CHAPTER VI.
Part # 1 Blacological Creative Data
Introduction
This database will provide information about the Black Diaspora and the viable Black market available to Blacology within the United States. This Data Base will show the years of contributions of Black Scholars have made to the eurological studies in the U.S. Education System. It will also show how Blacology can be instrumental in the Black Reparations Movement of Black people from captivity, enslavement and unjust laws in the United States. The data will show how a Blacological Intellectual Cultural Science can also provide careers, jobs, and Intellectual Entrepreneurialship in the United States Educational System of eurological studies. Blacology will also show the opportunity for Blacology Institute the University of Black African Culture Education System in the United States. It will also show need and opportunity for implementation of Blacology in the education system as an Intellectual Cultural Science. This data base will show the need for reciprocity for which
366 Black Scholars have contributed much in research, study, economics, talents, skills, Intellectual Genius, creativity, institution building and unquestionable faith and belief in eurological studies. In fact the Black Scholars worshiped the ground the eurological scholars walked on, with no reciprocity at all. Black Scholars were intellectual slaves to eurological studies. This data reveals that Black Scholars even made their schools, colleges, and universities in the image and likeness of the colonialists. It has been stated the HBCU are carbon copies of the Eurological institutions. There is no limit to the contribution of Black Scholars to the eurological vision of the world. This will also reflect the time has come to develop the Intellectual Cultural Science for Black African Culture through out the world. Table 2.1 1Map of Black Population in the U.S. There will come a time when Blacology will conduct research and study to make maps of the Black population in the United States that will reflect that finding of Blacology. But for now Blacologically, as Black Scholars we must utilizes the philosophy of Booker T. Washington and cast our buckets down where we are. As Blacologists, we must use what we have to make it. Let us take look at the U.S. Census Map. This map is a good picture of the location of the Black Diaspora and its Black population within the United States. It shows the Black market and where it’s various locations are. It also shows where the majority of the population of Black people is located in the south and east within the United States and Alaska.
1 http://www.censusscope.org/us/map_nhblack.html.
367 Table 2.2 2Black Population in the States and locations where Professor W.Z. Xrozz lived and was born and has contacted directly and indirectly. 1980 1990 2000 Texas number % number % number % Black Population * 1,692,562 11.89% 1,976,360 11.63% 2,364,255 11.34% Illinois Black Population * 1,661,910 14.54% 1,673,703 14.64% 1,856,152 14.95% Arkansas Black Population * 369,999 16.18% 372,762 15.86% 416,615 15.58% Maryland Black Population * 950,464 22.54% 1,177,823 24.63% 1,464,735 27.65% Missouri Black Population* 510,885 10.39% 545,527 10.66% 625,667 11.18% Total Black Population 5,185,820 5,746,175 6,727,424 Sum Total of all 17,659,419
The previous table reflects the travel experience within the BlacDiaspora of which is essential to research and study of this dissertation by Professor W. Cross. It also reflects the Black Populations that have participated, been informed, influenced and shared in the development of the Cultural Science of Blacology. Where ever I go and tell Black people about Blacology there is positive, negative, and curious responses to this phenomena.
Table 2.3 3Black Population in U.S. Census 2004 39.2 million was the estimated population of Black people, as of July 1, 2004, as residents in the United States, including those of more than one race. They made up 13.4% of the total U.S. population. This figure represents an increase of half a million residents from one year earlier. Blacological research has revealed thru the experience of random and cursory study of Black people in HBCU and Local Black population of this research where Blacologist Professor W. Cross has resided that 1 out of 4 Black people fill out or complete a census. This then suggest Blacologically that the estimated Black population in the U.S. is 4 times the amount that the U.S. Census has on record. Blacological research has estimated the Black population in the United States to be about 120 million considering the statistics of 1 out of 4 Black people completes the U.S. census. This census does not indicate the number Black people who migrated form Africa, West Indies, South America, and Europe. Blacology must conduct its own research and compile the information the get a more factual number of Black people in the United States.
61.4 million of - The projected Black population of the United States as of July 1, 2050. On that date, according to the projection, Black people would constitute 15% of the nation’s total population.
2 Source: Census 2000 analyzed by the Social Science Data Analysis Network (SSDAN) 3 http://www.infoplease.com/spot/bhmcensus1.html
368 3.5 million of - The estimated Black population of New York on July 1, 2004, highest of any state. Four other states had Black populations that surpassed 2 million: Florida, Texas, California, and Georgia. About 85,900 Black people were added to Florida’s population between July 1, 2003, and July 1, 2004. That is the largest numeric increase of any state in the nation. Georgia and Texas added 61,800 and 45,000, respectively.
59% of the proportion of the District of Columbia’s population, as of July 1, 2004, identified as Black people has the highest rate for Black people of any state or state-equivalent in the nation. The District of Columbia was followed by Mississippi (37%), Louisiana (33%), and Georgia, Maryland, and South Carolina (30% each).
1.4 million of the number of Black people in Cook County, Ill., as of July 1, 2004. Cook County led all the nation’s counties in the number of Black people. Broward County, Fla., had the largest numerical increase of Black people (17,900) between 2003 and 2004.
32% of the proportion of the Black population under 18 as of July 1, 2004. At the other end of the spectrum, 8% of the Black population was 65 or older.
Black Entrepreneurialship Building Businesses $92.7 billion of receipts for Black Entrepreneurialship in 2002, up 30% from 1997. The rate at which Black Entrepreneurialship increased their receipts was higher than the national average (22%).
$1.2 million of the number of Black Entrepreneurialships in 2002 is up by more than 370,000, or 45%, since 1997 is continuing to grow steadily in 2005. An estimated 94,862 such firms had paid employees, with receipts of $69.8 billion or about $735,586 per firm. Thirty-eight percent of Black owned Firms were in health care and other service industries; health care and retail trade accounted for a fourth of their receipts. A fourth of the businesses in Washington, D.C., were Black Entrepreneurialships. Black Entrepreneurialships accounted for between 12% and 15% of firms in Maryland, Georgia, Mississippi, and Louisiana. Black Entrepreneurialships were more likely to hold graduate degrees when they started or acquired ownership in their business (about 1-in-4) than the national average (19%).
Acquired Eurological Education in 2004 81% of Black people age 25 and older, had at least a high school diploma in eurological studies. This proportion rose by 8% from 1994 to 2004. 18% of Black people age 25 and older, who has a bachelor’s degree or higher in eurological studies is up 5% from 1994. (Blacologically these Black people are defined as Black Scholars). 1.1 million of Black people age 25 and older, who had eurological advanced degrees in 2004 (e.g., master’s, Ph.D.., M.D. or J.D.). Ten years earlier—in 1994—only 624,000 Black people had this level of eurological education. (Blacologically these Black people are defined as Black Scholars). 2.3 million of Black people in college in fall 2004, roughly double the number 15 years earlier and 2/3 are Black women. (Blacologically these Black people are defined as Black Scholars).
Income and Poverty
369 $30,134 of the annual median income of Black Households in 2004. This represents no change from 2003. 24.7% of the poverty rate in 2004 for those reporting Black people as their only race. This rate was unchanged from 2003.
Black Voting Power 60% percent of Black people age 18 and older who voted in the 2004 presidential election. That amounted to 14 million voters. The percentage of those voting is up 3% from the previous election. Black people had the highest turnout rate of non-white people in 2004.
Black Families and Black Children 9.1 million Number of Black families in the United States. Of these, nearly one-half (47%) are married-couples with mothers and fathers. 11% Proportion of Black children who live in a household maintained by a grandparent. 37% Single parent is divided between Black men and Black women as single family household. The larger portion is that of Black women. Also from that 37% is Black families with foster care. There is also the % percentage of Black children who are in need of foster care.
Homeownership 48% The proportion of Black people who own their own home.
Serving in the U.S. Military 2.3 million Number of Black people in the military or veterans in the United States in 2003.
Health Insurance 20% The proportion of Black people who lacked health insurance in 2004, unchanged from the previous year.
Jobs 27% The percent of Black people age 16 and older who work in jobs that traditionally controlled or owned by whites in management, professional, and related occupations. In the Medical Field there are 50,600 Black physicians and surgeons; 69,400 postsecondary teachers; 44,800 lawyers; and 53,800 chief executives. There is a total of 218,600 Black Scholars in these particular fields of studies but this is not the entire amount of Black Scholars in the United States. Black Scholars are performing in every eurological study there is under the sun the number would escalate far beyond these figures.
370 Table 2.4 Black Scholars: A Case for Reciprocity and 4Reparations of Intellectual Property
The Black Story of Intellectual Genius, and its direct relationship to the fame and wealth of a number of Eurological studies, is an old story that could easily find a companion in the careers where there is Intellectual genius. However, this relationship between Black Intellectual Genius and Eurological fame and wealth is by no means isolated to song and dance. I am sure if we look deeper into the eleven secret herbs and spices of Kentucky Fried Chicken we would find the key ingredient being a Black woman, one learned in the traditions of African culinary skills. The Black Story is rich with contributions to Eurological studies and technology. Only a casual glance back in time reveals a small sampling of inventions and their Black Inventors:
Air Conditioner Unit / Frederick Jones: 1949 Automatic Gear Shift / Richard Spikes: 1932 Bicycle Frame / L.R. Johnson: 1899 Cellular Phone / Henry T. Sampson: 1971 Door Knob / O. Dorsey: 1878 Elevator / Alexander Mill: 1867 Traffic Light / Garrett Morgan: 1923 Gas Mask / Garrett Morgan: 1914 Horse Shoe / J. Ricks: 1885 Lawn Mower / L.A. Burr: 1889 Mailbox / Paul L. Dowing: 1891 Refrigerator / J. Standard: 1891 Spark plug / Edmond Berger: 1839 Ironing Board / Sarah Boone: 1892 Negro History/Dr. Carter G. Woodson 1915
Europeans not only exploited Black African for their labor and material resources, but also have spent a lifetime portraying Black Scholars as having made no significant contributions to eurological studies and to humankind. All the while, the Eurological scholars were stealing our ideas and culture. Remember, it was Black Africans who taught Europeans how to grow rice and managed most agricultural development in the western hemisphere while being held in captivity. For centuries Europeans, now on both sides of the Atlantic, have been stealing and continue to steal ideas from Black African People on the continent and in the underdeveloped colonies, plantations and ghettoes of the Black Diaspora, which have been our home, our existence and our oppression.
Blacologically, as we turn our attention from the eurological religion to the autonomous Intellectual Genius and Creativity of Black people we see the current conditions as the outcome and sum total of Europeans greatest crime against humanity, “the Trans-Atlantic Slave Trade”, the only issue today of any merit is “They Owe Us…” Blacologically, we want the end to the marginalization of Black Scholars and their Creative Genius in the Black African Culture and Institutions of higher learning by the perpetration of Eurological Studies as the only curriculum and superior thinking.
4 www.millionsforreparations.com/resources.html
371
According to the eurological scholars magazine, 5“Black Studies, A Catalog of Selected Doctoral Dissertation Research from 189re-195re (1979–1984),” there were 1,744 master theses and dissertation published” in this 5 year period. To estimate over a 25 year period with five different periods with each period being a total of 1,744 Now multiply 1744 x 5 = 8,720 (in just one 25 years period) these master theses and dissertation were completed by Black Scholars. Let us keep in mind we are talking about 1 field of studies and that being Black Studies.
Black Scholars in the United States have been conducting Intellectual research and study from 0075re-216re (1864 to 2005) a period of 141 years. Now divide the 25 year period into 141 years = 5.64 times. Less do the math for 141 years. Lets take one 25 of 8,720 researches completed x 5.64 periods of 25 years in 141years. Less do the math 8,720 x 5.64 = 491,808 estimated master theses and dissertation were completed by Black Scholars in the United States in the eurological studies from 0075re-216re (1864 to 2005) a period of 141 years in 1 field of study only.
Viable Market of Black Scholars There is viable market of Black Scholars to meet the supply and demand for a Intellectual Cultural Science of Blacology (NCZB) in the United States that goes back prior to emancipation, that also includes Graduates, undergraduates, High Schools, Junior High School or elementary schools, what this indicates is that the opportunity for Blacology is there in the schools and Black community.
An estimate of the Black market at the HBCU there are 117 institutions with Black student population of an average estimate of 500 conducting research in every eurological field from 099re to 216re (1888 to 2005) = 117 years. Less do the math 117inst. x 500pop. = 58,500 in 1 year as eurological research (er) being conducted by Black Scholars. None of which are Blacological Studies. Now multiply 58,500er x 117yr = 6,844,500 Black Scholars conducting research in 1 eurological study in 117 years. Keep in mind we only used a population of 500 and 1 eurological study.
6,844,500 Black Scholars @HBCU in 117yr. X $1800 annually for 2 classes Total: e$12,320,100 in 1 eurological field of study only So the market is 5 or 10 times as large and the numbers escalate even higher. Now less multiply an economic figure of $900.oo per class, with 2 semesters annually equals $1,800.00 to determine the estimated economic contribution to 1 eurological study at the HBCU you would multiply pop.@500 X $1800.00 = $900,000.00 per HBCU. To get a estimated total composite of contributions of the 117 HBCU to eurological studies industry you would multiply $900,000.00 X 117 = e105,300,00. Here we are only talking about cost to take 2 classes, not book, buildings, utilities, food, salaries, and other expenses. The economic contribution is 3 to 4 times this amount.
5 A Dissertation Information Service, University Microfilms International, 300 N. Zeeb Road, Ann Arbor, MI 48106 313- 761-4700, 1800-521-3042.
372 Black Scholars Contributed to Eurological Studies
According to the 1998-2000 6Howard University Bulletin for Graduates, for more than 131 years Black Scholars contributed to Eurological Studies at HBCUs in more than 122 specialized subjects with doctorates in more than 26 areas totaling 148 Concentrations such as the following:
7Abbreviations: M = Masters Degree; D = Doctorate Degree; O = Other () = Area of Specialization
Areas of Concentration: (Optics) Agribusiness Management - M Environmental Planning - M Animal Science - M Housing and Community Development - M Food Science - M,D Transportation Planning - M Home Economics - M Economics - M Plan & International Economic Biology - M Development - M (Ecology & Systematics) Plant and Soil Science - M,D (Entomology) Urban and Regional Planning - M (Microbiotics) Urban Studies - M (Physiology) Business Administration Computer Science - M Physics - M,D (Trade and Industrial Education) Sociology and Anthropology - M,D Physics and Astronomy - M,D Spanish - M Physiology and Biophysics – D Systems and Computer Science - M Zoology -M,D Philosophy – M Psychology - M,D Physical Education, Recreation – M Romance Language - M (Social Science) Political Science - M,D
(Materials Science) - M (Marketing) (Accounting) (Economics) (Finance) (Human Resource Management) (International Business) (Logistics) (Management) (Management Information Systems)
6 Howard University, Graduate Programs 1998-2000, 2225 Georgia Avenue NW, Washington, DC 20059 7 http://www.blackcollegesearch.com/
373
Educational Administration - M,O (Supervision) Education - M,O (Elementary - Early Childhood Principalship) (Early Childhood & Elementary (Middle School Principalship) Education) (High School Principalship) (Middle School Education) (Superintendency) (Special) (Elementary Supervision) (Secondary) (Middle School Supervision) Art Education - M (High School Supervision) Health & Physical Education - M (Reading Supervision) Elementary & Secondary School (Food & Nutrition) Counseling - M Special Education - M Psychometry - M,O (Emotional Conflict) Clinical Psychology - M,O (Learning Disabilities) (Gerontology) (Mental Retardation) (Alcoholism) (Mild Learning Handicaps) Counseling Psychology - M (Speech - Language Pathology) (Gerontology) Industrial Technology – M (Alcoholism) Anatomy - M,D (Rehabilitation Counseling) Anthropology - Art - M Personnel Administration Psychology - M Chemistry - M,D Secondary Education - M,O Botany - M (Agribusiness Education) Chemical Engineering - M (Mathematics) Civil Engineering - M (Biology Education) Communication Sciences and Disorders - (Business Education) M,D (Chemistry) Economics - M,D (English) Education - M,D (General Science) Electrical Engineering - M (Home Economics Education) English - M,D (Industrial Arts Education) French - M,D (Language Arts) Genetics & Human Genetics - M,D (Physics) History - M,D (Reading) Human Communication Studies - M,D
Human Ecology - M,D
Human Nutrition & Food - M,D
Human Development - M,D
Mathematics - M,D
Mechanical Engineering - M,D
Microbiology - M,D
Pharmaceutical Science - D
Pharmacology - D
To add these figures of eurological Areas of Concentration to the above figures of the HBCU Black Population would break your calculator. Let us do the math add 122 + 26 = 148. Now Multiply 148 subjects x $1800 per annually for 1year = $266,400. Now multiply $266,400 x 131years = $34,898,400.00.
374 Estimated Black Scholars Contributions to Eurological Studies:
Areas of Concentration (subjects): 148 annually Cost per Class: $900.00 Population: 8,248,500 HBCU: 117
Estimated master theses and dissertations: 491,808, from 1864 to 2005 = 141 years To find the economic value of Black Scholars Contributions you would multiply: cost x population (i.e. $900.00 x 8,248,500 = $74,236,500,000). There is the continued steering and exploitation of HBCU for the career opportunities of Black Scholars who graduate from predominately white institutions of higher education in eurological studies. This is a practice of Institutional Racism (IR), which is based on the premise that white scholars are superior and Black Scholars are inferior, which insinuates also that those Black Scholars who attend white institutions are better than those who attend HBCU.
The manifestation of this belief is that Black African Scholars who graduate from HBCU are underestimated, marginalized, and devalued.8 This is a good example of the monopoly of Eurological studies Entrepreneurialship in the commerce of Intellectual Studies. Blacology is a solution this problem in Black African Culture. To implement Blacology into the HBCU will provide careers, jobs and Intellectual Entrepreneurialship. To add Blacology to the curriculums of HBCU as a Intellectual field of study would provide at the least 4 position within each Blacology Department. Four Blacology Careers x 117 HBCU = 468 new careers for Black Scholars of HBCU who study in Blacology. A Blacology Department in every HBCU will also create a new field for Black Scholars and Black youth to major in and Educate Black people of the redemption, Advancement of Black people and the redevelopment of Black African Culture.
8 Madison, Joe. (Black Eagle) Talk Show, Cultural Conditioning, WOL 1450 AM and 160XM of Radio One Network, Lanham, Md. http://www.WOLNEWSTALK.COM or http://www.joemadison.com/homeindex.html
375 VI. Table 2.5 STATES with 9HBCU Teaching Eurological Studies:
There are 23 states in which Black Scholars founded Historical Black Colleges and Universities(HBCU). These HBCU are filled to the brim with eurological studies. There is no Blacological Intellectual Cultural Science and Studies that are own, founded, produced, and perpetuated by Black Scholars in these institutions. With the exception of one Howard University African Studies innovative Diaspora Studies with the Introduction of Blacology A Intellectual Cultural Science is under study and research by Professor W. Cross Blacologist and PhD Candidate whose present Dissertation Proposal is entitled, Blacology 173 – 217re (1962 – 2005): A Case Study on the Evolution of Black African Intellectual Cultural Science in the Diaspora of the United States.
1. Alabama 12. Mississippi 19. Tennessee 2. Arkansas 13. Missouri 20. Texas 3. California 14. North Carolina 21. Virginia 4. Delaware 15. Ohio 22. Washington, DC 5. Florida 16. Oklahoma 23.West Virginia 6. Georgia 17. Pennsylvania 7. Illinois 18.South Carolina 8. Kentucky 9. Louisiana 10. Maryland 11. Michigan
Map of HBCU locations
9 http://www.edonline.com/cq/hbcu/
376
Table 2.6 10Historically Black Colleges & Universities teaching Eurological Studies with no Blacological Studies the number is 109. That means opportunity for Blacology.
1. Alabama A&M University 2. Alabama State University 3. Albany State University 4. Alcorn State University 5. Allen University 6. Arkansas Baptist College 7. Barber-Scotia College 8. Benedict College 9. Bennett College 10. Bethune-Cookman College 11. Bishop State Community College, Main Campus 12. Bishop State Community College, Carver Campus...unlinked 13. Bluefield State College 14. Bowie State University 15. Central State University 16. Charles R. Drew University of Medicine and Science 17. Cheyney University of Pennsylvania 18. Chicago State University 19. Claflin University 20. Clark Atlanta University 21. Clinton Junior College 22. Coahoma Community College 23. Concordia College 24. Coppin State College 25. Delaware State University 26. Denmark Technical College 27. Dillard University 28. Edward Waters College 29. Elizabeth City State University 30. Fayetteville State University 31. Fisk University 32. Florida A&M University 33. Florida Memorial College 34. Fort Valley State University 35. Fredd State Technical College...unlinked 36. Grambling State University 37. Hampton University 38. Harris-Stowe State College 39. Hinds Community College
10 Last Modified 05.16.2004 09:17:03 pm EST, Copyright ©1996 Pope & Associates, Inc., All rights reserved http://www.smart.net/%7epope/hbcu/hbculist.htm
377 40. Howard University 41. Huston-Tillotson College 42. Interdenominational Theological Center 43. J.F. Drake State Technical College 44. Jackson State University 45. Jarvis Christian College 46. Johnson C. Smith University 47. Kentucky State University 48. Knoxville College 49. Lane College 50. Langston University 51. Lawson State Community College 52. LeMoyne-Owen College 53. Lewis College of Business 54. Lincoln University, MO 55. Lincoln University, PA 56. Livingstone College 57. Mary Holmes College 58. Medgar Evers College 59. Meharry Medical College 60. Miles College 61. Mississippi Valley State University 62. Morehouse College 63. Morehouse School of Medicine 64. Morgan State University 65. Morris Brown College 66. Morris College 67. Norfolk State University 68. North Carolina A&T University 69. North Carolina Central University 70. Oakwood College 71. Paine College
72. Paul Quinn College 73. Philander Smith College 74. Prairie View A&M University 75. Rust College 76. Savannah State University 77. Selma University...unlinked 78. Shaw University 79. Shelton State Community College 80. Shorter College 81. South Carolina State University 82. Southern University A&M College 83. Southern University at New Orleans 84. Southern University at Shreveport 85. Southwestern Christian College
378 86. Spelman College 87. St. Augustine's College 88. St. Paul's College 89. St. Philip's College 90. Stillman College 91. Talladega College 92. Tennessee State University 93. Texas College 94. Texas Southern University 95. Tougaloo College 96. Trenholm State Technical College 97. Tuskegee University 98. University of Arkansas at Pine Bluff 99. University of Maryland Eastern Shore 100. U. of the District of Columbia 101. U. Virgin Islands 102. Virginia State University 103. Virginia Union University 104. Voorhees College 105. West Virginia State University 106. Wilberforce University 107. Wiley College 108. Winston-Salem State University 109. Xavier University 110. HBCUs are a source of accomplishment and great pride for the Black people and Black African Culture as well as the entire BlacWorld. The Higher Education Act of 1965, as amended, defines an HBCU as: "...any Historically Black College or University that was established prior to 1964, whose principal mission was, and is, the education of Black people, and that is accredited by a nationally recognized accrediting agency or association determined by the Secretary [of Education] to be a reliable authority as to the quality of training offered or is, according to such an agency or association, making reasonable progress toward accreditation."
379 Table 2.711Leading Institutions for Black Scholars Receiving Eurological Doctorates 1983-1987
Ranked by Ranked by Number of Black Doctorates 1983 Number of Black Doctorates 1987 ______Total Black PhDs Total Black PhDs Institution PhDs' # % Institution PhDs' # % ______
1. Howard Univ. 271 216 79.7 7. Atlanta Univ. 143 131 91.6 2. U of Michigan 2,622 173 66 11. Meharry Med College 15 13 86.7 3. Ohio St. Univ. 2,533 168 6.6 12. Howard Univ. 271 216 79.7 4. U of Pittsburgh -L 1,869 162 8.7 13. Texas Southern U 67 48 71.6 5. Michigan St. Univ. 1,914 137 7.2 14. Pepperdine Univ. 118 28 23.7 6. Columbia Teachers 1,073 136 12.7 15. Union Theol Sem 34 6 17.6 7. Atlanta Univ. 143 131 91.6 16. Indiana U of Pa 56 9 16.1 8. U of Maryland 1,787 122 6.8 17. South Dakota St. U 31 5 16.1 9. Geo Washington U 800 119 14.9 18. Andrews Univ. 94 15 16.0 10. Nova Univ. 871 119 13.7 19. Geo Washington U 800 119 14.9
Eurological Science Doctorates awarded to Black Scholars: 1876 to 1969
1866 First Ph.D. granted by a university Yale University, New Haven, Connecticut 1876 First Ph.D. awarded to BlacZcholar -- Yale University. Edward Alexander Bouchet Ph.D. Physics First Black Scholar Member of Phi Beta Kappa 1889 Second Ph.D. granted A.O. Coffin 1876 - 1943 119 Science Ph.D.s awarded to Black Scholars In comparison, 1876 - 1943 3000+ Doctorates awarded to Black Scholars (Education and Psychology) 1876 - 1930 13 Science Doctorates to Black Scholars Ph.D.s in scientific fields: Biological, Medicinal, Physical, Pharmaceutical, Agricultural. Breakdown of Science Ph.D.s to Black Scholars: 1876 - 1969 252 Biosciences 186 Chemistry 94 Physical Sciences 38 Agricultural Sciences 17 Pharmaceutical Sciences
11 Source: Summary Report 1987: Doctorate Recipients from United Stales Universities. National Research Council
380 587 Science Ph.D.s awarded to Black Scholars 529 Men 90% 58 Women 10%
Table 2.8 12African-American Studies Programs in the United States founded by Eurological institutions and scholars.
1. Amherst College, Bachelor of Arts Degree in Black Studies 2. California State University - Los Angeles, BA Degree in Afro-American Studies 3. Clark Atlanta University, MA-African & AA Studies, Africana Women's Studies 4. Colby College, African-American Studies 5. Columbia University, MA in AAS 6. Cornell University, Master of Professional Studies in African and AAS 7. Duke University, Graduate Certification in Diaspora and Gender Studies 8. Florida International University, MA African New World Studies 9. Georgetown University, African Studies Certificate 10. Harvard University, PhD in African American Studies 11. Howard University, BA in A-A Studies and MA, PhD African Studies 12. Indiana University, BA, MA, and Ph.D. minor in Afro-American Studies 13. Indiana University, BA, MA, Ph.D. & Ph.D minor in Latin Amer. & Caribbean Studies 14. Indiana University, MA-Latin American & Caribbean Studies & MA in Library Science 15. Morehouse College, BA-in A-American Studies (minor concentration available) 16. Morgan State University, Master of Arts in African-American Studies 17. North Carolina A&T State University, MA African American Literature 18. Ohio State University, MA African and African American Studies 19. Princeton University 20. SUNY - Albany, MA Africana Studies 21. Temple University, MA and PhD in Africana Studies 22. The University of Texas at Austin, MA in African Diaspora Studies 23. U Mass - Amherst , Ph.D in Black Studies 24. UC - Berkeley , Ph.D African Diaspora studies 25. UC Berkeley: African-American Studies Department 26. UCLA , MA in AAS 27. UCLA: Center for African-American Studies 28. UNC - Chapel Hill , Ph.D African American Literature 29. University of California, Santa Barbara, BA in the Department of Black Studies 30. University of Georgia 31. University of Iowa, MA African American Studies 32. University of Maryland at College Park , BA/MA in AASP and Public Management
12 Please address any comments or questions to: Jean Washington, Program Manager at [email protected] Last updated:03/05/02
381 33. University of Nebraska at Omaha, BA, Black Studies & Black Studies graduate minor 34. University of Pennsylvania 35. University of Texas at Austin: Center for African and African-American Studies 36. University of Virginia, 2 year pre-doc and 1 year post-doc 37. University of Wisconsin at Madison, MA program 38. Xavier University, Master of Theology in Black Catholic Theology 39. Yale University, MA and Ph.
Table 2.9 HBCUs With Advanced Degree Programs In Eurological Studies
1. Alabama A&M University 2. Alabama State University 3. Albany State College 4. Alcorn State University 5. Bowie State University -EDD 6. Cheyney State University 7. Clark Atlanta University – PH.D., MD 8. Coppin State College 9. Delaware State University 10. Fayetteville State University - EDD 11. Fisk University 12. Florida A&M University – PH.D. 13. Fort Valley State College 14. Grambling State University - EDD 15. Hampton University - PH.D. 16. Howard University - PH.D.,EDD,MD 17. Interdenominational Theological Center - DD 18. Jackson State University - PH.D. 19. Kentucky State University 20. Lincoln University, MO 21. Lincoln University, PA 22. Livingstone College 23. Meharry Medical College – MD 24. Mississippi Valley State University 25. Morehouse School of Medicine – MD 26. Morgan State University – PH.D., EDD 27. Norfolk State University 28. North Carolina A&T State University – PH.D.
382 29. North Carolina Central University – Law-D 30. Prairie View A&M University - EDD 31. Savannah State College 32. South Carolina State University - EDD 33. Southern University & A&M College 34. Tennessee State University – EDD,PH.D. 35. Texas Southern University – EDD,PH.D. 36. Tuskegee University 37. University of the District of Columbia - EDD? 38. University of Maryland Eastern Shore – PH.D. 39. University of the Virgin Islands 40. Virginia State University 41. Xavier University
*There are 20 HBCU with Ph.D., EDD, DD and MD programs and a total of 41 advance degree programs of Masters degrees and above, all in eurological studies in the United States.
These three scales above shows that Black Scholar have acquired the maximum of degree potential of eurological studies at historically white institutions and developed advanced degrees in eurological studies at HBCU since the laws were past in the to give Black people the right to get a eurological education 59 years before Haitian Revolution (in the 1800s). This scales also illustrates that there is no longer a need for Black Scholars to go the white institution to achieve advance degrees and this scale also suggest that Black Scholars are more than capable of producing advance degrees in Blacological Studies and eurological studies at HBCU. This scale is evidence that Black Scholar is more than ready to develop research and study of their autonomous Intellectual Cultural Science and Studies. This scale shows that the HBCU lead in the % of Black Scholars completing advance degree. It also shows the number of HBCU that has advance degrees in eurological studies. This is attributed to the cultural environmental factors Black people are better prepare, well condition and nurtured when they are in their autonomous settings. This scale also suggests that the evolution of the Intellectual Entrepreneurialship of Black Scholars in the Black market is highly possible and viable for Blacology.
Table 2.10 The Pay Gap Between HBCUs And White Institutions is a case for Inellectual Reciprocity And Reparation
Attention Black Scholars,
This table reflect the reason why there needs to be privatization of Intellectual Entrepreneurialship for Black Scholars. Black Scholars need to have control over their Intellectual commerce. This table reflect the need for Blacology as a Intellectual Cultural Science to break up the monopoly eurological studies and salaries disparities. Look at the enormous gap in monetary compensation for many of those teaching at the HBCU as compare to those teaching at the Traditionally White Institutions (TWI's). Unfortunately, in many cases, these respective institutions are within the same university statewide system. To many, "All Things Being Equal" Suffice it is to say, just review this data for yourself which reads as follows:
383
LOUISIANA Associate Assistant Institution name Category Professor Professor Professor Instructor Centenary C of Louisiana (La.) IIB 63.7 52.5 43.7 -- Grambling State U (La.) IIA 58.4 49.9 43.0 33.8 Louisiana C (La.) IIB 48.4 43.7 38.1 33.2 Louisiana State U Health Sciences I 86.5 66.4 55.0 47.3 Center (La.) Louisiana State U, Baton Rouge (La.) I 92.8 67.1 59.9 37.4 Louisiana State U, Eunice (La.) III 56.8 46.1 38.5 33.4 Louisiana State U, Shreveport (La.) IIA 58.1 51.6 48.4 34.1 Louisiana Tech U (La.) I 67.9 60.3 51.1 31.5 Loyola U New Orleans (La.) IIA 92.5 64.4 52.1 39.0 McNeese State U (La.) IIA 66.4 52.4 43.7 36.6 Nicholls State U (La.) IIB 65.4 51.9 43.8 33.0 Northwestern State U (La.) IIA 68.3 56.0 44.5 34.5 Nunez CC (La.) III -- 45.3 38.5 33.5 Southeastern Louisiana U (La.) IIA 68.6 58.7 47.9 37.7 Southern U, Baton Rouge (La.) IIA 65.8 53.6 46.5 35.3 NORTH CAROLINA Associate Assistant Institution name Category Professor Professor Professor Instructor U of North Carolina, Chapel Hill (N.C.) I 112.7 77.2 65.8 106.5 U of North Carolina, Charlotte (N.C.) IIA 89.0 65.7 57.1 U of North Carolina, Greensboro (N.C.) I 86.4 63.2 54.8 46.9 U of North Carolina, Pembroke (N.C.) IIA 77.0 56.8 49.6 48.3 U of North Carolina, Wilmington (N.C.) IIA 75.3 60.6 52.0 -- Wake Forest U (N.C.) IIA 102.9 75.5 55.2 39.3 Warren Wilson C (N.C.) IIB 57.5 47.5 41.2 Western Carolina U (N.C.) IIA 72.2 58.4 52.0 Wingate U (N.C.) IIB 53.2 46.4 46.6 34.1 Winston-Salem State U (N.C.) IIB 68.7 57.9 56.8 46.7
FLORIDA Associate Assistant Institution name Category Professor Professor Professor Instructor Barry U (Fla.) IIA 73.8 59.4 51.0 38.9 Bethune-Cookman C (Fla.) IIB 59.8 50.3 45.8 37.7 Eckerd C (Fla.) IIB 66.9 52.5 45.8 Embry-Riddle Aeronautical U (Fla.) IIA 77.6 61.8 50.8 32.0 Florida A&M U (Fla.) IIA 76.5 63.2 56.8 43.1 Florida Atlantic U (Fla.) I 85.1 61.6 55.6 39.9 Florida Gulf Coast U (Fla.) IIA 76.6 61.3 49.2 38.4 Florida Inst of Technology (Fla.) I 80.4 59.1 54.1 32.1
384 Florida International U (Fla.) I 86.5 64.3 58.9 48.2 Florida Southern C (Fla.) IIB 61.4 50.7 44.6 Florida State U (Fla.) I 88.4 62.4 58.0 24.1 Hillsborough CC (Fla.) III 61.7 55.6 48.3 42.4 Jacksonville U (Fla.) IIA 67.0 53.5 45.5 Miami Dade C (Fla.) III 68.1 55.2 46.9 40.6 New C of Florida (Fla.) IIB 75.6 59.3 45.9 -- MISSISSIPPI Associate Assistant Institution name Category Professor Professor Professor Instructor Alcorn State U (Miss.) IIB 58.9 52.7 46.3 32.5 Millsaps C (Miss.) IIB 73.2 54.3 46.8 35.1 Mississippi C (Miss.) IIA 63.5 52.4 44.3 33.3 Mississippi State U (Miss.) I 79.3 62.3 52.7 35.8 Mississippi U for Women (Miss.) IIB 52.3 46.4 40.5 38.9 Mississippi Valley State U (Miss.) IIB 54.5 50.7 44.4 37.7 U of Mississippi (Miss.) I 83.2 65.1 54.5 32.7 U of Southern Mississippi (Miss.) I 74.8 57.8 50.4 38.4
Table 2.11 Milestones For Black Scholars in the evolution of Intellectual Development in Eurological Studies in the United States
Eurological Studies is a monopoly in the United States Education System. It is such an in grained entity that every school is inherently eurological and this does not allow for the development and implementation of any autonomous Blacological Intellectual Cultural Science or studies. The atmosphere and attitude is such it is only the eurological vision of the world that has been acceptable in the United States Education System. It is assumed promoted, perpetuated, and demanded that Black people use their Intellectual abilities to be eurological. This has created an environment of fear. This is in violation of human rights, civil rights, and affirmative action laws. Even still Black Scholars have contributed much to the fields of eurological studies with significant milestones that prove that intellectually it is proper and fitting that the time has come for reciprocity, and reparations in the form of Intellectual Entrepreneurial Ship in the educational commerce of the United States. This scale shows that the Black Scholars have pay their dues and contributed much in 168 years from 1837 to 2005.
A. Milestones for Black Scholars in Eurological Studies:
1837 Institute for Colored Youth founded by Richard Humphreys; later became Cheyney University. (In eurological Studies) 1854
385 Ashmun Institute, the first school of higher learning for young BlacMen, founded by John Miller Dickey and his wife, Sarah Emlen Cresson; later (1866) renamed Lincoln University (Pa.) after President Abraham Lincoln. (In eurological Studies)
1856 Wilberforce University, the first Black School of higher learning owned and operated by Black Scholars, founded by the African Methodist Episcopal Church. Its president, Daniel A. Payne, became the first Black Scholars to be a HBCU President in the United States. (In eurological Studies) 1869 Howard University's Law School becomes the country's first Black Law School founded by Black Scholars at a HBCU by Dr. Charles Hamilton Houston. (In eurological Studies)
1876 Meharry Medical College, the first Black Medical School in the U.S., founded by the efforts of Black Scholars and the Freedman's Aid Society of the Methodist Episcopal Church. (In eurological Studies) 1881 Spelman College, the first college for BlacWomen in the U.S., founded by Black Scholars Sophia B. Packard and Harriet E. Giles. (In eurological Studies) 1922 BlacZcholar by the name of William Leo Hansberry teaches the first course in African civilization at an American university, while at Howard University. (In eurological Studies) 1944 Frederick Douglass Patterson a BlacZcholar establishes the United Negro College Fund to help support HBCUs and Black students. (In eurological Studies) 1954 In the landmark case Brown v. Board of Education of Topeka, Kans., the Supreme Court rules unanimously that segregation in public schools is unconstitutional this case was also engineered by the collective efforts of Black Scholars. (In eurological Studies) 1957 Black Scholars in the Civil Rights Movement partitioned for President Dwight D. Eisenhower sends federal troops to ensure integration of the all-white Central High School in Little Rock, Ark. The Little Rock Nine were the first Black students to attend the school. (In eurological Studies) 1960 Black Scholars as students form the Student Nonviolent Coordinating Committee (SNCC), dedicated to working against segregation and discrimination. (In eurological Studies) 1962 James Meredith a BlacZcholar is the first BlacStudent to enroll at the University of Mississippi; on the day he enters the university, he is escorted by U.S. marshals. (In eurological Studies) 1963 Despite Governor George Wallace physically blocking their way, Black Scholars Vivian Malone and James Hood register for classes at the University of Alabama. (In eurological Studies)
386 1968 Because of the Self-Determination of Black Scholars and their protest for Black Studies, San Francisco State University becomes the first four-year college to establish a Black Studies Department headed by a BlacZcholar Dr. Nathan Hare PhD. (In eurological Studies) 1969 Because of the uncompromising struggle and preparation of the Black Scholars, The Ford Foundation gives $1 million to Morgan State University, Howard University, and Yale University to help prepare faculty members to teach courses in African American studies. (In eurological Studies) 2003 Because of the collective effort Black Scholars made in their presentation of this case Grutter v. Bollinger, the Supreme Court (5-4) upholds the University of Michigan Law School's affirmative action policy, ruling that race can be one of many factors considered by colleges when selecting their students because it furthers “a compelling interest in obtaining the educational benefits that flow from a diverse student body.” This ruling is essential to the implementation of Blacology as Intellectual Cultural Science in to Public, Private and charter School and HBCUs. In the last ruling it states that in order to implement affirmative action, you must be able to count. If you cannot count you are in violation of the affirmative action guidelines. It is in this land mark decision that Blacology is Applicable. You cannot count one Blacological Intellectual Cultural Science in the Educational Commerce or the United States Education System that is owned, founded, operated, perpetuated and produced by Black Scholars in the 168 years from 1837 to 2005. A Cultural Science that will provide an economic foundation of jobs careers, and Intellectual Entrepreneurialship for the Black people who inherit Black African Culture. This places the United States Education System in violation of the 2003 affirmative Action Policy. This includes colleges and universities as well there is no University of Black African Culture in the entire United States. This does not allow for the continued perpetuation of Black African Culture to exist in the eurological monopoly of education.
Table 2.12 Black Radio Formats: Market for Intellectual Science Development
At Blacology Research and Development Institute we recognize that there is a correlation between Black Radio Formats and Blacology in the Black cultural Market. Blacological Research has revealed that promoting Cultural Science Education or Blacology primarily targeting Black African People in the urban, suburban, and rural areas where Black Radio Formats has experienced significant growth potential is an avenue for the access of Cultural knowledge because of the following trends:
Rapid Black population Growth in urban, suburban, and rural areas is asset for the increase in the supply and demand for Black African Cultural Studies or Blacology. The more Black people know about themselves, the more the need to seek their Autonomous Cultural knowledge. From 1990 to 2000, the Black population increased from approximately 30.0 million to 36.4 million, a 21.3% increase, Furthermore, the Black population is expected to increase to approximately 40.0 mi1lion by 2010, a 9.9% increase from 2000. (Source: U.S. Census Bureau, Statistical Abstract of the United
387 States: 2001).
Higher Black Scholars Income Growth signifies the greater potential for the growth in the ability to provide an increased study, information and research on meeting the need of Intellectual Cultural Science or Studies on Black African Culture. The economic status of Black people improved at an above-average rate over the past two decades. The per capita income of African-Americans increased 59.0% between 1980 and 2000. (Source: "The U.S. African-American Market," Market Research.com). Black African buying power was estimated at $572.1 billion for 2001, up 85.9% from 1990 note this only those Black people born in the United States not the entire extended Black African Culture. In 2001, this specific Black population accounted for 8.1 % of the nation's total buying power, up from 7.4% in 1990. (Source: "Buying Power at the Beginning of a New Century: Projections for 2000 and 2001," Dr. Jeffrey M. Humphreys). But Blacology is interested in the total sum of all Black people in the United States both those decided to migrate and those that were abducted by the system enslavement.
Growth in Advertising Targeting the Intellectual Market has increased the supply and demand in the trend for more information on Black African Culture. The Black Culture is considered an emerging growth market within the mature domestic market. It is estimated that major national advertisers spent $1.6 billion on advertising that targets Black African consumers in 2001, up from $803 million in 1993. (Source: Target Market News, 2001).
Growing Influence of Black Scholars in the United States is due to the development of the Innovative Authentic Monolithic Intellectual Creative Genius (IAMNCG) of Black African People. The influence of Black African Culture in the areas of music (for example, hip-hop, rap, reggae, soul, blues, jazz, and funk music), film, fashion, sports and urban-oriented television shows and networks are being challenge to produce more relevant and inclusive programming on Black Culture.
Growing Popularity of Radio Formats Primarily Targeting Black people are promoting Black Scholarship with recent trends in research and study challenging the mis-education of Black people. We believe that urban programming has been expanded to target Black African urban listener base and has become more popular with listeners and advertisers over the past ten years. The number of urban radio stations has increased from 450 in 1994 to 672 in 2001, or by 49.3%. (Source: The M Street Corp., Format Trends from 1992 to 2001, Counts as of June 2001.)
Concentrated Presence of Black people in Urban Markets is a clear example of the need for Black African Intellectual Cultural Science Education. In 2001, approximately 71.1 % of the Black population was located in the top 60 Black cultural markets. (Source: BIA 2002 First Edition).
Strong Black Scholar Listenership and Loyalty is provided to radio-talk formats that bring Black Scholarship to inform and educate Black people, is an example of the consciousness of the need for Black leadership in the promotion of Black African Culture in the urban, suburban, and rural areas . In 2001, Black people, age 12 and older, spent 24.0 hours per week listening to radio. (Source: Arbitron 2001 Black Radio Today and Arbitron 2001 Radio Today, 2002). Black Scholar radio listeners exhibit greater loyalty to radio stations that target the Black people because those radio stations become a valuable source of entertainment and information responsive to their Black cultural interests and lifestyles.
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WOL1450AM Radio Station a branch of Radio One Corporation has Provided us with a map of the 62 radio markets that service the Black African market in North America. This is a growing trend in the evolution of Black African Cultural phenomena. Wherever you find a major Black population you will find radio programming that addresses the need of this cultural autonomy. This need may be serviced through the Education of Intellectual Cultural Science. This is the avenue upon which BRDI is targeting to service the need of Black people, the need of Cultural Autonomy. Let us take a look at the Radio One Map and the Black African Market growth potential.
Map of Black Radio of Market Formats
13 WOL1450AM Radio Station a branch of Radio One Corporation has Provided us with a map of the 62 radio markets that service the Black African market in North America. This is a growing trend in the evolution of Black African Cultural phenomena. Wherever you find a major Black population you will find radio programming that addresses the need of this cultural autonomy. This
13 www.Radio-one.com/washingtondc.htm
389 need may be serviced through the Education of Intellectual Cultural Science. This is the avenue upon which BRDI is targeting to service the need of Black people, the need of Cultural Autonomy. Let us take a look at the Radio One Map and the Black African Market growth potential.
Table 2.13 Black Middle Class
Despite its evident academic acquisition of Black Scholars in eurological studies in United States, much of this Intellectual Class is in pain. Blacologically, the reason, is that white America has broken its “covenant” with Black Scholars. The mandate by eurological scholars, to work hard, get a good education and play by the rules will allow you to advance and achieve to the limits of your ability” in the Euro-American corporate industries has never been fully achieved by Black Scholars.
For many Black Scholars, the “pain” is felt most keenly in the workplace, where they say their race is still a factor in hiring and promotion. “White supremacy/racism still exists, even if it's overt or covert,” says Black Scholars. Black Scholars of race relations echo such sentiments, arguing that
390 while some non-black owned businesses -- especially large corporations -- have become more open to Black Scholars, racism is still a big problem. “It's still an obstacle. It just takes a more subtle form,” for Black Scholars who are professors of Euorological studies at universities in the United States this common knowledge.
Since 1960 the number of Black Scholars living in suburban areas has more than doubled. Today roughly 32 percent of all Black people live in the suburbs. In some areas, Black people comprise the majority of population in the suburbs. In Prince George's County, MD., outside Washington, is now 62 percent Black people.
For the Black Middle Class, real-estate steering and gentrification is a constant element that send Black people to the suburbs. Some Black Scholars view this exodus with dread and call for intellectuals to move back to the urban areas where they grew up. Integration has resulted in a depletion of Intellectual Resources from the Black Culture that affects the qualifications for institution building. Blacologically, we must educate Black people on the need for their redemption and the redevelopment of Black African Culture in the public, private, charter schools and HBCU with Blacology. Affirmative action is still needed to give Black people a fighting chance of competing where the odds are still stacked against them, three decades after the successes of the civil rights movement.
You cannot undo in 30 years what White supremacy/racism done in 300 years. Black Scholars graduating from college and looking for work might not have either the financial resources or “connections” that their white counterparts may enjoy thanks to white privilege. Black people don't have those kinds of privileges, so they shouldn't feel apologetic if they use the legal means of affirmative action instead.
391
Black Scholars are still underrepresented, both as students in universities and in the Euro-American corporate industries. According to 1995 Department of Education statistics, only 44.9 percent of Black Scholars had attended college. As of 1994, 14.7 percent of BlacMen and 20.1 percent of BlacWomen held what would be considered managerial or professional jobs.
The disparity between the number of Black Scholars in higher education and executive-level jobs would be much higher if it were not for affirmative action. If you ended affirmative action, many of the people who run these businesses would not be hiring Black people. In the last 30 years Black Scholars have made progress in their quest to join business elite. The fact remains that until the civil rights movement, there were virtually no high-ranking Black Executives. At many of the nation's biggest corporations, Black Scholars are near the very top of the corporate totem pole. Black Scholars are achieving corporate positions that their parents never dreamed of reaching.
392
According to many Black Scholars, the fact that some intellectuals have managed to climb most of the way up the corporate ladder should not be taken as a sign that racism has been eliminated from the boardroom. For one thing, none of the big corporations has ever been run by intellectuals. “You'd think over the last 30 years someone would have made it to the top. Many Black Scholars cut their teeth in large corporations have gone on to start their own businesses. Some just want to go it alone. Others go into business for themselves, at least in part, because of the frustration they felt in largely white corporate America.
Table 2.1414U.S. Public Schools and Districts: Current BlacMarket Facts
2003 Total Expenditures ($ Per Student) 9,136 2004 Number of Students 49,125,641 2004 Number of Schools 105,105 2004 Number of School Districts 14,752 2004 Number of Elementary Schools 60,229 2004 Number of Middle Schools 16,431 2004 Number of High Schools 18,936 2004 Number of Charter Schools 3,301
14 http://www.schoolmatters.com
393
Enrollment of Racial/Ethnic 2004 2003 2002 2001 Groups White (%) 58.0 58.4 60.0 60.2
Black (%) 16.9 17.0 17.1 16.9
Asian/Pacific Islander (%) 4.4 4.2 4.2 4.1
Hispanic (%) 19.5 18.7 18.0 17.3
American Indian/Alaska Native 1.2 1.2 1.2 1.2 (%)
U. S. School BlacStudent Population Data
# of Schools: 95,615 School(s) # of Students: 47,965,364 Student(s) Student / Teacher Ratio: 14.4 Student(s) : 1 Teacher # of Black Students: 8,024,866 Student(s)
394
District of Columbia Public Schools & Districts
This State Enrollment of Racial/Ethnic Groups 2004 2003 2002 2001
White (%) n.a. 4.3 4.1 4.5
Black (%) n.a. 83.7 76.6 84.6
Asian/Pacific Islander (%) n.a. 1.6 1.5 1.6
Hispanic (%) n.a. 10.4 8.5 9.2
American Indian/Alaska n.a. 0.1 0.0 0.1 Native (%) Washington DC Black Student Data # of Schools: 203 School(s) # of Students: 76,014 Student(s) Student / Teacher Ratio: 0 Student(s) : 1 Teacher # of Black Students: 63,588 Student(s)
Chicago Public Schools (School District 299) Enrollment of Racial/Ethnic 2005 2004 2003 2002 2001 Groups
395 White (%) 8.8 9.1 9.3 9.6 n.a.
Black (%) 49.2 49.7 50.4 50.8 n.a.
Hispanic (%) 38.4 37.6 36.8 36.1 n.a.
Asian/Pacific Islander (%) 3.3 3.3 3.3 3.3 n.a.
American Indian/Alaska 0.2 0.2 0.2 0.2 n.a. Native (%) Multi-Racial (%) 0.0 n.a. n.a. n.a. n.a.
Chicago Schools Black Student Data # of Schools: 614 School(s) # of Students: 436,674 Student(s) Student / Teacher Ratio: 17.9 Student(s) : 1 Teacher Number of Black Students: 221,359 Student(s)
Dallas Independent School District
This District State County
Enrollment of Racial/Ethnic Groups 2005 2005 2005
White (%) 5.8 37.7 23.1
Black (%) 30.3 14.2 25.9
Hispanic (%) 62.6 44.7 46.4
Asian/Pacific Islander (%) 1.1 3.0 4.2
Dallas Black Student Data # of Schools: 301 School(s) # of Students: 203,205 Student(s) Student / Teacher Ratio: 14.4 Student(s) : 1 Teacher # of Black Students: 67,756 Student(s)
396
Maryland School Statistics # of Schools: 1,404 School(s) Prince George County Public Schools # of Students: 866,743 Student(s) Student / Teacher Ratio: 15 Student(s): 1 Teacher # of Black Students: 325,027 Student(s)
397
These Table shows that the Black market is in some of the largest urban districts and are making bigger gains than the majority of their fellow in-state districts because of the efforts of the Black Scholars achievement as administrators and teachers. These Tables should serve as a starting point for further investigation and dialogue about the positive qualities that urban districts share and exhibit also to give credit to the uncompromising spirit of the Black Scholars will to provide equality and opportunity for Black people. This data is evidence to say that in these Black markets now is the time to make the needed changes and efforts for the implementation of Intellectual Studies owned, founded, operated, produced by Black Scholars into these Black markets. This data also reflects that Intellectual Entrepreneurialship is an opportunity that can bring economic wealth in the U.S. Educational commerce for Black Scholars. These tables are also a reflection of the need for restitution, reciprocity, and reparation for the many year of contribution Black Scholars have made to the eurological studies industries with meager returns. This is a case of Intellectual segregation it is ok to study eurological studies but not Blacological Studies. This list of school district is evidence that now is the time to implement the Cultural Science of Blacology into the school districts with majority Black population. These districts represent a viable sustainable market for Blacology to be implemented as a Intellectual Cultural Science.
Table 2.15 BlacMarket: School Districts in Urban Areas
Table 2.15 is 26 of the Largest School Districts in Urban Areas that are majority 48 - 84% Black student Population with Black Scholars as Administrators and teachers. In these district there are no autonomous Intellectual Cultural Science or Studies in the curriculum of these public schools by Black Scholars. This database is evidence of the Black markets for which Blacology will service the need, supply, and demand for Intellectual Studies by Black Scholars.
1. New York City Public School District 2. Los Angeles Unified School District 3. Chicago Public School District 4. Dade County School District 5. Houston Independent School District 6. Philadelphia City School District 7. Hillsborough County School District 8. Detroit Public Schools School District 9. Dallas Independent School District 10. Baltimore City Public School District 11. San Diego Unified School District 12. Milwaukee Public Schools School District 13. Jefferson County Public School District 14. Austin Independent School District 15. Denver County School District 16. Orleans Parish School Board
398 17. Cleveland Municipal School District 18. Nashville-Davidson County School District 19. District of Columbia Public Schools 20. Boston Public School District 21. Charlotte-Mecklenburg School District 22. Atlanta City Public School District 23. Seattle School District 24. Minneapolis Public School District 25. Newark City Public School District 26. Prince George County Public School District
As Black Scholars face mounting challenges, including state and federal accountability measures, and budget pressures it is important to gain a better understanding of these complex issues and how they may contribute to Black students Intellectual development. Despite the many challenges of Black Scholars these Tables reflects there are many examples of urban schools and districts that prove that Black Scholars have stood in the face of criticism and performed above expectations with the sustainability of their Intellectual Genius and Creativity for self-determination in eurological studies.
2.16 Data Table to reflect Success % of Blacology in Graduate MA and Ph.D. Program at HBCU
In which Blacological Research was conducted in. the research of Blacology is an ongoing living experience, this Data Reflects achievement % and Black Population contacted in the ongoing direct and indirect study of Blacology. Data reflect field of studies conducted right now as we live it is not a research to be conducted after the completion of a degree program.
A. HBCUs Graduate Programs and Classes taken: Black Population @HBCUs Prairie View A& M 7,000 Howard University 10,000 University of the District of Columbia 11,000 Morgan State University 5,000 Pan-African University closed Bowie State University 5,000 Total 38,000
*A total Black Population of 38, 000 indirectly contacted or informed about Blacology at the Historical Black Colleges and Universities. Class Subject reflects the following: The opportunity for the use of Intellectual Genius and Creativity success %. Ability of Blacology to be versatile, adaptable, applicable to particular degree plans or Courses under this study. The ability of Blacology to Structure its own degree plan. The ability of Blacology to be implemented into HBCU as a Department or
399 Field of Study. The success percentage % of Blacology as a research subject or philosophy to be use in the acquisition graduate studies. The application of the Methodology of Living Experience a research method for documenting day to day ongoing life experiences.
Table 2.17 Prairie View A&MU in Soc/SW Blacological Research success % 198re - 199re (1987- 88)
Howard Univ. in AFST Blacological Research Success% 210re – 216re (1999 – 2006)
Subject Course Campus Level Title Grade Credit Quality Hours Points AFST 211 Main GR Theory in African Studies A 3.000 12.00 AFST 372 Main GR African Political Thought A 3.000 12.00
400
AFST 261 Main GR Islam Culture Philosophy I A 3.000 12.00 AFST 360 Main GR NGOs and Africa B 3.000 9.00
AFST 292 Main GR Religion Social Change Africa B 3.000 9.00 AFST 328 Main GR Film and Hist in Africa C 3.000 6.00
AFST 239 Main GR Development & Planning I B 3.000 9.00 AFST 304 Main GR Africa in World Politics C 3.000 6.00
AFST 231 Main GR Women & Development in Africa B 3.000 9.00 AFST 290 Main GR History of South Africa B 3.000 9.00
AFST 200 Main GR Independent Study A 3.000 12.00 AFST 211 Main GR Scope & Methods of Afr Studies B 3.000 9.00
POLS 234 Main GR Black Ideology C 3.000 6.00 POLS 236 Main GR Blk Ldrship Organ & Movement A 3.000 12.00
AFST 200 Main GR Independent Study A 3.000 12.00 AFST 322 Main GR Lang Lit & Arts Contemp Africa B 3.000 9.00
AFST 225 Main GR Public Policy & Afri Develop B 3.000 9.00 AFST 200 Main GR Independent Study A 3.000 12.00
AFST 200 Main GR Independent Study A 3.000 12.00 AFST 310 Main GR Dissertation Research A 3.000 12.00
AFST 200 Main GR Independent Study A 3.000 12.00 AFST 310 Main GR Dissertation Research A 3.000 12.00
AFST 200 Main GR Independent Study A 3.000 12.00 AFST 310 Main GR Dissertation Research A 3.000 12.00
AFST 200 Main GR Independent Study A 3.000 12.00 AFST 310 Main GR Dissertation Research A 3.000 12.00
Subject Course Campus Level Title Credit Hours GSWP 300 Main GR Acad Communication I 1.000
401
Explanation of above Data tables and Blacological Research completed: The grades show the success of Blacology in academic setting and also reflects the Response of Black Scholars or instructors to Blacology. Grades reflect the following: A = high level of sensitivity, support, acceptance, and for Blacology B = Medium level of support, acceptance, interested in Blacology C = Content with Eurological studies, Unable to communicate vision of Blacology to instructor.
This Table also represents the number of classes taken and estimated population per class per: Estimated population was determined at 15 students per class with the total number of classes taken at 27 at Howard University (HU).
15 student per class, 27 class taken = multiply 15 X 27 = 405. HU Black students population directly contacted and under study with Blacology in African Studies PhD Program and Political Science over a period of 6 years conducted by Professor W. Cross. Also there was direct contact of the Faculty and staff while teaching Blacology from 206re-208re (1995 to 1997) at Historic African- Centered School(HACS) at Web Elementary in Washington, DC with a population of 165 Black students and 15 African-Centered Teachers(. This is the estimated amount of population directly informed about Blacology with 99% being Black Scholars or Black people at Howard University. HU 405 + HACS 180 = 585 Black population was total direct Black population under the study of Blacology conducted by Professor W. Cross at these 2 Black Institutions. Professor W. Z. Xrozz also had direct contact with 30 Black Scholars at the The Best Entrepreneurial Study Program provided the instruction on how to write a Business Plan by the Washington Project at 2251 Sherman Ave. N. W., Washington, DC 20059. Professor W.Z. Xrozz also had direct contact of 35 students in the proposal writing class taken at Regent University, Grant Writing Seminar1650 Diagonal Rd., King Street, Alexandria, Virginia taught by Nora E., Palmatier MPH. 585 + 30 + 35 = 650 is the direct contact number of population at these institutions.
Research and Study Conducted In The Graduate Programs at HBCU
The following Table reflects the research and study in the Graduate programs in the HBCU in particular Howard University African Studies PhD Program conducted under this study by Professor W. Cross. This table also reflects the training and assignments received from the instructors within the classes in the process of building Blacology to the level of PhD, in order to produce Blacology at the highest level of academic acquisition. These researches and studies prove that Blacology is capable of providing a viable foundation to what may have become a contribution to the contemporary debate about Black African Culture that affects and influences the Intellectual thought in the Black Diaspora and the vision of an International Black African World View. This table reflects that Blacology is grounded in the severity of studious and Intellectual thought written by Black Scholars for the redemption, advancement of Black people and the redevelopment of Black African Culture.
1. Cross, Walter, 1.3 Table for BlacStorical Numerical Time-Span Assault & Destruction Era (ADE) ,Blacology Research And Development Institute, [email protected] , Oxon Hill, MD 20745
402
2. Cross, Walter, 1.4 Table BlacStorical Numerical Time-Span Redevelopment Era (2 Centuries RE) ,Blacology Research And Development Institute, [email protected] , Oxon Hill, MD 20745
3. Cross, Walter, A Blacological Analysis on chapter V, ”Woman & Change in the Developing World, Transforming Capitalism and Patriarchy-Gender and Development in Africa By April A. Gordon”, 10-03-01, By Prof. Walter Cross, Submitted To: Dr. Almaz Zewde, African Studies Ph.D. Howard University, Blacology Research And Development Institute, [email protected] , Ft. Washington, Md 20744
4. Cross, Walter, A Blacological Research on The Development of A Cultural Science: A CASE STUDY ON BLACOLOGY IN THE EVOLUTION OF BLACK/AFRICAN CULTURE 1974 – 2002, Dissertation Proposal, By Prof. Walter Cross (075695), Submitted To: Dr. Robert Edgar, African Studies Ph.D. Howard University, Spring 2002 (04-30-02), Blacology Research And Development Institute, [email protected] Ft. Washington, Md 20744
5. Cross, Walter, A Blacologicograghy of European Dehumanization and Marginalization of Black/African People and Their Culture 1600 – 1960’s in South Africa, 12-19-01, By Prof. Walter Cross, Submitted To: Dr. Robert Edgar, African Studies Ph.D. Howard University, Blacology Research And Development Institute, [email protected] Ft. Washington, Md 20744
6. Cross, Walter, A Blacological Critical Account of Ngugi wa Thiong'O, Chinua Achebe, and Frantz Fanon: Essay QUESTION #1, by Prof. Walter Cross, Submitted To: Dr. Mbye Cham, African Studies Ph.D. Program Howard University, March 4, 2003, Blacology Research & Development Institute Inc, [email protected] , Ft. Washington, Md 20744
7. Cross, Walter, A BLACOLOGICAL PERSPECTIVE, AN ANALYSIS OF MY MIS-EDUCATION from the book entitled, "Mis-Education of the Negro," by Dr. Carter G. Woodson and" Building A Pan-African Pre-School By Dr. Lonnetta Gaines. This Pan-African Pre-School," essay Class is part number 1 of the African Centered Education Training Course #1 by Abena Walker Principle of the Historic African-Centered School APRIL 01, 1995, 1375 Mt. Olivet Rd., Washington, DC 20005
8. Cross, Walter, A Blacological Research: Blacology a Cultural Science, Cultural Affirmation and Blacology, at Tayac Elementary School, in Prince George County Pubic School Science Fair 2001, Submitted Nigel P. Cross, BLACOLOGY RESEARCH AND DEVELOPMENT INSTITUTE, [email protected] FT. WASHINGTON, MD 20744
9. Cross, Walter, A Blacological Research: Blacology a Cultural Science, Cultural Affirmation and Blacology, at Oxon Hill High School in Prince George County Pubic School Science Fair 1997, Submitted Walter J. Cross, BLACOLOGY RESEARCH AND DEVELOPMENT INSTITUTE, [email protected] FT. WASHINGTON, MD 20744
403 10. Cross, Walter, A Blacological Research: Blacology a Cultural Science, Cultural Affirmation and Blacology, at Suitland Hill High School in Prince George County Pubic School Science Fair2002, Submitted Yaphet D. Cross, BLACOLOGY RESEARCH AND DEVELOPMENT INSTITUTE, [email protected] FT. WASHINGTON, MD 20744
11. Cross, Walter, A BLACOLOGICAL SUMMARY: F.A. VAN JAARSVELD, By A Black/African In The Diaspora, 10-24-01, By Prof. Walter Cross, Submitted To: Dr. Robert Edgar, African Studies Ph.D. Howard University, Blacology Research And Development Institute, [email protected] Ft. Washington, Md 20744
12. Cross, Walter, A Blacological Perspective on Contemporary Thought and Traditional views Of Women in African Development, 12-12-01, By Prof. Walter Cross, Submitted To: Dr. Almaz Zewde PhD, African Studies Ph.D. Howard University, Blacology Research And Development Institute, [email protected] , Ft. Washington, Md 20744
13. Cross, Walter, A Brief Introduction to Blacology A Cultural Science, the book, by Professor Walter Cross, © 2004, published by Blacology Research & Development Institute Publishing Company, 7611 Mountain View Way, Landover, Md [email protected] , BLACOLOGY.COM
14. Cross, Walter, Actor in The Play “Purlie Victorious” by Ossie Davis and Ruby Dee, 1974, William R. Harper High School, 6520 South Woods, Chicago, Illinois, 06036
15. Cross, Walter, African-Centered Teacher, Blacology/Social Studies,The Historic African- Centered School at Web Elementary School, School within a School Program, 1375 Mt. Olivet Road, NW, Washington, DC 20059
16. Cross, Walter,, African Foreign Policies: A Dual Case Study Of Kenya And Tanzania, By Jona Rono & Maria Nzomo, 04-27-01, By Prof. Walter Cross, Submitted To: Dr. Luis B. Serapiao, African Studies Ph.D. Howard University, Blacology Research And Development Institute, Brdiinc@ Aol .Com, Ft. Washington, Md 20744
17. Cross, Walter, AFRICA IN WORLD AFFAIRS, International Relations Theory and The Third World: A Blacological Analysis, 02-12-01, By Prof. Walter Cross, Submitted To: Dr. Luis B. Serapiao, African Studies Ph.D. Program Howard University, Blacology Research And Development Institute, Brdiinc@ Aol .Com, Ft. Washington, Md 20744
18. Cross, Walter, ALLEGORIES OF DEVELOPMENTPRESENTATION, Film screening: Hyenas (Senegal), Farewell Mambety, By Prof. Walter Cross, Submitted To: Dr. Mbye Cham, African Studies Ph.D. Program Howard University, April 22, 2003, Blacology Research & Development Institute Inc, [email protected] , Ft. Washington, Md 20744
19. Cross, Walter, An Afro-Pragmatic Self-Reliance Research, Globalization and the New World Order, 04-02-01, By Prof. Walter Cross, Submitted To: Dr. Luis B. Serapiao, African Studies Ph.D. Howard University, Blacology Research and Development Institute, Ft. Washington, Maryland 20744 [email protected]
404
20. Cross, Walter, Africa, African, or Africanism, 12-12-05, By Prof. Walter Cross, Submitted To: Dr. Sulayman Nyang, African Studies Ph.D. Howard University, Blacology Research and Development Institute, [email protected] , Blacology.Com, Landover, Md 20785
21. Cross, Walter, AFRICAN STUDIES, Essay: “Africa Can Easily Be Shaped In Our Minds To Serve The Image We Wish To Project Of Ourselves.” Scopes and Methods, 02-27-02, By Prof. Walter Cross, Submitted To: Dr. Robert Edgar, African Studies Ph.D. Howard University, Blacology Research and Development Institute, [email protected] Ft. Washington, Md 20744
22. Cross, Walter, African Study Comprehensive Exam 2005, Professor Walter Cross, 04-01-05, coordinator Dr. Robert J. Cummings, African Studies PhD. Program, Howard University, Washington, DC 20059
23. Cross, Walter, An "Ngo" For Sustainable Human & Cultural Development, In Liberia West Africa, BY Prof. Walter Cross, Submitted To: Dr. Ayodele J. Langley, African Studies Ph.D. Program Howard University, July 31, 2000, Blacology Research and Development Institute, Ft. Washington, Maryland 20744 [email protected]
24. Cross, W. Film and History in Africa, Audio tapes: 09-19-00, 10-03-00, 10-10-00, Fall Semester 2000 Produced by Prof. W. Cross [email protected] instructor Dr. Mbye Cham, African Studies PhD. Program, Howard University, Washington, DC 20059
25. Cross, Walter, Audio Tape: Periodizing African Creative Practice And Questions Of Language And Ideology, 02-11-03, Produced by Prof. W. Cross, Room 416, Howard Center, Instructor Dr. M. Cham, HOWARD UNIVERSITY, SPRING 2003 AFST-322: LANGUAGE, LITERTURE, AND THE ARTS, Graduate School, African Studies, [email protected]
26. Cross, Prof. W. Audio Tapes Produced by Prof. W. Cross, Fall Semester 2003 Room 214 5:10pm to 7:30pm, Langley, Dr. J. Ayo, Course: AFST 22584180.01, Public Policy and Development in Africa, Audio Archive of Blacology Research And Development Institute Inc, Ft. Washington, Maryland 20744, 1997 BLACOLOGY.COM, [email protected]
27. Cross, Walter Audio Tape Produced by Prof. W. Cross, History of South Africa Class Room 214, Dr. Robert Edgar Instructor 12-05-01, Fall Semester 2001, African Studies Ph. D. Program, Howard University, Washington, DC 20059, [email protected] , [email protected]
28. Prof. W. Cross, Audio Tape Produced entitled, “Theory of Movement”, Political Science Graduate School Class Room 143, Douglass Hall, Dr. Louis Wright, Instructor 10-03-02, Fall Semester 200, Black, Leadership Organizations and Movements, Howard University, Washington, DC 20059 [email protected]
29. Cross, W. Audio Tape 01-29-01, Produced by Prof. W. Cross, Serapiao, Luis B. Ph.D. AFST- 304-Africa in World Affairs, Spring Semester 2001, African Studies Ph. D. Program, Howard
405 University, Washington, DC 20059, Blacology Research and Development Institute Inc. 8300 Gibbons Drive, Ft. Washington , Md. 20744 [email protected]
30. Cross, W. Audio Tape Produced by Prof. W. Cross, Women in African Development 10-17-01, Fall Semester 2001, instructor Almaz Zewde Ph.D, African Studies Ph. D. Program, Howard University, Washington, DC 20059, [email protected] , [email protected]
31. Cross, Walter, Audio Tape Produced by Prof. W. Cross Scopes and Methods Class Room 214, Dr. Robert Edgar Instructor 01-16-02, Spring Semester 2002, African Studies Ph. D. Program, Howard University, Washington, DC 20059, [email protected], [email protected]
32. Cross, Prof. W., Audio Tape Produced entitled, “Theory of Movement”, Political Science Graduate School Class Room 143, Douglass Hall, Dr. Lewis E. Wright, Instructor 10-03-02, Fall Semester 2002, Black Leadership Organizations and Movements, Howard University, Washington, DC 20059, [email protected]
33. Cross, Walter, Black Leadership, Organization, and Movements, Theory of Movement: A Blacological Evolutionary Theory, 10-10-02, by Prof. Walter Cross, Submitted To: Dr. Lewis E. Wright, Graduate School Political Science, Howard University, Blacology Research And Development Institute, [email protected], Ft. Washington, Md 20744
34. Cross, Walter. Black Panther Documentary, Video Archives of Blacology Research And Development Institute Inc., [email protected], Ft. Washington, Maryland 20744, 1997
35. Blacological News, The Historic African-Centered School, Newspaper, !375 Mt. Olivet Road, NW, Washington, DC copyright ©1996, Blacology Research And Development Institute Inc., [email protected], Ft. Washington, Maryland 20744, 1997
36. Cross, Walter, BLACOLOGICAL SURVEY of PRINCE GEORGE COMMUNITY COLLEGE, University Of The District Of Columbia, Washington DC, The Community College, Instructor: Dr. Miles M. Fisher Iv, By Prof. Walter Cross, 1996
37. Cross, Walter, BLACOLOGY.COM, (A Cultural Science), Web Page, Blacology Research & Development Institute Publishing Company, 7611 Mountain View Way, Landover, Md 20744, [email protected]
38. Cross, Walter, “Blacology: A Cultural Science. A Brief Introduction”, the article written in Dallas Texas in 1988, Library of Congress ©1990. http://www.libraryofcongress.com
39. Cross, Walter, Blacology - A Black Cultural Science, Brief Introduction to Blacology: A Blacological Perspective, Professor Walter Cross, 1988 library of Congress TXU 392~985: Blacology Printing Company Suffolk Lane, Lancaster, 75241; printed by Antion D. Downs.
40. Cross, Walter. Blacology Research And Development Institute Inc., Ft.Washington, Maryland 20744, [email protected]
406
41. Cross, Walter, BLACOLOGY, Research and Development Institute, (B.R.D.I)“A Cultural Science” Prof. Walter Cross , Howard University Grant Proposal For Black/African Interdisciplinary Cultural Science Research Entitled, “Blacology” In The African Studies Ph.D. Program, Blacology Research and Development Institute (A Cultural Science) Inc., 8300 Gibbons Drive, Ft. Washington, Maryland 20744
42. Cross, Walter, Blacology, Net-Info Research, article Franz Fanon on National Culture, , By Prof. Walter Cross, African Studies Ph.D. Howard University, Blacology Research And Development Institute, Brdiinc@ Aol .Com, Ft. Washington, Md 20744
43. Cross, Walter, Blacology, Net-Info Research, Religion And Social Change In Africa, SCHOLARLY ARTICLE: Edward W. Blyden: African Life and Customs, 12-29-00, By Prof. Walter Cross, Submitted To: Dr. Sulayman Nyang, African Studies Ph.D. Howard University, Blacology Research And Development Institute, Brdiinc@ Aol .Com, Ft. Washington, Md 20744
44. Cross, Walter, Blacology, Net-Info Research, African Political Thought: Reviews On Scholarly Articles Of Major And Minor African Thinkers, Cheikh Anta DIOP, 11-25-99, By Prof. Walter Cross, Submitted To: Dr. Sulayman Nyang, African Studies Ph.D. Howard University, Blacology Research And Development Institute, Brdiinc@ Aol .Com, Ft. Washington, Md 20744
45. Cross, Walter, Blacology, Net-Info Research, African Political Thought: Reviews on Scholarly Articles of Major and Minor African Thinkers, Ali A. Mazrui, 11-16-99, by Prof. Walter Cross, Submitted To: Dr. Sulayman Nyang, African Studies Ph.D. Howard University, Blacology Research And Development Institute, Brdiinc@Aol .Com, Ft. Washington, Md 20744
46. Cross, Walter, Blacology Net-Info Research, African Political Thought, African Thinkers Major & Minor, Kwame Nkrumah, by Prof. W. Cross Fall 1999, Dr. Sulayman Nyang, Howard University African Studies Ph.D. Program, [email protected]
47. Cross, Walter, Blacology, Net-Info Research, African Political Thought: Reviews On Scholarly Articles Of Major And Minor, African Thinkers Julius Nyerere, 11-16-99, By Prof. Walter Cross, Submitted To: Dr. Sulayman Nyang, African Studies Ph.D. Howard University, Blacology Research And Development Institute, Brdiinc@ Aol .Com, Ft. Washington, Md 20744
48. Cross, Walter, Blacology, Net-Info Research, Islamic Culture And Philosophy, A Blacological contribution, 04-12-00, By Prof. Walter Cross, Submitted To: Dr. Sulayman Nyang, African Studies Ph.D. Howard University, Blacology Research And Development Institute, Brdiinc@ Aol.Com, Ft. Washington, Md 20744
49. Cross, Walter, Blacology, Net-Info Research, Islamic Culture And Philosophy, Scholarly Articles: Slavery In Mauritania, Casmas, 04-28-00, By Prof. Walter Cross, Submitted To: Dr.
407 Sulman Nyang, African Studies Ph.D. Howard University, Blacology Research And Development Institute, [email protected], Landover, Md 20785
50. Cross, Walter, Blacology, Net-Info Research, Islamic Culture And Philosophy, Scholarly Articles: Black African Perspective On Islamic Slavery, Mauritania and Sudan, 05-10-00, By Prof. Walter Cross, Submitted To: Dr. Sulayman Nyang, African Studies Ph.D. Howard University, Blacology Research And Development Institute, [email protected] Landover, Md 20785
51. Cross, Walter, Blacology, Net-Info Research, Islamic Culture And Philosophy Scholarly Articles: The Race Factor In Islam, 05-17-00, By Prof. Walter Cross, Submitted To: Dr. Sulayman Nyang, African Studies Ph.D. Howard University, Blacology Research And Development Institute, [email protected] , Ft. Washington, Md 20744
52. Cross, Walter, Blacology, Net-Info Research, Religion and Social Change In Africa: The African Diaspora: A Sustainable and Extended Culture, 12-04-00, By Prof. Walter Cross, Submitted To: Dr. Sulayman Nyang, African Studies Ph.D. Howard University, Blacology Research And Development Institute, [email protected] , Ft. Washington, Md 20744
53. Cross, Walter, Blacology, Net-Info Research, Religion And Social Change In Africa, Scholarly Article : The Demise of Traditional Religion in African Culture, 12-29-00, By Prof. Walter Cross, Submmited To: Dr. Sulayman Nyang, African Studies Ph.D. Howard University, Blacology Research And Development Institute, Brdiinc@ Aol .Com, Ft. Washington, Md 20744
54. Cross, Walter, BLACOLOGY, Research and Development Institute Inc. (A Cultural Science) (B.R.D.I) Professor Walter Cross, Howard University Grant Proposal For Black/African Interdisciplinary Cultural Science Research Entiled, “Blacology” In The African Studies Ph.D. Program, Blacology Research and Development Institute (A Cultural Science) Inc., 8300 Gibbons Drive, Ft. Washington, Maryland 20744
55. Cross, Walter, BLACOLOGY, Research and Development Institute SPONSORS: The Cross Family Reunion 2000, From Africa, To North America: North Carolina, Arkansas, Illinois, Georgia, Maryland, Texas, and Family Tree Blacology Research and Development Institute, Ft. Washington, Maryland 20744, [email protected]
56. Cross, W. Prof. BlacFonicz: Coined Blacological Terminology and Words, Blacology Research And Development Institute Inc., [email protected], BLACOLOGY.COM, Landover, Maryland 20744, 2006
57. Cross, Walter, Black Rap Secession at Lebanon Baptist Church directed by Rev. John W. Clinkscale, 1600 W. Marquette Road, Chicago, Illinois 60636
58. Cross, Walter, BRDI Business Plan 2003, Blacology: A Cultural Science for Academic Intellectual Entrepreneurialship, Independent Study By Prof. Walter Cross (075695), Submitted To: Dr. Sulayman Nyang, African Studies Ph.D. Howard University, Spring 2002
408 (06-30-03), Blacology Research And Development Institute, [email protected] Ft. Washington, Md 20744
59. Cross, Walter. C-D’s: Intellectual Internet Research & Information for Black Culture, Blacology Research and Development Institute Inc., [email protected], BLACOLOGY.COM, Ft. Washington, Maryland 20744, 1997
60. Cross, Walter. Coined Blacological Words and Terminology, Blacology Research and Development Institute Inc., [email protected], BLACOLOGY.COM, Ft. Washington, Maryland 20744, 1997
61. Cross, W. Prof. Coined Blacological Words, Blacology Research And Development Institute Inc., [email protected], BLACOLOGY.COM, Ft. Washington, Maryland 20744, 1997
62. Cross, Walter, Cultural Therapy Video Tape entitled, “Newton, Huey P. To Die For the People”, 11-13-02, Fall Semester 2002, Howard University, Washington, DC 20059, [email protected]
63. Cross, Walter, Djibril Diop Mambety's Hyenas Final Essay Paper, By Prof. Walter Cross, Submitted To: Dr. Mbye Cham, African Studies Ph.D. Program Howard University, April 22, 2003, Blacology Research & Development Institute Inc, [email protected] , Ft. Washington, Md 20744
64. Cross, Walter, DISSERTATION PROPOSAL, Blacology 1962 – 2005: A Case Study On The Evolution Of Black African Intellectual Cultural Science In The Diaspora Of The United States, 10-29-04 By Prof. Walter Cross, Submitted To: Dr. Robert J. ,Cummings, African Studies Ph.D. Howard University, BLACOLOGY.COM, Blacology Research And Development Institute, [email protected], Landover, Md 20785
65. Cross, Walter, Dissertation Proposal, The Development Of Blacology A Cultural Science, 1974 – 2002: A Case Study On The Evolution Of Black/African Culture In The Diaspora Of The United States, By Prof. Walter Cross (075695),Submitted To: Dr. Robert Edgar, African Studies Ph.D. Howard University, Spring 2002 (04-29-02), Blacology Research And Development Institute, [email protected] Ft. Washington, Md 20744
66. Cross, Walter, Dissertation Research: Blacological Chronology,12-13-04, By Prof. Walter Cross, Submitted To: Dr. Sulayman Nyang, African Studies Ph.D. Howard University, Blacology Research And Development Institute, [email protected] ,Blacology.Com, Landover, Md 20785
67. Cross, Walter, Dissertation Research, BLACOLOGY, Black Scholars, A Liberation Tool, Captivity to Redevelopment Era, 216re, “A BlacStorical Intellectual Evolution" By Blacologizt: Professor Wulta Zamani Xrozz, 04-20-216re, By Prof. Walter Cross, Submitted To: Dr. Robert J. ,Cummings, African Studies Ph.D. Howard University, BLACOLOGY.COM, Blacology Research And Development Institute, [email protected], Landover, Md 20785
409 68. Cross, Walter, Edjutainment Recording Label for Audio and Video 214re, published by Blacology Research & Development Institute Inc, [email protected] , 69. BLACOLOGY.COM, Landover, Md 20744
70. Cross, Walter, Edjutainment Audio: Black Culture is Strong, produced by Professor W. Cross, Blacology Research And Development Institute, [email protected], BLACOLOGY.COM Landover, Md 20785
71. Cross, Walter, Edjutainment Audio: Blacology for Cultural Autonomy, produced by Professor W. Cross, Blacology Research And Development Institute, [email protected], BLACOLOGY.COM Landover, Md 20785
72. Cross, Walter, Edjutainment Audio: Blacology a International Intellectual Resource Theory, produced by Professor W. Cross, Blacology Research And Development Institute, [email protected], BLACOLOGY.COM Landover, Md 20785
73. Cross, Walter, Edjutainment Audio: The Conscious of Black Culture, produced by Professor W. Cross, Blacology Research And Development Institute, [email protected], BLACOLOGY.COM Landover, Md 20785
74. Cross, Walter, Edjutainment Audio: This is a Tribute to Those who Came Before Us, produced by Professor W. Cross, Blacology Research And Development Institute, [email protected], BLACOLOGY.COM Landover, Md 20785
75. Cross, Walter, Edjutainment Audio: The Myth of Blacology, produced by Professor W. Cross, Blacology Research And Development Institute, [email protected], BLACOLOGY.COM Landover, Md 20785
76. Cross, Walter, Edjutainment Audio: The Way of Blacology, produced by Professor W. Cross, Blacology Research And Development Institute, [email protected], BLACOLOGY.COM Landover, Md 20785
77. Cross, Walter, Edjutainment Audio: We are the Generation, produced by Professor W. Cross, Blacology Research And Development Institute, [email protected], BLACOLOGY.COM Landover, Md 20785
78. Cross, Walter, Faat Kine by Sembene Ousmane, Transcribed In English, Dr. Mbye Cham, African Studies Ph.D. Program Howard University, December 20, 2000, Blacology Research & Development Institute Inc, Brdiinc@ Aol.Com, Ft. Washington, Md 20744
79. Cross, Walter, Film And History In Africa, (AFST 328), A Blacological And Critical Point Of View In African Film, By Prof. Walter Cross, Submitted To: Dr. Mbye Cham, African Studies Ph.D. Program Howard University, December 20, 2000, Blacology Research & Development Institute Inc, Brdiinc@ Aol.Com, Ft. Washington, Md 20744
410 80. Cross, Walter, FILM AND HISTORY IN AFRICA, (AFST 328), Asientos: Silence and Ignorance of Slavery, By Prof. Walter Cross, Submitted To: Dr. Mbye Cham, African Studies Ph.D. Program Howard University, December 20, 2000, Blacology Research & Development Institute Inc, Brdiinc@ Aol.Com, Ft. Washington, Md 20744
81. Cross, Walter, FILM AND HISTORY IN AFRICA, (AFST 328), Francois Woukoache's "Asientos": A Blacological Perspective, By Prof. Walter Cross, Submitted To: Dr. Mbye Cham, African Studies Ph.D. Program Howard University, December 20, 2000, Blacology Research & Development Institute Inc, [email protected] , Ft. Washington, Md 20744
82. Cross, Walter, History of South Africa, Course 202, Semester Fall 2001,, Dr. Robert Edgar, African Studies Ph.D. Program, Howard University, submitted by Cross, Walter, A Blacologicograghy of European Dehumanization and Marginalization of Black/African People and Their Culture 1600 – 1970’s in South Africa, [email protected]
83. Cross, Walter, How to Write in Blacology, produced by Professor W. Cross, Blacology Research And Development Institute, [email protected], BLACOLOGY.COM, Oxon Hill, Md 20745
84. Cross, Walter, Hyenes: A Blacological Presentation, What the movie was about, by Prof. Walter Cross, Submitted To: Dr. Mbye Cham, African Studies Ph.D. Program Howard University, April 22, 2003, Blacology Research & Development Institute Inc, [email protected] , Ft. Washington, Md 20744
85. Cross, Walter Independent Study, Blacology: A Cultural Science for Academic Entrepreneurialship Proposal, Independent Study Proposal, By Prof. Walter Cross (075695), Submitted To: Dr. Sulayman Nyang, African Studies Ph.D. Howard University, Spring 2002 (06-30-02), Blacology Research And Development Institute, [email protected] Ft. Washington, Md 20744
86. Cross, Walter, Independent Study: Cultural Science Education Implementation and Intellectual Entrepreneurialship, 06 – 03- 04, By Prof. Walter Cross, Submited To: Dr. Sulayman Nyang, African Studies Ph.D. Howard University, Blacology Research And Development Institute, [email protected], Blacology.Com, Landover, Md 20785
87. Cross, Walter, Independents Study, Intellectual Studies Curriculum for the Cultural Science of Blacology, 03-28-05, By Prof. Walter Cross, Submitted To: Dr. Sulayman Nyang, African Studies Ph.D. Program Howard University, Blacology Research And Development Institute, [email protected], BLACOLOGY.COM, Landover, Md 20785
88. Cross, Walter, Management Business Plan, The Best Entrepreneurial Study Program, the Washington Project prepared by Prof. W. Cross, Blacology Research And Development Institute Inc., Ft. Washington, Maryland 20744, 1997. [email protected]
89. Cross, Walter, Mandela, Nelson, Article Entitled, “Chronology of Mandela”, “Blacological Cultural Nationalists” Research Paper by Prof. W. Cross in African Studies, 12-17-99, Class
411 instructor Dr. Sulayman Nyang PhD, http://www.pbs.org/wgbh/pages/frontline/shows/mandela/ http://www.anc.org.za/people/mandela/, http://www.pbs.org/wgbh/pages/frontline/shows/mandela/etc/cron.html
90. Cross, Walter, Masters Thesis: Black Solidarity and the Awareness of Institutional Racism, Cultural Consciousness Scale, ©1987, Also written and self-published as a book in © 2004, Graduate School of Sociology and Social Work, Dr. Clyde O. McDaniel Class Instructor, Prairie View A&M University, Prairie View, TX [email protected]
91. Cross, Walter, Master Thesis: Black Politics And the Extent of Black Voting Power ©1988, Also written and self-published as a book in © 2004, Graduate School of Sociology and Social Work, Dr. Clyde O. McDaniel Class Instructor, Prairie View A&M University, Prairie View, TX [email protected]
92. Cross, Walter, National Policy Research and Evaluation Paper, Cultural Autonomy for Kenyan Education Reform, 12-16-03, By Prof. Walter Cross, Submitted To: Dr. J. Ayodele Langley, African Studies Ph.D. Program Howard University, Blacology Research and Development Institute, Ft. Washington, Md. 20744, [email protected]
93. Cross, Walter, Presentation: A Blacologicograghy On European Dehumanization In South Africa, Major Thinker Of White/Afrikan Liberals, By Prof. Walter Cross, Submitted To: Dr. Robert Edgar, African Studies Ph.D. Howard University, 10/10/01, Blacology Research and Development Institute, Ft. Washington, Md. 20744, [email protected]
94. Cross, Walter, Presentation: Black Political Theory, To Die For The People, A Blacological Revolutionary Ideology, 11-12-02, By Prof. Walter Cross, Submited To: Dr. Donn Davis, Political Science PhD Program at Howard University, Blacology Research And Development Institute, [email protected] , Ft. Washington, Md 20744
95. Cross, Walter, Presentation, TO DIE…FOR THE PEOPLE, The Writings of Huey P. Newton PhD, 1942-1989, 10-11-02, By Prof. Walter Cross, Submitted To: Dr. Donn Davis, Political Science Phd. Howard University, Blacology Research And Development Institute, [email protected] , Ft. Washington, Md 20744
96. Cross, W. Producer, Cultural Therapy video, INTERGRATION: The Struggle For Racial Equality and Democratic Rights in America “ALL MEN ARE CREATED EQUAL” Video Archive Of Blacology Research And Development Institute (BRDI) Inc, Ft. Washington, Maryland 20744, 2002, BLACOLOGY.COM,[email protected]
97. Cross, W., Producer, Cultural Therapy Video Tape entitled, “Newton, Huey P., To Die For the People”, 11-13-02, Fall Semester 2002, Howard University, Washington, DC 20059, (see BRDI video archive) [email protected]
98. Cross, Walter PROPOSAL DEFINITIONS 1997, Blacology Research And Development Institute, [email protected] , Ft. Washington, Md 20744
412
99. Cross, Walter, PUBLIC POLICY, BOOK REVIEW: The Conversation of Economic Development, Historical Voices Interpretations and Reality by Wilfred L. David PhD, 1-25-03, by Prof. Walter Cross, Submitted To: Dr. J. Ayodele Langley, African Studies Ph.D. Program Howard University, Blacology Research And Development Institute, Ft. Washington, Md 20744 [email protected]
100. Cross, Walter, Regionalism and African Foreign Policies, By Olufemi A. Babarinde, 05-17-01, By Prof. Walter Cross, Submitted To: Dr. Luis B. Serapiao, African Studies Ph.D. Howard University, Blacology Research And Development Institute, [email protected] , Ft. Washington, Md 20744
101. Cross, Walter, Reparations: The Conversation Of Black/African Sustainable Econmic Development, 06-26-01, By Prof. Walter Cross, Submitted To: Dr. Wilfred L. David, African Studies Ph.D. Howard University, Blacology Research And Development Institute, Blacology.com, [email protected] , Ft. Washington, Md 20744
102. Cross, Walter, Table for Centuries of BlacCivilization and Black African Redevelopment Era, produced by Professor W. Cross, Blacology Research And Development Institute, 05-18-06 [email protected], BLACOLOGY.COM, Oxon Hill, Md 20745
103. Cross, Walter, Alkebulan: BlacCivilization Timeline , produced by Professor W. Cross, Blacology Research And Development Institute, 05-18-06 [email protected], BLACOLOGY.COM, Oxon Hill, Md 20745
104. Cross, Walter, The Myth of Blacology: A Quest for Cultural Intellectual Equality, 12-12-02, By Prof. Walter Cross, Submitted To: Dr. Lewis E. Wright, Graduate School Political Science, Howard University, Blacology Research And Development Institute, [email protected], Ft. Washington, Md 20744
105. Cross, Walter, The Process Of Decolonizing The Mind And Undoing Your Mis-Education Class Presentation, By Prof. Walter Cross, Submitted To: Dr. Mbye Cham, African Studies Ph.D. Program Howard University, December 20, 2000, Blacology Research & Development Institute Inc, Brdiinc@ Aol.Com, Ft. Washington, Md 20744
106. Cross, Walter THEORIES IN AFRICAN STUDIES (230-211-01), Fall Semester, 1999, Blacology : A Comparative Alternative Paradigm For Black African Culture, By Prof. Walter Cross, Submitted to: Dr. R. J. Cummings, African Studies Ph.D. Program, Howard University November 01, 1999, Blacology Research & Development Institute Inc, Brdiinc@ Aol.Com, Ft. Washington, Md 20744
107. Cross, Walter THEORY IN AFRICAN STUDIES, Theories of System and States, By Prof. Walter Cross, Submitted to: Dr. R. J. Cummings, African Studies Ph.D. Program, Howard University November 01, 1999, Blacology Research & Development Institute Inc, Brdiinc@ Aol.Com, Ft. Washington, Md 20744
413 108. Cross, Walter, The Evolution Of Blacological Linguistics And Terminology, Blacological Evolutionary Lexicon, Thesaurus, Vocabulary, Glossary, And Dictionary, 216re, Published by Blacology Research And Development Institute Inc Publishing Company, 7611 Mountain View Way, Landover, Md 20785, [email protected], BLACOLOGY.COM, 109. Cross, Walter, Theory In African Studies (230-211-01), Dr. R. J. Cummings Fall 1999, A Blacological Perspective on Cultural Conflict in Liberia 1847-1999, By Prof. Walter Cross, Submitted To: Dr. R. J. Cummings, African Studies Ph. D. Program Howard University, December 26, 1999, Blacology Research & Development Institute Inc., [email protected], Ft. Washington, Md 20744
110. Cross, Walter, Think Black Campaign at Harper High School Protest of 1973, William R. Harper High School, 6520 South Woods, Chicago, Illinois, 06036
111. Cross, Walter, To Die For the People, A BLACOLOGICAL ANALYSIS, Huey P. Newton 1942- 1989, 12-11-02, By Prof. Walter Cross, Submitted To: Dr. Donn Davis PhD, Graduate School Political Science Howard University, Blacology Research And Development Institute, [email protected] , Ft. Washington, Md 20744
112. Cross, Walter, Use Of The Terms Revolutionary Intercommunalism, Intercommunlism, Reactionary, Intercommunalism, And Intercommunal By Huey P. Newton From The Book Entitled, “To Die For The People” By Prof. Walter Cross, Submitted To: Dr. Donn Davis PhD, Graduate School Political Science Howard University, Blacology Research And Development Institute, [email protected] , Ft. Washington, Md 20744
113. Cross, Walter, van Jaarsveld, F.A., The Afrikaner’s Interpretation of South African History, History as seen by the Afrikaner, 10-24-01, By Prof. Walter Cross, Submitted To: Dr. Robert Edgar, African Studies Ph.D. Howard University, Blacology Research And Development Institute, [email protected] Ft. Washington, Md 20744
114. Cross, Walter, What is Public Policy and Why is it Important for Black African Countries? 10- 28-03, By Prof. Walter Cross, Submitted To: Dr. J. Ayodele Langley, African Studies Ph.D. Program Howard University, Blacology Research And Development Institute, Ft. Washington, Md 20744 [email protected],
115. Cross, W. Prof. Video Archive Of Blacology over 1500 Recorded Audio and video Tape on Black Cultures Blacology Research And Development Institute (BRDI) Inc., [email protected], Ft. Washington, Maryland 20744, 2002,
116. Cross, Walter, Women In African Development: Black Women Moving Towards The 21st Century, 0-31-01, By Prof. Walter Cross, Submitted To: Dr. Almaz Zewde, African Studies Ph.D. Howard University, Blacology Research And Development Institute, BLACOLOGY.COM, [email protected], Ft. Washington, Md 20744
414 Tabl 2.18 Fields of Study Blacology was introduced in Blacological Research
Fields of Study Blacology course taken 1. Sociology 12 yes 2. African Study 26 yes 3. Education 02 yes 4. Criminology 04 yes 5. Kiswahili 02 yes 6. Business (SBA) 02 yes 7. Security/Police 03 yes 8. Political Science 02 yes 9. African-Centered Education 02 yes 10. History 02 yes 11. communication 01 yes 12. Proposal and Grant Writing 01 yes Total 58 classes
There were 12 different fields in which Blacology was introduced in and also a Blacological Research was completed by Professor W. Z. Xrozz in each class for the development of Blacology a Cultural Science from 198re – 216re (1987 – 2005). In order to get the number of population size that this research has been conduct on, this is the method used to establish the population under study. Looking at the above table and using the number above gives an estimate of the population size under study. On must keep in mind that Blacological Research Method is an ongoing everyday living experience. Lest take these figures 57 different classes with the class population averaging of 15 students per class. (Example: 15 X 58 = 870) You have a Black population size of 870 with 99% being Black people at HBCU who were directly informed about and under study conduct by Professor W. Cross on Blacology in class.
*All the above class taken at the Graduate level although all were not graduate courses.
Once again in order to establish the number of Black population directly and indirectly contacted and informed about Blacology thru advertisement (car sign), word of mouth, and brochure and classroom discussions. We give an estimated of classroom size of 15 and institutional population.
Table 2.19 Data Response to Blacology
Since there was no prior study of the development of a Blacological Cultural Science and there was no format for response to such a study, the response was developed as the study continued such as on the job training. So much of the development of Blacology was thru improvising as the study unveiled it self, the theory of the Science of Blacology continued to evolve. By there being no real format to follow I must admit the approach taken may seem to ignore every standard set by other studies. Less than 1% of the instructors sought to dissuade this study of Blacology or the inclusion of the theory of Blacology in class when applicable nor was there was less than 1% opposition to the use of the Blacological terminology and words in final research papers. For the most part the application
415 was not disruptive to class subject matter, Blacological Analysis was written on the class topic or in some aspect of African Studies or Sociology. The asset of the phenomenon of Blacology is it could be applied to any subject or issue dealing with Black people or Blacology could see Black people in any situation. The Science is like the people from which it evolved from it could go anywhere and be in anything. Culturally, it’s just a matter of intellectually thinking about the experience of Black people in a particular situation. All of the class assignment and research papers were written with elaboration, and conclusion in Blacological thought. Blacology response format was developed from this experience while attending classes at the following HBCU:
HBCU
- Prairie View A&M University - Howard University - University of the District of Columbia - Morgan State University - Pan-African University - North Carolina Central University - Bowie States University
Public Schools: teaching Blacology in the Prince George County as a Substitute Teacher and parent. - Oxon Hill High School - Tayac Elementary School - Suitland High School - James Gholson Middle - Isaac Gourdine Middle and teaching Blacology in Washington DC @ - The Historic African-Centered School at Web Elementary 1995to 1997
I developed an indirect and direct way of presenting Blacology to Black people, in class, and in the community. I would talk to administrators and teachers about Blacology. My Children would present Blacology in the School Science Fair. These were also schools that my children attended. I made a sign for promotional and advertisement of Blacology and placed it on my car. With the evolution of Black phonics due to the research and study of Black African language and linguistics of Kiswahili, Ghana, Liberia, and Ebonics/Black English Blacology became even more interesting to Black people. Through observation I document the following responses of the Black populations and individuals to the introduction of Blacology. I also developed the method Edutainment – which is away of teaching, informing and telling about Blacology with audio and video on Tapes of Blacology or Black African Culture.
Response Formats to Blacology For Blacology yes no content with eurological studies yes no curious about Blacology yes no no response at all yes no seeking Black knowledge yes no
416 interested in Black phonics yes no Intellectual Entrepreneurialship yes no
In the on going field research and study of Blacology from 1988 to 2005 I began to observe the response to Blacology. This study consisted of Call-in on Radio Stations and Black Talk Shows, TV Shows, Classrooms discussions in Publics Schools and HBCU, also individual rap sessions of Black people. This response format is the result of the research and study of Blacology.
Table 2.18 Black population Covered from Different Continents @HBCU: The research covers 5 geographic areas Chicago Illinois, Dallas Texas, Prince George County Maryland, Baltimore Maryland, and Washington DC. These are individual Responses to Blacology. These responses were observed and documented while discussing Blacology with individuals and groups. The research of Blacology reveals that are 3 levels of Cultural knowledge. The HBCU Black population covered a range of Black people from different geographic continents such as:
Black people from different geographic continents: Africa: west, south, east, and north West Indies: Jamaica, Panama, etc. South America Europe, England, France, Spain Cities in the United States: Chicago, Dallas, Washington DC, Prince George County MD, and Baltimore, MD, etc.
The strategy to conduct the research of Blacology at the HBCU was very beneficial to the accessibility of the different types of Black population and cultures thru out the world. Due to the HBCU having a diverse Black population this provided ample ability for the international implication of Blacology to many different extended Black Culture throughout the world. In fact this is acquiring global recognition to the Intellectual Cultural Science of Blacology. With the evolution of the Black phonics taking on the use of Black African Phonetic writing form this gave Blacology the appearance and the face of a Black African heretical linguistic Intellectual Cultural Science. When Black people see the linguistic script of Blacology and is terminology and words they want to know what African language it is.
Data Black population Response to Blacology: Results % percentage Number Numbers - those who were For Blacology 85 - up - those content with eurological studies 05 - Those who were curious about Blacology 10 - Those who had no response at all 10 - Those who are seeking Black knowledge 55 - Those interested in Black phonics 90 - Interest in Intellectual Entrepreneurialship 95
These are individual Responses to Blacology. These responses were observed and documented while in class discussions on Blacology also with individuals and groups. The research of Blacology reveals that are 3 categories of Cultural knowledge. In each category there was several
417 responses to Blacology, these are some of those documented. They are placed according to the category of Black knowledge revealed in this Blacological study.
3 Categories of Cultural knowledge:
1. Self hatred (Unconscious) State or lack of knowledge: ___ No Response at all. ___ Who Cares? ___ Don’t want to know. ___ Just Don't Know. ___Can you make money with it? ___ You are living in the past. ___ Why do we need it? ____It sounds like something someone made up.
2. State of Denial and apathy (limbo): ___ Just Surviving every day, I’m not responsible. ___ Its Black peoples fault, they lost the war. ___ Feel It's Not Necessary. ___ We can’t do anything about it. ___ It the white man’s world ___ My white friend is uncomfortable with it.
3. Acquired knowledge Institutional and Self-Determination (Consciousness): ____ That’s Common knowledge ____ legal attainment in school ____ Self Taught Scholars ____ Innovative Autonomous Intellectual knowledge ____ How can I take a class in Blacology? ____ Do You want to sale Blacology? ____ Is Blacology going to be the public school system? ____ Can you come to my class, or church and teach Blacology? ____ Where is Blacology being taught at?
Terms or labels Black people used to Refer to ones Nationality or identity:
1. Black people______9. Mulatto ______2. Negro ______10. African-American ____ 3. Colored ______11. Jamaican ______4. Nigger, Nigga (s) etc._____ 12. Black European ___ 5. Afro-American ______13. Black South American ___ 6. Afrikan or African ______14. Black Asian ______7. Bi-Racial______15. Black African ______8. Multi-Racial______16. Black American______17. other______
418 These responses are not designed to make you feel… that one does not have Cultural knowledge nor can Black people not evolve to redemption or Cultural redevelopment. These responses are a matter of observed categories in Cultural knowledge developed while presenting Blacology to groups and individual discussions. It is a matter of holding up to the light to see what you have and seeing what it is, in order to conduct research and study for solutions or the application of the finding to better our lives. The responses based on the experience of each individual or group. These were the responses that were the most consistent. These responses are the results of a multi-diversified Black population from many continents and countries. This type of Black population was accessible mostly at HBCU in Washington DC and Maryland. Local Black population such as Dallas Texas in the South Oak Cliff area and Chicago Illinois Englewood area was basically born in the United States But they were all Black people. Blacological research revealed these were Terms or labels Black people used to Refer to ones Nationality or identity.
Part Number 2 Data of Black Scholars
15“If I speak in the language of other cultures and assimilate to their ways, but have not Cultural Affirmation, I am a copy-cat or a second class citizen. If I have their theories, philosophies, and beliefs, and quote all their great men; and have studied all their sciences, so as to perpetuate their culture, but have not a sense of my own Cultural Solidarity, I am walking the path of least existence. If I throw away all my heritage, and hold up the heritage of other cultures, but have not any consciousness of my own, I gain nothing”.
Introduction
“In the Black Culture when books are written by the future generations, the Blacologists will have to pause and say, "In the Black Story there lived great Black Scholars who injected new meaning and dignity into the veins of Black African Culture." Blacologist: Professor Wulta Zamani Xrozz 02-08-217re.
The Data of Black Scholars is an account of the Black Story that you can find in books and articles written by Black Scholars in the many Eurological and Blacological Studies over many years past and present. This is a Blacologicography that reveals a set of confirmable Black Storical Data on the lives of influential Black Scholars who have "injected new meaning and dignity into the veins of Black African Culture in Alkebu-lan (Africa) and its Black Diaspora. Blacologically, they have accomplished this through their uncompromising struggle to realize equality, humanity, justice, freedom, and Intellectual Liberation under the violent oppression of the Eurological and Arabic vision of the world.
The Premise for the Data of Black Scholars Although the Black Story in the so-called Eurological New World began arguably by Black Scholars centuries before the Haitian Revolution of 1789 of which is the declared Blacological Point of Demarcation in the beginning of the Redevelopment Era of Black African Culture? The timeline utilized in this Blacologicography for looking at the continuous struggle of Black Scholars for full
15 By Blacologiztz: Profesa Wulta Zamani Xrozz, Blacology Research & Development Institute Inc., Landover, Maryland, [email protected], BLACOLOGY.COM
419 freedom and equality is roughly from 0001re to 217re. (see the chapter entitle, “Blacological Chronology” the 2 tables are entitled, “16Blacological Table Of Centuries and Alkebulan: Black Civilization Timeline”) These Black Scholars was revealed in Blacological Research in a book entitled, the “17Black 100, a Ranking of the Most Influential African-Americans Past and Present” by a Black Scholar named Columbus Salley, these Black Scholars are not listed and ranked they are Black men and Black women who lead in the uncompromising struggle of Black people and Redevelopment of Black African Culture.
These Black Scholars have met the following definition and criteria of influence on the Black struggle: the most influential Black Scholars are those who by their individual or institutional and personal efforts have had the greatest influence on redevelopment of Black African Culture in their struggle for full Economic, Political, and Cultural Equality in the world; and who have also influenced non-Black people to alter their institutions or practices toward Black people, so as to accept their demands for Intellectual Equality.
Blacologically speaking, the numerical order of these Black Scholars are not to be taken as rankings but, reflect the evolution of Blacological Research and Study when looking at the ongoing struggle of Black people to have a relative impact on each of these Black Scholars in that struggle. Further, these revelations are intended to provide a more expansive set of insights into the interrelationships of the Black Scholars and millions of others-to the struggle of Black African People to be whatever they choose, i. e. Integrationist, Nationalist, Infiltrationalist, and Neutralist or whatever combination of methodologies or lifestyles one cares to identify and utilize.
These 18Black Scholars is not a debate on the most talented, most famous, or most popular Black Scholars, past and present, but is rather a listing of those Black Scholars who in this Blacological Research have had the most impact on the lives or generations of millions, upon millions of Black people in their singular struggle for full equality and participation in Black Culture and ultimately their struggle to be humane.
A numeric order is not meant to diminish or slight the contributions of others, below or above. This research discourage the use of concluding that a given numerical order is ranked higher or is qualitatively better than someone ranked below or following them. For example, 19Dr. Martin Luther King, Jr.,., is not to be viewed as 100 times better than Rosa Parks, who midwife the very civil rights
16 Dissertation Research: Blacological Chronology, 12-13-04, By Prof. Walter Cross, Submitted To: Dr. Sulayman Nyang, African Studies Ph.D. Howard University, Blacology Research And Development Institute, [email protected] ,Blacology.Com, Landover, Md 20785 17 *See Jackson's Man, God and Civilization, Ben-Jochannan's Africa: Mother of Western Civilization, Davis's Slavery and Human Progress, and Toppin's A Biographical History of Blacks in America Since 1528 for further discussion on the African past and presence in the New World, i.e., North, South, and Central Americas and the Caribbean before Columbus and the English-speaking colonists at Jamestown.
18 Influential Black Scholarz results from three pairs being listed and ranked as one: Richard Allen and Absalom Jones [6], Samuel Cornish and John Russwurm [8] and Ruby Dee and Ossie Davis [91]. Black Power [99] is a concept or assertion, not, obviously, a person. t See my research on the school principal ship and the school superintendence: "What Principals Do: A Preliminary Occupational Analysis" [with others] (Berkeley, 1978) and "Superintendents' Job Priorities" (Chicago, 1980). 19 Black 100, a Ranking of the Most Influential African-Americans Past and Present
420 revolution led by Dr. King. Indisputably, Dr. King had more influence on the ongoing Black struggle than Parks although some may think and say that Dr. M. L. King Jr.,. II, had more influence than all of the Black Scholars listed and numbered in this research.
These listings attempt to show the foundation and heritage of Black Scholars as the Intellectual Scientist upon whose shoulders Black people stand in their uncompromising quest for full Intellectual Cultural Equality. This vision will demonstrate the insight of the words spoken by 20A. Philip Randolph about the initiatives and courage of these listed Black Scholars: "21The task of realizing full citizenship for the Negro People is largely in the hands of the Negro People themselves. . . . Freedom is never given; it is won. And the Negro People must win their freedom. They must achieve justice. This involves struggle, continuous struggle."
Blacologically, we encouraged you to identify your own list of Black Scholars and to see how many the numbers will accumulate. Blacologically, we know that the Black Culture is so old, so vast, so wide and so long you can not know it in 1 year, 10 years, 50 years or 100 years. When all is discussed and debated about Black Scholars, the ultimate goal will have been served here is, if we as a Black people start teaching one another again about great Black Scholars who injected new meaning and dignity into the veins of the Black Culture, Black African World View the Science of Blacology.
To Black people, in particular, these Black Scholars is offered as a compendium of our Black Story for helping to get our Intellectual Genius and Creativity in a struggle that can and must be won, only by rediscovering our past. 22John Hope Franklin has said on this point, "If the house is to be set in order, one cannot begin with the present, [we] must begin with the past."
Blacologically, what we are standing on Intellectually is the moral high ground, what we are asking you to do as Black Scholars is to do the right thing, not the legal thing, not the politically right thing, not the popular thing, not the Eurological traditional thing, but the right thing, not the wrong thing, but the right thing. Blacologically, we are asking you to do as these Black Scholars chose the path less traveled. In the words of Spike Lee, “do the right thing”.
Internet/World Wide Web
On the World Wide Web in Black Studies the Blacological Research revealed there were 750 sites or entries on Black Studies. In African-American Studies on the internet there are 815 sites or entries on African-American Studies. In Black History the mother of all Black Scholarship there are 879 sites on Black History. Afrocentricity there are 702 entries and sites on the Internet. Pan African Studies there is 835 entries and sites on this subject in the year 212re or 2003 of the Eurological time.
20 Black 100, a Ranking of the Most Influential African-Americans Past and Present” by a Black Scholar named Columbus Salley 21 ibid 22 ibid
421 The Most Influential Black Scholars in the U.S.
1 Dr. Rev. Martin Luther King, Jr.,. II and Coretta Scott-King 2 Marcus Garvey 3 Dr. Booker T. Washington 4 Dr. W. E. B. Du Bois 5 Charles H. Houston 6 Richard Allen and Absalom Jones 7 Prince Hall 8 Samuel E. Cornish and John Russwurm 9 David Walker 10 Nat Turner 11 James Forten 12 Harriet Tubman 13 Dr. Martin R. Delany 14 Dr. Henry H. Garnet 15 Sojourner Truth 16 Dr. Benjamin Banneker 17 Crispus Attucks 18 Paul Laurence Dunbar 19 Phyllis Wheatley 20 P. B. S. Pinchback 21 Frederick Douglass 22 Dr. Thurgood Marshall 23 Malcolm X- Black Nationalism 24 Dr. Paul Robeson 25 Dr. Carter G. Woodson – Mis-Education 26 James Weldon Johnson – Black National Anthem 27 Dr. George Washington Carver PhD 28 William M. Trotter 29 Ida B. Wells-Barnett 30 Madame C. J. Walker 31 A. Philip Randolph 32 Dr. Walter F. White 33 Dr. Roy Wilkins 34 Langston Hughes 35 Mary McLeod Bethune 36 Alain Locke 37 Claude McKay 38 Dr. E. Franklin Frazier 39 Dr. Henry McNeal Turner
422 40 Dr. Mordecai W. Johnson 41 Robert Abbott 42 Jackie Robinson 43 Dr. Adam Clayton Powell, Jr.,. 44 Dr. Whitney M. Young, Jr.,. 45 Mary Church Terrell 46 John H. Johnson 47 Jesse Jackson 48 Alex Haley 49 James Baldwin 50 Richard Wright 51 Elijah Muhammad 52 Zora Neale Hurston 53 Dr. Benjamin E. Mays 54 Muhammad Ali 55 Arthur Schomburg 56 Jesse Owens 57 Dr. Charles R. Drew MD 58 John Hope 59 Bayard Rustin 60 T. Thomas Fortune 61 Dr. Dorothy I. Height 62 Dr. Bill Cosby 63 Jack Johnson 64 Gwendolyn Brooks 65 Dr. Andrew Young 66 Dr. Ralph Abernathy 67 Duke Ellington 68 Louis Armstrong 69 Dr. Shirley Chisholm 70 Dr. Ralph Bunche 71 Joe Louis 72 Dr. Lerone Bennett, Jr.,. 73 Toni Morrison 74 Dr. John Hope Franklin 75 Fannie Lou Hamer 76 Dr. Kenneth B. Clark 77 Lorraine Hansberry 78 Dr. Benjamin Hooks 79 Dr. Leon Sullivan 80 Louis Farrakhan
423 81 Oscar Micheaux 82 Carl Rowan 83 Bill Gray 84 Katherine Dunham 85 Maya Angelou 86 Dr. Earl Graves 87 Hank Aaron, Bill Russell, Jim Brown 88 Dr. Dick Gregory 89 Dr. Johnnetta Cole 90 Dr. Maulana Ron Karenga 91 Ruby Dee and Ossie Davis 92 Harry Belafonte 93 Dr. Marian Wright Edelman 94 Marian Anderson 95 Colin Powell 96 Doug Wilder 97 Dr. Ron Brown 98 Dr. Clarence Thomas 99 Kwame Ture- Black Power 100 James Brown – Say it Loud I’m Black and I’m Proud 101 Rosa Parks 102 Marion Barry 103 Quincy Jones 104. Cheikh Anta Diop and Theophile Obenga 105 J. A. Rogers, and John G. Jackson, George M. James 106 Huey P. Newton and Bobby Seal Black Panther Party for Self-Defense 107Dr. John Henrik Clarke, Dr. Yosef ben-Jochannon, Dr. Chancellor Williams, 108 Dr. Cathy Hughes Radio One and TV One 109 Robert L. Johnson Founder of Black Entertainment Television 110 Dr. Neely Fuller and Dr. Frances C. Welsing MD Research and study of the Theory of White Supremacy/racism 111 Presidents of HBCU and the HBCU themselves 112 Dr. Molefe Kete Ashanti: Afrocentricity 113 Blacologistz: Professor Wulta Zamani Xrozz and Dr. Amos Mohammad “Deluxe” Sirleaf PhD Science of Blacology 114. Lestervelt Middleton: For the People 115 Historical Black Colleges and Universities and their Presidents
424 Data on the Evolution of Black Scholars This data reflect the evolution of Black Scholars to the development of Blacology an Intellectual Cultural Science. It also shows the spirit of the uncompromising struggle of redemption, advancement, of Black people and the redevelopment of Black African Culture in the Black Diaspora of the United States. If you want to know where Blacology comes out of this data reveals the foundation, heritage, and tradition that manifested the evolution of the Blacological Intellectual Cultural Science of Blacology. These Black Scholars answer the questions. 23Whether or not one believes in the possibility that there exists a body of knowledge about Black life which can be disciplined and made useful in the survival and development of Black people depends upon the substance of these many Black Scholars. The Intellectual Genius and Creativity Black African People have a data of over 400 years under colonialism. For years Eurological scholars denied that the essences Black life constituted a respectable enough body of knowledge to even bother about recording for posterity. Blacologically, however, there has been a proof of this gross oversight and mis-education this data is evidence that there is such a autonomous body of knowledge such as a Blacological Intellectual Cultural Science of Blacology for Black African People and their Culture. This Blacology has evolved from the many books, articles, pamphlets and documentaries of these Black Scholars. As Black people who we are and what we are and what we have can only be determined by us. The ability to define who we are is the responsibility of Ancestors, Elders, and Black Scholars. If any one needs to know of the proof of the Innovative Authentic Monolithic Intellectual Creative Genius (IAMNCG) from which is the essence and substance of Blacology tell them to read this data of Black Scholars.
This data is proof of the ideas, philosophies, theories, beliefs, concepts and notions of the Traditional Black Scholars from which the manifestation of Blacology evolved into an Intellectual Cultural Science. This is proof of the foundation, origin, and Heritage and struggle that brought forth the will that envision the elements that make Blacology real. In order to get the truth the key to research is to seek and you shall find it.
The elements of Blacology are in the ideas, philosophies, theories, beliefs, concepts and notions of Black people and the product of an evolving redeveloping Black African Culture. Blacology is not history. History is a record of events and what happened in the European culture. History is also a word that Europeans use to define the existence of the Eurological vision of the world. You will not find Blacology in history or in any Eurological study. As a matter of fact Blacology has it own reality, existence and Black Story. Blacology was founded in Black History of which was an
23 Ronald Walters; Toward a Black Social Science pg 263-270 Leyburn Library
425 Intellectual Study founded by Black Scholars in the evolution of the Black struggle. It was prophecy and a vision in the hearts and minds of the Black Scholars that one day Blacology would come. This data is the evidence of the acclamation, affirmation, declaration and proclamation of this autonomous body of knowledge that manifested into the Science of Blacology.
Table 23.1 reflects the Definition of Blacology
It is in the Blacological thought of these Black Scholars is where Blacology exist. Blacology is not something that is new Black people had been doing it all the time before it was spoken into reality. The evidence is before you.
Blacology - is the Scientific study of the evolution of Black African People and their culture. It is the perpetuation and utilization of the ideas, philosophies, theories, beliefs, concepts, and notions of their past and present life experiences and the spirit of their uncompromising struggle as their Cultural Nahlej. It is also the affirmation, acclamation, declaration and proclamation of Intellectual Genius, Creativity and BlacStory. Wholisticly it is the manifestation of Blacological Intellectual Cultural Science Education. STAGE 1. OUR AKEBU-LAN HERITAGE: Out of the Mists of BlacTime 242550wp Of Blacological Time-Span In The 21-30 Dynasty PIANKHY Conqueror of Egypt ANTAR Afro-Arabian BlacStory Teller SONNI ALI Founder of Songhay ASKIA THE GREAT Builder of Songhay ABRAM HANNIBAL Soldier, Commander in Russia CHAKA 18th Century Zulu King and Warrior GUSTAVUS VASSA Seafarer, Colonizer JACQUES ELIZA JEAN CAPTEIN Orator, Philosopher JOSEPH CINQUE African Prince and Revolutionist MENELIKII
24 Blacological Table Of Centuries Pg 32, Blacological Chronology12-13-04, By Prof. Walter Cross, Submitted To: Dr. Sulayman Nyang, African Studies Ph.D. Howard University, Blacology Research And Development Institute, [email protected] ,Blacology.Com, Landover, Md 20785
426 Founder of Modern Ethiopia
STAGE 2. BLACK SCHOLARS AS PIONEERS IN EUROLOGICAL LANGUAGE ARTS: 0029ade – 0041re (1760-1830) PHILLIS WHEATLEY On Being Brought from Africa to America GUSTAVUS VASSA Early Life in Africa GEORGE MOSES HORTON On Liberty and Slavery DAVID WALKER Our Wretchedness in Consequence of Ignorance ESTAVANICO Arizona's African Discoverer CRISPUS ATTUCKS First to Die for Independence PETER SALEM Black Hero of Bunker Hill OLIVER CROMWELL With Washington at Delaware BENJAMIN BANNEKER Mathematical Wizard and Inventor JEAN BAPTISTE POINTE DE SABLE Chicago's First Settler PRINCE HALL Fraternal Leader PAUL CUFFE Early Businessman and Colonizer SCIENCE AND INDUSTRY: AND THEY STUDIED BLACK AFRICAN CULTURE ELIJAH McCoy "The Real McCoy" NORBERT RILLIEUX Slave, Scientist JAN ERNST MATZELIGER Inventor and Businessman GRANVILLE T.WOODS Prolific Inventor GARRETT A. MORGAN Inventor For Safety MARTIN R.DELANY Ethnologist: BlacNationalism MATTHEW A. HENSON Polar Explorer GEORGE WASHINGTON CARVER
427 Savior of Southern Agriculture CARTER GODWIN WOODSON Negro History DANIEL HALE WILLIAMS First Successful Heart Surgeon ERNESTE.JUST Biologist ULYSSES GRANT DAILEY Surgeon CHARLES DREW Pioneer in Blood Plasma Research PERCY JULIAN: Chemist THEODORE K. LAWLESS Dermatologist-Philanthropist DR. KENNETH CLARK PhD Theory of Stigmatic Injury: Doll Theory NEELY FULLER AND FRANCES C. WELSING Theory of White Supremacy/racism W. E. B. DU BOIS Blacological Research Scientists: wrote 2038 Books, Articles and Pamphlets MARCUS M. GARVEY Blacological Cultural Scientist: Black Nationalism MARTIN LUTHER KING Jr., II Blacological Scientist: Methods of Equality and Justice MAULANA KARENGA The African American Holiday of Kwanzaa: A Celebration of Family, Community, and Culture MOLEFI KETE ASANTE Afrocentricity WULTA ZAMANI XROZZ Blacology A Intellectual Science AMOS M. “DELUXE” SIRLEAF Blacology a Cultural Science
STAGE 3. BLACK SCHOLARS AS FREEDOM FIGHTERS: 0041re-0076re (1830-1865) WILLIAM WELLS BROWN The Negro Sale MARTIN R. DELANY Ethnologist/Father of Black Nationalism SOJOURNER TRUTH "And Arn't I a Woman?" FREDERICK DOUGLASS
428 The Meaning of July Fourth for the Negro FRANCES ELLEN WATKINS (HARPER) Bury Me in a Free Land CHARLOTTE L. FORTEN From The Journal DENMARK VESEY Anti-Slavery Insurrectionist DAVIDWALKER: Appeal to the Slaves NAT TURNER Anti-Slavery Revolutionist L'OUVERTURE, DESSALINES, CHRISTOPHE, BOOKAMN Haiti: Four Who Made Revolution HARRIET TUBMAN Black Moses of Her Race DR. MARTIN LUTHER KING JR.,#II PhD Civil Rights and Voting Rights MEDGER EVERS Civil Rights and Voting Rights MALCOLM X Human Rights DR. THURGOOD MARSHALL JD Equal Rights in Education STAGE 4. ACCOMMODATION AND PROTEST: 0076re-121re (1865-1910) WILLIAM STILL Henry Box Brown ELIZABETH KECKLEY / 132 The Secret History of Mrs. Lincoln's Wardrobe in New York GEORGE WASHINGTON WILLIAMS Heroism: Black and White BOOKER TALIAFERRO WASHINGTON An Address Delivered at the Opening of the Cotton States' Exposition in Atlanta, Georgia, September, 1895 SUTTON ELBERT GRIGGS The Blaze CHARLES WADDELL CHESNUTT The Wife of His Youth JAMES DAVID CORROTHERS At the Closed Gate of Justice KELLY MILLER Woodrow Wilson and the Negro PAUL LAURENCE DUNBAR We Wear the Mask WILLIAM STANLEY BEAUMONT BRAITHWAITE The Watchers
429 JAMES P. BECKWOURTH Western Frontiersman ALEXANDER CRUMMELL Writer, Advocate of Equality, Minister ROBERT SMALLS Navigator, Slave-Hero, Congressman HIRAM REVELS U.S. Senator from Mississippi BLANCHE K. BRUCE Senator From Mississippi ROBERT B. ELLIOTT U.S. Congressman from South Carolina RICHARD H. CAIN U.S. Congressman from South Carolina JOHN R. LYNCH U.S. Congressman from Mississippi JEFFERSON LONG U.S. Congressman from Georgia JOHN MERCER LANGSTON U.S. Congressman From Virginia JAMES T. RAPIER Congressman from Alabama EBENEZER D. BASSETT First Negro Diplomat JAMES LEWIS Collector for Port of New Orleans HENRY HIGHLAND GARNET Abolitionist, Minister to Liberia JOHN H. SMYTHE U.S. Minister to Liberia JAMES MONROE TROTTER Recorder of Deeds JONATHAN J. WRIGHT South Carolina Jurist GEORGE W. WILLIAMS Soldier, Diplomat, Historian PINCKNEY BENTON STEWART PINCHBACK Lt. Governor of Louisiana STAGE 5. THE NEW NEGRO RENAISSANCE AND BEYOND: 121re-165re (1910-1954) WILLIAM EDWARD BURGHARDT Du BOIS / 236 The souls of Black Folks JAMES WELDON JOHNSON / 254 The Black National Anthem ANNE SPENCER Before the Feast of Shushan
430 ALAIN LEROY LOCKE The New Negro JEAN TOOMER Song of the Son CLAUDE McKAy If We Must Die LANGSTON HUGHES Mother to Son / The Negro Speaks of Rivers COUNTEE CULLEN Heritage ARNA BONTEMPS A Black Man Talks of Reaping RUDOLPH FISHER High Yaller JESSIE R. FAUSET Class MAY MILLER Gift from Kenya MELVIN B. TOLSON From Psi WARING CUNEY Colored WILLIAM ATIAWAY North to Hell ROBERT E. HAYDEN Middle Passage OWEN DODSON Train Ride STERLING A. BROWN Memphis Blues STAGE 6. THE NEW NEGRO IN LITERATURE 136re-165re (1925-1955) ARTHUR P. DAVIS Growing Up in the New Negro Renaissance SAUNDERS REDDING The American Negro Writer and His Roots ROBERT SENGSTACKE ABBOTT The Chicago Defender ZORA NEALE HURSTON Folk Tales RICHARD WRIGHT The Man Who Was Almost a Man CHESTER B. HIMES Rape! WILLIAM DEMBY The Nightriders
431 ANN PETRY Dead End Street GWENDOLYN BROOKS The Rites For Cousin Vit MARGARET A. WALKER For My People RALPH ELLISON Hidden Name and Complex Fate
STAGE 7. THE EVOLUTION OF INTEGRATION VERSUS BLACK NATIONALISM: 165re – 180re (1954- 1970) JAMES BALDWIN The Fire Next time ULYSSES LEE The Draft and the Negro PAULE MARSHALL Brooklyn SAMUEL W. ALLEN ( PAUL VESEY) Negritude and Its Relevance to the American Negro Writer OSSIE DAVIS Purlie Victorious (Act I, scene i) LEROI JONES (Amira Baraka) Black Dada Nihilismus ED BULLINS Clara's Ole Man JOHN A. WILLIAMS Project: King Alfred WILLIAM MELVIN KELLEY Harlem Quest ERNEST J. GAINES Just Like a Tree CLAUDE BROWN Drugs and Harlem MALCOLM X Black Nationalism - Talkin to you white man FAITH BERRY Black to Black: A Letter to Africa LAWRENCE BENFORD The Beginning of a Long Poem on Why I Burned the City MARGARET DANNER The Elevator Man Adheres to Form MARI EVANS Vive Noir! WILLIAM J. HARRIS Samantha Is My Negro Cat
432 LANCE JEFFERS On Listening to the Spirituals ALICIA LOY JOHNSON On My Blackness PERCY EDWARD JOHNSTON To Paul Robeson, Opus No. 3 NAOMI LONG MADGETT For a Child OLIVER PITCHER Harlem: Sidewalk Icons DUDLEY RANDALL Booker T. and W. E. B. JON WOODSON Saturday DON L. LEE (HAKI R. MADHUBUTI ) The Self-Hatred of Don L. Lee MARTIN LUTHER KING, JR.,. Where do we go From Here? LARRY NEAL The Black Arts Movement SONIA SANCHEZ The Bronx Is Next NATHAN A. SCOTT, JR.,. Judgment Marked by a Cellar: The American Negro Writer and the Dialectic of Despair ELDRIDGE CLEAVER Black is Coming Back - Cultural Conditioning HAROLD CRUSE The Crisis of the Negro Intellectual KWAME NKRUMAH The Fight For Independence JULIUS NYRERERE Mwalimu — Swahili for “teacher” RONALD WALTERS PhD Moving Toward a Black Social Science CHARLES MAYNARD Chicago Black Scholar Blackology in 185re(1974) DR. MOLEFE KETE ASHANTI PhD Afrocentricity PROFESSOR WULTA ZAMANI XROZZ & DR. A. M. “DELUXE” SIRLEAF PhD Blacology – A Intellectual Cultural Science or Blacology.com
STAGE 8. BLACOLOGICAL CULTURAL NATIONALIZT IN BLACAFRICA: 165re – Present 217re (1954- 2006) KWAME NKRUMAH
433 Nkrumah upon his Release from Detention JULIUS NYERERE Tanzania Midwife left Political Scene LEOPOLD SEDAR SENGHOR Poet – Political - President of Senegal author of Negritude AMILCAR CABRAL Outstanding Leader of African Liberation SEKOU TOURE Guinea History DR. KENNETH KAUNDA His legacy of Greatness JOMO KENYATTA Kenya's First Statement NELSON MANDELA Chronology of Mandela DR. AMOS MOHAMMAD “DELUXE” SIRLEAF Ph.D. BLACOLOGY : The 21st Century African System of Thought STAGE 9. DATA OF BLACK SCHOLARS FOR BRATHAHOOD: THE SPIRIT OF THE MILLION MAN MARCH 180RE-217RE (1970-2006) PART I: FOREFATHERS: THE GRIOT'S VOICE GEORGE EDWARD TAIT I Am a Black Man NOUK BASSOMB IKOP MBOG: An Account of an African Child's Initiation HOWARD THURMAN On Viewing the Coast of Africa FREDERICK DOUGLASS Narrative of the Life of Frederick Douglass BOOKER T WASHINGTON Up from Slavery RANDALL KENAN Let the Dead Bury Their Dead W E. B. Du BOIS Black Reconstruction in America 1860-1880 MARCUS GARVEY Message of Marcus Garvey to Membership of Universal Negro Improvement Association from Atlanta Prison RALPH ELLISON Juneteenth CHEIKH ANTA DIOP The African Origin of Civilization NKRUMAH, KWAME Consciencism JULIUS K. NYERERE Ujamaa, Essays on Socialism
434 JOHN HENRIK CLARKE Great and Mighty Walk JOHN G. JACKSON Introduction to African Civilization J.A. ROGERS World’s Great Men of Color YOSEF BEN-JOCHANNAN Africa: Mother of Western Civilization
PART 2: A SON IN THE BLACFAMILY OF FATHERS AND SONS
QUINCY TROUPE Poem for My Father RICHARD WRIGHT Black Boy LANGSTON HUGHES Father JAMES BALDWIN Notes of a Native Son MALCOLM X Nightmare HENRY LOUIS GATES, JR.,. Colored People WESLEY BROWN Tragic Magic LOUIS EDWARDS Ten Seconds EARL OFARI HUTCHINSON A Talk with My Father NICK CHILES A Private War HAKI R. MADHUBUTI Father's Pledge Boyz 'n the Hood
WILLIAM DEMBY Beetle creek CLAUDE BROWN Man-child in the Promised Land WILLIAM MELVIN KELLEY Dancers on the Shore HENRY DUMAS Strike and Fade AMIRI BARAKA Somebody Blew-up America JESS MOWRY
435 Way Past Cool JABARI ASIM Two Fools KEVIN POWELL Ghetto Bastard YUSEF SALAAM Brer Rabbit Escapes Again MICHAEL ERIC DYSON Reflecting Black ROLAND GU.BERT/CHEO TYEHIMBA-TAYLOR The Ghetto Solution
PART 3: RELATIONSHIPS When a Black man Loves a Black woman
ROBERT FLEMING Black Women CHARLES JOHNSON Middle Passage CHARLES W. CHESNUTT The Wife of His Youth ARTHUR FLOWERS Another Good Loving Blues JAMES ALAN MCPHERSON Elbow Room TREY ELLIS Home Repairs CHESTER HIMES The Lonely Crusade CALVIN C. HERNTON Sex and Racism in America RICHARD PERRY No Other Tale to Tell WALTER MOSLEY White Butterfly CLARENCE MAJOR All-Night Visitors
WHAT'S LOVE GOT TO DO WITH IT
GERALD EARLY First Poem for Linnet EDWARD JONES A New Man RON STODGHILL II My Sparrow ALEXS D. PATE
436 Losing Absalom KALAMU YA SALAAM What Is Life? DAMU fuIaM A Fathers Lament NATHAN MCCALL Makes Me Wanna Holler RALPH WILEY On the A-Train to Venus with Isis
MY BROTHER'S KEEPER
RUDOLPH FISHER The Walls of Jericho SYLVESTER MONROE Brothers PLAYTHELL BENJAMIN Lush Life KENNETH MEEKS Pledging Alpha E. LYNN HARRIS Invisible Life MELVIN DIXON Vanishing Rooms ESSEX HEMPHILL In an Afternoon Light W J. BRANDY MOORE African-American Males and Survival Against AIDS ERNEST J. GAINES A Lesson Before Dying
PART 4: TROUBLE MAN THE PERMANENCE OF RACISM
CLAUDE MCKAY If We Must Die PAUL LAURENCE DUNBAR The Lynching of lube Benson JEAN TOOMER Blood-Burning Moon ALBERT FRENCH Billy GORDON PARKS Shannon WILLIAM STRICKLAND The Future of Black Men BRENT STAPLES
437 Parallel Time ERNEST ALLEN, JR.,. Race and Gender Stereotyping in the Thomas Confirmation Hearings ARTHUR ASHE AND ARNOLD RAMPERSAD Days of Grace DERRICK BELL Faces at the Bottom of the Well
FIGHTING ON TWO FRONTS
DAVID LEVERING LEWIS "When Harlem Was in Vogue JOHN OLIVER KILLENS And Then We Heard the Thunder ROBERT 1. ALLEN The Port Chicago Mutiny MARTIN LUTHER KING, JR.,. Beyond Vietnam WALLACE TERRY Bloods CLYDE TAYLOR Black Consciousness in the Vietnam Years
LOCKED IN AND LOCKED OUT
ALBERT RACE SAMPLE Racehoss: Big Emma's Boy LLOYD L. BROWN Iron City ROBERT CHRISMAN Black Prisoners, "White Law JOHN EDGAR WIDEMAN Brothers and Keepers NATHAN McCALL Makes Me Wanna Holler JARVIS MASTERS Scars ARTHUR HAMILTON, JR.,., AND WILLIAM BANKS Father Behind Bars DHORUBA BIN WAHAD Still Black, Still Strong: Survivors of the U.S. War Against Black Revolutionaries COLOR AND CLASS
WALTER WHITE A Man Called White
438 LANGSTON HUGHES Whos Passing for Who? WILLARD MOTLEY The Almost White Boy STANLEY CROUCH Man in the Mirror RONALD E. HALL Blacks Who Pass HOSEA HUDSON Black Worker in the Deep South WILLIAM ATTAWAY Blood on the Forge SAM GREENLEE The Spook Who Sat By the Door BRENT WADE Company Man SHELBY STEELE The Content of Our Character ELLIS COSE The Rage of a Privileged Class STEPHEN L. CARTER Reflections of an Affirmative Action Baby
PART 5: BLACK MAGIC AND BID HIM SING
COUNTEE CULLEN Yet Do I Marvel WALLACE THURMAN Infants of the Spring JULIUS LESTER Falling Pieces of the Broken Sky ISHMAEL REED Writin'ls Fightin'
WE WEAR THE MASK
CECIL BROWN The Life and Loves of Mr. Jiveass N-i-g-g-e-r MEL WATKINS On the Real Side PAUL ROBESON Here I Stand SIDNEY POITIER This Life SPIKE LEE WITH RALPH WILEY By Any Means Necessary: The Trials and Tribulations of the Making of Malcolm X
439 IN THE GAME
JACKIE ROBINSON I Never Had It Made CASSIUS CLAY (MUHAMMAD Au) Playboy Interview (October 1964) HARRY EDWARDS The Struggle That Must Be JIM BROWN Out of Bounds CHARLIE SIFFORD Just Let Me Play: The Story of Charlie Sifford- The First Black PGA Golfer KAREEM ABDUL-JABBAR AND PETER KNOBLER Giant Steps EARVIN "MAGIC" JOHNSON My Life SATCHEL PAIGE Rules for Staying Young MICHEAL JORDAN One the Greatest Basketball Players of All Times
Be_Bop. Doo_Wop, Hip-Hop
DUKE ELLINGTON Music Is My Mistress SIDNEY BECHET Treat It Gentle NELSON GEORGE The Death of Rhythm & Blues ALSTON ANDERSON Dance of the Infidels MILES DAVIS WITH QUINCY TROUPE Miles: The Autobiography of Miles Davis NATHANIEL MACKEY Djbot Baghostus's Run GREG TATE Silence, Exile, and Cunning: Miles Davis in Memoriam QUINCY JONES Playboy Interview( July 1990) ICE-T The Ice Opinion
PART 6: SANKOFA: PAST AS PROLOGUE DEEP ROOTS
DUDLEY RANDALL A DiJJerent Image
440 YOSEF BEN-JOCHANNAN The African Contribution to Technology and Science JOHN HENRIK CLARKE The Africans in the New World: Their Contribution to Science, Invention, and Technology J. A. ROGERS From "Superman" to Man JOHN HOPE FRANKLIN A Life of Learning ALEX HALEY There Are Days When I Wish It Hadn't Happened (March 1979) NATHAN HARE The Challenge of a Black Scholar CHANCELLOR WILLIAMS The Destruction of the Black Civilization
NO JUSTICE. NO PEACE
CHARLES V. HAMILTON Adam Clayton Powell, Jr.,. MARTIN LUTHER KING, JR.,. "Where Do We Go from Here? MALCOLM X Speech to African Summit Conference-Cairo, Egypt JAMES FORMAN The Making of Black Revolutionaries BOBBY SEALE Seize the Time: The Story of the Black Panther Party and Huey P. Newton SAMUEL E YETTE The Choice: The Issue of Black Survival in America JOHN A. WILLIAMS The Man "Who Cried I Am WILLIAM H. GRIER AND PRICE M. COBBS Black Rage RICHARD MAJORS Cool Pose: The Proud Signature of Black Survival JESSE JACKSON Keep Hope Alive MANNING MARABLE Toward Black American Empowerment LOUIS FARRAKHAN A Torchlight for America RANDALL ROBINSON Operation Island Storm? KWEISI MFUME The State of Black America (September 1994)
441 BLACK GOLD KATHY L. HUGHES Information is Power EARL G. GRAVES The Men of Black Enterprise JOHN H. JOHNSON WITH LERONE BENNETT, JR.,. Succeeding Against the Odds DENNIS KIMBRO AND NAPOLEON HILL Think and Grow Rich: A Black Choice GEORGE C. FRASER Success Runs in Our Race ROBERT JOHNSON Black Entertainment TV
RETURN TO OUR ORIGINAL SOURCE OF NAHLEJ
REGINALD MCKNIGHT I Get On the Bus MAULANA KARENGA The African American Holiday of Kwanzaa: A Celebration of Family, Community, and Culture MOLEFI KETE ASANTE Afrocentricity ERIC V. COPAGE Kwanzaa: An African-American Celebration of Culture and Cooking JAMES E. JACKSON The journey of Martin Luther King, Jr.,. CORNEL WEST Race Matters STERLING BROWN Strong Men (Closing Stanzas) PROFESSOR WULTA ZAMANI XROZZ AND DR. AMOS MOHAMMAD “DELUXE” SIRLEAF Blacological Zchalaz, Blacology a Intellectual Cultural Science
442 Table 22.2 Ancient Black African Inventors
This table reflects the Innovative Authentic Monolithic Intellectual Creative Genius (IAMNCG) of the Ancient Black Scholars as Black African Inventors and contributors to the evolution of mankind and the development Civilization. This table answers the many questions that have been asked by Black students and the masses of Black people thru out the Eurological studies industry. It has been stated that from the Black Culture all knowledge evolved. The Black Story is a Intellectual Study of Learning and recognizing our Rich Black African Culture... KNOW THY SELF ....is the way undo your mis-education and the truth about Black people. This table was sent to me by a Black Scholar who had visited our Web Page Blacology.com 25Dr. JANEY MCADAMS.
INVENTOR 26INVENTIONS DATES 10 000 Black Africans Civilization BC or Earlier Black Africans Democracy Black Chess Africans Black Africans Alphabet Petroleum:- petroleum was used by Kemetians(Africans) as bitume and combustile. Petroleum was found in the mummies. The extraction and 3000- Black Africans production of oil required a high knowledge of 4000 BC geology,mathematiques,chimistry... 2613- Black Africans Writing(hieroglyphics) Mdw Ntr 2494 BC 2613- Black Africans Maths and Engineering 2494 BC Black Africans Paper (made from Papyrus) Black Africans Boats (made from Papyrus) 800 BC Black Africans Pyramids and Earlier Black Africans Calendars: Solar, Lunar, Astrological, ect. (360 days/12 months Black Africans Domestication of Animals
25 Dr. JANEY MCADAMS. , P. O. Box 536, Camarillo, CA 93011, [email protected], Get your FREE download of MSN Explorer at http://explorer.msn.com/intl.asp. 26 Black Inventors http:www.swagga.com/invent_quiz.htm
443 Black Africans Art and Literature, Philosophy and Spiritual Systems Black Africans Mining (Gold, Tin, Copper, Iron and other metals) 2613- Imhotep Father of Scientific Medicine 2494 BC Akhenaton Belief in one God 2613- Black Africans Stone Architecture 2494 BC Black Africans System of Higher Education :Universities (Timbuktu) 2 - 6 AD Black Africans Agriculture Black Africans Labor and Economics Established such principles and concepts as the Mind/Soul/Spirit, spiritual transformation, life and death, resurrection and after-life, Kemetic Ancestral hood, immortality, creation, universal order, ideas, will, (African) thought, speech, memory, learning, human development, justice, Scholars morality, human nature, self-consciousness, unconscious or subconscious, and many others, long before the Greeks were known to exist in human history
Table 23. 3 of Black Scholars @ HBCU
Table of Black Scholars at HBCU that Influenced Blacology thru the use of Black thought. These are the Black Scholars that I had direct contact with. These are the Black Scholars I took classes from and study under in the Eurological Fields of Athletics, Counseling, English, Religion, Physical Education, Urban Affairs, Sociology, and African Studies in the graduate undergraduate schools at HBCU. The real life living experience of both learning from Black Scholars and the use of Black thought at HBCU was the most encouraging, influential and most important aspect in the development of Blacology than all the experiences I had in the research and study of Blacology. This experience showed and proved to me that Thinking Black did work and this Black thought was a valuable asset to the safety, redemption, advancement, of Black people and the redevelopment of Black African Culture. This experience of seeing and talking to living Black Scholars had a direct and indirect affect on the evolution of Blacology. Sometime the affect was immediately and sometimes it reveal it self to you as you continued the research and study of Blacology. The evidence of this fact is proof in the development and evolution of Blacology. The interesting, captivating, and attractive thing about the research and study of Blacology was the revelation was always right in front of your eyes, but without the study of Black African Culture from a Blacological Perspective and Vision you could not find it. Once you begin to acquire Black knowledge form the revelations you begin to see there was some logic to Thinking Black and the use of Black thought. For example as a young Black man you knew that if you got stop by the police white or Black you could be Killed if you said the wrong thing or anything, since Black youth did not know what to say you would not say anything, even if you knew your were not in the wrong or did not break any law. These were some of the discussions you would have at HBCU
444 Blacologically. Also there would be discussions on what Black people needed and what Black people wanted. As Young Black Scholars we would have Blacological dialog on what we were going to do for Black people as Black leaders in our family or neighborhoods. We would as Black students have dialogs on who you think is a good Black leaders and who was not. These are some example of how Blacological thought was developed at the HBCU. It was not so much what you learn in the classroom but we talk about without the direction of the Professor although there was plenty in class about the Black Scholars of the past and present.
75% of this entire dialog in class was Blacological but no one had given it a name or call it such. There would come a time in class the Black Scholars would say let us get to what is in the book or let’s turn to page whatever in the book. Sometimes the whole class would be in Black thought. But because it was a Black College or University the dialog would begin in Blacological thought. Some times it would be said as that old BlacTalk by some one who was thinking Negrological or espousing to be Eurological. After the research and study of Blacology the research revealed that this dialog was a Scientific Method of thinking that Black people did that was proven thru time and space that had logic to its interjection in to the discussion and provided Education as to how to survive and help Black people get want they needed and wanted in their local, national, and International communities. These were the issues that were not in the book. The Black Scholars would also evaluate and grade you on these Blacological discussions. Even though you had to learn what was in the book you had to know how to survive as a Black man and a Black woman. You also had to know how to help Black people because you were going to be a Black leader. The way for you to learn was in these Blacological Dialogues and Discussion in the classroom and in the dormitories or wherever you could get this Black knowledge. You could also implement these Black thoughts into your term papers or research paper for a grade. To know the thoughts of these Black Scholars paid enormous dividends in the evolution of Blacology. There was also some Philanthropy all HBCU have a 30-40% Philanthropy. The percentage % non-Black Scholars at the HBCU is always lager than the percentage Black Scholars at non-HBCU. The philanthropy is also reflected in this table. This Table is proof of the Scientific (or Scientific) Study conducted under these HBCU that were institutes where Black Scholars taught Scientific Study and were qualified to do so. This table is proof of the Scientific (Scientific) Study conducted on Blacology at the HBCU.
A. Black Scholars @ Bishop College They Influenced Blacology thru the use of Black thought. 185re-190re (1974 – 1979) Hazel H. Peace, M.A., 1972 Coordinator for Counseling and Student Activities A.B., Howard University; M.A., Columbia University
William Larkin, M.D., 1965, Director, Health Center B.S., Prairie View A&M University; M.D., University of Texas Medical School
Bobby N. Pippins, M.S.,1979-80, Counselor for Men B.S., M.S., East Texas State University
Harry Robinson, Jr.,., Ed.D., 1974, Director of the Library,
445 and Professor of Library Science B.S., Southern University; M.S.L.S., Atlanta University; Ed.D., University of Illinois
Fred Warbington, Jr.,., M.Ed. 1970, Director of Admissions B.S., Bishop College; M.Ed., Prairie View A&M University
Judy An, Ph.D. 1974Assistant Professor in Sociology and Mathematics LLB., National Taiwan University Law School; L.L.M., University of Missouri; B.S., Bishop College, Ph.D., Texas Woman's University
Herbert E. Alexander, Ed.D 1962, Associate Professor of Life Sciences A.B, Union College; M.S., Tennessee State A&I University; Ed.D., East Texas State University
Melvin J. Banks, L.HD 1929, Visiting Professor of History and Director of Criminal Justice Program A.B., M.A., Howard University; Ph.D., Syracuse University; L.HD., Oklahoma School of Religion
Elsie M. Burnett, Ph.D., 1968, Assistant Professor of English B.S., Bishop College; M.Ed., East Texas State University; Ph.D., Texas Woman's University David Dasher, 1979 Laboratory Assistant
Virginia M. Hayes, M.A 1966, Assistant Professor of Sociology AB., Philander Smith College; M.A., Scarret College; M.A., Syracuse University
Joseph T. Howard, Ph.D. 1965, Professor of Sociology A.B., M.A., Baylor University; Them., Central Baptist Seminary; Ph.D., University of Missouri
Charles Hunter, Th.D 1961-73; 1975, Professor of Sociology and Director of Urban Affairs Center A.B., Bishop College; B.D., Howard University; M.A., University of Texas at Arlington; M.Th., Th.D., Philadelphia Divinity School
Emanuel Jones, Jr.,., Ed.D.1965,Assistant Professor of Physical Education, B.S., M.S., Prairie View A&M University; Ed.D., East Texas State University
John D. Mangram, Th.D 1967, Professor of Religion
446 and Dean of the Chapel A.B., Jarvis Christian College; B.D., Howard University; S.T.M., Yale University Divinity School; Th.D., Pacific School of Religion
Lucy P. Patterson, M.SW, 1978, Associate Professor of Social Work BA, Howard University; M.SW., University of Denver
Thelma P. Thompson, Ph.D.,1944-46; 1956, Professor of English A.B., Bishop College; M.A., University of Michigan; Ph.D., University of Oklahoma
"Harry S. Wright, S.T.M., D.Min 1967, Associate Professor of Religion and Philosophy and Dean of the Chapel A.B., Morehouse College; B.D., Colgate Rochester Divinity School; S.T.M., D.Min., Perkins School of Theology, Southern Methodist University
Dwain M. Govan, M.Ed, 1975, Assistant Basketball Coach, Head Track & Cross Country Coach B.S., Bishop College, M.Ed., Prairie View A&M University
Shannon D- Little, M.S., 1974, Assistant in the Office of Centralized Development, B.S., LeMoyne College; M.S., Tennessee State University
Jerrell Sheppard, B.S. 1975, Athletic Dormitory Director; Assistant Football Coach; Assistant Recreation Director and Head Softball Coach, B.S., Bishop College
Lucious Wagner B.S., 1976 Assistant Director of Financial Aid B.S., Bishop College
B. Black Scholars @ Prairie View A & M University Faculty: Department of Social Work and Sociology 198re – 199re (1987- 1988) Sarah B. Williams, Ph.D. Department Head, Social Work and Sociology 1972, Professor, Sociology & Social Work. B.A., University of Texas at Austin, 1970; M.S.W., University of Houston, 1972; Ph.D., University of Texas at Austin, 1978.
Elizabeth A. Martin, M.S.W Social Work 1975 Assistant Professor, Sociology, B.A., Prairie View A&M University, 1974; & Social Work. M.S.W., Our Lady of the Lake University, 1975.
447
Clyde O. McDaniel Ph.D., Sociology 1986 Professor, Sociology, .. B.S., Fayetteville State University, 1960; & Social Work. M.A., North Carolina Central University, 1963; Ph.D., University of Pittsburgh, 1966.
Jimmie P. Poindexter, M.S.W Social Work 1971 Assistant Professor, . B.A., Prairie View A&M University, 1955; Sociology & Social Work. M.S.W., Howard University, 1957
C. Black Scholars @ Howard University Faculty Profi1es - African [email protected] 200re -217re (1999 – 2006) Cummings, Robert J. (Ph.D., UCLA) – Chairperson/Professor African Economic History; East Africa: Labor and Transport History; Migration and National Development; African Regional Development and Economic Cooperation.
Cham, Mbye B. (Ph.D., University of Wisconsin-Madison) - Associate Professor Oral Tradition; Modem African Literature in English and French (West Africa and South Africa); and Third World Film; Cinema, Film and African Development
David, Wilfred L. (Ph.D., Oxford University) - Professor Economics; East. and west Africa; Development Policy; and international Monetary Theory.
Edgar, Robert R. (Ph.D., UCLA) - Professor Southern Africa; History; Religious and Political Movements.
Nyang, Sulayman S. (Ph.D., University of Virginia) - Professor Political Science: West Africa; and Political Party Development
Serapio, Luis B. (Ph.D., American University) - Associate Professor international Relations: Southern Africa and Portuguese Speaking Africa; international Relations; and Afro-Brazilian Relations.
Shams, Feraidoon (Ph.D., American University) - Associate Professor Political Science: Africa & Middle East.; Islam; Political Theory, Development And Social Change.
J. Ayodele Langley Ph.D., National Policy Research and Evaluation, Non-Governmental Organization ("NGO's") and Africa, Public Policy and Development in Africa
Almaz Zewde, Ph.D, Women in African Development, (230-231) Fall Semester 2001, African Studies Ph. D. Program, Howard University, Washington, DC 20059 [email protected]
448
Professor Mkamburi M. Lyabaya Ms, African Studies, Howard University, Kiswahili, Department of Modern Languages and literature, Lock Hall #323 Howard University, Washington, DC 20059 [email protected]
Donn G. Davis, Ph.D., M.S.L. , Associate Professor, Department of Political Science, Constitutional Law, Constitutional Law, Judicial Process/Politics, Black Political Ideology, Presidential Policymaking, Legislative Process, Legislative Process Howard University, Washington, DC 20059 Douglass Hall Room 112, email: [email protected]
Louis Wright, Ph.D., Assistant Professor, Department of Political Science, Pan Africanism, Black Political Theory, Howard Center, Rm. 532, Howard University, Washington, DC 20059, e-mail: [email protected]
Dr. Kimberly R. Mofitt Ph.D. Fall 2005 10-04-05, Academic Communication I Comprehensive Writing, Howard University, Washington, DC 20059
D. Black Scholars @ University Of The District Of Columbia /Grambling State University/, Doctorate Of Education Ed Program, Washington, D.C 207re- 208re (1996-1997)
Dr. Miles M. Fisher Ph.D., University of the District of Columbia extension Graduate Program with Grambling State University , Fall Semester 1996-97 in the course The Community College Vs HBCU, University Of The District Of Columbia, 4200Connecticute Ave., N.W. Washington, DC 20008
Table 22.3 The Evolution Of Black Scholars Uncompromising Struggle
Table 22.3 on the evolution of Black Scholars uncompromising Struggle for redemption, advancement, of Black people and the redevelopment of Black African Culture. from the Assault and Destruction Era to the Universal Black African Culture in the Redevelopment Era. See “The African-American Odyssey, Second Edition” table of contents,
STAGE I The Assault and Destruction Era to the 1st Century of the Redevelopment Era of Black African Culture 1. Alkebu-lan (BlacAfrica) the origin of Black people in the land of Blackz
2. Middle Passage Captivity of Black people, the kidnapping, abduction, exploitation, and stealing of
449 Black people from Alkebu-lan, the journey to Eurological colonialism and the beginning of the use of word Black as a collective label by those Black Africans held in captivity.
3. Black Africans in Trans-Atlantic Enslavement Dehumanization of Black people in Colonial North America and East Africa Arabic Enslavement Dehumanization of Black people , during the 2nd Century of the Assault and Destruction Era of Black African Culture 300ade- 0010ade (1526-1763)
4. Rising courage of Black Africans for Independence and the beginning of the BlacStruggle for the end to Captivity and enslavement, The Revolt of the Jamaican Maroons, end of 1st century of Assault and Destruction of Black African 0035ade-0001re (1763-1789)
5.Black African Revolution, the coming of age of the 1st Blacological Scientist Dr. Martin R. Delany as an Ethnologist, use of Black thought, and the beginning of the Redevelopment Era of Black African Culture: The Haitian Revolution is instrumental in the Fall New Eurological Nations in the Caribbean, 0001re -0031re (1789-1820)
STAGE II The impact of the Black Scholars on Enslavement, Black Revolutions, Abolition, and the Quest for Freedom for all Black Africans 6. Black Scholars impact on The Coming of the U.S. Civil War, 0004re-0068re (1793-1861) The struggle of Black people under Colonialism in the Cotton Manufacturing Industrial Complex.
7. The Freedom struggle of Black people in Antebellum United States and all Eurological Colonies and the Haitian Revolution.
8. Black Scholars Opposition to enslavement of all Black people, 0018re-0051re 0011re – 0043re (1800- 1833)
9. Black Scholars: Henry Highland Garnet Motto of Resistance, 0051re-0068re (1833-1850)
10. Black Scholars efforts Were at the Heart of The United States Disunity over enslavement. Black Scholar Martin R. Delany Science of Ethnology
STAGE III Black Scholars affect on The Civil War, Emancipation, and Black Reconstruction. 11. Black Scholars fight for Liberation in the U.S. Civil War.
12. Black Scholars define The Meaning of Freedom: The Promise of Reconstruction, 0076re-0079re (1865-1868)
13. Black Scholars struggle with white supremacy/racism efforts in the undermining of Reconstruction.
STAGE IV. Black Scholars Struggle for a Safe Environment for Black people And their Culture 14 Black Scholars anti- violence campaign on White Supremacy/racism used on Black people in the
450 South in the later part of the 1st Century of the Redevelopment Era..
15 Black Scholars in the South Challenge White Supremacy/racism with anti-lynching campaign and self- defense.. 16 Black Scholars Intellectual strategy of Conciliation, Agitation, and Migration in the Early 2nd Century of the Redevelopment Era.
17 Black people and the 2nd Century of the Redevelopment Era of Black African Culture and the acclamation of Africanism and the use of Pan-Africanism. H. Sylvester William and Edward W. Blyden. STAGE V. Black Scholars Intellectual Development of Organizations, Institutions, and Science in the U.S. Great Depression and the Eurological World Wars I & II. 18 Black Scholars Intellectual strategies during The U. S. Great Depression and promise of The New Deal.
19 The struggle for survival of Black Culture in the International Eurological Societies during the entry of the 2nd Century of the Redevelopment Era of Black Culture.
20 Black Scholars Survival of Eurological World Wars I & II Era stimulated the use and growth of Blacological Intellectual thought. Negro History by Black Scholar Dr. Carter G. Woodson, Negritude by Amie Ceasar, Leopold Sédar Senghor.
STAGE VI The International Black African Cultural Revolution. 21 The Black African International Independent Freedom Movement, 165re-176re (1954-1965)
22 The Uncompromising Struggle of Black Scholars Intellectual Freedom Continues, 176re-190re (1965- 1980)
23 The Manifestation of Blacological Intellectual Cultural Scientist within the Universal Black African Culture, 190re – 217re (1980 to Present)
Epilogue: The manifestation of the Black World and the many Blacological Intellectual Cultural Science within the extended Black African World Culture. The Evolution of Blacological Intellectual Theories / Studies 178re- Present 217re: Ethnology, Negro History, Black History, Negro Emigration Society, Stigmatic Injury, Negritude, Black Consciousness, Black Power, Revolutionary Intercommunalism, Black Nationalism, Black Studies, Black Theology, UNIA, HBCU, Kwanzaa, Afrocentricity, Ebonics, Negro or Black Migration, Blacology, Africology and Africalogy, Pan-Africanism, Indigenous knowledge, White/supremacy Racism, Black African Independence, Consciencism, BoHemein Diet, Black Entrepreneurialship, Black Perspective, live a dual life or duality.
451 Table 22.6 Evolution of Blacological Intellectual Theories / Studies
Table 22.6 reflects The Evolution of Blacological Intellectual Theories / Studies that evolved into movements that would be developed to assist in the redemption, advancement of Black people and the Redevelopment of Black African Culture. This table shows the evolution of Intellectual Theories / Studies by Black Scholars that is the evidence in the manifestation of Cultural Science of Blacology in the numerical Blacological Time-Span. This is not all of the Intellectual Theories / Studies this just a sample of some of them. Blacologically we encourage you to make any addition you see fit from your local Black Culture. We know that the Black Culture is so long and so vast you could not know all of it 10, 30, 50, or 100 years.
2550wp The 21-30 Dynasty - 0055ade Alkebu-lan: The Black Civilizations The Resistance Wars against the Intervention of the Europeans and Arabs. The Middle Passage: The beginning of Black Unity, Consciousness, and Awareness. BlacRevoltz against Captivity, Enslavement, and anti-Black Culture. The Jamaican Maroonz final revolt against Anti-Black Culture. Black Scholars go to Eurological Colonial War to fight for freedom for the 1st time on both sides the British and their 13 colonies.
- 0055ade - 0001re (1750-1789) The Haitian Revolution the Point of Demarcation in the beginning of the Redevelopment Era of Black African Culture. Black Independence Movement in the West Indies. Black Resistance Wars against the Intervention of the Europeans and Arabs on the African continent continue.
0001re – 0031re(1789-1820) Black Scholars self educated themselves. Black Scholars infiltrate Eurological Studies. Black Scholars as engineers of the Abolition and Underground Railroad Movement. Black Scholars challenge Captivity with the written word newspapers, poetry and articles. Black Scholar: Martin R. Delaney develops Intellectual Study of Ethnology.
0031re 0080re (1820-1869) Black Scholars built Eurological Schools and institutions. Black Scholars develop the emigration society and founded Black Nations in Africa. Black Resistance Wars against the Intervention of the Europeans and Arabs on the African continent continue. Black Scholars built the first HBCU in non-slavery states of the north in the united states Black Scholars used the Eurological education to fight the legal struggle against bondage in the Dred Scott case. Black Scholars go to U.S Civil war to fight for freedom in the union.
452 0080re 0105re (1869-1894) Black people accepted the label of Colored People and Negroes by Eurological scholars. Black Scholars build Historical Black Colleges and Universities (HBCU) Black Scholars developed National Association for the Advancement of Colored People or NAACP. Black Scholars develop the strategy of Negro or Black Migration form the bondage of Share-Cropping in the south of the U.S. 0105re – 120re (1894 -1909) Black Scholars developed in the theory of “Pan-Africanism” by H. Sylvester Williams, C.L. R. James, Edward W. Blyden, Walter Rodney, and Eric Williams. Black Scholar Dr. W.E.B. DuBois developed a Scientific Theories entitled Talent Tenth Concept and “Black Folk live a dual life or duality” in the Eurological Vision of the world. Black Scholar: Booker T. Washington developed his Scientific Accommodation Theory. Black Scholar: Dr. Carter Woodson develop Intellectual Study entitled, “Negro History”
120re - 130re (1909 -1919) Black Scholars in France and BlacAfrica develop the Scientific Theory of “Negritude”. Black Scholars develop the Scientific Theory of Pan-Africanism. The words “African, Africans” becomes acceptable by Black Scholars educated on European lines, but not in with all Black people on the Continent of Africa.
130re - 145re (1919 – 1934) Black Scholar: Self-Edjuketed Marcus M. Garvey develop a Scientific Movement entitled, “Universal Negro Improvement Association (UNIA) and African Communities League” and developed the Black Flag with the colors of the Red, Black, and Green. Black Scholars develop newspapers and Black Media. Black Scholar Ida B. Wells-Barnett develops Anti-lynching Theory.
145re -154re (1934 -1944) Black Scholars develop the Scientific Literary and Black Arts Cultural Movement entitled, “The Renaissance”. Black Scholars develop the scientific theory “Civil rights” to challenge Jim crow laws in the U. S. south and unequal treatment. Black Scholars struggle against separate and unequal internationally. Black Scholars enter into the Eurological entertainment industries and sports leagues.
154re -164re (1944- 1954) Black Scholars challenge the Board of Education in the U. S. for equal treatment of BlacChildren in education. Black Scholars Dr. Kenneth Clark develops the Scientific Legal Theory of “Stigmatic Injury” to Challenge the separate and unequal treatment in schools. Dr. Thurgood Marshall another Black Scholar worked to have the term placed in U.S. Judiciary as a legal term. Black Scholars Prove thru the Scientific Theory entitled, “Two Cradle Theory” Dissertation by Dr. Cheikh Anta Diop and Theophile Obenga to prove the Ancient Egyptian
453 Civilizations were Black people.
164re -178re (1954-1968) Black Scholars: Dr. Joseph Lawry, Dr. Ralph Abernathy, Dr. Martin Luther King Jr., II Developed a religious movement entitled, “The Southern Christian Leadership Movement” for the struggle against injustice to Black people. Black Scholars develop Black African Independence States Movement with Ghana being the 1st Black African Independent State. The application of the theory of Pan-Africanism is working. Black African Independence Dr. Kwame Nkrumah develops the Science of “Consciencism”. Malcolm X promotes and redevelops the theory “Black Nationalism”. Black Scholars call for Black Power Kwame Ture Black Scholars are successful in getting the passing of the Civil Right Bill Past. Black Scholars develop the scientific term “Affirmative Action”. Black Scholars enter into the Space Industry, Science, and Tech.
178re - present 217re Black Scholars declare national and internationally in the Civil Rights Movement that the label of “Negroes” would no longer apply to Black people in 175re (1965) and acclaimed and declared the label of “Black people” as the identifiable Nationality. Intellectually Black Scholars collectivity evolved Black History into existence from Negro History there is no particular founder of Black History. Black Scholars Huey P. Newton and Bobby Seal founded the Black Panther Party for Self- Defense. Black Scholars reaffirmation of BlacConsciousNess (after the murders of Malcolm X and Dr. Martin Luther King Jr., II in the U.S.) was the instrument of Self-Determination used to developed many Blacological Intellectual Theories / Studies : Kwame Ture Black Power, Dr. Hue P. Newton, Bobby Seals Ten Point Program and Revolutionary Intercommunalism, resurgence of Dr. Martin R. Delany Black Nationalism, Dr. Nathan Hair the first Director of such Black Studies at Eurological institutions, Dr. James Cowen Black Theology, Dr. Malana R. Karenga in Kwanzaa, Dr. Molefe Kete Asante in Afrocentricity, Dr. Robert Williams in Ebonics, Professor Wulta Zamani Xrozz and Dr. Amos M. D. Sirleaf, PhD in Blacology, Dr. M. K. Asante and Kwame Nkrumah Africology and Africalogy, Dr. Gloria T. Emeagwali PhD in African Indigenous knowledge, Dr. Frances Welsing and Dr. Neeley Fuller in the Study of White/supremacy Racism, Runoko Rashidi International Research and Study of Black African People, Dr. Dick Gregory BoHemein Diet and Black Activism, Dr. Robert Johnson, Dr. Kathy Hughes, Madame C.J. Walker and other Black Scholars in the Field of Black Entrepreneurialship, and a phrase commonly known and used by Black Scholars the world over “Black Perspective”.
454 Table of Legal Data to Support Blacology
This table documents over 80 cases and laws that support implementation of Blacology into public, private and charter school legally. These are the legal frame works that set the bases for the cultural foundation of which Blacology evolved from. These legal frame works set the precedent for the evolution of Blacology nationally and internationally. These laws prove the evolution of the Redevelopment Era of Black African Culture. This legal data base gives BlacZchalaz the merit, validity, and legitimate right to develop Blacology into a cultural and intellectual enterprise for the justice, redemption, advancement of Black People and the redevelopment of Black African Culture. At the same time as this legal data gives BlacZchalaz, their autonomous Ntalextuwl rights it also gives Blacology the merit, validity, and legitimate right to be a Blacological ZcyNzz as a cultural and intellectual enterprise for academic commerce in BlacAfrican culture. This table contains academic research in Black Literature that covers six major periods of the Black struggle which is a total of 480 years: 1) The Captivity and Enslavement Period (1528-1865) = 270261ade - 0076re; 2) The Beginning of the Redevelopment Era (1789 -1865) 0076, 3)The Second Redevelopment Period (1865- 1876) = 0065 to 0076re ; 4)The Legal White Supremacy/Anti-Black African Culture Period (1876-1954) = 0076 to 0164re; 5) Third Redevelopment Period :(1954-1978) or 0164 to 0188re; and 6) The Contemporary Period' (1978 - Present) = 0188re to 0216re Present. I. The Captivity and Enslavement Period (1528-1789) = 0261ade – 0001re A. Legal abduction & the middle passage 1528 -1619 (0261ade-0050ade). B. legal restrictions on the issue of educating Black people 1619 (0050ade). C. Eurological institutes for Black people as early as 281704 (= 0085ade). D. The Euro-American Revolution of 1776 inalienable or unalienable rights E. 29The Founding of Black America 1787. in Philadelphia, Penn. II. The Beginning of the Redevelopment Era (1789 -1865) 0076 F. The Haitian Revolution 0001re (1789). G. The Black Abolition Movement of Anti- Enslavement and Captivity H. United States Bill of Rights in 1791, radified by states. - freedom of speech and freedom of the press I. Black scholars Paul Cuffee & Primus Hall setup schools 1774-1798. J. Prosser 1800, Vesey 1822, and Turner 1831 revolts for freedom. K. State Laws Prohibited Education for Black people in south 1820. L. Northern free Blacks permitted to attend some higher education 1826. M. Dred Scott Case 1834, intellectual struggle for freedom in the courts.
27 SEE Tables 1.3 and 1.4 for BlacStorical Time-Span pg. 34, 35, of this article for explanation of BlacStorical Dates. 28 See also Arnez Nancy L EDD, Hankerson Henry E. P.H.D., Levi Doris J. EDD, The Afro-American and U.S. Constitution From Colonial times to the Present. 29 *1787: 29founding of BlacAmerica, April 12, 1787, the Free African Society eight BlacMen sat down in a room in Philadelphia and created a Black Cultural compact. The compact, called the Free African Society, was a prophetic step that marked a turning point in the road that is critical to the BlacStory of BlacAmerica. Prince Hall campaigned for blacks to Africa. (Lerone Bennett, Jr. Before the Mayflower)
455 N. Roberts vs. The City of Boston, Separate Schools For Blacks 1840's. O. Emancipation Proclamation 1863, physical & intellectual freedom. P. The book Underground Railroad by William Still. a total of 337 years, 261 year of this time was prior to the Redevelopment Era and the point of that demarcation being the Haitian Revolution of 1789 = 0001re. III. The Second Redevelopment Period (1865-1876) = 300065 to 0076re A. Bureau 1865-72 (13th Amend.) prohibit slavery, involuntary servitude. B. 2nd Civil Rights Act 14th Amend. 1868, citizenship for Blacks. C. Military Rule 1867 reimposed on the South and former Confederates. D. The 15th Amendment 1870 denying or abridging the right of citizens. E. Civil Rights Act of 1875 prohibited exclusion of Blacks from juries. F. Grand Father Clause voter status to citizens whose grandfathers voted. IV. The Legal White Supremacy/Racism and Anti-Black/African Culture Period (1876-1954) = 310076 to 0164re Passing of the Jim Crow/Apartheid Laws in the South and white nationalism in the North. Black people live in separate neighborhoods in the United States.
A. 1876 Black Disfranchisement Segregation education was denied Blacks.
B. 1879 higher education for Blacks at Howard University
C. 1883 Unconstitutional Civil Rights Act, public accommodations.
D. 1890 land-grant colleges for Blacks 2nd Morril Act, "separate but equal."
E. 1890 the Booker T. Washington philosophy of industrial education.
E. 1890 DuBois' philosophy of a liberal arts education. F. 1890 The Sherman Antitrust Act (Sherman Act32, July 2, 1890 was the first United States government action to limit cartels and monopolies. G. June 4, 1892 Homer A. Plessy the infamous "separate but equal" in edu. H. 1896 the Court in Plessy Vs. Ferguson handed down'. "separate but equal" I. 1899, Black Americans in Augusta, Georgia, appeal Black high school. J. 1908, Berea College vs. Kentucky right to provide integrated education K. 1927. Gong Lum vs. Rice Chinese child as "colored" separate but equal." L. 1935 Donald Murray vs. University of Maryland Law, out-of-state tuition
30 ibid 31 ibid 32 Sherman Antitrust Act, http://www.usdoj.gov/atr/foia/divisionmanual/ch2.htm#a1
456 M. 1938 Lloyd Gaines vs. University of Missouri, law school for Blacks. N. 1946-1949 Sipeul vs. University of Oklahoma; Mclaurin vs. University of Oklahoma; and Sweatt vs. University of Texas. The struggle for equal edu. O. Universal Declaration of Human Rights 159re (1948) P. 1950, the Supreme Court, for the first time in history, ordered admission of a Black American to the all-white law school. Q. 1952 "Separate But Equal" The legal struggle for equality in school and public facilities was fought for 78 years in the courts by Black Scholars. V. Third Redevelopment Period:(1954-1978) or 0164 to 0188re A. 1954, a dual system of education was developed and maintained in the South. Black gains in public school system. B. 1954-1978 Black scholars regained leadership positions in school systems. C. May 17, 1954, in 5 cases Briggs vs. Elliot from. Claredon, South Carolina; Dauis vs. Elliot from Prince Edward County, Virginia; Brown vs. Board of Education from Topeka, Kansas; and Bolling vs Sharpe from Washington, D.C. the United States Supreme Court unanimously ruled "separate but equal" unconstitutional in public education. D. 1954 desegregation began in Wilmington, Delaware; Baltimore, Maryland; and the District of Columbia. E. 1954 Supreme Court Decision "Defacto" New Rochelle. New York (Taylor vs.. Board of Education of the City of New Rochelle), and Malverne, Long Island, New York (Mitchell, et al. vs. Board of Education of Union Free School District No. 12 of Town of Hempstead, County of Nassau). E. 1954 Brown vs. Board of Education from Topeka, Kansas Dr. Kenneth Clark develops the Scientific Legal Theory of “Stigmatic Injury” to Challenge to separate and unequal. Dr. Thurgood Marshall another Black Scholar worked to have the term placed in U.S. Judiciary as a legal term. F. Black African Independence Movement begins 1960- (170re) March 6, 1961, Executive Order 10925 makes the first reference to "affirmative action", President John F. Kennedy issues Executive Order 10925, which creates the Committee on Equal Employment Opportunity and mandates that projects financed with federal funds "take affirmative action" to ensure that hiring and employment practices are free of racial bias33. G. 1963 less than 10 percent of the Black public school students in the Southern
33 Timeline of Affirmative Action Milestones, [ Read more about the history of affirmative action ] http://www.infoplease.com/spot/affirmativetimeline1.html
457 and border states were attending elementary and secondary schools with whites on a desegregated basis. July 2, 1964, Civil Rights Act signed by President Lyndon Johnson. The most sweeping civil rights legislation since Reconstruction, the Civil Rights Act prohibits discrimination of all kinds based on race, color, religion, or national origin. Sept 24, 1965, Executive Order 11246 enforces affirmative action for the first time, Issued by President Johnson, the executive order requires government contractors to "take affirmative action" toward prospective minority employees in all aspects of hiring and employment. 1968 - The Ten Point Program by Black Panther Party for Self- Defense Bobby Seal and Huey P. Newton PhD
H. White Backlash Early 1970's I. suits asserting a constitutional duty to integrate de facto segregated schools were filed in other Northern communities. Some of the significant suits were Keyes vs. School District No.1 (1973), Morgan Vs. Hennigan in Massachusetts (1974), Higgins vs. Board of Education .of Grand Rapids, Michigan. (1974). Oliver Vs. Kalamazoo Board of Education (1975), U.S. vs. Board of School Commissioners of City of Indianapolis, (1976), Pasadena City Board of Educa- tion VB. Nancy Anne Spangler, (1976). and Penick vs. Columbus Board of Education in Ohio, (1979). J. Alan Bakke (Reverse Discrimination), the court ruled against the use of quotas in affirmative action. VI. The Contemporary Period (1978 Present) = 340188re to 0216re Present. July 2, 1980 Fullilove v. Klutznick, While Bakke struck down strict quotas, in Fullilove the Supreme Court ruled that some modest quotas were perfectly constitutional. The Court upheld a federal law requiring that 15% of funds for public works be set aside for qualified minority contractors35. A. Ronald Regan (Colorblind Policy) roll-back of gains made in the area of Civil Rights, "equal protection" of the law requites public policy to be colorblind. B. Set-backs In Civil Rights 1986, May, 1986 U.s. Supreme Court's decision in the case of Wygant vs. Jackson Board of Education (Michigan). the ruling in
34 ibid 35 Timeline of Affirmative Action Milestones, [ Read more about the history of affirmative action ] http://www.infoplease.com/spot/affirmativetimeline1.html
458 was in favor of the white teachers with seniority. C. May, 1986 set-back in the Civil Rights struggle for Blacks came in a Supreme Court decision (Riddick v. School Board of the City of Norfolk) that agreed to allow Norfolk, Virginia, to return to neighborhood elementary schools in September.
Feb. 25, 1986, United States v. Paradise, In July 1970, a federal court found that the State of Alabama Department of Public Safety systematically discriminated against blacks in hiring: "in the thirty-seven-year history of the patrol there has never been a black trooper." Jan. 23 1989, City of Richmond v. Croson, This case involved affirmative action programs at the state and local levels—a Richmond program setting aside 30% of city construction funds for black-owned firms was challenged. D. Black African Independence Movement ends in South Africa with Nelson Mandela as President 1996 –(206re) Jun. 12, 1995, Adarand Constructors, Inc. v. Peña, What Croson was to state- and local-run affirmative action programs, Adarand was to federal programs. The Court again called for "strict scrutiny" in determining whether discrimination existed before implementing a federal affirmative action program. July 19, 1995, White House guidelines on affirmative action, President Clinton asserted in a speech that while Adarand set "stricter standards to mandate reform of affirmative action, it actually reaffirmed the need for affirmative action and reaffirmed the continuing existence of systematic discrimination in the United States." 1996 The Philadelphia Order, Initiated by President Richard Nixon, the "Philadelphia Order" was the most forceful plan thus far to guarantee fair hiring practices in construction jobs. Black Scholar Dr. Arthur Fletcher explained, "The craft unions and the construction industry are among the most egregious offenders against equal opportunity laws . . . openly hostile toward letting blacks into their closed circle." Mar. 18, 1996, Hopwood v. University of Texas Law School, Cheryl Hopwood and three other white law-school applicants at the University of Texas challenged the school's affirmative action program, asserting that they were rejected because of unfair preferences toward less
459 qualified minority applicants. As a result, the 5th U.S. Court of Appeals suspended the university's affirmative action admissions program and ruled that the 1978 Bakke decision was invalid—while Bakke rejected racial quotas it maintained that race could serve as a factor in admissions. In order to affectively use Affirmative action you must be ale to count. If you can not count any Blacological Ntalextuwl Studies founded by BlacZchalaz in your curriculum you are in violation of affirmative action. Since 1994 to present, the intensification of Cultural Diversity and Cultural Sensitivity instituted by its new President, President H. Patrick Swygert, has demonstrated an enabling environment for cultural growth and independence. The combating of ethnic, cultural, religious, sectional, gender, race, and linguistic discriminations are all parts of Howard University’s greatness. June 23, 2003, Supreme Court ruling in Grutter v. Bollinger invalidates Hopwood In the most important affirmative action decision since the 1978 Bakke case, the Supreme Court (5-4) upholds the University of Michigan Law School's policy, ruling that race can be one of many factors considered by colleges when selecting their students because it furthers "a compelling interest in obtaining the educational benefits that flow from a diverse student body."
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