DOCUMENT RESUME ED 415 311 UD 032 091 AUTHOR Willie, Charles V., Ed.; Garibaldi, Antoine M., Ed.; Reed, Wornie L., Ed. TITLE Assessment of the Status of African-Americans. Volume III: The Education of African-Americans. INSTITUTION Massachusetts Univ., Boston, MA. William Monroe Trotter Inst. ISBN ISBN-1-878358-00-6 PUB DATE 1990-00-00 NOTE 191p.; For Volumes I through VI, see UD 032 089-094. PUB TYPE Collected Works General (020) Reports Evaluative (142) EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS Black Education; *Black Students; Civil Rights; Counseling; *Educational Attainment; Educational Change; Educational History; Elementary Secondary Education; *Higher Education; Minority Groups; Participation; Public Schools; *School Desegregation; *Urban Schools IDENTIFIERS *African Americans; National Research Council ABSTRACT In 1987 a project was undertaken to assess the status of African Americans in the United States in the topical areas to be addressed by the National Research Council's Study Committee on the Status of Black Americans: education, employment, income and occupations, political participation and the administration of justice, social and cultural change, health status and medical care, and the family. Six volumes resulted from the study. This volume, the third, considers education, ranging from early childhood through postsecondary education. The following essays are included: (1) "The Civil Rights Movement and Educational Change" (Meyer Weinberg); (2) "The Social and Historical Context: A Case Study of Philanthropic Assistance" (Charles V. Willie); (3) "School Desegregation since Gunnar Myrdal's American Dilemma" (Robert A. Dentler); (4) "The Future of School Desegregation" (Charles V. Willie); (5) "Meeting the Needs of Black Children in Public Schools: A School Reform Challenge" (James P. Comer and Norris M. Haynes); (6) "School Improvement among Blacks: Implications for Excellence and Equity" (Faustine Jones-Wilson); (7) "Counseling and Guidance of Black and Other Minority Children in Public Schools" (Charles E. Flowers); (8) "Blacks in College" (Antoine M. Garibaldi); (9) "The Road Taken: Minorities and Proprietary Schools" (Robert Rothman); (10) "Graduate and Professional Education for Blacks" (James E. Blackwell);(11) "System-Wide Title VI Regulation of Higher Education, 1968-1988: Implications for Increased Minority Participation" (John B. Williams);(12) "Black Participation and Performance in Science, Mathematics, and Technical Education" (Willie Pearson, Jr.);(13) "The Social Studies, Ethnic Diversity, and Social Change" (James A. Banks); (14) "Abating the Shortage of Black Teachers" (Antoine M. Garibaldi); (15) "The Field and Function of Black Studies" (James B. Stewart); (16) "The Role of the University in Racial Violence on Campus" (Wornie L. Reed); and (17) "Summary and Recommendations" (Charles V. Willie). An appendix lists project study group members and contributors. Each chapter contains references. (SLD) The Education of African-Americans Assessment of the Status of African-Americans Volume III U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement reAEDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as eceived from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this docu- ment do not necessarily represent official OERI position or policy. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY ,Tarae 5614. vu el01 Tr's6 v TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 The William Monroe Trotter Institute University of Massachusetts at Boston BEST COPY AVAILABLE 2 The Education of African-Americans Volume III Edited by Charles V. Willie, Antoine M. Garibaldi, and Wornie L. Reed William Monroe Trotter Institute University of Massachusetts 1990 3 ©1990 by William Monroe Trotter Institute ISBN 1-878358-00-6 Table of Contents Preface V Part I.Historical Perspectives 1 1. The Civil Rights Movement and Educational Change 3 Meyer Weinberg 2. The Social and Historical Context: A Case Study of Philanthropic Assistance 7 Charles V. Willie Part II.Elementary and Secondary Education and Desegregation 23 3. School Desegregation Since Gunnar Myrdal's American Dilemma 25 Robert A. Dentler 4. The Future of School Desegregation 47 Charles V. Willie Part III. School Improvement 61 5. Meeting the Needs of Black Children in Public Schools: A School Reform Challenge 63 James P. Corner and Norris M. Haynes 6. School Improvement Among Blacks: Implications for Excellence and Equity 69 Faustine Jones-Wilson 7. Counseling and Guidance of Black and Other Minority Children in Public Schools 77 Charles E. Flowers Part IV. Post-Secondary Education 89 8. Blacks in College 91 Antoine M. Garibaldi 9. The Road Taken: Minorities and Proprietary Schools 99 Robert Rothman 10.Graduate and Professional Education for Blacks 103 James E. Blackwell 11.System-Wide Title VI Regulation of Higher Education, 1968-1988: Implications for Increased Minority Participation 111 John B. Williams Part V.Special Issues 119 12.Black Participation and Performance in Science, Mathematics, and Technical Education 121 Willie Pearson, Jr. 13.The Social Studies, Ethnic Diversity, and Social Change 127 James A. Banks 14.Abating the Shortage of Black Teachers 147 Antoine M. Garibaldi 15.The Field and Function of Black Studies 159 James B. Stewart 16. The Role of the University in Racial Violence on Campus 171 Wornie L. Reed 17.Summary and Recommendations 177 Charles V. Willie Appendix: Assessment of the Status of African-Americans Project Study Group Members and Contributors 195 6 iv Preface In the spring of 1987 the William MonroeTrotter Institute for the Study of Black Culture at the University of Massachusetts atBoston initiated a national pro- ject, "The Assessment of the Status ofAfrican-Americans." The project included study groups on six topics: (1) employment,income and occupations, (2) political par- ticipation and administration of justice, (3) socialand cultural change and continuity, (4) health status and medical care, (5) family,and (6) education. The study group on education included the following persons: RobertDentler of the University of Massa- chusetts at Boston; Robert C. Johnson of St. CloudState University; Meyer Weinberg of the University of Massachusetts at Amherst;and Charles V. Willie of Harvard and Antoine Garibaldi of Xavier University inLouisiana, who served as chair and vice- chair, respectively. The project was developed to reflect upon the statusof African-Americans since 1940 in each of the topical areas in anticipationof the results and analyses of the Na- tional Research Council's Study Committee onthe Status of Black Americans. The Trotter Institute and the more than 60 scholarswho agreed to participate in the as- sessment project recognized that the NRCstudy would not only have significant im- plications for African-Americans but also wouldimpact directly on public policy. Thus, it was imperative that groups be formedprior to the release of the NRC study so that study grouprecommendations could stand on their own merits. The education study group met in late May of 1987and drafted an agenda of sig- nificant educational issues. The issues ranged fromearly childhood education pro- grams through postsecondaryeducation public policy issues. The study group mem- bers chose topics within their areas of expertiseand identified other notable research- ers from across the countrywho have written extensively on these issues. Asthe list of contributors shows, the authors come from urban,historically black, predominant- ly white, as well as Ivy League institutions fromthe Northwest, the South, and the East Coast. They included white as well as blackscholars representing a wide range of academic and experiential expertise in educationalresearch. In the solicitation for papers on the various issues,writers were asked to ad- dress three specific questions in their selections: What do we know about this major issue? What else do we need to know about this issue? What should be done about this issue? The authors were asked to pay particular attention notonly to trends in the educa- tional progression of African-Americans butalso to analyze laws and policies that have had significant impacts on the educationalpreparation of African-Americans since 1940. Even more, they were requested tospeculate on anticipated and unfore- seen conditions that will affect the educational pursuits ofAfrican-Americans. Through these informal practices of forecasting,policy recommendations for federal, state, and local education agenciesas wellas private foundationscould be offered. Despite the pressures of limited time and thelimited financial support for this work, these scholars responded toour call and made significant contributions to this volume. Because of their generosity andcommitment to the educationalprogress of black Americans, it may not benecessary to repeat the last five decades of education- al improvements with such slow andnondeliberate speed. In addition to studygroup members and other contributors, we are indebted toa number of individuals for the production ofthis study. We owe thanks to Phillip Hal- len and the Maurice Falk Foundation forunderwriting the costs of producing this vol- ume. Special thanks are also offered to the followingpersons at the Trotter Institute: our editorsDuncan Nelson, Manuscript Editor; Linda Kluzand Suzanne Baker, Pro- duction