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MORGAN STATE UNIVERSITY and the STATE of MARYLAND, 1867-1988 Traci Leigh Moody Dula, Doctor of Philosophy, 2016

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MORGAN STATE UNIVERSITY and the STATE of MARYLAND, 1867-1988 Traci Leigh Moody Dula, Doctor of Philosophy, 2016 ABSTRACT Tittle of Dissertation: “PROSPERING BECAUSE THAT’S ITS HISTORY”: BLACK RESILIENCE AND HONORS DEVELOPMENT IN HIGHER EDUCATION: MORGAN STATE UNIVERSITY AND THE STATE OF MARYLAND, 1867-1988 Traci Leigh Moody Dula, Doctor of Philosophy, 2016 Dissertation directed by: Professor Victoria-María MacDonald Department of Teaching, Learning, Policy and Leadership This study explores the origins and development of honors education at a Historically Black College and University (HBCU), Morgan State University, within the context of the Maryland higher education system. During the last decades, public and private institutions have invested in honors experiences for their high-ability students. These programs have become recruitment magnets while also raising institutional academic profiles, justifying additional campus resources. The history of higher education reveals simultaneous narratives such as the tension of post-desegregated Black colleges facing uncertain futures; and the progress of the rise and popularity of collegiate honors programs. Both accounts contribute to tracing seemingly parallel histories in higher education that speak to the development of honors education at HBCUs. While the extant literature on honors development at Historically White Institutions (HWIs) of higher education has gradually emerged, our understanding of activity at HBCUs is spotty at best. One connection of these two phenomena is the development of honors programs at HBCUs. Using Morgan State University, I examine the role and purpose of honors education at a public HBCU through archival materials and oral histories. Major unexpected findings that constructed this historical narrative beyond its original scope were the impact of the 1935/6 Murray v Pearson, the first higher education desegregation case. Other emerging themes were Morgan’s decades-long efforts to resist state control of its governance, Maryland’s misuse of Morrill Act funds, and the border state’s resistance to desegregation. Also, the broader histories of Black education, racism, and Black citizenship from Dred Scott and Plessy, the 1863 Emancipation Proclamation to Brown, inform this study. As themes are threaded together, Critical Race Theory provides the framework for understanding the emerging themes. In the immediate wake of the post-desegregation era, HBCUs had to address future challenges such as purpose and mission. Competing with HWIs for high-achieving Black students was one of the unanticipated consequences of the Brown decision. Often marginalized from higher education research literature, this study will broaden the research repository of honors education by documenting HBCU contributions despite a challenging landscape. Prospering Because That’s Its History: Black Resilience and Honors Development in Higher Education: Morgan State University And the State of Maryland, 1867-1988 by Traci Leigh Moody Dula Thesis submitted to the Faculty of the Graduate School of the University of Maryland, College Park in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2016 Advisory Committee: Professor Victoria-María MacDonald, Chair Professor Tara M. Brown Professor Robert Croninger Professor Sharon Fries-Britt Professor Ethan Hutt ©Copyright by Traci Leigh Moody Dula 2016 Dedication I am an avid believer that we all stand on somebody else’s shoulders. It is the previously segregated generation of the African American community in general, and my family in particular, that has afforded me freedoms and access about which they could only dream. I also believe that I have nothing without the favor—kindness and generosity, of others. This process would certainly not have been possible without the steady support and prayers of close family members, church family and friends. In fact, I dedicate this work to my parents, Dalton Maurice and Frances Odella (Pleasant) Moody. My parents gave to and laced for me the straps of my boot strings. It is their hard work and tenacity on Baltimore City segregated high school educations and entrepreneurial spirits that they managed to provide me with a middle class childhood and college education. They believed in education and what my place could be in this society as an educated Black woman. There is an adage that goes, “There, but for the grace of God, go I.” It is my humble appreciation of both the enslaved and freed Blacks that, there but for their dare to dream—and spirit to fight— go I. ii Acknowledgment Anyone who has survived the grueling task of the dissertation understands the painstaking energy and sacrifice that is involved in bringing to fruition one’s hard work and the journey that led up to it. What a blessing it is when the process is made smooth by the gracious gifts of those eagerly helpful souls who made the work not just easier but exciting! These individuals—all who were once strangers—inspired me either throughout or at some critical juncture along the way that got me here. At the risk of forgetting someone, I will attempt to offer my very sincere gratitude. I have listed them in the order in which I encountered them along my pathway. It should be understood that the individuals below were enthusiastic, “go-out-of-your-way,” people who patiently assisted me with a warm smile (or E-smile): David M. Hays, Archivist, University of Colorado, Boulder Anne S. Turkos and Jason Grant Speck, Archivists, University of Maryland Ms. Simone Barrett, Morgan State University (MSU) Mrs. Edith Murungi, Special Collections Librarian, MSU Mrs. Elizabeth Gross-Morant, Library Technician, MSU Dr. Edwin Johnson, MSU Dr. Benjamin Welsh, MSU Ms. Brenda Williams, MSU Mr. Andre Patterson, MSU Dr. Nina Dobson- Hopkins and Ms. Claudia Leight, MSU Ms. Pamela Quarles and her son, Mr. Jonathan Pourzal Ms. Joyce White, Museum Associate, Methodist Historical Society Ms. Fiona Jardine, University of Maryland There could not be a qualitative study without the generous contributions of my participants. To them, I am indebted. My Advisor, Dr. Victoria-María MacDonald. As promised, you got me through. Thank you for believing in me and stretching me in exciting directions! To my husband, Brandon Charles Dula; you often assumed a disproportionate share of home and parenting responsibilities, allowing me to pursue this important work. Thank you. And to our three children who took the brunt of this sacrifice without complaining—Benin Christian-Adan Dula, Jelani Du Bois Dula, and Niara Taylor Dula. Mommy thanks you, loves you, and hopes that I have imprinted upon your hearts and minds a legacy for learning and excellence through education. You are one reason why I know God loves me. When He created you, He considered to whom to give these gifts and He chose me. iii TABLE OF CONTENTS List of Tables ................................................................................................................................. v Introduction 1 Chapter I Historical Context and Historical Methods .......................................................... 7 Historiography/ Historical Context ............................................................................................. 7 Historically Black Colleges and Universities.............................................................................. 7 Black Education/HBCUs and Collegiate Honors Education .................................................... 17 Historical Methods ...................................................................................................................... 30 A Case for the Murray Case ....................................................................................................... 43 TIMELINE .................................................................................................................................. 48 Chapter II The History of U.S. Collegiate Honors Education, 1920s-1960s ....................... 52 Frank Aydelotte and the Making of the Honors Movement ................................................... 52 The British System .................................................................................................................... 53 Incubator for Honors: Swarthmore College, 1920s: ................................................................. 55 Collegiate Honors in Context: Post Second World War ......................................................... 63 (Honors) Higher Education’s Next Challenge: Sputnik and the Cold War Era ........................ 67 Joseph W. Cohen, and the Inter-University Committee on the Superior Student 1957-66 ...... 71 Chapter III Morgan State University, Jim Crow and (De)Segregation ............................... 89 Historical Overview, 1787-1950 ................................................................................................. 89 Finding a Home ......................................................................................................................... 93 Morgan and the State of Maryland .......................................................................................... 101 Figure I: Table of Institutional Names .................................................................................... 129 Staying the Course: Public Autonomy .................................................................................... 130 Govern Thyself Accordingly ................................................................................................... 134 Chapter IV We’ve Come This Far By Faith: Honors Education ......................................
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