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"African American women in higher education"
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Princess of the Hither Isles : a black suffragist's story from the Jim Crow south
A compelling reconstruction of the life of a black suffragist, Adella Hunt Logan, blending family lore, historical research, and literary imagination. Born during the Civil War into a slaveholding family that included black, white, and Cherokee forebears, Adella Hunt Logan dedicated herself to advancing political and educational opportunities for the African American community. She taught at Alabama's Tuskegee Institute but also joined the segregated woman suffrage movement, passing for white in order to fight for the rights of people of color. Her determination-as a wife, mother, scholar, and activist -to challenge the draconian restraints of race and gender generated conflicts that precipitated her tragic demise. Historian Adele Logan Alexander-Adella Hunt Logan's granddaughter-portrays Adella, her family, and contemporaries such as Booker T. Washington, Susan B. Anthony, Frederick Douglass, George Washington Carver, Theodore Roosevelt, and W. E. B. Du Bois. Alexander bridges the chasms that frustrate efforts to document the lives of those who traditionally have been silenced, weaving together family lore, historical research, and literary imagination into a riveting, multigenerational family saga.
Book
To Advance the Race
From the United States' earliest days, African Americans considered
education essential for their freedom and progress. Linda M.
Perkins's study ranges across educational and geographical settings
to tell the stories of Black women and girls as students,
professors, and administrators. Beginning with early efforts and
the establishment of abolitionist colleges, Perkins follows the
history of Black women's post-Civil War experiences at elite white
schools and public universities in northern and midwestern states.
Their presence in Black institutions like Howard University marked
another advancement, as did Black women becoming professors and
administrators. But such progress intersected with race and
education in the postwar era. As gender questions sparked conflict
between educated Black women and Black men, it forced the former to
contend with traditional notions of women's roles even as the 1960s
opened educational opportunities for all African Americans.
A first of its kind history, To Advance the Race is an
enlightening look at African American women and their
multi-generational commitment to the ideal of education as a
collective achievement.
eBook
Disrupting Political Science
Nineteen Black women in political science share their
personal and professional journeys, shedding light on the state
of the discipline-and how it needs to change.
This volume brings to the fore Black women's experiences of,
and contributions to, political science-a field that never
intended to view them as subjects worthy of study and certainly
not as professors.
Disrupting Political Science demonstrates how Black
women blend creative resistance and self-care to overcome
obstacles and navigate the discipline's hegemonic demands.
Representing a range of career stages and types of
institutions, the nineteen contributors share stories of trauma
and triumph, as well as concrete guidance rooted in Black
feminist literature and reports on the profession. A witty,
searing, sometimes heart-wrenching catalyst to reimagine
political science,
Disrupting Political Science is essential reading for
everyone in the discipline and for faculty and administrators
across the university committed to recruiting and retaining
Black women.
eBook
Centering women of color in academic counterspaces
Centering Women of Color in Academic Counterspaces offers a rich critical race feminist analysis of teaching, learning, and classroom dynamics among diverse students in a classroom counterspace centered on women of color.Annemarie Vaccaro and Melissa J.
eBook
On Spiritual Strivings
Winner of the 2008 Critics' Choice Awards presented by the
American Educational Studies Association This engaging
book offers a personal look at how centering spirituality in an
academic life transforms its very foundations-its epistemology,
paradigm, and methods-and becomes the site for spiritual healing
and service to the world. Focusing primarily on her work in Ghana,
West Africa, Cynthia B. Dillard presents a unique perspective on
Africa as a site for transformative possibilities for African
American academics/scholars and explores the deeper spiritual
meanings of being \"African.\" Through poetry, personal narrative,
meditations, and journal entries, Dillard shares her experiences as
an African American scholar and, in the process, provides a
concrete example of what W. E. B. Du Bois called \"spiritual
strivings.\"
eBook
Black women in the ivory tower, 1850-1954 : an intellectual history
Evans chronicles the stories of African American women who struggled for and won access to formal education, beginning in 1850, when Lucy Stanton, a student at Oberlin College, earned the first college diploma conferred on an African American woman. In the century between the Civil War and the civil rights movement, a critical increase in black women's educational attainment mirrored unprecedented national growth in American education. Evans reveals how black women demanded space as students and asserted their voices as educators--despite such barriers as violence, discrimination, and oppressive campus policies--contributing in significant ways to higher education in the United States. She argues that their experiences, ideas, and practices can inspire contemporary educators to create an intellectual democracy in which all people have a voice.
Among those Evans profiles are Anna Julia Cooper, who was born enslaved yet ultimately earned a doctoral degree from the Sorbonne, and Mary McLeod Bethune, founder of Bethune-Cookman College. Exposing the hypocrisy in American assertions of democracy and discrediting European notions of intellectual superiority, Cooper argued that all human beings had a right to grow. Bethune believed that education is the right of all citizens in a democracy. Both women's philosophies raised questions of how human and civil rights are intertwined with educational access, scholarly research, pedagogy, and community service. This first complete educational and intellectual history of black women carefully traces quantitative research, explores black women's collegiate memories, and identifies significant geographic patterns in America's institutional development. Evans reveals historic perspectives, patterns, and philosophies in academia that will be an important reference for scholars of gender, race, and education.
eBook
Black and Smart
Even academically talented students face challenges in college. For
high-achieving Black women, their racial, gender, and academic
identities intensify those issues. Inside the classroom, they are
spotlighted and feel forced to be representatives for their
identity groups. In campus life, they are isolated and face
microaggressions from peers. Using intersectionality as a
theoretical framework, Davis addresses the significance of the
various identities of high-achieving Black women in college
individually and collectively, revealing the ways institutional
oppression functions at historically white institutions and in
social interactions on and off campus. Based on interviews with
collegiate Black women in honors communities, Black and
Smart analyzes the experiences of academically talented Black
undergraduate women navigating their social and academic lives at
urban historically white institutions and offers strategies for
creating more inclusive academic and social environments for
talented undergraduates.
eBook
Black Women in the Ivory Tower, 1850-1954
Evans chronicles the stories of African American women who struggled for and won access to formal education, beginning in 1850, when Lucy Stanton, a student at Oberlin College, earned the first college diploma conferred on an African American woman. In the century between the Civil War and the civil rights movement, a critical increase in black women's educational attainment mirrored unprecedented national growth in American education. Evans reveals how black women demanded space as students and asserted their voices as educators--despite such barriers as violence, discrimination, and oppressive campus policies--contributing in significant ways to higher education in the United States. She argues that their experiences, ideas, and practices can inspire contemporary educators to create an intellectual democracy in which all people have a voice. Among those Evans profiles are Anna Julia Cooper, who was born enslaved yet ultimately earned a doctoral degree from the Sorbonne, and Mary McLeod Bethune, founder of Bethune-Cookman College. Exposing the hypocrisy in American assertions of democracy and discrediting European notions of intellectual superiority, Cooper argued that all human beings had a right to grow. Bethune believed that education is the right of all citizens in a democracy. Both women's philosophies raised questions of how human and civil rights are intertwined with educational access, scholarly research, pedagogy, and community service. This first complete educational and intellectual history of black women carefully traces quantitative research, explores black women's collegiate memories, and identifies significant geographic patterns in America's institutional development. Evans reveals historic perspectives, patterns, and philosophies in academia that will be an important reference for scholars of gender, race, and education.
eBook
The Chosen We
The Chosen We elevates the oral histories of 105
accomplished, college-educated Black women who earned success
despite experiencing reprehensible racist and sexist barriers. The
central argument is that these women succeeded in and beyond
college by developing a Chosen We -a community with one
another. The book builds on their words and insights to offer a
powerful rethinking of educational success that moves away from
individualistic and competitive models and instead imagines success
as a result of recognizing what people owe to one another. It also
uncovers the importance of the type of institutions that students
attend for higher education, comparing Black women's experiences
not only by region and era but also by whether they attended a
predominantly White institution (PWI) or a historically Black
college or university (HBCU). The Chosen We features
theoretical and methodological exemplars for how to conduct
research across lines of difference. The Black women's oral
histories shared here manifest the wisdom from which many groups in
the United States might benefit-that liberation is only found
through community.
eBook
Support Systems and Services for Diverse Populations: Considering the Intersection of Race, Gender, and the Needs of Black Female Undergraduates
More than identity politics, intersectionality regards the inability of institutional structures to remedy discrimination because of the intersection between social dynamics which are often discretely conceived (Crenshaw & Dill, 2009). For a set of Black women workers in the manufacturing context, the court found that they were not discriminated against on the basis of their race, because Black male workers were hired for manufacturing positions. Those Black women were not discriminated against because of their gender, because there were White women hired for the front office. Those Black women workers were caught at the intersections of race and gender discrimination laws and left their employment without an effective remedy (Crenshaw, 1989). This intersection metaphor is worth examining in the higher education context as we consider that the majority of students on most U.S. campuses are women (Allen, Dean, & Bracken, 2008), and an increasing number of these women are not White; yet, most campuses have support services targeted at African American and/or multicultural student affairs and women's services which are generally targeted at White women. This volume will focus on the subpopulation of Black female college students, examining institutional and non-institutional supports for their persistence to the undergraduate degree.
eBook