HISTORICAILY BLACK COLLEGES UNIVERSITIES AND HIGHER EDUCATION DESEGREGATION

21 Pages·0.16 MB·English

by  U.S.DEPARTMENT OF EDUCATION

HISTORICALLYBLACKCOLLEGES
ANDUNIVERSITIES
ANDHIGHEREDUCATIONDESEGREGATION
JANUARY1991
U.S.DEPARTMENTOFEDUCATION
OFFICEFORCIVILRIGHTS
WASHINGTON,D.C. 20202

INTRODUCTION
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perdiunccaitpiaolnmteoanbslafcokrApmreorviicdainnsg.postsecondary
TGfoeadroarygb,eeyHBoBunCsdUhstdhmeoussscetriibfnueildtfiitalhllelyeudnsuiecqtau.teiomniPasrlsesiiogdoneanlostf
blackcollegesasfollows:
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cteodhfouelcltaeohtgnoielsosyen,.obfoafTpreoprrdoiearedytr,ustnthihhetaayvnbekefshotber,eaevanaenndbsr,hoiougmfghothesetrtn
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valid choice in meeting the educational
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higher education programs do not dis-
criminateonthebasisofrace.
BACKGROUND OF HISTORICALLY BLACK COLLEGES
ANDUNIVERSITIES*
PriortotheCivilWar, therewasnostruc-
tured higher education system for black
students. Publicpolicyandcertainstatu-
toryprovisionsprohibitedtheeducationof
blacksinvariouspartsofthenation. The
Institute for Colored Youth, the first
hfioguhnedredediuncaCthieoynneiyn,stPietnuntsiyolnvafnoirab,laicnks,183w7a.s
Itwasfollowedbytwootherblackinstitu-
tions LincolnUniversity, in Pennsylvania
((11885564)),. andWilberforceUniversity, inOhio
Although these institutions were called
"universities" or "institutes" from their
founding, amajorpartoftheirmissionin
atnhdeseeacrolnydayreyarsschowoalsintgofporrosvtiuddeenetlsemwehnothaardy
nopreviouseducation. Itwasnotuntilthe
early 1900s that HBCUs began to offer
courses and programs at the postsecondary
level.
*Informationinthissectioniscontainedin
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hFioglhleorwinegdutchaetiCoinvilfoWrar,blpaucbklicstsuudpepnotrstwfaosr
reflected in the enactment of the Second
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bbbnpceiloluaasnarammtssecdcbastbkekeailrrgtueiuinsntisdotsinhefatoseortintdfetsifsutpo.ituurtsnitbmhpoileeAenoirescsnclaisycaAfwhcicertcoprwe,anreeosltirfurlvdeloyapetlttus,;hebiffelgoosinurobecanmlvsdteaeobeecnulddlnktta,aeuhcnwaeakdssrlsp-canlughlnybowradolneaaldirnn1s-c6etda
goarnfadfnetrieenddducsoctuorrlislaelesgeisnsu.bajgercitcsuT,lhteusbreuatl,ifmneeswcthiatonufitfcieaorlne,sd
college-levelcoursesanddegrees.
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College, andTuskegeeInstitute, aswellas
ahostofsmallerblackcollegeslocatedin
yseoaurt,heronveran4d3,b0o0r0desrtudsetnattsesw.ereIennrtohleledsamien
publicblackcolleges. HBCUsenrolled3,200
students ingraduateprograms. Thesepri-
vateandpublicinstitutionsmutuallyserved
theimportantmissionofprovidingeducation
forteachers, ministers, lawyers, anddoc-
torsfortheblackpopulationina racially
segregatedsociety.
Theadditionofgraduateprograms,mostlyat
ppdreuicbnilcsiiicpolnHesBCUoisnf,wPhlrieecsfhslvetchwteaesd"tashperppelaeireadStueptrboeumtgeraegdCuuoaaultr"et
andprofessional education. Thedecisions
sitnigpufloartbedl:acks(1a)sasosotnataesmiutstproofvfiedredscihtooflo-r
whites (Sipuelv. BoardofRegentsofUni-
vdeenrtssitymuosftOrkelcaehiovmea,th1e948s)a;me(2t)rebaltamcekntstua-s
white students fMcLaurinv. OklahomaState
Rfeagceinltisti,es195o0f);coamnpdar(a3b)leasqtuaatleitmyusftorprbovliadcek
and white students (Sweatt v. Painter,
a19d5m0i)tt.edBlianctko sstoumdeentstraidnictrieoansailnlgylywhwietree
graduateandprofessional schools iftheir
programofstudywasunavailable atHBCUs.
Ineffect,desegregationinhighereducation
beganatthepost-baccalaureatelevel.
In-1954, theU.S. SupremeCourtdecisionin
B"rsoewpnaravt.ebBuoatrdequoafl"Edduoccattriionnearnedjehcetleddthtahte
racially segregated schools deprive black
cthheilFdoruernteoefntehquAamlenpdrmoetnetctoifonthgeuaUrnaintteededby
4
States Constitution. ThePlessvdecision,
whichhadgovernedpubliceducationpolicy
tfuorrnemdo.reDestphiatneathehallafn-dcmeanrtkurySu,prweamseoCvoeurr-t
dseecgirseigoantedinwitBhropwono,rermofsatcilHiBtCiUess arnedmaibnude-d
gets compared with traditionally white
ainndstistcuiteinotnisfi.c Lanadckroefseaardcehquaetqeuiplmiebnrtariaensd
capabilities placed a serious handicap on
many HBCUs. Several of the public HBCUs
closed or merged with traditionally white
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CIVILRIGHTSACTOF1964
TeennacyteeadrsTiatflteerVIthoefBtrhoewnCidveiclisiRoing,htsCoAngcrtesosf
1964 to provide a mechanism for ensuring
equal opportunity in federally assisted
programsandactivities. InenactingTitle
VI,Congressalsoreflecteditsconcernwith
the slow progress in desegregating educa-
tCioounratl'siBnrsotwintudteicoinssiofn.olloTwiitnlgetVhIeprSoutpercetmse
individuals from discrimination based on
race,color,ornationalorigin. Passageof
the law led to the establishment of the
ODfefpiacretmefnotroCfivHielalRtihg,htEsduc(OaCtRi)on,inatnhdeWefloframreer
e(mHpEWh)as.isOCinR pthleace1d960istsapnrdimeaarrylyco1m9p7l0isancoen
eliminatingunconstitutionalelementaryand
secondaryschoolsegregationinthesouthern
andborderstates.
EARLYCOMPLIANCEACTIVITY INPOSTSECONDARY
EDUCATION
Nineteen states were operating racially
segregatedhighereducationsystemsat the
time Title VI was enacted. In 1969-70,
after intensive investigative work, OCR
notifieda numberof the states that they
were in violation of Title VI for having
failedtodismantletheirpreviouslyoper-
hOaiCtgeRhdersroauecgdihuatcla,tsiywosinttehdmoesusteogfrseughcaictgeihsoesnr,peldsautncasat.teiwoindIen.
H1E97W0,foprrivfaatielipnlgainttoiffisnitfiilaetdeseuniftoracgeamiennstt
action against the systems under investi-
Agdaatmisoncabsye.OCR. Theirsuit isknownasthe
oIrnde1r97e7d,thaespfaerdteraolfgtoheveArdnammesntcatsoe,estaabclouirsth
new, uniformcriteria forstatewidedeseg-
Crreigtaetriioan. SpecIinfyirnegspotnhsee, IOnCgRredipeunbtlsisheofd
AcceptablePlanstoDesegregateStateSys-
TthemesCorfitPeurbilaicreHciogghneirzeEddutchaetiuonniq(uCerirtoerliea)of.
HBCUs through improvements in physical
plantsandeguipment, numberandqualityof
faculties,andlibrariesandotherfinancial
support. The Criteria also called for
expandingnonminorityenrollmentatHBCUsby
tohfafterianrgeoinnthheiigrhcdaemmpaunsdesoarcaudneamviacilparbolgeramast
talhseostwaetreestyostbeem'msadoethteorpcraomvpiudsees.HBCUEsffwoirttsh
resourcesthatwouldultimatelyensurethey
wdietrieonaatlllyeawshtitecoimnpsatriatbulteiotnoshtahvoisnegastimtirlaa-r
missions. UndertheplansacceptedbyOCR,