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Historically Black Colleges and Universities (HBCUs) are facing challenges to their continued existence on several fronts. One is fiscally, as federal funding for education has been cut and the responsibility for paying for higher education has been levied on students and parents. Another challenge is the amount of endowment dollars available to them and lastly, there are questions today as to if HBCUs are still needed in a society that has allowed African-Americans to attend Predominantly White Institutions (PWIs). The third are the challenges placed on institutions, as a whole, and specific departments, in attaining and maintain accreditation. Finally, how are administrators handling these challenges during the pandemic and their own health and well-being? This book explores journalism accreditation at HBCUs and is informed by many years of research into how journalism units have acquired and lost accreditation. The book also examines Hispanic Serving Institutions (HSIs) and Tribal Colleges and Universities (TCUs) and how they are navigating accreditation and financial challenges. The book will be of interest to faculty, students, scholars and administrators of journalism studies.
Historically Black Colleges and Universities (HBCUs) are facing challenges to their continued existence on several fronts. One is fiscally, as federal funding for education has been cut and the responsibility for paying for higher education has been levied on students and parents. This book explores journalism accreditation at HBCUs and is informed by many years of research into how journalism units have acquired and lost accreditation. It will be of interest to faculty, students and administrators of journalism studies. Jerry Crawford II is an Associate Professor and the Director of the Multicultural Program in the William Allen White School of Journalism at the University of Kansas. He teaches graduate and undergraduate classes consisting of mass media theory, ethics, multimedia reporting, and special topics. Dr. Crawford has published over 20 peer-reviewed journal articles, book chapter, and conference proceedings (combined) and has presented his work at over a dozen conferences -- receiving paper awards. He has served in several capacities in AEJMC, including being a member of the board of directors.
This book focuses on the significant role that professional education programs play at historically Black colleges and universities (HBCUs) and these programs’ impact on society. Chapter authors discuss the contexts and experiences of students who have attended these programs, including their relationships with faculty, research opportunities, professional growth, personal enrichment, and institutional support. Taking into account social supports, identity development, and doctoral student socialization patterns, this book sheds light on what development and status of such professional education programs mean for future research and practice, while emphasizing issues of race, oppression, and marginalization.
In this joyous collection of essays about historically Black colleges and universities—edited by the host of NPR's Weekend Edition Sunday, Ayesha Rascoe—alumni both famous and up-and-coming write testimonials about the schools and experiences that shaped their lives and made them who they are today. With a distinguished and diverse set of contributors, including Oprah Winfrey, Stacey Abrams, and Branford Marsalis, HBCU Made is the only book of its kind, illuminating and celebrating the experience of going to a historically Black college or university—for proud alumni, their loved ones, current students, and anyone considering an HBCU. In moving and candid essays about the schools that nurtured and educated them, a wide range of famous alums share their accounts of how they chose their HBCU, their first days on campus, the dynamic atmosphere of classes where students were constantly challenged to do their best, the professors who devoted themselves to the students, the marching bands and majorettes and how they were shaped by their rigorous training. For some contributors, the choice to attend an HBCU was an easy one as they followed in the footsteps of their parents or siblings. For others, it was a carefully considered step away from a predominantly white institution to be educated in a place where they would never have to justify their presence. And for all, it was an HBCU that took them in and cared for them like family, often helping them to overcome a rough patch. A collection that brims with insight and school spirit, HBCU Made is a perfect gift for each generation of prospective students and graduates to come.
In December 2008, Georgia state senator Seth Harp ignited controversy when he proposed merging two historically Black colleges with nearby predominantly white colleges to save money. Less than a year later, Mississippi governor Haley Barbour sought to unite Mississippi's three predominantly Black colleges. These efforts kindled renewed interest in historically Black colleges and universities (HBCUs) across the nation and the globe. In this study, HBCU officials and faculty attempt to identify the challenges that HBCUs face, explore the historic origin of HBCU management systems, and identify models of success that will improve the long-term viability of the HBCU. By analyzing HBCUs within a larger framework of American higher education and the cultural context in which HBCUs operate, these essays introduce a new paradigm in the quest to ensure that HBCUs continue to play an important role in the education of Americans of all races.
Historically Black colleges and universities play a vital role in the education of African Americans in the United States. For nearly 150 years, these institutions have trained the leadership of the Black community, graduating the nation s African American teachers, doctors, lawyers, and scientists. Despite the wealth of new research on Black colleges, there are topics that remain untouched and accomplishments that go unnoticed by the scholarly community. The chapters in this edited volume focus on topics that deserve further attention and that will push students, scholars, policymakers, and Black college administrators to reexamine their perspectives on and perceptions of Black colleges.
An encyclopedia covering the history of historically black colleges and universities provides detailed information on each institution, major events, individuals, and affliated organizations and includes discussion of both historical and contemporary events that affect the schools.
"This is a work that looks deeply at the true power of HBCUs"--
During this period of rapid and significant change in journalistic practices, journalism educators are re-examining their own profession and contributing to the invention of new models and practices. This edited volume of studies by respected international scholars describes the diverse issues journalism educators are grappling with and the changes they are making in purpose and practice. The book is organized into three sections -- education, training and employment – that explore common themes: How the assumptions embedded in journalism education are being examined and revised in the light of transformative changes in communication; How the definitions of journalism and journalists are broadening in scope and what this means for educators; How newsrooms and training programs around the world are being re-examined and made more effective. An introductory essay and section summaries provide context for the thirteen chapters that constitute the collection. The section on journalism education explores fundamental ways educators are seeking to make their institutions and practices stronger and more responsive. The section on training includes case studies of journalism training programs in sub-Saharan Africa, Turkey, Sweden and the U.S. The final section examines the job prospects and employment market for journalism students with data from the U.S., U.K, Australia, and Sweden. The scope of issues considered in the book makes it a valuable resource for journalism scholars from around the world, as well as doctoral students, journalism and communication administrators in universities, organizations that fund journalism training programs, and practitioners interested in understanding employment and education trends.