Saturday, 12 December 2009

Free Online Degrees

published by: free degree university 
Online Universities have been operating for about a decade already, with open source courseware being used and improved throughout that period of time. It is interesting to note that the new trend emerging is to offer degrees online at no cost. Some of the founders of these resources learned that most educators are very generous with their knowledge when as members of educator to educator help forums it was obvious that when it comes to sharing knowledge, educators are committed to education of the masses, whatever it takes. With this knowledge, a tuition-free university has been founded just this autumn of 2009, where free online degrees, either two year or four year, can be acquired. University of the People is its name and for now its offerings are Business and Computer Sciences, with plans to expand as time goes by and the concept is proven successful.
The concept of free online degrees is a fairly new one and is still quite controversial. Educators acknowledge that the Open Courseware Consortium that was started in 2001 by MIT makes thousands of quality courses available online, but they wonder if the coursework offered for free will suffer for lack of professors behind it. But this is where the heart of the educator willing to share his knowledge comes into play. Because educators believe in education for all, many will be willing to either donate their time or work for little pay in order that a talented student with few resources might still have the opportunity to acquire free online degrees.
With the president’s new American Graduation Initiative, the development of new interactive, online coursework is encouraged and will be financed by the federal government at $50 million a year for a period of ten years. In this way, it will certainly soon be possible for many to earn free online degrees in many fields of study.
Many good for-profit online universities exist now for the convenience of students that must work toward their degrees on their own schedule. The new concept of free online universities, however, is still in the beginning stages. Accreditation is still limited, as are available course. But with today’s boon in social networking, and peer to peer learning/teaching opportunities, it is only a matter of time before it is possible for anyone with initiative to acquire higher education whatever their financial situation might be.
published by: free degree university 
Further readings:

Sunday, 6 December 2009

Free Online Courses

published by: free degree university 
With the Internet at our fingertips, one of the most advantageous opportunities is the ability to further our educational pursuits. Does it have to cost thousands of dollars to pursue further education? Definitely not! Because now you can earn your degree online for free.
One vast resource for accessing free online courses is Free-ed.net. Individuals can search by topic, subject, and program of study or by a major subject area such as Automotive, Psychology, Engineering, etc. Courses related to topics such as Astronomy, Anthropology, transportation, GED and College preparatory courses and more offers avid learners a wealth of education to explore at no expense.
Taking advantage of free online courses not only broadens your knowledge but also allows you to discover if a career direction you may be interested in is a good fit for you. By investigating some of the courses that would be involved in obtaining a certain degree – such as Law, Mathematics, Economics or Sociology courses, it could prove a wise and prudent way to approach advanced educational pursuits. Before spending a lot of money one could discover the area of interest was not a suitable one.
The main difference between taking free online courses and those that require payment of tuition or fees is that many free courses may not be accredited. This means colleges; universities and other higher learning facilities may or may not acknowledge these courses as having value toward credits or degrees. Usually online courses will not garner the student any credits and most online courses related to degrees are introductions to a degree and have no actual value toward the acquiring of the degree itself.
Overall, however, the opportunity to learn almost any subject online without charge is one of the reasons many individuals choose to take advantage of the opportunity. The ability to study topics of interest that may otherwise not be accessible is often incentive enough. The drawback to many online courses that are free usually involves lack of textbooks required to pursue the course more fully. Most of these texts are often costly or unavailable to the casual learner. Tests, exams, and teacher assistance are other areas that may be lacking. Still i hope you will like to get online studies. not?
There are those courses though that do offer a good deal of substance and possibly may even offer the opportunity to achieve a credit or two. Choosing free courses online carefully could lead to obtaining a goldmine of educational success for little if any expense. So are you ready to earn your degree online?
published by: free degree university 
Further readings:

free online colleges

published by: free degree university 
The opportunity to take advantage of free online colleges offering courses at no charge comes with both advantages and drawbacks. One of the major drawbacks to free online colleges is that individuals normally cannot obtain degrees or earn credits. Most of the courses offered free by colleges are at the entry level and are not full courses. Such courses can however, offer individuals a great way to get a good head start on familiarizing themselves with an area of study. This can assist them when deciding on a suitable educational direction.

A large number of colleges provide students with the ability to learn a variety of subjects with no cost involved other than a person’s time. Some of the course topics one can study freely through online colleges include:

Family Finance
Business Analysis
Introduction to Microeconomics
Introduction to Psychology
Microbiology
Arts and Humanity studies
Languages
Computer System engineering
Calculus
Physics and more.
The large majority of free online courses available through colleges online are considered the schools “samples” designed to allow prospective students the opportunity to evaluate the quality of courses and the service a school has to offer interested students. It is usually expected that those individuals who utilize the free courses will then consider obtaining additional courses from the school for a fee. Once it is determined that the school provides the level of educational opportunities that fit with the person’s interests, schedule and goals for advancement either in their career or through personal development, a level of trust has been built. It is this trust that often encourages those who have taken advantage of free courses to step ahead and pay for additional courses the online college offers.
published by: free degree university 
Although many online colleges do not offer free courses that provide the option to earn credits , there are some schools that will provide credits and even certifications for certain training that has been taken for free through their online classrooms. Usually such colleges provide in-depth curriculum that is within a particular specialty and often student satisfaction within free courses will drive the promotion of a school’s fee based offerings.

By carefully assessing the learning opportunities that are available one does have the ability to gain additional education with no financial commitment and sometimes opportunities free online colleges offer prove to be finds well worth exploring further. So what you have decided? Ready to earn your degree online or not?
published by: free degree university 
Further readings:

Features of Free Online Degrees

published by: free degree university 
Free Online Degrees will give you all the benefits of a campus degree in a jiffy. Just a few clicks away from earning an online degree free of cost can be like a dream impossible absolutely. Often it happens that you have the experience and the knowledge but a lack of an academic degree is forbidding you to move ahead in your career. Then it is time to get your degree be it in the bachelors or masters level. You do not need any examinations, classes or books you just need to register and you will get your qualification in 24 hours or at the maximum in a week’s time.
More than 200,000 people are opting for Free Online Degrees and getting their degrees within a short period of time and it’s absolutely legal. It will give your career the much needed boost it was looking for. But there are some institutions where a minimum fee is required to be paid to be eligible for Online Degree courses which are free of cost. There are many financial aid programs too available which help to afford a degree easily.
Features of Free Online Degrees:
Online degrees free of cost have become quite a rage among the students. There are many educational websites where you are provided free online education. Students are provided free training and are given books and learning materials absolutely free of charges. This is a great benefit for many students across the globe. No extra cost no classes are some of the basic features of Free Online Degrees. With a free degree online afforded by an institute you will be able to take your career to the next level. You can finish the free online degree programs at your own time and you can do this independently without any assistance.
Free Online Classes:
There are some schools which offer free online classes. This is a unique facility offered by a handful of institutions. This is very useful if you want to improve their knowledge and skills. Institutions like New York University, Yale University and Massachusetts Institute of Technology have made their classes free for all who are to use the online facility. Free online college degrees make life much easier, as now neither time nor money can be a restraint in earning a degree online.
Free Online Degree Colleges:
Free online master’s degree , bachelors and associates degrees are available. Since this type of courses are unique hardly any institutes offer. Only a limited number of institutions offer courses and programs which are free of cost. Free online theology degrees are available too. This is offered by the institute:
Thinkers International Bible Seminary
published by: free degree university 

Free Fake Degrees? Step Towards Success With Legal Degrees!

published by: free degree university 
Free fake degrees may seem to be an easier, cheaper option but consider this – they are identified at a glance and can cause to ruin your career. Be wise and make the better decision, dont go for fake online degrees – get an accredited degree based on your life experience (work experience, prior education, special training). For a very minimal price and in just 7 days you can get a Bachelor’s, Master’s, PhD or any other degree, in any major that you want.
All life experience degrees that we offer are awarded by the well-known and distinguished Rochville University and look just like any other traditional degree with no words like ‘online’or ‘life experience’. Moreover, once you are approved you are sent a complete degree package, inclusive of 10 academic documents, each embossed with the gold plated university seal.
Free fake degrees may be tempting, but they are a huge risk. For a more secure future, get an accredited degree instead. Find out how at www.accredited-non-fake-online-degree-mill.com
published by: free degree university 

get free degrees at http://www.Instant-Degrees.net/

published by: free degree university 

Instant Degrees provides you a fully accredited and verifiable degree that is recognized worldwide.
You don’t need to study, give exams or pay any semester fees. Simply on the basis of your life experience, you can earn a degree which is like any other traditional degree.
Other sites offer free instant degree which is just downloaded online. On the other hand, the degree which we provide carries an original seal of the accredited university. Your degree won’t even have words like “online” or “life experience mentioned on it.
Get your online instant degree straightaway and be successful in your personal and professional life!
Don’t fall for free instant degree anymore. Find out more about the original degree that you get at affordable prices.
Instant Degrees Online awarded on the basis of life experience
•           Prior job experience in any field
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•           Employer-sponsored training and attendance of workshops
•           Participation in organizations, both professional and nonprofessional
•           Personal goals, lifestyle, hobbies and traveling
•           Participation in Voluntary activities and Community Service
•           Independent reading, viewing, listening, or writing
published by: free degree university 

Saturday, 7 November 2009

here is a free degree university for you



published by: free degree university 

Get your free degree from degree mill here at: http://freedegrees.webdare.com/

Why a degree mill?

There are many degree mills on the web that offer worthless degrees for large amounts of money. We feel that if a person wants a worthless degree, they should not be ripped off to obtain it.

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published by: free degree university 
We proudly say that we are the best institution of lower learning on the net!

Further readings:

Saturday, 10 October 2009

Crossing the Finish Line at HBCUs

A. Overall Review 
I write this note to call my readers' attention to one of the most important books about higher education that I have encountered in the last twenty years. I am referring to a recent publication called Crossing the Finish Line by William G. Bowen, Matthew M. Chingos, and Michael S. McPherson (Princeton University Press, 2009).

I sincerely believe that this book should be read by every president, provost, and chancellor at every college and university in the country. However, I direct my strongest recommendations to the senior administrators at every HBCU that has a two year or a four year undergraduate degree program.

Their book summarizes the most important results of the authors' exhaustive examinations of the factors that are most closely related to the graduation rates of students at 68 public colleges, or to be more specific, at 21 "flagship universities" and at all of the public universities in Maryland, North Carolina, Ohio, and Virginia. Their inclusion of all public institutions in these four states enabled them to to include 11 of the best known public HBCUs in their analysis.

The authors' findings are derived from a sophisticated series of regression analyses of the massive databases that they constructed from the individual records of hundreds of thousands of students in the 68 public institutions in their sample. Although the civil liberties "angel" in me is appalled by their access to the private records of so many students, the educator in me screams: "Shut up! Look at what they learned from the data! Consider how much we can improve our programs by using their findings!"


In my opinion, this important book can be understood by any intelligent reader for two reasons:
  • First, the authors are very good writers; and

  • Second, the book only contains the authors' logic, their most important findings, and some superbly constructed bar charts and line graphs that illustrate their findings. They banish the underlying technical discussions of data collection, sampling, variable construction, handling of missing variables, etc, etc, etc to a 150 page appendix published on a Website ...http://press.princeton.edu/chapters/appendix_8971.pdf
Given the massive size of its underlying databases, the rigor of its analysis, and the clarity of its presentations, this book is the fine product of master craftsmen who are showing the rest of us how the grand scale, social science research game is supposed to be played. Although the data underlying their findings only includes student records from public institutions, it seems likely that their findings will be highly relevant to private colleges and universities. The next three sections of this blog present my comments about three of their findings; the last two sections address related issues not covered by their research.

B. Transfer Students From Two-Year Colleges Are Good Investments
The authors found that transfer students from two year colleges are more likely to graduate than freshmen having similar high school GPAs and SAT/ACT scores (p. 142). They offer a plausible explanation of this pattern in their data:
"We believe that these superior graduation rates among transfers (after adjusting for differences in observable credentials and background characteristics) reflect strong selection effects. That is, students who come to four-year institutions from two-year colleges have already successfully managed the transition from high school to one kind of college experience. We strongly suspect that their subsequent success at four-year institutions, compared with the outcomes of first-time freshmen, reflects differences in aspirations, maturity, social capital, and coping skills (including a demonstrated ability to 'stay the course'). The two-year colleges, in short, are a 'sorting mechanism' that works to the benefit of the four-year institutions to which their students transfer." (p. 143)
The data shows that the transfer students in the study's massive sample did better than similar groups of entering freshmen. Therefore the authors' large scale research provides significant support for the recent efforts by a number of four-year HBCUs to establish special relationships with two-year colleges that facilitate the transfer of the two-year students to the four-year HBCUs upon graduation, e.g., Alabama A&M, Fort Valley State, South Carolina State, Cheney, North Carolina A&T, six HBCUs in South Carolina, and Prairie View.

C. Grade Point Averages (GPAs) Are Usually Better Predictors than SAT/ACT Test Scores

Paraphrasing the authors' findings for emphasis: If the test scores for an entering class of freshmen were increased by one standard deviation, the six-year graduation rate for this class would increase by less than 2 percent at all of the universities in the sample, e.g. from 70 percent to less than 72 percent. But if the high school grade point averages of an entering class increased by one standard deviation, the six-year graduation rate for that class would increase by 10 percent at the non-elite universities, e.g., from 70 percent to 80 percent, and by 6 percent at the elite/selective universities, e.g., from 84 percent to 90 percent.

The authors also found that it didn't matter what high schools the students attended. For students from the same high schools, their grades were far better predictors of graduation rates than their test scores.
"The parallel, and even more revealing, finding is that high school GPA is very positively and very consistently associated with six-year graduation rates whatever the level of the high school that the student attended. From the perspective of our interest in predicting the probability that a student will earn a bachelor's degree, the conclusion is straight-forward, with modest qualifications: 'a grade is a grade is a grade.' Students with very good high school grades who attended not-very-strong high schools nonetheless graduated in large numbers from whatever university they attended. On the other hand, students with relatively weak academic records in high school have much lower graduation rates than their higher-achieving high school classmates -- again, whatever the academic level of the high school they attended." (p. 122; italics in authors' text)
The authors interpret their findings as follows:
"Our interpretation of this entire set of findings is a simple one: High school grades are such a powerful predictor of graduation rates in part because they reveal mastery of course content. But the 'in part' formulation is critically important. In our view, high school grades reveal much more than mastery of content. They reveal qualities of motivation and perseverance -- as well as the presence of good study habits and time management skills -- that tell us a great deal about the chances that a student will complete a college program." (p. 124; italics in author's text)
D. Elite Black Students Should Reach for the Stars
Chapter 5 -- " High Schools and 'Undermatching' " -- presents some of the book's most disturbing findings. Whereas conservatives have often lamented that affirmative action would tend to place Black students in colleges that were above their capabilities, i.e., to "overmatch" them, the authors' data demonstrates the opposite phenomenon. The best Black students in their massive sample tended to "undermatch", i.e, to enroll in colleges that were below their capabilities. In the authors' own words:
"Within this highly qualified group of seniors, undermatches appear to have been more common among black students (especially black women) than among white students -- in part because a number of black students undermatched to HBCUs." (p 103)
The authors used the extensive data they obtained from North Carolina to determine that most of the highly qualified Black students never applied to the flagships at Chapel Hill and North Carolina State. Perhaps their most surprising finding was that highly qualified students who undermatched, i.e., chose to attend less challenging colleges, did not do as well as highly qualified students who enrolled in the flagship institutions. The authors pick up this theme again in Chapter 11:
"In other groupings by high school GPA, the pattern is essentially the same -- black male students who went to more selective institutions graduated at higher, not lower, rates than black students in the same GPA interval who went to less selective institutions. Moreover, contrary to what the overmatch or mismatch hypothesis would lead us to expect, the relative graduation rate advantage associated with going to a more selective university was even more pronounced for black men at the lower end of the high school grade distribution than it was for students with better high school records. ... There is certainly no evidence that black men were 'harmed' by going to the more selective universities that chose to admit them. In fact, the evidence available strongly suggests that students in general, including black students, are generally advised to enroll at the most challenging university that will accept them." (p. 109, 110; italics in authors' text)


E. But What About Non-Elite Black Students?
A few months ago, a high level manager of the United Negro College Fund (UNCF) alerted me to a research effort currently in progress that is finding that the HBCUs in North Carolina are doing more than twice as well as other state schools with regards to average Black students, i.e., the non-elite students who do not qualify for entry into the state's flagship universities. If this finding holds up at the end of the study, it will provide an important complement/correction to the book's assertion that non-elite Black students would be better off at elite institutions -- if they were accepted.

Hopefully, the research cited by the UNCF manager will also provide some data-driven insights as to why these particular HBCUs have been so effective in educating average Black students. And could their innovations be adopted by the non-HBCUs in North Carolina and elsewhere? Such findings would support our claims that HBCUs are not only historically important institutions; they deserve America's continued support for years to come because of the significant contributions that they continue to make to American higher education.  


(Note: North Carolina has three kinds of colleges: flagships, HBCUs, and other colleges that are neither flagships nor HBCUs. Bowen and associates lumped HBCUs together with the "others"; and perhaps the research cited by the UNCF manager combined flagships with "others". So it's possible that average Black students might be better off at flagships than at "other" colleges, but might not do as well at flagships or "other" colleges as they would at HBCUs.)

F. Institutional Research

When I summarized the book's findings for a colleague, he expressed skepticism because he felt that the advantages of GPAs over test scores as well as some of its other findings would have been discovered by various colleges and universities through periodic examinations of their own data -- if these findings were valid. Exploiting the findings from their self-studies would have given the innovators a competitive advantage over other institutions.

These kinds of self-studies are usually conducted by "Institutional Research" units (or units having similar titles). But when I used the Gateway's comprehensive, Google-based search tool (found on the Gateway's Home Page http://www.dll.org/hbcus) that enables users to search all HBCU Websites simultaneously, I only found 32 Websites that listed Institutional Research units. Most had small staffs; more specifically, they either listed no staff or only listed one or two staff members; and few of the listed staffers had advanced degrees. Therefore I think it is safe to infer that, at this time, the vast majority of HBCUs do not have the kind of staff that would enable them to apply sophisticated, statistical, computer-based analytical techniques to their student records to obtain the kind of findings reported by Dr. Bowen and his associates. (Note:Alabama A& M University is a notable exception --http://www.aamu.edu/irpsp/contact_us.aspx; Xavier University is another --http://www.xula.edu/planningir/contacts.php; and FAMU is a third --http://www.famu.edu/index.cfm?oir&Staff.)

The authors' findings are based on student records from a broad sample of colleges and universities. Although their sample included 11 HBCUs in four states, the validity of these findings cannot automatically be assumed for HBCUs in other states. Indeed, they should also be confirmed by independent analysis of the student records for HBCUs in the four states included in the book's research. These considerations lead me to issue the following challenge to the few HBCUs that have IR units with sufficiently skilled staff:

  • Please analyze your student records so as to address the most important questions considered by Dr. Bowen and his associates (if you haven't already done so); then share your findings with the entire HBCU community and with interested colleagues at other colleges and universities by publishing them on your Websites.
____________________
Related notes:

Wednesday, 26 August 2009

HBCUs vs. FPCUs in the Great Recession

A. Context

This blog continues the discussion begun in a previous blog, "HBCUs in the Great Recession" -- a pessimistic glance at the the negative impact of the Great Recession on the future of the colleges and universities that have provided African Americans with their the most significant opportunities for higher education in times past, i.e., the HBCUs.

It presents some recent data about the positive impact of the Great Recession on the future of the colleges and universities that -- if HBCUs maintain their self-limiting focus on traditional programs -- are likely to provide most African Americans with their most significant opportunities for higher education in the future. I speak, of course, of the FPCUs -- the for-profit colleges and universities.

The vast majority of HBCU programs are still directed at traditional college age students who attend face-to-face classes on weekdays. (See the limited offerings listed in the Gateway's Directory of HBCU Programs for Non-traditional Students.)

By contrast, the vast majority of the programs offered by FPCUs focus on non-traditional students, i.e., older students who must attend classes on evenings and weekends or via distance learning because of their jobs and/or family obligations. Such programs are usually called "adult education" or "continuing education."


B. Substantial African American Enrollments in FPCUs

The reader needs to be aware that a substantial and increasing percentage of the students enrolled in the the nation's leading for-profit colleges are African Americans. The Digital Learning Lab called attention to this trend in a report posted on the Gateway to HBCUs three years ago: Strategic Partnerships (2006).

Back in 2005, when the DLL's staff first assembled the enrollment data for business majors and for information systems majors, two of the most important baccalaureate and masters degrees in today's job market, I used to confound my colleagues by projecting the enrollment tables on a screen while covering up the column that contained the names of the colleges and Universities. Then I would ask them to pick out the HBCUs .. and they would invariably include Strayer, DeVry, and Phoenix. ... :-)

The DLL's Strategic Partnerships report concluded that "a number of for-profit institutions have taken on roles traditionally associated with HBCUs as the producers of disproportionately large percentages of African-American graduates." In other words, FPCUs were eating into what should be part of the core market for HBCUs. Given the fact that continuing education, especially programs involving involving distance learning and/or blended learning, is the fastest growing segment of today's higher education market, the HBCU community has voluntarily excluded itself from its strongest potential growth opportunity.


C. FPCUs in the Great Recession

Whereas most HBCUs have been struggling during the the current massive economic downturn, how did the FPCUs perform? The following table, published in the online edition of the Chronicle of Higher Education on Tuesday 26 August 2009, says it all:

How Enrollment Has Boomed at For-Profit Colleges

Enrollment, 2009 Enrollment, 2008 Percent Increase


American Public U. System 53,600 35,900 49%
Apollo Group 420,700 345,300 22%
Bridgepoint Education 45,504 22,607 101%
Capella Education 29,281 23,733 23%
Career Education Corp. 93,100 83,300 12%
Corinthian Colleges 86,088 69,211 24%
DeVry 90,365 74,765 21%
Education Management Corp. 112,700 91,600 23%
ITT Educational Services 69,127 54,793 26%
Kaplan Higher Education 103,300 78,700 31%
Strayer U. 46,038 37,733 22%

Note: All data are for quarter ending June 30, except Apollo Group, whose quarter ends May 31. Some numbers are rounded.
While their performance wasn't quite as spectacular as Goldman Sachs or JP Morgan Chase, the FPCUs listed in this table did very, very well. The Chronicle reported that they not only increased their enrollments by the impressive percentages shown in the table, they also increased their tuition revenues and bottom-line profits by comparable margins. In other words, there's lots of money to be made in continuing education -- even during a record-breaking recession.


D. The Digital Divide As A Surmountable Barrier to Opportunity

There are undoubtedly many reasons why the leading FPCUs were so successful, but one is especially relevant to HBCUs:
  • All of the leading FPCUs make intensive use of information technology (IT) in their administrative operations, in their advisory functions, and in their course delivery systems.
Therefore HBCUs that remain entrenched on the wrong side of the Digital Divide will not become successful participants in the flourishing continuing education market. At this point, information technology is cheap enough to be affordable by most HBCUs. Hence crossing the Divide comes down to hiring competent IT staffs.

Information technology does not configure itself itself. No matter how close it is to the current state-of-the-art, cost-effective IT is always about people. Unfortunately, this obvious "insight" seems to have been missed by the senior administrators of too many HBCUs. Unwilling to hire first-rate (albeit relatively expensive) IT professionals, they try to muddle through with mediocre to inferior, a strategy doomed to costly failure and maddening paradox. A highly talented younger colleague of mine once observed: "The best computer in the world is the one you already have, but aren't using to its full capacity"

  • It takes first-rate IT talent to specify and maintain the most cost-effective administrative and academic IT systems. Such talent needs to be hired, retained, prized, and paid competitive salaries.
  • And then there are the IT users: the faculty and administrative staffs. No matter how "user friendly" the information technology, most people need training and retraining -- preferably by competent IT staff -- to become productive IT users.
_____________________________
Related notes:

    The HBCU Community as a National Laboratory for U.S. Higher Education

    This blog refines a proposal that was introduced in an earlier blog -- "Why are HBCUs Still Needed? -- Part II"

    A. Context

    Although continued support for HBCUs is usually justified by references to their historic success in educating African Americans, nowadays eighty percent of African American students attend non-HBCUs. This suggests that their historic justification is a fading argument that may cause us to overlook the potential contributions that HBCUs could make tomorrow, not just to the African American students at HBCUs, but to African American students at non-HBCUs and to all students in the U.S. higher education system -- regardless of their race.

    Two of the most important challenges facing HBCUs today also face the non-HBCUs -- fewer male students enroll and they drop out at higher rates than females; and female students enroll in STEM programs (science, technology, engineering, and mathematics) at lower rates than males.

    • The "bad news" is that fewer African American males enroll and they also drop out faster than Caucasian and Asian American males; and the proportion of African American females entering STEM programs is lower than for Caucasian and Asian American females. (Note that the performance of African American students is comparable to that of Latino and Native American students.)

      None of this should surprise anyone who is aware of the relative differences in social and economic capital available to most African American, Latino, Native American, Asian American, and Caucasian students because students who have access to more social and economic resources should be expected to be more successful in coping with the challenges of academic life.
    • The "good news" is that solutions that work for HBCUs may also work for non-HBCUs having substantial African American enrollments, for other minorities at non-HBCUs, and possibly even for the socially and economically more advantaged Asian American and Caucasion students facing similar challenges. In other words, non-HBCUs should pay close attention to the successes and failures of HBCUs because they might learn useful things that could help them provide more productive educational experiences for their own students -- regardless of race.

    B. HBCUs as a National Lab

    An ideal collection of colleges and universities that would serve as a national laboratory for higher education would be a random sample that controlled for race.
    • Most HBCUs are still predominantly Black, so one can assume that race and prejudice have minimal impact on their operations. (At least 93 of the 104 HBCUs have Black/non-Hispanic enrollments greater than 50 percent; this data is not available for five HBCUs.)
    • Although not a random sample, the community of HBCUs is diverse enough for exploratory studies designed to generate insightful hypotheses about education policies and practices. The findings from these exploratory studies could then be proven or disproven by systematic trials conducted at rigorously sampled colleges and universities elsewhere in the U.S. higher education system.
    The extraordinary diversity of the HBCU community bears elaboration:
    • Location -- 22 states, districts, and territories
    • Types -- 88 four year, 13 two year, and 3 specialized graduate training
    • Public/Private 4 year -- 40 public, 48 private
    • Public/Private 2 year -- 11 public, 2 private
    • Enrollments -- smallest = 100 , largest = 9900 students
    • Scope -- wide range of programs ranging from vocational training, associates, and bachelors degrees through professional, masters, and Ph.Ds degrees to multimillion dollar NSF/NIH/NASA funded research initiatives
    _________________________
    Related notes:

    Sunday, 23 August 2009

    HBCUs in the Great Recession

    Like many of readers of this blog, I have spent a lot of time trying to gauge the impact of the Great Recession on the HBCU community:
    • Although the well-connected bankers at Goldman Sachs and JP Morgan Chase are earning record profits thanks to the generous assistance they received from the Federal government, and although the Chairman of the Federal Reserve Board recently conjectured that the economy would begin to recover by the end of this year, some of the nation's more astute economists have issued strong warnings that the unemployment rate will reach at least 10 percent before it declines. They have also reminded us that unemployment is a lagging indicator of economic recovery because businesses will tend to extend the working hours of their remaining employees before they rehire old employees or hire new employees.
    • The unemployment rate for African Americans has usually been at least twice as high as the national rate. If anything, the Great Recession has pushed African American unemployment even higher. And as the "last hired, last-rehired", African Americans will be harder pressed to keep up with their children's college tuition payments.

    • It should also be noted that the recession has drastically reduced the funds available from all sources of financial aid -- except the Federal government.
    When the recession suddenly deepened last Fall, these considerations led me to anticipate that HBCUs would be hit harder than non-HBCUs because they enrolled a higher percentage of Black students:
    • Private HBCUs would suffer enrollment declines as Black students dropped out or transferred to public colleges and universities having substantially lower tuition. This loss of tuition revenue would push some (many? most? all?) of them into a financial crisis. And the longer high unemployment lasted within the African American community, the greater the likelihood that some private HBCUs would have to close their doors permanently.

    • Public HBCUs might enjoy enrollment increases because of their lower tuition, but their increased tuition revenue might be offset by substantial reductions in their budgets imposed by the governors of their hard pressed states. Furthermore, the longer high unemployment lasted, the greater the existential threat from increased political pressures to merge some public HBCUs with public non-HBCUs or to shut them down entirely. This would come as part of their governor's efforts to reduce size of their state's higher education systems to levels that could be sustained by reduced tax revenues.
    Unfortunately, by the beginning of this year some of my pessimistic predictions had already come true. In February, I posted a page on the Gateway (http://www.dll.org/hbcus/Announcements/Recession.asp) containing links to the Web sites of some prominent public and private HBCUs whose senior administrators had courageously acknowledged that they were facing severe financial challenges. And in recent months I have also posted links to announcements from public HBCUs that their Fall 2009 enrollments were at record levels.

    Note: this discussion is continued in "HBCUs vs. FPCUs in the Great Recession"

    Thursday, 23 July 2009

    At the Gates of Distraction

    In previous blogs I have referred to racism as a "distraction." Of course, it's something far worse than that, but my point is that the perception of racism can distract educated African Americans from achieving their full potential -- even when the impediments presented by racists should be relatively easy to overcome.


    I assume that everyone who reads this blog is aware that Harvard professor Henry Louis "Skip" Gates, Jr., was arrested while trying to enter his his home in Cambridge, Massachusetts without a key late at night; and I assume everyone is also aware that the charges against him were subsequently dismissed. Even President Obama commented on this unfortunate incident in a press conference.

    I write this blog to suggest that educated African Americans, especially African American males, should not be distracted by this incident. Nobody really believed that President Obama's election in November 2008 banished racism and racists from the land, but neither should anybody have to be reminded that class also matters. Had the eminent Dr. Gates been a high school drop-out instead of a Harvard professor, he would probably still be in jail awaiting trial. Indeed, most of the Black males who languish in disproportionate numbers in the nation's prisons and on death row are the victims of both race and class. I write this blog to suggest that middle class African American males should not confuse themselves into thinking that the distracting racism that we face is the same life-threatening evil that still confronts our less educated brothers.

    Let me tell you a couple of personal stories. Correction, let me give you the highlights of one story, but give you the full details of another.

    A. What I Didn't Say ...

    Way back in the early 1970's when I was a doctoral student at Harvard and living in Cambridge, Mass., I threw a party at which events got out of hand. Let's just say that when the cops knocked at my door at 2 a.m. in the morning in response to a neighbor's complaint, they saw strobe lights blazing, heard Jimi Hendrix blasting from a pair of speakers the size of small refrigerators, and could smell something fragrant in the air. My future flashed before my eyes: I would be arrested and expelled from Harvard. So I put on my most respectful "Stepin Fetchit" and turned down the sound as the cops had requested.

    They smiled, left right away, and a few years later I became "Doctor" B. ... :-)

    B. What I Did Say ...

    Now fast-forward to 2001. When my older daughter called me from Bethesda, Maryland at around 3 p.m. on a Saturday afternoon, I was in my office in Silver Spring, Maryland, deeply engrossed in writing some code for a distributed Web-based application. I told her to leave the car in the parking lot behind the Farmer's Market, and I would pick it up in a couple of hours. I was so engrossed in my coding that when I next looked at the clock it was almost 1 a.m. in the morning. (I was and still am in pretty good shape, so I can still lock in for long hours when the work really gets interesting.) I logged off, ran down to the Red Line Metro, arrived at the Bethesda station around 1:30 a.m., and started walking south on the south-bound side of Wisconsin Avenue.

    Suddenly I saw a squad car driving north on the south-bound side of the street at high speed. When I reached the next corner, I was startled when it screeched to halt right in front of me. The cop looked me straight in the face, then made a left and roared down the side street.

    Two blocks later, I saw the same squad car again driving towards me on the wrong side of the street. When I reached the corner, he again screeched to a halt in front of me, looked me in the face, then took a left down the side street.

    At the next corner I crossed Wisconsin Avenue to get to the parking lot behind the Farmer's Market area. In the daytime, this is a very safe place, with office buildings on two sides and teeming with people. But at night ... I heard a car driving into the parking lot behind me. Guess who? Turning, I could see that, yes, it was the same cop who had been stalking me. The high beams of his car made it difficult to see him when he got out, but I could see him well enough to see that he was not an ordinary cop; he was dressed in black from head to toe and carrying a gun. In other words, he was SWAT-type who was "dressed to kill."

    "Sir, would you please come over here. I have to ask you a few questions because you are a suspect in a crime that happened a few moments ago a few blocks away."

    Then, from out of nowhere, I heard a sarcastic, angry voice snarling a reply: "What crime am I suspected of committing? WALKING WHILE BLACK?"

    I could not believe what I just said. I have never been a smart mouth with cops because I have always known what angry cops could do to me. Where did all that rage come from? I hadn't been drinking. Then a small voice inside my head noted: "It's still here because you're still Black."

    As he stepped closer I could see that my situation was worse than I thought. He was not only a White cop, he was a short White cop and I'm a big Black man, and we were in a deserted parking lot. This time the future that flashed before my eyes was far more painful -- He'd beat me to a pulp or perhaps he'd shoot me ... in a deserted parking lot with no witnesses.

    But I got lucky. He didn't do anything. He merely clicked a button on the small flashlight attached to his belt and focused its beam on my face. "I have to question you because a cab driver was robbed and beaten by a passenger a few blocks from here and you fit the description of the robber."

    "What did the robber look like?"

    "He was a tall, African American male in his mid-thirties."

    Suddenly, my panic dissolved into giggles at the absurdity of the situation. This cop had looked me in the face twice on Wisconsin Avenue and now had a flashlight shining in my face, the same face that for the previous ten years had prompted obnoxious theater ushers to ask me if I wanted to buy a "Senior Ticket" at the movies. I couldn't believe this was happening, so I protested: "For Christ's sake, man, I'm 60!!!"

    He hesitated, then replied: "Can you prove that? Do you have some identification?"

    I handed him my driver's license. He looked, and looked again. "Gee, you really are 60. Sorry about that" ... then he shrugged, got back into his squad car, and drove away.

    C. The Moral of These Tales

    So what can we learn from my experiences? ... and from Skip Gates?

    First, we should never, ever let the rage that seethes within us, even into our sixties, reach the surface. And second, the probable consequences of failure to keep that rage bottled up for Dr. Gates and for Dr. B. will usually be far more benign than for our working class and underclass brothers. For us, racism is a distraction that may derail our careers; for them, racism is still a life-threatening evil.

    Sunday, 19 July 2009

    HBCUs in the Computing Clouds

    I recently received an email from the CampusEAI Consortium informing me that its list of clients now included the following HBCUs: Spelman College, Hampton University, Tuskegee University, Xavier University, Virginia State University, Florida A&M University, and Albany State University. This represents a considerable expansion of HBCU participation beyond the following announcements that I had previously posted on the Gateway:
    That some HBCUs would be implementing cloud computing, a/k/a "Software as a Service", a/k/a "SaaS" was to be expected in the context of the unprecedented financial challenges to all HBCUs posed by the current Great Recession. Why? Because cloud computing holds the promise of providing far more cost-effective services for scarce IT dollars than traditional in-house IT services. Among other things, an HBCU doesn't require as large or as skilled an IT staff to manage applications that run "out there" somewhere in the cloud than on the HBCU's own servers.

    Unfortunately the record shows that in times past, when faced with cost-effective IT innovations, too many HBCUs have attempted to carry on with their old "business as usual" technologies -- thereby widening the Digital Divide. So I am greatly encouraged by this surge of interest in cloud computing -- which is all the more timely in the context of Google's recent announcement that it will soon produce "Chrome OS", a cloud-based operating system that will directly challenge Microsoft's monopoly on the desktop. Although Microsoft has faced down other cloud-based challengers in the past, none had Google's formidable financial resources nor its talented army of high-tech wizards.

    CampusEAI's seven clients have staked leadership positions with respect to one of the most powerful Internet technologies to emerge within the last two decades. As per my previous blog -- Why are HBCUs still needed? Part II -- their diversity demonstrates the capacity of the HBCU community to serve as a national higher education laboratory. Four are private; three are public; they are located in five states; and their enrollments range from around 2,400 to 9,500 students.

    At this point, interested bystanders hoping to learn from their experience should be asking themselves: Why did these HBCUs agree to try cloud computing? Which other HBCUs approached by CampusEAI declined to participate and why did they decline? As time goes on, we will also be watching to learn which of these pioneers were successful, which weren't successful, why, and why not?

    Thursday, 2 July 2009

    Why Are HBCUs Still Needed? -- Part II

    This is my second blog that addresses this question. My first (June 2009) considered two advantages that HBCUs still offered African American students:
    • A wider array of African American career role models & mentors than found in most predominantly white universities; and
    • A wider array of personal role models and more academic freedom to help African American students develop their own personal strategies for coping with the distracting racism that still pervades American society.
    This blog considers some of the advantages that HBCUs provide to the communities in which they are located and to the American system of higher education.

    A. Economic Benefits of HBCUs to Local Communities

    There are only 104 HBCUs, and most of them are relatively small organizations that employ fewer than 3,000 faculty and staff and enroll fewer than 5,000 students. So I wasn't surprised by the October 2006 report from the National Center for Educational Statistics (NCES) that estimated the "Economic Impact of the Nation's Historically Black Colleges and Universities" as being roughly equivalent to that of the 232nd largest corporation on the Forbes 500 list.

    Whereas our biggest banks and our biggest manufacturing firms may be "too big to fail", the same cannot be said for the 232th largest corporation on the Forbes 500 list ... or any other economic entity of comparable size. In other words, their economic impact is not large enough to compel the Federal government to greatly enhance its support for HBCUs during the current Great Recession.

    On the other hand, some HBCUs have substantial impact on the economies of their local communities, impacts that should be large enough to compel state and local governments to regard them as worthy of increased support. Consider the following headlines and excerpts from the press releases posted on four HBCU Websites:
    • FSU a Vital Economic Resource in Greater Fayetteville Region -- July 2007

      A study commissioned by FSU Chancellor T.J. Bryan found that Fayetteville State University (FSU) has a total economic output impact of $194.5 million on the Greater Fayetteville region (Cumberland, Harnett, Sampson, Bladen, Robeson, Hoke, and Moore counties).

    • Savannah State has $128 million economic impact during FY 2007 -- July 2008
      Savannah State University’s total impact on the local economy was approximately $128 million during the fiscal year 2007, according to a study conducted by the Selig Center for Economic Growth in the University of Georgia’s Terry College of Business.

    • Economic Impact Study Shows SUNO Gives Taxpayers More for Their Money -- May 2009
      This study highlights the Southern University at New Orleans (SUNO) economic impact for the 2008-09 fiscal year in several critical areas, including spending and contributions of our graduates. The overall impact of SUNO's spending is $111,461,082 on a state budget of just over $16 million. In other words, the State of Louisiana's return on its investment at SUNO is approximately seven-fold. For every dollar invested, the State enjoys a return of approximately $7.
    • Xavier University Has Significant Impact on New Orleans Economy -- July 2009
      A 2008 economic impact study shows that Xavier University of Louisiana is a significant contributor to the metropolitan area's economy. According to the study, Xavier generates more than $320-million in economic activities, and about $115.6-million of that is household earnings in the Greater New Orleans Region.
    B. HBCUs as a National Laboratory for Higher Education

    Unfortunately, African American students are not doing as well in colleges and universities as White students or Asian American students. For example, African Americans enrolled in traditional baccalaureate programs have lower six year graduation rates. Although many factors contribute to this disparity, one of the most obvious is the persistence of racism in our society.

    If HBCUs didn't exist, data-oriented policy makers determined to identify the relative importance of other factors contributing to under-performance by African American students might give serious consideration to establishing a "control group" of colleges and universities wherein the forces of racism could be minimized by specifying that their student body, faculty, and administration would be predominantly Black.

    • If the colleges and universities in such a "racism-free" laboratory were sufficiently diverse with regards to other important factors, we could gain greater insight as to which teaching and administrative strategies worked better for African American students and why they worked better.
    • In particular, we could identify strategies that were more effective in improving the retention and performance of African American males; and we could identify strategies that were more effective in encouraging African American females to pursue careers in STEM fields, i.e., in science, technology, engineering, and mathematics.

    Well the good news is that such a laboratory of predominantly African American colleges and universities already exists; but the bad news is that our policy makers haven't had the wit to recognize that the lessons learned from the experiences of the nation's 104 HBCUs that enroll 20 percent of African American students could greatly enhance the effectiveness of the thousands of non-HBCUs in their efforts to provide quality higher education for the other 80 percent.

    As I noted in my previous blog, it's time we all recognized that some HBCUs are doing a much better job than others. At this point we should be trying to figure out why. Consider two examples:
    • Arkansas Baptist College has a 100 percent six year graduation rate. Although this is a very small college (600 students), a number of other small HBCUs graduate less than 30 percent of their students in six years. So why is Arkansas Baptist so successful? What are they doing that's so right? And could their approach be adopted by non-HBCUs?
    • Spelman College has a 79 percent six year graduation rate, a solid performance that is well above the national average. But what really intrigues me about Spelman is its capacity to inspire its female students to excel in STEM courses -- science, technology, engineering, and mathematics. Every year I post headlines on the HBCU Gateway that link to Spelman's press releases about how well its 100 percent female student body performed in international robotics competitions.

      More significantly, when the National Science Foundation recently looked into the question of where African Americans who received doctorates in science and engineering obtained their undergraduate degrees, Spelman was ranked second (150 doctorates) behind my employer Howard University (224 doctorates). Yes, Howard was Number One ... but ... it only produced 50 percent more doctorates than Spelman even though its undergraduate enrollment (7,000) is three times as large as Spelman's (2300) ... and one third of Howard's enrollment is male, so we don't know how many of its doctorates were female.

      Clearly Howard is doing something right, but whatever that something is, Spelman seems to be doing it much, much better. However the real "winner" in this "competition" could be the thousands of non-HBCUs who sincerely want to inspire their female students to pursue science and engineering careers. They could learn a lot from Spelman ... and from Howard ... :-)
    _______________________
    Related notes:

    Friday, 26 June 2009

    The Best HBCU

    There is no such thing as "the best HBCU, the second best HBCU, the third best HBCU, etc"; nor is there such a thing as "the best predominantly White institution (PWI) of higher learning, second best, third best, etc. " Annual "rankings" of colleges and universities are nothing more than mildly entertaining bits of gossip whose primary function is to promote the sales of the magazines in which they appear. They should never be taken seriously.

    Unfortunately, when they are taken seriously, these so-called "rankings" can cause prospective students to make very bad career decisions because they distract attention from the real question: Which HBCU is best for YOU? This question has become even more critical in the context of the worst recession since the Great Depression.

    Sensible answers must be based on reliable data. Although the available data about America's colleges and universities is not as good as it should be, the Web now provides free access to gigabytes of useful information from reliable sources that can enable prospective students (and/or their supporting families) to quickly narrow their options down to a small handful of feasible possibilities. Nobody should pay any attention to gimmicky "rankings."

    A. Sources of Information about HBCUs
    Nowadays the most important souces of information about HBCUs are:

    1. The U.S. Department of Education's College Navigator
      This Website provides data about all of the accredited colleges and univerisities in the United States, e.g., tuition, estimated costs of books and other materials, male/female composition, racial composition, and six year graduation rates.

    2. The Carnegie 2005 Classifications
      This Website enables users to identify colleges and universities that are similar to one another by a variety of measures.

    3. HBCU Websites
      Each HBCU now has its own Website that provides background information about the history and the mission of the HBCU, descriptions of its current courses, programs, tuition & fees, and announcements about its most recent achievements and upcoming events.

    4. Personal observation
      Once you've narrowed your options down to a few possibilities, there is no substitute for direct observation, i.e., visits to the campus for discussions with faculty, students, and administrators. You should also talk to some of their recent alumni.
    Note: The reader is also encouraged to use the Gateway to HBCUs because the primary purpose of this Website is to inform its users about the academic activities of HBCUs, i.e., their teaching, research, and community service. More specifically, its Profiles and its Directories of HBCU Programs for Nontraditional Students and Distance Learning provide direct links to the other Webpages that carry the most relevant information about each HBCU.

    B. Traditional vs. Nontraditonal Students
    Traditional students attend classes on weekdays, usually between 8 a.m. and 6 p.m. By contrast, nontraditional students can only attend classes on evenings, weekends, and via distance learning because of their jobs and/or family obligations. Traditional students tend to be younger (18 to 25), attend classes full-time, and only work only part-time. Nontraditional students are older and attend classes on a part-time basis. Traditional students are usually enrolled in degree programs; many nontraditional students are enrolled in job skills certificate training programs.

    • Unfortunately, the vast majority of the courses and programs offered by the 104 HBCUs are still geared towards traditional students. For example, most HBCU classes are offered on weekdays.

    • The latest edition of the Gateway's Directory of HBCU Programs For Nontraditonal Students (currently being updated) only lists 51 HBCUs that offer courses accessible to non-traditional students, and those programs only cover a narrow range of subject matter.

    • The most selective private HBCUs, e.g., Spelman, Morehouse, and Howard, offer the least number of courses and programs for nontraditional students.

    • Most of the nontraditional programs are offered by four year public institutions -- e.g, North Carolina A&T, Fayetteville State, and Tennessee State -- and by two year public institutions -- e.g., Trenholm State Technical College, J.F. Drake State Technical College, and Gadsden State Community College.

    • The Department of Education's Navigator and the Carnegie Classification Websites (as well as the so-called annual magazine "ratings") don't provide much information about programs for nontraditional students; their data focuses on programs for traditional students.
    To derive the most benefit from the major sources of information about HBCUs, you have to ask the right questions. Hopefully the following checklists will prove useful.
    C. Checklist for Nontraditional Students
    1. If you are a nontraditional student, are you seeking a degree?
    If you are seeking an associates or a bachelors degree, the number of HBCU options is even smaller. The Gateway's Directory of HBCU Programs for Nontraditional Students only lists 5 HBCUs offering associates degrees for nontraditional students and 19 offering bachelors degrees.

    2. If you are a nontraditional student, does the HBCU offer the degree programs or certificate programs in which you are interested?As noted above, most HBCU programs are still geared towards traditional students. This is one of the reasons why for-profit colleges like the Phoenix, Strayer, Kaplan, and DeVry have been so successful in enrolling African Americans in recent years. They offer far more programs that nontraditional African American students are looking for than do HBCUs.

    3. If you are a nontraditional student seeking job skills certificate training, can you afford the HBCU program or do you need financial aid?

    • Information about the costs of nontraditional certificate programs can be found on the HBCU Websites
    • The largest and most reliable source of financial aid is the Federal government, especially during the current recession. Federal guidelines do permit the provision of financial aid to nontraditional students enrolled in certificate training programs but, unfortunately, some HBCUs have not organized their certificate programs to meet the Federal requirements. The availability of Federal aid should be indicated on the HBCU Website, but if the Website doesn't explicitly state this availability, you should contact the HBCU to be sure.
    D. Checklist for Traditional Students
    The remaining questions assume that you are a traditional student seeking an associates or bachelors degree.

    1. Which HBCUs are accredited?Unfortunately, a few HBCUs have recently lost their accreditation and a few more may be in the danger zone. If an HBCU is not listed in the College Navigator, it is not accredited.

    Loss of accreditation prevents current students from obtaining additional Federal aid, jeopardizes their chances for admission to graduate/professional schools, and diminishes their employment opportunities. You should also be mindful of reliable reports about scandals and lawsuits involving an HBCU's senior administrators. Most HBCUs are small enough that these kinds of distractions can seriously undermine their efficiency to the point where accreditation may be jeopardized in the future. (Note: Prior to the election of the Obama Administation, loss of accreditation automatically meant loss of official "HBCU status; but not anymore.)

    2. Which HBCUs offer the degree programs you want and at what price (tuition, books, and fees)?The best sources for this information are the course catalogs posted on the HBCU Websites

    3. If you are seeking a bachelors degree, of the HBCUs that offer the progams you want, which ones have the best six year graduation rates?

    • The College Navigator provides this information based on data submitted by the HBCUs themselves. It measures the performance of a recent entering class, specifically, the percentage that graduated within six years after they first enrolled.
    • On the one hand, there probably isn't much difference between an HBCU with a 69% six year graduation rate and one with a 60% six year rate. On the other hand, there is probably a world of difference in the educational experiences of students at HBCUs with a 100% or 79 % six year graduation rates and those with less than a 34% six year rates. Unfortunately, a discouraging number of HBCUs are graduating less one third of their students within six years. There is no escaping the fact that some HBCUs are doing a far better job than others.

    4. If you are seeking an associates degree, of the HBCUs that offer the programs you want, which ones have the best overall two year graduation rates?

    • Once again the College Navigator provides this information.
    • Overall two year graduation rates are smaller than the six year rates for four year programs, but once again, these rates should not be taken literally. There probably isn't much difference between HBCUs having 10% overall rates versus HBCUs with 9% graduation rates. But there is probably a significant difference in the educational experiences of students at HBCUs with 32% rates and HBCUs with only 8% rates.
    E. Checklist for All Students
    Finally, there's the question that should be asked by all students, be they traditional or nontraditional:
    • Why do you want to attend an HBCU?
    In a world that is increasingly diversified through globalization, what benefits would you expect to gain by attending an educational institution that is more segregated than the rest of our society? The author of this editorial suggests two related reasons, which he fully discussed in a previous editorial, why African American students might still want to attend HBCUs. (See Why Are HBCUs Still Needed?)
    • Attending HBCUs led by competent administrators and manned by qualified faculty exposes African American students to a broader range of career role models than they would find at most predominantly White colleges and universities.
    • Possessing an extensive roster of career role models, HBCUs can also provide African American students with another important advantage: the academic freedom they need in order to work out their personal strategies for coping with the demeaning and distracting racism that still pervades American society.
    _______________________
    Related notes:
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