Marybeth Gasman is the Samuel DeWitt Proctor Endowed Chair in Education and a Distinguished University Professor at Rutgers University. She is the coauthor of For the Love of Teaching: How Minority Serving Institutions Are Diversifying and Transforming the Profession.
With a personal and narrative style, preeminent educational historian Marybeth Gasman presents her research pertaining to HBCUs conducted over her 25-year career. In addition to conducting historical and large-scale qualitative studies related to HBCUs, Gasman has also served as a board of trustee member at three HBCUs-Paul Quinn College, St. Augustine University, and Morris Brown College. She has received wide recognition from HBCUs for her scholarly and justice-oriented work, including the Ozell Sutton Medallion for Justice from Philander Smith College and the Presidential Medallion from Wilberforce University. This volume brings together Gasman's most influential historical essays on the themes of leadership, philanthropy, art, curriculum, intellectual debate, Black agency, desegregation, and Critical Race Theory. Scholars and students alike will benefit from the way Gasman makes complex historical ideas accessible and engaging by employing a variety of historical methods that include oral history, archival research, legal research, text and image analysis, historiography, and prosopography. Readers will discover the multitude of ways that historical research can be approached and brought to life. Book Features: Concrete examples of how to use a variety of methodological approaches related to history. A clear and accessible presentation of history to help new scholars find their voices. Diverse topics related to HBCUs, featuring key luminaries across these venerable institutions. Cuts across disciplinary boundaries, including American history, education, art history, sociology, political science, and law. An introduction that explores the author's reasons for doing this research and an epilogue examining the methods used.
Contents Series Foreword ?ix References ?xiii Acknowledgments ?xvii Introduction: The Experiences That Shaped Me as a Historian ?1 Why Conduct Research Related to Historically Black Colleges and Universities? ?5 The Evolution of My Research ?6 Evolution of My Historical Work ?7 Overview of Chapters ?9 Final Thoughts on This Volume ?11 Part I: Academic Freedom, Philanthropy, and Art 1. ?Scylla and Charybdis: Navigating the Waters of Academic Freedom at Fisk University During Charles S. Johnson's Administration (1946-1956) ?17 Academic Freedom at Fisk: A Checkered Past ?18 The Rise of Black Leadership at Fisk ?23 The Case of Lee Lorch ?26 A Decision to Secure Fisk's Future ?31 2. ?Modern Art in the Old South: The Role of the Arts in Fisk University's Campus Curriculum ?37 Laying the Foundation for an Arts-Focused Curriculum ?38 Charles S. Johnson: Fisk University President ?41 The Role of Art at Fisk University ?42 The International Student Center ?44 Biweekly Convocations ?45 The Stieglitz Collection ?46 Toward an Arts-Focused Curriculum ?47 Conclusion ?50 3. ?W.E.B. Du Bois and Charles S. Johnson: Differing Views on the Role of Philanthropy in Higher Education ?53 Understanding Du Bois-Radical Intellectual ?55 Understanding Johnson: Liberal Educator and Race Relations Pioneer ?60 Uncovering their Goals ?64 Philanthropy: Obstacle or Avenue? ?66 Conclusion ?69 PART II: FUNDRAISING AND RACE 4. ?Rhetoric vs. Reality: The Fundraising Messages of the United Negro College Fund in the Immediate Aftermath of the Brown Decision ?75 Background and Composition of the UNCF ?77 Preparing for the Brown Decision ?79 The Aftermath of the Supreme Court's Decision ?83 Responsibility to the Black Community ?85 Seeing a Wider Constituency ?86 The Impact of the Brown Decision on Donor Perceptions ?89 Recruiting Whites Becomes Difficult ?90 Implausible Suggestions, Real Possibilities ?92 5. ?Salvaging "Academic Disaster Areas": The Black College Response to Christopher Jencks and David Riesman's 1967 Harvard Educational Review Article ?97 The Jencks and Riesman Article ?98 Responding in the Media ?104 The Black College Response ?106 Support from the Wider Academic Community ?112 Jencks and Riesman's Response to the Black College Leaders ?115 Spinning Black Colleges in the Media ?120 A More Organized and Informed Response: Charles V. Willie's Harvard Conference ?122 Conclusion ?125 PART III: HISTORY INFORMED BY THEORY 6. ?Swept Under the Rug? A Historiography of Gender and Black Colleges ?131 Coming Clean on My Own Omissions ?134 The Historical Literature on Black Colleges ?134 Philanthropic Outside Control ?135 Internal Campus Relations ?141 Black Women's Higher Education ?151 Research Recommendations and Significance for Current Policy and Practice ?156 7. ?Perceptions of Black College Presidents: Sorting Through Stereotypes and Reality to Gain a Complex Picture ?159 Review of Relevant Literature ?161 Conclusion ?186 8. ?Mixed Motivations, Mixed Results: A History of Law, Legislation, Historically Black Colleges and Universities, and Interest Convergence ?189 Early History of Black Colleges ?191 Separate but Equal? ?198 The "Great" Philanthropists ?199 Murray v. Pearson ?201 Missouri ex rel. Gaines v. Canada ?202 The Pre-Brown Higher Education Cases ?204 Separate Is Not Equal? ?206 Post-Brown Activity ?207 Historically Black College and University Acts ?212 The Impact of Fordice ?213 Renewed Interest From the White House ?215 Lawsuits in the Current Day ?216 Concluding Thought ?218 Epilogue: A Note on Method ?219 Endnotes ?223 Index ?286 About the Author ?300