Suchergebnisse

This volume centers on the lives and experiences of female and African American leaders of foundations and nonprofits. Contributors to the volume examine race and gender as constructs and provide a theoretical background for understanding their effect on the psycho-social development of the individuals. They explore their family backgrounds and childhood experiences as well as the impact of education on their lives and future leadership.

This reportthe first issued by the Center for Minority Serving Institutions,1 located at the University of Pennsylvaniaillustrates in broad brushstrokes where Historically Black Colleges and Universities (HBCUs) fit within the shifting landscape of U.S. higher education. It focuses on three key areas: students, leadership, and fundraising. In addition to including crucial information about the diversification of HBCU student populations with respect to race/ethnicity and gender, we consider how HBCUs provide support and services for LGBT students and offer programs and classes that ensure students success in an increasingly global world. ; The Center for Minority Serving Institutions at the University of Pennsylvania

AbstractThis article develops a basic knowledge of African American family foundations from which additional research can be generated. It addresses the following questions: From what types of professional backgrounds do the founders of African American family foundations hail? In which areas of the country are African American family foundations located? What is the range of assets possessed by African American family foundations, and how are these assets managed? How do African American family foundations use board members, employees, and volunteers to support their organizations? What are the overarching goals of African American family foundations? And in what areas are they concentrating their donations?

The Coronavirus (COVID-19) has thrown higher education into a time of uncertainty. Many scholars and pundits are making dire predictions about the future of tuition-driven colleges and universities, including most Minority Serving Institutions (MSIs). This report highlights some of the many actions of MSIs in the midst of COVID-19 actions on the part of presidents, faculty, student affairs professionals, students, and others. These actions are organized in sections related to community outreach, communication, technology, mental health, basic needs support, and curricula. Hopefully they will inspire others to act in the most humane ways toward students, faculty, staff, and beyond. ; Rutgers Center for Minority Serving Institutions

Nineteenth century traditions of benevolence and education : toward a conceptual framework of Black philanthropy / Jayne Beilke -- Standing on their own : African American engagements with educational philanthropy in antebellum America / Jeffrey Mullins -- Booker T. Washington : philanthropy and aesthetics / Michael Bieze -- Creating an image for Black college fundraising : an illustrated examination of the United Negro College Fund's publicity, 1944-1960 / Marybeth Gasman and Edward M. Epstein -- Thurgood Marshall : a study of philanthropy through racial uplift / Noah D. Drezner -- The Links, Incorporated : advocacy, education, and service in the African American community / Kijua Sanders-McMurtry and Nia Woods Haydel -- A.G. Gaston : a story of philosophy, perseverance, and philanthropy / Fred H. Downs -- Not in vain : the philanthropic endeavors of C. Eric Lincoln / Darryl Holloman -- Howard Thurman : a life journey for service, religion, and philanthropy / Mark Giles -- Quiet grace, clothed spirit : Oseola McCarty and the benevolence of a gift / Marci M. Middleton -- A gift of art : Jacob Lawrence as philanthropist / Edward Epstein

The purpose of this article is to examine the fundraising approaches and challenges of the Hampton Institute during the 1960s and 1970s—a time of racial turmoil and great change throughout the country. This turmoil, combined with a push for integration within the larger Black community and among White liberals, made for an uncertain fundraising environment. In addition, this article explores Hampton Institute's decision to withdraw from the United Negro College Fund, a fundraising organization for private Black colleges, in 1968 and the impact of this action on Hampton's ability to raise necessary funds.

In this article, the authors examine the literature on accreditation in postsecondary education in the United States and, in particular, on accreditation as it influences historically Black colleges and universities (HBCUs). First, the authors discuss some of the challenges of preparing a literature review on this topic. Second, they explain what accreditation entails in the United States, including a description of accrediting agencies and the accreditation review process. Third, they review both the academic and the more general literature on accreditation in general. Fourth, they review both the academic and the general literature on accreditation as it shapes HBCUs. Finally, they discuss lessons learned from the literature, including both gaps and areas for improvement.

Intro -- Charles S. Johnson -- Contents -- Foreword -- Acknowledgments -- 1. From Bristol to Nashville -- 2. From Riot to Renaissance -- 3. The Mentor: Robert E. Park -- 4. The Park-Johnson Model -- 5. The Johnson Model -- 6. Park to Johnson to Myrdal -- 7. Internationalism: Between the World Wars -- 8. The Department of Social Sciences -- 9. Beyond the Classroom: Service Intellectual -- 10. The Publications -- 11. The Best of Booker T. Washington -- 12. The Rest of Booker T. Washington -- 13. The Department of Race Relations: Confronting de facto Segregation -- 14. The Race Relations Institutes: Confronting de jure Segregation -- 15. Internationalism: World War II and the Cold War -- 16. Conflict over Fisk Leadership -- 17. The Basic College: Nurturing Scholars and Leaders -- 18. The Red Scare Hits Home -- 19. Solomon on the Cumberland -- Epilogue -- Appendix I. -- Appendix II. -- Appendix III. -- Notes -- Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O -- P -- R -- S -- T -- U -- V -- W -- Y.

This study examines the 21st-century Historically Black College and University (HBCU) presidency. First, we gathered information on the skills needed for the 21stcentury HBCU president. Then, we examined the background of future HBCU presidents. Through an analysis and discussion of the responses of current HBCU presidents, trustees,1and presidential search consultants, we determined what skills are pertinent for HBCU presidential hopefuls to attain. Lastly, we made recommendations, based on our findings, regarding the skills needed for HBCU presidential aspirants to not only reach the presidency but to perform well upon doing so.