Western Michigan University ScholarWorks at WMU

Master's Theses Graduate College

8-1976

A Study of Black College and University Presidents Located Primarily in the South, Southeast, and Southwest Part of the United States of America

Earl Harper Western Michigan University

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Recommended Citation Harper, Earl, "A Study of Black College and University Presidents Located Primarily in the South, Southeast, and Southwest Part of the United States of America" (1976). Master's Theses. 2339. https://scholarworks.wmich.edu/masters_theses/2339

This Masters Thesis-Open Access is brought to you for free and open access by the Graduate College at ScholarWorks at WMU. It has been accepted for inclusion in Master's Theses by an authorized administrator of ScholarWorks at WMU. For more information, please contact [email protected]. A STUDY OF BLACK COLLEGE AND UNIVERSITY PRESIDENTS LOCATED PRIMARILY IN THE SOUTH, SOUTHEAST, AND SOUTHWEST PART OF THE UNITED STATES OF AMERICA

by

Earl Harper

A Project Report Submitted to the Faculty of The Graduate College in partial fulfillment of requirements for Specialist in Arts Degree

Western Michigan University Kalamazoo, Michigan August 1976

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ACKNOWLEDGEMENTS

In writing this specialist project, I am very truly grateful

for the encouragement, advice, and constructive criticism of

Professors Gene Booker, Owen B. Middleton, Dale Varble, Dr. L. Michael

Moskovis and Dr. Ron C. DeYoung. I would also like to acknowledge

a very special friend and Dean of the College of Business, Dr.

Darrell G. Jones, who has given me academic and personal advice

during my years at Western Michigan University.

Many thanks to the faculty members of the Engineering Technol­

ogy and Management Departments at Western Michigan University for

their educational leadership over the past nine years. My thanks

also go to Mrs. Sue Belcher, Ms. Barbara Mathis, Ms. Joan Smith,

and Mrs. Sue Pryor for their able assistance in handling the mailing

and receiving of the questionnaire, the follow-up mailing, and calls.

Although I am grateful to many for their help, the sole responsibil­

ity for this specialist project rests with me.

Earl Harper

ii

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Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. MASTERS THESIS M-8828 HARPER, Earl A STUDY OF BLACK COLLEGE AND UNIVERSITY PRESIDENTS LOCATED PRIMARILY IN THE SOUTH, SOUTHEAST, AND SOUTHBEST PART OF THE UNITED STATES. Western Michigan University, Sp.A., 1976 Education, administration

Xerox University MicrofilmsAnn , Arbor, Michigan 48106

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. TABLE OF CONTENTS

CHAPTER PAGE I. INTRODUCTION ...... 1

Statement of the P r o b l e m ...... 2

Limitation of the S t u d y ...... 3

Purpose of the S t u d y ...... 3

Need for the S t u d y ...... 3

Assumptions ...... 4

Definition of Terms ...... 4

II. REVIEW OF RELATED LITERATURE ...... 5

Studies concerned with the Factors Associated with Predominantly Black Colleges and Universities ...... 5

Studies concerned with the Factors Associated with Presidents of Black Colleges and Universities ...... 15

III. BACKGROUND: METHODS AND PROCEDURES...... 18

Questionnaire ...... 19

Source of D a t a ...... '...... 20

Characteristics of Foreign Studies Program ...... 28

IV. CHARACTERISTICS OF FACULTY ...... 30

Racial and Ethnic Make U p ...... 31

Percent of Faculty with Earned Doctoral Degrees .... 34

Curriculum T r e n d s ...... 34

Characteristics of Presidents ...... 41

Administrative Area of Employment ...... 47

iii

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V. FUTURE PROBLEMS AS PERCEIVED BY EIGHTY PRESIDENTS ...... 51

VI. FINDINGS, SUMMARY, IMPLICATIONS, AND RECOMMENDATIONS ...... 60

F i n d i n g s ...... 60

Summary of the S t u d y ...... 62

Implications ...... 63

Recommendations for Further Study ...... 64

BIBLIOGRAPHY ...... 65

APPENDIX...... 69

iv

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. LIST OF TABLES

TABLE PAGE

1. Racial and Ethnic Enrollment Data at Predominantly Black Colleges and Universities ...... 22

2. White Student Enrollment at Predominantly Black Colleges and Universities...... 25

3. Racial Distribution of Faculty at Predominantly Black Colleges and Universities ...... 33

4. Percentage of Black Faculty with Earned Doctoral Degrees and Faculty to Student Ratio ...... 35

5. Number of Degrees held by 80 Presidents of Black Colleges and Universities...... 44

6. Honorary Degrees Awarded to Black College and University Presidents ...... 45

7. Number and Kinds of Honors Awarded to Black College and University Presidents During Their Academic and Administrative Years ...... 46

8. Administrative Experience of Black College and University Presidents Before Being Promoted to Their Present Position ...... 47

9. Academic or Professional Experiences that Best Prepared Black College and University Presidents for Their Duties and Responsibilities ...... 48

10. Previous Positions held by Black College and University Presidents Before They Were Promoted to President of Their College or University ...... 50

11. Institutions and Presidents ...... 78

12. Name of Black Colleges and Universities, Control, Graduate Enrollment, Undergraduate Enrollment, Graduate Degrees Offered and Undergraduate Degrees Offered ...... 84

13. Predominantly Black Institutions Accreditation Status ...... 93 v

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. CHAPTER I

INTRODUCTION

The early history of black colleges and universities shows

that they were originally either parochial or private institutions.

Black colleges and universities are located primarily in the

south, southeast, or southwest part„pf the United States where a

large percentage of black Americans have lived since 1809. It is im­

portant to note that segregated conditions prevented black students

from entering predominantly non-black institutions both in the north­

ern and southern part of the United States.

In their early history, a major problem of the black colleges

and universities was sustaining financial security. B. Baldwin

Dansby of Jackson State University described the problem of getting

financial resources for Jackson State University in the institution's

early days.^ When the American Baptist Home Missions Society sought

to abandon the institution in 1933, Dansby "took to the road" to

raise funds from nothern whites and blacks for the survival of Jackson

State. Dansby's success in getting the State of Mississippi to assume

ownership of the college in 1940 began to eliminate some of the finan­

cial problems of the institution.

^Orde Coombs, "The Necessity of Excellent Jackson State Co Change (October 1973), 52.

1

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. In addition black colleges had difficulty in recruiting faculty

and absorbing enrollment from a totally disadvantaged background for

black Americans. This problem pervades the history of most black col­

leges and universities in America. Morgan State College, for example,

was founded in 1867 as the Centenary Biblical Institute with a handful

of students and two part-time faculty members, both of whom were

ministers of the Methodist Episcopal Church which founded and supported

the institution for seventy-two years. The name was changed to Morgan

College in 1890 in honor of an early benefactor. Later it was purchased

by the state of Maryland in 1939, which helped eliminate some of the

financial and faculty problems that the institution faced.

Statement of the Problem

The problem of this study was to evaluate the administrative

processes and procedures of presidents of black colleges and univer­

sities to determine the problem that presidents of black institutions

face in the seventies.

Additional objectives included:

1. To gain information about the educational background of black college and university presidents,

2. To collect information about predominantly black institu­ tions, therefore, making the information available for employment opportunities for both black and non-black.

3. To obtain the different types of experiences which prepared black college and university presidents for their duties;

4. To establish a biographical sketch of each president at predominantly black colleges and universities.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Limitation of the Study

The study was limited to predominantly black presidents of black

colleges and universities in the south, southeast and southwest part

of the United States because 98 percent of all black colleges and uni­

versities are located in these areas. All 80 presidents of predomi­

nantly black colleges and universities, that existed in 1974, were

included in this study.

Purpose of the Study

The purpose of this study was to evaluate the administrative

activities, duties and responsibilities of black presidents at pre­

dominantly black colleges and universities and their educational

background. The second purpose of this study was to investigate or

determine some of the future trends of black college and university

presidents and their administrative achievements.

Need for the Study

Numerous studies have been conducted about black college students

at predominantly black institutions and the students' academic achieve­

ment or the need for improving the academic skill of black students at

predominantly black colleges and universities. While much work has

been done investigating the relationship of faculty and students within

segregated, integrated and desegregated colleges and universities, a

review of the literature revealed that only one study had investigated

the administrative activities of black college and university presi­

dents and their problems (Coombs, 1973). Because the findings of

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 4

this study were about only one black college, further investigation of

the administrative duties and responsibilities are needed to provide

adequate information about black colleges and universities.

Assumptions

This study is based on the following assumptions:

1. Black college and university presidents can make a construc­ tive analysis of problems that confront predominantely black institutions.

2. A significant representation of black colleges and univer­ sities is available to properly conduct this study.

3. All the participants will honestly report information requested of them within the limit of their perceptions.

Definition of Terms

"Predominantly" is used to mean "an advantage of number" or "to

exert control over." "Predominantly black college or university"

will mean any institution that is controlled by and has more than

fifty-five percent black student enrollment.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. CHAPTER II

REVIEW OF RELATED LITERATURE

A review of the literature reveals that: (1) most research on

general information has been limited to predominantly white college

and university presidents, (2) most research on the educationally

advantaged black college and university presidents has appeared dur­

ing the past ten years,- and (3) nearly all studies of the character­

istics of black college and university presidents have involved

comparisons of predominantly black colleges and universities with a

group of institutions that may be classified as "predominantly non­

black colleges and universities."

The review of related literature in this study has involved

studies of two classifications: (1) those studies concerned with the

factors associated with the predominantly black colleges and univer­

sities, and (2) those few studies concerned with the rates and factors

associated with the black college and university presidents.

Studies concerned with the Factors Associated with Predominantly Black Colleges and Universities

One of the classic studies of Negro Higher Education was con- 2 ducted by A. J.Jaffe, Walter Adams and Sandra G. Meyers. They tried

to identify some of the factors which have influenced the continuing

growth of predominantly Black Colleges and Universities throughout

2 A. J. Jaffe; Walter Adams, Sandra G. Meyers, Negro Higher Edu­ cation in the 1960's, New York: Praeger, 1968, 23-25. 5

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. the 1950's and 1960's. For example,.the increase in black awareness,

and the increase in federally funded educational programs gave blacks

a rarier access to schools of higher education.

Bowles and De Costa^ after reviewing studies covering a period of

200 years, describe and analyze the present conditions and role of the

historically black colleges. The findings show that predominantly

black colleges and universities are no longer the predominant institu­

tion of higher education for blacks as they were a decade ago. Out

of a total black enrollment of about 267,000 in 1967-68, they enrolled

approximately 234,000. Other southern institutions, formerly segre­

gated, enrolled 38,000 and nearly 95,000 black undergraduates were

enrolled in colleges, universities, and community colleges outside of

the south. 4 Wright reports on "The Dilemma of the Negro Colleges: Transi­

tion and Brain Drain." The Negro college has, without question, been

deeply affec^.'d by profound social changes and developments. Its

historic mission is now being shared by the total American higher

education establishment, many of which are larger, and many— but by

no means all— are superior, academically, and better located to serve

the needs of black students. Negro colleges no longer have the capac­

ity to educate all or even a majority of the Black students who desire

^Frank, Bowles, and Frank Costa, Between Two Worlds: A Profile of Negio Higher Education. A Report of the Carnegie Commission on Higher Education. New York: McGraw Hill, 1971, 234. 4 Stephen T. Wright, "Dilemma of the Negro Colleges: Transition and the Brain Drain." Journal of Education (December 1970), 48-58.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. to be or who should be in higher education. Black colleges and univer­

sities are in serious competition not only for most promising black

students, but also for the best-trained black faculty.

One of the obvious options open to the Negro college is to move

as rapidly as the mores and racist attitudes will permit toward becom­

ing simply an American college, but one that makes a point of having

a fully integrated board of trustees, faculty and study body, working

together in an atmosphere of mutual respect— a microcosm of the world

•as it ought to be.

Totten reports5 on data gathered as part of a study administered

by mail in the fall of 1969 to the 85 senior colleges and universities

listed in the 1969 directory of predominantly black institutions. The

study is designed to trace the history of black college and university

librarians. It was found that 96 librarians— 82 of whom held faculty

rank— were teaching 57 courses in 10 academic departments. It was

also apparent that 70 percent of the librarians engaged in teaching

held the rank of department head or some higher administrative post

positions. Of the 30 percent remaining, i.e., those representing the

bread and butter librarian, 38 percent were subject bibliographers.

With the greater proportion of teacher-librarians coming from the

upper administrative level, it was not an unexpected finding that 48

percent of the total population of the teaching staff should hold

academic titles of Professor or Associate Professor. The remaining

5Herman L. Totten, "A Survey of the Academic Status of Black College and University Librarians." Journal of Negro Education (Fall, 1971), 342-46. —

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5 percent were almost equally assigned to the Assistant Professor or

the Lecturer/Instructor rank. 6 Mayhew reports on the "Neighboring-Black and White Colleges:

A Study in Waste the duplication of College and University services to

the educational community." It seems strange that Texas has seen fit

to spend millions of dollars to develop a former two-year college into

the University of Houston, while at the same time not fostering growth

at Texas Southern. Now Texas Southern has been forced to compete with

the University of Houston for students, teachers, and financial appro­

priations. Why, in this day and age, must Jackson State College, the

only state-supported College within a 90-mile radius of Jackson,

Mississippi, find that in addition to competing with Belhaven, Tougaloo,

Millsapo, and Mississippi College— all private colleges within an 80-

mile radius— now compete with the University Center supported by the

State? Why is this necessary? When the University Center was first

established in Jackson, it was located on the Belhaven Campus. Since

only evening courses were offered, why were the Jackson State facil­

ities available during the evening hours not used?

During the early 1960's, Central State Ohio experienced a signif­

icant growth. Students from all walks of life, of all races and of

all creeds, applied to Central State. The students, faculty, adminis­

tration and alumni dreamed that, for the first time in the history of

€> Lewis B. Mayhew, "Neighboring Black and White Colleges: A Study in Waste." Education Records (Spring, 1971), 150-64.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. their institution, the state would develop it to its fullest potential.

However, in 1964, Wright State University, jointly administered by

Ohio State and Miami Universities, was established within 15 miles of

Central State. It is difficult to understand why Ohio taxpayers

already overburdened would duplicate college services. Although re­

spectable institutions with a black tradition may be already present,

community leaders in Chambers of Commerce, Rotaries, and Jaycees

constantly beleaguer their legislators to put "a college" in their

community. These agencies of the White community absolutely refuse to

recognize the real estate of /such place as/ Virginia State College

Awhich/ has existed in southside Virginia since 1882 and grants the

A.E., B.S., M.A., and M.Ed., degrees, yet the community claims that

it needs "a four-year college."

Ballard reports7 the findings of the education of black folk in

the bids for legitimacy. His journey from accommodationist to

nationalist has been both long and confusing. How he has traveled is

suggested in a rather pathetically tendentious account of his under­

graduate years at a white institution, Kenyon College, where he claimed

he and another Negro student:

"had the misfortune to become the first of our race to enter ... We were, in fact, forced to suppress our natural inner- selves so as to conform to the mores of a campus dominated by upper-middle class White Americans... The only surcease

Martin Kilsor, The Education of Black Folk." The Afro-American Struggles for Knowledge in White America, by Allen B. Ballard. New York: Harper & Row (November 1973), 173.

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from this eight semester social ordeal for the three of us who remained came when the Black community in a nearby town provided us with Black warmth, food and emotional support."8

Thus Ballard bitterly attacks David Riesman and Christopher Jenks

for characterizing Negro Colleges as "academic disaster areas," though

he himself must have thought so in the late 1940's and early 1950's

when he decided to trust his professional future to White Kenyon Col­

lege rather than, say, Black Lincoln University, my Alma Mater. 9 Spurlock reported that black student problems have shifted from

recruitment to retention.' The major problem of black college students

of 1974 is financing their education. Studies of the American Council

on Education have shown that nearly three-quarters of these students

come from families whose annual income is under $20,000 (as compared

with a quarter of the white students).

The average black college students can be classified as part-time

college students. The need to work and accumulate funds before enroll­

ing and the continuing need to supplement their income causes the aver­

age age of black college students to be somewhat higher than the average

white students; therefore, it will take longer for some blacks to

obtain a degree. As a consequence, part-time enrollment is quite common

for black students, and it is significant that financial aid is generally

not available to part-time students.

8ibid. g Langley A. Spurlock, "Black Student Problem Has Shifted From Recruitment to Retention." New York Times (December- 1973), 13.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Poinsett reports^-0 on "A Brain Drain at Negro Colleges," that

during 1967-68 the colleges of Arts and Sciences awarded only 0.78 per­

cent of its Ph.D's to blacks. Worse still, the percentage slipped from

a 1966-67 high of 0.83 to less than 0.73 in the period from 1968-69.

The number of blacks now in the nation's graduate schools will have to

be multiplied sevenfold and the annual output of new black Ph.D’s upped

25 times to produce a ratio of scholars equaling the black ratio in the

U.S. population, according to a Ford Foundation survey. Black colleges

and universities must recruit white educators to fill faculty gaps in

Negro colleges. At least 30 percent of a school faculty must hold doc­

torates to maintain its accreditation, according to the United Negro

College Fund which represents 36 private accredited institutions. But

there is only a 33 percent average of Ph.D's in the Fund's colleges;

and if white faculty members were removed, not one of the schools would

be able to retain its accreditation.

Nevertheless, money lures black scholars to white universities.

"Almost any serious black scholar with two or three years' teaching

experience can start at $27,000 in a white school." Dr. Harding

reports, "I don't know of any Negro school that can even end negotia- to tions there unless they had some sort of special grant.

Many educators have persistently reported on academic, faculty,

identification and location, status of black colleges and universities.

^ A . Poinsett, "Brain Drain at Negro Colleges." Ebony (October. 1970), 74-76.

^Stephen J. Wright, "Black Studies and Sound Scholarship." Phi Del fa Kappan (March 1970), pp. 358-365.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 12 12 Some of the studies are: Federal Agencies and Black Colleges; 13 14 Daedalus "The Future of the Black Colleges," Hunter "Black Colleges 15 16 and the Black Mood." Southern Education Report; Kirk "Posture of

Predominantly Negro College and University Health and Physical Educa­

tion Faculties." Journal of Health, Physical Education and Recreation;

LeMelle, Tilden, and LeMelle, Wilbert^ "The Black College: A Strategy 18 for Relevancy; Turner "The Black University: A Practical Approach," 19 and McWhorter "The Nature and Needs of the Black University." 20 21 Special Financial Needs of Traditionally Negro Colleges. Huyck

12 Federal Agencies and Black Colleges: Fiscal Year, 1970, Federal Inter-Agency Committee on Education, Washington, D.C.

^ Daedalus, "The Future of the Black Colleges." American Higher Education (Summer, 1971), 20-48. 14 Charlayne Hunter, "Black Colleges and the Black Mood." Southern Education Report (May 1969), 28-31.

^Southern Education Reporting Service, Statistical Summary, 1973, Nashville, Tennessee. 16 R. H. Kirk, "Posture of Predominantly Negro College and Univer­ sity Health and Physical Education Faculties." Journal of Health, Physical Education and Recreation (February 1967), 83-84.

^LeMelle, Tilden, and LeMelle, Wilbert. The Black College: A Strategy for Relevancy. New York: Praeger, 1969. 18 Darwin T. Turner, "The Black University: A Practical Approach." The Negro Digest (March 1968), 14-20. 19 Gerald A. McWhorter, "The Nature and Needs of the Black Univer­ sity." The Negro Digest (March 1968), 4-13. 20 Special Financial Needs of Traditionally Negro Colleges: A Task Force Report, Atlanta: Southern Regional Education Board, 1968. 21 E. E. Huyck, "Faculty in Predominantly White and Predominantly Negro Higher Institutions." Journal of Negro Education (Fall, 1966), 381-92.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. "Faculty in Predominantly White and Predominantly Negro Higher Institu- 22 tions." Journal of Negro Education and Wright Dilemma of the Negro

College: Transition and the Brain Drain."

Due to the selectivity of the various reports involved in the

above studies of black colleges and universities, it will be possible

to produce information for an increased study of Black College and

University presidents.

Factors considered to have had the greatest influence on the

decision of black students to enroll in predominantly black institu­

tions fall into 'four categories: (1) academic reasons, including

employment and finances; (2) faculty reasons, including scholar leader­

ship; (3) black identification reasons, including black programs,»and

(4) general location reasons, including the lack of funds (Bayer,

1973; Kilson, 1973; Davis, 1973; Franklin, 1973). 23 Henderson reports that of the potentially available blacks of

college age and those who finish secondary school, only a small per­

centage currently enroll in college. The Census Bureau reports that

the enrollment of Blacks for the fall of 1969 was almost half a

million— an increase of 100 percent in five years. Despite this in­

crease, the total was something less than 7 percent of the total

college enrollment of about 7 1/2 million students in 1969. However,

22 Stephen J. Wright, "Dilemma of the Negro College: Transition and the Brain Drain." Journal of Education (December- 1970), 48-58. 23 H. H. H. Henderson, "What is the Future of the Black American College?" Perspective: The Campus Review (December 30, 1970), 12.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 14

consider the recent record and you will see that this figure is on the

increase and by 1975 may reach the population ratio. »

In 1964, of the 234,000 blacks in college, 120,000 or 51 percent

enrolled in black colleges and the remainder in white colleges.

By 1968, the number of Black enrollees (434,000) had almost

doubled 85 percent and of this number (156,000) or 36 percent— an

increase of 36,000, but a drop of 15 percent of the new total— enrolled

in black colleges, and 278,000 64 percent an increase of 164,000, in

other colleges, for a 144 percent increase over the previous years.

Note, however, that despite the tremendous increase in numbers in

the White colleges— caused by sociological, legal, economic and finan­

cial factors— there was also a substantial increase in number in the

Black colleges. 24 Delaney reports black high school graduates seem to be choosing

predominantly white schools rather than black institutions. For exam­

ple, while freshmen enrollment has only inched forward at the predomi­

nantly Black North Carolina Central University (1,039 in 1971, 1,085

in 1972, and 1,097 in 1973); it has leaped by comparison at the pre­

dominantly white University of North Carolina (637 in 1971, 844 in

1972, and 975 in 1973).

24 Paul Delaney, "Future Dim for Black Colleges as Students and Funds Decline." New York Times (December 31, 1973), 16.

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Studies Concerned with the Factors Associated With Presidents of Black Colleges and Universities 25 Delaney reports that the new year offers black colleges little

hope that their mounting financial problem will soon be overcome.

The future of a few black schools look exceptionally bright.

Among them are Miles College in Birmingham; Shaw University in Raleigh,

and Texas Southern University, in Houston.

Ten years ago, Miles was on the verge of extinction but was saved

by a dynamic leader, Dr. Lucius H. Pitts, its former president, and

Dr. John U. Munro, the former Harvard University Dean who joined the

school. The school's current president, Dr. W. Clyde Williams, said

that the two men h_ve been responsible for turning the school around.

Texas Southern was designated the Urban University of Texas. Dr.

Lawrence Sawyer, president of the school, said that attaining that

designation was part of the strategy of making Texas Southern Univer­

sity an integral part of the University system.

95 Coombs reports” that Jackson State College Student body has in­

creased from 1,308 in 1960 to over 5,000 in 1973. Overseeing this

boom is John A. Peoples Jr., the sixth president of the College and

the first alumnus to be named to that position.

When Peoples took over the College in 1967, the institution had

been run by the same man for 27 years. Some atrophy had set in, and

Orde Coombs, "The Necessity of Excellent Jackson State College." Change (October 1973), 52-55.

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archaic rules were still enforced. Peoples set up a development office

to raise funds from private sources for student loans and expansion.

He set up an office of Alumni Affairs and hopes that by the school’s

centennial in 1977 the Alumni will have contributed $1 million. 27 Long reports an extraordinary change in duties of the college

president, not only for him at Talladega College, Talladega, Alabama,

but at other institutions throughout America. Although his responsi­

bilities to academic soundness remain primary, they occupy a steadily

smaller part of his time. The president must weigh and make scores

of executive decisions involving finance, fund-raising, construction,

recruitment of faculty, student welfare, study and research facilities,

public relations, and even the question of parking for the growing

number of automobiles on campus. 28 In his study of the Dilemma of the Negro College Wright said:

"White schools not only can afford to buy our brightest students with scholarships, but they can alsonow buy the best athletes with athletic scholarships, and that is doubly bad for the survival of Black Schools."

To briefly summarize, black college presidents have been successful

administrators in spite of all their obstacles. They have little hope

of solving their institutions financial problems within the next ten

years. Yet, presidents of black institutions maintain that their

institution can and should maintain a respected position in higher

27 Herman H. Long, "Past Progress ... Present Commitment ... Future Service." Education Record, Talladega College Report (1973), 3. 28 Stephen J. Wright, "Dilemma of the Negro College: Transition and The Brain Drain." Journal of Education (December 1970), 48-58.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 17

education. Through the dynamic leadership of presidents like Dr.

Luicuis H. Pitts, former president of Miles College; Dr. Lawrence

Sawyer, president of Texas Southern University; and Dr. Peoples, presi­

dent of Jackson State University; black institutions will continue to

improve both their academic standard and community relations.

In Chapter III, the background methods and procedures, used for

interpreting data reported by black college and university presidents,

will be presented.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. CHAPTER III

BACKGROUND: METHODS AND PROCEDURES

The purpose of this study was to evaluate the Administrative

Activities, duties, and responsibilities of eighty black presidents

during the month of January, 1974 (in the South, Southwest, and South­

east parts of the United States of America), of predominantly black

colleges and universities. The second purpose of the investigation

was to determine and evaluate the administrative background of black

college and university presidents. The review of the literature in

Chapter II indicated that a quantity of administrative research has

been accomplished. However, this body of knowledge did not attempt

to answer in definitive terms the question, "What are the administra­

tive skills and backgrounds of black college presidents?" This study

constituted an attempt to take a first step to answer this question

by an analysis of administrative skills and knowledge of black col­

lege and university presidents.

This chapter includes a description of the sample population and

the procedures which were used in carrying out the research. The

first section presents the population of this study which includes

eighty black colleges and universities accredited by the Southern,

Middle and North Central Accreditation in 1973. Historical informa­

tion obtained from the questionnaire was utilized to insure that both

private and public institutions selected were chosen from forty small

and forty medium-sized institutions. 18

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. The small enrollment classification ranged from 500 students at

Meharry Medical College to 1,807 at Fort Valley State College. The

medium-size classification described institutional enrollment which

ranged from 2,200 at Delaware State College to 5,000 at Tennesses

State University. The largest institution studied was Howard Univer­

sity of Washington, D.C. with an enrollment of 10,000 students.

Questionnaire

The questionnaire for this study was developed with a consultant

of the American Association of Higher Education, Department of Educa­

tion Testing Service and tested through a sample of thirty black

college presidents. Minor changes were made after the sample was com

pleted, with the thirty presidents participating in the final study.

The completed questionnaire consisted of thirteen questions

regarding institutions (Appendix C, p. 78). The formulation of admin

istrative information can be related to the data of administrations

of higher education characteristics which were collected in the sur­

vey study from eighty predominantly black college and university

presidents. Each college president returned his questionnaire after

one or two follow-up letters, or when the researcher made a personal

visit to his institution. A copy of the letter sent to black presi­

dents about their biographical sketchs may be found in Appendix B,

p. 76).

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 20

Source of Data

In addition to the questionnaire, data were obtained from Western

Michigan University Library and a review of educational literature

about black college presidents found at Michigan State University.

Table 11 and 12, pages 78 and 84 respectively, list the name of

each college and university, the name of the institution's president,

the type of control, the number of students enrolled in graduate pro­

grams, and the degree offered (Appendix C, p. 84).

The review of the literature shows that: (1) most research of

institutional information has been limited to predominantly white

college and university presidents; (2) most of the educational research

about educational advantages or disadvantages of black college and uni­

versity presidents was conducted during the late 1950's and early

1960's; (3) nearly all studies were made with the intent of comparing

black colleges with non-black colleges.

The direct approach to solving the problem of integration of in­

stitutions has created a change in the student body at both black and

white colleges. The change is shown in Table 3, pages 2 2-24 which

explains the racial and ethnic enrollment data from the Institution

of Higher Education, Fall, 1970.

Table 2, page 25 illustrates the changes in ethnic and racial

enrollment of predominantly black colleges that are members of the

National Association of State Universities and Land-Grant Colleges

and the number of white students in office for The Advancement of

Public Negro Institutions. Table 2 shows there has been an increase

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 21

in the number of white students at Alabama A & M University from 50

in Table 3, 1970, to 766 enrolled in February, 1974; at Kentucky State

College, white student enrollment increased from 189 in Table 1, 1970

to 825 in February, 1974.

This table indicates some success on the part of the United States

Department of Health, Education, and Welfare, through its Office of

Civil Rights, in integrating black institutions. f

Black students make up the majority of the student body at black

colleges and universities except for West Virginia State College,

Bowie State College, and Lincoln University (Missouri): where enroll­

ment of white students has outnumbered the black students since

February, 1974 (enactment of the Civil Rights Act).

Most students coming from low-income families have demonstrated

a high degree of motivation, as well as latent talent. On a head

count of students, approximately 10 percent of the students were white. 29 President Peoples of Jackson State University feels that the

caliber of the student body is increasing because the college is

always on the lookout for bright students and offers excellent

scholarships.

President Herman H. Long^° of Talladega College states:

"Perhaps the most visible of our growtn in the past ten years has been our enrollment which has

29 Orde Coombs, "The Necessity of Excellent Jackson State College." Change (October 1973), 37.

^Herman H. Long, "Past Progress..-Present Commitment...Future Service." Talladega College Report (1973), 3.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 1 1 % 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 533 584 227 531 384 957 100.0 # 995 667 Total 3,013 1,930 100.0 2,290 2,451 1,339 1,844 1,033 1,103 1,069 1,500 1,329 1,037 100.0 2,175 1,349 2,218 .4 .5 .8 .1 .3 .3 .9 .9 .1 .2 3.1 1.9 2.6 7.2 2.9 1.6 756 1.2 % 34.8 17.1 2 2 2 4 6 Other 58 50 21 1.6 12 12 30 20 # 108 466 699 10.7 6,554 % 99.2 98.1 99.7 99.8 99.1 99.9 1 100.0 1 527 531 99.6 # 227 100.0 537 873 65.2 983 98.8 661 99.1 956 Total Minority 2,375 96.9 76 2,955 2,287 99.9 3 1,392 92.8 1,308 98.4 2,174 1,067 5,854 89.3 1,007 97.1 1,349 100.0 % .1 1 .1 # 5 .2 2,198 10 .8 Spanish Surname .1 % 1.8 3 .2 2 1 # 9 .4 TABLE TABLE 1 % 99.6 99.3 99.8 99.2 92.5 99.7 65.0 3 .2 98.3 5 .5 99.0 98.5 82.8 1 .1 914 82.9 189 97.0 98.1 2 .2 744 98.4 100.0 100.0 384 100.0 100.0 Negro Oriental 227 527 531 537 # 870 978 956913 99.9 1,330 97.4 1,880 97.4 2,286 1,337 1,834 99.5 1,834 99.5 10 2,174 100.0 1,349 1,006 % Indian #

Racial Racial and Ethnic Enrollment Predominantly Data Colleges at Black Universities and « Institution American Philander Philander College Smith Selma UniversitySelma Tuskegge Institute Mech. Agrl. Normal Col. 2,955 384 2,375 98.1 96.9 Delaware College Delaware State Memorial CollegeFlorida 742 Savannah State CollegeState Savannah 2,184 Talladega College Talladega Stillman Stillman College Alabama Alabama A&M College Daniel College Payne DC DC College Teachers Howard UniversityBethune-Cookman College 5,818 88.8 23 .4 13 .2 Albany College State Clark Clark College Valley Fort College State 1,030 99.7 1,030 99.7 3 Paine CollegePaine 660 Spelman College Spelman Kentucky College State Alabama University State Miles College 1,067 Washington Washington Tech Inst. 1,274 95.9 24 Morehouse College Morris Morris Brown College

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. to u> 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 583 521 949 100.0 572 660 Total 354 716 3,821 3,674 1,321 100.0 1,448 6,125 4,365 1,033 1,320 1,109 2,365 2,025 1,066 1,113 1,155 2,863 1,053 .1 2,474 100.0 .7 .8 .3 .2 .4 .1 .2 3.6 3.6 1.0 3.3 2.3 730 1.3 1.3 4.8 2.6 1 Other 29 # # % # % 17 20 1.5 75 53 1049 52.2 2,001 100.0 99.2 99.7 2 99.8 99.3 7 .7 97.7 99.096.798.5 6 34 91.6 19995.2 8.4 99.8 2 99.6 14 96.598.7 39 15 3.5 85.2 300 14.8 98.7 9 97.4 99.9 1 100.0 100.0 1 2,005 100.0 566 # # % 942 713 999 Total 707 Minority 3,684 96.4 137 3,645 1,488 2,472 99.9 2 4,363 100.0 2 2,166 1,725 1,057

12 12 .9 1,274 96.4 47 Surname 2 6,082 99.3 43 # # % # 1 % 99.9 99.3 99.8 520 45.2 2.5 50 962 47.8 97.4 2 .3 99.0 96.7 98.5 1,300 99.598.7 1 3,340 1,140 98.8 1,064 100.0 . 99.3 . Negro Oriental Spanish 531 99.7 581 520 566 # # % 557 99.5 657 99.5 3 .5 711 999 707 98.7 3,674 96.2 10 .3 3,644 99.2 1,448 100.0 2,472 2,004 100.0 2,004 4,363 1,300 3,338 1,140 2,166 91.6 1,064 2,7881,057 97.4 99.9 1,725 85.2 2,788 .1 .1 1,261 85.5 .1 .1 909 Indian # # % American Institution Southern U Agrl. Agrl. Mech.Southern U 6,080 Southern U A&MNewSouthern Orleans A&M Southern U Shreveport TABLE 1— Continued Bennett College Bennett Barber Scotia College Barber Scotia Xavier University of La.Morgan College State 1 Dillard University 942 Grambling Grambling College Alcorn Agr. Mech. College Jackson College State Rust College Rust Lincoln University 3 Tougaloo Tougaloo College Mississippi Valley St. Mississippi Elizabeth City U. State Fayetteville U. St. N.C. N.C. Agrl. Tech. U. St. 1 Cheyney College State Johnson C. Johnson C. U. Smith Livingston College N.C. N.C. Central U Augustine's St. College Langston University 1,056 95.2 1,056 Shaw UniversityWinston-Salem U. State Central U. State 1,074 96.5 1,074

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

& t o % 100.0 100.0 100.0 100.0 100.0 39 100.0 767 100.0 636 100.0 502 100.0 248 100.0 454 100.0 # 612 100.0 Total 1,398 1,710 1,518 100.0 2,178 3,785 100.0 4,119 100.0 .1 .4 .3 .2 624 .8 .3 .8 3,610 100.0 .3 % 1.8 1.3 698 1.0 1.4 2.4 4.4 2,189 100.0 12.8 ! ! .4 1 7 2 < 2 5 .4 1,186 100.0 9 6 Other 30 # % 98.6 99.9 99.6 99.8 1 98.2 27 99.6 95.6 96 99.6 97.6 100.0 765 631689 99.2452 98.7 5 502 # 623 242 946 100.0 946 100.0 Total Minority 1,703 1,491 3,582 99.2 28 2,148 1,394 99.7 4 1,181 4,077 99.0 42

% 10 .7 Surname # # % # Oriental Oriental Spanish 99.5 2 .3 98.899.6 2 .3 99.6 97.6 98.7 95.6 2,093 % 99.7 99.6 37.2 34 87.2 5 100.0 34 - 34 766 99.9 2426 . 97 502 9^6 100.0 1,703 1,481 3,568 98.8 14 .4 3,774 99.7 3,774 99.7 11 4,075 98.9 1 1 1,181 % % # 1 2,147 98.6 Indian # Institution of Higher Education, of Higher Institution Education, Fall, 1970. Washington, D.C.: Department of Health, Education, and Welfare, Welfare, and Office Civil of Rights, 1970. SOURCE: SOURCE: U.S. of Department Health, Education Welfare. and Racial Ethnic and Enrollment Data from Institution Institution American Negro South Carolina St. Carolina College South St. Bishop College Bishop Huston TillotsonHuston College 629 Paul CollegeQuinn Paul 452 TABLE TABLE 1— Continued Benedict College Benedict Claflin College Voorhees College 1,394 621 Jarvis Jarvis ChristianCollege 689 Hampton Hampton Institute 2,093 Fisk University Texas Texas Southern University Norfolk College State Wiley College Virginia College State Tennessee Tennessee State University Lane Lane College Lemoyne-Owen College 610 99.7 610 99.7 2 Morristown College Meharry Medical College

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. TABLE 2 White Student Enrollment at Predominantly Black Colleges and Universities*

White Total Percent Student Student of Institution Enrollment Enrollment White

Alabama ASM University 766 2,326 32.9 Alabama State University 47 3,168 1.4 Albany State College (Georgia) 57 1,945 2.9 Alcorn ASM College (Mississippi) 3 2,600 .1 Arkansas, University of, at Pine Bluff 123 Bowie State College (Maryland) 1,174 Central State University (Ohio) 184 2,684 6.8 Cheyney State College (Pennsylvania) 348 • 2,250 15.4 Coppin State College (Maryland) 318 Delaware Stage College 1,825 Elizabeth City State University (N. Carolina) 65 975 6.6 Fayetteville State University (N. Carolina) 59 1,157 5.0 Florida ASM University 4,460 Fort Valley State College (Georgia) 34 1,807 1.8 Grambling College (Louisiana) 34 4,154 .8 Jackson State College (Mississippi) 4,365 Kentucky State University 825 1,609 51.2 Langston University (Oklahoma) 40 1,308 3.0 Lincoln University (Missouri) 1,171 2,300 50.9 Lincoln University (Pennsylvania) 1,000 Mississippi Valley State College 3 2,530 .1 Morgan State College (Maryland) 4,383 Norfolk State College (Virginia) 199 5,858 3.3 North Carolina AST State University North Carolina Central University 3,541 Prairie View ASM University (Texas) Savannah State College (Georgia) 1,702 South Carolina State College 265 2,148 12.3 Southern University (Louisiana) Baton Rouge 204 9,722 2.0 New Orleans 28 2,725 - 1.0 Shreveport Tennessee State University 624 5,000 12.4 Texas Southern University 75 4,445 1.6

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 26

TABLE 2— Continued

White Total Percent Student Student of Institution Enrollment Enrollment White

Virginia State College 15 2,948 .5 West Virginia State College 2,855 3,100 92.0 Winston-Salem State University (N. Carolina) 56 1,325 4.2

*As reported from the National Association of State Univer­ sities and Land-Grant Colleges, Office for Advancement of Public Negro Colleges, 805 Peachtree Street, Atlanta, Georgia 30038. February, 1974.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 27

increased by more than fifty percent. As you know, the national percentage of young black people attending college has grown steadily in this period; we at Talladega have gladly accepted the responsibility of opening our doors wide to qualified students.”

The strong leadership role of President Rembert E. Stokes of

Wilberforce University, Wilberforce, Ohio, has increased the enroll­

ment from 415 students in 1964 to 1,147 students in 1973. This has

occurred because of the University's Cooperative Education (work

study) Program which Dr. Stokes initiated.

At Saint Augustine's College, Raleigh, North Carolina, the admin­

istrators have encouraged, fostered and supported a vigorous recruit­

ment program that has steadily increased Saint Augustine's enrollment

over the past five years from 1,031 to 1,973 in spite of "tight

monies."

The Census Bureau reports that the enrollment of black students

during the fall of 1969 was almost half a million— an increase of

100 percent in five years. Despite this increase, the total was some­

thing less than 7 percent of the total college enrollment of about

seven and a half million students in 1969. However, the recent record

shows that this figure is increasing and may reach the population

ratio by 1975.^^

In 1964, the Bureau of the Census reported that there were 234,000

blacks in colleges. Of that number, 120,000 were enrolled in black

^United States Bureau of the Census. Current Population Reports. Series P. 20, No. 236. "Undergraduate Enrollment in Two-Year and Four- Year Colleges." (October 1971).

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 28

colleges. By 1968, the number of black enrollees has increased to

434,000, almost double the number of black students enrolled in col­

leges since 1964, with approximately 85 percent of the 434,000

enrolled in black institutions (an increase from 120,000 in 1964 to 32 368,900 students in 1968).

Black college and university presidents stated that they are re­

cruiting throughout the United States and foreign countries for out­

standing students and placing increasing opportunities for adults to

enter their colleges to pursue academic or vocational educational

goals. Offering adult students a choice to attend a non-degree program

or special program as a part-time student is one example.

Characteristics of Foreign Studies Programs

Several black colleges and universities have increased the enroll- 33 ment of the foreign studies program. President Robinson of Saint

Augustine College in stating his views about their enrollment of

students says "Saint Augustine has increased its foreign student enroll­

ment to the point that students come from fourteen foreign countries."

Florida A & M University has appointed a part-time foreign stu­

dents advisor and has incorporated a program of Internationl Studies

in the Political Science Department. The faculty members at Florida

A & M are also involved in two foreign projects in Kenya East Africa,

32 United States Department of Commerce, Bureau of the Census: U.S. Census of Population (1973). 33 Gordon W. Robinson, Saint Augustine's College Report (October 1973), 4.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 29

and Columbia, South Africa. Many of the college and university presi­

dents have lectured and studied in foreign countries.

To briefly summarize, Table 1 pages 22-24, illustrate the number

of non-blacks enrolled in black institutions of higher education.

Table 2 pages 25-26, illustrate the percentage of white students

enrolled in predominantly black colleges and universities have in­

creased to 13.98 percent.

Therefore, the strong leadership role of black presidents in

predominantly black institutions have maintained a vigorous recruit­

ment program that has steadily increased the enrollment of black and

white students.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. CHAPTER IV

CHARACTERISTICS OF FACULTY

Most studies involving the faculty members for predominantly

black colleges and universities since 1968, indicated recruitment

as being a major problem. Therefore, black institutions are required

to seek faculty members from all racial groups throughout the United

States.

Black colleges and universities have recruited white educators

to fill gaps in black institutions. At least 30 percent of a college'

faculty must hold doctorates in order that the institution maintain

its accreditation according to the United Negro College Fund which

represents thirty-six private accredited institutions. Because there

is only a 33 percent average of Ph.D's in the Fund's colleges, not

one of the schools would be able to retain its accreditation if white

faculty members were removed.

In the meantime,’ money lures black scholars to white universities

Almost any serious black scholar with two or three years of teaching

experience can start with $17,000 in a white school. Dr. Harding 34 reports, "I don't know of any Negro school that can even end nego­

tiations there unless they had some sort of special grant." Yet,

during the academic year of 1973-74, black scholars are beginning to

34 Stephen J. Wright, "Black Studies and Sound Scholarship," Phi Delta Kappan (March 1970), 358-365.

30

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seek positions in predominantly black institutions and black scholars

are looking for an academic challenge. 35 Dr. Herman Totten studied black college and university librar­

ians and found that of the ninety-six librarians in black colleges,

eighty-two held faculty rank and taught fifty-seven courses in ten

academic departments. He also reported that 70 percent of the librar­

ians who were engaged in teaching held the rank of department head or

some higher administrative post. Of the 30 percent remaining, i.e.,

those representing the true librarians, 38 percent were subject

bibliographers. With the greater proportion of teachers-librarians

coming from the upper administrative level, it was not an unexpected

finding that 48 percent of the total population of the teaching staff

should hold academic titles of Professor or Associate Professor. The

remaining 52 percent were almost equally assigned to Assistant Profes­

sor or the Lecturer/Instructor rank.

Racial and Ethnic Make Up 36 President A. P. Torrence said that Tennessee State University's

faculty have increased in the 70's to a total of above three hundred

members. Twenty-three percent of the faculty are white, and 5.33 per­

cent are foreign. The president stated the percentage of white

faculty could increase to 40 percent depending on the ruling of a

3^Herman L. Totten, "A Survey of the Academic Status of Black College and University Librarians." Journal of Negro Education (Fall, 1971), 342-346.

■^Earl Harper, "Research Study of Black College and University Presidents." Education Administration Report (September 1973), 5.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 32

federal District Judge to allow the University of Tennessee to con­

tinue to offer graduate courses in Nashville, Tennessee. 37 The Carnegie Commission on Higher Education, Competition and

Cooperation recommends that:

"the colleges founded for black Americans... continue their historic practice of refusing to allow color or race to be a test of eligibility for teaching positions on their campuses and to continue to recruit persons from all ethnic groups for their faculties. The con­ tinued recruitment of black faculty for predominantly white institutions should be done hand-in-hand with continued employment of non-black professors at black institutions. Such policies are not only necessary in order to maintain adequate staff complements; they also diversify educational experience available on the campuses."

Table 3 shows the number of white faculty members that are teach-

ing in black institutions for 1974, indicating an average increase

of 29.6 percent of white faculty members in black colleges and uni­

versities that hold membership in the National Association of State

Universities and Land-Grant Colleges. 38 The Carnegie Commission of Higher Education recommends that:

"until qualified scholars and teachers become more plentiful, with changes of visiting professors, joint appointment, and other arrangements which enable talented people to serve more than one institution be attempted or a means of expanding the pool of teaching talent available to colleges founded for Negroes."

37 Carnegie Commission on Higher Education, From Isolation to the Mainstream; Problems of the Colleges Founded for Negroes." (February 1971), 3.

3 8ibid. -v.

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TABLE 3 Racial Distribution of Faculty at Predominantly Black Colleges & Universities*

Percent Institution Total White of White

Alabama A & M University 230 41 17.8 Alabama State University 165 34 20.6 Albany State College (Georgia) 119 19 15.9 Alcorn A & M College (Mississippi) 127 32 25.1 Arkansas, University of, at Pine Bluff 148 14 9.4 Bowie State College (Maryland) 188 47 25.0 Central State University (Ohio) 136 37 27.2 Cheyney State College (Pennsylvania) 169 75 44.4 Coppin State College (Maryland) 151 55 36.4 Delaware State College 107 38 35.5 Elizabeth City State University (N. C.) 106 16 15.0 Fayetteville State University (N. C.) 137 56 40.9 Florida A & M University 250 88 35.2 Fort Valley State College (Georgia) 155 31 20.0 Grambling College (Louisiana) 148 34 22.9 Jackson State College (Mississippi) 333 66 19.8 Kentucky State University 140 55 39.2 Langston University (Oklahoma) 76 18 23.6 Lincoln University (Missouri) - 66 - Lincoln University (Pennsylvania) - -- Mississippi Valley State College 136 11 8.0 Morgan State College (Maryland) 342 68 19.8 Norfolk State College (Virginia) - --

North Carolina A & T University - - - North Carolina Central University 320 81 25.3 Prairie View A & M University (Texas) - - -

Savannah State College (Georgia) - -- South Carolina State College 174 33 18.9 Southern University (Louisiana) Baton Rouge 411 - - New Orleans 60 24 40.0 Shreveport 42 3 7.8 Tennessee State University 210 69 32.8 Texas Southern University 328 40 12.1 Virginia State College 240 60 25.0 West Virginia State College 100 98 98.0 Winston-Salem State University (N. C.) 85 98.0 (-Figures not provided by the Institution)

*As reported from the National Association of State Univer­ sities and Land-Grant Colleges, Office for Advancement of Public Negro Colleges, 805 Peachtree, Atlanta, Georgia 30038. February 1974.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 34

Percent of Faculty With Earned Doctoral Degrees 39 The Carnegie Commission report, From the Isolation to the Main­

stream; explains the problem of the colleges founded for Negroes as:

"The number of blacks now in the nation's graduate schools will have to be increased before black colleges and universities will be able to meet their higher edu­ cational needs. At the present rate at which graduate colleges are graduating black Ph.D.'s, it will be a num­ ber of years before the competition for black scholars will be reduced to a lower level."

Table 4 shows the number of earned doctoral degrees by members

of the faculty at the black colleges and universities included in the

research study. Although the total number of black institutions is

above the 30 percent required by the Accreditation Association, black

college presidents stated they would like more Ph.D.faculty members

at their black colleges. Table 6 also shows there were ten black

institutions in 1973 that did not meet the number of earned doctoral

degrees required by the Accreditation Associations yet these institu­

tions were approved and accepted as members of the Accreditation

Association.

Curriculum Trends

Dr. C. Eric Lincoln in a speech to the 30th annual conference in

Atlanta, Georgia, 1974 stated: "Now that white colleges have found

religion and opened their doors to blacks, we are asked if it is not

presumptuous, wasteful, and counterproductive to maintain black insti­

tutions." President Albert N. Whiting of North Carolina Central

39 loc. cit., pg. 64.

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TABLE 4 Percentage of Black Faculty With Earned Doctoral Degrees And Faculty to Student Ratio

Full-time Doctoral Faculty to Institution Faculty Degrees Student Ratio

Alabama A & M University 174 35% 1-18 Alabama State University 130 36% 1-25 Albany State College 120 32% 1-15 Alcorn A & M College 121 30% 1-21 Arkansas University at Pine Bluff - - - Atlanta University 117 69% 1-10 Barber-Scotia College 39 32% 1-13 Benedict College 64 28% 1-20 Bennett College 65 - 1-10 Bishop College 104 44% 1-15 Central State University 133 35% 1-25 Cheyney State College 203 30% 1-12 Claflin College 55 36% 1-15 Clark College 90 42% 1-16 Delaware State College 102 30% 1-18 Dillard University 104 37% 1-10 Elizabeth City State University 95 28% 1-13 Fayetteville State University 99 19% 1-16 Fisk University 188 44% 1-14 Florida A & M University 275 40% 1-15 Florida Memorial College 41 33% 1-20 Fort Valley State College 136 35% 1-15 Grambling College 214 34% 1-20 Hampton Institute 181 28% 1-14 Howard University 831 32% - Huston-Tillotson College 45 36% 1-15 Jackson State University 311 29% 1-16 Jarvis Christian College 39 30% 1-12 Johnson C. Smith University 63 31% 1-17 Kentucky State University 109 40% 1-15 Lane College 52 35% 1-16 Le Moyne-Owen College 56 36% 1-17 Langston University 40 47% 1-23 Lincoln University (Jefferson City, Missouri) 130 40% 1-20 Lincoln University (Lincoln University, Pa.) 85 34% 1-12 Livingston College 60 35% 1-14 (-Figures not provided by the Institution)

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission 36

TABLE 4— Continued

Full.-time Doctoral Faculty to Institution Faculty Degrees Student Ratio

Meharry Medical College 198 32% 57% (MD,DD) - 4 Miles College 72 30% - 16 Mississippi Valley State College 123 30% - 22 Morehouse College 85 60% - 14 Morgan State College 315 33% - 16 Morris Brown College 99 20% - 14 North Carolina A&T State University 265 37% - 16 North Carolina Central University -- - Paine College 70 34% - 10 Philander-Smith College 34 12% - 17 Prairie View A&M College 216 41% - 20 Paul Quinn College 33 36% - 13 Rust College 43 49% - 17 Saint Augustine's College 62 40% - 19 Saint Paul's College 34 30% - 15 Savannah State College 132 54% - 21 Shaw University 74 39% - 15 South Carolina State College 162 37% - 18 Southern University (Baton Rouge) 396 37% - 26 Southern University (New Orleans) 100 42% - 27 Southern University (Shreveport) 60 11% - 14 Spelman College 96 46% - 13 Stillman College 46 50% - 14 Talladega College 60 41% - 10 Tennessee State University 300 33% - 16 •Texas Southern University 231 36% - 20 Tougaloo College 59 36% - 11 Tuskegee Institute 246 35% - 14 Virginia State College 226 31% - 15 Virginia Union 70 33% - 15 Voorhees College 49 28% - 15 West Virginia State College 153 39% - 19 Wilberforce University 45 38% - 1<9 Wiley College 44 27% - 13 Winston-Salem State University 112 30% - 15 Xavier University 110 30% - 13 Bethune-Cookman College 64 45% - 18 Norfolk State College 307 32% - 19

SOURCE: Adopted from The Moton Guide to American Colleges With a Black Heritage, 1973.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 37

University said at the conference that: "Good students are being

lured away by fancy scholarships and fellowships, with the result

that almost 65 percent of black college students enroll in predomi­

nantly white institutions." He added, "50 percent of the black

students are in white institutions." 40 Mr. Blake said:

"There appear to be enough black students to go around however, while more blacks are indeed attending white colleges, the pool of blacks has expanded, notices of death of black colleges are greatly exaggerated... Total enrollment in black colleges and universities of higher education increased from 139,444 in 1966 to 183,418 in 1973. The number of baccalaureate degrees granted rose from 15,728 in 1966 to 25,094 in 1973. The 31.5 percent increase in the enrollment in the predominantly four-year colleges is comparable to the 33.3 percent nationwide increase in all four-year colleges."

The pressure applied by the Department of Health, Education and

Welfare in ten states with traditionally black public colleges and

universities eliminated the past racial discrimination, according to

the study by Wright, and eliminated the duel system of higher educa-

tion. The federal pressure in those states is helping to improve

the total educational system for black colleges as well as non-black

institutions. This point was also reported in the preliminary find­

ings of the study conducted by the Institute for Service to Education

which indicated that in black colleges the percentage of degrees

awarded in business-related fields has tripled— from 5 percent in

40 Albert N. Whiting, "Thirty Annual Conference Report." (Atlanta, Georgia, 1974), 2.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 38

1966 to 15 percent in 1973 (from 770 to almost 3,800). The percentage

of degrees awarded in the biological and physical sciences has de­

clined and only a small number of graduates in black colleges earned ^ ^ . . 41 degrees m the humanities.

This trend can be followed throughout black institutions in the

United States with the increased enrollment of disadvantaged students

in predominantly black colleges and universities. Most disadvantaged

students are looking for some step or procedure to eliminate their

economic pressure at the earliest possible date. A large percentage

of black students are aware of the system and understand that change

will come when they are educated in the academic areas that control

and influence black institutions.

One of the classic studies of needs was conducted by A. J. Jaffe,

Walter Adams, and Sandra G. Myers who attempted to identify factors

which influenced the continuing growth of predominantly black colleges

and universities throughout the 1950's and 1960's.

Factors considered to have had the greatest influence in the

decision of black students to enroll in predominantly black institu­

tions fall into four categories: a) academic reasons, including

employment and finances; b) faculty reasons, including scholar leader­

ship; c) black identification reasons, including black programs and; 42 d) general location reasons, including the lack of funds.

41 Institute for Service to Education, "Study on Business-Related Fields." (Washington, D.C., 1974). 42 A. J. Jaffe; Walter Adams, Sandra G. Meyers, Negro Higher Educa­ tion in the 1960's . (New York: Praeger, 1968), 123-125.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 39

A survey of selected presidents of black college and universities

indicates that black institutions are making great improvements in the

area of academic affairs with the designation of departments and the

functional units of their institution. This allows departments and

schools to satisfy the students' needs which have implemented the

growth of their institutions.

At Langston University, during 1973, all academic programs have

been assessed in a process of academic planning. The results were

revealed by the Langston University Self-Study Task Force for the

Seventies, which will help determine the number of academic programs

that should be curtailed. This planning has also helped identify the

number of new programs that should be developed, giving Langston a

more diversified curriculum and increasing its attractiveness to

students.

Some of the new programs that are in the process of being devel­

oped at Langston University are: the combining of liberal arts and

professional programs to attract students interested in health science

and health education; business and economics, architecture, engineer­

ing and public administration. 43 President King V. Cheek of Morgan State College in Baltimore,

Maryland, described the institutional outlook during the sixties and

early seventies:

43 Walter Fisher, "Ideals for Black Studies,” The Morgan State College Press (1971).

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"During the sixties, the demand for black studies programs in American colleges and universities received many varied responses. Higher education— faculties, students and administrators— recognized the black experience and black con­ tributors could no longer be ignored and neglected in college curricula and programs.

In many instances, programs were hastily and precipitously conceived and implemented. The expertise and resources to develop sound programs were simply scarce and scattered and, therefore, insufficient to meet the demand.

Very little, if any, debate is now conducted on the legitimacy of African— Afro-American Studies Programs. This is not only a valid area of inquiry and study, but is a continuing and urgent need for the development of curric­ ulum models and concepts to provide guidance for those colleges which are seeking to avoid the development of shallow programs in this area."

Morgan State College pioneered a program in black studies long

before institutions of higher education developed study programs to

meet the need for African— Afro-American Studies. In recent years,

Morgan State College has received grants from Ford Foundation, the

National Endowment for the Humanities and the Danforth Foundation for

additional support of black studies programs.

The Morgan State College program as described by Professor 44 Fisher reflects a number of concepts of general interest:

"That course content relating to black life and history is a valid and necessary part of the curricula of insti­ tutions of higher education;

That the content of black courses should be organized with the view of preparing students for participation in a racially integrated society;

That course content need not and should not be superficial;

44 ibid., p g . 5.

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That black courses are appropriate in a number of disci­ plines, but that content can and should be incorporated into existing courses as well;

That the race of the faculty members teaching black courses is not significant;

That offerings in black studies overlap and are related to the urban thrust of the institutions;

That formal courses on Negro life and history have been offered at Morgan State College for the past half- century."

Professor Fisher also stated that Morgan State is preeminent in

the involvement of its faculty, students, and alumni in the research

study of black-related history and is probably among the very few in­

stitutions of higher education which are constantly active in

scholarly work in black history.

Characteristics of Presidents

The presidents of black colleges and universities stated in the

questionnaire that their success as college administrators can be

attributed to: 1) having the ability to listen, 2) analyzing situ-

tions before making decisions, 3) having the strength and "good luck"

to generate enough inspiration to provide the finances to operate as

visable institutions, 4) possessing abilities to make a real effort

to work harmoniously and fairly with others.

President Benjamin B. Perry, Jr. of Florida Agricultural and

Mechanical University believes his success is due to his sixty-two

months of army experience where regulations of duty, responsibility,

and adherence to channels of communication were necessary. Dr. Perry

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feels his successful Army experience helped him create a strong rela­

tionship among the faculty, students and administrators at the

institution.

Another example is discussed by President Walter Washington of

Alcorn Agricultural and Mechanical University. He stated that his

philosophy of being firm, fair, and friendly in the execution of

administrative duties and responsibilities, as well as including the

thinking of the entire college community (faculty, staff, adminis­

trators, students, and the surrounding community) before making

decisions has contributed to his success.

The cooperation and support of the faculty members and the under­

standing and tolerance of the student body help make the presidents

of black colleges and universities successful administrators accord­

ing to President Washington.

President Luna Miskoe of Delaware State College believes it is

very important that the faculty members are given the opportunity to

participate in the decision-making role of the institution and that

the president must exert a real and true effort to work harmoniously

and fairly with his staff, faculty, and students at Delaware State

College. It is his belief that the institution will be able to grow

both academically and in student enrollment through a participation-

type of administration.

President William E. Sims of Langston University believes that

the cooperation and support received from faculty and the understand­

ing and tolerance of the student body have promoted a sound understand­

ing of the institution's goals.

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President Luther H. Foster described a different point of view

about his successful venture as a college president at Tuskegee In­

stitute in Alabama. He stated that he has always had an interest in

higher education administration because his father was a college

administrator. Therefore, he has had a successful venture as a col­

lege president that few black college presidents have had the oppor­

tunity to experience. President Foster has broadened service programs

for disadvantaged students and strengthened the school's financial

base. This all began during his early years when he was recruited

to become top executive at Tuskegee Institute in Alabama.

Most of the black college presidents answered the question about

their experience with positive statements and presented their view

and past experience with their biographical sketch. Table 5, page 44,

shows the characteristics of black presidents and the types and number

of degrees held by the college and university presidents.

These presidents have received honorary degrees and awards from

colleges throughout the United States of America, Europe and South

America and from some of the highest academic institutions in the

world.

Table 6, page 45, describes the number and types of honors awarded

to college and university presidents during their academic and adminis­

trative years. The asterisk in Table 7 represents the appointment of

Dr. Herman Russell Branson, President of Lincoln University, Lincoln

University, Pennsylvania as a special consultant to the President of

the United States on Black College Educational Programs. Dr. Branson

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. .b 4 85 Total 32 57 10 Ed.A Ph.D 2 12 1 TABLE 5 4 Ed.S J.D. M.D. Ed.D M. A. M. or M.S. 90 90 B.A. B.A. ' 85 or B.S. Number of of Number Degrees by Held Presidents of 80 Colleges Black Universities and Baccalaureate Degree Specialist Doctorate Post Doctorate Total 2 2 299 Masters

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 45

described that it is necessary to let the President of the United

States understand the philosophy of black colleges and to make him

constantly aware of black institutions' present and future needs.

TABLE 6 Honorary Degrees Awarded To Black College and University Presidents

Number Degree Awarded

DOCTOR OF LAW 3 DOCTOR OF HUMANITIES 3 DOCTOR OF HUMANE LETTERS 5 DOCTEUR HONORIS CAUSA 1 DOCTOR OF EDUCATION 3 L . L. D. 3 D.D. 4

Total 22

Table 7 shows that the black college and university presidents

have received a total of 232 honors and awards. The experience that

black administrators encountered before they became presidents which

enabled them to be promoted is listed in Table 8, page 47. The

administrative experience of black college presidents before they were

promoted to president of their present institution ranges from the

position of president of other colleges to the position of church

administrators.

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TABLE 7 Number and Kinds of Honors Awarded to Black College and University Presidents During Their Academic and Administrative Years

Honors Awarded Number Awarded

Danforth Fellowship 10

University Fellowship 70

Research Fellowship 30

U.S. Fulbright Fellowship 10

Beta Kappa Chi Scientific Honor Society 25

Delta Mu Delta Honor Society in Business Admini stration 2

Phi Alpha Theta International Honor Society 15

Phi Kappa Phi-Honor Society 10

Who's Who in America 20

Who’s Who in the South and Southwest Education 25

Special Consultants to the President of the United States on Black Education^ 5

Total 22

♦Represents the role of the special consultants to the President of the United States of America.

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TABLE 8 Administrative Experience of Black College and University Presidents Before Being Promoted to Their Present Position

Position Number

College President 3 Vice-President of College 5 Dean of College or Administration 12 Chairman of Department 20 College Research Unit 8 College Professor 15 College Assistant Professor 3 Church Administrator 5 Others* 16

*The title of "others" covers positions held in industry, government and health care.

Administrative Area of Employment

The academic or professional experiences which the black college

presidents believe had best prepared them for their duties and re­

sponsibilities include many in administrative areas. In Table 9,

page 48, shows the positions the presidents believed best prepared

them for their present appointments.

These include positions as superintendent of public schools,

president of junior colleges, and as college professors.

President King V. Cheek, Jr. indicated that his past experience

as a college president had helped prepare him for the position of

president of Morgan State College. That his academic experience

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TABLE 9 Academic or Professional Experiences That Best Prepared Black College and University Presidents for Their Duties and Responsibilities

Position Number

Superintendent of Public Schools 4 Assistant Superintendent of Public Schools 3 Superintendent of the South District of Philadelphia Conference for Methodist Churches or Ministry 1 College President 3 President of Junior College 4 Vice-President of College 9 Dean of Administration (College) 2 Acting President 3 Academic Dean (College) 10 Executive Dean 7 Chairman of Academic Division 13 Chairman of Division of Natural Science 3 College Professor 10 High School Principal 5 Supervisor of High Schools 3 Others*

*The title of "others" covers positions held in industry, government and health care.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 49

allowed him the opportunity to use a managerial approach to problems

of higher education. In statements to the First Congress of Blacks

in Higher Education at the University of Texas at Austin, April 5-7, 45 1972, President Cheek, Jr., asserted:

"Few colleges can be effective as they become preoccupied with their own governance. All colleges must recognize that governance and administration are concerned with advancing their educational missions, to the extent that this is accomplished, almost any model can be considered effective... In general the accomplishment of the above­ stated goal can be promoted only if the principles of sound executive management are known, understood, and followed..."

Black college and university presidents are constantly checking

their past experiences, according to this research study, so they

will be in a better position to help their staff to improve their

skill, thus allowing the staff an opportunity for promotions to col­

lege president.

Table 10, pag£ 50 shows the position the black college presidents

held before being promoted to president of a black institution.

To briefly summarize, about 50 percent of black college faculty

members hold doctorate degrees, and a faculty to student ratio of 17

students to each faculty member.

The racial distribution of faculty at predominantly black col­

leges and universities average 37.5 percent non-black faculty members,

while West Virginia State College and Winston-Salem State University

(N. C.) average 98.0 percent non-black faculty.

45 Roosevelt Johnson, "Black Scholars on Higher Education in the 70's." ECCA Publications, Inc., Columbus, Ohio (1974), 353.

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V TABLE 10 Previous Positions Held by Black College and University Presidents Before They Were Promoted to President of Their College or University

Position Number

Superintendent of Public Schools 1 Assistant Superintendent 3 Dean of Administration 10 College President 2 Acting President 6 Vice-President 5 Chairman of Academic Division 10 Methodist Ministry 3 College Professor 20 President of Junior College 2 Others* 18

*The title of "others" covers positions held in industry, government and health care.

The success of presidents of black institutions can be attributed

to: (1) their ability to listen, (2) analyze the situation before

making decisions, and (3) the ability to get financial help for their

institutions.

Finally, black college and university presidents have received

ninety-four masters, four specialist and fifty-seven doctorate degrees,

and only four held a presidency position with only a master's degree.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. CHAPTER V

FUTURE PROBLEMS AS PERCEIVED BY EIGHTY PRESIDENTS

The methods and procedures described in Chapter III were used

to transmit information presented by black college and university

presidents. This chapter will discuss the future problems of black

college presidents as they perceive their problems.

The future problems for presidents of black colleges and univer­

sities will increase with the move toward total integration of their

institutions of higher education because of the need to improve edu­

cational facilities. The former president of Texas Southern Univer- 46 sity, Samuel Nabrite, pointed out that:

"Only one percent of students at Texas Southern are white but that elsewhere in the country the proportions of white students in predominantly black institutions have become significant: 70 percent in West Virginia State College; 40 percent in Lincoln University (Missouri); 20-35 percent in Lincoln University (Pennsylvania) and Central State College (Ohio); and 12 percent in Kentucky State College."

In giving his prospectus of future growth at his institution,

President Peoples of Jackson State University in Jackson, Mississippi, 47 stated: "People want to have 10,000 students there within the next

ten years and think this will occur when the school really becomes

integrated."

46 E. E. Huyck, "Faculty in Predominantly White and Predominantly Negro Higher Institutions." The Journal of Negro Education (Fall, 1966), 390. 47 Orde Coombs, "The Necessity of Excellent Jackson State College. Change (October 1973), 36. 51

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 52 48 Meanwhile, Dr. Earl J. McGrath stated:

"Most of the faculty of the predominantly Negro institu­ tions are desegrated to some degree, and at some insti­ tutions non-negro faculty members constitute up to 40 to 50 percent of the total.”

Some exceptions can be found in Alabama, Louisiana, Mississippi,

and Georgia where the percentage of non-blacks has increased at a

slower rate. According to Table 3, page 33, Racial Distribution of

Faculty Members, the most immediate problems for black college presi­

dents will be their abilities to function as administrators of

integrated institutions. Black presidents will face the new competi­

tion of non-blacks who are seeking positions as administrators of

black institutions of higher education.

Several problems concerning the value of black colleges and uni­

versities should play in state and federal politics and in the total

community. For example, Saint Augustine's College provides faculty

for various community programs. The community participated in cul­

tural and lyceum affairs of the institution. The faculty and staff

are actively participating in civic and religious affairs of the

community. One of its faculty members was recently selected to serve

on the city council of Raleigh, North Carolina. Though the college

is not a political organization, it believes the leadership and edu­

cation it is providing played a role in the recent election of

Raleigh's first black mayor.

48 E. E. Huyck, "Faculty in Predominantly White and Predominantly Negro Higher Institutions." Journal of Negro Education (Fall, 1966), 381-92.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 53

President A. P. Torrence of Tennessee State University feels that

over the next five years black college presidents must provide the key

leadership on, as well as off, the college campuses to: (1) secure

more adequate fundings to reduce total cost to students, (2) make edu­

cational opportunities available at the lowest possible level, (3) in­

crease the salary of faculty members, (4) meet competition for

recruiting students, (5) increase or build additional facilities, (6)

build additional strength into their programs through research and

public service. At Tennessee State, growth in enrollment is making

the need for more adequate funding evident.

President A. P. Torrence stated that at Tennessee State Univer­

sity, the number of students enrolled in the graduate programs has

increased in the 1970's, and the student enrollment in undergraduate

programs for the fall of 1974 increased 9 percent over the fall of

1973.

President William Asbury McMillan of Rust College, Holly Springs,

Mississippi states that black college presidents will face the very

same problems as some white college presidents, but to a larger degree

and number. He sees the problems as: 1) finding an increasingly

larger percentage of student aid for economically disadvantaged poor

students (as the student without economic resources will attend in

larger numbers rather than the white student with economic resources);

2) finding resources to make up the difference between lower tuition

charges due to economic level of students and higher expenditure level

required for quality programs and accreditation; 3) programming for a

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climate that will enhance the development of the types of students

enrolled rather than mimicking other institutions and their indiffer­

ence toward moral and social development; 4) developing guidelines

and a climate for developing a sense of responsibility and a desire

for privileges by a people whose culture and race have denied them

these privileges and thus a sense of responsibility as first-class

citizens in the United States of America.

The degree to which presidents of colleges and universities will

succeed, whether they be black or white, will depend on the manner in

which they address themselves to a democratic, positive climate of

involvement of all parties where the leaders believe in "something"

that stands for "something" and care about "something," according to

President McMillan of Rust College. 49 President Allix Bledsoe James of Virginia Union University made

the following statement when he was invited to write a guest column

for the editorial page of The Richmond Times Dispatch, in 1972:

"The financial outlook for black colleges is mixed. The forty black accredited private colleges depend largely upon the United Negro College Funds, numerous churches, foundations, alumni, and friends for their support. The thirty-five black state-supported colleges primarily receive their funds from the basic source: state .legis­ lature, the private sector and the alumni.

Last year in a survey of thirty-seven black private col­ leges, Fortune Magazine, twenty-seven reported deficits. In comparison with white institutions, the deficits appear rather meager. A heavily endowed predominantly white New Jersey university faces a $5.5 million

49 Allix B. James, "The Black Colleges Purposes and Prospects." The Richmond Times Dispatch (April 30, 1972).

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 55

shortage, while the largest deficit incurred by a black school is $1 million. However, unlike white colleges, black institutions have limited financial resources." 51 President Allix B. James in the article, "The Black Colleges

Purposes and Prospects," stated that private black colleges face a

difficult future. We will see more of the black private colleges in

the near future change their academic standard from four-year col­

leges to junior college standards in higher education, with their main

role being that of feeder colleges to four-year institutions of higher

education and to professional colleges. 52 President James also stated his views about the needs of pre­

dominantly black private colleges and universities:

"Predominantly black colleges in the immediate future are most desirable for America. They promote an important sense of racial identity for young blacks. They are uniquely qualified to provide for the special academic needs of the inadequately educated high school graduate, and serve as an arena for those who are seeking libera­ tion in an enlightened, traditionally black environment."

The largest percent of black presidents believe that at no time

should the administrators of predominantly black colleges perpetuate

the continuance of predominantly black institutions. They further

believe the colleges should meet the needs of all citizens with im­

proved programs for adult members of the society. Yet, black colleges

and universities should continue as open institutions to serve Ameri­

cans and should not close because some whites believe that would best

ibid.

52ibid..

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serve their own interest or wish to eliminate the past history of

balck institutions.

Dr. C. E. Lincoln states that the future of a few black schools

looks exceptionally bright and includes among them Miles College in

Birmingham; Shaw University in Raleigh, North Carolina; and Texas

Southern University, in Houston.

Ten years ago Miles College was on the verge of extinction but

was saved by a dynamic leader, Dr. Lucius H. Pitts, its former presi­

dent, and Dr. John U. Munro, the former Harvard University Dean who

joined the school. The school's current president, Dr. W. Clyde

Williams, said that the two men have been responsible for turning the

school around.

Dr. Lawrence Sawyer, president of Texas Southern University,

stated that the goal of the university was to become an integral part

of the Texas State University system. The institution's goals were

accomplished when Texas Southern University was designated the Urban

University of the State of Texas.

Integration problems were reflected in the comment of Dr. King V.

Cheek, President of Morgan State College, who said that his school

would remain black but would aggressively recruit white students.

At Florida A & M University, which was established long before

its bigger and predominantly white neighbor, Florida State University,

school officials have moved to make the university stronger academ­

ically by increasing its faculty members. Further, Dr. Benjamin Perry,

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the president of the university, said that its programs have been re-

structured with some departments trimmed or cut out altogether and

others broadened to improve the academic standard.

A change in community relations at black colleges and universities

is evident during a visit to black colleges in the summer of 1973; it

was found in Georgia, Louisiana, Alabama, Mississippi, Texas, and Ohio

that a great change had taken place since a previous visit five years 52 earlier. College administrators, faculty members, and students are

more involved in community affairs. This increasing involvement or

participation in governmental affairs is creating special attention by

non-blacks in southern and nothern states. A good example of this

idea is at Fort Valley State College, Fort Valley, Georgia, where non­

blacks are now seeking an opportunity to get involved in college

affairs while white citizens have asked black college administrators

and faculty members to get involved in community affairs.

The relationship between Fort Valley State College and the commu­

nity occurred because of the new residential law that allows students

to vote in the community elections.

These new opportunities for black colleges and universities have

created additional problems for black administators who must now under­

stand the total community needs and plan for the future growth of the

community. Most black college and university presidents have stated

that they are looking forward to seeing an even greater growth of the

college and community relationship.

52 By the writer of this project.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 58 53 At Fort Valley State, Assistant Professor Donald F. Grant of

the history department made the following statements:

"Your lead editorial of March 17, 1974 on the Fort Valley State College case omitted one vital piece of information. While United States District Court Judge Wilbur Ow b u s moves forward ordering faculty transfers co increase the white presence at Fort Valley, everyone of 28 units in the university system are more predominantly white than the Fort Valley State College is predominantly black.

The Fort Valley faculty is about 25 percent white. The predominantly white institutions in the State University System average less than two percent black. If Judge Owens wishes to move toward further integration of higher education, let him direct his attention to the predomi­ nantly white institutions whose racial imbalance stands in such striking contrast to that of Fort Valley.

I am a white faculty member of the Fort Valley faculty and I know that the quality of education is not changed merely by altering the racial composition of the faculty, because both good and poor instructors come in all shades and from all ethnic backgrounds. I also know that a stu­ dent can receive an excellent education at Fort Valley.

Any problems which Fort Valley may have stem from the fact that for more than 90 percent of the time it existed, it was shamefully shortchanged in money and resources as were blacks generally in the entire state and nation."

Black college and university presidents have proved their ability

to gain accreditation status for predominantly black institutions

during the 1960's, increasing the number of black colleges and univer­

sities accredited to over 200 percent, with only 13 four-year colleges

uncredited in 1974. Out of the 13 institutions, four are recognized

candidates for accreditation and nine are applying for institutional

candidacy.

33Donald L. Grant, "Fort Valley Not Alone in Racial Imbalance." Atlanta Journal (March 19, 1974), Atlanta, Georgia.

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To briefly summarize President A. P. Torrence of Tennessee State

University stated his views about the next five years for black col­

lege presidents. Dr. Torrence believes that black college and univer­

sity presidents must provide the key leadership to: (1) secure more

adequate funding to reduce total cost to students, (2) make educa­

tional opportunities available at the lowest possible level, (3)

increase the salary of faculty members.

President William Asbury McMillan of Rust College, Holly Spring,

Mississippi, stated that black college presidents will face the same

problems as most of the white college presidents, but to a larger

degree. Consequently, black college and university presidents will

face the future, with knowledge and the will to solve future problems

of predominantly black institutions of higher education.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. CHAPTER VI

FINDINGS, SUMMARY, IMPLICATIONS AND RECOMMENDATIONS

Findings

In this study the assumptions were tested to determine whether

significant information would be returned by the presidents of black

institutions to determine the problems of black colleges.

Albert N. Whiting, Chancellor of North Caroline Central Univer­

sity, said: There has been a disproportionate shift of top black

students to white schools primarily because of the lure of scholarships.

The integration problem was reflected in the comment of Dr. King

Cheek, President of Morgan State College who said that his school

would remain black but would aggressively recruit white students.

At Florida A & M University, which was established long before

its bigger and predominantly white neighbors, Florida State University,

school officials have moved to make Florida A & M University stronger

academically. Further, Dr. Benjamin Perry, the President of the

school, said that its programs would be restructed with some depart­

ments trimmed or cut out altogether and others broadened.

For example, in Table 2, page 25, Bowie State College (Maryland)

and Lincoln University (Missouri), the enrollment of non-blacks has

increased from zero in the 1960's to 2,345 students (in both institu­

tions) by 1974, transforming both institutions from predominantly

black institutions to predominantly non-black institutions.

60

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It was assumed that information was available which provided

employment opportunities for both black and non-blacks.

Table 1, pages 22-24, shows an increase in the number of non-black

faculty members that are teaching at black colleges and universities

from 1960 to 1974, which indicates an increase from 10 percent to 27.5

percent of the faculty members are non-black at black institutions.

There was enough information available to learn about the differ­

ent types of experience which prepared black college and university

presidents for their presidency.

The general findings were that previous administrative experience

of black college and university presidents include the following posi­

tions: college president, vice-president, dean of academic divisions,

professors, and church administrators. The largest percentage of the

college presidents stated that their previous position, before being

promoted to the presidency, was chairman of academic departmentsf the

second largest percentage were promoted from the position of college

professor.

Some of the other previous positions held by black college and

university presidents before being promoted to president included:

superintendent and assistant superintendent of public schools, ministry

of Methodist churches, Army officers, and professors of research

departments.

The presidents held a total of fifty-seven doctoral degrees, twenty-

two honorary degrees and two hundred and twenty-two awards. Four col­

lege presidents held master's degrees, and two held specialist degrees.

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Table 1, pages 22-24, shows the percent of earned doctoral degrees

held by faculty members of black institutions and the faculty-student

ratio.

It was also assumed that information was available to establish

a biographical sketch of black college presidents. The Appendix on

Biographical Sketches of Black College and University Presidents

describes each president's background with some additional information.

Summary of the Study

Dr. Bransom as special consultant to the President of the United

States of America, stated to the President that black institutions

have traditionally developed black leaders who have served on congress,

federal government, law, and industrial positions throughout the

United States and foreign countries. For example, Martin L. King,

Thurgood Marshall, and Ms. Jordon, are all graduates of black insti­

tutions, yet special interest groups or agencies of the white commu­

nity absolutely refuse to recognize the valid existence of black

institutions of higher education.

The change in federal laws has increased the amount of state and

federal aid or support received by predominantly black colleges,

making it possible for black institutions to meet the state and

federal requirements as institutions of higher education. This is a

contributing factor in the changing racial make up of the black insti­

tutions from 100 percent black enrollees to 1-20 percent integrated

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institutions, and a change in the racial make up of the faculty from

100 percent black to 98 percent non-black.

The future problems of black college and university presidents

include improving financial, academic, student and faculty needs.

They are also faced with the problem of integrating their institutions

without losing leadership or their administrative positions in the

black institutions.

Implications

The results of this study suggest a general movement among black

college and university presidents toward more positive managerial

approach to higher education administration. This overall improve­

ment may be a function of better financial support from state and

federal government.

The major purpose of this investigation was to evaluate the

administrative activities, duties and responsibilities of black presi­

dents at predominantly black colleges and universities. The second

purpose of this study was to investigate or determine some of the

future trends of black college and university presidents and their

administrative achievements.

The results of this study indicate that presidents of black col­

leges and universities truly understand their responsibilities and

duties. Each president stated that his major responsibility was to

maintain an institution with high academic standard. The second

major duty as president of a black institution was to seek and main­

tain a health growth of good faculty members and students.

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Most presidents say that the future problems would be the in­

creasing integration of their institution for funds to maintain ade­

quate faculty and facilities. Each president seems to believe that

integration of the student body would not cause any major problems

on the campuses.

Recommendations for Further Study

On the basis of this study the following recommendations were

made for further research:

1. This study secured independent responses from seventy black college and university presidents. A similar study of all black college and university presidents including two-year institutions would perhaps produce additional valuable information.

2. The use of an instrument to make a comparative study of black college presidents with non-black college presidents.

3. An historical study of the administrative skills of black college presidents during the translative period.

4. Studies be conducted to determine the need for post­ doctoral or administrative training needed.

5. Additional research should be conducted to determine the factors related to the background of black colleges and university presidents community relations.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. BIBLIOGRAPHY

American University and College. The Negro Almanac, New Revised Edition. (11th ed.).

Bayer, Alan E ., and Borouch, Robert F ., The Black Student in American Colleges. Washington, D.C.: American Council on Education, 1969.

Bowles, Frank, and De Costa, Frank, Between Two Worlds: A Profile of Negro Higher Education. A Report of the Carnegie Commission on Higher Education. New York: McGraw-Hill, 1971.

Carnegie Commission on Higher Education, From Islolation to Mainstream, "Problem of the College Founded for Negroes" (February 1971), p. 63.

Cass and Birnhaum. Guide to American Colleges, 1973.

Cheek, King V., "The Black College in a Multiracial Society." In the Expanded Campus: Current Issues in Higher Education, edited by Dyckman W. Vermilye. San Francisco: Jossey-Bass, 1972, pp. 67-77.

College Entrance Examination Board. The Administration of Admissions and Financial Aid in the United Negro College Fund Colleges. New York: CEEB, 1969.

Coombs, Orde, "The Necessity of Excellent Jackson State College." Change (October 1973).

Daedalus, "The Future of the Black College." American Higher Educa­ tion (Summer 1971).

Davis, Allison. "Black Leadership and Anger." The University of Chicago School Review, Volume 81, No. 3 (May 1973).

Delaney, Paul, "Future Dim for Black Colleges as Students and Funds Decline." New York Times (December 31, 1973).

Epps, Edgar G., "The Future of Education for Black Americans." The University of Chicago School Review, Volume 81, No. 3 (May 1973).

Federal Agencies and Black Colleges: Fiscal Year, 1970. Federal Inter- Agency Committee on Education, Washington, D.C.

Fisher, Walter, "Ideals for Black Studies." The Morgan State College Press (1971), p. 5.

Grant, Donald L., "Fort Valley Not Alone in Racial Imbalance." Atlanta Journal (March 19, 1974), Atlanta, Georgia.

65

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Harper, Earl, "Research Study of Black College and University Presi­ dents." Education Administration Report (September 1973), p. 4.

Henderson, H. H. M., "What is the Future of the Black American Col­ lege?" Perspective: The Campus Review (December 30, 1970), p. 12.

Hunter, Charlayne, "Black Colleges and the Black Mood." Southern Education Report (May 1969), pp. 28-31.

Huyck, E. E., "Faculty in Predominantly White and Predominantly Negro Higher Institutions." Journal of Negro Education (Fall, 1966), pp. 381-92.

Institute for Service to Education, "Study on Business-Related Fields." Washington, D.C., 1974.

Jaffe, A. J.; Adams, Walter, and Meyers, Sandra G . , Negro Higher Edu­ cation in the I960* s. New York: Praeger, 1968, pp. 123-125.

James, Allix B., "The Black Colleges Purposes and Prospects." The Richmond Times Dispatch (Dispatch, April 30, 1972).

Johnson, Roosevelt, "Black Scholars on Higher Education in the 1970's." (1974), p. 353.

Kilsor, Martin, "The Education of Black Folk." The Afro-American Struggle for Knowledge in White America, by Allen B. Ballard. New York: Harper & Row (November 1973), p. 173.

Kirk, R. H., "Posture of Predominantly Negro College and University Health and Physical Education Faculties." Journal of Health, Physi­ cal Education and Recreation. (February 1969), pp. 83-84.

LeMelle, Tilden, and LeMelle, Wilbert. The Black College: A Strategy for Relevancy. New York: Praeger, 1969.

Linesky, Herbert B., Guide to American Graduate Schools, 1972.

Long, Herman H., "Past Progress. . .Present Committment. . .Future Service." Educational Record. Talladega College Report, 1973, p. 3.

Mayhew, Lewis B., "Neighboring Black and White Colleges: A Study in Waste." Educational Record (Spring, 1971), pp. 150-64.

McWhorter, Gerald A., "The Nature and Needs of the Black University." The Negro Digest (March 1968), pp. 4-13.

National Center for Education Statistics, Financial Statistics of In­ stitutions of Higher Education: Current Funds Revenues and Expenditures.

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Poinsett, A., "Brain Drain at Negro Colleges." Ebony (October 1970), pp. 74-76.

Robinson, Gordon W., Saint Augustine's College Report (October 1973), p. 4.

Slaughter, Diana T., "Psychological Scientist and the Black Scholar." The University of Chicago School Review. Volume 81, No. 3 (May 1973).

Special Financial Needs of Traditionally Negro Colleges: A Task Force Report. Atlanta: Southern Regional Education Board, 1968.

Southern Education Reporting Service, Statistical Summary, 1973, Nashville, Tennessee.

Spurlock, Langley A . , "Black Student Problem Has Shifted From Recruit­ ment to Retention." New York Times (December 1973).

Totten, Herman L., "A Survey of the Academic Status of Black College and University Librarians." Journal of Negro Education (Fall, 1971), pp. 342-46.

Turner, Darwin T., "The Black University: A Practical Approach." The Negro Digest (March 1968), pp. 14-20.

United States Bureau of the Census. Current Population Reports. Series P. 20, No. 236. "Undergraduate Enrollment in Two-Year and Four-Year Colleges: October, 1971." Washington, D.C.: U.S. Government Printing Office, 1972.

United States Department of Commerce, Bureau of the Census: U.S. Census of Population, 1973.

United States Department of Health, Education, and Welfare. Racial and Ethnic Enrollment Data from Institutions of Higher Education, Fall, 1970. Washington, D.C.: Department ofHealth, Education, and Welfare, Office of Civil Rights, 1970.

United States Department of the Interior, Bureau of Education, Report of the Commissioner of Education, Volume 198, Washington, D.C., 1941.

United States Office of Education, Federal Security Agency: National Survey of the Higher Education of Negroes. Volume 4, 1943.

Whiting, Albert N. "Thirty Annual Conference Report." Atlanta, Georgia, 1974, p. 2.

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Winkler, Kaun J., "After a Decade, College Desegregation Still an Issue." Chronicle of Higher Education, Volume 8, No. 34 (May 1974), pp. 1-6.

Wright, Stephen J., "Black Studies and Sound Scholarship." Phi Delta Kappan (March 1970), pp. 365-68.

Wright, Stephen J., "Dilemma of the Negro College: Transition and the Brain Drain." Journal of Education (December 1970), pp. 48-58.

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A. Letter Sent to Presidents of colleges and universities 70

B. Questionnaire— Survey of Black College Presidents 71

C. Table 11— Institution and President 78 Table 12— Source of Data 84 Table 13— Predominantly Black institutions Accreditation Status 93

D. Biographical Sketches of Black College and University Presidents 99

69

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Appendix A— Letter Sent to Presidents of Colleges and universities

November 9, 1973

President Herman H. Long Talladega College (S) 1867 Talladega, Alabama 31560

Dear President Long:

In recent years, the visibility of minority presidents has increased remarkably. I think it would be an inspiration to young minority doctoral candidates in higher education to know some of the charac­ teristics of black college presidents.

Please take a few minutes to answer the questionnaire enclosed and return it to me by November 20, 1973. My address is:

Dean Earl Harper College of Arts and Sciences Grand Valley State Colleges 480 Mackinac Hall Allendale, Michigan 49401

I appreciate your cooperation in making out this questionnaire survey of black college presidents.

Sincerely,

Earl Harper, Assistant Dean College of Arts and Sciences

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Appendix B— Questionnaire-Survey of Black College Presidents

Survey of Black College Presidents

The following is a questionnaire concerned with some aspects of admin­ istrative responsibilities at black colleges and universities. We would appreciate your help in gathering some of this information. You are the only person who can supply information about what your college or university does and how you feel about its progress.

All information collected is treated as mass data. This study is being sponsored.entirely for a "special project” at Western Michigan Univer­ sity. It is not done for the administration, nor is the administration responsible for the results.

Please respond to the items in the questionnaire to the best of your knowledge. If you have additional comments, please use extra paper.

The numbers at the left margin of the page are only for computer management of the data.

I. Name______(Last) (First) (Middle Initial)

II. Date of Birth______(Month) (Day) (Year)

III. High school from which you graduated______

Number and Street______

City and State______

IV. What degrees do you have?

A. Bacculaureate______

B. Master's______

C. Specialist______

D. Doctorate______

E. Post Doctorate ______

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V. What was your major area of study??

A. Bacculaureate

B. Master's

C. Specialist

D. Doctorate

E. Post Doctorate

VI. List below any honors and/or awards received by you for academic and/or administrative achievement.

VII. Which of your experiences, academic or professional, best prepared you for your duties and responsibilities as president

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. VIII. What was your previous position before you were promoted to your present position?

IX. What do you feel contributed most in your successful venture as a college president?

X. What are some of the major contributions you have made toward the success of your college or university?

A. Enrollment

B. Academic

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C . Community Relations

D. Foreign Studies

XI. Name of college or university of which you are president:

(College or University)

(Number and Street)

(City and State)

XII. Size of the college or university:

1,000 students

between 1,000 and 2,000 students

over 2,000 students

XIII. What are the types of degree programs at your college or university?

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May 13, 1974

President Allix B. James Virginia Union University 1500 North Lombardy Street Richmond, Virginia 23220

Dear President James:

Thank you for your participation in my survey of black colleges. The information you provided was greatly appreciated.

Sincerely,

Earl Harper, Assistant Dean College of Arts and Sciences The Grand Valley State Colleges 480 Macinac Hall Allendale, Michigan 49401

POST CARD

Please respond to my earlier letter of February, 1974 regarding my survey of black colleges.

Sincerely,

Earl Harper, Assistant Dean College of Arts and Sciences

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Enclosed you will find a copy of my survey study of black colleges and university presidents. Thank you for your full cooperation in filling out and returning the questionnaire that I sent to you in November, 1973. This made it possible for me to write this draft copy, which I presented to a class at Western Michigan University in December, 1973.

My plans are to expand this survey report into a specialist project in the very near future. I would appreciate your opinion and any com­ ments you would care to make in regard to this report.

If it is possible, please send me some additional information about .the following areas:

1. The characteristics of faculty members at your college and the percentage of black, white, and foreign faculty members.

2. The characteristics of black students at your college.

3. The role you see for black college presidents in the next five years.

4. A picture of yourself (3" x 3"), and a biographical sketch.

This additional information would help me to complete the require­ ments for a specialist project at Western Michigan University. Also, the information would allow me the opportunity to gain more informa­ tion for the Model Cities Neighborhood Career Counseling Center that I have developed for our community.

Many of our black high school students are now aware of the outstand­ ing academic and professional programs at predominantly black insti­ tutions and, as a black administrator at a predominantly white institution, I have found that many of our black college graduate students are also not aware of the many graduate programs available to them at black colleges.

Since I started here at Grand Valley State College in 1971, I have worked hard to increase our black student enrollment from 38 to 700 students in three years. During this period, we have graduated 150 black students, and 25 have entered predominantly black colleges. I feel that it is my responsibility and that of other black educators in the predominantly black oommunity to present material to our high

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school and college students so they will have an opportunity to make sound decisions about their education.

Therefore, I will make a copy of this survey available to high schools in predominantly black communities in the state of Michigan.

Thank you.

Sincerely,

Earl Harper, Assistant Dean

Enclosure

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TABLE 11 Institutions and Presidents

Institution President

ALABAMA Alabama Agricultural and Mechanical University Normal 35762 R. D. Morrison

Alabama State University, Montgomery 36101 Levi Watkins

Miles College Birmingham 35208 W. Clyde Williams

Stillman College Tascaloosa 35401 Harold N. Stinson

Talladega College Talladega 35160 Herman H. Long

Tuskegee Institute Tuskegee 36088 Luther H. Foster

ARKANSAS Arkansas Agricultural, Mech and Normal College, Pine Bluff 71601

Philander Smith College Little Rock 72703 Walter R. Hazzard

DELAWARE Delaware State Dover 19901 Luna Isaac Mishoe

FLORIDA Bethune-Cookman College Daytona Beach 32015 Richard V. Moore

Florida A & M University Tallahassee 32307 Benjamin L. Perry

Florida Memorial College, Opa-Locka 33054 R. W. Puryear

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TABLE 11— Continued

Institution President

GEORGIA Albany State College Albany 31705 Charles Hayes

Atlanta University Atlanta 30314 Thomas Jarrett

Clark College Atlanta 30314 Vivian W. Henderson

Fort Valley State College Fort Valley 31030 W. E. Blanchet

Morehouse College Atlanta 30314 Hugh M. Gloster

Morris Brown College John A. Middleton Atlanta 30314

Paine College Lucius Pitts Augusta 30901

Savannah State College Prince Jackson Savannah 31404

Spelman College Albert E. Manley Atlanta 30314

KENTUCKY Kentucky State University Carl M. Hill Frankfort 40601

LOUISIANA Dillard University Broadus N. Butler New Orleans 70122

Grambling College R. W. E. Jones Grambling 71245

Southern University System G. Leon Netterville Baton Rouge 70813

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TABLE 11— Continued

Institution President

LOUISIANA (Continued) Southern University and A&M College G. Leon Netterville Baton Rouge 70813

Southern University at New Orleans, E. W. Bashful New Orleans 70126

Xavier University of Louisiana Norman C. Francis New Orleans 70125

MARYLAND Morgan State College King V. Cheek Baltimore 21212

MISSISSIPPI Alcorn A&M College Walter Washington Lorman 39096

Jackson State University John A. Peoples, Jr. Jackson 39217

Mississippi Valley State College E. A. Byokins Itta Bena 38941

Rust College W. A. McMillan Holly Springs 38635

Tougaloo College George A. Owens Tougaloo 39174

MISSOURI Morgan State College Jefferson City 65102

NORTH CAROLINA Barber-Scotia College Jerome Gresham Concorn 28025

Bennett College Isaac H. Miller, Jr. Greensboro 27420

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TABLE 11— Continued

Institution President

NORTH CAROLINA (Continued) Elizabeth City State University Marion D. Thorpe Elizabeth City 27909

Fayetteville State University Charles A. Lyons, Jr. Fayetteville 28301

Johnson C. Smith University Wilbert Greenfield Charlotte 28216

Livingston College F . George Shipman Salisbury 28144

North Carolina A&T State University Lewis Dowdy Greensboro 27411

North Carolina Central University Albert N. Mhiting Durham 27707

St. Augustine's College Prezell Robinson Raleigh 27602

Shaw University J . Archie Hargraves Raleigh 27602

Winston-Salem State University Kenneth R. Williams Winston-Salem 27102

OKLAHOMA Langston University Langston 73050

OHIO

Central State University Wilberforce 45384

Wilberforce University Reubert E. Stokes Wilberforce 45384

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TABLE 11— Continued

Institution President

PENNSYLVANIA Cheyney State College Cheyney 19319

Lincoln University Oxford 19352

SOUTH CAROLINA Benedict College Luns C. Richardson Columbia 29204

Claflin College H. V. Manning Orangeburg 29115

South Carolina State College M. Maceo Nance, Jr. Orangeburg 29115

Voorhees College Harry V. Graham Denmark 29042

TENNESSEE Fisk University James R. Lawson Nashville 37203

Lane College Herman Stone, Jr. Jackson 38301

LeMoyne-Owen College Odell Horton Memphis 38126

Meharry Medical College Lloyd C. Elam A. P. Torrence

TEXAS Bishop College M. K. Curry, Jr. Dallas 75241

Huston-Tillotson College John T. King Austin 78702

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TABLE 11— Continued

Institution President

TEXAS (Continued) Jarvis Christian College John P. Jones Haekins 75765

Paul Quinn College S. E. Rutland Waco 76703

Prairie View Agricultural and Mechanical College Prairie View 77445

Texas Southern University Granville M. Sawyer Houston 77004

Wiley College Rev. Robert Hayes Marshall 75670

VIRGINIA Hampton Institute Roy D . Hudson Hampton. 23368-

WASHINGTON, D.C. Howard University James Cheek Washington, D.C. 20001

WEST VIRGINIA Bluefield State College Bluefield 27403

West Virginia State College Institute

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. BA, M£ MA, BA, BS, BA, BA, BS BA, BBA BS, BA, BA, BS Undergraduate Degrees Offered BA, BS BA, BA, BS BA, BA, BS

Graduate Degrees Offered MSW, MSW, Ph.D Degrees Degrees Offered 535 600 3,168 1,370 2,600 Undergraduate Enrollment r' TABLE TABLE 12 Enrollment State 2,326 State StateIndepent. 1,377Presbyterian 1,945 MA, MS, MBA United Private Control Graduate State United Church oo

Enrollment, Graduate Degree Offered and Undergraduate

Name of Black Colleges and/Universities, of Name Colleges Black and/Universities, Control, Graduate Enrollment, Undergraduate Institution Normal, Normal, Alabama 35762 Mechanical University Alabama University State Alabama Agricultural and Montgomery Alabama 36101 Barber-Scotia College Barber-Scotia Benedict College Columbia, S. C. Columbia, C. S. 29204 Lorman, Lorman, Mississippi 39096 Albany College State Albany, Georgia 31705 Concord, C. N. 28025 Bennett College Alcorn A & MCollege Greensboro, N. 27420 Methodist Atlanta, Atlanta, Georgia 30314 Atlanta University

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. u i oo BA, BS BA, BS BA, BA, BA, BS BA, BA, BS BA, BS BA, BA, BA, BS BA, BA, BS Undergraduate Degrees Offered Graduate Degrees Offered 1,008 1,825 1,185 1,650 Undergraduate Enrollment Graduate Enrollment Indepent. State Private State 2,250 BA, BS Methodist Private 795 Church State 2,684 Private Methodist 1,055 BS BA,

Institution Control Dillard University StateCollege Elizabeth City State 24909 Elizabeth N. City, C. 973 New Orleans, New Orleans, LA 70122 Delaware Delaware College State Dover, Delaware 19901 Cheyney, Cheyney, PA 19319 Clark College Wilberforce, Wilberforce, Ohio 45384 Cheyney State College Clafin College Orangeburg, C. S. 29115 Atlanta, Atlanta, Georgia 30314 Central Central University State Bishop College Bishop Dallas, Texas 75341 Bethune-Cookman College 32015 Daytona Beach, Florida TABLE TABLE 12— Continued

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BBA BA, BA, BES, BS, BA, BA, BS BA, BA, BS BA, BA, BS BA, BA, MA BS, BA, BA, BS Degrees Offered Undergraduate

MCJ, MCJ, Ph.D MMed, MMed, MM MArch, MAT MA, MS, MA, MFA MS, MA M.Ed. BA, BS MA Degrees Offered Graduate 9,399 2,770 4,154 1,218 4,460 M.Ed. 1,157 Enrollment Undergraduate

28 85 75 481 1,591 (Part-time) (Full time) (Full (Part-time) (Full time) (Full (Full time) (Full (Part-time) (Part-time) Enrollment Graduate Indepent. 600 Indepent. 272 State State 1,807 Indepent. State State Control

Howard Howard University Washington, D.C. 20001 Hampton Hampton Institute Grambling, Grambling, LA 71245 Grambling College Tallahassee, Florida Florida 32307 Tallahassee, Fort Valley, FortValley, Georgia 31030 Fort Valley College State Florida Florida A & M University Nashville, Tennessee Tennessee Nashville, 37203 Fish University Fayette, N. C. Fayette, C. N. 28301 Fayetteville Fayetteville College State Institution TABLE 12— Continued

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. BA, BA, BS BA, BS BA, BS BA, BA, BS BA, BS BA, BS BA, BA, BS BA, BS Degrees Undergraduate Offered MA, M.Ed. MA, MS Degrees Graduate Offered 501 820 2,068 1,308 1,315 1,609 4,365 Enrollment Undergraduate

37 200 & Summer) & (Full time) (Full (Part-time) (Part-time Enrollment

State 1 State Private Private 852 State State Disciples of of Christ Private 720 BA, BS Control Graduate

Institution ✓ Kentucky State College Kentucky State Langston Langston University University Lincoln Johnson C. C. Johnson University Smith Presbyterian College Lane College LeMoyne-Owen Langston, Langston, Oklahoma 73050 Hawkins, Hawkins, Texas 75765 Frankfort, Frankfort, Kentucky 49601 Jefferson City, Jefferson City, MO 65102 Jarvis ChristianJarvis College Charlotte, N. Charlotte, C. N. 27909 Memphis, Tennessee 38126 Jackson, Jackson, Tennessee 38301 Jackson State Jackson University State 39217 Jackson, Mississippi Huston-Tillotson College Huston-Tillotson Austin, Austin, Texas 78702 TABLE 12— Continued

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. oo oo BA, BA, BS BA, BA, BS BA, BS BA, BS, BA, AAS BS, BA, BA, BS MD Undergraduate Degrees Offered BA, BA, BS Graduate Degrees MA, MS MA, Offered 396 MD DDS, 775 2,530 1,280 1,000 4,383 Enrollment Undergraduate

25 430 (Dental) (Medical) (Full time) (Full (Part-time) Class Class 70 First Year Class 41 Graduate Enrollment 136 Full Full 136 time

Indepent. First Year Indepent. 1,026 Private State- Related Private State Control

Salisbury, N. C. N. Salisbury, 28144 Itta Bena, Mississippi Bena, Itta 38941 Livingstone College Livingstone Institution Birmingham, Birmingham, Alabama 35208 Nashville, Nashville, Tennessee 37208 Miles Miles College Lincoln Lincoln University Lincoln, PA 19352 Meharry Medical College Mississippi Valley State Col. State Mississippi Valley Col. State Baltimore, Baltimore, Maryland Morehouse Morehouse College TABLE TABLE 12— Continued Atlanta, Atlanta, Georgia 30314 Morgan College State

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. BA, BA, BS Undergraduate BA, BS BA, BS BA, BA, BA, BS Degrees BS BA, BA, BS BA Offered AA, AA, AS, BS BA, AA, AS, AA, AS, BA, BS

Graduate Degrees Offered MEd MA, MS, MEd MA, MA, MS, 735 491 1,031 1,230 3,541 Enrollment Undergraduate

348 482 (Full time) (Full (Part-time) Enrollment State 200 4,575 Private Private 515 Protestant Episcopal Private State State 5,858 AME Private 715

Institution Control Graduate 38635 Paine College Paine TABLE TABLE 12— Continued Saint Augustine's Saint College Raleigh, C. N. 27611 Prairie ViewPrairie A&M Prairie View, View, Prairie Texas 77455 Augusta, Augusta, Georgia 30901 Morris Morris College Brown Atlanta, Georgia 30314 Saint Saint Paul's College Paul QuinnPaul College Norfolk Norfolk State College Lawrenceville, Lawrenceville, Virginia Rust College Rust Mississippi Holly Spring, Waco, Waco, Texas 76703 North Carolina Central Norfolk, Norfolk, Virginia 25504

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ID o x BA, BA, BS BA, BA, BS BA, A! AA, BA, BS, BA, BA, BS BA, BS BA, BA, BS BA, BA, BS BA, BA, BS Degrees Offered Undergraduate MA, MA, MEd, MS MS Degrees Offered Graduate . 666 849 560 2,725 1,702 1,025 9,722 Enrollment Undergraduate

11 480 time/Summer Session) 751 751 (Part­ (Part-time) (Full time) (Full Enrollment Graduate 'V Indepent. State State State Private State State 2,148 Control

Institution Stillman Stillman College Private Tuscaloosa, Tuscaloosa, Alabama 35401 Spelman College Spelman Atlanta, Atlanta, Georgia 30314 Shreveport, La. Shreveport, La. 71105 Southern University Southern Southern Southern University New Orleans, La. New Orleans, La. 70126 Baton Rouge, La. Rouge, Baton 70813 Savannah, Georgia Savannah, 31400 Shaw University Southern University Southern Savannah State College Savannah State Raleigh, N. C. C. Raleigh, N. 27602 South Carolina State College Carolina South State Orangeburg, S. Orangeburg, C. S. 29115 TABLE 12— Continued

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I M. M. Divinity MBA, MBA, MMEd MA, MS, MA, MS, MEd. Degrees Graduate Offered 735 653 520 3,100 1,400 2,948 MA, MS MEd 5,0004,445 MA Enrollment Undergraduate i 316 Enrollment Graduate State Private State Private 3,353 Private 50 AMA State 450 Private State Control

Institution Institute, VirginiaInstitute, 25112 Denmark, Denmark, C. S. 29042 WestVirginia College State Richmond, VirginiaRichmond, 23220 Petersburg, Petersburg, Virginia 23806 Voorhees College Tuskegge Tuskegge Institute Virginia Union University Tuskegee, Tuskegee, Alabama 36088 Tougaloo College Tougaloo, Mississippi 39174 Virginia College State Houston, Houston, Texas 77004 Nashville, Nashville, Tennessee 37203 Texas Southern University Talladega Talladega College Talladega, Talladega, Alabama 35160 Tennessee A&T University TABLE 12— Continued

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. v o to

BM BA, BS BA, BS BA, BS AA, AS, AA, AS, BA, Degrees Undergraduate Offered MA BS, BA, BFA, Degrees Graduate Offered 1,417 Enrollment Undergraduate 100 1,250 Enrollment Graduate StatePrivate 1,325 Private 510 AME

Institution Control New Orleans, Orleans, New La. 70125 Xavier Xavier University Winston-Salem, N. C. Winston-Salem, C. N. 27100 Wilberforce, Wilberforce, Ohio 45384 Winston-Salem College State Wilberforce University Wiley College Marshall, Marshall, Texas 75670 TABLE 12— Continued

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. KD u > 1978 1978 1978 1978 1978 1976 1978 1978 Expected Reaffirmation the 1976 1978 1976 1976 1978 1974 19751975 1977 1977 1976 1976 1976 Initiate Self-Study

1973 1976 1973 1973 1976 1973 1973 1976 Interim Report Fifth Fifth Year

of 1968 1973 1976 1978 1968 1968 1968 1973 196719671968 1972 1972 1968 1973 19681968 1973 1966 1971 1968 1973 1968 Last Last Date TABLE TABLE 13 Accreditation

Predominantly Black Predominantly Accreditation Black Institutions Status

Institution Bennett College, Bennett Knoxville College, Knoxville Hampton, Virginia Hampton, Hampton Hampton Institute Virginia Norfolk, Knoxville, Knoxville, Tennessee Greensboro, N. Greensboro, C. N. AtlantaUniversity, Atlanta, Georgia Clark Clark College, Fisk University, A&MFlorida University, Norfolk College, State Albany College, State Albany, Georgia Talladega College, Talladega, Alabama Tallahassee, Tallahassee, Florida Atlanta, Atlanta, Georgia Nashville, Tennessee Atlanta, Atlanta, Georgia Tougaloo, Mississippi Morehouse College, Tougaloo College, Johnson C. Johnson C. Smith University, Charlotte, N. Charlotte, C. N.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 1979 1979 1979 1980 1980 1978 1979 1978 Expected Reaffirmation the 1977 1977 1977 1979 1978 1978 19771977 1979 1979 19771977 1979 1976 1977 1979 Initiate Self-Study

1974 1974 1977 1975 19731974 1976 1973 Interim Report Fifth Fifth Year

of 1970 1969 1970 1975 1969 1969 1974 1977 1979 1969 1974 1968 1969 19691969 1974 1974 19691969 1974 1974 1969 1974 1968 Last Last Date Accreditation

Institution Prairie View Prairie A&M College, Spelman College, Spelman Xavier University of Louisiana, Dillard University, Dillard Prairie View, Prairie View, Texas Durham, Durham, North Carolina Tennessee Tennessee State University, Nashville, Tennessee Bethune-Cookman College, Atlanta, Atlanta, Georgia New Orleans, Orleans, New Louisiana Alabama State University, New Orleans, New Orleans, Louisiana Petersburg, Petersburg, Virginia Fort Valley College, State Huston-Tillotson College, Kentucky Kentucky University, State Frankfort, Kentucky Virginia College, State Fort Valley, Georgia Tuskegge, Tuskegge, Alabama Morris Morris College, Brown Daytona Beach, Florida Montgomery, Montgomery, Alabama Tuskegee Tuskegee Institute, TABLE TABLE 13— Continued Austin, Texas NorthCarolina Central University, Atlanta, Atlanta, Georgia

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 1981 1980 1980 1980 1980 1980 1980 1980 1980 Expected Reaffirmation the 1979 1978 1978 1978 1978 1978 1978 1980 1978 1978 1980 1978 1980 1978 1980 1978 1980 Initiate Self-Study

1976 1975 1975 1975 1975 1975 1975 1975 1975 1975 1975 1975 Interim Report Fifth Year

of 1971 1970 1970 1970 1970 1970 1970 1975 1978 1970 1970 1970 1970 1970 1975 1978 1970 1970 Last Date Accreditation

■» Shreveport, Shreveport, Louisiana New Orleans, NewOrleans, Louisiana Baton Route, Baton Louisiana Route, Institution Lorman, Lorman, Mississippi Richmond, Virginia Richmond, Alcorn ASMCollege, Winston-Salem, Winston-Salem, North Carolina Winston-Salem State University, Houston, Houston, Texas St. Paul’s St. College, Virginia University Union Stillman College, Alabama Tuscaloosa, Tyler, Tyler, Texas Rust College, Rust Holly Mississippi Springs, Lawrenceville, Lawrenceville, Virginia South Carolina State College Carolina South State Southern University, Texas University Southern Texas College, Bishop State Junior College Bishop State North Carolina A&TNorth Carolina University State Greensboro, North Carolina Orangeburg, Orangeburg, Carolina South Mobile, Mobile, Alabama Grambling College, Louisiana Gratnbling, TABLE TABLE 13— Continued

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1976 1976 1976 1976 1976 1976 Interim Report Fifth Fifth Year

of 1971 1976 1971 1971 1976 19721971 1976 1976 1971 1971 1976 1971 1976 1971 1971 1976 1971 1976 1971 1971 1971 Last Last Date Accreditation S

Huntsville, Huntsville, Alabama Paine College, Augusta, Augusta, Georgia Oakwood College, Salisbury, Salisbury, Carolina North MorristownCollege, Morristown, Morristown, Tennessee Lane Lane College Livingstone College, Hawkins, Hawkins, Texas Jackson, Jackson, Tennessee Jackson College, State Jarvis Christian College, Florida Memorial Florida Memorial College Opa Locka, Florida Jackson, Jackson, Mississippi Fayetteville University, State Fayetteville, Carolina North Elizabeth City, ElizabethCity, North Carolina ElizabethCity University, State Orangeburg, Orangeburg, Carolina South Claflin College, Dallas, Dallas, Texas Bishop College, Bishop Benedict College, Benedict Institution Columbia, Columbia, Carolina South Concord, Concord, North Carolina Barber-ScotiaCollege, TABLE 13— Continued

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 1981 1981 1981 1981 1981 1982 i981 1981 Expected Reaffirmation the 1978 1979 1982 19781976 1981 1981 1976 1979 1979 1979 Initiate Self-Study

1974 1976 1974 1976 19731973 1978 1974 1974 1977 1976 1979 1981 1973 1978 1981 Interim Report Fifth Year

of 1968 1973 1972 19771963 1969 1979 1982 1972 1972 1972 1972 1972 1971 1960 1972 1977 19711971 1976 1976 Last Last Date Accreditation

Institution Itta Bena, Mississippi Bena, Itta Birmingham, Birmingham, Alabama Kittrell Kittrell College, Paul Quinn Paul College, Savannah College, Savannah State T. A. A. T. Lawson Junior College, State Denmark, Carolina South Birmingham, Birmingham, Alabama AlabamaNormal, Kittrell, Kittrell, North Carolina Savannah, Georgia Savannah, Shaw University, Shaw Wiley College, Raleigh, Carolina Raleigh, North LeMoyne-Owen College, Voorhees College, Mississippi Valley College, State Alabama ASM University Miles College, Waco, Waco, Texas Meharry Medical College, Nashville, Tennessee Utica Utica Junior College, Mississippi Utica, Raleigh, Raleigh, North Carolina Marshall, Marshall, Texas Memphis, Memphis, Tennessee St. Augustine's St. College TABLE 13— Continued

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. <£> oo

1978 Expected

Reaffirmation the 1976 Initiate Self-Study

— Interim Report Fifth Fifth Year

of 1973 1976 1978 1973 Late Late Date Accreditation

Office for Advancement of Public Negro Colleges, Office Advancement of for Public Colleges, Negro Peachtree 805 Street, NE, Atlanta, Georgia 30308. The AssociationSouthern of Colleges Member and of Schools, List College the Delegate Assembly, Assembly, December Central Office, Atlanta, 13, 1972, Georgia 30308. As a report Moton Guide American in Colleges the With to Black a Heritage, Moton Consortium on Admissions and Financial Aid, Consortiumon Admissions Aid, and Financial N.W., Street, Washington, 2001 "S" D.C. 20009. Institution Southwestern Christian Christian Southwestern College, SOURCES: As a Associationreport National in of the STate Universities and Land-Grant Colleges. TABLE TABLE 13— Continued West Point, West Point, Mississippi Terrell, Terrell, Texas Mary Holmes Junior College,

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Appendix D: Biographical Sketches of Black College and University Presidents

E. A. BOYKINS

An educator, Dr. Boykins, is president of Mississippi State Col­

lege in Itta Bena. Appointed in July 1971, he was formerly the acting

head of the Science Department (1958-61), and director of the Division

or Arts and Sciences (1970-71), at Alcorn A & M College.

Born October 5, 1931 in Vicksburg, Mississippi, he attended Xavier

University (B.S., biology, 1953), Texas Southern University (M.S., 1958),

the University of Connecticut (M.S., 1960), and Michigan State Univer­

sity (Ph.D., zoology, 1964).

Dr. Boykins is a member of the American Council on Education, The

American Institute of Biological Sciences, The Mississippi Conservation

Educational Advisory Council and other professional organizations.

He has published and presented papers on such subjects as "DDT in

the Food Chains of Wild Birds," and "The Effects of DDT-Contaminated

Earthworms in the Diet of Birds."

The recipient of a number of honors and grants, Dr. Boykins has

held consultant positions with the National Science Foundation Divi­

sion of Undergraduate Education in Science, the Inter-Institutional

Cooperative Program for College and Public Schools, and the Teachers

of Disadvantaged Youth (University of Mississippi).

He and his wife Beverly have four children: Darryl, Rhea, Connie,

and Karen.

Address: Mississipi Valley State College, Itta Bena, Mississippi

38941.

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BROADUS NATHANIEL BUTLER

An educator, Dr. Butler, is president of Dillard University in

New Orleans, Louisiana. He became president of Dillard University

in 1969.

Born May 28, 1970, in Mobile, Alabama, and majored in philosophy

at Talladega College (B.A., 1941); attended the University of Michigan

(M.A., 1947, Ph.D., 1952). From 1953 to 1969, he was professor and/or

official at St. Augustine's College (Raleigh, North Carolina),

Talladega College, Wayne State University, and Texas Southern Univer- * > sity. He was an assistant to the U.S. Associate Commissioner for

Higher Education (1965-66).

He authored Title III of the Higher Education Act of 1965 and

established its basic guidelines, interpretation, and operation for

support of small colleges and economically disadvantaged students.

He is a member of numerous professional and civic organizations,

and has received a number of honors and awards.

He and his wife Lillian have two children; Bruce and Janet.

Address: Office of the President, Dillar University, New

Orleans, Louisiana 70122.

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LAWRENCE A. DAVIS

An educator, Dr. Davis, he is chancellor of the University of

Arkansas at Pine Bluff. He was appointed dean of the college in

1942 and was elected to his current position in 1943.

Born July 4, 1914, in McCrory, Arkansas, and received degrees

from the University of Arkansas (A.B., 1937), (Ed.D., 1960), and the

University of Kansas (M.A., 1941). He holds honorary degrees from

Lane College (L.L.D.), Moorehouse College (LL.D.), and Arkansas

Baptist College (L.H.D.). Dr. Davis began his career at the Univer­

sity of Arkansas in 1973 as an English instructor.

An active community leader, he is chairman of the Association

of State College Presidents and holds memberships in many organiza­

tions, including the Advisory Commission of the National Junior

Chamber of Commerce, National Planning Association, National Confer­

ence of Christians and Jews, and numerous state commissions.

He has written several articles and travels extensively.

Dr. Davis and his wife Rachel have six children: Lawrence, Jr.,

Ronald, Michael, Gail, and Janice. A daughter, Sharon, is deceased.

Address: University of Arkansas at Pine Bluff, Pine Bluff,

Arkansas 71601.

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LEWIS C. DOWDY

An educator and administrator. Dr. Dowdy, is chancellor of North

Caroline A & T State University. Previously, he was dean of instruc­

tion and Dean of the School of Education at the university.

Born September 1, 1917, in Eastover, South Carolina, he is a

graduate of Allen University (A.B.), Indiana State College (M.A.),

and Indiana State University (Ed.D.). He has honorary degrees from

Allen University (Litt.D.) and Indiana State University (L.L.D.).

He is president of the National Association of State Universities and

Land-Grant Colleges, an organization of 118 institutions.

He is a member of the American Council on Education, the Associa­

tion of American Colleges, the National Education Association, and

the North Carolina Association of Universities and Colleges.

He and his wife Elizabeth have three children: Lewis, Jr.,

Lemuel, and Elizabeth.

Address: North Carolina A & T State University, Greensboro, North

Carolina 27411.

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LLOYD CHARLES ELAM, M.D.

An educator, Dr. Elam, has been president of Meharry Medical

College in Nashville, Tennessee since 1968. After teaching psychi­

atry at the University of Chicago, he went to Meharry where he

established and chaired the Department of Psychiatry from 1961

through 1968. In 1966-68, he also was dean of the School of Medicine

and designed and initiated many of the curriculum revisions now in

effect at the school. Since Dr. Elam became president, Meharry has

expanded its faculty, facilities, and student enrollment. Two unique

programs were also started, designed to bring more students into the

health professions.

Born October 27, 1928, in Little Rock, Arkansas, he has degrees

from Roosevelt University (B.S.), and the University of Seattle

(M.D.). His residency in psychiatry was at the University of Chicago.

Dr. Elam serves on eight medical and advisory bodies including

the National Board of Medical Examiners, the Advisory Committee to

the National Academy of Sciences, and the National Association for

Equal Opportunity in Higher Education.

He and his wife Clara have two children: Gloria and Laurie.

Address: 1005 Eighteenth Avenue, Nashville, Tennessee 37208.

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LUTHER H. FOSTER

An educator, Dr. Foster, is president of Tuskegee Institute in

Tuskegee, Alabama. In 1953, Dr. Foster was recruited by Tuskegee to

become the top executive of the school. During his tenure as presi­

dent, he has broadened service programs for the disadvantaged,

strengthened the school's financial base, and added substantially

to the institution's physical plant.

Born March 21, 1913, in Lawrenceville, Virginia, he received a

B.S. degree at Virginia State College where his father was president,

an M.B.A. degree from the Harvard School of Business Administration,

and his Ph.D. in educational administration from the University of * Chicago.

Dr. Foster is a trustee of the United Negro College Fund, and

in 1970 was chairman of the Association of American Colleges.

He and his wife Vera have two children: Adrienne and Hilton.

Address: President's Office, Tuskegee Institute, Tuskegee,

Alabama 36088.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. HARRY PEIRSON GRAHAM

An educator and administrator, Dr. Graham, is president of

Voorhees College in Denmark, South Carolina. Dr. Graham has served

as chairman of Business Administration, vice-president and acting

president of Voorhees.

Born February 8, 1929, in Gaffney, South Carolina, he graduated

from South Carolina State College in Business Administration (B.S.,

1950), Northwestern University (M.S., 1958), and the University of

Oklahoma (Ph.D., 1969).

He is listed in the 1971 edition of Personalities of the South

and the 1971 edition of Outstanding Education of America. He is a

member of several professional organizations including the American

Association for Higher Education, and the National Business Education

Association.

Dr. Graham is unmarried.

Address: Office of the President, Voorhees College, Denmark,

South Carolina 29042.

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J. ARCHIE HARGRAVES

An educator, Dr. Hargraves, is president of Shaw University at

Raleigh, North Carolina. Dr. Hargraves was chairman of the Black

Center for Strategy and Community Development, Inc. in Chicago, 1969-

71. A minister, he has many church and community-related agencies in

areas of public relations, advertising, feature writing, and lecturing.

Born August 2, 1916, in Greensboro, North Carolina, he has a B.S.

degree from North Carolina A & T State University (magna cum laude),

Union Theological Seminary (B.D.), and Chicago Theological Seminary

(D.Rel.).

Among his many publications are: Stop Pussyfooting Through a

Revolution; A New Kind of Cat; The Fire Right Here; The Meaning of

Black Power; and Blackening Theological Education. He is the founder

of Halfway House in Brooklyn, New York, the Bedford Area Project, the

East Harlem Narcotics Program, and has been a consultant for the

National Commission on the Causes and Prevention of Violence.

Dr. Hargraves has received the Saslow Medal in Social Sciences,

and has honors from Kappa Phi Kappa National Debating Sciences, Gamma

Tau Honor Society, and was awarded Doctor of Humane Letters from Lewis

and Clark College.

He and his wife Ines have a daughter, Jamet Delmanda.

Address: 118 East South Street, Raleigh, North Carolina 27602.

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THE REVEREND ROBERT E. HAYES, SR.

An educator, Reverend Hayes, is president of Wiley College in

Marshall, Texas. Wiley is the oldest four-year black college west of

the Mississippi River (it opened in 1873), and is supported by the

United Methodist Church. Elected as president in 1971 (he was a

trustee for twenty-six years), Dr. Hayes raised $525,000 in gifts

and grants within nineteen months to apply to a $1.2 million deficit.

"Wiley College is now open because of this 'miracle,'" he says.

Born July 13, 1920 in Marshall, Texas he has degrees from Wiley

(B.A., 1941); Gammon Theological Seminary (B.D., 1946); (Honorary

D.D., 1969) and Boston University School of Theology (S.T.M., 1946).

He is a member of several professional organizations, including

the council of Black College Presidents. He has been a Methodist

minister for many years. He founded the Chapel Methodist Church and

Pleasantville United Methodist Church in Houston, Texas.

He and his wife Dorothy have four children: Patricia, Kathleen,

Laurie, and Robert, Jr.

Address: Wiley College, Marshall, Texas 75670.

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VIVIAN WILSON HENDERSON

An educator, Dr. Henderon, is president of Clark College in

Atlanta, Georgia.

Dr. Henderson was born February 10, 1923, in Bristol, Tennessee

and has degrees from North Carolina College (now, North Carolina

Central University), B.S., economics, 1947; he received the M.A. in

economics in 1949; and the Ph.D. degree in economics, 1952, from the

University of Iowa.

He is a member of eight boards of directors, including the Voter

Education Project, the Potomas Institute and Citizens and Southern

National Bank. He is a member of the Board of Trustees of the Ford

Foundation. He has served on numerous committees and commissions,

including President Lyndon B. Johnson's Advisory Committee for the

Study of Race and Education (1967-68) and the Commission on Rural * Poverty (1967-68). He is a member of the American Economic Associa­

tion and the Southern Economic Association.

In 1970, Dr. Henderson was awarded the Medal for Distinguished

Service (Teachers College of Columbia University).

He has published a number of articles and has contributed to

several books.

He and his wife Anna have four children: Wyonella, Dwight,

David, and Kimberley.

Address: 240 Chestnut Street, S.W., Atlanta, Georgia 30314.

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CARL M. HILL

An educator, Dr. Hill, has been president of Kentucky State Uni­

versity in Frankfort since 1962. Under his administration, the col­

lege attained university status with an enrollment increase from less

than six hundred students to almost two thousand.

He was born in Norfolk, Virginia, and is a graduate of Hampton

Institute (B.S., 1931), and Cornell University (M.S., 1935; Ph.D.,

1941). He also studied at the University of Pennsylvania. Dr. Hill

has taught at Hampton Institute (1931-34), North Carolina A & T

College (1941-44), and Tennessee A & I State University (1944-62),

where he was dean of the faculty, and dean of the School of Arts and

Sciences from 1958.

He is a member of twelve national academic organizations in addi­

tion to being a member of seventeen boards and commissions.

In 1962 he was one of the six recipients of the Manufacturing

Chemists Association Award of Excellence in College Chemistry Teach­

ing, and the American Association of School Administrators.

Dr. Hill is the author of some thirty-two research papers which

have been cited in three textbooks.

He and his wife have two children: Mrs. Doris H. McGhee and

Ernest C. Rose.

Address: Kentucky State University, Frankfort, Kentucky 40601.

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ODELL HORTON

An administrator, Dr. Horton, is president of LeMoyne-Owen

College in Memphis, Tennessee.

Born May 13, 1929, in Whiteville, Tennessee, he is a graduate of

Morehouse College (A.B., 1951) and Howard University Law School (J.D.,

1956). He has an honorary L.H.D. degree from Mississippi Industrial

College.

He was appointed Assistant U.S. Attorney for the Western District

of Tennessee in 1962 by the late U.S. Attorney General, Robert F.

Kennedy. He was judge of the Criminal Court of Shelby County (Memphis)

from January 1969 to September 1970 and is credited with creating a

progressive pre-trial release program for indigent persons charged with

violations of criminal law.

He is the recipient of numerous awards including the Howard Uni­

versity Distinguished Alumni Award and the 1970 Bill of Rights Award.

He is a member of the American Council on Education, The Associa­

tion of American Colleges and Universities, the Council on Higher

Education, and the American Bar Association.

He and his wife Evie have two sons: Odell, Jr., and Christopher.

Address: 807 Walker Avenue, Memphis, Tennessee 38126.

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ROY DAVAGE HUDSON

An educator, Dr. Hudson, is president of Hampton (Virginia)

Institute. As chief administrator of the college, he is responsible

for eight hundred employees and twenty-seven hundred students. Dr.

Hudson was appointed in October, 1970.

Dr. Hudon was born June 30, 1930, in Chattanooga, Tennessee; has

degrees from Livingstone College (B.S., summa cum laude, 1955), the

University of Michigan (M.S., zoology, 1957; Ph.D., pharmacology, 1966),

and Brown University (Honorary M.A.).

Dr. Hudson was the first black to hold a full-time faculty posi­

tion in the Department of Pharmacology at the University of Michigan

Medical School (1965-66). He also served as an associate dean of the

Brown University Graduate School (1968-69).

He is a member of the boards of directors of Chesapeake and

Potomac Telephone Company of Virginia, the Virginia Peninsula Indus­

trial Committee, and the National Association for Equal Opportunity

in Higher Education.

He and his wife Constance have two children: Hollye Lynne and

David Kendall.

Address: 612 Shore Road, Hampton, Virginia 23368.

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PRINCE A. JACKSON, JR.

An administrator, Dr. Jackson, is president of Savannah State

College in Savannah, Georgia. He was the first black appointed by

Governor Jimmy Carter to the Southern Regional Educational Board.

Born March 17, 1925, in Savannah, he is a graduate of Savannah

State College (B.S., mathematJcs, 1349), New York University (M.S.,

mathematics, 1950), and boston College (Ph.D., higher ed’■cation,

1966).

He is a member of numerous organizations, including the National

Institute of Science, the board of directors of the Boy Scouts of

America, and the Y.M.C.A.

He was named Alumnus of the Year by the Savannah State College

Alumni Association. His highest honor, he considers, was being

elected president of his alma mater after serving on the faculty for

fifteen years.

He and his wife Marilyn have five children: Price, III, Rodney,

Julia, Anthony, and Phillip.

Address: Savannah State College, Savannah, Georgia 31404.

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ALLIX BLEDSOE JAMES

An educator, Dr. James, is president of Virginia Union University

in Richmond, Virginia. He has been at Virginia Union University for

twenty-five years and was elected president in 1969.

Born December 17, in Marshall, Texas he has degrees from Virginia

Union University (A.B., 1944; B.D., 1946), and Union Theological

Seminary (Th.M., 1949; Th.D., 1957). He has an honorary L.L.D. degree

from the University of Richmond (1971).

He is chairman of the Richmond City Planning Commission and vice-

president of the National Association for Equal Opportunity in Higher

Education. He is a member of the boards of directors of Virginia

Electric and Power Company, Greater Richmond Chamber of Commerce,

Richmond Area Community Council, and Richmond Community Hospital.

He is the recipient of the Distinguished Service Award of Links,

Inc. (1972), and the Omega Psi Phi Citizens of the Year Award (1972) .

He and his wife Susie have two children: Alvan and Portia.

Address: Virginia Union University, 1500 North Lombardy,

Richmond, Virginia 23220.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. THOMAS DUNBAR JARRETT

An educator and administrator, Dr. Jarrett, since 1968 he has

been president of Atlanta University in Atlanta, Georgia.

Born August 30, 1913 in Union City, Tennessee, he has degrees

from Knoxville College (A.B., 1933), Fisk University (A.M., 1937),

and the University of Chicago (Ph.D., 1947).

fir. Jarrett began his teaching career in 1933 at Central High

School in Paris, Tennessee. He was an assistant professor of English

at Knoxville (Tennessee) College (1937-40) and at Louisville (Kentucky)

Municipal College (1941-43), before joining the Atlanta University

faculty in 1947 as an assistant professor. Since then he has been

associate professor (1950-55); professor (1955-67); dean of the Grad­

uate School of Arts and Sciences (1960-67); chairman of the Interim

Administrative Committee (1967-68); and acting president (1968).

He was a Ford Foundation Fellow and lectured at the University of

London, Oxford University, and Cambridge University (1952-54). He

was president of the National Association of College Deans and Regis­

trars (1968-69) and serves on a number of boards and committees.

He and his wife Annabelle have a daughter, Paula.

Address: Atlant University, Atlanta, Georgia 30314.

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JOHN P. JONES

An educator and administrator, Dr. Jones, is president of Jarvis

Christian College in Hawkins, Texas. He was appointed president of

the institution in 1972 after serving for ten years as head of the

English Department, chairman of the division of humanities and

assistant to the president.

Born March 1, 1915, in Tyler, Texas, he has degrees from Texas

College (A.B.), and the University of Chicago (A.M.).

Listed in the Directory of American Scholars and Who's Who in

the South and Southwest, he is a director of a language project with

the Endowment for the Humanities.

He and his wife Nola have two children: Rhoda and John.

Address: Jarvis Christian College, Hawkins, Texas 75765.

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RALPH WALDO EMERSON JONES

An educator, Dr. Jones, is president of Grambling College,

Louisiana. Dr. Jones has been with Grambling for 46 years, during

which time he has served as an instructor, dean of men, academic dean,

band director, coach, and director of development. He was appointed

president of the college in 1936.

He was born August 6, 1905, in Lake Charles, Louisiana. He is

a graduate of Southern University in Baton Rouge (B.S., 1924), Columbia

University (M, 1935), and Louisiana Technical University (Ph.D., 1969).

He is a member of the Prince Hall Masons, Elks, and the Phi Beta

Sigma fraternity. He is also a member of the Southwest Regional Edu­

cation Board and the Southern Education Development Laboratory.

He is a widower and has two sons: Ralph, Jr. and John.

Address: Grambling College, Grambling, Louisiana 71245.

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JOHN 0. TAYLOR KING, SR.

An educator, Dr. King, is president of Huston-Tillotson College

in Austin, Texas. He joined the faculty of the college in 1947 and

was a professor of mathematics (1952-65) and dean of the college

(1960-68).

He was born September 25, 1921, in Memphis, Tennessee and has

degrees from Fisk University (B.A., 1941), Huston-Tillotson College

(B.S., 1947), De Paul University (M.S., 1950), and the University of

Texas (Ph.D., 1957). He was awarded an honorary L.L.D. degree from

Southwestern University in 1970.

A veteran of World War II, he served as an army captain in the

Pacific and now holds the rank of colonel in the U.S. Army Reserve.

He has been a delegate to each General and Jurisdictional Conference

of The United Methodist Church since 1956, and is president of the

General Council of Ministries.

He has co-authored four mathematics journals. He is co-author,

with his wife, of Stories of Twenty-Three Famous Negro Americans.

He and his wife Marcet have four children: John Jr., Clinton,

Marjon and Stuart.

Address: 1820 East 18th Street, Austin, Texas 78702.

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JAMES RAYMOND LAWSON

An educator, Dr. Lawson, is president of Fisk University in

Nashville, Tennessee. Prior to becoming president in 1967, he was

head of the Department of Physics for several years and then vice-

president. When the former head of the university resigned, Dr.

Lawson was appointed to take his place, by the unanimous vote from

the board of trustees.

Born January 15, 1915 in Louisville, Kentucky, he studied physics

at Fisk University (A.B., 1935) and the University of Michigan (M.S.,

1936; Ph.D., 1939).

He has received honors such as membership in Sigma Xi and Phi

Beta Kappa and has active professional memberships in the American

Physical Society, Optical Society of America, Society of Applied

Spectroscopy and American Association of Physics Teachers.

He has done considerable research in the field of infrared

spectroscopy and has published a number of articles in this subject.

He also serves on the board of directors of the National Association

for Equal Opportunity in Higher Education, is a member of the Nash­

ville Chamber of Commerce and is on the board of Trustees of the

Southern Association of Colleges and Schools.

He and his wife Elizabeth have four children; Ronald, Daryl

(Mrs. Russell Miller), James and Elizabeth.

Address: Fisk University, Nashville, Tennessee 37203.

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HERMAN H. LONG

An educator, Dr. Long, is president of Talladega College in

Talladega, Alabama. Dr. Long was appointed to his present position

in 1964 after serving as the director of the Race Relations Depart­

ment and the Race Relations Institute of Fisk University since 1947.

He is director of Community Self Surveys and is a Race Relations

Consultant.

Born in Birmingham, Alabama, May 2, 1912, Dr. Long has degrees

from Tayladega College (A.B., summa cum laude, 1935), the School of

Religious Education, Harford Seminary Foundation (M.A., 1936), and

the University of Michigan (Ph.D., 1949).

He is the author of several scholarly articles, including "Social

Psychology and Innovations in Intergroup Adjustments" and a book

entitled The Higher Education of Negroes: A Look Forward. Dr. Long

is a member of numerous civic and professional organizations, includ-

the American Psychological Association and the National Association

for Intergroup Relations. He served as the president of the United

Negro College Fund in 1970.

Dr. Long and his wife Henrietta have a daughter, Ellen.

Address: Talladega College, Talladega, Alabama 35160.

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CHARLES A. LYONS, JR.

An educator and administrator, Dr. Lyons, is chancellor of

Fayetteville State University in Fayetteville, North Carolina. Prior

to assuming his present position, he was Director of Admissions at

Howard University (1964-69).

He was born April 5, 1926 in Conetoe, North Carolina. Dr. Lyons

is a graduate of Shaw University (A.B., history, 1949) and Ohio

State University (M.A., political sciences, 1954; Ph.D., political

science, 1957). He spent a year in India as a Fulbright Scholar, an

experience which he feels helped to clarify his career plans. He

left that country resolved to devote himself to the teaching of

black youth.

He has taught at Ohio State University (1951-56), Grambling

College (1956-59), and Elizabeth State University (1959-62).

He is a member of the North Carolina State Citizens Advisory

Committee Institute for Alcohol Studies and is a member of the Policy

Commission, Institute for Higher Educational Opportunity, Southern

Regional Education Board in Atlanta, Georgia.

He and his wife Rosa have three children: Yvonne, Brenda and

Charles.

Address: Fayetteville State University, Fayetteville, North

Carolina 28301

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HUBERT V. MANNING

An educator and administrator, Dr. Manning, is president of

Claflin College in Orangeburg, South Carolina. He was elected as

president of Claflin while serving as pastor of Wesley United

Methodist Church in Charleston, South Carolina.

He was born August 2, 1918, in Cheraw, South Carolina. He is

a graduate of Claflin College (B.A., social science, 1940), Gammon

Theological Seminary (D.D., 1945), and Boston University (M.A.,

history, 1947). He has served as ministry representative of the

Southeastern Jurisdiction of the United Methodist Church, and was one

of twelve college presidents selected to make a comparative study

of higher education in eastern and western Europe.

The 1969 Distinguished Alumnus Award was conferred on him by

Boston University School of Theology. He is a member of the board

of directors of Orangeburg County United Fund, chairman of the board

of directors of the Triangle Association of Colleges of South Caro­

lina and Georgia, a member of Phi Beta Sigma, and a member of the

advisory council of the South Carolina Higher Education Facilities

Commission.

Dr. Manning and his wife Ethel have two children: June (Mrs.

Richard Thomas), and Michelle.

Address: Claflin College, Orangeburg, South Carolina 29115.

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ISAAC H. MILLER, JR.

An administrator, Dr. Miller, is president of Bennett College in

Greensboro, North Carolina. < Born September 26, 1920, in Jacksonville, Florida, he is a grad­

uate of Livingstone College (B.S., chemistry, 1938) and the Univer­

sity of Wisconsin (M.S., and Ph.D., in biochemistry, 1948 and 1951).

He was a professor of biochemistry at Meharry Medical College in

Nashville in 1962.

He held the Lederle Medical Faculty Award at Meharry for three

consecutive years. Dr. Miller is a member of the American Chemical

Society, the Botanical Society of America, the American Association

for the Advancement of Science and the Association of Southeastern

Biologists. He is a former visiting scientist at the Oak Ridge

Institute of Nuclear studies and a panelist for the National Science

Foundation Program on Research Participation of High School Teachers.

He and his wife Effie have five children: Isaac III, Kevin,

Eric, Keith and Kay.

Address: Bennett College, Greensboro, North Carolina 27420.

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RICHARD V. MOORE

An educator, Dr. Moore, is president of Bethune-Cookman College

in Daytona Beach, Florida. He has been president of the college

since 1947.

Born November 20, 1906, in Quincy, Florida, he is a graduate of

Knoxville College (A.B., 1932) and Atlanta University (M.A., 1944).

He has studied for the Ph.D. degree at New York State University.

He has an honorary L.L.D. from Edward Waters College (1947) , Knoxville

College (1950), Morris Brown College (1969), and Syracuse University

(1969). He has an honorary L.H.D. Degree from Claflin College (1969);

an honorary Doctor of Pedagogy degree from Ohio Northern University

(1971), and an honorary Sc.D. from Florida Institute of Technology

(1972).

Dr. Moore has received numerous other honors and awards and is

a member of many professional, civic, business, church, and fra­

ternal groups. He was Florida State Supervisor of Secondary Schools

for Negroes (1945-47) and a school principal (1932-45). He is past

president of the Council of Presidents of the Board of Education of

the United Methodist Church and past president of the Florida Asso­

ciation of Colleges and Universities.

He and his wife Beauford have nine children: Richard, Jr.,

Rosalyn, Gene, Charles, Patricia, Reginald, Ethel, Barbara and David.

Address: Bethune-Cookman College, Daytona Beach, Florida 32015.

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RICHARD DAVID MORRISON

An educator, Dr. Morrison, is president of Alabama A & M Uni­

versity in Normal, Alabama. He was elected president in 1962, at

which time the name of the institution was changed from "college"

to "university" and the school was completely reorganized. A num­

ber of undergraduate and graduate courses have been added, student

enrollment has increased by 60 percent, numerous new buildings

have been constructed, and the school gained full accreditation in

1963. It now shares in $16.83 million dollars that Dr. Morrison

helped secure for extension and research work at the seventeen

black land-grant colleges. (The school has an extensive agricul­

tural extension program.)

Born January 18, 1910, in Utica, Mississippi, Dr. Morrison was

urged by the late Dr. George W. Carver to enroll at Tuskegee Insti­

tute. He earned his B.S. degree in agricultural education in 1931.

He also studied at Cornell University (M.S., education and eco­

nomics, 1941) and Michigan State University (Ph.D., education,

1954). He has been associated with Alabama A & M since 1937.

He is former chairman of its Division of Agriculture, a member

of the advisory committee of Farmers Home Administration, and is a

member of the advisory committee of Marshall Space Flight Center.

He is affiliated with numerous professional and civic groups.

Dr. Morrison and his wife Ethel have no children.

Address: Alabama A & M University, Normal, Alabama 35762.

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M. MACEO NANCE, JR.

An administrator, Dr. Nance, is president of South Carolina

State College.

Born March 28, 1925, in Columbia, South Carolina, he enrolled

at South Carolina State College in 1942 but left to enter the U.S.

Navy in 1943 where he served until 1946. He is a graduate of

South Carolina State College (B.S., 1949) and New York University

(M.S., 1953) and has an honorary degree (L.L.D., 1968) from Morris

Brown College.

He is a member of the executive committee on the National

Association of State Universities and Land Grant Colleges and is

a member of the Urban League College Presidents Advisory Council

and numerous other professional and civic groups. He is a former

president of Sigma Pi Phi.

He and his wife Julie have two sons, Irwin and Robert.

Address: South Carolina State College, Orangeburg, South

Carolina 29115.

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GEORGE LEON NETTERVILLE

An educator and administrator, Dr. Netterville, is president of

the Southern University System, whose three campuses are in Baton

Rouge, New Orleans, and Shreveport, Louisiana. He assumed his

present position in 1969.

He was born July 16, 1907, in Dutchtown, Louisiana. He is a

graduate of Southern University (B.A.) and Columbia University

(M.A.). He has honorary degrees from Wiley College (Litt.D.) and

Centenary College (L.L.D.).

He was business manager, vice president in charge of business

affairs, and acting president of Southern University. Dr. Netter­

ville is a member and officer of a number of organizations including

the International Affairs Committee and the National Association of

State Universities and Land Grant Colleges. He is a member of the

executive committee of the Louisiana Capital Area Health Planning

Council, is Treasurer of the National Association for Equal Opportu­

nity in Higher Education and is a member of the board of trustees

of Gammon Theological Seminary.

He and his wife Rebecca have one son, George Leon III.

Address: Southern University, Baton Rouge, Louisiana 70813.

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GEORGE OWENS

An administrator and educator, Dr. Owens, is president of

Tougaloo (Mississippi) College. Although Tougaloo is a predominantly

black college, Dr. Owens, in 1965, became the first black president

of the more than a century-old institution.

Born February 9, 1919, in Hinds County, Mississippi, he attended

Jackson (Mississippi) State College and Tougaloo College (A.B.,

economics, 1941). In 1941, he enlisted as a private in the U.S. *•> Army from which he was honorably discharged with the rank of Cap­

tain in 1946. Before enrolling at Columbia University (M.B.A.,

accounting, 1950), he worked briefly in 1947 as a clerk for the

Security Life Insurance Co. in Jackson; as a bookkeeper for a hard­

ware store in Jersey City, New Jersey (1947-48); and as a junior

executive for Saks in New York City. In 1949, he accepted the post

of business manager and chief financial officer at Talladega

(Alabama) College, a post he held until 1955 when he took a similar

position with Tougaloo College. In September, 1964, he was made

acting president and less than a year later, president.

He has been awarded four honorary doctorates (L.L.D., Bethany

College, 1967; L.L.D., Houston-Tillotson College, 1967; L.L.D.,

Brown University, 1967; and L.H.D., Wilberforce University, 1970).

He is a board member of College Placement Service, Inc., in

Bethlehem, Pennsylvania; Communication Improvement, Inc., Channel

3—WLBT-TV, Jackson, Mississippi; Higher Education Compact, New York

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City; the Institute of Politics in Mississippi, Jackson, Mississippi;

the National Council of Churches; the Southern Regional and the United

Negro Fund. In addition, he is a member of the NAACP, the National

Urban League, and Phi Delta Kappa fraternity.

He and his wife Ruth have two children: Paul Douglas, and Gail

Patrice.

Address: Tougaloo College, Tougaloo, Mississippi 39174.

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JOHN A. PEOPLES

An educator and administrator, Dr. Peoples, is president of

Jackson State College in Mississippi. Dr. Peoples became president

of Jackson State in 1967, after having served for two years as pro­

fessor of mathematics and as vice-president of the school.

Born August 26, 1926, in Starkville, Mississippi, he received

degrees from Jackson State College (B.S., mathematics, 1950) and the

University of Chicago (M.A., mathematics, education, 1951, and Ph.D.,

educational administration, 1962). In 1951, he became an instructor

of mathematics in Gary, Indiana, and the first black to teach inte­

grated classes in that city.

He is a member of the American Association for Higher Education,

the Institute for Educational Management and the Advisory Committee

on Accreditation and Institutional Eligibility, United States Depart­

ment of Health, Education, and Welfare. He also holds membership

in the Alpha Kappa Mu honor society, as well as numerous civic

organizations.

Dr. Peoples and his wife Mary have two children: Kathleen and

Mark.

Address: P.O. Box 17179, Jackson State College, Jackson,

Mississippi 39217.

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BENJAMIN LUTHER PERRY, JR.

An educator and administrator, Dr. Perry, is president of

Florida A & M University in Tallahassee, Florida. Under his adminis­

tration, the school has erased the mediocre academic status it had

held among Florida State schools.

Born February 27, 1918, in Eatonville, Florida, he is a grad­

uate of Florida A & M College (B.S., agriculture education, 1940),

Iowa State College (M.S., agriculture economics, 1942), and Cornell

University (Ph.D., land economics, 1954).

He has served at Florida A & M University in various capacities,

including professor of economics, director of research and grants,

and dean of men.

He has authored numerous articles, including "Black Colleges -

Past, Present, and Future," "Higher Education for Disadvantaged

Students" and "Famu at the Crossroads." He was honored by the presi­

dent of the Republic of Nigeria* for outstanding services to the Uni­

versity of Nigeria (1964), and has received, among other awards, the

Phi Delta Kappa Man of the Year Award, 1970. His affiliations

include president of Southern Associations of Land Grant Colleges

and Universities; chairman of the board of directors of the Carnegie

Program, University of Florida; member of Kappa Alph Psi, and founder

of Alpha Phi Omega.

He and his wife Helen have one daughter, Kimberly.

Address: Office of the President, Florida A & M University,

Tallahassee, Florida 32307.

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LUCIUS H. PITTS

An educator, Mr. Pitts, is president of Paine College in Augusta,

Georgia. He is the first black man to serve as president of the

eighty-eight-year-old school.

Born in James, Georgia, he has degrees from Paine College (B.A.,

1941), Fisk University (M.A., 1945), and completed additional grad­

uate work at Atlanta University, Peabody College, and Western

Reserve University.

He is the recipient of numerous honorary degrees. Mr. Pitts

started his career in education as the principal of Milan Public

Schools, Georgia (1936-39). He was a teacher at Paine College (1933-

48), principal of Holsay Cobb Institute (1948-55). and was the execu­

tive secretary of Georgia Teachers and Education Association (1955-

61). He became the president of Miles College in Birmingham, Alabama,

in 1961 and the president of Paine College in 1971.

He developed Miles College as an accredited institution and

raised $1,250,000 for its improvement. He has been a leader for social

change in Birmingham, Alabama and the .state of Georgia. During the

early sixties, he worked with student protestors and acted as a race

relations mediator. Mr. Pitts is a member of many educational,

religious and civic organizations.

He and his wife Dafferneeze have four children: Mrs. Eleanor

Johnson, Lucius, Jr., Etha Paulette, and John Eugene.

Address: 1235 Fifteenth Street, Augusta, Georgia 30901.

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ROYAL W. PURYEAR

Art educator, Mr. Puryear, is president of Florida Memorial Col­

lege, Miami, Florida. When he took over leadership of the Baptist-

related school in 1950, it was a two-year institution, Florida Normal

and industrial College, located in St. Augustine. He succeeded in

building a four-year Southern Association-accredited senior college,

changing its name and moving it to Miami. A new campus was built

from the ground up with completely new buildings, equipment and

furnishings. The 300 mile move was made in 1968 and the college's

enrollment was doubled.

Born March 15, 1912, in Winston-Salem, North Carolina, Mr.

Puryear has degrees from Howard University (A.B., 1933) and Indiana

University (M.S., 1939). He also pursued studies in religion at

Union Theological Seminary and Columbia University and studies in

college administration at the University of Michigan.

He has received five honorary degrees. He was a public school

teacher in Winston-Salem for several years and has had eleven years

experience in YMCA work in many states. Just before heading Florida

Memorial College he was associate pastor of the St. John the Baptist

Church in Dallas, Texas, and then president of Butler College in

Tyler, Texas. An ordained Baptist minister, Mr. Puryear is active

in community work and has been president of the Florida Institution

of Higher Learning.

He and his wife Pearl live in Miami.

Address: 15800 Northwest 42nd Avenue, Miami, Florida 33054.

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PREZELL R. ROBINSON

■V J An educator, Dr. Robinson, is president of Saint Augustine's

College in Raleigh, North Carolina. In 1966 he was appointed to his

present position.

Born August 25, 1925, in Batesburg, South Carolina, he is a

graduate of Saint Augustine's College (A.B., 1946), and Cornell Uni­

versity (M.A., educational psychology and sociology, 1956; Ed.D.,

sociology and administration, 1966).

He was an instructor and administrator at Bettis Junior College

and was registrar, teacher, dean and social science instructor at

Voorhees Junior College from 1946 to 1956. He returned to Saint

Augustine's in 1956 as Dean of Instruction and professor of sociology.

In 1965 Dr. Robinson studied in India on a Fulbright Fellowship.

He is a member of the American Council on Education, a member of the

National Association for Equal Opportunity in Education and a member

of the North Carolina Association of Independent Colleges and Univer­

sities. He was named Tarheel of the Week in 1971 and was the first

black member of the board of directors of Wachovia Bank and Trust

Company.

He and his wife Lula have a daughter, JesSanne.

Address: Saint Augustine's College, Raleigh, North Carolina

27611.

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JAMES A. RUSSELL, JR.

An educator, Dr. Russell, is president of Saint Paul's College,

Lawrenceville, Virginia, a liberal arts school which also offers

degrees in education and business administration. Dr. Russell is a *

third-generation president of the college.

He was born December 25, 1917, in Lawrenceville and has degrees

from Oberlin College (B.A., mathematics), Bradley University (B.S.,

electronics technology; M.S., technical education) and the Univer­

sity of Maryland (Ed.D., educational administration and industrial

education). He attended the National Science Foundation Institute

in engineering electronics at the University of Illinois. For twenty-

one years he was a member of the faculty at Hampton Institute where

he developed engineering and technology programs in which many black

young men and women received training for positions in industry. He

is a member of numerous professional and civic organizations. He

received the Outstanding Educators of America Award in 1971.

He and his wife Nellie have two children: Charlotte and James.

Address: Saint Paul's College, Lawrenceville, Virginia 23868.

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WENDELL PHILLIPS RUSSELL

An educator, Dr. Russell, is president of Virginia State College

in Petersburg, Virginia. Before accepting his present position in

1970, Dr. Russell was Dean of Students (1957-63), and dean of the

college at Virginia Union University (1963-69).

Born June 2, 1926, in Middlesex County, Virginia, he has re­

ceived degrees from Virginia Union University (B.A., B.D., 1949),

Case Western Reserve University (M.A., 1950), and the University of

Virginia (Ed.D., 1970).

He is a member of the Special Advisory Committee on Public

Opinion for the U.S. Department of State, the Army Advisory Committee,

the Executive Committee of the Southern Regional Education Board

and the National Laboratory for Higher Education.

He and his wife Eleanor have three children: Vernon Lee, Shelley

and Wendell, Jr.

Address: Virginia State College, Box T., Petersburg, Virginia

23803.

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S. EDWARD RUTLAND

An educator and administrator, Mr. Rutland, is president of

Paul Quinn College in Waco, Texas. Mr. Rutland became president of

Paul Quinn College in 1970. He succeeded in securing accreditation

for the college (his predecessors had been trying to achieve this

for some 100 years).

Born March 17, 1916, in Forsyth, Georgia, he is a graduate of

Fort Valley State College (B.S., education, 1947) and Northwestern

University (M.A., 1948). He has done graduate work at Northwestern,

the University of Minnesota, and the University of Colorado.

He is a member of the National Council of Social Science, the

American Academy of Political and Social Science, The American Edu­

cational Research Association, and other professional groups. He

has been a consultant to the Georgia State Department of Education,

a consultant and liaison official for the Tennessee Valley Authority,

and a consultant for the U.S. Department of Health, Education, and

Welfare. Mr. Rutland has a background of thirty-three years as a

teacher and an administrator.

He and his wife Lavesta have three sons: S. Edward, Jr., Kenneth

and Alfred.

Address: Paul Quinn College, 1020 Elm Street, Waco, Texas

76704.

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GRANVILLE MONROE SAWYER

An educator and administrator, Dr. Sawyer, is the president of

Texas Southern University.

Born May 7, 1919, in Mobile, Alabama, he is a graduate of

Tennessee A & I State College (A.B., 1947) and the University of

Southern California (M.A., 1952; Ph.D., 1955). He was the dean of

Huston-Tillotson College from 1947 to 1956 and was a professor of

speech and drama there.

Dr. Sawyer is also the former vice-president of Tennessee A & I

University. He serves on the board of directors of the National

Space Hall of Fame, is vice-chairman of the Council of Presidents of

Texas Senior Colleges and Universities, a trustee of the Southern

Association of Colleges and Schools, a board member of the Standard

Savings Association, and on the advisory committee of the Federal

Facilities and Equipment Grants Program of the Texas College and

University system.

He has published articles on black academies and student dissent

on black college campuses.

He and his wife Maxine have two children, Patrecia and

Granville.

Address: Office of the President, Texas Southern University,

3201 Wheeler, Houston, Texas 77004.

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HERMAN STONE, JR.

An educator and administrator, Dr. Stone, has been president of

Lane College in Jackson, Tennessee, since 1970 and has been a profes­

sor and administrator there for the past twenty-six years.

Born December 12, 1919, in Tupelo, Mississippi, he holds degrees

from Lane College (B.S., 1946), Howard University (M.S., 1950), and

the University of Colorado (Ph.D., 1962).

Dr. Stone came to Lane in 1947 as a biology instructor and later

became chairman of the division of natural science and the dean of

instruction.

He has received, among other awards, the Professor of the Year

Award (1963), the Distinguished Service Award (1972) for twenty-five

years of service to Lane College, and the Student Government Associa­

tion Award (1972) for dedicated concern for students.

Dr. Stone and his wife the former Mary Frances Houstonhave

a son, Maurince Rene.

Address: Office of the President, Lane College, Jackson,

Tennessee 38301.

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ALVIN I. THOMAS

An educator and administrator, Dr. Thomas, is president of-

Prairie View A & M College in Prairie View, Texas. Dr. Thomas became

president of Prairie View in 1966.

Born September 7, 1927, in New Orleans, Louisiana, he attended

the city's Xavier University in 1943, Kansas State College (B.S.,

1948; M.S., 1949), Pennsylvania State College in 1951, Ohio State Uni­

versity (Ph.D., 1957), and the University of Michigan in 1963.

Dr. Thomas was an industrial arts instructor, woodwork instruc­

tor, director of industrial education (1953-63), and dean of the

School of Industrial Education and Technology (1963-66) at Prairie

View before he became its president.

He has been a consultant for the public schools of Texas, Kansas,

Ohio, California, and Indiana, and for the Dow Chemical Company,

Litton Industries, Westinghouse Management Services, and the U.S.

Office of Education. Dr. Thomas is a member of numerous professional,

community and national organizations, including the National Education

Association, the Texas Industrial Education Association, and the Texas

Rural Development Commission. He is a director of the Federal Reserve

Bank of Dallas (Houston, Texas branch).

He and his wife Iris have two sons and twin daughters: Kenneth,

Michael, Janet, and Julie.

Address: P.O. Box 2513, Prairie View, Texas 77445.

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MARION DENNIS THORPE

An educator and administrator, Dr. Thorpe, is chancellor of

Elizabeth City State University in Elizabeth City, North Carolina.

Born September 25, 1932, in Durham, North Carolina, he has B.A.

and M.A. degrees in psychology from North Carolina College (now North

Carolina Central University), and a Ph.D. degree in counseling psy­

chology and administration from Michigan State University.

Under President Lyndon B. Johnson, he was appointed assistant

director of the Neighborhood Youth Corps, of the U.S. Department of

Labor. While in this capacity, he was responsible for effecting and

implementing the funding of over $350 million dollars for Neighbor­

hood Youth Corps projects in the United States, Guam, Puerto Rico,

and the Virgin Islands.

He is the author of numerous scholarly papers and reports,

including "One State's Program for Traditionally Negro Colleges,"

and "The Role and Significance of the Black Colleges in the Desegre­

gation Process." He is a member of numerous professional societies

and civic groups.

He and his wife Lula have two children: Pamela Monique and

Marion Dennis.

Address: Elizabeth City State University, Elizabeth City, North

Carolina 27909.

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ANDREW PUMPHREY TORRENCE

An educator, Dr. Torrence, is president of Tennessee State Uni­

versity in Nashville, Tennessee. He was elected in 1968.

Born November 20, 1920, in Little Rock, Arkansas, he has degrees

from Tennessee State University (B.S., 1948) and the University of

Wisconsin (M.S., 1951; Ph.D., 1954).

From 1954 to 1968, he was at Tuskegee Institute as an associate

professor and head of the Department of Agricultural Education (1954-

62), and as professor and dean of Academic Affairs (1967-68).

He is the author of numerous articles and is co-author of three

books: Leadership for Action in Rural Communities (1960) , Teacher

Education in Agriculture (1967), and New Careers and Curriculum

Change (1968). He is a member of numerous professional organizations.

He is on the Advisory Committee of the U.S. Army Command and General

Staff College. He was a U.S. Army Warrant Officer (1942-46).

HeN^id his wife Marian have two children: Kenneth and Andrea. S Address: Tennessee State University, Nashville, Tennessee

37203.

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LEVI WATKINS

An educator, Dr. Watkins, is president of Alabama State Univer­

sity in Montgomery, Alabama.

He was born in Montgomery, Kentucky, Dr. Watkins is a graduate

of Tennessee A & I College (B.S.) and Northwestern University (M.A.).

He has an honorary degree from Arkansas Baptist College (L.L.D.).

Prior to accepting his present position, Dr. Watkins was an

administrative assistant to the president of Alabama State College.

In 1969, the college was elevated to university status and the name

was changed to Alabama State University. He was founder and presi­

dent of Owen College at Memphis, Tennessee (1953-59). Dr. Watkins

is a vice-president on the Council of University Presidents (Alabama

Commission on Higher Education): a member of the Alabama Advisory

Committee of Higher Education Facilities Commission; a member of the

Alabama Education Association and a member of the Advisory Board on

Health and Environmental Quality. He has many other professional

and civic affiliations.

He and his wife Lillian have six children, among them a Ph.D.,

a cardiac surgeon, an attorney, a teacher, an airline revenue con­

troller and a medical student.

Address; Alabama State University, Montgomery, Alabama 36101.

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WALTER WASHINGTON

An educator and administrator, Dr. Washington, is president of

Alcorn A & M College in Lorman, Mississippi.

Born July 13, 1923, in Hazelhurst, Mississippi, he is a graduate

of Tougaloo College (B.A.), Indiana University (M.A.), and the Univer­

sity of Southern Mississippi (D.Ed.). He also has an education

specialist degree from George Peabody College (1958).

He was awarded an honorary L.L.D. degree by Tougaloo College in

1970. Dr. Washington was successful in getting the state legislature

to appropriate $12 million dollars in 1971 for the general improve­

ment of Alcorn, the oldest land-grant school in the nation; it was

founded in 1871.

He is a member of the Mississippi Advisory Commission on Voca­

tional Education, the state board of directors of the Boy Scouts of

America, and Phi Delta Kappa. He is a vice-chairman of the secondary

commission of the Southern Association of Colleges and Schools,

general president of Alpha Phi Alpha fraternity, a member of the

Mississippi Teachers Association and the National Alumni Council of

the United Negro College Fund.

He is married to the former Carolyn Carter.

Address: Alcorn A & M College, Lorman, Mississippi 39096.

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KENNETH RAYNOR WILLIAMS

An educator and administrator, Dr. Williams, is chancellor of

Winston-Salem State University in Winston-Salem, North Carolina. He

is the chief executive of the university.

He was born August 16, 1919, in Norfold, Virginia. He is a

graduate of Morehouse College (A.B., 1933) and Boston University

(M.-A. , 1936; S.T.B., 1952; Ph.D., 1961). He received an honorary

L.L.D. from Wake Forest University in 1962.

Prior to becoming chancellor, he taught at Winston-Salem Univer­

sity for twenty-five years. He is listed in Who's Who in America, / Who's Who i$ the South and Southwest, and Who's Who in American Col­

lege and University Administration. He was a chaplain in the United

States Army and honorably discharged with the rank of major.

Dr. Williams received from the Danforth Foundation a short-term

leave grant and took a two-month tour of sixteen foreign countries

and forty cities. He was also awarded the Freedom Foundation Award

in 1952. He is a board member of the Association of American Colleges

for Teacher Education, Piedmont University Center, Inc., the Urban

Academic Affairs Consortium, the Winston-Salem Chamber of Commerce

and the Winston-Salem Chapter Rotary Club.

He and his wife Edythe have three children: Kenneth III, Ronald

and Norman.

Address: Winston-Salem University, Winston-Salem, North Carolina

27102.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.