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OBJ (Application/Pdf) ABSTRACT HUMANITIES JACKSON, KASHAWNDROS B.A. DILLARD UNIVERSITY, 2001 M.A. CLARK ATLANTA UNIVERSITY, 2005 THE FUNCTION OF AFROCENTRIC CURRICULA IN HIGHER EDUCATION: A CASE STUDY OF SELECTED HBCU INSTITUTIONS Committee Chair: Viktor Osinubi, Ph.D. Dissertation dated December 2017 This study examines the role of Afrocentric curricula in higher education. Using four HBCU institutions (Dillard University, Hampton University, Howard University, and Spelman College) as a case study, the researcher selected the institutions on the basis of program quality and geographical spread. Program quality means the institutions must be accredited; geographical spread implies that the institutions must represent different parts of the country where HBCUs are concentrated. A mixed methods approach was used to analyze the data gathered from each institution’s course catalog during the 2011- 2012 school year. The purpose was to determine if curricula dedicated to the black experience existed. The study found that all of the four institutions offered Afrocentric curricula. However, the courses vary in terms of their breadth, scope, and function. The conclusion drawn from the findings suggests that although the offering of Afrocentric curricula supports the goal of African-centeredness at each HBCU, the offerings are not i widespread enough to bolster the HBCUs’ goal of dedication to leadership in the black community as mentioned in the institutions’ mission statements. In an attempt to address the gap between the HBCUs’ mission statements and what the collected data demonstrated, the researcher offered curriculum recommendations designed to enhance the effectiveness of the HBCUs as they promote black leadership in the community. ii THE FUNCTION OF AFROCENTRIC CURRICULA IN HIGHER EDUCATION: A CASE STUDY OF SELECTED HBCU INSTITUTIONS A DISSERTATION SUBMITTED TO THE FACULTY OF CLARK ATLANTA UNIVERSITY IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF ARTS IN HUMANITIES BY KASHAWNDROS JACKSON DEPARTMENT OF HUMANITIES ATLANTA, GEORGIA DECEMBER 2017 © 2017 KASHAWNDROS JACKSON All Rights Reserved ACKNOWLEDGEMENTS I thank the people who unselfishly supported me. Dr. Karamo Barrow taught me to educate passionately and produce high-quality research. I also thank my dissertation committee, Drs. Viktor Osinubi, Timothy Askew, and Daniel Black, with administrators such as Dean Danille Taylor and Drs. Alma Vinyard and Michael J. Marshall for making my successful matriculation possible. During the process, I taught to support myself; but it was Dr. Georgianne Thomas’ willingness to mentor me as an educator that helped me to complete my degree requirements. She also provided spiritual and emotional support. I thrived from her compassion and that of fine colleagues and friends such as Dr. Corey Stayton, Ms. Kathy Oluwajuyemi, Mr. Raynix Freeman, Mr. Melvin Collier, Mr. Edward Hightower, and Mr. Travis Lacy. They were my long-term study partners, an academic family. At the core, I credit my biological family and community for my success. Before my grandparents transitioned, they instilled in me a most beneficial work ethic. My mother, Mrs. Glenda Robinson Alexander, reminds me of this. She thrice survived cancer and two strokes while I pursued the doctoral degree. In addition, the Provost, Robinson, Harding, Jackson, and Bradley families, my community in South Louisiana, and a host of lifelong friends have always echoed the possibilities of my academic career and daily life. iii TABLE OF CONTENTS ACKNOWLEDGEMENTS ............................................................................................... iii LIST OF FIGURES ........................................................................................................... vii CHAPTER I. INTRODUCTION ................................................................................................1 Purpose ............................................................................................................... 10 Research Questions ............................................................................................ 16 Rationale for the Study ...................................................................................... 16 Statement of the Problem ................................................................................... 19 Limitations ......................................................................................................... 20 Selection Criteria ............................................................................................... 21 Framework ......................................................................................................... 22 Methodology ...................................................................................................... 22 Chapter Organization ......................................................................................... 26 Definition of Terms............................................................................................ 27 Summary ............................................................................................................ 28 II. LITERATURE REVIEW ...................................................................................30 Definition and Significance of African-Centeredness ....................................... 31 Black Studies ..................................................................................................... 36 Social Reform and Black Pedagogy ...................................................................54 A Case for the Inclusion of Black Studies in HBCU Curriculum ......................59 Summary ............................................................................................................ 60 iv CHAPTER III. DILLARD UNIVERSITY ..................................................................................61 Introduction ........................................................................................................ 61 Mission............................................................................................................... 62 Afrocentric Curriculum at Dillard University .................................................... 63 Breadth and Scope of the Afrocentric Curriculum ............................................ 64 Disciplines with the Largest Amount of Afrocentric Focus ......................65 Disciplines with a Moderate Amount of Afrocentric Focus ......................71 Disciplines with the Least Amount of Afrocentric Focus .........................78 The Function of Afrocentric Curriculum ........................................................... 85 Summary ............................................................................................................ 86 IV. SPELMAN COLLEGE .......................................................................................88 Background Information .....................................................................................88 Mission ............................................................................................................... 90 Afrocentric Curriculum at Spelman ................................................................... 91 Breadth and Scope of the Afrocentric Curriculum ............................................ 92 Disciplines with the Largest Amount of Afrocentric Focus ......................93 Disciplines with a Moderate Amount of Afrocentric Focus ....................102 Disciplines with the Least Amount of Afrocentric Focus .......................107 Summary .......................................................................................................... 122 V. HAMPTON UNIVERSITY ..............................................................................125 Hampton’s Mission ...........................................................................................127 Breadth and Scope of Afrocentric Curriculum at Hampton University .......... 128 Disciplines with the Largest Amount of Afrocentric Focus ....................129 Disciplines with a Moderate Amount of Afrocentric Focus ....................135 Disciplines with the Least Amount of Afrocentric Focus .......................139 v CHAPTER Summary .......................................................................................................... 152 VI. HOWARD UNIVERSITY................................................................................153 Background Information .................................................................................. 153 Mission ............................................................................................................. 154 Breadth and Scope of the Afrocentric Curriculum .......................................... 154 Disciplines with the Largest Amount of Afrocentric Focus ....................155 Disciplines with a Moderate Amount of Afrocentric Focus ....................162 Disciplines with the Least Amount of Afrocentric Focus .......................174 Summary .......................................................................................................... 187 VII. CONCLUSION .................................................................................................190 Approach to Afrocentricity ...............................................................................190 Breadth and Scope of the Afrocentric Curriculum ...........................................192 Comparison of Disciplines with the Largest Amount
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