Historically black colleges and universities are adept at training scientists. Marybeth Gasman and Thai-Huy Nguyen follow ten HBCU programs that have grown their student cohorts and improved performance. These science departments furnish a bold new model for other colleges that want to better serve African American students.
Throughout, Cultivating Inquiry-Driven Learners challenges stakeholders from across higher learning-faculty, students, staff, administrators, and policymakers-to reflect on the purpose of college, embrace innovation, and ensure that students are educated to thrive in and contribute to our constantly changing world.
Anchored in a study conducted at twelve minority-serving institutions (MSIs), Conrad and Gasman turn a spotlight on the challenges facing nontraditional college students and highlight innovative programs and practices that are advancing students' persistence and learning. --From publisher description
The first history of the UNCF, Envisioning Black Colleges draws attention to the significance of black colleges in higher education and the role they played in Americans' struggle for equality.
Outlining strategies for identifying and dismantling barriers to participation, Learning with Others will pique interest among faculty, students, and administrators in higher education and a wide range of external stakeholders-from families and communities to policymakers and funders.
"An honest confrontation of systemic racism in faculty hiring-and what to do about it. While colleges and universities have been lauded for increasing student diversity, these same institutions have failed to achieve any comparable diversity among their faculty. In 2017, of the nation's full-time, tenure-track and tenured faculty, only 3 percent each were Black men, Black women, Hispanic men, and Hispanic women. Only 6 percent were Asian/Pacific Islander men, 5 percent were Asian/Pacific Islander women, and 1 percent were American Indian/Alaska Native. Why are the numbers so abysmal? In Doing the Right Thing, Marybeth Gasman takes a hard, insightful look at the issues surrounding the recruitment and hiring of faculty of color. Relying on national data and interviews with provosts, deans, and department chairs from sixty major universities, Gasman documents the institutional forces stymieing faculty diversification, and she makes the case for how such deficiencies can and should be rectified. Even as institutions publicly champion inclusive excellence and the number of doctoral students of color increases, Gasman reveals the entrenched constraints contributing to the faculty status quo. Impediments to progress include the alleged trade-off between quality and diversity, the power of pedigree, the rigidity of academic pipelines, the failures of administrative leadership, the lack of accountability among administration and faculty, and the opacity and arbitrariness of the recruitment and hiring process. Gasman contends that leaders must acknowledge institutional failures of inclusion, pervasive systemic racism, and biases that restrict people of color from pursuing faculty careers. Recognizing that individuals from all backgrounds are essential to the creation and teaching of knowledge, Doing the Right Thing puts forth a concrete call for colleges and universities to take action and do better"-- Provided by publisher
"This is a work that looks deeply at the true power of HBCUs"--