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The Pennsylvania State University the Graduate School College Of The Pennsylvania State University The Graduate School College of Education MISSION MATTERS: PRESIDENTIAL PERSPECTIVES ON THE ROLE OF HISTORICALLY BLACK COLLEGES AND UNIVERSITIES IN THE HIGHER EDUCATION SYSTEM A Thesis in Higher Education by Ronyelle Bertrand Ricard Copyright 2006 Ronyelle Bertrand Ricard Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy August 2006 The thesis of Ronyelle Bertrand Ricard was reviewed and approved* by the following: M. Christopher Brown II Associate Professor of Education Thesis Adviser Chair of Committee Robert M. Hendrickson Professor of Education Beverly Lindsay Professor of Education Mark Hill Assistant Professor of Sociology and Demography Roger L. Geiger Distinguished Professor of Education Head of the Department of Higher Education *Signatures are on file in the Graduate School. ABSTRACT The study explores the mission of historically black colleges and universities from the perspectives of four-year presidents. Historically black colleges and universities (also known as HBCUs) identify institutions of higher education founded prior to 1964 for the purpose of educating African American students. Mission refers to the institutions’ explicit role, purpose, and function within the larger system of American higher education. The purpose of the study is to examine how presidents define and implement mission coupled with the task of identifying challenges that hinder mission implementation. The study, embedded in qualitative research methods, employs elite interviewing as the means of gathering data. Higher education’s core area of organization of governance serves as the foundation of the conceptual framework. A total of fifteen presidents participated in the study. The results show that although black colleges possess special qualities that help students succeed, their mission is not unique. The mission of historically black colleges and universities mirrors the larger system of American higher education. The difference is that black colleges primarily serve African American students, and as a result, these institutions focus on addressing the needs of this minority population of college students. iii TABLE OF CONTENTS List of Tables..................................................................................................................vi Acknowledgements .......................................................................................................vii Chapter One. INTRODUCTION .....................................................................................1 Statement of the Problem .....................................................................................3 Purpose of the Study ............................................................................................7 Significance of the Study .....................................................................................8 Definition and Clarification of Terms.................................................................10 Organization of Study ........................................................................................11 Chapter Two. REVIEW OF THE LITERATURE .........................................................12 Evolution of Mission in Higher Education .........................................................12 Birth and Development of Historically Black Colleges and Universities.............21 The Issue of Desegregation ................................................................................25 The Mission of Historically Black Colleges and Universities .............................28 Students at Historically Black Colleges and Universities....................................36 Faculty at Historically Black Colleges and Universities......................................40 Diversity on the Historically Black College Campus..........................................42 Profile of the American College President..........................................................56 African American Presidents and Administrators ...............................................58 Presidents of Historically Black Colleges and Universities.................................64 Conclusion.........................................................................................................68 Chapter Three. METHODS ...........................................................................................69 Qualitative Research ..........................................................................................69 Conceptual Framework ......................................................................................72 Population and Sample.......................................................................................82 Data Collection ..................................................................................................84 Data Analysis.....................................................................................................86 Limitations of the Study.....................................................................................87 Chapter Four. RESULTS...............................................................................................88 Profile of Participating Historically Black Colleges and Universities..................90 Observations ......................................................................................................97 Profile of Presidents in the Study .......................................................................98 Observations ....................................................................................................107 Path to the Presidency: Beneath the Credentials ...............................................111 Defining the Mission........................................................................................118 iv Implementing the Mission................................................................................129 Challenges to Mission Implementation.............................................................138 Is the Mission Unique?.....................................................................................145 Relevance of the Historic Mission....................................................................150 Chapter Five. CONCLUSIONS AND RECOMMENDATIONS..................................154 The Difficulty in Defining Mission ..................................................................154 The Mission is not Unique, but it Matters.........................................................156 The Servant Leader ..........................................................................................160 Race: The Salient yet Silent Theme..................................................................161 Recommendations............................................................................................164 References...................................................................................................................168 Appendix A: Four-Year Historically Black Colleges and Universities .........................183 Appendix B: Predominantly Black Colleges and Universities ......................................189 Appendix C: Request Letter for Participants ................................................................194 Appendix D: Letter of Informed Consent.....................................................................196 Appendix E: Interview Questions for Participants........................................................199 v List of Tables Table 1: Profile of Historically Black Colleges and Universities in the Study.................90 Table 2: Profile of Presidents in the Study .....................................................................99 vi Acknowledgements Dear God, I thank you for your everlasting grace and mercy. You are the source of my strength and the strength of my life and I lift my hands in total praise to you. The completion of this dissertation truly symbolizes that I am more than a conqueror because all of my help comes from you. You took away my spirit of fear and I honor you for your faithfulness. Dr. M. Christopher Brown II, my chair, advisor, mentor, and friend- mere words cannot express my gratitude. I hold you in high regard and I thank you for taking a vested interest in me and guiding me through this process. Although it was a long and often times difficult journey, you never let me give up. I appreciate all of the support that you have given to me over the years and for believing in my ability even when I did not. In spite of it all, I recognize that I am fortunate enough to stand on the shoulders of a giant! To my committee members, Dr. Beverly Lindsay, Dr. Robert Hendrickson, and Dr. Mark Hill- thank you for your knowledge and expertise. Each of you pushed me to think more critically and I am grateful for your commitment to my research. I would like to extend my sincerest appreciation to all of the presidents who participated in my study. I remain in awe of your wisdom and passion for historically black colleges and universities. Thank you for taking time out your busy schedule to share your stories with me. Dr. Derek Rovaris, I respect and admire you tremendously. You are the reason why I pursued graduate school. Doc, you planted the seed and I will forever be indebted to you. To my dear friend and colleague, Dr. Saran Donahoo- you are an angel in human form. I could not have completed this process without your encouragement and of course, Dissertation
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