Legacy, Mystique, and Empowerment: A Review Essay of New Research on Historically Black Colleges and Universities

Educational Foundations, Winter 2007 by Drezner, Noah D

To further this notion of Black colleges being diverse and integrated, the authors, in the bookís introduction, proclaim that ìBlack colleges are not just for BlacksÎ (p. xv), recognizing a trend where attendance of Whites at HBCUs is on the rise. The authors contend that HBCUs

could help others and should be available to all, including Whites, because their presence will not harm the integrity of historically Black colleges and universities (HBCUs), as the presence of Blacks has not harmed the integrity of traditionally White institutions (TWIs). (p. xv)

However, the influx of White students into HBCUs should be of concern. Black colleges were not only created to provide an education to Blacks when racial segregation prevented them from attending TWIs, but these institutions had an additional mission of racial uplift. According to National Center for Educational Statistics data, between 1980 and 1990 enrollment of Whites at HBCUs increased by more than 10,000 (Gasman, et al, 2006). The White influx, according to some, is costing Black students scholarship dollars and positions at some of the selective institutions. Conrad, Brier, and Braxton (1997) found that HBCUs were attracting White students for the scholarships available at them and the overall lower cost of tuition. Furthermore, this shift of population, can lead to a loss of the overall mission and culture of these institutions: to provide a mechanism of racial uplift to African Americans (Gasman, et al, 2006). The concern over a large White influx at Black colleges is understandable, as there are institutions that are classified as HBCUs with White enrollments above 80% of the student population (e.g., Bluefield State University, West Virginia 88.8% and West Virginia State University 83.2%) (BlackExcel.com).

For a historically Black college, losing its original mission is akin to the dismantling of the institution. The loss of this special aspect of higher education would have repercussions beyond the African American community. Charles Willie himself said in his 1981 book, The Ivory and Ebony Towers:

It would be a disaster to dismantle Black colleges and universities, for Whites would be destroying the best reflection available of the state of their own manners and morals and the innermost worth of higher education. In this new age of desegregation and integration, the value of an institution will be determined not by how well it treats the majority but how merciful it is to the minority. In this respect Black colleges and universities can serve as a model for many by demonstrating that the way to educational enhancements for a Black majority is through compassion and concern for a White minority. (p. 111)

The Black College Mystique adds to a small literature that looks at the role of the presidency at Black colleges. In chapter five, ìPersonal Characteristics, Professional Pathways, and Management Challenges of Presidents,Î Willie, Reddick, and Brown use data from the American Council on Education (ACE) 2001 National Presidentís Survey. Looking at the Black colleges subset of this data for the first time, they found that the typical HBCU president in 2001 was: African American (97%); between the ages of 51 and 60 (55%); male (92%); married (88%) with children (97%); had attained a terminal degree (Ph.D., Ed.D., M.D., or J.D.) (93%); never served as a CEO before (65%); ascended from the academic ranks (40%) and was hired from a different institution than the one that they were currently leading (79%). It is important to note that Willie, Reddick, and Brownís analysis looks at four-year institutions. Of the 90 four-year colleges, 48 (53%) HBCU presidents responded to the original ACE survey. The responses are split equally between private and public schools.