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ERIC Number: ED533835
Record Type: Non-Journal
Publication Date: 2011
Pages: 212
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1248-9965-7
Reconsidering Racial and Ethnic Diversity: A Case Study of Two Historically Black Colleges and Universities' Preparation for the 21st Century and beyond
Featherstone, William H.
ProQuest LLC, Ed.D. Dissertation, University of Pennsylvania
Recent demographic forecasts demonstrate the United States is rapidly becoming more racially and ethnically diverse. By the year 2050, demographers maintain the nation will advance to a "majority minority" state where non-Hispanic Whites will fall below 50%. For that reason, colleges and universities are reevaluating their mission and making important shifts in how they administer student services. This qualitative study examines the degree to which Historically Black Colleges and Universities (HBCUs) are preparing for the multiracial demographic changes. Some institutions will be forced to expand the structural composition of their student body to serve students from dissimilar racial and ethnic backgrounds. Consequently, HBCUs will need to reform curriculum offerings, restructure academic programs, recruit diverse faculty and staff, and change institutional culture. The study examines Jackson State University and Winston-Salem State University, two public HBCUs that recently reexamined their mission through an inclusive strategic planning process. The Association of American Colleges and Universities' (AAC&U) Making Excellence Inclusive framework is used to explore how increased racial and ethnic diversity will shape HBCUs. The findings disclose that historical mission and legacy, campus climate, perceptions of external stakeholders, internationalization, presidential leadership, modern infrastructure, and quality academic programs influence the institutional environment as HBCUs prepare for the 21st century. Moreover, this research demonstrates that HBCUS, like similar colleges and universities with homogeneous campus environments, are beginning to make important changes to their academic curriculum to realize the positive educational gains that accrue to the student and institution when compositional diversity is present. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A