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Xerox University Microfilms 300 North Zeeb Road Ann Arbor, Michigan 40106 74-17,783
HORTON, Harold Willard, 1933- A STUDY OF THE STATUS OF BLACK STUDIES PROGRAMS IN UNIVERSITIES AND COLLEGES IN THE UNITED STATES OF AMERICA.
The Ohio State University, Ph.D., 1974 Education, administration
University Microfilms, A XEROX Company, Ann Arbor, Michigan
0 1974
HAROLD WILLARD HORTON
ALL RIGHTS RESERVED
THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED. A STUDY OF THE STATUS OF BLACK STUDIES
PROGRAMS IN UNIVERSITIES AND
COLLEGES IN THE UNITED STATES OF AMERICA
DISSERTATION
Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University
By
Harold W. Horton, B.S., B.D., M.A., M.A.
************
The Ohio State University
1974
Reading Committee: proved by Dr. James B. Gunnell Dr. Lonnie H. Wagstaff Dr. Raphael 0. Nystrand Advisor / College of Education TABLE OF CONTENTS
Page
ACKNOWLEDGEMENTS...... ill
VITA...... iv
PUBLICATION AND FIELD OF STUDY...... v
LIST OF TABLES...... vl
Chapter
I. INTRODUCTION...... I
Background of the Study Statement of the Problem Definitions of Terms Limitations of the Study Significance of the Study Organization of the Dissertation
II, REVIEW OF RELATED LITERATURE...... 12
Black Students Demand for Black Studies Definitions of the Concept of Black Studies Rationale for or Against Black Studies on Campuses Black Studies Programs
III. DESIGN OF THE S T U D Y ...... 49
IV. FINDINGS OF THE S T U D Y ...... 57
V. SUMMARY, CONCLUSIONS, RECOMMENDATIONS ...... Ill
APPENDIXES
A. CORRESPONDENCE...... 131
B. QUESTIONNAIRE PILOT-TEST PARTICIPANTS ...... 137
C. QUESTIONNAIRE...... 139
D. FOLLOW-UP QUESTIONNAIRE ...... 154 Page
E. DATA ON INSTITUTIONS INCLUDED IN THE STUDY SAMPLE .... 156
F. REGIONAL ACCREDITING AGENCIES AND STATES WITHIN THEIR JURISDICTIONS, INCLUDING INSTITUTIONS THAT RETURNED THEIR QUESTIONNAIRES...... 175
BIBLIOGRAPHY...... 179
ii ACKNOWLEDGMENTS
Many thanks are extended to the writer's adviser. Dr. Raphael 0.
Nystrand, for his counsel, encouragement, and assistance throughout
the writer's doctoral program. Special thanks are also extended to
Dr. Donald Noel, Dr. Herbert Coon, and to the other members of the dissertation reading committee. Dr. James Gunnell and Dr. Lonnie
Wagstaff.
The cooperation of the university and college Vice Presidents for
Academic Affairs who participated in this study is deeply appreciated.
Without their assistance, the study would not have been possible.
The writer is deeply grateful to all who have given encouragement, support, and guidance throughout the doctoral program.
iii VITA
1933...... Born, Portsmouth, Ohio
1951...... Graduated, Portsmouth Public High School
1955...... B.S. in Education, Capital University, Columbus, Ohio
1955-58 ...... Teacher, Columbus, Ohio, Public Schools
1958-62 ...... Recreation Supervisor, Columbus, Ohio, Public Recreation Department
1962...... B.D., Evangelical Lutheran Theological Seminary, Columbus, Ohio (History Major)
1962-64 ...... Teacher, Chicago, Illinois, Public Schools
1964-67 ...... Director of Education, Uhlich Children's Home, Chicago, Illinois
196 6 ...... M.A., McCormick Theological Seminary, Chicago, Illinois, (Religious Education Major)
196 7...... Teacher, Wheaton, Illinois, Public Schools
1968 ...... M.A., Roosevelt University, Chicago, Illinois, (Educational Administration Major)
1968-69 ...... Graduate Research Associate, The Center for Vocational and Technical Education, The Ohio State University, Columbus, Ohio
1969-present ...... Assistant Professor of Education, Capital University, Columbus, Ohio
IV PUBLICATION
Horton, H. W., et al., Metropolitan School District Coopération, Columbus, Ohio, The Center for Educational Administration, The Ohio State University, 1969.
FIELDS OF STUDY
Major Field: Educational Administration
Studies in Educational Administration and Higher Education, Professor Raphael 0. Nystrand
Studies in Teacher Education, Professor Herbert Coon
Studies in Sociology, Professor Donald Noel LIST OF TABLES
Tabic Number and Title Page
#1 Number of Institutions in Population of Study According to Size of Student Enrollment...... 59
#2 Number of Institutions in Population and in Sample According to Size of Student Enrollment...... 60
#3 Number of Institutions in Population/Sample Including Number of Respondents According to Size of Student Enrollment...... 61
#4 Presence of Authorized Black Studies Programs (Departments, Institutes, Centers) During the 1971-72 School Year According to Size of Student Enrollment and Student-Body Composition...... 62
#5 Institutions of Higher Education with Organized Black Studies Programs According to Size of Student Enrollment.... 64
#6 Organized Black Studies Programs According to Public or Private Control...... 65
#7 Institutions with Organized Black Studies Programs According to Predominant Racial Composition of Student Body...... 65
#8 Institutions with Organized Black Studies Programs According to Predominant Sex of Student Body...... 66
#9 Institutions with Organized Black Studies Programs According to Regional Association...... 67
#10 Inauguration of Black Studies Programs According to Size of Student Enrollment and Student-Body Composition...... 68
#11 Titles for Black Studies Programs According to Size of Student Enrollment and Student-Body Composition...... 70
#12 Areas of Emphasis of Black Studies Programs According to Size of Student Enrollment and Student-Body Composition..... 71
#13 Levels of Academic Programs According to Size of Student Enrollment and Student-Body Composition...... 74 vi Page
#14 Types of Courses Offered by Black Studies Programs According to Size of Student Enrollment and Student-Body Composition...... 75
#15 Status of Courses Offered by Black Studies Programs According to Size of Student Enrollment and Student-Body Composition...... 76
#16 Enrollment of Students in Black Studies Courses According to Size of Student Enrollment and Student-Body Composition...... 78
#17 Characteristics of Black Studies Faculty Members According to Size of Student Enrollment and Student-Body Composition...... 79
#18 Non-academic Activities of Black Studies Programs According to Size of Student Enrollment and Student-Body Composition...... 81
#19 Primary Financial Sources for Black Studies Programs According to Size of Student Enrollment and Student-Body Composition...... 82
#20 Budget Range for Black Studies Programs for 1971-72 According to Size of Student Enrollment and Student-Body Composition...... 84
#21 Crucial (External and Internal) Problems Confronting Black Studies According to Size of Student Enrollment and Student-Body Composition...... 85
#22 Attitudes of Faculty Members at Large Toward Black Studies According to Size of Student Enrollment and Student-Body Composition...... 87
#23 Status of Black-Oriented Courses According to Size of Student Enrollment and Student-Body Composition (Curriculum Arrangement and Department Offering the Greatest Number of Black-Oriented Courses)...... 89
#24 Status of Black-Oriented Courses According to Size of Student Enrollment and Student-Body Composition (Number of Departmental Courses, Cooperating Departments, and Number of Interdepartmental Courses) 90
vii Pa}»e
//2'5 St ntu.s of Black-Oriented Courses Accord! nj'. to Size of Student Enrollment and Student-Body Composition (Course Level, Accreditation Equivalence, and Enrollment Considerations)...... 92
#26 Status of Black-Oriented Courses According to Size of Student Enrollment and Student-Body Composition (Do Mostly Blacks Attend? Are Courses Required? Are Courses Open?)...... 94
#27 Characteristics of Teachers of Black-Oriented Courses and Additional Funding for Departments Offering Such Courses According to Size of Student Enrollment and Student-Body Composition...... 95
#28 Major Sources of Additional Finances for Departments Offering Black-Oriented Courses According to Size of Student Enrollment and Student-Body Composition...... 98
#29 Goals of Instruction for Black Studies Majors According to Size of Student Enrollment and Student-Body Composition...... 99
#30 Attitudes of Faculty Members at Large Toward Black- Oriented Courses According to Size of Student Enrollment and Student-Body Composition...... 101
#31 Promoting Faculty Awareness of Afro-American Culture and History According to Size of Student Enrollment and Student-Body Composition...... 102
#32 Institutional Directives Concerning the Inclusion of Afro-American Content in Regular Courses According to Size of Student Enrollment and Student-Body Composition.. 104
#33 Future Directions of Black Studies Programs According to Size of Student Enrollment and Student-Body Composition...... 105
viii CHAPTER I
INTRODUCTION TO THE STUDY
Background of the Study
In the latter part of the sixties, black college students across the nation presented the administrators at predominantly white univer sities with lists of demands requesting more black faculty and staff members, more black students on the graduate as well as undergraduate
level, increased financial assistance for black students, separate housing for black students, a greater variety of ethnic foods, office facilities for black organizations, and changes in university entrance requirements. One of the most frequest and debated demands was that for black studies programs.
Confrontations and frustration accompanied the formation of black studies programs on many campuses. For example, Bryum F. Carter, chancellor at the University of Indiana, said in relation to black students and black studies, "It's [black studies^ a fascinating area.
Unfortunately, wej^in the university] had to be hit over the head [by black students and their few white allies] to have it called to our attention.
^William J. Waugh, "Black Students are Getting Better Scholarship Image, "Columbus Dispatch (Ohio), August 9, 1970, p. 58A.
1 Now that students graduate with academic majors in black studies,
there is evidence that the controversy related to the official estab
lishment of academic programs in black studies at institutions of 2 higher education in America, to some extent, has been settled. The
occurrence is most amazing since it was less than five years ago that
debate about the legitimacy of black studies erupted on campuses across
the nation.
Literature related to black studies programs on college campuses
often cites black students as the prime movers or instigators for the
establishment of these programs. Should this be true, it represents a
successful effort by a small minority of students; indeed, up to 1968
black student enrollment at institutions of higher education in America
represented a small percent of the number of students enrolled in 3 higher education. A survey conducted by the Office of Civil Rights of
the Department of Health, Education and Welfare in 1970, however, indi
cated a growing trend toward larger black enrollment in higher educa
tion across the country. As reported by Jacobson, the number of blacks
in universities and colleges rose from 5.0 percent in October, 1964 to
6.6 percent in October, 1969. The American Council on Education found
2 "Student...Gets OSU's First Black Studies Degree," Citizen- Journal, Columbus, Ohio, March 17, 1973, p. 3. 3 Robert L. Jacobson, "Blacks' Share of Enrollment Continues Rise,' The Chronicle of Higher Education. Vol. V, No. 25 (March 29, 1971), p. 1. that black students among freshmen reached as high as 9.1 percent in
the fall of 1970 compared with 5.8 percent in the fall of 1968.^
Black students enrolled in universities and colleges during the
latter part of the sixties were the forerunners of a new breed of black
college students to arrive on college campuses. This new breed of black
students, who for the most part had worked in the Civil Rights Movement,
were not solely committed to the principles of love, integration, or
nonviolence. They had discovered their "blackness." Once admitted to
predominantly white institutions they retreated and organized their own
groups to discuss the meaning of being black rather than petition white
groups for acceptance. They also sought ways to learn more about their
heritage and culture and at the same time gain academic credit. They
sometimes chose to isolate themselves in the belief that their unique
cultural tradition gave them a "special identity" as black Americans.^
Vincent Harding concurred that the beginning of the age of black
ness with black people had its start with black students. He explained
that:
"it is impossible to consider the meaning of the present black movement without giving serious attention to the constant starbursts of black students into the arena of our struggle in America....Today's black students are in a race to build a sense of black community....This sense of urgency must be grasped if one is to understand the powerful forces which are motivating them....The blackness that black students discuss is more than
4 Ibid.
^Alphonso Pinkney, Black Americans (Englewood Cliffs, N. J. Prentice-Hall, Inc., 1969), p. 154. just rhetoric and emotionalism. It speaks of a newly found self-love and affirmation that has not been known or experi enced. It speaks of love of the black community and for its liberation. Blackness is knowledge of one's heritage in America and of Africa. It meant the beginning, for some, of a profound search for roots, roots to let them stand firmly in the midst of the constant struggles, roots to feed long-felt but scarcely comprehended inner thirst for meaning, authenticity, and life. Blackness meant too, an increasing sense of solidarity with colonized and broken colored peoples across the globe whose movement for new life and new control quickened black Americans and in turn was strengthened by our struggle.^
Hence, it is in the context of blackness, as explained by Vincent
Harding, that most black students on campuses today can be understood.
In reference to black students on campuses today Charles Hamilton,
coauthor of the book. Black Power, stated:
They [black students] understand that they are black and as they go into these colleges, both black and white colleges, they're not going to be made into little middle-class black Sambos....They are saying that they are going to be black and skilled [educatedj at the same time...and whatever skill they acquire they are going to make sure that these skills can be applied to the development of black America.^
Alphonse Pinkney asserted that black students on campuses in
America have developed cohesive and action-oriented organizations. He
stated:
The first of these organizations...was the students' Afro- American Society at Columbia University. It was followed by Harvard University's African and Afro-American Students' group, Yale University's Black Student Alliance, Princeton University's Association of Black Collegians, Dartmouth College's Afro- American's Society, the University of California's Afro-American
^Vincent Harding, "Black Students and the Impossible Revolution," Journal of Black Studies. Vol. 1, No. 1, (September, 1970), p. 76.
^"Black Mood on Campus," Newsweek, February 10, 1969, pp. 53-54. Student Union at Berkeley, City College's Onyx and other similar organizations at ["universities and] colleges throughout the United States.
Ernest Dunbar explained that since 1962, black college students at
predominantly white universities and colleges throughout the United
States have been organizing themselves into all-black groups for vari
ous reasons.^ Today's black students question the content of courses;
they question the hiring practices of institutions of higher education;
they reject integration into the white middle-class social life on
campuses; they read the works of black writers (most of which rarely
appear on reading lists for regular courses); they have discussions on
topics such as black identity, black consciousness, black pride, black
power, and black awareness; and they publish newspapers and magazines
that are black oriented as well as sponsor black-emphasis weeks and
other special black cultural events.
Hamilton made it clear that most black college students do not
talk in terms of developing a separate state or a separate institution.
He maintained that black students "talk of developing...an Afro-American
Studies Institute or black history courses. But notice they're still working with the institution. They're not saying we want to overthrow
the university...they're still very system-oriented, except they've got in mind a revised, restructured, ^and] reoriented system.
g Pinkney, Black Americans, p. 209. 9 Ernest Dunbar, "The Black Revolt Hits the White Campus," Look. October, 1967, p. 27.
^°Ibid. ^^"Black Mood on Campus,", p. 54. Statement of the Problem
When black students made their demands in the later sixties to
university and college administrators across the country, one demand was virtually universal and headed nearly every list of priorities; it was the call for instant creation of programs in black studies. Even up to the beginning of the seventies many college textbooks and history courses so completely ignored the rich heritage and numerous contribu tions of Afro-Americans that it seemed, according to Lerone Bennett, that the "black American appeared suddenly by a process of spontaneous 12 generation."
The Report of the National Advisory Commission on Civil Disorders explained that "few Americans outside the academic community comprehend the rigid social, economic, political, and educational barriers that have prevented the Afro-American from fully participating in the main stream of American life." The report asserted that it was certainly long overdue and inevitable for "the young intellectuals and Afro-
American student groups, especially those in predominantly white uni versities and colleges, to demand the establishment of black studies
Ml O programs. The students' action had a startling effect upon univer sity administrators and caused them to react in diverse ways in estab lishing black studies programs.
12 Lerone Bennett, Confrontation; Black and White (Baltimore: Books, Inc., 1965), p. 64. 13 Report of the National Advisory Commission on Civil Disorders (New York: Bantam Books, Inc., 1968), pp. 206, 207, 233. The primary purpose of this study was to determine the current
status of black studies programs at accredited universities and
colleges in the United States. The author, after having read litera
ture related to black studies programs, having had discussions with a
number of scholars interested and involved in black studies programs, and having been personally involved in the establishment of black studies programs at a number of universities, developed a set of ques tions designed to systematically elicit information about a variety of characteristics of black studies programs. The set of questions was as follows :
1. What titles are used to designate the black studies programs that exist at universities and colleges?
2. During what school year were black studies programs officially incorporated into the curriculum at institutions of higher education in America?
3. What are the major purposes and objectives of university and college black studies programs?
4. How are black studies programs incorporated into the structure of the overall campus organizational framework? (external organization)
5. What kinds of organizational structures are found within black studies programs? (internal organization)
6. What characteristics are common among personnel of university and college black studies programs (e.g., educational background, race, full-time or part-time, tenured or non tenured, and so forth)?
7. What kinds of courses and other related educational experi ences (e.g., study tours, lecture series, and the like) are offered by university and college black studies programs?
8. Ifhat principal financial sources have institutions of higher education relied upon to aid them in implementing black studies programs? 9. What crucial problems now confront university and college black studies programs?
10. What trends (or new directions) appear to be emerging on campuses across the country related to black studies programs?
11. What is the nature of the institution at which black studies programs are likely to be found in regard to size of student enrollment, accreditation, control (public or private), and student-body composition (sex and race)?
In describing organized black studies programs and black-oriented
courses offered at American universities and colleges survey research
techniques were employed.
Definition of Terms
The following glossary of terms was developed to insure the reader's understanding of the frame of the reference in which the terms are used in the study.
Black Studies - The term refers to the broad field of study of an American people of African or Negroid descent who are commonly referred to as Afro-Americans, Negroes, Aframericans, or Black People.
Black Studies Programs - The term refers to the variety of curriculum or academic programs or arrangements of black studies course offerings (e.g., black studies content incorporated into a traditional course, or a course or series of courses offered with titles such as Afro-American History or Black Literature). The term may be used in reverse (e.g.. Programs in Black Studies). Terms such as Afro-American Studies, Afro-American Programs, and African-Afro-American Studies are used synonymously with Black Studies Programs.
A Black-Oriented Course - The term refers to a course in a university or college curriculum with at least fifty percent of its content pertaining to people of African or Negroid descent; courses such as Life Styles of Afro-Americans, Afro-American Culture, Teaching Afro-American Students, and the like. Limitations of the Study
Black studies programs at universities and colleges throughout the
country are still at an embryonic stage in their development and are in
operation at many institutions of higher education in America, it is
appropriate to survey the nature of these programs. However, no effort
was made in the present study to evaluate the effectiveness of black
studies programs.
This study included only institutions of higher education in the
United States offering baccalaureate or higher degrees and with accred
itation by one of the nation's six regional associations of schools and
colleges or listing in the 1970-71 publication of Accredited Instituti- 14 tions of Higher Education. Hence, programs In two-year (junior or
community) colleges, professional schools of law, theology, medicine, architecture, pharmacy, engineering, and the like were not studied.
A mailed questionnaire was the basic data-gathering instrument.
The questionnaire was sent to vice presidents for academic affairs or to persons in an equivalent position at the institutions of higher education selected to be in the sample. Therefore, the findings of the study reflect the views of university and college administrators rather than those of faculty members, students, or community people.
With the exception of the predominantly black universities and colleges in this country (all of which were included in the study), the
14 Accredited Institutions of Higher Education 1970-71 (Washington, D. C., Published for the Federation of Regional Accrediting Commission of Higher Education, 1971). 10
universities and colleges were randomly selected; it was not an objec
tive of the study to compile a directory of American colleges and
universities offering a black studies program. However, because a
random sampling procedure was employed, findings from the study can be
considered representative of university and college programs in the
country.
Significance of the Study
The study contributes to the body of knowledge related to black
studies programs at institutions of higher education in the United
States. At present, the vast majority of the literature related to
black studies has as its primary focus the rationale for or against the
offering of black studies programs, particularly those courses in black
history.
The study provides reliable, substantive, and current information
regarding the nature of black studies programs which have been institu
ted into the curriculum in higher education. Such information could
serve university and college administrators in comparing black studies
programs at institutions similar to their own.
The study can benefit university and college administrators who
contemplate establishing some form or type of program in black studies.
Public school teachers, counselors, and administrators who desire to
learn more about the various types of black studies programs that are offered in American institutions of higher education can find the study informative. 11
The study reveals crucial and pressing problems that university and college administrators face in attempting to implement black
studies programs. It also identifies trends or new directions in which black studies programs appear to be going.
It would seem that the time has come for institutions of higher education in America to provide black studies programs. Does this mean encouraging faculty members to modify the situation in their own classes? Does it mean providing a series of related courese in black history, black literature, black music, and the like? Or does it mean doing both of these things and possibly more? This study clears up much of the ambiguity related to the variety of programs of black studies that currently exist in universities and colleges through the in-depth descriptions it provides.
Organization of the Disertation
Chapter Two of the study includes a review of literature related to black studies programs in higher education in America. The design of the study is discussed in Chapter Three. Data which were collected are reported and analyzed in Chapter Four, and Chapter Five contains a summary, conclusions, and recommendations derived from the study. CHAPTER II
REVIEW OF RELATED LITERATURE
The review of the literature in this chapter is presented in four
parts. Part One reviews literature describing the new militancy of
black students and their efforts to establish black studies at institu
tions of higher education in America, Part Two points out some of the most common reasons that were proposed at the inception of black stud
ies into the curriculum at universities and colleges. Part Three
includes more specific definitions of the concept of black studies.
Part Four explains some of the curricula arrangements utilized in offering black studies, indicates the wide variety of black studies courses that are offered, and discusses some of the models which have been suggested for a black studies program.
Black Students Demand for Black Studies
Black students have played a very important role in stimulating the establishment of black studies programs on American campuses. Tobe
Johnson, professor of political science at Morehouse College, Atlanta,
Georgia, stated:
12 13
Black studies programs came into existence not because of the efforts of scholars...they came into existence pri marily because of pressures of black students and their white allies for a curriculum that is more relevant to that of the black experience.1
The militancy which black students displayed on campuses in the
late sixties was a reflection of a new militancy that was taking place
throughout black America. By the mid sixties, many black leaders were
convinced that the aims and methods of the Civil Rights Movement were
no longer viable.
The Civil Rights Movement, as explained by Alphonso Pinkney, was
condemned for being
basically a reform movement aimed at changing the legal structure of American society which denied black citi zens some of the basic rights guaranteed to them in the Constitution. The Civil Rights Movement directed itself toward the establishment of principles of legal equality as public policy and toward the responsibility of the federal government in protecting the constitu tional rights of the citizens...whereas, the Black Liberation Movement addresses itself to the complex, deeply rooted problems facing the masses of black people in the slums of the United States.^
The Civil Rights Movement, though slow, did win important victories
for black citizens of America such as the Civil Rights Act of 1964 and
the Voting Rights Act of 1965. Such prominent black personalities as
Thurgood Marshall, who is currently a justice of the Supreme Court of
the United States of America, were once active in the Civil Rights
^William J. Waugh, "Black Students Are Getting Better Scholarship Image," Columbus Dispatch (Ohio), August 9, 1970, p. 58A. 2 Pinkney, Black Americans, pp. 202-03. 14
Movement. For all practical purposes, however, the Civil Rights Move ment ended in 1965, the Black Liberation Movement was said to be its
logical extension.
Black college students, as were the majority of black Americans, only a few years ago were highly individualistic. They were quick to attempt to assimilate into American mainstream and were rather politi cally indifferent. However, now their thoughts about American culture and values have changed. The theme of independence has replaced the idea of integration. The concept of self-defense has replaced the notion of nonviolence. Skolnick explained that at least four factors have influenced this transition of thoughts and actions.
First, the failure of the Civil Rights Movement to improve significantly the social, economic, and political position of most black Americans has led to doubts about the possibility of meaningful progress through law. Second, urban riots in the 60's which symbolized this frustration, have been met with armed forces which in turn has mobilized militant sentiment within black communities. Third, the worldwide revolution against colonialism has induced a new sense of racial consciousness, pride, and affirmative identity. Fourth, the war in Vietnam diverted resources away from pressing urban needs and reinforced the prevail ing skepticism about white America's capacity or interest in addressing itself to the social, economic, and political requirements of black communities.*
Skolnick stated further that
as a result, there has been increasing dissatisfaction with the United States and its institutions, and increasing identi fication with nonwhite peoples who have achieved independence from colonial powers. In response to the challenge of black
3 Jerome Skolnick, The Politics of Protest. (New York: Simson and Schuster, Inc., 1969), p. xxii. 4 Ibid. 15
militancy, Negroes of all occupations and ages are beoraing increasingly unwilling to accept the assumptions of white culture, white values, and white power. The thrust toward militancy is especially pronounced among black youth, who tend to view the more militant leaderships or heroic figures. As college students their youth provide a fertile base for campus militancy.5
Black students today are cognizant of the fact that the Civil
Rights Movement did indeed bring the cause of black people more into the open in American society; however, they are extremely critical of the Civil Rights Movement. They claim that it was too idealistic and emotional. It aimed primarily at changing the attitudes of white
Americans toward blacks, putting black people in the position of hoping and praying that white Americans would grant them the right to assimi late or integrate into the mainstream of American life. Black students also critize the Civil Rights Movement for "not addressing itself in depth to the complex and deeply rooted problems yet facing the masses of poor black people in the slums of America."^
More specifically, today's black students criticize the Civil
Rights Movement of the fifties and sixties for not aiding black people in gaining better understanding and more appreciation of their black ness. To correct that omission, they have organized themselves into all-black clubs and organizations such as Black Student Alliance,
Black Students' Unions and Afro-American Collegians. They have organi zed not only to maintain a sense of blackness on predominantly white
^Ibid.
^Pinkney, Black Americans, p. 202. 16
campuses, but also to demand a more meaningful and useful education.
For the most part, black students in America today are considered
to be militant and rather outspoken. This does not mean, however, that
they are prone or dedicated to violent or any other disruptive activity
on their respective campuses. They are aware of the fact that black
people have been excluded from full and equal participation in American
society, and they view that society from a vantage point different from
that of whites. Probably because of the rejection that they have per
sonally experienced, they maintain a detachment from society that is
difficult for many administrators and faculty members on predominantly
white campuses to understand or accept. Few, if any, black students
desire to maintain the status quo in relation to racial matters, and
they are likely to view the racial situations with greater urgency than
the administrators or faculty members.
Black college students are a part of the Black Revolution that is
occurring in American society. They have introduced the concept of
Black Power on campuses throughout America.^ Apparently, for the most
part, they accept the Black Power concept as defined by Stokely
Carmichael and Charles Hamilton:
It is a call for black people in this country [as well as on campuses] to unite, to recognize their heritage, to build a sense of community. It is a call for black people to begin to define their own goals, to lead their own organizations, and to support those organizations. It is a call to reject the racist institutions and values of this society.®
7 Ernest Dunbar, "The Black Revolt Hits the White Campus," Look. October, 1967, p. 27. ®Stokely Carmichael and Charles Hamilton, Black Power: The Politics of Liberation in America (New York: Random House, Inc., 1967), p. 44. 17
Black Power as understood by black students does not mean being
anti-white or engaging in guerrilla warfare or in any such negative
activity. As Carmichael explained:
Black Power doesn't mean anti-white, violence, separa tism, or any other racist things the press says it m e a n s . 9
The numerous documentaries of the news media on black students' rebellions that occurred on campuses in the late sixties made it clear that the Black Power Movement had surfaced in academic institutions throughout the nation. Price M. Cobb, a black psychiatrist and co author of the book. Black Rage, suggested that today the student revolt had redefined itself, its goals, and its battleground: "The universi ties have become the dusty southern towns of today.
Some of the most academically talented black students are thor oughly convinced that predominantly white universities and colleges are capable of meeting the needs of both black and white students on the same campus and conclude that radical and revolutionary kinds of actions must occur in order to persuade university and college administrators to be more sensitive and informed of black students' needs. These so-called "railitants"^^ are determined not to allow the administrators and faculty members of universities and colleges to neglect them. They
9 Gordon Parks, "Stokely Carmichael: Young Man Behind an Angry Message," Life. May 19, 1967, p. 82.
^^"Black Mood on Campus," Newsweek, February 10, 1969, p. 53.
^^Skolnick, Politics of Protest, p. 162. 18
are opting not to withdraw and seek enrollment in the predominantly
black universities and colleges, being acutely aware of the quality of
education that was offered to them in black ghetto schools. They know
that their educational needs differ from the majority of other college
students at predominantly white institutions. According to Elliot D.
Moorman, a black student at Princeton, and president of the class of
1971:
There is no question that this line of reasoning [a dual imperative for a college or university educating black people^ implies that the educational needs of black Americans [as a whole] are different from those of the white student...but the needs of both can be served in a single institution. We must now, if we will really create a generation of intelligent, capable black leaders, stop anesthetizing ourselves with the heartwarming talks about forgetting our differences and emphasizing our common humanity.
Although the black students used tactics that are not necessarily
academic to bring attention to their cause, they were not being dis
ruptive just for the sake of it. They were astute politically and very 13 much system oriented. They viewed themselves as "change agents"
engaged in a dynamic struggle to bring about the kind of actions they
deemed necessary to convince administrators and faculty member to
address themselves to some of their concerns.
Black students today are aware of the value and function of educa
tion, especially in relation to social and economic mobility. However,
the new students not only want to graduate as learned; they also want
12 James Cass, "Can the University Survive the Black Challenge?' Saturday Review. June 21, 1969, p. 73. 13 "Black Mood on Campus," p. 54. 19
14 to graduate with a sense of "blackness." They are hypersensitive
toward being transformed into little black Sambos while at the univer
sity.^^ They have no desire to become black bourgeoisie, as did many
Negro college graduates of the past.^^ They do not want to be filled
with self-hatred, or ashamed of their race, or totally ignorant of
their heritage with little or no tie with the black community.
The new black students have formed their own black student organi zations to discover and discuss the meaning of their blackness. They seek unity among all black students in order to experience the true meaning of brotherhood, peoplehood, or nationhood. They have closed ranks to establish a power base from which to attempt to deal effec tively with "The Man.They have searched for knowledge about their heritage and attempted to bridge the wide gap between themselves and the masses of poor blacks living in urban and rural ghettos to whom they feel a deep commitment. The students see themselves as a segment of the black struggle currently taking place in America. They also associate themselves with the oppressed people of the "third world" who 18 are attempting to eradicate racism from the face of the globe.
^^The Report of the President's Commission on Campus Unrest (Washington, D.C.: U.S. Government Printing Office, 1971), pp. 92-93.
^^Charles Silberman, Crisis in Black and White (New York: Random House, Inc., 1964), p. 87. 1&E. Franklin Frazier, Black Bourgeoisie (New York: The Macmillan Company, 1957), p. 56. l^Mlchael Harrington, The Other America (Baltimore: Penguin Books, Inc., 1963), p. 65.
^®Harry Edwards, Black Students (New York: The Free Press, 1970), p. 202. 20
Rationale for or against Black Studies on Campuses
The vast majority of literature related to black studies argues
for or against it as an academic subject area. When black studies was
first introduced into the academic community, in the late sixties,
representatives of almost every discipline expressed their opinions
regarding its inclusion into the curriculum. Few, if any, black stu
dies programs were in operation on campuses before 1968, so almost none
of the views expressed were based upon substantive evidence. The written rationales usually concerned the inclusion of a black dimension
into traditional history courses, or the offering of a separate black history course. Rationales were seldom written regarding the offering of a black music, black literature, or other such black-oriented
course. The rationales seldom referred to the establishment and development of black studies programs in which any or a combination of
the following components would be included: a black culture house, a disciplinary balanced group of black studies courses, a series of
lectures on subjects related to Afro-American culture and history, or a selected artistic series of social or cultural activities and events.
The related literature revealed that educational institutions have been negligent regarding the inclusion of black people in their curricula. It was asserted that special concern should be shown not only in educational institutions, but in all of the major Institutions of our society to assure black Americans fair treatment.
Roscoe Miller, president of Northwestern University, stated:
Northwestern University recognizes that throughout its history, it has been a university of the white establishment.... 21
This is has in common with virtually all institutions of higher learning in the United States. Its members have also in common with the white community in America, in greater or lesser degree, the racist attitudes that have prevailed his torically in this society and which constitute the most important social problem of all times. This university with other institutions must share responsibility for the continu ance over many past years of these racist attitudes....This means that special concern must be given, for some unspecifiable time, to the black community that is emerging within our institution.19
Ronald B. Bailey, Assistant Professor of Political Science at Saint
Louis University, also commented in this regard:
If the overall role of the university is to seek out and perpetuate the truth, then it has failed Black America. For while the university may be considered the most liberal of American institutions, its administrators have been and still are guilty of discrimination in the hiring of black faculty and in the admitting of black students. Similarly, faculty members have committed sins of omission and commission in their teaching and research (writing) about black people. In general, university professors treat blacks as if they were invisible....It should be at least understandable, then, why blacks are demanding black study programs and black professors to teach in them....In the meantime, let colleges and univer sities be honest enough to stand behind black studies programs, since they have done little to ensure that blacks should not feel called on to demand them. In summary, blacks have had little academic help from the colleges and universities in attempting to cast off their shackles. Rather, the institu tions of higher education like other American institutions, have failed blacks.20
And according to Eldon L. Johnson, vice president for academic affairs at the University of Illinois:
Although universities and colleges in America have grossly neglected the teaching of black studies in its curriculum, the
19 From "The Northwestern Statement," Chicago Sun Times. May 6, 1968, p. 40. 20 Ronald B. Bailey, "Why Black Studies?" St. Louis University Magazine, Vol. XLII (Winter, 1970), pp. 28-30. 22
task of educating, informing people about heritage and history of black people in America must reach beyond the ivory tower.... What institutions of higher education have done for its sic black students is a shocking commentary. The disparity is quite beyond the bounds of rationale defense. Nor is the black per spective adequate, for it will behoove the university to embrace the black perspective and many other perspectives which collec tively illuminate all humanity.^
Eugene D. Genovese, chairman of the History Department at the Uni
versity of Rochester, stated that the demand for black studies and for
special black studies departments needs no elaborate explanation or
defense;
It rests on an awareness of the unique and dual nature of the black experience in the United States.... Black studies for the most part have been largely excluded in the past. The history and culture has been ignored or caricatured. Black studies programs, shaped in a manner consistent with such tra ditional university values as ideaological freedom and diver sity, can help to correct this injustice. Black studies programs have two legitimate tasks: one, to provide a setting within which black people can forge an intellegentsia equipped to provide leadership on various levels of political and cul tural action; second, black studies can help immeasurably and combat the racism of white students.22
Gerald A. McWorter, of the Sociology Department at Spelman College,
acknowledged that "there's no literature to build a black studies pro
gram on," but he challenged institutions of higher education to develop
black studies programs that are academically sound, scholarly, and
reputable:
The question is this: Is it possible in the great country that a few million dollars, which is not a lot of money, be made available to investigate the whole question of the black
21Eldon L. Johnson, From Riot to Reason (Urbana: University of Illinois Press, 1971), p. 121. oo Eugene D. Genovese, "Black Studies: Trouble Ahead," The Atlantic Monthly. Vol. CCXXII (June, 1969), p. 37. 23
experience and the body of knowledge that must be amassed, knowledge that is authentically an extension and reflection of the black experience? Is it possible that these great American institutions and agencies with all of these resources could see their way to do this?...When the Univer sity of Chicago wanted to concern itself with urban studies, several million dollars was made available.^3
Sidney W. Mintz of the Anthropology Department of Yale maintained:
To even ask the question of the 'intellectual validity' of the study
of the black experience is ludicrous... for we ought to pause to
acknowledge an intellectual debt to scholars like W. E. B. DuBois, E.
Franklin Frazier, Carter G. Woodson, Melville J. and Francis S.
Herskovits, Elizabeth Donnan and Martha Bechwith...who though largely
ignored, were studying and documenting Afro-American culture long
before it became the vogue to do so.^^
Armstead L. Robinson, a Yale University student stated;
American educators must face the reality that their educational system has failed in the most fundamental ways to provide learning experiences that are relevant to blacks. They must realize that the root cause of this failure is racism, the type of racism, conscious or unconscious, which dictates not only the choice of materials to be presented.... Black studies or Afro-American studies, must be included in the general curriculum.^5
And according to Professor Boniface I. Obichere of the University of
California:
the time has come to enrich the curriculum of institu tions of higher learning with courses dealing with black
23 Gerald A. McWorter, "Deck the Ivory Racist Halls: The Case of Black Studies," Black Studies in the University (New Haven, Conn.: Yale University Press, 1969), pp. 70-71. ^^Sidney W. Mintz, "Summary and Commentary" Black Studies in the University, pp. 202-206. 2s Armstead L. Robinson, "Concluding Statement," Black Studies in the University, pp. 207-208. 24
experience....The study of Afro-American history could destroy the Imposed anonymity which blacks suffer in most U. S. history books....It would lead to a more general reali zation that there is more to the presence of the black man in the New World than slavery.... Contributions of blacks to world civilizations and to science will be underscored and integrated into the mainstream of learning and knowledge.... The achievements of black people in the fields of literature, art, music, dance, and the like would be recognized through black studies more than it has been in the past.^G
P. Wilcox, C. E. Pentony, and J. F. Yates do not agree with the
notion that black studies will cause a shortage of black professionals
as some have contended. They tend to agree that by taking advantage of
courses offered through black studies programs, many young black stu
dents would prepare themselves more fully for the professional schools
where there is considerable racism. They suggested that black students
who take black studies courses may turn out to be more humane doctors,
dentists, lawyers, or engineers who will serve black people with dedi
cation instead of exploiting them mercilessly as many others have 27 exploited them in the past.
There are scholars, on the other hand, who were not optimistic
about the inclusion of black studies in the curriculum at universities
and colleges in America. For example, in arguing for a slower tempo in
the establishment of black studies, William W. Brickman stated that the
mass movement to include them in colleges was generated by force and pressure rather than by reason:
Boniface I. Obichere, "The Significance and Challenge of Afro- American," Jouiuial_of_Bla^^^ Vol. I, No. 2, (December, 1970), p . 166. 27 C. E. Pentony, "The Case for Black Studies," Atlantic, April, 1969,pp. 81^82; P. Wilcox, "On the Black University," Negro Digest. December, 1969, pp. 19-26; J. F. Yates, "Black Studies ar^th'tS jutiû'èure," Negro Digest. March, 1970, pp. 88-90. 25
Hopefully, reason will return to the campus, so that decisions affecting the university as a whole, its per sonnel and its constituency will be made on the basis of discussion and debate, rather than in response to fear and as a consequence of conflict. Black studies, as do other studies, deserve respect. A crash drive onto the bandwagon is a disservice to education, whether to the blacks or whites.28
Brickman argued that crash courses might tend to be less intellec
tual or inferior in quality, for the campus scene. A similar view was
expressed in another source when it was stated, "Are Afro-American studies an academically and socially valid pursuit or just an immature escape route for those black students who cannot measure up to what is 2Q being and will be asked of them?"
Martin Kilson, Jr., of the Department of Government at Harvard
University is skeptical about studying the black experience separately in the university:
The black experience is little more than an offshoot of the human experience....Moreover, I cannot quite accept the viewpoint that the black man's experience with white oppression has endowed black men with a special insight into oppression and thus a special capacity to rid human affairs of oppressions. I would argue, in fact, that this viewpoint is largely a political one which certain groups find service able in the contemporary conflict between Negro and white in American society. Indeed, it is a common fallacy to believe that what is momentarily politically serviceable is "ipso facto" intellectually virtuous.^0
28 William W, Brickman, "Black Studies Bandwagon," School and Society. March, 1970, p. 140. ^^"Black Studies: Yes or No?" America, Vol. 120, No. 20 fMav 17. 1969), p. 578. ------
^^Martin Kilson, Jr., "The Intellectual Validity of Studying the Black Experience," in Black Studies in the University, p. 14. 26
Several prominent national black leaders have critized some
aspects of Afro-American programs in colleges and universities. Bayard
Rustin, looking ahead to the situation a black college graduate will
face, exclaimed, "What in the hell are soul courses worth in the real
world? No one gives a damn if you've taken soul courses. They want to 31 know if you can do math and write a sentence." Roy Wilkins cautioned
that "the cry for black studies may lead to an academic apartheid that
will destroy all that the integrationists have tried so valiantly to
a c h i e v e . "32 Kenneth Clark, who resigned from the Board of Trustees of
Antioch College in Ohio because of their liberal view toward separate
black dormitories and the establishment of their institutes on Afro-
American studies, commented;
To encourage or endorse a separate black program that is not academically equivalent to the college curriculum generally...is to reinforce the Negro's inability to compete with the whites for the real power of the real world.33
Nathan Hare chairman of the black studies department at San
Francisco State countered such criticisms when he stated:
Appalling is the only word I know that begins to describe the sneaky way in which critics like Roy Wilkins accuse us of separatism. Our cries for more black pro fessors and black students [as well as black courses] have padded white colleges with more blacks in two years than decades of whimpering for integration ever did....
31 James Cass, "Can the University Survive the Black Challenge?" Saturday Review. June 21, 1969, p. 70. 12 "Black Studies: Yes or No?" America, p. 578. 33 James Cass, "Can the University Survive the Black Challenge?" Saturday Review. June 21, 1969, p. 70. 27
At the same time we must resist the white perspective which seeks to restrict black studies to the stereotyped study of art and music predominantly.^^
William Arthur Lewis, professor of economics and international affairs at Princeton University, contended that black students should reject black studies and study subjects that will enable them to obtain an equitable share at the top- and middle-level jobs in the American economy :
The American pattern is segregation in social life after 5:00 p.m. but integration in the economic life of the country during the day....The world of big corpora tions is an integrated world. There will be black grocery shops in black neighborhoods, but in your life time and mine, there isn't going to be a black General Motors, a black Union Carbide, a black Penn Central Railroad, or a black Standard Oil. These great corpora tions serve all ethnic groups. American economic life
is inconceivable except on an integrated b a s i s . ^ 5
It follows then, for Lewis, that Afro-American history should be learned in the high school rather than in the university:
We are knocking our heads against the wrong wall. Every black student should learn some Afro-American his tory, and study various aspects of his people's culture, but the place for him to do this is in the high school, and the best age to start this seriously is even earlier, perhaps around the age of ten. By the time the student gets to a first-rate college, he should be ready for business, for the business of acquiring the skills which he is going to be able to use, whether in his neighbor hood, or in the integrated economy. Let the clever young black go to a university to study engineering, medicine, chemistry, economics, law, agriculture, and other subjects which are going to be of value to him and his people.36
^^Nathan Hare, "The Case for Separatism: Black Perspective," Newsweek, February 10, 1969, p. 56. 35%. Arthur Lewis, "The Road to the Top is Through Higher Education, Not Black Studies," The New York Times Magazine, May 11, 1969, p. 23. 3Glbid., p. 34. 28
Roy S. Bryce, director of the Afro-American Studies Program at
Yale University, suggested that "separate black courses will be needed
for a time to make up for the years of neglect and distortion.... Black
studies is the way by which respect is to be given to blacks and to
knowledge about blacks."
The debate regarding the academic legitimacy of black studies has
not ended. Yet, ready or not, black studies programs of various types
have been inaugurated on campuses across the country. Perhaps it is
too early to determine their attitudinal effect upon the American
people, for there is much uncertainty as to what constitutes a black
studies program. Hence, the next part of the chapter explores some of
the specific definitions of the concept of black studies.
Definitions of the Concept of Black Studies
In order to understand what a writer means when he refers to
"black studies", it is essential to keep in mind the context in which
the term is used. The ambiguity that still surrounds black studies has
led to much furor on campuses across the land, especially when militant
black students, university administrators, and faculty members sit down
to discuss specific features of black studies programs and discover
there is no common understanding of what black studies means. The
problem was pointed to by Roger A. Fischer, an associate professor of
History at Southwest Missouri State College:
37 "Black Studies in the Schools," School and Society, November, 1970, p. 40. 29
Tht* Idon |]of black studiesj was who I chcartcd I y embraced by many beleaguered administrators and faculties. Universi ties where tranquility still reigned joined in the rush to establish black studies programs to head off future trouble. Everybody, it seemed, favored black studies in the abstract. The problem began on many campuses when the militants and the Establishment sat down together to iron out specific details and discovered that neither group had the slighest notion what the other really meant by black studies. For the past few years, the establishment and development of black studies as an academic discipline has been stalled by this communication barrier. Unless one faction capitulates com pletely or both can agree on a common definition, black studies may be bogged down indefinitely.^®
Black studies has been seen in two major perspectives: the black or radical perspective and the Negro or white traditional perspective.
Nathan Hare, one of the first directors of black studies programs in the country and, is clearly a representative of the former viewpoint:
The Department of Black Studies ^at San Francisco State College] will not consist of a more blackening of white courses such as persons appear to contemplate as they speak of a black curriculum around the country. Yet if that is what some colleges and universities want to do, "we encourage that." We are encouraging the existing departments, to rush ahead in instituting what one of them calls "dark courses" or "color compatible courses" which will be about ethnic groups, minorities, this or that or the other, "politics in the Negro Society," and all that sort of thing.
Hare considered black studies programs that were not revolutionary and nationalistic to be irrelevant and he cautioned against them:
We must resist the white perspective which seeks to restrict black studies to the stereotyped study of art and music. Black studies should comprise a comprehensive, integrated body of interdisciplinary courses just as in the
38 Roger A. Fischer, "Ghetto and Gown: The Birth of Black Studies," Current History, November, 1969, pp. 291-292. 39 Nathan Hare, "A Radical Perspective on Social Science Curricula," Black Studies in the University, p. 113. 30
the case of long-established departments of social science and American studies....There is no substitute for.a black perspective based on the principle of self-control.^0
Charles Ross, former director of the black studies program at The
Ohio State University, is another representative of the black perspec
tive view:
I think we need to use black studies to educate the oppressed....We want to make the program more than just academic, we want to create an action oriented, liberated program. We see ourselves as an intricate part of the black liberation movement. We must make, whatever resources and skills we have available to that movement....We do not have any ready-made package of programs to be superimposed on the black community. We want to begin to develop ties and relationships with the people to find out what they want....We see ourselves as a part of a major university and we ought to make ourselves available on an international basis.41
Dr. William Nelson, successor to Charles Ross, believes that black studies programs should be established on campuses to speak directly to the needs, aspirations, and history of the black man in America and to focus upon the actual lives and problems of urban and rural black
Americans:
Thç content of black oriented courses should be academic. Community projects that will allow students to participate in the black community should be an integral part of black studies. ■Students should be encouraged to spend time studying and work ing on the African continent and in other significant places where black people are engaged in the common pursuit of freedom. The curriculum in black studies programs should be interdisci plinary in character. It should include courses and learning
^^Hare, "The Case for Separatism," p. 56.
^^"Charles Ross: A Man with Ideas," Lantern (The Ohio State University Campus Newspaper), August 20, 1970, p. 12. 31
experiences designed to help students gain greater under standing of black history, art, politics, sociology, economics, ph’losophy, music and literature.4%
Nathan Hare confirmed that a black studies program made up exclu
sively of "soul" courses with only strong emotional appeal and little
substantive content is a denial of the realities of a world in which
knowledge and skill are required of all.^^
Probably most university administrators and faculty members could
be considered academic traditionalists in that they view black studies
mainly as the body of subject matter relating to the Negro experience
in Africa and in America. Within this frame of reference, a curriculum
in black studies would primarily consist of such courses of study as
African and American Negro history, tribal anthropology, the politics
and sociology of ethnic minorities, and Negro music, art, literature,
and theater. The courses would most likely be grouped in an interdis
ciplinary "area studies" program with supervision divided among a
coordinating committee, the participating departments, and the adminis
tration. The courses would be taught by professors, white or black, with the proper academic credentials, and would be open to all eligible
students.According to Fischer, it is "possession or pursuit of the doctorate, not skin color, that has long been the yardstick of seri ous scholarly intent.However important such a step may be to the
42 Arlene Gordon, "Nelson Appointment", Lantern, February 11. 1971, p. 1. ^^Hare, "The Care for Separatism," p. 56. 44 Fischer, "Ghetto and Gown," p. 292. 45lbid. 32 maintenance of academic excellence, is regarded by many black militants as irrelevant, possibly dangerous, and an obstacle to their pursuit of a black studies program as they envision it. Fischer further explained:
The black militants have not developed a common blue print for the operational mechanics of black studies programs; however, they do not see black studies as a labyrinth of curriculum committees and degree requirements but as a col legiate training ground with a single over-riding purpose, the propagation of black literature rhetoric and the advance ment of the Ideology of the black revolution in every facet of American life.46
Nathan Hare stated that "a meaningful black studies program must train black students to organize the urban ghettos and the blackbelt
South to utilize the tactics of civil disobedience against racial dis crimination and to guide their brothers and sisters who never got to college toward greater social, economic, and political opportunities.'^^
He took issue with the academic traditionalist when he stated:
To implement a relevant black education we must over throw and eliminate the bulk of current college and school officials who are unable to move with the tidal charge and shift the traditional gears of a business-as-usual complex.... A black education which is not revolutionary in the current is both irrelevant and useless.... Black education must be based on both ideological and pedagogical blackness....Afro- American education must also move into the scientific realm... into mathematics.... Black education is black community cen tered.. .while educating and training the black student.... This would tend to increase the commitment of black students to the community while simultaneously permitting them to "learn to do by doing." At the same time, their mere presence in the community would provide role models not generally avail able to black youth....Thus education is made relevant to the student and his community while the community is made relevant to education.48
46 Ibid., p. 292. 47. Nathan Hare, "What Should be the Role of Afro-American Education in the Undergraduate Curriculum?" Liberal Education, Vol. IV (March. 1969) p. 42. ------48lbid.. pp. 42-50. 33
It is apparent that the definitions black studies vary widely
among educators. Nathan Hare favors a comprehensive, integrated body
of interdisciplinary courses emphasizing the black perspective, includ
ing economics, science, and mathematics — not just colored courses in history, art, and music. Some Afro-American educators advocate that
black studies programs should be based upon the black experience in
social sciences and the arts. Others imply that black studies should only promote a revolutionary ideology. It appears, however, that there
is a consensus among black educators that the implementation of black studies programs in institutions of higher education cannot be placed solely in the hands of academic traditionalists. That is, if absolute sovereignty over black studies programs is given over to the deans and department chairmen, the black educators fear that these programs pro bably will be systematically emasculated of any productive value they might otherwise engender. Hence, many black studies demand some degree of autonomy or black control over their black studies p r o g r a m s . ^9
Statements by Bryan Wilson of Oxford help to explain why black students probably lack faith in academic traditionalist viewpoint:
What does a black studies programme...imply? Where is the corpus of black philosophy, black history, black litera ture and most of all black science? What is black physics? Is this not merely a demand for the inclusion in the univer sity of an elaborately ideological racist programme? Is it not merely a demand, in a particular form in this case, but a representative of many student demands, for a reduction of
49 Lonnie Peck, Jr., "The Black Student in a White University," The Counseling Psychologist, Vol. 22, No. 1 (1970), p. 16. 34
standards by the inclusion in universities of students who are objectively unqualified.^®
Bernard Cleveland believes that the trend toward separation may well be temporary in nature. He holds that when the black American is able to improve his self-concept we may see a renewed and more success ful effort to fully integrate our society. He further- explained:
If one accepts the thesis that American society is basically racist and this would be hard to deny, then black studies can be viewed as one attempt to deal with the problem.51
Roscoe C. Brown, director of the Institute of Afro-American
Affairs of New York University, and Stephen J. Wright, former president of Fisk University, commented on the unfortunate lack of one definition of black studies on which the majority of those in various contending groups, e.g., black students, white students, black educators, white educators, agree. It is also evident to them that there are differences within groups; in fact, the differences within a group may be greater than those between groups. Again definitions of black studies vary from
"dark" or "colored" courses; that is, the addition of information about an aspect of the black experience into a traditional course to the establishment of a black university.
^^Bryan Wilson, "The Constributions of Higher Education to the Life of Society," in Higher Education: Demand and Response, W. R. Niblett (San Francisco: Jossey-Bass Inc., Publishers, 1970), pp. 23-24. ^^Bernard Cleveland, "Black Studies and Higher Education" Phi Delta Kappan. Vol. LI, No. 1 (September, 1969), p. 45. 52 Roscoe C. Brown, Jr., "Black Studies in Perspective," Education Quarterly. New York University, Vol. II, No. 2, (Winter, 1971), p. 2; and Stephen T. Wright, "Black Studies and Sound Scholarships" Phi Delta Kappan. Vol. LI, No. 7 (March, 1970), p. 366. 35
Even with the diversity of definitions of black studies, a common
theme running across the gamut of definitions appears to exist as
explained by Roscoe C. Brown:
[it is] that black studies involve that body of knowledge that records and describes the past of the black man in Africa and the other sections of the world in which he is concentra ted, with special reference to the United States, that records, defines, and delineates his contemporary, social, political, economic, educational, and cultural status and problems. Black studies should advance referenced knowledge through con tinuing research. Black studies should be pursued in a con text that is révélant to the contemporary life styles of the American black and to the learning and leaderships of the American black community.^3
Black Studies Programs
In this section some of the curricular arrangements utilized in
offering black studies are described, the wide variety of black oriented
courses that are offered at institutions of higher education in America
are listed, and some of the suggested models for black studies programs are summarized.
The guns at Cornell, the bombs at San Francisco, and the various black student takeovers of administration buildings across the country in the late sixties accentuated the emotionalism which characterized the birth of black studies into the curriculum of higher education in
America. J. Otis Cochran, a law student at Yale, considered the consequences:
What lesson can be learned from the black student revolt?...first of all, colleges may well have to bend far beyond their traditional channels to become relevant
^\right, "Black Studies and Sound Scholarships," p. 366. 36
to black students. Secondly, whites will certainly have to try to understand the intensity of the new black mood as a step toward meeting those demands that are just. For the mood may be here to stay...,For the high schoolers about to enter college are some of the angriest blacks in the movement.54
Although many universities and colleges have inaugurated black
studies programs, many educators agree that these programs for the most
part were rather hastily developed and ill-conceived. It has been
suggested that many of the instantly established black studies programs
will either disappear or be consolidated into traditional courses.
However, as expressed in the periodical, America;
Despite reservation that many scholars have about some of the pressures behind the current drive for Afro-American programs, it has become increasingly clear in the academic world that the black man's part in the American educational scene has not been given the attention it deserves....Thus it is important that the black dimension of our social, economic, religious political and cultural history be made known. Where it is possible in a university or college, a distinct department of black studies is clearly desirable; but such a department should not be separate from the over all teaching-learning enterprise of the school.55
Ronald B. Bailey, in discussing the legitimacy of black studies, stated:
It the university should understand why black students at the inception of black studies, not only demanded programs in black studies but also black pro fessors to teach in them.... Black studies are often called silly illusions, liable to consist mainly of propoganda, lacking in academic standards, and therefore, worthless in the real world. It seems to me that any field to study concerned with the history of a people
^^"Black Mood on Campus," p. 59.
^^"Black Studies: Yes or No?" pp. 578-79. 37
should not be dismissed so lightly as a "silly illusion." Those who describe the undertaking this way evidently be- lievr '.hat blacks are not worthy of study. If black stuc'.x.es are an illusion, it follows that black people, the subject matter, are an illusion, too.5&
It has been rather easy for most university and college adminis
trators to accept the demand for black studies programs in theory, but
the place of such program in the curriculum has often become a complex problem. According to James Cass;
The history, literature, and music of black people, both in America and in Africa are generally accepted as valid subjects for scholarly inquiry and study. The economics of proverty, racism, slavery, and the sociology of ghetto life are equally acceptable to most faculties. Some critics, however, question whether the area [black studiesj differs enough substance to merit consideration as a separate discipline. However, Yale, Harvard, and other institutions now offer majors in black studies. Other leading universities are moving toward the establish ment of interdepartmental "concentrations" that are expected
to develop into majors in the near f u t u r e . 57
When The Ohio State University announced in May, 1971 that a major in black studies would be offered beginning the following school year.
Dr. Charles 0. Ross, chairman of the black studies area at that time, clarified:
The 60-credit hour major is divided into two areas, 40 hours selected from a wide variety of Black Studies courses, with the remaining 20 hours coming from one or two other disciplines....These 20 hours will usually be in the hard sciences....This will equip the student to go out and make it in the real world and to be able to get jobs besides teaching black studies.5®
^^Ronald B. Bailey, "Why Black Studies?" St. Louis University Magazine, Vol. XLII (Winter, 1970), pp. 28-30.
^^"Can the University Survive?" p. 71. 58 Barbara Levin, "Major in Black Studies Possible for Next Year," Lantern, p. 3. 38
Julian Bond, the Georgia legislator, was In favor of Integrating
black culture and history courses into the regular academic curriculum:
Such courses [black studies.! would simply be an adjunct to the regular academic curriculum....Nobody Is asked that he just be taught something about Crlspus attacks and that that constitute his whole college education.59
The New York University Institute of Afro-American Affairs and
that at Kent State University (Ohio) have been used to Implement a pro gram of black studies. One of the major objectives of the N. Y. U.
Institute Is
...the identification and analysis of the contributions, problems, and aspirations of Americans of African des cent. The Institute has three major programs: Educa tional, Research, and Literary. The Educational program consists of joint degree programs between the Institute of various schools and colleges of the university and Informal programs consisting of lecture series, seminars, conferences, and Informal meetings concerned with all areas of relevance to Blacks. The Research program focuses primarily on areas In the past by researchers. The Literary would be concerned with the development of an extensive library about Africans and Afro-Americans.
The traditional departments at many Institutions of higher educa tion in America offer black-oriented courses and In some cases add a black dimension to existing courses, but because such courses have historically promoted the distortion of the black man's role In American society, black students often have Insisted on autonomous departments with budgets similar to that of established departments and with
59 "Report from Black America," Newsweek. June 30, 1969, p. 45.
^^The Institute of Afro-American Affairs. New York University, n.d. Booklet . 39
faculty members having the same rights and responsibilities as other
faculty members.
The black studies major at the University of Washington is inter
disciplinary in nature, drawing together courses in a variety of aca
demic disciplines into a cohesive program designed to broaden the
student's knowledge about the black experience and at the same time
prepare him to meet requirements for careers in various fields of em
ployment. The major at the University of Washington consists of
...a minimum of 65 credits which are distributed as follows; 35 credits of core courses (20 credits lower divisions (100-200), 15 credits upper division (300-400) in Black Studies, 30 credits in a single department relevant to black studies curriculum department relevant to black studies include: Anthropology, Art, Communications, Comparative Literature, English, Geography, History, Philosophy, Poli tical Science, Psychology, Romance Language, Literature, Sociology, and Speech. At the University of Washington, students working for a secondary teaching certificate may
select Black Studies as their m a j o r . ^2
At Harvard University the Faculty of Arts and Sciences established
a Department of Afro-American Studies with the following resolution:
That the Faculty intends the Afro-American Studies Program to be a department, interdisciplinary in nature, offering a standard field of concentration. At the same time, the Faculty urges that other departments enrich their course offerings in Afro-American studies as well. This field of concentration shall be made available to students in the class of 1972.63
^^Herman Hudson, "Black Studies Can They Be Really Relevant?" College Management. Vol. VI, August, 1971, p. 38. 62 "Black Studies at the University of Washington," n.d. Brochure 6 3 "Report of the Committee to Review the Department of Afro- American Studies," Chairman, Wade H. McCree, Jr. (Cambridge, Mass.: Harvard University Press, 1972), p. 3. 40
If such institutions of higher education as Harvard, Ohio State,
Kent State, and San Francisco State have changed, improved upon, or
refined their black studies programs since 1968, it is likely that
other universities have done likewise. At first, however, the proce
dure to institute black studies into the curriculum generally consisted
of the addition of a course in black studies. For example, in February
1969, it was reported that black studies courses had been added to the
curriculum at Illinois State University, Afro-American Literature;
Indiana University, Focus; Black America; University of Michigan,
Negro History; West Chester State College,(Pennsylvania), The History
of the American Negro; Northeastern State College (Oklahoma), African
Studies; Morgan State College (Maryland), Black Culture of the Negro
in Music; California State College (Pomona), The History of Minorities
in America; The University of Maryland, Folklore and Culture of the
American Negro and Race Relations; University of Houston, The Negro in
American History; The University of Texas (Austin), The Negro in
American History; Fayetteville State College (North Carolina), Afro-
American History and Contemporary Afro-American Politics; the University of Minnesota, African History; Pennsylvania State University, The Role and Contributions of the Black Man in American Society; Cheyney State
College (Pennsylvania), Swahili ; and the University of Connecticut,
The History of Black Culture in America.
At the Federal City College (Washington, D.C.), the newest land- grant school in the nation, the entire curriculum emphasizes the culture and history of the black man in America. Many of the courses 41
at Federal were designed to reflect the interest of the students, the
majority of whom are black and from urban a r e a s .
Although a black dimension was added at many universities and
colleges, it was not necessarily the black dimension that black students
sought. Moreover, there were some administrators who flatly refused to add a black dimension to their curriculum. They contended, for example, that
if they were to include Black materials in all their courses, they would also have to include material of the Jewish, Irish, Italian, German, and other ethnic groups who form American society.^5
At the beginning of the seventies, many black university and college students again rejected the notion of simply adding content about black people into traditional courses. They also objected to the scattering of black studies courses in traditional departments at those institutions unwilling to establish a black studies department. The black students, for the most part, wanted the stability of a department, and, according to John Lombardi, such a department was necessary to
deal with legitimate and urgent academic material that traditional curricula have not dealt with in the past. provide an opportunity to complete a two-year under graduate major in Afro-American studies. provide a comprehensive examination of the Afro- American experience, and define and encourage a new consciousness of the Afro-American experience, and such.^G
^^"Black Dimension in Curriculum," School and Society. February, 1969, pp. 83-84. Also see M.A. Farber, "Black Studies Take Hold..." New York Times, December 27, 1970, pp. 1,42 and Harry Edwards, Black Students (New York; The Free Press, 1970), pp. 206-27.
^^John Lombardi, "Black Studies," Junior College Journal, March 1970, p. 7. **Ibid. 42
Herman Hudson, Vice Chancellor for Afro-American Affairs at
Indian University, alluded the purposes and objectives of black stu dies programs that had been stated in proposals, from a number of institutions, who contemplated the establishment of a black studies programs;
Some of the proposals listed courses in the humanities, social science and history that were described as aiming to correct the inadequacies (the gap function) of existing courses. Some proposals defined their goals as one to edu cate black students for useful service in the black community. The emphasis in this(Functional Theory)was on community organization which stressed the need for courses in black economics, black politics, and the like. Scrae of the pro posals explained that the black studies department of Institute should have(Humanizing Function! the target here is white students who will take courses that will help them to overcome any racist attitude. Some of the proposals also requested black studies programs that would bring about a new spirit of cooperation (the Reconciliation Theory) between blacks and whites....Some of the proposals indicated black studies should assist in instilling a sense of pride (the Psychological Function) in black students who will study and learn about their heritage and history....And finally some of the proposals indicated that black studies programs should have an(Ideological Function)or they should serve as a means to develop new ideological. Third World orientations, to develop theories of revolution and nation- building.^7
Hudson concurs with many emphases of the proposals and added:
the most important function of black studies is to politi cize people of color by means of a psychological conversion to blackness....Black studies programs can provide the factual base and the analytical techniques that will enable the black students who are the future black leaders to reinterpret the black man's role in American society and enable them to project realistic strategies to improve the conditions of black people in America in years ahead.... There should also exist on the part of the black studies faculty a specific commitment to develop new and creative
^^Hudson, "Black Studies: Can They Be Really Relevant?" pp. 38-39. 43
courses In such areas as tlio black theater, the black novel, the history of the education of black Americans, the big city ghetto and independent black communities, and current Issues In black political activism. Such courses should have both an academic and social action orientation.^®
Nathan Hare, in a conceptual proposal for a department of black
studies, proposed a five-year plan for the development of a black stu
dies curriculum:
To insure the measurement of significant results, the black studies program must comprise at least a five-year plan. Phase I would be the pulling together of some of the currently experimental courses [if the courses exist on campus] into a new department. Phase II would be the inau guration of a major consisting of an integrated body of black courses revolving around core courses such as black history, black psychology, black arts, and the social sciences. [The other phases III, IV, and V were concerned with the recruitment of larger numbers of black students, the recruitment of instructors to teach the courses, and the importance of involving students enrolled in black studies courses in the community]. Thus education is made relevant to the student and his community and made relevant to education.
Hare's model for a black studies program would not preclude elec
tives outside the black curriculum, even for majors. It allows for a
wide range of training in the humanities and in the social and behav
ioral sciences. Hare further explained that "though most students
enrolled in black studies courses would not be majors, those graduating with a major in black studies can become probation officers, social workers, teachers, professors, research scientists, businessmen.
^^Ibid., p. 39,
Nathan Hare, "A Conceptual Proposal for a Department of Black Studies," in College in Crisis, A Report of the National Commission on the Causes and Prevention of Violence, Ed. Horsley Orrick (Washington, D. C. : U.S. Government Printing Office, May, 1970), p. 165. 44
administrators, and such. They could possibly emerge as leaders in the
black community.
The following types of courses were proposed by Hare for majors In
black studies:
Core courses: Black History, Black Psychology, Survey of Sciences: Method and History, Black Arts and Humanities (16 credit hours). For a Black Arts concentrate the follow ing type of courses are recommended: The Literature of Blackness, Black Writers Workshop, Black Intellectuals, Black Fiction, Black Poetry, Black Drama, The Painting of Blackness, The Music of Blackness, Sculpture of Blackness (36 credit hours). For a Behavioral and Social Science concentration the following types of courses are recommended: Black Politics, Sociology, Economics of the Black Community, The Geography of the Blackness, Social Organization of Blackness, Development of Black Leadership, Demography of Blackness, Black Counseling, Black Consciousness and the International Community (32 credit hours),
The literature indicates that there are various types of curricula arrangements for implementing black studies programs. Harry Edwards described three black studies curricula "predicted on the notion that education must meet the needs and assist in the solving of the problems 79 of the masses of human beings." The three programs differ primarily in their conceptual frameworks, ranging from a complex offering at
Federal City College in Washington, D. C. to a comparatively straight forward one at San Jose State College in California. Edwards explained that "under proper direction and control, any of the three...can be expanded, shrunk, or otherwise revised to meet individual campus 73 situations."
71lbid. 72 Edwards, Black Students, p. 205.
^^Ibid.. p. 206. 45
The black studies program at Federal City College
is composed of two major parts: (1) a degree program, (2) a series of individual course offerings....The student begins to specialize in one of three basic areas (technical core, vocational core, cultural core) in his third year. A variety of courses are offered in the following areas: Pan African World, Natural Sciences, Communicative Skills, African People and World History, Languages, Physical Development, Interpretation of the African Experience, Cultural Concepts of African Peoples, World's Great Men of Color, Seminars in Developmental Skills, Political Core.*
The black studies program at the State University of New York at
Albany offers a minor, major, and has a graduate program: Department of Afro-American Studies:
Each student majoring in Afro-American Studies is required to take 36 hours within the department. The course may be taken from the following areas: History, Economic-Political Science, Soc-Psychological, and Cultural....Students minoring in Afro-American studies are required to take 18-21 hours from the preceding men tioned areas....Graduate students working for an M.A. in Afro-American Studies will be required to take a total of 30-36 credit hours within the department (courses sel ected from the previous mentioned areas).^5
The black studies department at San Jose State College in
California
offers instruction in one major curriculum leading to the baccalaureate degree Bachelor of Arts in Black Studies. The student may elect any one of the following special concentrations: Education, Sociology, Economics.... A minor (15 credit hours semester) in Black Studies is offered for students majoring in other department of the college.76
^^Ibid.. pp. 214-33.
^^Ibid.. pp. 224-27. 46
Iti addition to curricula arrangements, there are also a number of
suggested models of what a black studies program should constitute.
For example, John W. Blassingame sent copies of his "Model Afro-
American Studies Program" to seventy-seven scholars in an effort to
get their suggestions and recommendations for its refinement; he
received thirty-one responses.
Blassingame proposed two types of black studies programs:
The first program permits the student to pursue one of the traditional disciplines [as a major] while obtaining a minor in Black Studies....The second type of Black Studies Program is the departmental....Students would have an opportunity to select from a wide variety of courses in both of the programs, such as ; The Afro-American in United States History, Afro-American Music Urban Economics, Afro- American Family, Geography of Africa, African History and Culture, Urban Sociology, Swahili, The Sociology of Race Relations, Cultural Anthropology, History of the Middle East, Socio-Religious Impact of the Black Church, etc.^?
Blassingame's survey pointed out the difficulty of the decision that many administrators faced in the late sixties and early seventies as to whether to establish a minor or a departmental program in black studies. Now that the current atmosphere is somewhat less emotional, each institute of higher education must determine whether it has the intellectual and financial resources to inaugurate and maintain a relevant and viable departmental black studies program.
Wilson Record interviewed more than 150 sociologists and directors and associate directors of black studies programs. He cited the Afro-
American Studies Programs at the University of Houston as a good example
John W. Blassingame, "A Model Afro-American Studies Program: The Results of a Survey," in New Perspectives in Black Studies, ed. John W. Blassingame (Urbana: University of Illinois Press, 1971), pp. 234-36. 47
(1) to emphasize the cultural and historical heritage of black Americans and the contributions of black people to both Afro-American and world civilizations; (2) to provide courses which will analyze and critically examine the sociological, psychological, economic, and political aspects of the community as it exists in the United States; and (3) to provide a program which will be relevant to the needs of the black community and courses which will relate to the problems of the community.^®
In discussing how black studies could be implemented most effec
tively, Armstead L. Robinson made the following suggestions:
First, there must be a darkening of existing courses and curricula....Second, steps must be undertaken to design new courses and curricula that deal specifically with the black experience....The third step should be the development of a black institute, whose mission is to design ideal black studies curricula and to train new scholars in the field, in order that research and writing efforts aimed at closing the gaping holes in our knowledge of the black experience may go forward as rapidly as possible. Taken together, these elements constitute a total black studies program; this is something which must be created.79
Whatever curriculum arrangement is adopted to implement a black
studies program and no matter who teaches black studies courses, "the
question of quality, is a concern or question that academic institu
tions must soon face."®® Few people in the academic community need to
be reminded of the unusual circumstances in which black studies pro
grams were introduced on hundreds of university and college campuses
78 Wilson Record, "Some Implications of the Black Studies Movement for Higher Education in the 1970's," Journal of Higher Education. Vol. 44, No. 3 (March, 1973), p. 197. 79 Armstead L. Robinson, "A Concluding Statement," in Black Studies in the University, pp. 212, 213. 80 Record, "Implications of the Black Studies Movement," p. 198. 48 during the last several years. Now it is hoped that the atmosphere has become more conducive to the establishment of sound, scholarly, reputable programs of black studies to the ultimate benefit of all members of American society. CHAPTER III
DESIGN OF THE STUDY
Black studies in the curricula of American institutions of higher education range from the incorporation of a black dimension into a
traditional course, to the establishment of a series of black studies
courses, to the inauguration of new black studies departments, to the opening of institutes or centers charged to implement black studies programs. The primary purpose of this study was to determine the current status of black studies programs at accredited universities and colleges in the United States.
Institutions of higher education in the United States that offer a baccalaureate or graduate degree and are accredited by one of the nation's six regional associations of schools and colleges as listed in the 1970-71 publication of Accredited Institutions of Higher Education were included in the population of the study.^ Two-year (junior or community) colleges and professional institutions such as schools of architecture, dentistry, engineering, law, medicine, nursing, pharmacy, theology, and the like were excluded.
Accredited Institutions of Higher Education. 1970-71, (Washington, D. C., Published for the Federation of Regional Accrediting Commission of Higher Education, 1971).
49 50
The survey method of inquiry was employed in the study. According
to Fred N. Kerlinger, this method is most appropriate when tlie
research seeks to learn the status quo. Egan G. Cuba also pointed
out that the "survey method of inquiry is entirely adequate When the
researcher is primarily interested in descriptive and normative data."^
John L. Hayman acknowledged the samp point:
In conducting a study, methodologies such as histori cal research, the survey, observation, content analysis and experimentation may be selected. However, each of these methodologies is appropriate for securing a particu lar kind of information, and each may be used singly or in combination with one or more of the others according to needs indicated by study objectives....It is understood that the survey method of research has been the most popular and widely used research method in education. Its popular use, however, does not necessarily take away from its value as a research tool of inquiry. The survey is very useful in doing what it is designed to do, that is, in getting descriptive data.^
In regard to sampling procedures, Kerlinger stated:
In utilizing the survey method the researcher is interested in the accurate assessment of characteristics of the whole population, often called the universe. Rarely, does the researcher study the whole population. Instead he studies samples, samples drawn from the pop ulation and from the sample the researcher can infer the characteristics of the defined population or universe.
2 Fred N. Kerlinger, Foundation of Behavioral Research (New York: Holt, Rinehart and Winston, Inc., 1964), p. 392. 2 Egan G. Guba, "Experiments, Studies, Surveys, and Investiga tions," in Educational Research: New Perspectives, eds. J. A. Culbertson and S. P. Hencley (Danville, 111.; The Interstate Printers & Publishers, Inc., 1963), p. 244.
^John L. Hayman, Jr., Research in Education (Columbus, Ohio: Charles E. Merrill Publishing Co., 1968), pp. 19, 20, 65, 66. 51
The study of samples are very sufficient because of the many difficulties associated with attempting to study the whole population. Random samples can often provide the same information as a study of the entire population and at much less cost, with greater efficiency and sometimes with greater accuracy.5
And according to Gilbert Sax:
When the population [again, that which refers to all of any specified groupsJ is extremely large, relatively inaccessible, or expensive to investigate, researchers select samples from the population with which to work. A sample may be defined as a limited number of elements selected from a population to be representative of that population. Representativeness, however, does not nec essarily imply that the sample is a miniature of the popu lation. LRatherJ representative samples are ones which have been drawn in a random, unbiased manner....A repre sentative sample refers to the process of selection and not necessarily to the extent to which samples approximate population characteristics.&
After the institutions of higher education were selected for in
clusion in the study, they were then grouped according to the size of
their student enrollment. This was done on the assumption that find
ings at institutions of similar size would have greatest value to uni versity and college administrators. Institutions with student enroll ments of 5,000 or under were grouped as small, those with student enrollments of 5,001 to 14,999 were grouped as middle-size, those with
student enrollments of 15,000 to 24,999 were grouped as large, and institutions with 25,000 or more students enrolled were grouped as extra-large.
^Kerlinger, Foundation of Behavioral Research, p. 393.
^Gilbert Sax, Empirical Foundations of Educational Research (Englewood Cliffs, N.J.: Prentice-Hall, Inc., 1968), p. 129. 52
The grouping procedure yielded the following breakdown: 29 insti
tutions in the category of Extra-Large (XL), 63 in the category of
Large (L), 199 in the category of Middle-Size (MS), and 854 in the
category of Small (S). .
It was decided because of the number of institutions that all
institutions in the LX, L, and MS categories would be included in the
sample of the study. It was also decided that because of the large
number, a representative or a modified systematic random sample of the
S institutions would be taken. More precisely, instead of entering a
table of random numbers to determine where to begin the selection of
subjects, after they were all numbered then beginning with the first
state alphabetically which is Alabama, and going through to the last
state alphabetically which is Wyoming, to get a good geographical dis
tribution, every other small institution included in the population was
selected to be in the sample of the study. Thus, within each state every other small institution was selected for inclusion in the sample
fur the study. In other words, half of all of the small institutions of the population were selected. Based primarily on their small number, it was decided that all (72) predominantly black institutions of_,ttie population would be included. Seventy of these black institu tions were in the S category; the other two in the MS range. Hence, all institutions of higher education that were selected to be in the population of the study, with the exception of those classified as small, in which a modified systematic random sampling of the group was taken, were included in the sample of the study. 53
Inasmuch as the subjects of the study were scattered throughout
the country, the technique deemed most appropriate for collecting data
was the questionnaire. As Hayman explained:
The questionnaire...is especially useful in obtain ing information from sizeable groups, and it can result in great savings when members of the groups are widely separated geographically....The greatest advantages of the questionnaire are its relatively low cost and its ability to secure information from large numbers of widely distributed persons....It normally supplies information which is easily interpreted and translated into quantitative form for analysis. It also assures that every question is asked of each individual in the study.7
In constructing the questionnaire that was to be used to obtain
information needed to satisfy the objectives of the study, question
naires that had been used in comparable survey studies were reviewed in
terms of their format and type of questions asked. The content of the
questions used was drawn from the questions listed in the objectives of
the study (see Chapter One). For the most part, the respondents had
only to supply a check mark in the categories that applied to their
respective institutions. Only where deemed necessary were questions
left open-ended; for example, when asking for opinions on a specific matter, space was provided for the respondents to express their views.
The questionnaire was designed to retrieve information that could be readily interpreted and translated into quantitative form for analysis.
^Hayman, Research in Education, pp. 67-68. 54
It was assumed that the most knowledgeable persons at Institutions
of higher education regarding the various types of academic programs at
their respective institutions were the chief administrators for
academic affairs, hence, a questionnaire was sent to the chief adminis
trator for academic affairs at each institution. It was also assumed
that these administrators would have the prerogative to confer with
other school officials if necessary in obtaining data requested in the
questionnaire. It was taken into consideration that the position of
director of black studies programs did not exist on every campus across
the country, whereas the position of chief administrator of academic
affairs was common to all campuses, although the specific title varied.
A preliminary distribution of the questionnaire was administered
to determine any weaknesses. Rough-draft copies were sent to a
systematic random sample of vice presidents for academic affairs in
universities and colleges in Ohio (excluding technological and theolo
gical schools) that were private and state-assisted. The institutions were listed alphabetically and numbered one (1) to forty-eight (48).
Then every third institution was selected to be included in the preli minary run. An explanation or cover letter was sent with the question
naire. Nine of the sixteen (or fifty-six percent) of the administrators returned the questionnaire and indicated that it was exceptionally clear and well understood. In a few instances, changes were suggested re garding a choice of words and these suggestions were followed.
A cover letter was constructed to accompany the refined instrument.
It explained the purpose of the research study, the sponsor of the 55 research, the nature of the questionnaire, and the importance of the respondent's contribution to the study. Self-addressed, postage-paid return envelopes were also sent to the potential respondents.
Follow-up letters were prepared and sent to those who did not re turn their questionnaire within two weeks. A second questionnaire was sent a week after the first follow-up letter. A sedond follow-up letter was sent two weeks later. After sending the subjects two ques tionnaires and two follow-up letters over an eight-week period, it was assumed that those who had not responded were not planning to return their questionnaires. A brief follow-up questionnaire was then con structed to ascertain specific reasons for the decision of these people not to participate and to learn something about their black studies programs.
More than fifty percent of the respondents participated in the main study by returning their questionnaires. This will be explained in detail in the next chapter. Sax pointed out that the percentages of returns depends upon such factors as
the length of the questionnaire, the reputation of the sponsoring agency, the complexity of the questions asked, the relative importance of the study as judged by the potential respondent, the extent to which the respondents believe that his responses are important and the quality and design of the questionnaire itself.
Q Sax, Empirical Foundations, p. 216, 56
Kerlinger stated that "questionnaire returns of less than forty or fifty percent are common. Higher percentages are rare. At best, the researcher must content himself with returns as much as fifty to sixty percent.
When the questionnaires were returned, the responses to the questions were coded and tabulated; i.e., the raw data were transferred from the questionnaires to scanning sheets from which IBM cards were punched and categorized. For each question the number of responses in each interval was calculated (frequency distribution) along with the percentage of respondents at each interval, and where needed appropri ate chi square tests of significance were made. The analyzed findings were then used to describe black studies programs that exist at uni versities and colleges in America.
The findings of the study will be discussed in the next chapter.
Û Kerlinger, Foundation of Behavioral Research, p. 397. CHAPTER IV
FINDINGS OF THE STUDY
The primary purpose of this study was to determine the current
status of black studies programs at accredited universities and col
leges in the United States. More specifically, the objective was to ascertain answers to the following questions:
1. What titles are used to designate the black studies programs that exist at universities and colleges?
2. During what school year were black studies programs officially incorporated into the curriculum at insti tutions of higher education in America?
3. What are the major purposes and objectives black studies programs at universities and colleges?
4. How are black studies programs incorporated into the structure of the overall campus organizational framework? (External organization)
5. What kinds of organizational structures are found within black studies programs? (Internal organization)
6. What characteristics are common among personnel of universities and colleges black studies programs (e.g., educational background, race, full-time or part-time, tenured or non-tenured, and the like)?
7. What kinds of courses and other related educational experiences (e.g., study tours, lecture series, and the like) are offered by black studies programs?
8. What principal financial sources have institutions of higher education relied upon to aid them in implement ing black studies programs?
9. What crucial problems now confront university and college black studies programs?
57 58
10. What trends (or new directions) appear to be emerging on campuses across the country related to black studies programs?
11. What is the nature of the institution at which black studies programs are likely to be found in regard to size of student enrollment, accreditation, control (public or private), and student-body composition (sex and race)?
The population for the study consisted of the 1,145 institutions
of higher education in the United States which offer baccalaureate or
graduate degrees and are accredited by one of the nation's six regional
associations of schools and colleges as listed in the 1970-71 publi
cation of Accredited Institutions of Higher Education.^ Two-year
(junior or community) colleges and professional institutions of archi
tecture, dentistry, engineering, law, medicine, nursing, pharmacy,
theology, and such were not included in the population of the study.
The 1,145 institutions were divided into the following groups
(see Table 1); Institutions with a student enrollment of 25,000 or
more were classified as Extra-Large (XL) and 29 institutions were
placed in that category. Those with a student enrollment of 15,000 to
24,999 were classified as Large (L) and 63 were placed in that cate
gory. Those with a student enrollment of 5,001 to 14,999 were classi
fied as Middle-Size (MS) and 199 were placed in that category.
Finally, those with a student enrollment of 5,000 or under were classi
fied as Small (S) and 854 were placed in that category. All of the
Accredited Institutions of Higher Education. 1970-71, (Washington, D. C., Published for the Federation of Regional Accrediting Commission of Higher Education, 1971). 59
black institutions fell into the S classification with the exception of
two which fell into the MS classification.
TABLE 1
Number of Institutions in Population of Study According to Size of Student Enrollment
Number of institutions Categories in population
Extra-Large (XL) 25,000 or more 29 Large (L) 15,000 to 24,999 63 Middle-Size (MS) 5,001 to 14,999 199 Small (S) 5,000 or under 854 Total 1,145
In selecting the institutions that were to be included in the sample of the study, it was decided that all of the XL (29), L (63),
MS (199), and all of the black institutions (72) would be part of the sample. It was also decided that a modified systematic random sampl ing of the small (784) schools would be taken. All of the S institu tions were given a number, and beginning with the state of Alabama to that of Wyoming every other small school was selected to be included
(392).
Thus, the sample used in the study consisted of 29 XL institu tions, 63 L institutions, 199 MS institutions, and 462 S institutions
(70 of which were predominantly black) making a total of 753 institu tions as shown in Table 2. 60
TABLE 2
Number of Institutions in Population and in Sample According to Size of Student Enrollment
Number of Number of institutions institutions in Categories in population study sample
Extra-Large (XL) 25,000 or more 29 29 Large (L) 15,000 to 24,999 63 63 Middle-Size (MS) 5,001 to 14,999 199 199 Small (S) 5,000 or under 854 462 TOTAL 1,145 753
Questionnaires were sent to vice presidents for academic affairs at all institutions in the sample. Four hundred sixty-eight adminis
trators returned a questionnaire. From the 63 L institutions, 43 administrators responded. From the 199 MS institutions, 122 of the administrators responded, and from the 462 S institutions, 286 of the administrators responded as indicated in Table 3. (It can be noted here that every state in the Union was represented in the study in that at least one questionnaire from each was returned. This can be attributed in part to the modified systematic random sampling of the small institutions.)
Discussion of the findings of the study pertains primarily to how all of the respondents (468) answered a given question. (Excepted are those findings of the study pertaining to the organized black studies programs.) 61
TABLE 3
Number of Institutions in Population/Sample Including Number of Respondents According to Size of Student Enrollment
Number of Number of Respondents institutions institutions or returned Categories in population in sample study questionnaires
XL (25,000 or more) 29 29 16 L (15,000 to 24,999) 63 63 43 MS (5,001 to 14,999) 199 199 122 S (5,000 or under) 854 462 287 TOTAL 1,145 753 468
Of the 468 persons who responded to the questionnaire, 96 indi cated that during the 1971-72 school year an authorized black studies program (e.g., a Black Studies Department, Institute for Afro-American
Affairs, or a Center for African/Afro-American Studies with its own budget, staff and course offerings) was in operation at the institu tion in question. Three hundred seventy-two adrainistratros reported that no such organized black studies program was in operation on campus. Two of the 96 administrators who reported programs were located at predominantly male institutions and twelve were located at predominantly black institutions. These findings are summarized in
Table 4.
The next part of this chapter includes findings which pertain to the 96 respondents who indicated that an authorized black studies pro gram was in operation at their institutions. Then findings pertaining to black-oriented courses, as defined earlier, that were offered at TABLE 4
Presence of Authorized Black Studies Programs (Departments. Institutes. Centers) During the 1971-72 School Year According to Size of Student Enrollment and Student-Body Composition
Presence of authorized black All institutions Student-body composition studies programs that responded Size of student enrollment (sex and race)
ALL XL L MS S MF B
f % f % f 7. f 7, f % f % f 7o f % Yes 96 21 13 75 19 44 34 29 30 10 2 10 -- —“ 12 27
No 372 79 3 25 24 56 88 71 257 90 22 90 62 100 24 73
TOTAL 468 100 16 100 43 100 122 100 287 100 24 100 62 100 36 100
NOTE: In Table 4 and all similar tables, unless indicated otherwise, the frequency distribution count (f) refers to the number of respondents that answered the indicated question. Percentages (%) refer to the percent of respondents that answered the question, unless indicated otherwise.
O' 63
all 468 of the responding institutions are discussed, followed by a
report on observations of the 468 administrators in regard to the
trends of black studies. The final section of this chapter includes
findings from the study's follow-up questionnaire.
Organized Black Studies Programs
at Institutions of Higher Education in America
A profile of the organized black studies programs that were
offered at universities and colleges (96 of 468) in America indicated
that black studies programs exist, for the most part, at "cosmopo
litan" universities and colleges, or at very large, public, coeduca
tional universities, without respect to geographic location as shown
in Tables 5 through 9.
Table 5 indicates the number of institutions included in the
sample of the study, according to their size, that did or did not have an organized black studies program as defined in the question naire. It also showed when chi square test of significance, were calculated, that the presence of black studies programs varied dir ectly with the size of the institutions.
The percentage column shows that more black studies programs exist proportionately in larger universities. It was probably due to the amount of finances available, that only in the extra-large uni- f versifies were there found more institutions with black studies programs than without. 64
TABLE 5
Institutions of Higher Education with Organized Black Studies Programs According to Size of Student Enrollment
Number of Number of Number of institu institutions institu tions with without tions in black black Size of study studies Per studies Per institutions sample programs cent programs cent
Extra-Large (XL) 16 13 81.25 3 18.75 Large (L) 43 19 44.19 24 55.81 Middle-Size (MS) 122 34 27.87 88 72.13 Small (S) 287 30 10.45 257 89.55 TOTAL 468 96 372
NOTE: = 72.86 (p _ .01).
In determining whether organized black studies programs were associated more with institutions of public or private control, it was
found that a significantly higher proportion of public institutions had organized black studies programs than had the private institutions
(See Table 6). Thirty percent or 63 of 209 public institutions had organized black studies programs as compared to only 12 percent or 33 of the 259 private institutions that were included in the sample of the study.
When tests of significance or chi square were calculated to determine the relationship of the enrollment of black students on campuses to the establishment of organized black studies programs, it was revealed that a significant association did exist between the presence of black students and the establishment of such programs. 65
(See Table 7),
TABLE 6
Organized Black Studies Programs According toPublic or Private Control
Number of Number of Number of institu institutions institu tions with without tions in black black study studies Per studies Per Control sample programs cent programs cent
Public 209 63 30.1 146 69.9 Private 259 33 12.7 226 87.3 TOTAL 468 96 372
NOTE: = 21.47 (p _ .01)
TABLE 7
Institutions with Organized Black Studies Programs According to Predominant Racial Composition of Student Body
Number of Number of Number of institu institutions institu tions with without Racial Compo tions in black black sition of study studies Per studies Per student body sample programs cent programs cent Predominantly white 432 84 19.44 348 80.56 Predominantly black 36 12 33.33 24 66.64 TOTAL 468 96 372
NOTE: = 3.94 (p _ .05), 66
Table 8 shows that a significant relationship existed between the
presence of organized black studies programs and the sex of the stu
dent body. Almost none of the all-male or all-female institutions had
organized black studies programs, while 24 percent of the coed institu
tions did have such programs on their campuses.
TABLE 8
Institutions with Organized Black Studies Programs According to Predominant Sex of Student Body
Number of Number of Number of institu institutions institu tions with without tions in black black Sex of study studies Per studies Per student body sample programs cent programs cent
Coed 382 94 24.6 288 75.4 Male 24 2 8.3 22 91.7 Female 62 0 0.0 62 100.0 TOTAL 468 96 372 mTE: = 22.0 (p - .01).
In determining the geographic region in which organized black studies were likely to be found, it was discovered that no significant effect existed. Twenty percent of the institutions in each of the regional associations had organized black studies programs with the exception of the West. (See Table 9.)
To summarize Tables 5 through 9, significant relationships were found between the existence of organized black studies programs and the size of the university's student body, the control (public or 67
TABLE 9
Institutions with Organized Black Studies Programs According to Regional Associations
Number of Number of Number of institu institutions institu tions with without tions in black black Regional study studies Per studies Per associations sample programs cent programs cent
Middle States 80 14 17.5 66 82.5 New England 36 7 19.2 143 80.8 North Central 177 34 19.4 29 80.6 Northwest 25 5 20.0 20 80.0 Southern 128 26 20.3 102 79.7 Western 22 10 45.5 12 54.5 TOTAL 468 96 372
NOTE: See Appendix for listing of states in each regional association.
private) of the university, and the racial composition and sex of the student body. For the most part, organized black studies programs exist at the very large, public universities and colleges irrespective of geographic location.
Black studies programs or departments, in comparison to such tra ditional departments as psychology, history, English, philosophy, and the like, are extremely new additions to the organizational structure in higher education in America. As shown in Table 10, organized black studies programs had their official inauguration on campuses, for the most part, during the 1968-69 school year. None of the respondents indicated that his university had an organized black studies program ' I before then. Those who checked the "other" category in Table 10 TABLE 10
Inauguration of Black Studies Programs According to Size of Student Enrollment and Student-Body Composition
School year black studies programs Student-body compos ition were inaugurated Size of student enrollment (sex and race)
ALL XL L MS S M F B
f % f % . f % f % f % f % f % f % 1971-72 9 1C 1 8 1 5 3 9 4 13 0 0 0 0 2 17
1970-71 27 2Ç 3 25 8 40 11 34 5 17 0 0 0 0 2 17
1969-70 37 39 5 42 7 35 14 44 11 37 2 100 0 0 2 17
1968-69 19 2C 3 25 3 15 4 13 9 30 0 0 0 0 6 49
Other 2 2 0 0 1 5 0 0 1 3 0 0 0 0 0 0
TOTAL 94^ lOO 12 100 20 100 32 100 30 100 2 100 0 0 12 100
N = 96 a Two respondents did not answer the question.
cr> 00 69 explained that their black studies programs had been officially approved by their faculties and university governing bodies and would begin to operate officially during the 1972-73 school year. The titles that were used most frequently by the institutions to identify their organized black studies programs were "Black Studies Program" and "Afro-American Studies Program" according to 74 percent of the respondents, (See Table 11.) The administrators (16 percent) who checked the "other" category indicated that the official title of the black studies program was either"Ethnic Studies", "Minorities Studies," or that their black studies program was only part of a broader aca demic program. In a very few instances (2 percent), titles such as
"Institute (or Centers) for Afro-American Affairs" were used.
The researcher determined the emphases of organized black studies programs by grouping the given or stated objectives of programs into three areas of emphasis: cognitive, affective, and skill development.
(See Table 12.) The area of emphasis of a specific program was that having the greatest number of program objectives included in it. For example, an organized black studies program with ten of its objectives in the cognitive area, three in the affective area, and none in the skill-development area would have been classified as an area (or organized black studies program) with a cognitive emphasis.
According to this method of determination, 74 percent of the organized black studies programs indicated a definite cognitive emphasis, while 7 percent indicated an affective emphasis. A balance between the cognitive and affective domains was indicated by the objectives of 19 percent of the programs. No organized black studies TABLE 11
Titles for Black Studies Programs According to Size of Student Enrollment and Student-Body Composition
Titles of black Student-body composition studies programs Size of Student Enrollment (sex and race) ALL XL MS M B
% % Black Studies Program 37 38 33 29 13 38 14 47 67 42
Afro-American Studies Program 35 36 42 9 43 10 29 11 37 42 African-Afro/American Studies Program 8 8 14 16 Institute for Afro- American Affairs
Center for Afro- American Affairs
Other 14 16 17 14 21 10 33
TOTAL 96 100 12 100 21 100 33 100 30 100 2 100 12 100
N = 96
o TABLE 12
Areas of Emphasis of Black Studies Programs According to Size of Student Enrollment and Student-Body Composition
Student-body composition Areas of Emphasis Size of student enrollment (sex and race) ALL XL L MS S MF B
f % f % f % f % f % f % f % Ï % Cognitive orientation 64 74 10 91 15 79 23 74 16 62 2 100 -- — 9 82
Affective orientation 6 7 - — — 1 5 1 3 4 15 1 4
Skill-development orientation
Other 17 19 1 9 3 16 7 23 6 23 I 4
TOTAL 87"^ 100 11 100 19 100 31 100 26 100 2 100 11 100
N = 96 a Nine respondents did not answer the question. 72
program was considered to be primarily concerned with skill (or occu
pational) development.
Objectives considered to be cognitive stressed students' aquisl-
tlon of facts and knowledge about the culture and experiences of Afro-
Americans. Affective objectives concerned the development of positive
attitudes and appreciations in regard to the struggles and contribu
tions of Afro-Americans. Skill-oriented objectives focused primarily
on students' vocational (or occupational) training and preparedness
for the world of work.
The Item In the questionnaire asking respondents to "describe In
hlerarchlal arrangement" the internal and external organizational
structure of their black studies programs revealed that such programs,
for the most part, were structured In basically the same way as are
traditional academic departments; that Is, they were composed of a
department chairman with faculty and staff members, had an operating
budget, and offered a number of academic courses.
The organized black studies departments had various committees
with responsibilities in such areas as curriculum development, compll-
latlon of library resources, development of community extension cen
ters, arrangement of guest lecture series, planning special cultural
and social events, and recruitment of faculty and staff.
It was also discovered that advisory committees, which are not
typically part of traditional academic departments, were used exten
sively to assist In determining policies and directions In which the organized black studies departments should move. These committees 73
usually Includocl students and community people, as well as faculty and
staff members from the institution-at-large.
Organized black studies programs were sanctioned, to offer vari
ous levels of academic programs. (See Table 13.) It was found that 33
percent of the programs offered a major in black studies, 17 percent
offered a minor in black studies, 15 percent offered a bachelor degree
in black studies, with 6 percent offering a master degree in Afro-
American studies. Twenty-nine percent of the programs offered various
combinations (e.g., a major as well as a bachelor degree in black
studies.
It was revealed that the greatest number of academic courses were
offered in the area of the social sciences (78 percent), particularly
in the disciplines of history and sociology. (See Table 14.)
Table 15 illustrate that 76 percent of the organized black stu
dies programs offered five or more academic courses in black studies, with the other 24 percent offering from one to four courses. It was
obvious from the findings that few black studies courses (4 percent) were designed specifically for freshmen or graduate students. The majority (62 percent) were designed principally for upperclassmen.
(See Table 15.)
It was also revealed that 99 percent of the black studies courses offered by the organized black studies programs were equivalent in accreditation to other academic courses offered at the institution.
(See Table 15.)
The findings indicated that black studies courses were not attend ed primarily by black students, as is commonly believed. The exception. TABLE 13
Levels of Academic Programs According to Size of Student Enrollment and Student-Body Composition
Levels of academic Student-body composition programs Size of student enrollment (sex and race) ALL XL L MS S M F B
f % f % f 7. f 7. f % f 7o f 7o f 7o
Minor in black studies 16 17 - — 6 28 4 1 2 6 2 2 3 27
Major 30 33 4 33 5 24 13 41 8 30 5 46
Bachelor degree 14 15 5 42 3 14 4 1 2 2 7
Master degree 5 6 -- — 2 1 0 2 6 1 4 I 9
Other® 27 29 3 25 5 24 9 29 1 0 37 2 1 0 0 - - - - 2 18
TOTAL 92^ 1 0 0 1 2 1 0 0 2 1 1 0 0 32 1 0 0 27 1 0 0 2 1 0 0 * - - - 1 1 1 0 0
N = 9 6 a Various combinations of the levels were given by administrators in the "other" category, b Four respondents did not answer the question. TABLE 14
Types of Courses Offered by Black Studies Programs According to Size of Student Enrollment and Student-Body Composition
Types of courses offered by black Student-body compositio n studies programs Size of student enrollment (sex and race) ALL XL L MS S M F B f % f 7o f % f 7, f 7. f 7. f 7. f % Greatest number of courses offered in: Social sciences 75 78 1 1 92 1 1 50 29 8 8 24 83 2 67 0 0 9 82 Humanities 6 6 0 0 3 14 0 0 3 1 0 0 0 0 0 2 18 Other 15 16 1 8 8 36 4 1 2 2 7 1 33 0 0 0 0
TOTAL 96 1 0 0 1 2 1 0 0 2 2 1 0 0 33 1 0 0 29 1 0 0 3 1 0 0 0 0 1 1 1 0 0 Greatest number of courses offered in: History 40 43 5 42 8 38 14 44 13 48 1 50 0 0 5 50 Sociology 2 2 23 2 17 6 29 6 19 8 30 1 50 0 0 3 30 English 6 7 1 8 2 9 0 0 3 1 1 0 0 0 0 1 1 0 Other 27 27 4 33 5 24 1 2 37 6 1 1 0 0 0 0 1 1 0
TOTAL 95*^ 1 0 0 1 2 1 0 0 2 1 1 0 0 32 1 0 0 30 1 0 0 2 1 0 0 0 0 1 0 1 0 0
N = 96 a One respondent did not answer the question. TABLE 15
Status of Courses Offered by Black Studies Programs According to Size of Student Enrollment and Student-Body Composition
Status of black Student-body composition studies courses Size of student enrollment (sex and race) ALL XL L H S M F B f % f % f % f % f % f % f 7. f % Number of courses offered: 1-4 2 1 24 1 8 4 2 0 9 29 7 27 0 0 0 0 3 37 5 or more 6 8 76 1 1 92 16 80 2 2 71 19 73 1 1 0 0 0 0 5 63
t o t a l 89® 1 0 0 1 2 1 0 0 2 0 1 0 0 31 1 0 0 26 1 0 0 1 1 0 0 0 0 8 1 0 0
Designed for class rank of : Freshmen 2 2 0 0 0 0 1 3 1 3 0 0 0 0 1 8 Upperclassmen 59 62 8 67 1 0 45 24 73 17 59 2 1 0 0 0 0 6 54 Graduates 2 2 0 0 0 0 0 0 2 7 0 0 0 0 2 15 Combination 33 34 4 33 1 2 55 8 24 9 31 0 0 0 0 3 23
TOTAL 96 100 12 100 22 100 33 1 0 0 29 1 0 0 2 1 0 0 0 0 1 2 1 0 0 Equivalent in accredi- tion to other courses offered on campus? Yes 93 99 1 1 92 2 2 1 0 0 32 1 0 0 28 1 0 0 2 1 0 0 0 0 1 2 1 0 0 No 1 1 1 8 0 0 0 0 0 0 0 0 0 0 0 0 9 4 b TOTAL 100 12 100 22 100 32 1 0 0 28 1 0 0 2 1 0 0 0 0 1 2 1 0 0
N = 96 a Seven respondents die not answer the question, O' b Two respondents did not answer the question. 77 of course, was at the predominantly black universities and colleges.
(See Table 16.)
Student enrollment in black studies courses was found to be satis factory at 61 percent of the institutions of higher education that had an organized black studies program. Only in the small institutions was the contrary true. (See Table 16.)
Table 17 illustrates that 65 percent of the organized black stu dies programs employed five or more black studies faculty members
(administrators and instructors). Thirty-five percent of the programs employed from one to four faculty members. Most of these faculty members were employed on a full-time basis, held graduate degrees, were of African descent, and usually did not have tenure. Their sal ary range, as shown in Table 17, was equivalent to that of other faculty members at their Institutions. Some respondents indicated that the salary range of their black studies faculty members depended upon factors such as educational background, teaching experience, and teaching load. Organized black studies programs were engaged in vari ous activities other than offering academic courses. (See Table 18.)
For example, it was reported by the respondents that they conducted study tours (at home and abroad), sponsored guest lecture, series, conducted research projects, and sponsored special (social and cultur al) events.
The primary financial sources for the organized black studies pro grams were the institutions themselves, (See Table 19.) Ninety-two percent of the respondents reported their institutions to provide the TABLE 16
Enrollment of Students in Black Studies Courses According to Size of Student Enrollment and Student-Body Composition
Student-body composition Enrollment status Size of student enrollment (sex and race) ALL XL L MS S M F B f % f % f % f 7o f % f % f % f % Are courses attended mostly By black students?
Yes 31 36 3 25 7 39 9 29 1 2 46 0 0 0 0 1 1 92 No 56 64 9 75 1 1 61 2 2 71 14 54 2 1 0 0 0 0 1 8
TOTAL 87® 1 0 0 1 2 1 0 0 18 1 0 0 31 1 0 0 26 1 0 0 2 1 0 0 0 0 1 2 1 0 0
Size of student enrollment in courses:
Satisfactory 56 61 9 82 13 59 2 2 71 1 2 43 0 0 ^ 0 0 6 50 Unsatisfactory 36 39 2 18 9 41 9 29 16 57 2 1 0 0 0 0 6 50
9 2 b TOTAL 1 0 0 1 1 1 0 0 2 2 1 0 0 31 1 0 0 28 1 0 0 2 1 0 0 0 0 1 2 1 0 0
N = 96 a Nine respondents did not answer the question, b Four respondents did not answer the question.
00 TABLE 17
Characteristics of Black Studies Faculty Members According to Size of Student Enrollment and Student-Body Composition
Characteristics of black studies faculty Student-body composition members Size of student enrollment (sex and race) ALL XL L MS S M F B f % f % f % f % f % f % f % f % Number employed; 1-4 33 35 2 17 6 28 1 2 39 13 46 0 0 0 0 3 31 5 or more 60 65 1 0 83 16 72 19 61 15 54 2 1 0 0 0 0 9 69 9 3 a TOTAL 1 0 0 1 2 1 0 0 2 2 1 0 0 31 1 0 0 28 1 0 0 2 1 0 0 0 0 1 2 1 0 0 Percent employed on a full-time basis: Less than 50% 9 9 1 8 2 9 0 0 6 2 2 0 0 0 0 2 23 50% or more 85 91 1 1 92 2 0 91 32 1 0 0 2 2 78 2 1 0 0 0 0 1 0 77 9 4 b TOTAL 1 0 0 1 2 1 0 0 2 2 1 0 0 32 1 0 0 28 1 0 0 2 1 0 0 0 0 1 2 1 0 0 Percent holding graduate degrees:
Less than 50% 1 1 0 0 0 0 0 0 1 4 0 0 0 0 0 0 50% or more 93 99 1 2 1 0 0 2 2 1 0 0 32 1 0 0 27 96 2 1 0 0 0 0 1 2 1 0 0 9 4 C TOTAL 1 0 0 1 2 1 0 0 2 2 1 0 0 32 1 0 0 28 1 0 0 2 1 0 0 0 0 1 2 1 0 0 Percent holding tenure: Less than 50% 49 54 7 58 8 37 19 61 15 55 2 1 0 0 0 0 3 31 50% or more 43 46 3 42 14 63 1 2 39 1 2 45 0 0 0 0 9 69 92
-vj VO TABLE 17 (continued)
ALL XL L MS S M F B f % f % f % f % f % f % f % f % Percent of African descent:
Less than 50% 15 16 2 17 4 19 4 13 5 18 0 0 0 0 1 8
50% or more 77 84 1 0 83 18 81 26 87 23 82 2 1 0 0 0 0 1 1 92
TOTAL 92® 1 0 0 1 0 1 0 0 2 2 1 0 0 31 1 0 0 27 1 0 0 2 1 0 0 0 0 1 2 1 0 0
Salary range equiva lent to that of other faculty members?
Yes 71 82 1 0 83 15 71 24 83 2 2 8 8 1 50 0 0 2 1 0 0 No 16 18 2 17 6 29 5 17 3 1 2 1 50 0 0 0 0
TOTAL 87^ 1 0 0 1 2 1 0 0 2 1 1 0 0 29 1 0 0 25 1 0 0 2 1 0 0 0 0 2 1 0 0
N = 96
a Three respondents did not answer the question, b Two respondents did not answer the question, c Three respondents did not answer the question, d Four respondents did not answer the question, e Four respondents did not answer the question, f Nine respondents did not answer the question.
00 o TABLE 18
Non-academic Activities of Black Studies Programs According to Size of Student Enrollment and Student-Body Composition
Student-body composition Type of activities Size of student enrollment (sex and race) ALL XL L MS S M F B f % f % f % f % f % f % f % f %
Study tours 1 1 1 8 0 0 0 0 0 0 0 0 0 0 0 0
Guest lecture series 8 1 0 1 8 4 2 0 2 7 1 5 0 0 0 0 1 14
Research projects 1 1 0 0 1 5 0 0 0 0 0 0 0 0 0 0
Social and cultural activities 4 5 0 0 1 5 1 4 2 9 0 0 0 0 2 28
Other® 6 8 83 1 0 84 14 70 25 89 19 8 6 2 1 0 0 0 0 4 58
TOTAL 82*^ 1 0 0 1 2 1 0 0 2 0 1 0 0 28 100 22 100 2 100 0 0 7 1 0 0
N = 96 a Various combinations of the activities were reported by administrators in the "other" category, b Fourteen respondents did not answer the question.
00 TABLE 19
Primary Financial Sources for Black Studies Programs According to Size of Student Enrollment and Student-Body Composition
Primary financial Student-body composition source Size of student enrollment (sex and race) ALL XL L MS S M F B f % f % f % f % f % f % f % f %
Institution itself 82 92 1 1 92 2 0 95 29 97 2 2 85 2 1 0 0 — -- 8 73
Outside source 7 8 1 8 1 5 1 3 4 15 3 27
TOTAL 89'* 100 12 100 21 100 30 1 0 0 26 1 0 0 2 1 0 0 - - - - 1 1 1 0 0
N = 96
a Seven respondents did not answer the question.
00 to 83 the primary financial support for their organized black studies pro grams. Only 8 percent reported an outside source (e.g., a grant from a foundation or the federal government), as the major source of finan cial support.
The budget range for organized black studies programs during the
1971-72 school year varied as shown in Table 20. Thirty-seven of the
96 respondents (38 percent) indicated that the budget for the 1971-72 school year was $50,000.00 or more. Twenty-two (23 percent) of the respondents indicated their budget to be in the range of $25,000.00 to
$49,000.00. Seventeen percent checked the $1,000.00 to $14,000.00 range and 15 percent checked the $15,000.00 to $24,000.00 range. Only
7 percent of the subjects indicated that their budget range was
$999.00 or less.
The responses of the administrators to questions related to the most crucial external problems that faced their black studies program are illustrated in Table 21. The two most frequently mentioned crucial external problems concerned lack of finances and insufficient commit ment of some administrators and faculty members to black studies pro grams. A wide variety of responses fell into the "other" category.
Mentioned were problems of acceptance of third-world programs as hav ing an important place in the college, the lack of an academic depart ment for black studies, and the lack of people available to teach with sufficient expertise in the black studies area. Also designated as
"other" were those few responses indicating that there were no major external crucial problems facing the programs. TABLE 20
Budget Range for Black Studies Programs for 1971-72 According to Size of Student Enrollment and Student-Body Composition
Student-body composition Budget range Size of student enrollment (sex and race)
ALL XL L MS S M F B f % f 7. f % f 7o f 7o f % f 7o f %
$999 or less 7 7 0 0 2 9 1 3 4 14 0 0 0 0 2 18
$1000 - $14,999 16 17 1 8 2 9 8 24 5 17 0 0 0 0 2 18
$15,000 - $24,999 14 15 1 8 5 24 3 9 5 17 0 0 0 0 2 18
$25,000 - $49,999 2 2 23 1 8 4 18 13 40 4 14 2 1 0 0 0 0 0 0
Other 37 38 9 76 9 40 8 24 1 1 38 0 0 0 0 5 46
TOTAL 96 1 0 0 1 2 1 0 0 2 2 1 0 0 33 1 0 0 29 1 0 0 2 1 0 0 0 0 1 1 1 0 0
N = 96
00 -P' TABLE 21
Crucial (External and Internal) Problems Confronting Black Studies According to Size of Student Enrollment and Student-Body Composition
Crucial (external and Student-body composition internal) problems Size of student enrollment (sex and race) a l l XL L MS S M F B f % f 7o f % f % f % f % f X f X External: 1. Related to finances 14 18 4 40 5 26 4 15 1 5 0 0 0 0 0 0 2. Fac/Adm 8 1 1 0 0 1 5 2 8 5 24 0 0 0 0 1 1 2 3. Other 54 71 6 60 13 69 2 0 77 15 71 2 1 0 0 0 0 7 8 8
TOTAL 76® 1 0 0 1 0 1 0 0 19 1 0 0 26 1 0 0 2 1 1 0 0 2 1 0 0 0 0 8 1 0 0
Internal: 1. Related to finances 5 6 1 1 2 1 6 1 3 2 8 0 0 0 0 1 1 1 2. Fac/Adm 1 2 23 2 25 3 17 3 9 4 16 0 0 0 0 0 0 3. Courses 1 1 0 0 0 0 1 3 0 0 0 0 0 0 0 0 4. Other 65 70 5 63 14 77 28 85 18 76 2 1 0 0 0 0 8 89
TOTAL 83*’ 1 0 0 8 1 0 0 18 1 0 0 33 1 0 0 24 1 0 0 2 1 0 0 0 0 9 1 0 0
N - 96
® Twenty respondents did not answer the question.
^ Four respondents did not answer the question. GO Ln 86
The major crucial Internal problema that laced the respondents'
organized black studies programs were grouped and tabulated. The three
problems that were listed most frequently were lack of finances, lack
of agreement regarding purposes or emphases of the offered black stu
dies courses, and conflict among the faculty members of the organized
black studies programs. In the "other" category of Table 21 related
to crucial internal problems were included responses indicating a com
bination of problems or no known major problem.
Faculty members at large at institutions of highereducation
tended to express favorable attitudes toward organized black studies
programs according to 70 percent of the respondents. (See Table 22.)
Six percent of the respondents expressed contrary views, while 24 per
cent were uncertain of the attitudes of their faculty members toward
their black studies programs. This observation of the administrators appeared to be a contradiction of their previously mentioned opinions
toward their faculty members. However, it can be noted that when they
stated the major external crucial problems that faced their black stu dies programs, only 1 1 percent of the administrators indicated that other administrators and faculty at their institutions were not com mitted to a viable black studies program.
In this study, the author considered black studies courses to be those courses offered by an organized black studies program. Black- oriented courses, on the other hand, were offered by a traditional aca demic department. Hence, an institution could offer both black studies courses and black-oriented courses. Black-oriented courses could be TABLE 22
Attitudes of Faculty Members at Large Toward Black Studies According to Size of Student Enrollment and Student-Body Composition
Attitudes toward Student-body composition black studies programs Size of student enrollment (sex and race) ALL XL L MS S M F B f % f 7o f % f % f % f % f % f %
Favorable 62 70 8 67 16 76 2 0 69 18 70 0 0 0 0 10 91
Unfavorable 5 6 1 8 1 5 1 3 2 7 0 0 0 0 0 0
Uncertain 2 1 24 3 25 4 19 8 28 6 23 2 1 0 0 0 0 1 9
TOTAL 8 8 ® 1 0 0 1 2 1 0 0 2 1 1 0 0 29 1 0 0 26 1 0 0 2 1 0 0 0 0 1 1 1 0 0
N = 96
® Eight respondents did not answer the question.
03 88
offered in conjunction with or with the cooperation of the organized
black studies program.
Fifty-four percent of the respondents indicated that black-orient
ed courses were offered at their institutions through a departmental
arrangement as shown in Table 23. Seven percent of the respondents
indicated that black-oriented courses were offered through aa inter
departmental arrangement. Twenty-four percent of the respondents in
dicated that their black-oriented courses were offered through both
departmental and the interdepartmental arrangements. Fifteen percent
of the respondents indicated that no black-oriented courses were
offered.
Table 23 also illustrates that the history department, as 45 per
cent of the respondents indicated, offered the greatest number of
black-oriented courses at their institutions. The English departments,
according to 17 percent of the respondents, offered the greatest num ber of black-oriented courses on their campuses. The sociology department was named by 15 percent, while 23 percent of the respondents indicated a wide variety of departments and explained that no one de partment could be singled out as offering the greatest number of black-oriented courses.
For the most part, from one to four black-oriented courses were offered at the institutions of higher education as indicated by 58 percent of the respondents. (See Table 24.) Five or more black- oriented courses were offered at 42 percent of the institutions through the departmental arrangement. TABLE 23
Status of Black-Oriented Courses According to Size of Student Enrollment and Student-Body Composition (Curriculum Arrangment and Department Offering the Greatest Number of Black-Oriented Courses)
Student-body composition Size of student enrollment (sex and race) ALL XI L MS S M F B f % f % f % f % f % £ % f % f % Curriculum arrangement: Departmental 243 54 1 1 73 2 0 47 60 52 152 55 15 62 35 58 15 43 Interdepartmental 31 7 0 0 4 9 14 1 2 13 5 2 8 1 2 4 1 1 Both 107 24 3 2 0 1 0 23 27 23 67 24 3 13 1 2 2 0 1 2 34 Other 70 15 1 7 9 2 1 15 13 45 16 4 17 1 2 2 0 4 1 2
TOTAL 451* 1 0 0 15 1 0 0 43 1 0 0 116 1 0 0 277 1 0 0 24 1 0 0 60 1 0 0 25 1 0 0
Department offering greatest number of black-oriented courses: History 166 45 6 40 18 51 39 40 103 46 13 72 18 38 17 55 English 62 17 6 40 2 6 17 17 37 17 2 1 1 7 15 2 6 Sociology 57 15 1 7 5 14 14 14 37 17 2 1 1 8 17 3 1 0 Other 84 23 2 13 1 0 29 28 29 44 2 0 1 6 14 30 9 29
TOTAL 369^ 1 0 0 15 1 0 0 35 1 0 0 98 1 0 0 2 2 1 1 0 0 18 1 0 0 47 1 0 0 31 1 0 0
N = 468
® Seventeen respondents did not answer the question.
^ Ninety-nine respondents did not answer the question. 00 VO TABLE 24
Status of Black-Oriented Courses According to Size of Student Enrollment and Student-Body Composition (Number of Departmental Courses, Cooperating Departments, and Number of Interdepartmental Course)
Student-body composition Size of student enrollment (sex and race) ALL XL L MS S M F B f % f % f % f % f % f % f % f % Number of depart mental courses offered: One to Four 198 58 3 30 5 17 35 39 155 74 1 1 65 36 80 1 0 43 Five or more 145 42 7 70 25 83 55 61 58 26 6 35 9 2 0 13 57
TOTAL 343* 1 0 0 1 0 1 0 0 30 1 0 0 90 1 0 0 213 1 0 0 17 1 0 0 45 1 0 0 23 1 0 0 Departments that cooperate to offer the greatest number of courses: History-Sociology 30 18 0 0 1 5 1 1 24 18 19 1 17 1 8 6 30 History-Political Science 14 8 1 17 1 5 5 1 1 7 7 0 0 0 0 1 5 Other 1 2 1 74 5 83 17 90 30 65 69 74 5 83 1 2 92 13 65
TOTAL 165^ 1 0 0 6 1 0 0 19 1 0 0 46 1 0 0 94 1 0 0 6 1 0 0 13 1 0 0 2 0 1 0 0 Number of interdepart mental courses offered:
One to Four 114 58 1 14 9 39 25 44 79 2 2 4 1 0 0 1 1 65 8 62 Five or more 83 42 6 8 6 14 61 32 56 31 28 0 0 6 35 5 38
TOTAL 197^ 1 0 0 7 1 0 0 23 1 0 0 57 1 0 0 1 1 0 1 0 0 4 1 0 0 17 1 0 0 13 1 0 0
N - 468 ovD ^ One hundred twenty-five respondents did not answer the question. ^ Three hundred three respondents did not answer the question, c Two hundred seventy-one respondents did not answer the question. 91
In reference to departments that cooperated together to offer the
greatest number of black-oriented courses at institutions, 74 percent
of the respondents explained, as shown in Table 24, that it was im
possible to name any two department that stood out because of the
variance from quarter to quarter, or from semester to semester. How
ever, 18 percent of the respondents indicated that on their campuses
it was the history and sociology departments that offered the greatest number of interdepartmental black-oriented courses. The history and political science departments were named by 8 percent.
On the campuses that offered interdepartmental black-oriented courses, usually one to four such courses were offered according to
58 percent of the respondents. (See Table 24.) Forty-two percent of the respondents indicated that five or more such courses were offered at their institutions.
Sixty-five percent of the respondents indicated that their black- oriented courses were designed for upperclassmen, excluding graduate students. (See Table 25.) Three percent of the respondents indicated that the courses were designed specifically for freshmen, and one per cent indicated that they were designed for graduate students. Thirty- one percent of the respondents explained that their black-oriented courses were designed for both freshmen and upperclassmen.
Ninety-nine percent of the respondents indicated that their black-oriented courses were equivalent in accreditation to the regular courses offered at their institutions, (See Table 25.) TABLE 25
Status of Black-Oriented Courses According to Size of Student Enrollment and Student-Body Composition (Course Level, Accreditation Equivalence, and Enrollment Considerations)
Student-body composition Size of student enrollment (sex and race) ALL XL L MS S M F B f % f % f % f % f % f % f % f % Courses designed for students of class rank; Freshmen 13 3 0 0 0 0 5 5 8 3 1 6 0 0 2 7 Upperclassmen 253 65 7 54 25 64 65 62 156 67 1 0 56 33 67 19 6 6 Graduates 4 1 0 0 0 0 I 1 3 1 1 6 0 0 I 3 Other 118 31 6 46 14 36 33 32 65 29 6 32 16 33 7 24
TOTAL 388* 1 0 0 13 1 0 0 39 1 0 0 104 1 0 0 232 1 0 0 18 1 0 0 49 1 0 0 29 1 0 0 Courses equivalent in accreditation to other courses? Yes 375 99 1 1 1 0 0 37 1 0 0 1 0 1 99 226 99 17 1 0 0 48 98 30 1 0 0 No 4 1 0 0 0 0 1 1 3 1 0 0 1 2 0 0 3 7 9 b TOTAL 1 0 0 1 1 1 0 0 37 1 0 0 1 0 2 1 0 0 229 1 0 0 17 1 0 0 49 1 0 0 30 1 0 0
Size of student enrollment: Satisfactory 289 80 1 0 83 27 76 73 78 178 81 13 76 36 82 18 67 Unsatisfactory 72 2 0 2 17 9 24 2 0 2 2 41 19 4 24 8 18 9 33 TOTAL 361^ 1 0 0 1 2 1 0 0 37 1 0 0 93 1 0 0 219 1 0 0 17 1 0 0 44 1 0 0 27 1 0 0
N = 468
vO ^ Eighty respondents did not answer the question. to ^ Eighty-nine respondents did not answer the question, c One hundred seven respondents did not answer the question. 93
The size of the student enrollment in black-oriented courses was
satisfactory according to 80 percent of the respondents. The remaining
2 0 percent indicated dissatisfaction with the size of the enrollment.
(See Table 25.)
Table 26 illustrates that the black-oriented courses were not,
for the most part, attended primarily by black students. Twenty per
cent of the respondents indicated that the contrary was true, which can probably be attributed to the number of predominantly black insti
tutions that were included in the study.
Ninety-three percent of the respondents indicated that black-
oriented courses were not required of students. Only 7 percent of the
respondents indicated that a black-oriented course was a requirement
of the entire student body. (See Table 26.)
Ninety-seven percent of the respondents indicated that all of
their black-oriented courses were open to all students. Three percent responded that they were not open in all cases, explaining that some were designed for majors in Afro-American studies and carried prere quisites. (See Table 26.)
As shown in Table 27, 62 percent of the respondents indicated that new faculty were not employed to teach the new black-oriented courses. However, where new faculty members were employed sixty-seven percent of those respondents indicated that the new employees were of
African descent. Thirty-eight percent of the respondents indicated that new faculty members, employed at their institutions to teach newly developed black-oriented courses, were of African descent. TABLE 26
Status of Black-Oriented Courses According to Size of Student Enrollment and Student-Body Composition (Do Mostly Blacks Attend? Are Courses Required? Are Courses Open?)
Student-body composition Size of student enrollment (sex and race) ALL XL L MS S M F B f % f % f % f % f % f 7. f % f 7. Courses attended pri marily by black students? Yes 72 2 0 3 25 4 1 2 17 18 48 2 2 5 29 4 9 24 89 No 288 80 9 75 30 8 8 79 82 170 78 1 2 71 42 91 3 1 1
TOTAL 360® 1 0 0 1 2 1 0 0 34 1 0 0 96 1 0 0 218 1 0 0 17 1 0 0 46 1 0 0 27 1 0 0 Courses required of all students? Yes 28 7 2 1 2 1 3 5 5 2 0 8 1 6 3 6 9 31 No 360 93 14 8 8 35 97 94 95 217 92 17 94 48 94 2 0 69
TOTAL 388^ 1 0 0 16 1 0 0 36 1 0 0 99 1 0 0 237 1 0 0 18 1 0 0 51 1 0 0 29 1 0 0 Courses open to all students? Yes 336 97 16 1 0 0 36 97 61 98 223 96 19 1 0 0 47 98 27 87 No 1 2 3 0 0 1 3 2 2 9 4 0 0 1 2 4 13
TOTAL 348® 1 0 0 16 1 0 0 37 1 0 0 63 1 0 0 232 1 0 0 19 1 0 0 48 1 0 0 31 1 0 0
N = 468
® One hundred eight respondents did not answer the question. ^ Eighty respondents did not answer the question, VD ^ Eighty respondents did not answer the question. 4> TABLE 27
Characteristics of Teachers of Black-Oriented Courses and Additional Funding for Departments Offering Such Courses According to Size of Student Enrollment and Student-Body Composition
Student-body composition Size of student enrollment (sex and race ) ALL XI L MS S M F B f % f % f % f 7. f % f % f % f % New faculty members em ployed to teach black- oriented courses? Yes 137 38 1 0 83 1 1 33 44 47 72 32 7 39 14 30 8 31 No 226 62 2 17 2 2 67 49 53 153 6 8 1 1 61 32 70 18 69
TOTAL 363® 1 0 0 1 2 1 0 0 33 1 0 0 93 1 0 0 225 1 0 0 18 1 0 0 46 1 0 0 26 1 0 0 New faculty members of African descent? Yes 149 67 1 1 79 17 77 42 6 6 79 65 8 1 0 0 1 2 46 13 81 No 73 33 3 2 1 5 23 2 2 34 43 35 0 0 14 54 3 19
TOTAL 2 2 ?b 1 0 0 14 1 0 0 2 2 1 0 0 64 1 0 0 1 2 2 1 0 0 8 1 0 0 26 1 0 0 16 1 0 0 New faculty members' salary range equivalent to other faculty mem bers at institution? Yes 216 90 13 93 2 2 8 8 71 93 1 1 0 89 6 8 6 2 0 83 15 1 0 0 No 23 1 0 1 7 3 1 2 5 7 14 1 1 1 14 4 17 0 0 2 3 9 C TOTAL 1 0 0 14 1 0 0 25 1 0 0 76 1 0 0 124 1 0 0 7 1 0 0 24 1 0 0 15 1 0 0
VO L n TABLE 27 (continued)
ALL XL L MS S M F B f % f % f % f % f % f % f 7o f % Additional finances made available to departments that offer black-oriented courses?
Yes 83 23 4 36 1 1 31 23 25 45 2 0 4 2 1 9 . 20 5 19 No 277 77 7 64 24 69 6 8 75 178 80 15 79 35 80 2 2 81
TOTAL 360^ 1 0 0 1 1 1 0 0 35 1 0 0 91 1 0 0 223 1 0 0 19 1 0 0 44 100 27 1 0 0
N = 468
® Eighty-five respondents did not answer the question.
^ Two hundred forty-six respondents did not answer the question.
^ Two hundred twenty-nine respondents did not answer the question. One hundred eight respondents did not answer the question.
V£> O' 97
Ninety percent of the respondents explained that when new faculty members were employed to teach black-oriented courses, their salary range was equivalent to that of other faculty members. Ten percent of the respondents explained that the salary range of the new faculty members was negotiable, depending on such factors as educational back ground, teaching experience, and teaching load, (See Table 27.)
Table 27 also indicates that according to 77 percent of the res pondents additional finances were not made available to the tradition al academic departments that offered black-oriented courses. Twenty- three percent of the respondents indicated that additional finances were made available to such departments.
Eighty percent of those respondents who indicated that additional finances were made available to the departments that offered black- oriented courses at their institutions responded that the institutions themselves, rather than outside sources were the primary financial supporters of their black-oriented courses. (See Table 28.)
Respondents' Opinions Regarding Goals of Instruction. Faculty Members' Views. Promotion of Faculty Awareness, and Future Directions
Eighty-nine percent of the administrators that organized black studies programs existed on their campuses were of the opinion that students who had majored or received a degree in black studies had been specifically educated to continue their studies in graduate school and/or to seek employment. (See Table 29.) In graduate school, the students could pursue a major in Afro-American studies or one of the TABLE 28
Major Sources of Additional Finances for Departments Offering Black-Oriented Courses According to Size of Student Enrollment and Student-Body Composition
Sources of Additional Student-body composition Finances Size of student enrollment (sex and race) ALL XL L MS S M FB f 7, f 7o f 7o f 7. f 7o f % f % f 7o
Institution Itself 1 2 1 80 6 75 16 76 36 74 63 8 6 5 83 1 1 85 7 70
Other 30 20 2 25 5 24 13 26 1 0 14 1 17 2 15 3 30
TOTAL 151* 100 8 1 0 0 2 1 1 0 0 49 1 0 0 73 1 0 0 6 1 0 0 13 1 0 0 1 0 1 0 0
N = 468
® Three hundred seventeen respondents did not answer the question.
VO 00 TABLE 29
Goals of Instruction for Black Studies Majors According to Size of Student Enrollment and Student-Body Composition
Goals of instruction Student-body composition for black studies majors Size of student enrollment (sex and race) ALL XL L MS S M F B f % f % f % f % f % f % f % f %
Employment 6 8 0 0 1 6 1 4 4 18 0 0 1 50 3 27
Graduate school 2 3 0 0 0 0 1 4 1 5 0 0 0 0 0 0
Other 6 6 89 8 1 0 0 16 94 25 92 17 77 2 1 0 0 1 50 8 73
TOTAL 74"* 1 0 0 8 1 0 0 17 1 0 0 27 1 0 0 2 2 1 0 0 2 1 0 0 2 1 0 0 1 1 1 0 0
N - 96 a Twenty-two respondents did not answer the question.
VO VO 100
traditional disciplines. Employment possibilities included teaching,
working in a community agency, or working in a traditional occupation
al field.
Eight percent of the respondents explained that their black stu
dies program was basically designed to prepare majors for employment.
Three percent indicated that their black studies program was designed
to prepare majors for graduate studies. (See Table 29.)
As shown in Table 30, 84 percent of the respondents felt that
faculty members regarded black-oriented courses favorably. Two per
cent indicated that their faculty members tended to express negative
views, and 14 percent were uncertain of the opinions of their faculty
members regarding their black-oriented courses.
According to 28 percent of the respondents, workshops designed
specifically for their faculty members (administrators and instruc
tors) were the most common method utilized to inform faculty members
at large about the culture and history of Afro-Americans. (See Table
31.) One percent indicated that field trips into the black community were the single most effective method utilized. Twenty percent ex
plained that the actual presence of black students on their campuses was a most effective method of promoting faculty awareness. Six per
cent indicated that the presence of black faculty members on campus was a most effective method. Forty-five percent of the respondents explained that no single method was most effective, but rather that a wide variety of factors contributed to the growth and awareness of their faculty members regarding the history and culture of Afro- Americans. TABLE 30
Attitudes of Faculty Members at Large Toward Black-Oriented Courses According to Size o£ Student Enrollment and Student-Body Composition
Attitudes of faculty members at large toward black-oriented Student-body composition courses Size of student enrollment (sex and race) ALL XL L MS S M F B f % f % f 7o f % f % f % f % f %
Favorable 308 84 1 0 84 29 81 78 81 191 85 3 18 40 83 24 85
Unfavorable 7 2 0 0 0 0 2 2 5 2 1 2 71 0 0 0 0
Uncertain 54 14 2 16 7 19 16 17 29 13 2 1 1 8 17 4 15
TOTAL 369* 1 0 0 1 2 1 0 0 36 1 0 0 96 1 0 0 225 1 0 0 17 1 0 0 48 1 0 0 28 1 0 0
N = 468
® Ninety-nine respondents did not answer the question. TABLE 31
Promoting Faculty Awareness of Afro-American Culture and History According to Size of Student Enrollment and Student-Body Composition
Methods used to inform faculty about Afro- American culture and Student-body composition history Size of student enrollment (sex and race)
ALL XL L MS S M F B f % f % f 7. f % f % f 7, f 7o f % Presence of black students on campus 62 20 2 20 3 9 11 14 46 24 1 8 11 29 3 11
Presence of black faculty on campus 20 6 0 0 3 9 8 10 9 5 1 8 3 8 1 4
Workshops 87 28 3 30 2 6 25 31 57 30 4 30 8 21 12 44
Field Trips 1 1 0 0 0 0 1 1 0 0 0 0 0 0 0 0
Other 143 45 5 50 26 76 35 44 77 41 7 54 16 42 11 41
TOTAL 313* 100 10 100 34 100 80 100 189 100 13 100 48 100 27 100
H ” 468
^ One hundred fifty-five respondents did not answer this question.
o 103
As shown in Table 32, 62 percent of the respondents indicated that
there had been no institutional directives to include Afro-American
content in regular courses. Such directives were reported by 26 per
cent of the respondents. An announcement was forthcoming according to
4 percent, while 8 percent were uncertain as to whether such a direc
tive had been issued or ever would be.
When the administrators were asked to give their opinions regard
ing the future directions of black studies (organized black studies
programs as well as black-oriented courses), 68 percent indicated that
their current black studies programs and black-oriented courses were
slated for improvement. (See Table 33.) Six percent indicated that
their programs and courses were being phased out and commented that
content related to Afro-Americans would be included in the regular
course offerings at their institutions. Twenty-six percent of the respondents explained that their programs and courses would eventually become part of broader-based programs with such titles as "Ethnic Stu dies," "Minority Studies," "Urban Studies," and the like.
When the administrators were asked for their opinions relative to the directions in which they preferred to see black studies head on campuses across the country, 58 percent were uncertain. (See Table
33.) Many of the respondents explained that they were "open" on the issue and desired to look into it more thoroughly (through research or other means) before reaching a definite conclusion.
Thirty-one percent of the responding administrators emphatically stated that before expansion of black studies programs occurred, they TABLE 32
Institutional Directives Concerning the Inclusion of Afro-American Content in Regular Courses According to Size of Student Enrollment and Student-Body Composition
Directives to include Afro-American content Student-body composition in regular courses? Size of student enrollment (sex and race) ALL XL L MS S M F B f % f 7= f 7, f 7. f 7, f 7, f 7. f 7o
Yes 103 26 4 29 5 14 24 25 70 29 2 11 14 27 10 32
No 240 62 10 71 23 64 60 61 147 61 16 84 34 65 18 56
Anticipate such an announcement 14 4 0 0 1 3 6 6 7 3 0 0 2 4 2 6
Other 31 8 0 0 7 19 8 8 16 7 1 5 2 4 2 6
TOTAL 388* 100 14 100 36 100 98 100 240 100 19 100 52 100 32 100
N = 468
Eighty respondents did not answer the question.
o TABLE 33
Future Directions of Black Studies Programs According to Size of Student Enrollment and Student-Body Composition
Student-body composition Size of student enrollment (sex and race) ALL XL L MS s M F B f % f % f % f % f % f % f °L f % Black studies pro grams are being improved upon 250 68 8 57 25 69 62 65 155 69 10 67 0 0 22 73 phased into the tra ditional (or regu lar) courses 22 6 0 0 2 6 8 9 12 5 1 7 0 0 3 10 phased into broader- based programs (ethnic studies,etc.) 94 26 4 43 9 25 25 26 56 26 4 26 0 0 5 17 TOTAL 366 100 12 100 36 100 95 100 223 100 15 100 0 0 30 100 Black studies should be improved upon 98 31 3 30 11 31 28 33 56 30 5 29 9 24 14 52 phased into tradi tional courses 16 5 0 0 3 8 5 6 8 4 0 0 2 5 3 11 phased into broader- based programs 18 6 1 10 2 5 5 6 10 5 1 6 1 3 1 4 Other 195 58 6 60 20 56 48 55 111 61 11 65 4 68 9 33
TOTAL 31?b 100 10 100 36 100 86 100 185 100 17 100 16 100 27 100
N = 468
^ One hundred two respondents did not answer the question.
One hundred fifty-one respondents did not answer the question. 106 would like to see improvements in existing programs. Five percent of the respondents wanted to see black studies programs phased out and have the black dimension included in the regular academic courses.
Six percent explained that they preferred to see black studies pro grams become part of broader-based programs (e.g., "Ethnic Studies,"
"Urban Studies," or even "International Studies.")
Findings from the Study's Follow-Up Questionnaire
A short follow-up questionnaire was sent to those administrators who failed to return the initial version. It was sent primarily to ascertain why they decided not to participate in the study, as well as to learn if they had any form of black studies programs on their cam puses, and if so, what, in brief, the programs were like.
The 285 (our of 753) administrators who did not return their questionnaires were asked to answer the following:
1. Why did you decide not to participate in the study?
2. Did your university or college have an officially recog nized (organized) Black Studies Program (with a budget, staff, course offerings, etc.) in operation during the 71-72 school year?
3. If you answered yes to question two, what are the general objectives of your Black Studies Program?
4. If your university of college did not have a Black Studies Program during the 71-72 school year, were black-oriented courses (courses with 50% or more of its content pertaining to Afro-Americans) offered on your campus?
5. In your opinion has interest in Black Studies courses on your campus generally speaking increased, decreased, or leveled off, etc.? 107
6. Have instructional faculty members at your institution been encouraged to include a black (or minority) dimension in their courses where applicable?
7. In your opinion what major crucial problems confront your Black Studies Program?
8. In your opinion, in what direction is Black Studies headed on your campus?
9. What course or direction do you prefer to see Black Studies take on campuses across the country.
Sixty-seven (of 24 percent) of the 285 administrators returned the follow-up questionnaire. More specifically, 2 of 12 administrators
from XL institutions returned their follow-up questionnaires. 4 of 20 from L institutions, 11 of 74 from MS institutions, 41 of 141 from S institutions, and 9 of 36 from black institutions.
Fifteen (or 23 percent) of the 64 administrators who responded
to the question, "Why did you decide not to participate in the study?" indicated that no black studies program existed at the institution.
Ten (or 15 percent) stated that they were "too busy" to complete the original questionnaire. Nine (or 14 percent) indicated that they did not recall receiving the questionnaire. Thirty-four (or 48 percent) of the administrators gave a wide variety of other responses including these "misplaced questionnaire," "questionnaire quite comprehensive," and so forth.
Forty-two (or 75 percent) of the 56 administrators who responded to the question, "Did your university or college have an officially recognized Black Studies Program (with a budget, staff, course offer ings, etc.) in operation during the 71-72 school year?" indicated that no officially recognized black studies program was in operation at 108
that time. Fourteen (or 25 percent) indicated "yes,” that a black
studies program was then in operation.
The administrators who answered the preceding question affirma
tively were asked to give the general objectives of their organized
black studies programs.
Eith (or 52 percent) of the 14 administrators who responded to
the question listed objectives indicating that their black studies
program had acognitive emphasis. Two (or 13 percent) of the adminis
trators listed objectives indicating a skill-oriented program. One
(or 7 percent) indicated an affective emphasis according to the
objectives listed. Four (or 27 percent) indicated a balanced program
in regard to the three emphasis areas.
When the administrators were asked, "If your university or college
did not have a Black Studies Program during the 71-72 school year,
were black-oriented courses offered at your institution?" 29 or
(67 percent) of the 43 who responded did so in the affirmative.
Twelve (or 28 percent) responded that no such courses were offered.
Two (or 5 percent) were uncertain.
Twenty-five (or 49 percent) of the 51 administrators who respond
ed to the question, "In your opinion has interest in Black Studies
courses on your campus generally speaking increased, decreased, or
leveled off?" indicated that it had leveled off. Thirteen (or 25 per cent) indicated that interest had definitely increased. Ten (or 19 percent) indicated that interest in black studies had decreased.
Three (or 5 percent) of the administrators were uncertain. 109
Fifty-two (or 96 percent) of the 54 administrators who responded
to the question, "Have instructional faculty members at your institu
tion been encouraged to include a black (or minority) dimension in
their courses where applicable?" indicated that such encouragement had
been given. Two (or 4 percent) of the administrators indicated the
contrary.
Twelve (or 28 percent) of the 42 administrators who responded to
the question, "In your opinion what major crucial problem confront
your black studies program?" indicated that their most crucial pro
blems involved the recruitment of faculty and staff with sufficient
expertise, either for lack of financial resources or for other rea
sons. Seven (or 17 percent) indicated a lack of student Interest or
low enrollment in some of the courses. Six (or 14 percent) indicated
that they had "no major crucial problems." Three (or 7 percent) in
dicated securement of sufficient finances to add a viable black
studies dimension as the major problem. Fourteen (or 34 percent) gave
a wide variety of other responses.
Sixteen (or 31 percent) of the 51 administrators vdio responded to
the question, "In your opinion in what direction is black studies
headed on your campus?" Indicated that black studies programs were
growing or expanding. One (or 7 percent) of the administrators indi
cated that interest in black studies on his campus was decreasing.
Twelve (or 24 percent) of the administrators indicated a strong thrust
to include a black or minority dimension In regular academic courses.
Nine (or 18 percent) of the administrators indicated that black studies 110 at their institutions was at a "standstill," or had leveled off.
Thirteen (or 25 percent) gave a wide variety of responses related to their uncertainty as to future directions for black studies on their campuses.
Twenty-one (or 45 percent) of the 46 administrators who responded to the question, "What course or direction do you prefer to see Black
Studies take on campuses across the country?" indicated a preference for more black or minority content in regular course offerings. Thir teen (or 28 percent) indicated that they would like to see black stu dies on campuses across the country expand, offer more courses and degrees, and move toward becoming more scholarly. Three (or 7 percent) indicated that they would like to see black studies become part of broader-based programs. Nine (or 20 percent) of the administrators expressed uncertainty regarding their preferences in a wide variety of responses.
A summary of the findings of the study, comparisons of the study and the study follow-up, and conclusions will be given in the next chapter. CHAPTER V
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
The first section of this chapter restates the problem. The
second section is a summary of the procedures, and the third is a summary of the findings. The conclusions reached are discussed in the fourth section. The fifth section relates to recommendations for further research, and the final section to recommendations for prac tice.
Restatement of the Problem
The primary purpose of this study was to determine the current status of black studies programs at accredited universities and colleges in the United States of America. More specifically, the objective of the study was to ascertain answers to the following questions :
1. What titles designate the black studies programs at universities and colleges?
2. During what school year were black studies programs officially incorporated into the curriculum at institutions of higher education in America?
3. (Hiat are the major objectives of universities and colleges black studies programs?
4. How are black studies programs incorporated into the structure of the overall campus organizational frame work? (external organization)
111 112
5. WhflC kinds of organizational structuras are Found within black studies programs? (internal organization)
6 . Wliat characteristics are common among personnel of universities and colleges black studies program (e.g., educational background, race, full-time or part-time, tenured or non-tenured, etc.)?
7. What kinds of courses and other related educational experiences (e.g., study tours, lecture series, etc.) are offered by university and college black studies programs?
8. What principal financial sources have institutions of higher education found available to aid them in imple menting black studies programs?
9. What crucial (external and internal) problems now confront university and college black studies programs?
10. What trends (or new directions) appear to be emerging on campuses across the country related to black studies programs?
11. What is the nature of the institution at which black studies programs are likely to be found in regard to size of student enrollment, accreditation, control (public or private), and student-body composition (sex and race)?
Summary of the Procedures
Institutions of higher education in the United States were sel
ected to comprise the population of the study. Because of the vast
number of American universities and colleges, it was decided that only
those that offered a baccalaureate or higher degree would be included
in the population. It was also decided that only institutions that were accredited by one of the nation's six regional associations of
schools and colleges would qualify for inclusion. In narrowing the
selected group down to a more reasonable size, two-year (junior or 113 community) colleges and such professional Institutions as schools of architecture, dentistry, engineering, law, medicine, theology, and the like were excluded from the population of the study.
The institutions were selected from the 1970-71 publication of
Accredited Institutions of Higher Education. They were then grouped according to the size of their student enrollment so that the findings of the study would have greater value to university and college admin istrators in identifying and comparing black studies programs at institutions similar in size to their own.
Institutions with a student enrollment of 25,000 or more were categorized as Extra-Large (XL), institutions with student enrollment of 15,000 to 24,999 were categorized as Large (L), institutions with a student enrollment of 5,001 to 14,999 were categorized as Middle-Size
(MS), and those with a student enrollment of 5,000 or under were categorized as Small (S) institutions.
The preceding grouping yielded the following breakdown: 29 insti tutions fell into the category of Extra Large (XL), 63 fell into the category of Large (L), 199 fell into the category of Middle-Size (MS), and 854 fell into the category of Small (S).
It was then decided, based upon the number of institutions, that all of those in the XL, L, and MS categories would be included in the study, and that a modified systematic random sampling of the S insti tutions would be taken.
It was also decided, primarily based upon the number, that all
(72) predominantly black institutions of the population would be 114
Included in the study. It can be noted that 70 of the 72 black insti
tutions were in the S group, with the other two categorized as MS.
Since the study sought to determine the current status of black
studies programs at institutions of higher education across the
country, the survey method of inquiry was employed. In as much as the
participants of the study were scattered throughout the country as far
apart as Alaska and Hawaii, the technique deemed most appropriate for
collecting data was the mailed questionnaire.
Before the final form of the questionnaire was constructed, a
rough-draft copy was sent to a simple random sampling (16) of 47 vice presidents for academic affairs at universities and colleges in the state of Ohio in order to gain feedback as to how the instrument might be refined. Nine (or 56 percent) of the administrators returned a questionnaire and responded that it was well constructed. A few administrators gave helpful comments regarding the wording or some items; the suggested changes were made in the final draft of the instrument.
Chief administrators for academic affairs were selected to be the recipients of the questionnaire. It was taken into consideration that the position of director of black studies programs probably did not exist on every campus.
A cover letter was constructed. This letter outlined the purposes of the research study and the nature of the questionnaire, stated the sponsor of the research, and stressed the importance of the potential respondent's contribution. Self-addressed, postage-paid return 1.15
envelopes were also sent to the potential respondents.
Administrators who did not respond were sent additional question
naires and follow-up letters. After sending two questionnaires and
two follow-up letters over an eight-week period, it was assumed that
those who still had not responded were not planning to do so. A brief
follow-up questionnaire was constructed for these administrators to
ascertain why they had decided not to participate and to get at least
some information pertinent to any black studies programs at their institutions.
The initial version of the questionnaire was sent to 753 vice presidents for academic affairs at institutions of higher education
throughout the nation. As these were returned, responses to the ques
tions were coded and tabulated. The raw data was transferred from the questionnaires to scanning sheets from which IBM cards were punched and categorized. For each question, frequency distribution along with percentages of respondents were calculated. Chi Square test of significance, were run on selected data. The analyzed findings were then used to describe black studies programs and black-oriented course offerings that existed at American universities and colleges.
Summary of the Findings
The study revealed that it was during the 1968-69 school year that organized black studies programs and the offering of black-orien ted courses were officially inaugurated at institutions of higher education in America. "Black Studies Program" and "Afro-American 116
Studies Program" were the two most common titles used to designate this new addition to the curriculum.
Organized black studies programs, for the most part, were found at the very large, publically controlled, coeducational institutions where black students may be enrolled, and without respect to geographic location.
The organized black studies programs were largely cognitively oriented, that is, they were designed basically with a traditional academic orientation. However, many of the programs were found to be balanced relative to the cognitive, affective, and skill-development domains.
Most organized black studies programs followed a traditional pattern of external and internal organizational structure. External organizational structure revealed that the chairman or director of the black studies program was primarily responsible to a dean, (e.g., the dean of the College of Arts and Sciences). A chairman, faculty mem bers, clerical staff, and student assistants were components of the internal organizational structure.
Another discovery related to the functional committees of the organized black studies areas. These committees sponsored educational . tours at home and aborad; designed courses, seminars, and other edu cational experiences; compiled library resources; developed community extension centers; arranged for guest lecturers; planned special cultural and social events; and were involved in the recruitment of faculty and staff members. 117
Another unusual finding was the great extent to which the black
studies areas used advisory committees. These committees were compos
ed of diversified groups of people with power to determine policies
for operation and to set directions in which the black studies areas
were to move. The advisory groups were exceptionally helpful in pro
viding the means by which students and people in the community at
large could become involved in significant ways toward shaping the
destiny of the black studies programs.
The study revealed that no organized black studies area was
absolutely autonomous from the sponsoring university or college. The
institutions and centers for Afro-American affairs tended to have more
"freedom" to determine their own policies, decide on whom they wanted
to employ, and choose their own courses than did the black or Afro-
American studies departments that were associated with a traditional
college or division at the institution. Financial budgets of the institutes tended to be larger than those of the departments. The black studies departments largely followed traditional channels of operation (e.g., their personnel were subject to approval by the appointment and rank committee of the university, their courses were subject to approval by the university committee, and so forth).
The financial budgets for the organized black studies programs depended upon factors such as the size of student enrollment and whether the university was publically or privately controlled. It was further determined that the institutions themselves were the primary financial supporters of their black studies programs rather than 118
outsii.k' sources such ns private foundations or the federal government.
The same was true of institutions that offered only black-oriented
courses. And in many situations the traditional academic departments
that were "radical" enough to design and offer black-oriented courses were given no additional funds from the institutions.
Most of the black studies courses as well as the black-oriented
courses were offered in the social sciences area. History was found to be the specific discipline in which the greatest number of courses were offered. Most of the black studies and black-oriented courses were designed primarily for upperclassmen rather than for freshmen or graduate students. The study determined that both the black studies and the black-oriented courses were equivalent in accreditation to the traditional academic courses, were graded according to the regular university grading code, were open to ell students (providing that prerequisites had been completed where appropriate), and were attended by a racial balance of students rather than mostly by blacks. It was discovered, for the most part, that student enrollment in the courses was satisfactory.
The organized black studies areas generally offered a major and a baccalaureate degree in Afro-American studies. And institutions that did not have an organized black studies course usually offered four or less black-oriented courses.
The research pointed out that there was little or no difference between the personnel employed to teach the black studies courses and the personnel employed to teach the black-oriented courses. New 119
personnel were usually not employed to teach the black-oriented courses.
However, those who were employed to teach such courses were alike in
status the newly employed faculty of the organized black studies pro
grams. That is, they were of African descent, usually employed on.a
full-time basis, and held graduate degrees; they were not, for the
most part, tenured (although those in the black studies programs were
more likely to hold tenure), and their salary range was equivalent to
faculty members at the institutions at large.
Workshops designed with specific faculty and staff in mind were
reported to be the most effective method of promoting awareness of
faculty and staff members at large about the history and culture of
Afro-Americans. It was also discovered that the very presence of
black students and black faculty members on the campuses played a
significant role in promoting such awareness.
The survey showed that many administrators of academic affairs d esired that their instructional faculty members include a black
dimension in their regular courses if possible. According to the
findings, they were usually positive about their black studies pro
grams and wanted to see them (and the black-oriented courses) refined
and then expanded. However, a significant exception to this generali
zation was found in the responses of several administrators from black
institutions who tended to favor the phasing out of their black studies
programs and black-oriented courses. Their preference was for the
black dimension to be presented through regular course offerings. Some
of the black administrators indicated that because their institutions 120
were comprised of predominantly black people that a black dimension
was naturally present in almost all of their courses. (The students
often did not agree in that they held with their demand for black stu
dies programs.)
The responses of many of the administrators indicated that they
were uncertain in their views regarding black studies. They were not
■sure of the direction in which they wanted to see black studies pro
grams go on campuses across the nation. Some were very much in favor
of improving the quality of the currently existing black studies pro
grams. A few were in favor of phasing black studies out and encourag
ing instructors to include a black dimension in their regular courses.
Some felt that black studies should become part of broader-based pro
grams (e.g., "Ethnic Studies," "Minority Studies," or "Urban Studies").
The following findings pertain to the study follow-up question^
naire. The main purpose of the study follow-up was to ascertain why
those who did not return their original questionnaires had decided not
to participate in the study. Some of these administrators stated that
they were too busy to participate in the main study. Others felt that
they did not have much to contribute, and a few had misplaced the
questionnaire. The reasons for non-participation varied widely.
The second purpose of the study follow-up was to determine if the
administrators who did not return the main questionnaire had any black
studies programs or black-oriented courses at their universities. It
was revealed that, for the most part, the universities in question were without black studies programs. Those institutions that did have 121
organized black studies programs stated program objectives indicating
a cognitive emphasis. This supports the finding related to the cogni
tive emphasis of the black studies programs in the main study. It was
also revealed (as In the main study) that those institutions without
officially established black studies programs tended to offer black-
oriented courses on a rather large scale.
In that the study follow-up questionnaire did not contain detailed
items regarding the nature of the black studies programs, specific
comparisons between programs at institutions in the main study and
those at institutions in the follow-up study could not be made. How ever, the follow-up questionnaire did contain items asking for opinions on several issues related to black studies programs in higher educa tion.
As in the main study, the findings showed that interest in black studies had generally leveled off. More administrators In the study follow-up than In the main study Indicated that faculty members at their Institutions had been encouraged to Include a black (or minority) dimension In their regular courses. This can be attributed to the fact that many of the Institutions Included In the study follow-up did not offer official black studies programs through which such a dimen sion could be Included.
The responses of the administrators In the study follow-up did not vary greatly from those in the main study regarding crucial problems confronting their black studies programs. Administrators stated difficulties of recruitment of trained faculty and staff and Insuffl- 122
cient finances to operate viable programs as major problems. A few
commented, as did some in the main study, that they had no major
crucial problems facing their black studies programs.
There were also no major differences of opinion between the
administrators in the main study and those in the study follow-up re
lative to future directions for black studies. Both groups indicated
that black studies at their campuses were being refined and would
hopefully grow and expand into sound, scholarly, and reputable academic
programs. In reference to the directions they would prefer to see
black studies take on campuses across the nation, the administrators
in the study follow-up tended to favor the refinement of current black
studies programs, the inclusion of a black dimension in regular courses which would work toward the eventual phasing out of organized pro grams, and the incorporation of current black studies programs into broader-based academic programs such as "Ethnic Studies," "Minority
Studies," or "Urban Studies." The administrators in the main study had basically the same preferences, but while they favored the inclu sion of a black dimension in regular courses, they also emphasized that current black studies programs should not be phased out.
Conclusions
Organized black studies programs as well as black-oriented courses have quickly achieved widespread acceptance as legitimate aca demic pursuits at institutions of higher education in the United
States of America. Such programs and courses are currently being offered at colleges and universities of all sizes, at both public and 123
private Institutions, at both black and interracial institutions, and
on campuses in almost all geographical regions in America.
The introduction of black studies has given new meaning to curri
culum development in higher education in that students were involved
to an unprecedented extent. The black students (and their few white
allies) were the major impetus in the establishment of black studies
programs, and by being allowed to serve on original advisory committees
of such programs, they have played a prominent role in developing black
studies curricula.
When black studies programs first offered courses at institutions of higher education in America, it was feared that such courses would
simply be rap, rhetoric, or highly emotional sessions for black stu dents to let off steam about "the system." This turned out not to be the case. After analysis of the stated educational objectives of the black studies programs, it can be concluded that the majority of the programs had a definite cognitive emphasis. Of course, it is possible for a black studies instructor to allow his class to simply become an emotional rap session. But, in so doing, he would be out of step with the goals of his program.
The study revealed that most black studies and black-oriented courses were designed for upperclassmen (e.g., sophomores, juniors, and seniors). If black studies programs arc to expand and to fulfil their objectives in more meaningful ways, it will be necessary for more courses to be designed for freshmen and graduate students as well. 124
The traditional academic departments that offered black-oriented
courses were given very limited additional funding or no additional
funding at all. As this would tend to dampen the incentive of other
departments contemplating the development of black-oriented courses, more departments should be encouraged to follow an interdisciplinary approach, whereby cooperating departments would share the financial burden of such offered courses.
It was determined that instructional personnel of organized black studies programs, as well as those who taught black-oriented courses, were as well qualified academically as their counterparts in tradi tional departments. Future teachers in black studies should expect to hold graduate degrees, have previous teaching experience, and receive salaries comparable to those of faculty members at large. At this time, being of African descent might prove an asset to those seeking positions in black studies. But as the programs expand and strike out in new directions, this too will probably change.
Finally, black students and their white allies have unveiled a fasinating area in black studies. This area must not be neglected again. And, most certainly, it must never again be excluded from the mainstream of the educational institutions of our society. To allow such a tragic thing to happen would close the doors of communication, promoting ignorance and allowing misinformation to flourish. However, if the integrity, sensitivity, and openness that the researcher sensed in the responses of the administrators is authentic, then there is little doubt that Afro-American studies will be assessed, refined, and 125
expanded and should have a long life at institutions of higher educa
tion in America.
Recommendations for Practice
Since chief administrators of academic affairs are in extremely important policy-making positions at their institutions, and since black studies programs are still in a formative stage, there is little doubt that the attitudes of these administrators toward black studies programs will play a significant part in determining future directions the programs will take.
It was found, however, that many administrators were of uncertain opinion regarding preferred directions for black studies programs. If such programs, and black-oriented courses as well, are to survive and continue to be an integral part of the academic curriculum, chief administrators for academic affairs must thoroughly inform themselves about black studies and then assume an active leadership role by strongly encouraging the implementation of quality black studies pro grams on their campuses.
More precisely, the administrators for academic affairs must work with instructional faculty members pertaining to the inclusion of a black minority dimension in traditional or regular academic courses where applicable. They must insist that the traditional university or college academic departments develop and offer black-oriented courses on a continuous basis. They should request that the currently estab lished black studies programs at their respective institutions be 126
refined and work toward becoming quality academic-oriented programs of
Afro-American studies. Finally, they should oppose the phasing out of
black studies programs and possibly encourage the incorporation of
Afro-American studies into broader-based programs such as "Ethnic
Studies," "Urban Studies" or "International Studies."
A significant factor contributing to the instability of black
studies programs and black-oriented courses is lack of sufficient finances for maintenance and operation of such programs and courses.
Therefore, the chief administrators for academic affairs must work more actively toward securing a firm financial base in order to imple ment healthy black studies programs and black-oriented courses at their respective institutions. Traditional academic departments must be encouraged to develop and offer black-oriented courses with the assurance that they will receive adequate additional funding. Without such assurance, the incentive of the departments to act in this regard is considerably weakened.
Organized programs with titles such as "Black Studies" are likely to become identified rather as "Afro-American Studies," "African-
American Studies," or some similar title. This would probably serve well to identify the programs more readily with the black people of the continent of Africa or with black people of African descent in
America. The new titles would also be consistent with such established area title as "Asian Studies" and "Latin American Studies."
In addition to lack of finances, the administrators also pointed to non-supportive faculty and staff as a major problem confronting 127
their organized black studies programs. It was not so much a problem
of negative attitudes of faculty members at large (Indeed, they were
reported to have mostly favorable views), but one of a.lack of active
support on the part of faculty and staff. Failure to lend substance
to positive attitudes through action served to hinder the efforts of administrators In Implementing their black studies programs.
Perhaps, the administrators for academic affairs should work harder to Increase the awareness of faculty members at large about the history and culture of Afro-Americans through workshops or other means found to be effective.
The hlerarchlal arrangements of organized black studies programs did not dlff ; greatly from those of the traditional academic depart ments at the Institutions. Black studies areas appeared to be extre extremely "busy" arranging study tours, conducting guest lecture series, sponsoring social and cultural special events, recruiting personnel, and conducting research projects. Perhaps the most unique activity (and one of great value) of the black studies areas was involving the black community In their policy making and planning.
This was done through advisory committers comprised of a diverse group from the university and people from the community at large. Efforts were also made to establish community cultural centers to further
Involve community people. Administrators should make every effort to encourage the provision of viable bridges of communication between their black studies programs and the communities. Indeed, if all departments were encouraged to follow such a precedent, it could serve 128
to breakdown the communication barriers which often exist between
universities and the communities in which they function.
Recommendations for Further Research
When black students in the late sixties presented administrators
at colleges and universities across the nation with written demands,
the establishment and implementation of organized black studies pro grams consistently headed their lists. Cast studies of "militant" black students and the organizations with which they are affiliated might help to ascertain the rationale behind this demand in that it was considered to be of utmost importance.
This study involved four-year and graduate schools. It would be most appropriate to conduct a similar type of study to determine the status of black studies programs existing at two-year institutions of higher education in America.
It should be kept in mind that the respondents in this study were all vice presidents for academic affairs (or functioned in that capa city) , and that their responses were probably influenced to some degree by that fact - especially those responses of a subjective nature. A study designed to survey another administrative or faculty group at institutions of higher education (e.g., directors of black studies) to ascertain their attitudes toward issues related to black studies could yield interesting comparative data.
Black studies programs are still in their infancy, and it would be difficult at this point to determine their influence on the 129
institutions at which they exist, let alone their influence on the
country. However, black studies programs can and should be evaluated
in terms of their own stated objectives in order to determine their
effectiveness.
Since black studies were made official during the 1968-69 school
year, it has only been in the past few years that a student could have
attained such a major or degree. It would be worthwhile to explore
the current endeavors of those who graduated with majors or degrees in
black studies.
Lack of finances was reported to be a major problem confronting
black studies programs at institutions of higher education. Hence,
alternatives for funding such programs should be thoroughly explored.
How can financial resources both internal and external to the insti
tutions be made available for the implementation of black studies
programs?
Institutional recommendations have been issued by administrators
to include a viable black dimension in regular courses where appli
cable. There are many instructional faculty members who welcomed such
advice but who were uncertain as to what specific content about Afro-
Americans to include in their courses, A study related to the type of
inservice instructional programs that have been developed for univer
sity faculty members in relation to Afro-American history and culture would be most helpful for administrators in higher education who are interested in designing such programs for faculty members at their institutions. 130
Instructors of black studies programs were found to be well qualified academically. Yet, special training or specific educational experiences for such instructors may benefit them in reaching their maximum teaching effectiveness. A survey of black studies faculty members would be of value for an institution engaged in preparing instructors for teaching in black studies programs in adapting the curriculum accordingly. APPENDIX A
CORRESPONDENCE
131 132
I. Letter to Pilot-Test Participants
Dear Administrator for Academic Affairs:
1 am in the process of conducting a study to determine the current status of black studies programs in American universities and colleges.
Enclosed is a rough draft copy of the questionnaire that I plan to use to obtain information. Please answer the questions and make comments that you feel will aid me in improving the instrument.
I will send a refined questionnaire to a random sample of adminis trators in accredited institutions q£ higher education throughout the country.
Please return the questionnaire to me by June 30th or at your earliest convenience. If you are interested in receiving a copy of the summary of the findings, please inform me.
Your cooperation is greatly appreciated.
Sincerely,
Harold W. Horton 133
II. Letter to Institutions Included In the Study Sample
Dear Administrator for Academic Affairs:
I am conducting a study to determine the current status of black studies programs In accredited American universities and colleges.
The study Is not an evaluation of the effectiveness of black studies programs In higher education. However, It will aid greatly In clearing up much of the ambiguity related to such programs.
Your cooperation In completing and returning the enclosed questionnaire will be appreciated by me as well as by other adminis trators who contemplate establishing black studies programs. The findings of the study will make It possible to describe In depth black studies programs which exist at institutions of higher education in America.
The study will also reveal some of the major problems which university and college administrators face In Implementing black studies programs. It will detect trends or new directions In which black studies appear to be headed at Institutions of higher education across the country.
Please return the questionnaire to me within two weeks or at your earliest convenience. Be assured that your name nor the name of your Institution will be Identified in the findings of the study without your written permission.
Sincerely,
Harold W. Horton
Enclosures: 1) questionnaire 2 ) self-addressed envelope 134
III. Follow-up Letter to Institutions Included in the Study Sample
Dear Administrator for Academic Affairs;
I sent a questionnaire to you several weeks ago requesting Information about your black studies program. The study Is being conducted to determine the current status of black studies programs at accredited American universities and colleges. However, In order for the study to truly reflect what Is occurring In black studies across the country In higher education I need to hear from you.
Please complete and return the questionnaire to me within the week. I shall appreciate It greatly.
Sincerely,
Harold W. Horton 135
IV. Letter of Thanks to CooperattnK Administrators
Dear Administrator for Academic Affairs:
I appreciate ypur cooperation in completing and returning the questionnaire on Black Studies.
When the study is completed I'll send you an abstract of its findings.
Sincerely,
Harold W. Horton 136
V. Additional Follow-up Letter to Institutions Included In the Study Sample
Dear Administrator for Academic Affairs:
I sent a couple of follow-up letters and questionnaires to you in an attempt to get information about Black Studies at your institution. The purpose of the study was to determine the current status of Black Studies Programs at universities and colleges in the United States of America.
I did receive a sufficient number of questionnaire returns that allowed for the completion of the study. However, in order that a brief statement may be made in the findings of the study about black studies programs at institutions that decided not to return their questionnaires, would you complete the brief enclosed questionnaire?
Please return the questionnaire to me within the week, if possible. Also, if you are interested in receiving an abstract of the findings of the main study, please check______.
Thank you for your cooperation,
Harold W. Horton APPENDIX B
QUESTIONNAIRE PILOT-TEST PARTICIPANTS
137 138
Questionnaire Pilot-Test Participants - *returned questionnaire
1. Baldwin-Wallace College* Berea, Ohio 44017
2. Case Western Reserve University Cleveland, Ohio 44106
3. College of Wooster* Wooster, Ohio 44681
4. Findlay College* Findlay, Ohio 45840
5. John Carroll University* Cleveland, Ohio 44118
6 . Marietta College Marietta, Ohio 45750
7. Muskingum College New Concord, Ohio 43762
8 . Ohio Dominican College Columbus, Ohio 43219
9. Otterbein College* Westerville, Ohio 43018
10. University of Dayton* Dayton, Ohio 45409
11. Wilberforce University* Wilberforce, Ohio 45384
12. Xavier University Cincinnati, Ohio 45207
13. Cleveland State University Cleveland, Ohio 44115
14. Ohio State University* Columbus, Ohio 43210
15. University of Cincinnati* Cincinnati, Ohio 45221
16. Youngstown State University Youngstown, Ohio 44503 APPENDIX C
QUESTIONNAIRE
139 140
QUESTIONNAIRE
(If more space Is required in answering open-ended questions, additional paper may be used.)
Section I
This Questionnaire is composed of four sections. Section I is the introduction and gives directions for completing the questionnaire. Section II contains questions that are related to established organized black studies programs (e.g.. Black Studies Department, Institute for African-Afro American Affairs, Center for Afro-American Studies with faculty, budget, course offerings, etc.). Section III contains ques tions that are related to the offering of black-oriented courses, exclusive of (or not in conjunction with) a regular black studies pro gram. Section IV contains questions that pertain to black studies programs as well as black-oriented courses.
This questionnaire, which is designed to gather reliable and current information about black studies programs in accredited American insti tutions of higher education that offer a baccalaureate or higher degree, is to be completed by the university or college Vice President for Academic Affairs or by the person in an equivalent position. Personal names nor the names of the institution will be used in the report of the findings of the study without written permission.
If your institution of higher education has an established organized black studies program as well as offer black-oriented courses, exclusive of your black studies program, please complete Sections II, III, and IV of the questionnaire. If your institution does not have an established organized black studies program only answer questions in Sections III and IV of the questionnaire.
Section II i. During the 71-72 school year was a university or college authorized black studies program in operation at your university?
1. ____ Yes (If you answered yes, continue answering questions in this section before going on to Section III.)
2. ____ No (If you answered no, proceed to Section III of the questionnaire.) 141
2. What is the official title of your black studies program? (e.g.. Black Studies Department, Afro-American Studies Division, Institute for African-Afro-American Affairs, etc.)
3. During what school year was your black studies program officially instituted?
1. ______71-72
2 . ______70-71
3. ______69-70
4. ______68-69
5. ______Other (give year) _____
4. What are the official major objectives of your black studies program? (State briefly)
5. In what major kind of activity is your black studies area engaged other than the offering of academic courses and seminars?
1. _____ conducts study tours (U.S.A. and abroad)
2 . _____ sponsors guest lecture series
3. _____ conducts research projects
4. _____ sponsors social and cultural activities
5. _____ other (name the activity) ______
Describe the formation or development of your black studies program, (concisely and in sequence)
7. Which one of the following groups was the most persistent, in your opinion, in getting the black studies program established officially on your campus? (check one)
1 . _____ university or college administrators
2 . _____ faculty members
3. _____ black students
4. _____ other (name the group) 142
8 . What was the budget range of your black studies program during the 71-72 school year? (check one)
1. ____ $999 or less
2. _____ $1000 - 14,999
3. _____ $15,000 - 24,999
4. _____ $25,000 - 49,999
5. _____ other (please Indicate approximate amount) ______
9. Will the budget range of your black studies program for the 72-73 school year change?
1. _____ No (remain about the same)
2. _____ Yes (There will be an approximate ______percent increase over last year’s budget.)
3. Yes (There will be an approximate ______percent of last year's budget.)
4. Other (Explain briefly)
10. What percent of your finances to support your black studies program came from the listed sources? (Indicate percent for each on a 1 0 0 % basis.)
1 . _____ the college or university itself
2 . _____ the federal government (through grants, etc.)
3. _____ the state government (through grants, etc.)
4. _____ private foundations (name the one that contributed the most) ______
5. others (indicate source)
11. What is the official position title of the head or chief adminis trator of your black studies program?
1. _____ Director
2. _____ Chairman
3. _____ Coordinator
4. _____ Other (state official position title) 143
12. Describe in hierarchial arrangement the external organizational structure of your black studies program.
(e.g.) Vice President for Academic Affairs Dean of the College of Arts and Sciences Chairman of the Sociology Department Director of the Black Studies Department (your sketch here
13. Give a general sketch of the internal organizational structure of your black studies program.
14. What group, committee or organization of people at your institution governs or controls your black studies program? (e.g., determines budget allotment; criteria for employment of people, approval of course offerings, etc. Be specific but don't give personal names.)
15. How many courses are offered solely by your black studies program? (Check one)
1 . _____ one
2 . _____ two
3. _____ three
4. four
5. Other (indicate how many) 144
16. In which of the following areas is the greatest number of courses offered solely by your black studies program? (Check one)
1* _____ Social Sciences (History, Geography, Sociology, Political Science, Anthropology, Social Psychology, Economics, etc.)
2. _____ Humanities (Language, Literature, Art, Music, etc.)
3. _____ Physical and Biological Sciences
4. _____ Other (State area) ______
17. In what specific discipline is the greatest number of courses offered by your black studies program? (e.g.. History, Sociology, Political Science, Art, Education, etc. Name only one.) ______
18. How many courses are offered, jointly, by another academic depart ment on your campus in close cooperation with your black studies program?
1 . ____ one
2 . _____ two
3. _____ three
4. _____ four
5. _____ Other (indicate how many) ______
19. Are black studies courses (including those courses that are offered by a cooperating department) on your campus attended mostly by black students?
1. _____yes (explain briefly)
2 . _____ no (explain briefly)
20. Your black studies courses are primarily designed for what class rank of students? (Check one)
1. _____ Freshman 2. _____ Upper classman (Sophomore, Junior, Senior)
3. Graduate students
4. _____ Other (explain) 145
21. Are the black studies courses equivalent in accreditation to the other accredited courses offered at your institution?
1 . ____ yes
2 . _____ no (explain briefly)
22. What is the highest academic program that your black studies area has been sanctioned to offer?
1 . minor in black studies
2 . major in black studies
3. _____ bachelors degree in black studies
4. masters degree in black studies
5. _____ other (indicate) ______
23. Grades (or marks) in the black studies area are the same as the official grade policy of the institution.
1 . _____ yes
2 . _____ no (explain briefly)
24. Give the title of five kinds of courses that a student who majors in black studies is required to take at your institution.
COURSE TITLE
1 .
2 .
3.
4.
5.
25. In your opinion, is the student enrollment in black studies courses satisfactory?
1 . _____ yes
2 . _____ no (explain briefly) 146
26. How many faculty members (administrators and Instructors) are employed in your black studies program? (Check one)
1 . _____ one
2 . _____ two
3. _____ three
4. _____ four
5. _____ other (indicate how many) ______
27. How many staff members (clerical, etc., excluding faculty members) are employed in your black studies program?
1 . _____ one
2 . _____ two
3. _____ three
4. _____ four
5. _____ other (indicate how many) ______
28. As far as you can determine, is the salary range of the faculty members in the black studies area equivalent to that of other faculty members at your institution?
1 . _____ yes
2 . _____ no (explain briefly)
29. What percent of your faculty members in your black studies program are of African descent? (African or Afro/American) (Check one)
1 . _____ none
2. _____ 25%
3. _____ 50%
4. _____ 75%
5. _____ other (indicate percent) ______147
30. What percent of the faculty members In your black studies program hold graduate degrees (masters or doctors)? (Check one)
1 . _____ none
2. _____ 25%
3. _____ 50%
4. _____ 75%
5. other (indicate percent)
31. What percent of your faculty members in your black studies program are employed on a full-time basis? (Check one)
1 . _____ none
2. _____ 25%
3. _____ 50%
4. _____ 75%
5. _____ other (indicate percent) ______
32. Ifliat percent of your faculty members in your black studies program are tenured? (Check one)
1 . _____ none
2. _____ 25%
3. _____ 50%
4. _____ 75%
5. _____ other (Indicate percent) ______
33. What are the most crucial external problems, in your opinion, currently facing your black studies program? 148
34. In your opinion, what are the most crucial Internal problems (occurring within the black studies area) facing your black studies program?
35. What has a student, in your opinion, with a major or a degree in black studies been specifically educated to do?
36. In your opinion, what kind of views do members of the faculty at your institution express toward the black studies program on your campus?
1 . most favorable
2 . _____ favorable
3. _____ rather unfavorable (explain briefly)
Section III
37. Through which of the following curricular arrangements are black- oriented courses offered on your campus? (Exclude courses that are offered by or in conjunction with your black studies program.)
1. _____ Departmental
2. _____ Interdepartmental
3 . Both 1 and 2
4. _____ other (explain)
38. In relation to question #37. Name the department on campus that offers the greatest number of black-oriented courses. ______
39. In relation to question #37. Name the departments that cooperate together (interdepartmental) to offer the greatest number of black-oriented courses. The ______and ______departments. 149
40. How many black-oriented courses are offered on your campus through the departmental arrangement? (Exclude courses offered by and in conduction with your black studies program.) (Check one)
1 . _____ one
2 . _____ two
3. _____ three
4. _____ four
5. _____ other (indicate number offered) ______
41. How many black-oriented courses (approximately) are offered on your campus through the interdepartmental arrangement? (Exclude courses offered by and in conjunction with your officially established black studies program.) (Check one)
1 . _____ one
2 . _____ two
3. _____ three
4. _____ four
5. _____ other (indicate number offered) ______
42. Are new faculty members employed to teach the black-oriented courses?
1 . _____ yes (explain briefly)
2 . _____ no (explain briefly)
43. If new faculty members are employed, are they generally of African descent (Africans or Afro-Americans)?
1 . _____ yes (explain briefly)
2 . _____ no (explain briefly)
44. If additional faculty members arc employed to teach the new black- oriented courses, is their salary range equivalent to that of other faculty members at your institution?
1 . _____ yes
2 . _____ no (explain briefly) 150
45. Are additional finances made available to the department(s) that offer black-oriented courses?
1 . _____ yes (explain briefly)
2 . _____ no (explain briefly)
46. What percent of the additional finances made available to the departments offering black-oriented courses come from the follow ing sources? (On a 100% basis, indicate percentage for each.)
1 . _____ the college or university itself
2 . _____ the federal government (through grants, etc.)
3. _____ the state government (through grants, etc.)
4. _____ private foundations (name the one that contributed the most) ______
5. other (indicate source)
47. Grades (or marks) given in the black-oriented courses are the same as the official grade policy of the Institution.
1. yes
2 . _____ no (explain briefly)
48. Your black-oriented courses are primarily designed for what class rank of students? (Check one)
1. _____ Freshman
2. _____ Upper classman (Sophomore, Junior, Senior)
3 . Graduate Students
4. _____ other (explain)
49. Are black-oriented courses on your campus attended mostly by black students?
1 . _____ yes (explain briefly)
2 . _____ no (explain briefly) 151
50. Are the black-oriented courses equivalent to accreditation to the other accredited courses at your institution?
1 . yes
2 . _____ no (explain briefly)
51. In your opinion, is the student enrollment in black-oriented courses satisfactory?
1 . _____ yes
2 . _____ no (explain briefly)
52. Which one of the following groups was the most presistent, in your opinion, in getting black-oriented courses offered officially on your campus? (Check one)
1. _____ University or college administrators
2. _____ Faculty members
3. _____ Black students
4. _____ Other (name the group) ______
53. In your opinion, what kind of views to members of the faculty at your institution express toward the black-oriented courses offered on your campus?
1 . _____ most favorable
2 . _____ favorable
3. _____ rather unfavorable (explain briefly)
4. _____ other (explain briefly)
Section IV
54. Are any black studies or black-oriented courses required of stud ents on your campus who are not minors or majors in black studies?
1 . yes (briefly explain why and give the title of the required course)
2. no 152
55. Are all of the black studies and black-oriented courses offered by your institution open to all students?
1 . _____ yes
2 . _____ no (explain briefly)
56. Have all faculty members at your institution been formally requested to include in their courses (how, where and when they deem appro priate) content about Afro-Americans? (Check one)
1. _____ Yes, during what school year _____ (e.g., 70-71)
2. _____ No
3. _____ Anticipate making such an announcement during this school year (72-73)
4. Other (comment)
57. In your opinion, what has been the single most effective method of informing and sensitizing faculty members on your campus about the history and culture of black people of our society?
58. What, in your opinion, is the direction in which black studies appear to be headed on your campus?
59. Give your personal opinions as to the direction in which you would like to see black studies on campuses across the country move. Tell why you hold such views? 153
Please send me any information available about black studies at your institution.
If you would like to receive a copy of an abstract of the findings of this study, please check Yes ______.
(Please complete)
Name: ___
Position:______
Institution:_____
Address: ___
Date:
Thank you for completing and returning this questionnaire.
Harold W. Horton Assistant Professor of Education Capital University Columbus, Ohio 43209 APPENDIX D
FOLLOW-UP QUESTIONNAIRE
154 155
QUESTIONNAIRE
1. Why did you decide not to participate in the main study?
2. Did your university or college have an officially recognized (organized) Black Studies Program (with a budget, staff, course offerings, etc.) in operation during the 71-72 school year?
3. If you answered yes to question two, what are the general objectives of your Black Studies Program?
4. If your university or college did not have a Black Studies Program during the 71-72 school year, were black-oriented courses (courses with 50% or more of its content pertaining to Afro-Americans) offered on your campus?
5. In your opinion has interest in Black Studies courses on your campus generally increased, decreased, leveled off, etc.?
6 . Have instructional faculty members at your institution been encouraged to include a black (or minority) dimension in their courses where applicable?
7. In your opinion what major crucial problems confront your Black Studies Programs?
8 . In your opinion, in what direction is Black Studies headed on your campus?
9. What course or direction do you prefer to see Black Studies take on campuses across the country?
If you are interested in receiving an abstract of the findings of the main study, please check ______.
Name (print); ______
Position:______
Institution: ______
See Appendix A-V for the cover letter that accompanied the above questionnaire. APPENDIX E
DATA ON INSTITUTIONS INCLUDED
IN THE SAMPLE OF THE STUDY
156 157
DATA ON INSTITUTIONS INCLUDED IN THE STUDY SAMPLE
KEY
Regional Accrediting Agency
MSA (Middle States Association of Colleges and Secondary Schools) NEA (New England Association of Colleges and Secondary Schools, Inc.) NCA (North Central Association of Colleges and Secondary Schools) NA (Northwest Association of Colleges and Schools) SA (Southern Association of Colleges and Schools) WA (Western Association of Schools and Colleges)
Control
PUB - Public PRI - Private
Student-Body Composition
C - Coed M - Male D - Female
Black
B
Size of Student Enrollment
XL - Extra Large - 25,000 or over L - Large - 15,000 to 24,999 MS - Middle Size - 5,001 to 14,999 S - Small - 5,000 or under
Returned Questionnaire aq
Returned Follow-up Questionnaire
RFQ
ALABAMA 1. Alabama Agricultural and Mechanical College - SA, PUB, C, B, S, RQ 2. Alabama State University - SA, PUB, C, B, S, RQ 3. Athens College - SA, PRI, C, S 158
4. Auburn College - SA, PUB, C, L, RQ 5. Florence State University - SA, PUB, C, S, RQ 6 . Jacksonville State University - SA,PUB, C, MS 7. Judson College - SA, PRI, C, S, RFQ 8 . Miles College - SA, PRI, C, B, S, RQ 9. Mobile College - SA, PRI, C, S 10. . Oakwood College - SA, PRI, C, B, S, RQ 11. Samford University - SA, PRI, C, S 12. Stillman College - SA, PRI, C, B, S, RFQ 13. Talladega College - SA, PRI, C, B, S, RQ 14. Troy State University - SA, PUB, C, S, RQ 15. Tuskegee Institute - SA, PRI, C, B, S 16. University of Alabama (Tuscaloosa) - SA, PUB, C, MS, RQ 17. University of South Alabama - SA, PUB, C, S, RQ
ALASKA 18. University of Alaska - NA, PUB, C, S, RQ
ARIZONA 19. Arizona State University - NCA, PUB, C, XL, RQ 20. Northern Arizona University - NCA, PUB, C, MS 21. University of Arizona - NCA, PUB, C, L. RQ
ARKANSAS 22. Agricultural, Mechanical and Normal College - NCA, PUB, C, B, S 23. Arkansas College - NCA, PRI, C, S 24. Arkansas State University - NCA, PUB, C, MS 25. College of the Ozarks - NCA, PRI, C, S 26. Henderson State College - NCA, PUB, C, S, RQ 27. John Brown University - NCA, PRI, C, S, RQ 28. Philander Smith College - NCA, PRI, C, B, S, RQ 29. Southern State College - NCA, PUB, C, S, RFQ 30. University of Arkansas (Fayetteville) - NCA, PUB, C, MS, RQ 31. University of Arkansas (Little Rock) - NCA, PUB, C, S
CALIFORNIA 32. Azusa Pacific College - WA, PRI, C, S 33. Biola College - WA, PRI, C, S 34. California Lutheran College - WA, PRI, C, S, RQ 35. California State College (Dominguez Hills) - WA, PUB, C, S 36. California State College (Fullerton) - WA, PUB, C, MS, RQ 37. California State College (Hayward) - WA, PUB, C, MS 38. California State College (Long Beach) - WA, PUB, C, XL, RQ 39. California State College (Los Angeles) - WA, PUB, C, XL, RQ 40. Chapman College - WA, PRI, C, S, RQ 41. Chico State College - WA, PUB, C, MS 42. College of the Holy Names - WA, PRI, F, S 43. Dominican College of San Rafael - WA, PRI, F, S, RQ 44. Fresno State College - WA, PUB, C, L. RQ 45. HUMBOLDT STATE COLLEGE - WA, PUB, C, MS, RQ 159
46. LaVerne College - WA, PRI, C, S, RFQ 47. Lone Mountain College - WA, PRI, F, S 48. Marymount College (at Loyola University) - WA, PRI, F, S, RQ 49. Mount St. Mary's College - WA, PRI, F, S 50. Pacific College - WA, PRI, C, S, RQ 51. Pacific Union College - WA, PRI, C, S 52. Pepperdine College - WA, PRI, C, S, RQ 53. Pomona College - WA, PRI, C, S, RFQ 54. Sacramento State College - WA, PUB, C, L 55. Saint Mary's College - WA, PRI, M, S, RQ 56. San Diego College for Women - WA, PRI, F, S, RQ 57. San Diego State College - WA, PUB, C, L 58. San Fernando Valley State College - WA, PUB, C, L, RQ 59. San Francisco State College - WA, PUB, C, XL 60. San Jose State College - WA, PUB, C, XL 61. Simpson Bible College - WA, PRI, C, S, RFQ 62. Sonoma State College - WA, PUB, C, MS, RQ 63. Stanford University - WA, PRI, C, MS, RQ 64. Stanislaus State College - WA, PUB, C, S 65. University of California (Berkeley) - WA, C, XL 6 6 . University of California (Davis) - WA, PUB, C, MS, RQ 67. University of California (Irvine) - WA, PUB, C, MS, RQ 6 8 . University of California (Los Angeles) - WA, PUB, C, XL 69. University of California (Riverside) - WA, PUB, C, MS 70. University of California (Santa Barbara) - WA, PUB, C, MS 71. University of California (Santa Cruz) - WA, PUB, C, S, RQ 72. University of Redlands - WA, PRI, C, S, RQ 73. University of San Francisco - WA, PRI, C, MS 74. University of Santa Clara - WA, PRI, C, MS 75. University of Southern California - WA, PRI, C, L, RQ
COLORADO 76. Adams State College - NCA, PUB, C, S 77. Colorado State University - NCA, PUB, C, L, RQ 78. Fort Lewis College - NCA, PUB, C, S, RQ 79. Regis College - NCA, PRI, C, S 80. Southern Colorado State College - NCA, PUB, C, MS 81. University of Colorado - NCA, PUB, C, XL, RQ 82. University of Denver - NCA, PRI, C, MS 83. University of Northern Colorado - NCA, PUB, C, MS, RQ 84. Western State College of Colorado - NCA, PUB, C, S, RQ
CONNECTICUT 85. Annhurst College - MEA, PRI, F, S, RQ 8 6 . Central Connecticut State College - MEA, PUB, C, MS, RQ 87. Eastern Connecticut State College - MEA, PUB, C, S, RQ 8 8 . New Haven College - MEA, PRI, C, S, RQ 89. Sacred Heart University - MEA, PRI, C, S, RQ 90. Southern Connecticut State College - MEA, PUB, C, MS, RQ 91. Trinity College - MEA, PRI, C, S 160
92. University of Bridgeport - MEA, PRI, C, MS 93. University of Connecticut - MEA, PUB, C, L 94. University of Hartford - MEA, PRI, C, MS, RFQ 95. Western Connecticut State College - MEA, PUB, C, S, RQ 96. Yale University - MEA, PRI, C, MS
DELAWARE 97. Delaware State College - MSA, PUB, C, B, S, RQ 98. University of Delaware - MSA, PUB, C, MS
DISTRICT OF COLUMBIA 99. American University - MSA, PRI, C, L, RQ 100. Catholic University of America - MSA, PRI, C, MS, RQ 101. District of Columbia Teachers College - MSA, PUB, C, B, S 10.2. George Washington University - MSA, PRI, C, L 103. Georgetown University - MSA, PRI, C, MS, RQ 104. Howard University - MSA, PRI, C, B, MS 105. Trinity College - MSA, PRI, C, S
FLORIDA 106. Bethune-Cookman College - SA, PRI, C, B, S, RQ 107. Biscayne College - SA, PRI, M, S, RQ 108. Florida Agricultural and Mechanical University - SA, PUB, C, B, S 109. Florida Memorial College - SA, PRI, C, B, S 110. Florida Southern College - SA, PRI, C, S, RQ 111. Florida State University - SA, PUB, C, L, RQ 112. New College - SA, PRI, C, S 113. Saint Leo College - SA, PRI, C, S, RQ 114. University of Florida - SA, PUB, C, L, RFQ 115. University of Miami - SA, PRI, C, L, RQ 116. University of South Florida - SA, PUB, C, L, RQ 117. University of Tampa - SA, PRI, C, S, RQ
GEORGIA 118. Albany State College - SA, PUB, C, B, X 119. Armstrong State College - SA, PUB, C, S 120. Atlanta University - SA, PRI, C, B, S, RQ 121. Berry College - SA, PRI, C, S, RFQ 122. Clark College - SA, PRI, C, B, S 123. Emory University - SA, PRI, C, MS, RQ 124. Fort Valley State College - SA, PUB, C, B, S, RQ 125. Georgia College (Milledgeville) - SA, PUB, C, S, RQ 126. Georgia Southern College - SA, PUB, C, MS 127. Georgia State University - SA, PUB, C, MS 128. La Grange College - SA, PRI, C, S, RFQ 129. Morehouse College - SA, PRI, M, B, S, RQ 130. Morris Brown College - SA, PRI, C, B, S 131. North Georgia College - SA, PUB, C, S, RQ 132. Payne College - SA, PRI, C, B, S, RFQ 133. Piedmont College - SA, PRI, C, S, RQ 161
134. Savannah State College - SA, PUB, C, B, S, RFQ 135. Spelman College - SA, PRI, F, B, S, RQ 136. Tift College - SA, PRI, F, S, RFQ 137. University of Georgia - SA, PUB, C, L, RQ 138. Wesleyan College - SA, PRI, F, S, RFQ
HAWAII 139. Church College of Hawaii - WA, PRI, C, S 140. University of Hawaii - WA, PUB, C, L, RQ
IDAHO 141. Boise State College - NA, PUB, C, MS 142. Idaho State University - NA, PUB, C, MS, RQ 143. Lewis-Clark Normal School - NA, PUB, C, S, RQ 144. University of Idaho - NA, PUB, C, MS, RFQ
ILLINOIS 145. Augustana College - NCA, PRI, C, S, RQ 146. Barat College - NCA, PRI, C, S 147. Bradley University - NCA, PRI, C, MS, RFQ 148. Chicago State College - NCA, PUB, C, MS, RQ 149. College of St. Francis - NCA, PRI, F, S, RFQ 150. De Paul University - NCA, PRI, C, MS, RQ 151. Eastern Illinois University - NCA, PUB, C, MS, RQ 152. Elmhurst College - NCA, PRI, C, S, RFQ 153. George Williams College - NCA, PRI, C, S, RQ 154. Illinois College - NCA, PRI, C, S, RFQ 155. Illinois State University - NCA, PUB, C, L, RFQ 156. Knox College - NCA, PRI, C, S, RQ 157. Lewis College - NCA, PRI, M, S, RQ 158. Loyola University - NCA, PRI, C, MS 159. MacMurray College - NCA, PRI, C, S, RQ 160. Monmouth College - NCA, PRI, C, S, RFQ 161. National College of Education - NCA, PRI, C, S, RFQ 162. North Park College - NCA, PRI, C, S, RQ 163. Northeastern Illinois State College - NCA, PUB, C, MS, RQ 164. Northern Illinois University - NCA, PUB, C, L, RQ 165. Northwestern University - NCA, PRI, C, L, RFQ 166. Principle College - NCA, PRI, C, S, RQ 167. Rockford College - NCA, PRI, 0, S, RQ 168. Roosevelt University - NCA, PRI, C, MS, RFQ 169. St. Procopius College - NCA, PRI, M, S 170. Shimer College - NCA, PRI, C, S, RQ 171. Southern Illinois University - NCA, PUB, C, XL, RFQ 172. University of Chicago - NCA, PRI, C, MS 173. University of Illinois (Chicago Circle Campus) - NCA, PUB, C, L, RQ 174. University of Illinois (Urbana) - NCA, PUB, C, XL, RQ 175. Western Illinois University - NCA, PUB, C, MS, RQ 176. Wheaton College - NCA, PRI, C, S, RQ 162
INDIANA 177. Ball State University - NCA, PUB, C, L 178. Butler University - NCA, PRI, C, S 179. Earlam College - NCA, PRI, C, S, RQ 180. Goshen College - NCA, PRI, C, S, RQ 181. Huntington College - NCA, PRI, C, S, RQ 182. Indiana State University - NCA, PUB, C, MS, RQ 183. Indiana University (Bloomington) - NCA, PUB, C, XL 184. Indiana University (Indianapolis) - NCA, PUB, C, MS, RQ 185. Indiana University (Fort Wayne) - NCA, C, S, RQ 186. Indiana University (Gary) - NCA, PUB, C, S, RQ 187. Indiana University (Jefferson) - NCA, PUB, C, S, RQ 188. Marian College - NCA, PRI, C, S, RQ 189. Purdue University (Lafayette) - NCA, PUB, C, XL, RQ 190. Purdue University (Hammond) - NCA, PUB, C, S, RFQ 191. Purdue University (Indianapolis) - NCA, PUB, C, S 192. Saint Joseph’s College (Rensselaer) - NCA, PRI, C, S, RQ 193. Saint Mary of the Woods College - NCA, PRI, F, S, RQ 194. Taylor University - NCA, PRI, C, S 195. University of Evansville - NCA, PRI, C, MS, RQ 196. University of Notre Dame - NCA, PRI, M, MS, RQ 197. Wabash College - NCA, PRI, M, S
IOWA 198. Buena Vista College - NCA, PRI, C, S 199. Clarke College - NCA, PRI, F, S, RQ 200. Cornell College - NCA, PRI, C, S, RQ 201. Drake University - NCA, PRI, C, MS, RQ 202. Graceland College - NCA, PRI, C, S, RFQ 203. Iowa State University - NCA, PUB, C, L, RQ 204. Iowa Wesleyan College - NCA, PRI, C, S 205. Luther College - NCA, PRI, C, S, RQ 206. Morningside College - NCA, PRI, C, S, RQ 207. Northwestern College - NCA, PRI, C, S, RQ 208. St. Ambrose College - NCA, PRI, M, S, RFQ 209. University of Dubuque - NCA, PRI, C, S, RQ 210. University of Iowa - NCA, PUB, C, L 211. University of Northern Iowa - NCA, PUB, C, MS, RQ 212. Wartburg College - NCA, PRI, C, S, RQ 213. William Penn College - NCA, PRI, C, S, RQ
KANSAS 214. Bethany College - NCA, PRI, C, S, RQ 215. College of Emporia - NCA, PRI, C, S 216. Fort Hayes Kansas State College - NCA, PUB, C, MS, RQ 217. Kansas State College of Pittsburg - NCA, PUB, C, MS, RQ 218. Kansas State Teachers College - NCA, PUB, C, MS 219. Kansas State University - NCA, PUB, C, MS, RQ 220. Kansas Wesleyan University - NCA, PRI, C, S, RQ 221. Marymount College - NCA, PRI, C, S, RQ 222. Ottawa University - NC/i, PRI, C, S, RFQ 163
223. St. Benedict's College - NCA, PRI, M, S, RQ 224. St. Mary of the Plains College - NCA, PRI, C, S, RQ 225. Sterling College - NCA, PRI, C, S, RQ 226. University of Kansas - NCA, PUB, C, L, RQ 227. Washburn University (Topeka) - NCA, PUB, C, S, RQ 228. Wichita State University - NCA, PUB, C, MS, RQ
KENTUCKY 229. Bellarmine-Ursuline College - SA, PRI, C, S, RQ 230. Brescia College - SA, PRI, C, S 231. Centre College of Kentucky - SA, PRI, C, S, RQ 232. Eastern Kentucky University - SA, PUB, C, ^ 233. Georgetown College - SA, PRI, C, S, RQ 234. Kentucky State College - SA, PUB, C, B, S, RQ 235. Morehead State University - SA, PUB, C, MS, RQ 236. Murray State University - SA, PUB, C, MS 237. Pikeville College - SA, PRI, C, S, RQ 238. Thomas More College - SA, PRI, C, S, RQ 239. Union College - SA, PRI, C, S, RQ 240. University of Kentucky - SA, PUB, C, L. RQ 241. University of Louisville - SA, PUB, C, MS 242. Western Kentucky University - SA, PUB, C, MS, RQ
LOUISIANA 243. Dillard University - SA, PRI, C, B, S 244. Francis T. Nicholls State College - SA, PUB, C, S, RQ 245. Grambling College - SA, PUB, C, B, S, RQ 246. Louisiana State University (Baton Rouge) - SA, PUB, C, L, RQ 247. Loyola University - SA, PRI, C, S, RQ 248. McNeese State College - SA, PUB, C, MS 249. Northeast Louisiana University - SA, PUB, C, MS 250. Northwestern State College - SA, PUB, G, MS, RQ 251. Southeastern Louisiana College - SA, PUB, C, MS, RQ 252. Southern University - SA, PUB, C, B, MS, RQ 253. Tulane University - SA, PRI, C, MS, RQ 254. University of Southwestern Louisiana - SA, PUB, C, MS 255. Xavier University of Louisiana - SA, PRI, C, B, S, RFQ
MAINE 256. Aroostook State College - MEA, PUB, C, S 257. Bowdoin College - MEA, PRI, M, S 258. Nasson College - MEA, PRI, C, S 259. Saint Francis College - MEA, PRI, C, S 260. Thomas College - MEA, PRI, C, S, RQ 261. University of Maine (Orono) - MEA, PUB, C, L, RQ 262. Westbrook College - MEA, PRI, F, S, RQ
MARYLAND 263. Bowie State College - MSA, PUB, C, B, S, RQ 264. Columbia Union College - MSA, PRI, C, S, RQ 164
265. Coppln State College - MSA, PUB, C, B, S 266. Coucher College - MSA, PRI, F, S, RQ 267. John Hopkins University - MSA, PRI, C, MS, RQ 268. Loyola College - MSA, PRI, M, S, RQ 269. Maryland State College - MSA, PUB, C, B, S 270. Morgan State College - MSA, PUB, C, B, S 271. Mount St. Mary's College - MSA, PRI, M, S, RQ 272. Saint Joseph College - MSA, PRI, F, S, RQ 273. Saint Mary's University - MSA, PRI, M, S, RQ 274. Towson State College - MSA, PUB, C, MS, RQ 275. University of Maryland - MSA, PUB, C, XL, RQ 276. Washington College - MSA, PRI, C, S
MASSACHUSETTS 277. American International College - MEA, PRI, C, S, RFQ 278. Anna Maria College - MEA, PRI, F , S, RQ 279. Atlantic Union College - MEA, Pk., C, S, RQ 280. Boston College - MEA, PRI, C, MS, RQ 281. Boston State College - MEA, PUB, C, MS 282. Boston University - MEA, PRI, C, L 283. Bridgewater State College - MEA, PUB, C, MS 284. Cardinal Cushing College - MEA, PRI, F, S 285. College of the Holy Cross - MEA, PRI, M, S 286. Eastern Nazarene College - MEA, PRI, C, S 287. Emmanuel College - MEA, PRI, F, S, RQ 288. Farmingham State College - MEA, PUB, C, S, RQ 289. Harvard University - MEA, PRI, C, MS 290. Radcliffe College - MEA, PRI, F, S, RQ 291. Lesley College - MEA, PRI, F, S, RQ 292. Merrimack College - MEA, PRI, C, S 293. Newton College of the Sacred Heart - MEA, PRI, F, S, RQ 294. Northeastern University - MEA, PRI, C, XL, RQ 295. Regis College - MEA, PUB, C, MS, RQ 296. Salem State College - MEA, PUB, C, MS, RQ 297. Smith College - MEA, PRI, F, S, RQ 298. Springfield College - MEA, PRI, C, S, RQ 299. Suffolk University - MEA, PRI, C, S 300. Tufts University - MEA, PRI, C, MS, RQ 301. University of Massachusetts - MEA, PUB, C, L, RQ 302. Western New England College - MEA, PRI, C, S, RQ 303. Wheaton College - MEA, PRI, F, S, RQ 304. Williams College - MEA, PRI, M, S, RQ
MICHIGAN 305. Adrian College - NCA, PRI, C, S, RQ 306. Alma College - NCA, PRI, C, S, RQ 307. Aquinas College - NCA, PRI, C, S, RQ 308. Central Michigan University - NCA, PUB, C, MS 309. Eastern Michigan University - NCA, PUB, C, L, RFQ 310. Ferris State College - NCA, PUB, C, MS 165
311. Grand Valley State College - NCA, PUB, G, S, RQ 312. Hope College - NCA, FRI, C, S, RQ 313. Lake Superior State College - NCA, PUB, C, S, RQ 314. Marygrove College - NCA, PRI, F, S, RQ 315. Michigan State University - NCA, PUB, C, XL 316. Nazareth College - NCA, PRI, F, S , RQ 317. Northern Michigan University - NCA, PUB, C, MS 318. Oakland University - NCA, PUB, C, MS, RQ 319. Siena Heights College - NCA, PUB, F, S, RQ 320. University of Detroit - NCA, PRI, C, MS 321. University of Michigan - NCA, PRI, C, XL, RQ 322. Wayne State University - NCA, PRI, C, XL 323. Western Michigan University - NCA, PUB, C, L, RQ
MINNESOTA 324. Augsburg College - NCA, PRI, C, S, RQ 325. Bemidji State College - NCA, PUB, C, MS, RQ 326. Carlton College - NCA, PRI, C, S, RQ 327. College of St. Catherine - NCA, PRI, F, S, RQ 328. College of St. Teresa - NCA, PRI, F, S, RQ 329. Concordia College (Moorhead) - NCA, PRI, C, S, RQ 330. Gustavus Adolphus College - NCA, PRI, C, S, RFQ 331. Mankato State College - NCA, PUB, C, MS, RFQ 332. Moorhead State College - NCA, PUB, C, MS, RQ 333. St. Cloud State College - NCA, PUB, C, MS, RQ 334. St. Johns University - NCA, PRI, M, S, RQ 335. St. Olaf College - NCA, PRI, C, S 336. University of Minnesota (Minneapolis) - NCA, PUB, C, L, RQ 337. Winona State College - NCA, PUB, G, S, RQ
MISSISSIPPI 338. Alcorn Agricultural and Mechanical College - SA, PUB, C, B, S, RFQ 339. Blue Mountain College - SA, PRI, F, S, RQ 340. Jackson State College - SA, PUB, C, B, S 341. Millsaps College - SA, PRI, C, S, RQ 342. Mississippi State College - SA, PUB, F, S, RQ 343. Mississippi State University - SA, PUB, C, MS, RQ 344. Tougaloo College - SA, PRI, C, B, S, 345. University of Mississippi - SA, PUB, C, MS 346. University of Southern Mississippi - SA, PUB, C, MS 347. William Carey College - SA, PRI, C, S, RQ
MISSOURI 348. Central Missouri State College - NCA, PUB, C, MS 349. Culver-Stocktou College - NCA, PRI, C, S 350. Evangel College - NCA, PRI, C, S, RQ 351. Harris Teachers College - NCA, PUB, C, S, RFQ 352. Lincoln University - NCA, PUB, C, B, S 353. Marillac College - NCA, PRI, F, S 354. Missouri Southern College - NCA, PUB, C, S, RQ 355. Missouri Western College - NCA, PUB, C, S 166
356. Northeast Missouri State College - NCA, PUB, C, MS, RQ 357. Northwest Missouri State College - NCA, PUB, C, MS 358. Park College - NCA, PRI, C, S, RFQ 359. Saint Louis University - NCA, PRI, C, MS, RQ 360. School of the Ozarks - NCA, PRI, C, S, RQ 361. Southeast Missouri State College - NCA, PUB, C, MS, RQ 362. Southwest Missouri State College - NCA, PUB, C, MS 363. Stephens College - NCA, PRI, F, S, RQ 364. University of Missouri (Columbia) - NCA, PUB, C, L, RQ 365. University of Missouri (Kansas City) - NCA, PUB, C, MS, RQ 366. University of Missouri (St. Louis) - NCA, PUB, C, MS, RQ 367. Washington University - NCA, PRI, C, MS, RQ 368. Webster College - NCA, PRI, C, S 369. William Jewell College - NCA, PRI, C, S, RFQ
MONTANA 370. Carroll College - NA, PRI, C, S, RQ 371. Eastern Montana College - NA, PUB, C, S, RQ 372. Montana State University - NA, PUB, C, FB 373. Rocky Mountain College - NA, PRI, C, S, RQ 374. University of Montana - NA, PUB, C, MS, RQ
NEBRASKA 375. Chadron State College - NCA, PUB, C, S, RQ 376. Creighton University - NCA, PRI, C, S, RQ 377. Doane College - NCA, PRI, C, S, RFQ 378. Kearney State College - NCA, PUB, C, MS, RQ 379. Midland Lutheran College - NCA, PRI, C, S, RQ 380. Peru State College - NCA, PUB, C, S 381. University of Nebraska (Lincoln) - NCA, PUB, C, L, RQ 382. University of Nebraska (Omaha) - NCA, PUB,C, MS, RQ 383. Wayne State College - NCA, PUB, C, S, RQ
NEVADA 384. University of Nevada (Reno) - NA, PUB, C, MS, RQ
NEW HAMPSHIRE 385. Dartmouth College - MEA, PRI, M, S, RQ 386. Keene State College - MEA, PUB, C, S 387. New England College - MEA, PRI, C, S 388. Rlvler College - MEA, PRI, F, S 389. University of New Hampshire - MEA, PUB, C, MS, RQ
NEW JERSEY 390. Bloomfield College - MSA, PRI, C, S, RQ 391. College of St. Elizabeth - MSA, PR?, F, S, RFQ 392. Falrlelgh Dickinson University - MSA, PRI, C, L 393. Georgian Court College - MSA, PRI, F, S, RQ 394. Glassboro State College - MSA, PUB, C, MS, RQ 395. Jersey City State College - MSA, PUB, C, MS, RFQ 167
396. Monmouth College - MSA, PRI, C, MS 397. Montclair State College - MSA, PUB, C, MS 398. Newark State College - MSA, PUB, C, MS, RQ 399. Paterson State College - MSA, PUB, C, MS, RFQ 400. Rider College - MSA, PRI, C, MS, RQ 401. Rutgers University (New Brunswick) - MSA, PUB, C, XL, RFQ 402. St. Peter's College - MSA, PRI, G, S, RFQ 403. Seton Hall University - MSA, PRI, C, MS 404. Trenton State College - MSA, PUB, C, MS, RQ
NEW MEXICO 405. College of Sante Fe - NCA, PRI, C, S, RQ 406. Eastern New Mexico University - NCA, PUB, C, MS 407. New Mexico State University - NCA, PUB, C, MS, RQ 408. St. Johns College - NCA, PRI, C, S 409. University of New Mexico - NCA, PUB, C, L, RQ 410. Western New Mexico University - NCA, PUB, C, S
New York 411. Alfred University - MSA, PRI, C, S, RQ 412. Brentwood College - MSA, PRI, F, S 413. Canisius College - MSA, PRI, C, S, RQ 414. City University of New York (New York) - MSA, PUB, C, XL 415. Brooklyn College - MSA, PUB, C, L, RFQ 416. City College (New York) - MSA, PUB, C, L 417. Herbert H. Lehman College - MSA, PUB, C, MS, RQ 418. Hunter College - MSA, PUB, C, L 419. Queens College - MSA, PUB, C, L 420. York College - MSA, PUB, C, S 421. College of Mount St. Vincent - MSA, PRI, F, S, RQ 422. College of St. Rose - MSA, PRI, F, S, RQ 423. Columbia University - MSA, PRI, C',’ L 424. Teachers (Graduate) College (Columbia University) - MSA, PRI, C, MS 425. Cornell University - MSA, PRI, C, S 426. D'Youville College - MSA, PRI, F, S, RQ 427. Finch College - MSA, PRI, F, S 428. Fordham University - MSA, PRI, C, MS, RQ 429. Hamilton College - MSA, PRI, M, S, RQ 430. Hobart and William Smith Colleges - MSA, PRI, C, S 431. Hofstra University - MSA, PRI, C, MS, RQ 432. Iona College - MSA, PRI, C, S, RQ 433. Keuka College - MSA, PRI, F, S 434. Ladycliff College - MSA, PRI, F, S 435. Long Island University - MSA, PRI, C, L, RQ 436. Manhattan College - MSA, PRI, M, S, RQ 437. Marist College - MSA, PRI, M, S, RFQ 438. Marymount College - PBA, PRI, F, S, RQ 439. Médaillé College - MSA, PRI, F, S, RQ 440. Mills College of Education - MSA, PRI, F, S 441. Mount Saint Mary College - MSA, PRI, F, S, RQ 442. New York University (Washington Square) - MSA, PRI, C, XL 168
443. Niagara University - MSA, PRI, C, S, RQ 444. Pace College - MSA, PRI, C, MS, RQ 445. Roberts Wesleyan College - MSA, PRI, C, S 446. Russell Sage College - MSA, PRI, F, S, RQ 447. St. Francis College - MSA, PRI, M, S, RQ 448. St. John's University - MSA, PRI, C, MS 449. St. Joseph's College - MSA, PRI, F, S, RFQ 450. Sarah Lawrence College - MSA, PRI, F, S 451: Skidmore College - MSA, PRI, F, S, RQ 452. State University of New York (Albany) - MSA, PUB, C, MS 453. State University of New York (Buffalo) - MSA, PUB, C, L 454. State University of New York (Stony Brook) - MSA, PUB, C, MS 455. State University College (Brockport) - MSA, PUB, C, MS, RQ 456. State University College (Buffalo) - MSA, PUB, C, MS 457. State University College (Cortland) - MSA, PUB, C, S, RQ 458. State University College (Geneseo) - MSA, PUB, C, MS 459. State University College (New Paltz) - MSA, PUB, C, MS 460. State University College (Oswego) - MSA, PUB, C, MS, RQ 461. State University College (Plattsburgh) - MSA, PUB, C, S 462. Syracuse University - MSA, PRI, C, L, RQ 463. Union College and University - MSA, PRI, M, S, RQ 464. University of Rochester - MSA, PRI, C, MS 465. Wagner College - MSA, PRI, C, S, RQ
NORTH CAROLINA 466. Appalachian State University - SA, PUB, C, MS, RQ 467. Barber-Scotia College - SA, PRI, C, S 468. Bennett College - SA, PRI, F, B, S, RQ 469. Campbell College - SA, PRI, C, S 470. Davidson College - SA, PRI, M, S, RQ 471. Duke University - SA, PRI, C, MS, RFQ 472. East Carolina University - SA, PUB, C, MS, RQ 473. Elizabeth City State University - SA, PUB, C, B, S, RFQ 474. Fayetteville State University - SA, PUB, C, B, S, RQ 475. Greenboro College - SA, PRI, C, S, RFQ 476. High Point College - SA, PRI, G, S, RQ 477. Johnson C. Smith University - SA, PRI, C, B, S 478. Livingstone College - SA, PRI, C, B, S, RQ 479. Mars Hill College - SA, PRI, C, S, RQ 480. Methodist College - SA, PRI, C, S 481. North Carolina Agriculture and Technical State University - SA, PUB, C, B, S 482. North Carolina Central University - SA, PUB, C, B, S, RQ 483. Pembroke State University - SA, PUB, C, S, RQ 484. Queens College - SA, PRI, F, S, RQ 485. Saint Augustine's College - SA, PRI, C, B, S 486. Salem College - SA, PRI, F, S, RQ 487. Shaw University - SA, PRI, C, B, S, RQ 488. University of North Carolina (Chapel Hill) - SA, PUB, C, L, RQ 489. North Carolina State University (Raleigh) - SA, PUB, C, MS, RQ 169
490. University of North Carolina (Charlotte) - SA, PUB, C, S, RQ 491. University of North Carolina (Greensboro) - SA, PUB, C, MS, RQ 492. Wake Forest University - SA, PRI, C, S, RQ 493. Western Carolina University - SA, PUB, C, MS 494. Winston-Salem State University - SA, PUB, C, B, S
NORTH DAKOTA 495. Dickinson State College - NCA, PUB, C, S 496. Mary College - NCA, PRI, C, S, RQ 497. Minot State College - NCA, PUB, C, S, RQ 498. University of North Dakota - NCA, PUB, C, MS, RQ
OHIO 499. Antioch College - NCA, PRI, C, S 500. Baldwin-Wallace College - NCA, PRI, C, S, RQ 501. Bowling-Green State University - NCA, PUB, C, L, RQ 502. Capital University - NCA, PRI, C, S, RQ 503. Case Western Reserve University - NCA, PRI, C, MS 504. Central State University - NCA, PUB, C, B, S 505. Cleveland State University - NCA, PUB, C, MS, RQ 506. College of Steubenville - NCA, PRI, C, S, RQ 507. Defiance College - NCA, PRI, C, S, RQ 508. Edgecliff College - NCA, PRI, F, S, RQ 509. Heidelberg College - NCA, PRI, C, S 510. John Carroll University - NCA, PRI, C, S, RQ 511. Kent State University - NCA, PUB, C, L, RQ 512. Lake Erie College - NCA, PRI, F, S 513. Marietta College - NCA, PRI, C, S, RQ 514. Miami University - NCA, PUB, C, MS, RQ 515. Mount Union College - NCA, PRI, C, S 516. Notre Dame College - NCA, PRI, F, S, RQ 517. Ohio Dominican College - NCA, PRI, C, S, RQ 518. Ohio State University - NCA, PUB, C, XL, RQ 519. Ohio University - NCA, PUB, C, L, RQ 520. Ohio Wesleyan University - NCA, PRI, C, S, RQ 521. Rio Grande College - NCA, PRI, C, S, RQ 522. University of Akron - NCA, PUB, C, L, RQ 523. University of Cincinnati - NCA, PUB, C, XL, RQ 524. University of Dayton - NCA, PRI, C, MS, RQ 525. University of Toledo - NCA, PUB, C, MS, RQ 526. Ursuline College - NCA, PRI, F, S, RQ 527. The Western College - NCA, PRI, F, S, RQ 528. Wilberforce University - NCA, PRI, C, B, S, RQ 529. Wittenberg University - NCA, PRI, C, S, RQ 530. Wright State University - NCA, PUB, C, MS, RQ 531. Xavier University - NCA, PRI, C, MS 532. Youngstown State University - NCA, PUB, C, MS, RQ
OKLAHOMA 533. Central State College - NCA, PUB, C, MS 170
534. East Central State College - NCA, PUB. C, S, RQ 535. Langston University - NCA, PUB, C, B, S, RQ 536. Northeastern State College - NCA, PUB, C, MS, RFQ 537. Oklahoma Baptist University - NCA, PRI, C, S, RQ 538. Oklahoma City University - NCA, PRI, C, S, RFQ 539. Oklahoma State University - NCA, PUB, C, L, RQ 540. Phillips University - NCA, PRI, C, S 541. Southwestern State College - NCA, PUB, C, MS, RQ 542. University of Oklahoma - NCA, PUB, C, L 543. University of Tulsa - NCA, PRI, C, MS, RQ
OREGON 544. Eastern Oregon College - NA, PUB, C, S, RFQ 545. Lewis and Clark College - NA, PRI, C, S 546. Marylhurst College - NA, PRI, F, S 547. Northwest Christian College - NA, PRI, C, S 548. Oregon State University - NA, PUB, C, L, RQ 549. Pacific University - NA, PRI, C, S, RQ 550. Portland State University - NA, PUB, C, MS, RFQ 551. Southern Oregon College - NA, PUB, C, S, RQ 552. University of Oregon - NA, PUB, C, L, RQ 553. Warner Pacific College - NA, PRI, C, S 554. Willamette University - NA, PRI, C, S, RFQ
PENNSYLVANIA 555. Allegheny College - MSA, PRI, C, S, RQ 556. Alvernia College - MSA, PRI, F, S, RQ 557. Bloomshurg State College - MSA, PUB, C, S 558. Bucknell University - MSA, PRI, C, S, RQ 559. California State College - MSA, PUB, C, MS, RQ 560. Carlow College - MSA, PRI, F, S 561. Carnegie-Mellow University - MSA, PRI, C, MS, RQ 562. Chatham College - MSA, PRI, F, S, RFQ 563. Cheyney State College - MSA, PUB, C, B, S, RQ 564. Clarion State College - MSA, PUB, C, S, RQ 565. Dickinson College - MSA, PRI, C, S 566. Drexel University - MSA, PRI, C, MS 567. Duquesne University - MSA, PRI, C, MS, RQ 568. Eastern Baptist College - MSA, PRI, C, S 569. Edinboro State College - MSA, PUB, C, MS, RQ 570. Franklin and Marshall College - MSA, PRI, C, S 571. Geneva College - MSA, PRI, C, S, RQ 572. Gratz College - MSA, PRI, C, S, RQ 573. Gwynedd-Mercy College - MSA, PRI, F, S, RQ 574. Holy Family College - MSA, PRI, F, S, RQ 575. Indiana University of Pennsylvania - MSA, PUB, C, MS, RQ 576. Juniata College - MSA, PRI, C, S, RQ 577. Kutztown State College - MSA, PUB, C, S, RQ 578. LaSalle College - MSA, PRI, M, MS, RQ 579. Lebanon Valley College - MSA, PRI, C, S 171
580. Lehigh University - MSA, PRI, M, S, RQ 581. Lincoln University - MSA, PRI, C, B, S, RQ 582. Lycoming College - MSA, PRI, C, S 583. Marywood College - MSA, PRI, F, S 584. Messiah College - MSA, PRI, C, S, RQ 585. Moravian College - MSA, PRI, C, S, RQ 586. Pennsylvania State University - MSA, PRI, C, S, RQ 587. Pennsylvania Military and Morton College - MSA, PUB, C, S, RQ 588. Rosemont College - MSA, PRI, C, S, RQ 589. St. Francis College - MSA, PRI, C, S, RQ 590. St. Joseph's College - MSA, PRI, C, MS, RQ 591. Seton Hill College - MSA, PRI, F, MS 592. Slippery Rock State College - MSA, PUB, C, S, RQ 593. Swarthmore College - MSA, PUB, C, S 594. Temple University - MSA, PRI, C, S 595. University of Pennsylvania - MSA, PRI, C, XL, RQ 596. University of Pittsburg - MSA, PRI, C, L, RQ 597. University of Scranton - MSA, PRI, M, S, RQ 598. Villa Maria College - MSA, PRI, F, S, RQ 599. Villanova University - MSA, PRI, M, MS, RQ 600. Waynesburg College - MSA, PRI, C, S, RQ 601. West Chester State College - MSA, PUB, C, MS, RQ 602. Wilkes College • MSA, PRI, C, S
RHODE ISLAND 603. Barrington College - MEA, PRI, C, S, RQ 604. Brown University - MEA, PRI, C, S 605. Rhode Island College - MEA, PUB, C, S, RQ 606. University of Rhode Island - MEA, PUB, C, MS, RQ
SOUTH CAROLINA 607. Benedict College - SA, PRI, C, B, S, RFQ 608. The Citadel - SA, PUB, M, S, RQ 609. Claflin College - SA, PRI, C, B, S, RQ 610. Clemson University - SA, PUB, C, MS 611. College of Charleston - SA, PRI, C, S 612. Converse College - SA, PRI, F, S, RQ 613. Furman University - SA, PRI, C, S 614. Limestone College - SA, PRI, F, S, RQ 615. Presbyterian College - SA, PRI, C, S, RFQ 616. South Carolina State College - SA, PUB, C, B, S, RQ 617. University of South Carolina (Columbia) - SA, PUB, C, L, RQ 618. Voorhees College - SA, PRI, C, B, S, RQ 619. Winthrop College - SA, PUB, F, S, RQ
SOUTH DAKOTA 620. Augustana College - NCA, PRI, C, S 621. Dakota State College - NCA, PUB, C, S, RQ 622. Huron College - NCA, PRI, C, S, RFQ 623. Northern State College - NCA, PUB, C, S, RQ 172
624. South Dakota State University - NCA, PUB, C, MS, RQ 625. Southern State College - NCA, PUB, C, S 626. University of South Dakota - NCA, PUB, C, MS, RQ
TENNESSEE 627. Austin Peay State University - SA, PUB, C, S, RQ 628. Bethel College - SA, PRI, C, S, RQ 629. Carson-Newman College - SA, PRI, C, S, RQ 630. David Lipscomb College - SA, PRI, C, S, RQ 631. East Tennessee State University - SA, PUB, C, MS 632. Fish University - SA, PRI, C, B, S 633. King College - SA, PRI, C, S, RQ 634. Knoxville College - SA, PRI, C, B, S, RQ 635. Lane College - SA, PRI, C, B, S, RQ 636. Lee College - SA, PRI, C, S, RQ 637. Le Moyne-Owen College - SA, PRI, C, B, S, RQ 638. Marysville College - SA, PRI, C, S, RQ 639. Memphis State University - SA, PUB, S, L, RQ 640. Middle Tennessee State University - SA, PUB, C, MS, RQ 641. Scarritt College - SA, PRI, C, S, RQ 642. Southern Missionary College - SA, PRI, C, S, RQ 643. Tennessee State University - SA, PUB, C, B, S 644. Tennessee Wesleyan College - SA, PRI, C, S, RFQ 645. Tusculum College - SA, PRI, C, S, RQ 646. University of the South - SA, PRI, C, S, RQ 647. University of Tennessee (Knoxville) - SA, PUB, C, L, RQ 648. Vanderbilt University - SA, PRI, C, MS, RFQ
TEXAS 649. Abilene Christian College - SA, PRI, C, S 650. Austin College - SA, PRI, C, S, RQ 651. Baylor University - SA, PRI, C, MS, RQ 652. Bishop College - SA, PRI, C, B, S, RQ 653. Dominican College - SA, PRI, F, S 654. East Texas State University - SA, PUB, C, MS, RQ 655. Hardin-Simmons University - SA, PRI, C, S, RQ 656. Howard Payne College - SA, PRI, C, S, RQ 657. Huston-Tillotson College - SA, PRI, C, B, S, RFQ 658. Jarvis Christian College - SA, PRI, C, B, S 659. McMurray College - SA, PRI, C, S, RFQ 660. Midwestern University - SA, PUB, C, S, RQ 661. North Texas State University - SA, PUB, C, MS, RQ 662. Pan American College - SA, PUB, C, S 663. Prairie View Agricultural and Mechanical College of Texas - SA, PUB, C, B, S, RQ 664. St. Edwards's University - SA, PRI, C, S, RQ 665. Sam Houston State University - SA, PUB, C, MS, RQ 6 6 6 . Southern Methodist University - SA, PRI, C, MS, RQ 667. Southwest Texas State University - SA, PUB, C, MS 6 6 8 . Southwestern University - SA, PRI, C, S, RFQ 669. Stephen F. Austin State College - SA, PUB, C, MS 173
670. Tarleton State College - SA, PUB, C, S, RQ 671. Texas Agricultural and Mechanical University - SA, PUB, C, MS, RQ 672. Texas Christian University - SA, PRI, C, MS, RQ 673. Texas Southern University - SA, PUB, C, S 674. Texas Technical University - SA, PUB, C, L, RQ 675. Texas Woman's University - SA, PUB, F, MS, RQ 676. Trinity University - SA, PRI, C, S 677. University of Dallas - SA, PRI, C, S, RQ 678. University of Houston - SA, PUB, C, L, RQ 679. University of Texas (Austin) - SA, PUB, C, XL, RQ 680. University of Texas (Arlington) - SA, PUB, C, MS 681. University of Texas (El Paso) - SA, PUB, C, MS, RQ 682. Wayland Baptist College - SA, PRI, C, S 683. West Texas State University - SA, PUB, C, MS, RQ 684. Wiley College - SA, PRI, C, B, S
UTAH 685. Brigham Young Unlverôlty - NA, PRI, C, XL 6 8 6 . University of Utah - NA, PUB, C, L, RQ 687. Utah State University - NA, PUB, C, MS, RQ 6 8 8 . Weber State University - NA, PUB, C, MS, RQ 689. Westminster College - NA, PRI, C, S, RFQ
VERMONT 690. Castleton State College - MEA, PUB, C, S 691. Johnson State College - MEA, PUB, C, S, RQ 692. Marlboro College - MEA, PRI, C, S 693. Norwich Univeristy - MEA, PRI, M, S 694. Trinity College - MEA, PRI, F, S, RQ 695. University of Vermont - MEA, PUB, C, MS, RQ
VIRGINIA 696. Bridgewater College - SA, PRI, C, S, RQ 697. College of William and Mary - SA, PUB, C, MS, RQ 698. Emory and Henry College - SA, PRI, C, S 699. Hampton Institute - SA, PRI, C, B, S, RQ 700. Hollins College - SA, PRI, F, S, RQ 701. Lynchburg College - SA, PRI, C, S, RQ 702. Mary Baldwin College - SA, PRI, F, S, RQ 703. Old Dominion University - SA, PUB, C, MS, RQ 704. Radford College - SA, PUB, F, S, RQ 705. Randolph-Macon Woman's College - SA, PRI, F, S, RQ 706. Saint Paul's College - SA, PRI, C, B, S 707. Stratford College - SA, PRI, F, S, RQ 708. University of Richmond - SA, PRI, C, S, RQ 709. University of Virginia - SA, PUB, C, MS 710. Virginia Commonwealth University - SA, PUB, C, MS, RQ 711. Virginia State College - SA, PUB, C, B, S 712. Virginia Union University - SA, PRI, C, B, S 713. Washington and Lee University - SA, PRI, M, S, RQ 174
WASHINGTON 714. • Central Washington State College - NA, PÎT3, C, MS, RQ 715. Eastern Washington State College - NA, PUB, C, MS, RQ 716. Gonzaga University - NA, PRI, C, S, RQ 717. St. Martin's College - NA, PRI, C, S, RQ 718. Seattle University - NA, PRI, C, S, RQ 719. University of Washington - NA, PUB, C, XL, RQ 720. Walla Walla College - NA, PRI, C, S, RQ 721. Washington State University - NA, PUB, C, MS, RQ 722. Western Washington State College - NA, PUB, C, MS, RQ 723. Whitworth College - NA, PRI, C, S, RQ
WEST VIRGINIA 724. Bethany College - NCA, PRI, C, S, RQ 725. Bluefleld State College - NCA, PUB, C, B, S, RQ 726. Davis and Elkins College - NCA, PRI, C, S, RQ 727. Glenville State College - NCA, PUB, C, S, RQ 728. Marshall University - NCA, PUB, C, MS, RQ 729. Salem College - NCA, PRI, C, 3, RQ 730. West Liberty State College - NCA, PUB, C, S, RQ 731. West Virginia State College - NCA, PUB, C, B, S, RQ 732. West Virginia University - NCA, PUB, C, L, RQ 733. West Virginia Wesleyan College - NCA, PRI, C, S, RQ
WISCONSIN 734. Alverno College - NCA, PRI, F, S, RQ 735. Cardinal Stritch College - NCA, PRI, F, S, RQ 736. Carthage College - NCA, PRI, C, S, RQ 737. Edgewood College of the Sacred Heart - NCA, PRI, F, S, RQ 738. Lakewood College - NCA, PRI, C, S, RQ ' 739. Marian College of Fond du Lac - NCA, PRI, F, S, RQ 740. Marquette University - NCA, PRI, C, MS, RQ 741. Mount Mary College - NCA, PRI, F, S, RQ 742. Ripon College - NCA, PRI, C, S, RQ 743. Stout State University - NCA, PUB, C, MS 744. University of Wisconsin (Madison) - NCA, PUB, C, XL, RQ 745. University of Wisconsin (Milwaukee) - NCA, PUB, C, L 746. Wisconsin State University (Eau Claire) - NCA, PUB, C, MS, RQ 747. Wisconsin State University (La Crosse) - NCA, PUB, C, MS, RQ 748. Wisconsin State University (Oshkosh) - NCA, PUB, C, MS, RQ 749. Wisconsin State University (Platteville) - NCA, PUB, C, MS 750. Wisconsin State University (River Falls) - NCA, PUB, C, S, RQ 751. Wisconsin State University (Stevens Point) - NCA, PUB, C, MS, RQ 752. Wisconsin State University (Whitewater) - NCA, PUB, C, MS, RQ
WYOMING 753. University of Wyoming - NCA, PUB, C, MS, RQ APPENDIX F
REGIONAL ACCREDITING AGENCIES AND
STATES WITHIN THEIR JURISDICTION, INCLUDIïÆ
INSTITUTIONS THAT RETURNED THEIR QUESTIONNAIRES
175 176
1. Middle States Association of Colleges and Secondary Schools: Delaware, District of Columbia, Maryland, New Jersey, New York, Pennsylvania
Delaware: 97
District of Columbia: 99, 100, 103
Maryland: 263, 264, 266, 167, 168, 271, 272, 273, 274, 275
New Jersey: 390, 393, 394, 398, 400, 404
New York: 411, 413, 417, 421, 422, 426, 428, 429, 431, 432, 435, 436, 438, 439, 441, 443, 444, 446, 447, 451, 455, 457, 460, 462, 463, 465
Pennsylvania: 555, 556, 558, 559, 561, 563, 564, 567, 569, 571, 572, 573, 574, 575, 576, 677, 678, 580, 581, 584, 585, 587, 588, 589, 590, 592, 595, 596, 597, 598, 599, 600, 601
2. New England Association of Colleges and Secondary Schools, Inc.: Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, Vermont
Connecticut: 85, 8 6 , 87, 8 8 , 89, 90, 95
Maine: 260, 261, 262
Massachusetts: 278, 279, 280, 287, 288, 290, 291, 293, 295, 296, 297, 298, 300, 301, 302, 303, 304
New Hampshire: 385, 389
Rhode Island: 603, 605, 606
Vermont; 691, 694, 695
3. North Central Association of Colleges and Secondary Schools: Arizona, Arkansas, Colorado, Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, New Mexico, North Dakota, Ohio Oklahoma, South Dakota, West Virginia, Wisconsin, Wyoming
Arizona: 19, 21
Arkansas: 26, 27, 28, 30
Colorado: 77, 78, 81, 83, 84 177
Illinois: 145, 148, 150, 151, 153, 156, 157, 159, 162, 163, 164, 166, 167, 170, 173, 174, 175, 176
Indiana: 179, 180, 182, 184, 185, 186, 187, 188, 189, 192, 193, 195, 196
Iowa: 199, 200, 201, 203, 205, 206, 207, 209, 211, 212, 213
Kansas: 214, 216, 217, 219, 220, 221, 223, 224, 225, 226, 227, 228
Michigan: 305, 306, 307, 311, 312, 313, 314, 316, 318, 319, 321, 323
Minnesota: 324, 325, 326, 327, 328, 329, 332, 333, 334, 336, 337
Missouri: 350, 354, 356, 359, 360, 361, 363, 364, 365, 366, 367
Nebraska: 375, 376, 378, 379, 381, 382, 383
New Mexico: 405, 407, 409
North Dakota: 496, 497, 498
Ohio: 500, 501, 502, 505, 506, 507, 508, 510, 511, 513, 514, 516, 517, 518, 519, 520, 521, 522, 523, 524, 526, 527, 528, 529, 530, 532
Oklahoma: 534, 535, 537, 539, 541, 543
South Dakota: 621, 623, 624, 626
West Virginia: 724, 725, 726, 727, 728, 729, 730, 731, 732, 733
Wisconsin: 734, 735, 736, 737, 738, 739, 740, 741, 742, 744, 746, 747, 748, 750, 751, 752
Wyoming: 753
4. Northwest Association of Secondary and Higher Schools: Alaska, Idaho, Montana, Nevada, Oregon, Utah, Washington
Alaska: 18
Idaho: 142, 143
Montana: 370, 371, 373, 374 178
Nevada : 384
Oregon: 548, 549, 551, 552
Utah: 6 8 6 , 687, 6 8 8
Washington: 714, 715, 716, 717, 718, 719, 720, 721, 722, 723
5. Southern Association of Colleges and Schools: Alabama, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Texas, Virginia
Alabama: 1, 2, 4, 5, 8 , 10, 13, 14, 16, 17
Florida: 106, 107, 110, 111, 113, 115, 116, 117
Georgia: 120, 123, 124, 125, 129, 131, 133, 135, 137
Kentucky: 229, 231, 233, 234, 235, 237, 238, 239, 240, 242
Louisiana: 244, 245, 246, 247, 250, 251, 252, 253
Mississippi: 339, 341, 342, 343, 347
North Carolina: 466, 468, 470, 472, 474, 476, 478, 479, 482, 483, 484, 486, 487, 488, 489, 490, 491, 492
South Carolina: 608, 609, 612, 614, 616, 617, 618, 619
Tennessee: 627, 628, 629, 630, 633, 634, 635, 636, 637, 638, 639, 640, 641, 642, 645, 646, 647
Texas: 650, 651, 652, 654, 655, 656, 660, 661, 663, 664, 665, 6 6 6 , 670, 671, 672, 674, 675, 677, 678, 679, 681, 683
Virginia: 696, 697, 699, 700, 701, 702, 703, 704, 705, 707, 708, 810, 713
6 . Western Association of Schools and Colleges: California, Hawaii
(Universities and colleges in the Canal Zone, Puerto Rico, Virgin Islands, and Guam were not included in the study.)
California: 34, 36, 38, 39, 40, 43, 44, 45, 48, 50, 52, 55, 56, 58, 62, 63, 6 6 , 67, 71, 72, 75
Hawaii: 140 BIBLIOGRAPHY
179 180
Accredited Institution of Higher Education 1970-1971. Published for the Federation of Regional Accrediting Commissions of Higher Education. Washington, D.C., 1971.
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