Williams, the president and CEO of TMCF, says that engagement with Republicans and the Trump Administration is working for the HBCU community.
A few months ago, the Thurgood Marshall College Fund (TMCF) was proud to welcome the presidents and chancellors from 30 Historically Black Colleges and Universities (HBCUs) and Predominantly Black Institutions (PBIs) to Washington, D.C. for the second annual HBCU Fly-In held in conjunction with the leadership of Senator Tim Scott (R-S.C.) and Representative Mark Walker (R-N.C.), who are both members of the very important, bipartisan HBCU Caucus.
My experience as a former HBCU president and now leader of TMCF, working on behalf of our 47 publicly-supported HBCUs, gives me a broad perspective on the federal government’s partnership with HBCUs, as delivered through this event’s multiple listening sessions and direct engagement opportunities with members of Congress and senior leadership within the Trump Administration.
Thanks to the commitment of dozens of our HBCU presidents and chancellors who attended our inaugural convening and this year’s fly-in, we’re beginning to see major developments from several federal agencies looking to increase support for HBCUs and to create more opportunities for our scholars.
Thanks to our collective advocacy, several HBCUs that were devastated by Hurricane Katrina in 2005 received total forgiveness of outstanding loans awarded for the restoration of their campuses in the hurricane’s aftermath. Southern University at New Orleans, Dillard University, Xavier University, and Tougaloo College are free of their repayment obligations on more than $300 million in federal loans, because of direct engagement with and action from this administration and congressional leadership on issues of critical importance to our HBCU’s, like this one.
Perhaps the most significant indicator of our growing partnership has been the achievement of level funding in the President’s FY’ 2019 budget proposal and within the recent Omnibus Appropriations Bills. For example, the FY’ 2018 Omnibus Appropriations bill had major wins for HBCUs:
Pell Grant Maximum Award
FY’17 Funding Level: $5,920 (per student)
FY’18 Funding Level: $6,095 (+$175/increase of 2.96 percent)
Title III, Part B and F, Strengthening HBCUs Undergraduate Programs
FY’17 Funding Level: $244.6 million
FY’18 Funding Level: $279.6 million (+$34 million/increase of 14.3 percent)
Title III, Part B, Strengthening HBCUs Graduate Programs
FY’17 Funding Level: $63.2 million
FY’18 Funding Level: $72.3 million (+$9 million/increase of 14.3 percent)
Title III, Part A, Strengthening PBI Program
FY’17 Funding Level: $9.9 million
FY’18 Funding Level: $11.3 million (+$1.4 million/increase of 14.3 percent)
Title VII, Master’s Degree Program at HBCUs and PBIs
FY’17 Funding Level: $7.5 million
FY’18 Funding Level: $8.5million (+$1 million/increase of 14.3 percent)
We are cognizant that many lawmakers in the majority in Congress favor fiscal austerity to address budgetary issues, but in a legislative environment dominated by talks of budget cuts, critical HBCU funding lines were increased, which is a demonstrable return on our collective investment in bipartisan engagement.
Indeed, TMCF’s decision not to resist, but instead engage in a strategic way and bipartisan fashion on behalf of our nearly 300,000 HBCU students who need a voice in Congress and with the Trump Administration has borne fruit at many levels. I am optimistic that many of our presidents and chancellors departed the nation’s capital with a clearer sense of the propriety of this strategy given our mutual goals, and now having the benefit to witness the rewards of this advocacy effort. TMCF will not stop engaging with all of our federal partners, because bipartisan advocacy with the Congress and engagement with the Trump Administration is paying dividends for our nation’s HBCUs.
Dr. Harry L. Williams is the president & CEO of Thurgood Marshall College Fund (TMCF), the largest organization exclusively representing the Black College Community. Prior to joining TMCF, he spent eight years as president of Delaware State University. Follow him on Twitter at @DrHLWilliams.
California Democratic Senator Kamala Harris knows that higher learning at the nation’s historically Black colleges and universities requires higher funding. Harris has been a longtime advocate for HBCUs, helping to push through a funding increase that would put millions into these schools.
A 14 percent increase in federal funding was included in the Senate’s omnibus spending bill, elevating the amount for HBCUs from $244.7 million in fiscal year 2017 to $279.6 million in fiscal year 2018, the LA Sentinel reported Wednesday.
“HBCUs are critical to the foundation of our higher education system, and provide opportunities for some of the nation’s most promising and deserving students”, Harris, an HBCU alumnus of Howard University, said. “I am pleased funds in this bipartisan budget agreement will be invested in the future of these young people. Ensuring HBCUs have the federal support and resources they need to thrive for generations to come is one of my top priorities as a proud HBCU graduate.”
As part of the Senate bill, historically Black graduate institutions will also receive a 14-percent funding increase, from $63.3 million to $72.3 million. Also, other majority-Black institutions will receive a raise from $9.9 million to $11.4 million. Bag secured!
Harris, along with Alabama Democratic Senator Doug Jones, requested the HBCU funding increase in a letter to the Senate Appropriations Subcommittee on Labor, Health and Human Services, Education, and Related Agencies. Twelve of their Senate colleagues supported their letter, according to the Sentinel.
HBCU presidents and other officials have been fighting for more funding to keep the doors open to their campuses. Several historically Black colleges and universities have had to operate under the threats of low funding, decrease enrollment, lacking academic programs and even closure. Therefore, the funding increase spurred by Harris and other senators is a great step forward for helping HBCUs.
These schools also contribute billions to states through their economic impact and by helping to generate jobs, two more reasons for the government to keep HBCUs strong.
While Maryland HBCU Coalition plaintiffs are in formal settlement negotiations with the state, the Legislative Black Caucus of Maryland (LBCM), is following through on a promise made at the start of the 2018 session to, “actively promote legislation to support HBCUs” in the halls of the Maryland General Assembly.
“We must use all of the Democratic tools available to us to bring justice to Maryland’s HBCUs and the communities served by them,” said Rev. Kobi Little, political action chair of the Maryland NAACP Conference.
“We only have to look at the State’s federal appeal of Judge Blake’s decision to see that we can’t afford to limit our approach to the court,” Little said.
A half-dozen pieces of legislation impacting the state’s four HBCUs are under consideration in the Maryland General Assembly his year, including the HBI Comparability Program, presented each year for the past decade by Sen. Joan Carter Conway (D-43). Conway’s bill has not been voted out of committee yet, nor has its companion bill on the House of Delegates side, HB-450, whose primary sponsor is Del. Nick Mosby (D-40).
“At this stage of the legislative process, if a Senate or House bill has not reached the General Assembly floor, the bill is not “dead” but has a longer process to become law in the state of Maryland,” Little said.
Bills and amendments in support of HBCU’s proposed in the 2018 session of the Maryland General Assembly include:
HB450/SB252 –Blount-Rawlings-Britt HBI Comparability Program Establishing the Blount-Rawlings-Britt HBI Comparability Program to provide supplemental funding assistance to the State’s public 4-year historically Black institutions (HBIs) ensuring HBIs are comparable and competitive with other State 4-year public institutions of higher education. Primary sponsors: Senator Joan Carter Conway/Delegate Nick Mosby
HB1062/SB827 –Historically Black Colleges and Universities – Appointment of a Special Advisor – Development of a Remedial Plan (HBCU Equity Act of 2018). Primary sponsors: Delegate Charles E. Sydnor/Senator Joan Carter Conway
HB1753/SB776 -HBCU Internship in Maryland Government Scholarship Program: Establishing the HBCU Internship in Maryland Government Scholarship Program to award scholarships to HBCU students so that they may explore State government career opportunities: Primary sponsors: Delegate Cheryl Glenn/Senator Joanne C. Benson
HB1819/SB615 -Higher Education Cyber Warrior Diversity Program: Establishing the program at Baltimore City Community College, Bowie State University, Coppin State University, Morgan State University, and the University of Maryland Eastern Shore (Senate Amended language): Primary Sponsors: Delegate Michael A. Jackson/Senator Barbara Robinson
HB1665 – Income Tax Credit – up to $250,000 of income tax credits for certain donations to Endowments of Maryland Historically Black Colleges and Universities. Primary sponsor: Nick Mosby
HB1630 -Higher Education – James Proctor Scholarship Program – Established. Primary Sponsors: Delegate Joseph F. Vallario (passed House of Delegates with amendments on 3/12/2018)
“This is where constituents of my district and Maryland residents across the state must become involved in the legislative process if they wish to see the change they want in the world,” said Mosby.
“Your presence here in Annapolis counts,” said Del. Charles E. Sydnor, III (D-44B), primary House of Delegates sponsor of the HBCU Equity Act of 2018 (HB 1062).
Sydnor said when Attorney General Brian Frosh filed a motion to have Judge Catherine Blake’s ruling in favor of HBCU plaintiffs set-aside, he knew legislation would be necessary to reinforce the ruling in the HBCU Equity lawsuit.
“To make Judge Blake’s ruling the law of the land, lawmakers need to see the people whom it matters to,” Sydnor said. ‘Testifying orally [at General Assembly hearings] means an awful lot to the General Assembly,” Sydnor told HBCU advocates.
MLBC Chair Del. Cheryl Glenn (D-45), urged citizens to contact their Delegates and Senators directly to support HBCU legislation.
On Tuesday, President Donald Trump announced new leadership for the White House Initiative on HBCUs.
Johnny C. Taylor Jr. is now the new Chairman of the President’s Board of Advisors on the White House Initiative on Historically Black Colleges and Universities. This position comes not long after Taylor was appointed to be the president and CEO of the Society for Human Resource Management (SHRM) in June of last year. Taylor is the former president of Thurgood Marshall College Fund.
At the White House event announcing the new leadership, Education Secretary Betsy DeVos praised HBCUs for their cultural and historical significance in her remarks ahead of Trump.
“HBCUs play a very important role in American education,” she said, according to CBS News.“Under President Trump’s leadership in supporting and uplifting HBCUs, we are taking important steps to ensure that HBCUs and the students they serve remain influential players in their communities and in our country.”
DeVos then introduced Trump, who touted the White House Initiative on Historically Black Colleges and Universities and thanked the team working on the initiative.
Trump also praised HBCUs as being “cherished and vital.” A White House press release notes that Trump’s proposed 2018 and 2019 budgets maintain funding for HBCUs.
Taylor offered his own words about the appointment. “Every year, over 300,000 students turn to these institutions for their education and to prepare them for their careers. This president’s advisory board can be a nexus between higher educational institutions and employers,” he said.
DeVos and Trump have a rock relationship with HBCUs
We’re not fooled by Trump and DeVos making a big show of their support for HBCUs.
We haven’t forgotten the fact that DeVos called HBCUs “pioneers of choice” and had to issue an apology for her comments.
“When I talked about it being a pioneer in choice it was because I acknowledge that racism was rampant and there were no choices,” she said in August after her comments caused massive backlash. “These HBCUs provided choices for Black students that they didn’t have.”
Some HBCU students did not accept the apology. In May of 2017, Bethune-Cookman University students booed DeVos and turned their backs to her as she tried to give remarks during their graduation ceremony.
We also haven’t forgotten that infamous picture of Trump surrounded by HBCU presidents in what turned out to be more of a photo opportunity than an actual productive meeting.
Since 1837, Historically Black Colleges and Universities (HBCUs) have been educating and preparing, primarily, but far from exclusively, African American students – nearly a quarter of HBCU students are non-Black – to contribute to the American experience. These institutions help fill the nation’s dual pipeline of productivity: providing diversely talented employees and creating employment opportunities. They consistently add both workers and job-creation to their state and local economies.
Despite being historically under-resourced, in 2014, the nation’s 101 accredited HBCUs injected $14.8 billion in direct spending impact to the national economy, adding more than 134,000 jobs, on- and off-campus, according to a recently published landmark study, HBCUs Make America Strong: The Positive Economic Impact of Historically Black Colleges and Universities, commissioned by the United Negro College Fund (UNCF).
The study sheds an important light on HBCUs in the modern era. The institutions, spanning 19 states, Washington, D.C. and the U.S. Virgin Islands, disproportionately take on the challenge of providing first-generation, low-income, minority, rural and inner-city students the opportunity to earn college degrees.
Impressively, for example, HBCUs comprise just three percent of all nonprofit colleges and universities, but enroll 10 percent of African American college students, and are responsible for 17 percent of African Americans earning their bachelor’s degrees and 24 percent of African Americans earning their credentials in science, technology, engineering and math (STEM) fields. The UNCF study is a wonderful contribution – a foundation stone on which we can pursue new areas of exploration to develop enduring strategies and attract commensurate investment to increase the all too often unheralded or overlooked value of America’s HBCUs.
Connecting to Innovation Ecosystems
To build on our nation’s leadership position in the global economy, over the past half-century, America has invested heavily in developing the world’s most advanced countrywide network of regional innovation ecosystems to support talent development, creativity, research, commercialization, entrepreneurship and job creation. Unfortunately, the government, philanthropic, business and community leaders who have led the rise of – and maintain stewardship within – these fantastic ecosystems have not been successful connecting these forward-looking investments to HBCUs and the populations and communities they principally serve. This undermines prospects to grow and equip a deep and diverse enough pool of Americans to power national prosperity for generations to come.
The absence of inclusive and diverse innovation ecosystems demands the development and adoption of frameworks and strategies embedded with the magnificent contributions of HBCUs. The ROI: HBCUs can help more Americans improve their connectivity to and productivity within the 21st century economy.
Endgame: More Talent to Fuel U.S. Competitive Advantage
For most of the 20th century, those principally served by HBCUs were not able to contribute their full talent to the national economy. Yet, in those days, America could economically lead the globe with proverbially one hand tied behind her back.
In other words, back then, U.S. economic competitiveness was assured even without optimal productivity from large swaths of our population. This is no longer the case.
In today’s economy, where relentless global competition for jobs and opportunity is the new normal, the immutable laws of economic prosperity do not allow America to sustain global leadership without greater contributions from more Americans – especially the latent and untapped abilities of those principally served by HBCUs.
In January, President Trump attended the World Economic Forum in Davos, Switzerland. Of note, Klaus Schwab, Founder of the World Economic Forum, may have put it best when he said, “Capital is being superseded by creativity and the ability to innovate – and therefore by human talents – as the most important factors of production. If talent is becoming the decisive factor, we can be confident in stating that capitalism is being replaced by talentism.”
In the age of “talentism,” awakening the dormant abilities of more Americans and connecting them to the economy is the most promising path to new wealth generation, greater new job-creation and increased business output. These enhancements will improve our national economic competitiveness and quality of life for Americans, and, importantly, strengthen our national security.
Quite simply, the American economy grows more competitive when educational access is widely available. Our nation’s HBCUs broaden education access, and their positive impact on the country is undeniable. The White House Initiative on HBCUs is excited to partner across the federal government and with the private sector to foster investment in HBCUs to grow their contributions to America; as such, contributions are vital to the competitiveness of the United States.
By Merdies Hayes, Editor, Our Weekly News
