制约历史上的黑人院校远程教育发展的主要因素及其启示

由于计算机和网络信息技术的高度发展，现代远程教育这一蓬勃发展的崭新教育模式被美国人认为是实现人人都能平等接受教育这一美国理想的最佳方式。但远程教育对有特殊使命的美国历史上的黑人院校来说，它的发展面临资金、技术、规模、教师、学生、课程及其市场和文化差异的严重制约和挑战。为此，借鉴历史上黑人院校的做法，并结合我国少数民族地区实际情况来解决民族院校发展远程教育面临的问题，这对于推进我国教育平等、缩小东西部差距及构建和谐稳定的社会有十分重要的意义。     

Unique Characteristics, Leadership Styles, and Management of Historically Black Colleges and Universities

Historically Black colleges and universities play a significant role in our nation's higher education system. Currently, there are 105 historically Black colleges operating in the United States. Over the years there have been many challenges for these institutions. Given the importance of these institutions, the purpose of this article is to explore and understand the leadership styles and management of the institutions and provide insight into how they might adapt their leadership styles to ensure that they not only survive but prosper. This article also highlights strategies suggested by former presidents of historically Black Colleges to ensure educational opportunities for African-American students and others.     

美国传统黑人院校远程教育面临的挑战及其启示

在美国,由于电脑的普及和网络技术的飞速进步,现代远程教育正显示出迅猛的发展势头。但对有特殊使命的美国历史上的黑人院校来说,它的发展面临资金、技术、规模、教师、学生、课程及其市场等方面的局限和文化差异带来的巨大挑战。为此,可以借鉴历史上黑人院校的经验教训,结合我国少数民族地区实际情况来解决民族院校发展远程教育面临的问题。     

Applying IRSS Theory: The Clark Atlanta University Exemplar

The percentage of underrepresented minorities (African‐American, Hispanic, Native Americans) that have obtained graduate level degrees within computing disciplines (computer science, computer information systems, computer engineering, and information technology) is dismal at best. Despite the fact that academia, the computing workforce, professional associations, and scientific societies have identified procedures, models, and best practices in an attempt to increase the number of individuals within these underrepresented communities, the number of minorities receiving MS and PhDs in these fields have only increased marginally. In this article, we discuss how Boice's four‐part IRSS model (i.e., Involvement, Regimen, Self‐Management, and Social Networks) combined with effective mentoring models as introduced in Payton et al., is a promising framework for addressing the longstanding issue of underrepresented minorities in management education, which tends to mirror findings in science, technology, engineering, and mathematics disciplines. The focus of this article is to illustrate the application of these theories at the undergraduate level by discussing two precollege/early college/scholarship programs implemented at Clark Atlanta University (CAU). These CAU programs provide the field with an exemplar which can serve as a foundational example for institutions seeking to foster, retain and graduate underrepresented minorities in higher education management disciplines, in general, and offer lessons learned from historically black colleges and universities, in particular. Using a “360‐degree mentoring” model to supplement the IRSS framework, our study concludes with implications for future research regarding how academic institutions can create, foster and sustain programs for effective recruitment, retention, and training of underrepresented minorities.     

美国传统黑人院校（HBCUs）学生的来源与特征——基于美国NCES来源数据的分析

20世纪60年代以来,美国黑人高等教育领域出现了一场革命。传统黑人院校生源呈现多样化特征,黑人学生所占比例逐渐减少,黑人女性学生入学人数及取得学位呈增长趋势,并逐渐超越黑人男性学生;传统黑人院校的学生大多显出学术准备缺乏、家庭经济地位较低阶层的特点。本文基于美国NCES来源统计数据,进一步分析了传统黑人院校学生的来源与特征,呈现这一过程,力图为我国少数民族院校的改革与发展提供重要的理论及实践参考建议。     

Historically Black College and University Libraries in the 21st Century

Abstract

The strategic stewardship of the nation's cultural resources assumes the existence of a national strategy to preserve and protect those resources. As we work to develop that strategy, we should be reminded that stewardship involves responsibility at the local level for the daily security and preservation of the vast historical and intellectual records of human experience. Any national strategy to preserve and protect must be based on the defining issue of selection-selection based upon common approaches, values, and prioritization across the research library and scholarly community-as well as on the choice of format for preservation.     

Strings attached? Linking Historically Black Colleges and Universities public revenue sources with efficiency

Historically Black Colleges and Universities (HBCUs), a set of US higher education institutions historically tasked with educating African–American students, receive both state and federal funding. However, state governments often assert operational control through the political process, potentially influencing how key resources are used. Do these different sources of publicness have competing effects on efficiency? Using a 5-year panel of financial and organisational data of HBCUs, this study explores the relative effect of each of these revenue sources on efficiency. The study finds that the efficiency of HBCUs is negatively impacted by higher proportions of state revenue, and that higher proportions of federal revenue have a positive effect on efficiency. This suggests that state governments should consider their political roles in assessing the performance of HBCUs, and that HBCUs might look to lessons from other organisations for methods to reduce the impact of state external control.     

Strategic navigation: a comparative study of Black male scholar athletes’ experiences at a Historically Black College/University (HBCU) and Historically White University (HWU)

The purpose of this study was to examine and contrast the experiences of Black male scholar athletes at a Division I historically Black college/university (HBCU) and historically White university (HWU) and identify key contributors to their positive transitional experiences (academic, athletic, and social) in college. Two focus groups, 8 individual interviews, and an eight-item demographic questionnaire were conducted with 12 Black male scholar athletes. An anti-deficit achievement framework and critical race methodology were incorporated to better understand the processes by which participants’ experienced positive transitional outcomes in two distinct racial, sociocultural, and educational milieus. Findings revealed key similarities as well as distinct differences in the navigational strategies and institutional influences that facilitated each group’s positive experiences. Implications for policy and practice are discussed.