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Transformational Leadership in education essay
Transformational leadership in school
Concepts on transformational leadership
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For blacks, the history of higher education typically points to segregated education. Before the Civil War, the social system promoted the belief that blacks wouldn’t get return on their time spent in higher education. Brown and Ricard (2007) noted that most North institutions were reluctant to allow black enrollment in colleges and universities, and in the South, where slaveholder’s were still powerhouse businessmen, slaves would never be allowed to become more educated than their owners. The reluctance of the White leaders to allow blacks to formally be accepted into higher education programs held blacks back from achieving what many aspired to, and were fully capable of, experience.
Through research of the literature, this paper will explore the history of black experiences in higher education, and the effects of historically black colleges on the field.
Despite the roadblocks, Gurin and Epps (2002) estimated that 28 blacks were able to graduate from American colleges before the Civil War. The first school known to be a black institution is Cheyney University located in Pennsylvania and was founded in 1837. From 1865 through 1877, with the help from whites, a small amount of black institutions were established before the Civil War, with the goal of developing teachers and preachers. After the Civil War, approximately 50 private colleges and universities were founded, with the goal of serving the black community. The North helped establish thousands of elementary and secondary schools to provide education to the ex-slaves, and some of the people teaching them were the educated blacks.
After the Civil War ended, the 13th, 14th and 15th Amendments motivated states to start supporting education for ex-slaves and black American...
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...ch as W.E.B. Du Bois and Booker T. Washington, have had on blacks in higher education has affected the field for more than just African Americans. That’s the type of transformative leadership that was needed to revolutionize higher education.
Works Cited
Anderson, J. (n.d.). Historically black colleges and universities. Retrieved from http://www.pbs.org/itvs/fromswastikatojimcrow/blackcolleges_2.html
Brown II, M. C., & Ricard, R. B. (2007). The honorable past and uncertain future of the nation’s HBCUs. Thought & Action, 117.
Gosda, R. T. (2002). Booker T. Washington. Abdo Publishing Company.
Roebuck, J. B., & Murty, K. S. (1993). Historically Black colleges and universities: Their place in American higher education. Westport, CT: Praeger.
University of Michigan. Institute for Social Research. [Publications]. Ann Arbor, Mich.: Institute of Social Research.
For almost two hundred years, Historically Black Colleges and Universities or HBCUs have played a pivotal role in the education of African-American people, and negro people internationally. These schools have provided the majority of black college graduates at the Graduate and Post-Graduate level; schools such as Hampton University, Morehouse University, Spellman University and Howard University are four universities at the forefront of the advanced education of blacks. For sometime there has been a discussion on whether or not these institutes should remain in existence or if they are just another form of racism. There were also concerning the quality of education provided at these institutions. In my opinion, from the evidence provided in our own world today, HBCUs are very important and significant in the education of black people throughout the nation, and are essential to our society.
Supreme Court Justice Clarence Thomas is a prime example of Woodson’s argument on “miseducated” blacks. Although Thomas benefitted from programs like affirmative action, once he reached the high point in his career he supported legislature to end such programs. Hampton University and other Historically Black Colleges and Universities must take it upon themselves to teach their students the importance of contributing to their communities once they graduate and enter into the business world. Colleges like Hampton, Howard, Spelman and Morehouse have the opportunity to produce professionals that can restructure and save the black community. Students who graduate from these institutions have the resources and knowledge that are needed to revive the African American community and their economy. Black colleges must educate their students on the need for black businesses, role models and the importance of staying connected to their culture and community.
W.E.B. Du Bois and Booker T. Washington were two very influential leaders in the black community during the late 19th century, early 20th century. However, they both had different views on improvement of social and economic standing for blacks. Booker T. Washington, an ex-slave, put into practice his educational ideas at Tuskegee, which opened in 1881. Washington stressed patience, manual training, and hard work. He believed that blacks should go to school, learn skills, and work their way up the ladder. Washington also urged blacks to accept racial discrimination for the time being, and once they worked their way up, they would gain the respect of whites and be fully accepted as citizens. W.E.B. Du Bois on the other hand, wanted a more aggressive strategy. He studied at Fisk University in Tennessee and the University of Berlin before he went on to study at Harvard. He then took a low paying research job at the University of Pennsylvania, using a new discipline of sociology which emphasized factual observation in the field to study the condition of blacks. The first study of the effect of urban life on blacks, it cited a wealth of statistics, all suggesting that crime in the ward stemmed not from inborn degeneracy but from the environment in which blacks lived. Change the environment, and people would change too; education was a good way to go about it. The different strategies offered by W.E.B. Du Bois and Booker T. Washington in dealing with the problems of poverty and discrimination faced by Black Americans were education, developing economic skills, and insisting on things continually such as the right to vote. ...
Imagine this; the year is 1836. You are a 17-year-old student interested in learning more about the world around you; however, such an opportunity won’t come your way because you are black. Due to this fact you have no hope of furthering your education past the reading, writing, and arithmetic their slave masters taught your parents. A mind is a terrible thing to waste. The minds of many African American’s go to waste due to individual ignorance of their people and thus of themselves. Historically Black Colleges and Universities were put into effect to educate the black mind and eliminate the ignorance. The discussion of whether Historically Black Colleges and Universities are still necessary in the 21st century has taken place in recent years. Within the discussion many debate that due to the fact that the world is no longer like it was in the 1800’s, the time period in which Historically Black Colleges and Universities were created, the purpose of them no longer exists. However, the cultural significance of Historically Black Colleges and Universities seems to be overlooked by those who argue their importance and relevance in a time where blacks have the option of attending predominantly white institutions (PWIs). The purpose and grounds on which Historically Black Colleges and Universities were developed are still being served. The need to increase efforts to not only rouse, but support Historically Black Colleges and Universities is necessary now more than ever in order to preserve our past, fulfill the purpose of our present, and ensure our future.
In 1903 black leader and intellectual W.E.B. Du Bois wrote an essay in his collection The Souls of Black Folk with the title “Of Mr. Booker T. Washington and Others.” Both Washington and Du Bois were leaders of the black community in the 19th and 20th century, even though they both wanted to see the same outcome for black Americans, they disagreed on strategies to help achieve black social and economic progress. History shows that W.E.B Du Bois was correct in racial equality would only be achieved through politics and higher education of the African American youth.
Most African-Americans agree that they have much to gain by earning a college degree. Most will also agree that this task is much easier said than done. Unfortunately, many African-Americans find that disparities in higher education eclipse their expectations of equal educational opportunity. For many, Historically Black Colleges and Universities (HBCUs) are a great solution. Since the founding of Cheyney University in 1837, HBCUs have continually been established to give African-Americans an education as they could not attend other institutions due to segregation laws. HBCUs became more widespread in the 1960s with twenty-seven institutions being established, twenty-four of which still exist today among the 105 institutions. HBCUs play an important role in the education of African-Americans compared to other colleges and universities. They historically provided a way for African-Americans to receive an education that Predominantly White Institutions (PWIs) did not allow, they offer an inclusive environment that fosters better academic and social adjustment, and their open admissions policy along with efforts to enhance retention rates gives African-American students from disadvantaged backgrounds the opportunity for success.
The issue of whether HBCU’s are still needed have been occurring constantly in today’s nation. HBCU’s have been in existence for almost two centuries now. Their principal mission is to educate African Americans, and they have. HBCU’s graduate more than 50% of “African American” professionals and public school teachers. But, HBCU’s have been facing challenges such as their decrease in diversity, financing, and graduate rates which has caused a speculation of their importance in today’s communities. I believe that HBCU’s are still needed.
He makes a very good point when he says that the more knowledge black workers have the less control unions would have on them. Blassingame goes on to state that African American Studies will have a relatively short cycle because it has already been deemed a “soft program that these students can pass” (Blassingame 152) and institutions “are not seriously committed to African American Studies because they feel the demand will die out shortly” (Blassingame 153). Blacks need to broaden their horizons to be able to teach other fields such as math, biology, engineering and law. This will begin to truly integrate schools and there won’t be any unfair “separate but equal” facilities. Blassingame makes an argument saying that African American Studies shouldn’t serve as an “emotional reinforcement” (Blassingame 160), which means black students having support from other blacks to better live with racism, because there have been many blacks before them at a time when racism was more prevalent and they have succeed without it. African American Studies should be used to enrich educational experiences of all students and teach them to think and understand more clearly, the problems of their
Solorzano, D., Ceja, M., & Yosso, T. (2000). Critical race theory, racial microaggressions, and campus racial climate: The experiences of African American college students. Journal of Negro Education, 69(1/2), 60-73.
As cliché as it sounds, it is true that many African American students come from very harsh and poverty stricken environments. They tend to go to under resourced schools as well that do not provide the proper knowledge for them to further their education. And even worse, these schools tend to be segregated since they are usually in the harsher parts of a neighborhood. Sadly, it’s the segregated schools are one of the main reasons why black students decide not to go on to pursue a higher education. According to "The Way Out of the Black Poverty Cycle", a black student that attends an integrated suburban school is six times more likely to graduate compared to a segregated under resourced school. An African Americans family structure and the opinions of family members affects if their decision to further their education as well. Many African American children grow up un...
* Myers, Samuel L. Desegregation in higher education. Washington, D.C. : University Press of America, 1988.
UCLA has been under scrutiny for its lack of diversity and underrepresentation of the black student population. Black students only make up 5% of the undergraduate body (admissions.ucla.edu). Despite this small number, black communities on campus are active and prominent at UCLA and the greater Los Angeles community. Through our video our goal was to convey that although the black student community is oppressed and mistreated by the education system, the student groups on campus bring the community together for black collegiate success. By interviewing various black figures on campus, ranging from professors to club board members, we developed a holistic perspective on the plethora of black presence on campus.
The Journal of Blacks in Higher Education. (2006).Black Student College Graduation Rates Remain Low, But Modest Progress Begins to Show. Retrieved from: http://www.jbhe.com/features/50_blackstudent_gradrates.html
Back in the 1800’s, African-Americans were not allowed to get an education. However, when the Emancipation Proclamation was signed, slaves were freed and education became legal for them. Bowie State University was one of the first schools to educate black students. This is the mainstay of Michelle Obama’s speech to the 2013 graduating class of Bowie State.
However, there are many challenges when it comes down to black studies such as black studies departments being seen as non-essential and non-challenging by undergrads, being lumped together with women studies and Latino studies referring to it as: ethnic studies, and being viewed as less academically rigorous attracting careerist grad students with no background or interest in black community and development or empowerment. As James B. Stewart states “the university must become a center of applied knowledge and guidance