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Cultural effects on society
Effect Cultural Change
Cultural effects on society
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Integrated colleges in the South prior to the start of Civil War were uncommon, yet, Reverend John Gregg Fee was able to promote interracial education by founding the town of Berea and Berea College. As the South’s first interracial and coeducational college, educating Blacks and Whites individuals, both males and females, Kentuckians saw this as taboo in a predominately slave practicing society. Fee had many accomplishments, such as starting the utopian community of Berea and establishing a non-sectarian church that did not discriminate on one’s denomination. Fee was a strong advocate for “impartial love,” believing one’s race, gender, or religion should not be a factor for obtaining this type of love. Fee’s major accomplishment was the founding of Berea College as an interracial college in a slave-holding state. However, this accomplishment did not last long and by examining the effects of the Day Law, actions of former Berea College presidents, and the world outside the Berea community, one will see how the College has not been consistent in Fee’s goal of an equal interracial education.
Before Berea’s creation in 1855, Kentucky did not have colleges available for Blacks to have the opportunity to receive a college education. Berea College was the only college in Kentucky educating blacks for thirty-one years, until Kentucky State University, the only Historically Blacks College and University [HBCU] in the state of Kentucky was formed in 1886, which provided Blacks from the state the opportunity for an education. Because Berea College was the first established school to allow Blacks a college education alongside whites, this was an important element for Blacks and former slaves in the area as well as the southern whites tha...
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...ntry, especially people in the South. Although Fee achieved this amazing goal, it has been diminished by laws in Kentucky, the ideas and beliefs of former college presidents, and other people outside the Berea community. An interracial education still exists in present day Berea, however, it does not resemble Fee’s vision when Berea College was established. Berea College was once a Colege with a fifty-fifty ratio, when it came to white and black students, however, today it is over 60 percent white while the other 40 percent is part of a minority. The fifty-fifty ratio was an example of an ideal interracial education and how one certain group was too large, overpowering others. Without an ideal interracial education similar to what Fee originally created at Berea College, the College will not be able to restore Fee’s vision of Berea College as an interracial college.
Making Whiteness: the culture of segregation in the south, 1890-1940 is the work of Grace Elizabeth Hale. In her work, she explains the culture of the time between 1890 and 1940. In her book she unravels how the creation of the ‘whiteness’ of white Southerners created the ‘blackness’ identity of southern African Americans. At first read it is difficult to comprehend her use of the term ‘whiteness’, but upon completion of reading her work, notes included, makes sense. She states that racial identities today have been shaped by segregation, “...the Civil War not only freed the slaves, it freed American racism
Milton Galamison, a local black leader, was an educated reverend that believed integration was the key to equality. He successfully convinced the Board of Education to institute the “Open Enrollment” plan in 1960. Under this policy, black students in over crowded institutions would have an opportunity to attend under utilized white schools. Three years later, because of the plans ineffectiveness, the “Free Choice Transfer” plan was initiated, allowing for an increased amount of school choices and the remapping of districts. Again, these attempts were futile, causing the black community to explore alternate options. The white groups’ resistance to integration was the reason for subsequent political action to ensure its demise. All across the country, the words of Martin Luther King and the successful integrations of southern colleges were the examples that guided the actions of local civil rights movements. During King’s “I have a dream” speech, he said, “the Negro dream is rooted in the American dream.
Stewart’s essay “The Field and Function of Black Studies”, he implies that black history is dominated by continuing challenges by its critics and the weak attachment of many scholars to the black studies movement and to black studies units even when the research of such scholars examines the black experience (pg. 45). Statistics show that 70.2 percent indicated that the number of full-time faculty members who have appointments outside black studies and another academic units is stable, proving the fact that black studies has established a beachhead in higher education. This statistic demonstrates how things have been stable in terms of growing the teachings of black studies, which causes challenges. A challenge that can be seen from this issue, is the lack of financial support available to faculty and students. Small budgets are provided to Black Study departments at many universities, therefore, making it difficult to purchase materials and hire more educated, experienced staff
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.
In his book, The Miseducation of the Negro, Carter G. Woodson addresses many issues that have been and are still prevalent in the African American community. Woodson believed that in the midst of receiving education, blacks lost sight of their original reasons for becoming educated. He believed that many blacks became educated only to assimilate to white culture and attempt to become successful under white standards, instead of investing in their communities and applying their knowledge to help other blacks.
Integration and the University of Mississippi. Cartoon. New York Times [New York] 30 Sept. 1962: 1.
The historically black colleges and universities (HBCUs) are fledgling to compete with Predominately White Institutions (PWIs). HBCU were established to serve the educational needs of black Americans. Before HBCU college was create blacks were generally was denied admission to traditionally all white institutions. Since black Americans was prohibited from whites schools HBCUs became the principle means for providing postsecondary education. There are several reasons why all blacks’ schools does not compete with predominately white schools. HBCU’s most of the time do not keep their accreditation, their tests scores are very low, and do not get as much funding
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.
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.
“Nationally, more than one-quarter of the students in the 1930s were black. Yet they received only about one-tenth of the total education revenues. Many Americans believed that African Americans were simply not capable of excelling in school” (“The 1930’s education…”). For colored women, it was more difficult to prove their abilities than any other race. For example, Asian women were not affected as much simply because their skin color was closer to that of a white’s than a black person. As black women were treated unequally in the education department, white women have also struggled in getting a higher education. “They gave young women a chance to gain the same kinds of education as their brothers without having to spend much of their time and energy fighting the prejudice they would have faced at male-dominated institutions. At the same time, they provided a proving-ground in which college administrators, professors, and students could demonstrate that women could flourish intellectually while remaining healthy and ladylike.” (“The Value
Contrary to many beliefs the majority of HBCUs were not first established by African American educators. The founders were often white slave owners. With the land the federal government received they built many institutions to help improve public education. Getting an education as a former slave was not provided by the state; therefore they had to band together and teach each other to read and write. Any form of an education was a death wish. They knew that but they wanted to better their future and the future of those to come. For slaves that meant get caught and die or get lucky and manage to avoid detection and get a mediocre education. Abraham lincoln was known for...
Furthermore, despite the Federal government’s attempts to combat white vigilance, violence was still continuously used against African Americans. Although higher education was now available to African Americans with the opening of universities such as Howard and Fisk, many ex slaves remained uneducated and therefore maintained an inferior position in society. Like French political observer Tocqueville noted, although slavery no longer existed, ‘racial prejudice’ continued. This allows us to draw the conclusion that while the reconstruction period succeeded in aiding African Americans in the fight for civil rights, its goals were not full-filled.
Education has always been valued in the African American community. During slavery freed slaves and those held captive, organized to educate themselves. After emancipation the value of education became even more important to ex-slaves, as it was their emblem of freedom and a means to full participation in American Society (Newby & Tyack, 1971). During this time many schools for African Americans were both founded and maintained by African Americans. African Americans continued to provide education throughout their own communities well into the 1930’s (Green, McIntosh, Cook-Morales, & Robinson-Zanartu, 2005). The atmosphere of these schools resembled a family. The teachers along with principals extended the role of parenting and shaped student learning and discipline (Siddle-Walker, cited in Morris, 1999). African American Schools were embedded within the community and were viewed as good.
Although the author provides many personal accounts of success among the black race, the macro view of the Southern perception of blacks are not examined in his work. However, the work provides an excellent source of reference to one of the two sides of the black education discussion during the late nineteenth century and early twentieth century. The author in his work, Up from Slavery, successfully conveys his beliefs that blacks should prepare themselves for the real-world experiences they would face through an industrial education.
The world is currently undergoing a cultural change, and we live in an increasingly diverse society. This change is not only affect the people in the community but also affect the way education is viewed. Teaching diversity in the classroom and focusing multicultural activities in the programs can help improve positive social behavior in children. There is no question that the education must be prepared to embrace the diversity and to teach an increasingly diverse population of young children.