SOCIAL LIMITATIONS

Social, Economic, And School System's Limitations



Social, Economic, And School System's Limitations

Introduction

The desegregation of public schools with the landmark Brown v. the Board of Education of Topeka, Kansas (1954) decision granted African Americans access to white institutions of higher education. The goal of integration appeared to bestow equal opportunity to blacks to further their education. Moreover, the approaching implementation of desegregation seemed to suggest that African Americans would begin to matriculate speedily and graduate from PWIs at the same or greater rate that they had achieved at HBCUs (Anderson, 1988). Prior to 1954, HBCUs housed the majority of black students; by 1973, three-fourths of black students attended PWIs. Despite the increased enrollment of African Americans at PWIs, HBCUs still graduate a disproportionate number of black students in comparison to their historically white counterparts (Anderson, 1988).

Discussion

Faculty and staff aid in constructing an adverse atmosphere for African American students (Anderson, 1988). Some faculty and other front-line college employees maintain elitist attitudes toward education; professors and other staff view their role as research and academically-oriented rather than as a retention agent or facilitator (Kobrak, 1992). The lack of African American faculty and staff also contributes to the problems that African American students face at PWIs (Allen, 1992). Another significant factor in formulating a stressful college climate for African American students is

Ignorance not only plagues PWIs' administrations and staff, but also incubates within majority students. Harvey (1995) conducted a qualitative study of white students' attitudes about African Americans. His findings indicated white freshmen had little or no contact with African Americans, yet they harbored negative assumptions about blacks and black culture. These students felt that black students intentionally secluded themselves from whites. Several indicated they rarely interacted with African Americans on their college campus. However, when these students did have positive interactions with black students, it was always stated as an exception. The exceptions that were mentioned were African Americans who culturally identified as white (Harvey, 1995). Current literature about white student attitudes regarding African American students is scarce. Although many researchers assume that majority students harbor negative feelings toward black students, the literature is actually inconclusive (Harvey, 1995). Although Saddlemire's results are not generalizable, they can help people realize the kinds of attitudes white students have towards blacks.( Harvey, 1995)

individual and institutional racism. Black students experience a lot in the classroom with instructors serves as a catalyst for racist behavior by students and other faculty. (Anderson, 1988)

Understanding the frame of reference that many black students come from may shed light on their current situation in higher education. In comparison to white students, African American students have parents that generally live in urban areas, acquire fewer educational degrees, labor in lower status jobs, make less money, and divorce more often (Harvey, 1995). Furthermore, black students at PWIs have higher attrition rates, poorer academic performance, and are less likely to pursue graduate degrees than white students (Harvey, 1995).

When legally mandated to open their doors, PWIs admitted cultural outsiders with relatively little thought given ...