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The Flawed Logic of Anti-affirmative Action Bake Sales

By Dr. Christopher J. Metzler

The Affirmative Action Bake Sale is used by conservative groups on college campuses to further polarize college campuses along racial lines using affirmative action as a hammer. Writing for Fox News, Wendy McElroy said, “Through Affirmative Action Bake Sales, conservative groups on campuses across America are satirically and peacefully spotlighting the injustice of AA programs that penalize or benefit students based solely on gender and race.” Seeking to dramatize the “ills” of affirmative action, the groups charge different prices for baked goods based entirely on race. For example, White and Asian males may be charged $1 for a muffin while Black and Hispanic males might be charged 25 cents.

Recently Bucknell University students held such a bake sale that was shut down by the university. Citing the First Amendment, Bucknell students claimed that their free speech rights were violated. Of course, they conveniently forgot that as students at a private university, the First Amendment simply does not apply. But, the issue goes beyond the technical question of the First Amendment and whether it applies to a private university. Instead, the issue is that students such as those at Bucknell, who put on the bake sale, continue to propagate the myth that only White and Asian males are qualified to be admitted to university study.

First, far too many admissions committees make decisions to admit or deny students based strictly on quantitative factors such as test scores and “standardized” tests. The reality is that in our capitalist society, the more money one has, the more money one can spend on commercial test preparation services. Let us not forget that while the income disparity between Blacks and Whites has changed some, they are not even. Thus, more Whites than Blacks are able to purchase commercial test preparation services, increasing their quantitatives and admissions to colleges and universities.

Second, the Bucknell students chose to ignore completely affirmative action for White men, which is a staple of the admissions process of many colleges and universities. Of course, given that the right wing has so racialized the term affirmative action, they dare not apply it to White men. Instead, it is admission by legacy. Legacy admissions means that colleges and universities reserve places in the class for the children of alumni who have given significant sums of money. The reality is that those admits tend to be overwhelmingly White and overwhelmingly male. In these cases, the only quantitatives that matter are the dollar value of the contribution. Often these legacy admits are outside the regular admissions process and admissions committees are blissfully unaware of them. So, why don’t the Affirmative Action Bake Sales offer a discount for legacy admits?

Third, affirmative action continues to be a divisive issue on college campuses in large part because of the elitism that affects too many universities. Students on far too many college campuses have accepted the notion that Black and Brown students who have been admitted to colleges and universities are academically inferior and could not have been admitted to the exclusive halls of academe but for naked racial preferences. Students sponsoring the Affirmative Action Bake Sale are operating from a superiority complex. The logic of that complex is that they (the predominantly White students) have been admitted strictly on merit and that the Black and Brown students were not. The Affirmative Action Bake Sale is the method by which they seek to further marginalize the Black and Brown students on their campuses. The Black and Brown students are then forced to prove that they belong by denying that affirmative action had anything to do with their admission. Of course, by virtue of the way the conversation is framed, legacy admits have nothing to prove as they are the silent elite.

Fourth, the students who have these bake sales engage in racial profiling. By choosing to offer the discount to Blacks and Hispanics, they are further advancing the stereotypes of Asians as the “model minority,” whose intellectual capabilities are on par with Whites. The assumption being that students are intelligent and thus worthy of admissions based on how close they are to a “white norm” of intelligence.

Fifth, I disagree with the Affirmative Action Bake Sale because I think that such events are ahistorical, race-baiting and political pandering of the most vitriolic kind. Moreover, students who will be our future leaders should be able to engage in serious debate without relying on divisive and trite tactics that are designed to belittle rather than engage those with whom they disagree. This is a valuable skill that they need when entering the real world. Name-calling and identity politics is in large part responsible for the racial divide that still permeates America. The students in this case are choosing to repeat these tactics. However, I do not agree that the students should be silenced in the free market place of ideas.

Finally, I am also deeply disturbed by the way the Bucknell administration chose to shut down the bake sale. Here, the school had the opportunity to mount a spirited defense of affirmative action if it assumes that affirmative action has merit. It squandered that opportunity. Wayne Bromfield, Bucknell’s general counsel wrote that students did not have the required prior permission to hand out the handbills at the cafeteria entrance.  According to Bromfield, permission is required to prevent cross-scheduling and allow management to prepare for “possible reactions” to the events, “including for the safety of those involved.”

In an academic environment, we should never send the message that academic freedom is only free when we agree with the content of the message.

Dr. Christopher J. Metzler is the author of The Construction and Rearticulation of Race in a ‘post-racial’ America and an associate dean at Georgetown University’s School of Continuing Studies.

Ain’t I A Professor?

Ain’t I a professor?
Living an Authentic Academic Life as a Black Intellectual

By Robin Hughes

In the last couple of months, I have mulled over an audience participant’s comment, which occurred during a national conference. To put it mildly, it has been quite bothersome. The comment/question was directed towards me. I took it as what seemed to be a passive aggressive assault on a paper that I had presented. During that presentation, I noted that it was a waste of time engaging in what some professors refer to as “playing the game”. I went on to state that other colloquialisms need to be reconceptualized as well. I stated that as scholars, we should not play games. We should care less, instead of being careful. We should consider tipping the boat over, instead of not rocking the boat, and that we should blow up the bridge instead of not burning any. My point being that these colloquialisms have influenced academic life, research, writing, and service to such an extent that it continues to mimic and perpetuate the same “mainstream and meaningless” jargon with little variation or voice from marginalized or underrepresented individuals. The audience member went on to state that he really wanted to learn about what he should be doing to keep his job. He asked what he should be doing in his present job. “ I want my job,” he lamented, in an almost sing-songy sort of voice. He laughed as if he had some great secret that he wanted to share with the rest of the peons. “He, he, he, I just want to get along…and plus, you cannot possibly be taken seriously or make it without some game playing.” In other words, ‘you gotta do what you gotta do in order to fit in.’ I took it to mean, ‘if you must publish in certain in places, then so be it. If you must write in a certain way, then so be it. Shut up until spoken to, otherwise your word is just mud.’ I play that day over and over again.

I had to ask myself, do I play games as a professor, and if I do, what do they look like? I have come to the conclusion, for now anyway, I guess in a sense some political maneuvering might be necessary—I think. However, I still refuse to endorse the boot licker, which he, the inquirer, clearly wanted me to support. So, following several months of mulling, I must conclude that playing the game, as he described, is still an indignant game. Now, instead I ask, why should I or anyone for that matter have to play games? Now, I am not saying that there are not certain things that you must do while a professor, but my contract, and interpretation of the promotion and tenure document, which I have now read several times, still does not list boot-licking as a criteria for personal and academic growth. I ask, ain’t I a professor? Ain’t we professors?

Now there are certain things that are expected of a faculty member in order to live in an academic space. However, I also know that one can live in an academic place and maintain one’s integrity. I would argue that the real question becomes somewhat close to the very question with regards to women that Sojourner Truth asked. I ponder, ain’t I a professor, and what does being a professor mean? In order to live in an academic place must your life be predicated by others who dictate exactly what you should be doing, writing, saying, thinking, publishing, teaching? I cannot help but refer to chapters one and four of Pedagogy of the Oppressed, and think that this very notion sounds vaguely and grotesquely reminiscent of Freiere’s philosophies—a little Pedagogy of the Oppress’ish to me. However, many of us are inclined to follow those perceived rules of engagement. We make like Nike, and just do it. I would argue again that we do “it” because it is too risky to do otherwise. We all fear being pulled over for thinking, engaging and just plain old writing while black?

Think about requirements for tenure? Be prepared for folks to tell you exactly where you should write, submit to tier one journals only, and how you should write, use certain theoretical frames and write in a jargony fashion and you will be assured of tenure. I wake up some early mornings from the same frightmare that goes something like this: A full professor in sunglasses, driving a 1960’s model car with flashing red lights, pulls me over and says, “Keep your hands on the wheel and let me see your license to profess.” He hands me a citation. I am quickly reminded that I better keep to the rules of the academic police lest I getpulled over for writing while Black (WWB).

A student actually informed me that she was told to write stuffy in order to get published in certain journals and wanted me to help edit to make the piece stuffier. I cringed. I also said, no. I asked her what she meant by stuffy. You know, she replied, scholarly. I imagine that stuffiness to sound a little like Professor Henry Higgins forcing Eliza Doolittle to talk like civilized “folks” in the 1950’s scene from My Fair Lady. The result now, however, is even more comical and utterly ridiculous in many instances. Stuffiness might sound like, if you could imagine, a new-aged Cruella Deville, the dog napper from the Disney movie, a fiendish and “stuffy” accent coached by Professor Henry Higgens. Followed by of chorus, a long song and dance number to the tune of “The Rain in Spain” lies mainly in the plain, yadda, yadda, yadda……. I can’t help but ask, what is the purpose of higher education? I am under the assumption that at its crux is that of affecting change. However, some of our very students, the ones with whom we are to train, think that one purpose is to serve as a repository for garbally, gookish, gunky educational crud? I suddenly hear the annyoing voice of Steve Urkel, did we, faculty, do that? When in fact we know that the purpose of higher education, and education in general, is supposed to be much more. Admittedly, I, too, must be brought back to earth after seeing one’s name in lights (a hit on a CV). That is really not the goal. I often seek refuge in the writings of other scholars, those who assist me in the sanity and humanity of it all. One such scholar, Cornel West, writes:

“The academic system of rewards and status prestige and influence, put a premium on those few black scholars who imitate the dominant paradigm . And if one is fortunate enough to be a spook who sits by the door, eavesdrops on the conversation among the prominent and prestigious, and reproduces their jargon in relation to black subject matter, one’s academic career is set.”

It is clear from West’s writings as well, that assimilationist intellectualism and garbally, gookish gunk are not the intention of living an academic life. Much like W.E.B. Dubois advances with the idea of the talented tenth and the double conscious, he presents educators with the very real concept of living an authentic intellectual life. We, academicians, have just seemed to get it all confused. We get authentic scholarship and intellectualism sort of confused with reproducing the status quo, intellectual work which typically does not push the envelope and only scratches the surface of bigger social problems. Some how, the notion of living with a double-conscious and the talented tenth have become associated with Black bourgeois’ preoccupation with mainstream run of the mill, academic, good old folks network affirmation. This affirmation makes us too hungry for status to be angry (Cornell West) or to be cognizant that we have not only sold out to black heritage, but just sold to getting ours—whatever the ours maybe—White male affirmation so it seems. This affirmation clouds our thinking, and ability to live an authentic academic life.

W.E.B. Dubois’ philosophy of the talented tenth spoke to notions of exceptional people who would help to uplift Black America. He talked about folks like Ben Banneker, Phyllis Wheatley, and Sojourner Truth; men and women who strove to uplift their people. Somewhere along the line, however, many of us misinterpreted Dubois intention. A man who spent his last few years out of the public eye and in exile for his strong views, he was not talking about assimilating one tenth of the population of Black folks so that they could drive a Black man’s wish (BMW), wear tweed jackets, and walk the “forever fall campus” (a term by Diana Natalicio, president of University of Texas El Paso). His intentions were well spelled out, keeping strong ties to Black culture, performing service to Black communities, and working to uplift Black folks. In the talented tenth, he described living an authentic life as an American—yet remaining authentically Black and American in a racist world, and how those two things play out or if they can play out.

I still ask myself, can there be a happy marriage between the two—in the academy. I think so. But how does this happy marriage play out in the academy? How does one remain authentic, writing and professing while black? Can you live in certain spaces comfortably and remain authentic?

Yes, and I would argue that it begins the minute that future academicians set foot on the door step of the ivory tower–during the interview. I tell folks that you better know what you are saying yes to, before you sign on the dotted line. Because once you have made your promise to do and be a certain type of person, then that is who folks expect to see in the office come Monday morning. You cannot be Angela Davis in the morning and fill-in-the-blank, right-winged, identity-confused Black scholar in the evening. You have to know which face you are going to wash every morning, and living a double, assimilationist life might become a little confusing. Besides, once you have gone pseudo-Black, it’s hard to go back. But, my dear audience member would more than likely ask me, how many folks do you know who have been successful at not playing the game? I can name a few—a lot.

There are many scholars in the field who remain authentic, and have enjoyed fruitful careers. Think about the folks with whom you know and respect in the field. Think about what they write about, and ask what got them there. What got them through? What are they doing? Who respects their scholarship? Who respects them? There are a host of usual suspects who write from a critical framework, an Afrocentric framework who have been able to live an authentic academic life. Although I am quick to name full professors and associate professors, those who we consider to be pretty well-protected; there are others. There are junior professors whom we respect for “getting there” as their authentic selves, for daring to take a stance, to ruffle some feathers. There has been an influx of newly minted assistant professors, who at the time of writing of this article, convened several edgy presentations, and who dare to introduce Critical Race Theory to conference audiences, and traditional publishing houses, and to those who may never have the opportunity to indulge in such experiences (or who have ignored the writings and thus the experience). There has been a critical appearance of junior professors to the academy, who are speaking up about how they should write, to what audience, unique theoretical frames, teaching styles, content and authenticity and where they live academically. This is the talented tenth to which DuBois spoke. The talented tenth, who at times appears to be the talented 99% (actually I think everyone is talented—not all authentic though), is beginning to walk through the doors of the ivory tower, letting everyone know not only where they will publish, and to whom, but how they will teach and what. And , most importantly, how and where they will live in this academic space and the importance of an intellectual life and authenticity.

Dr. Robin L. Hughes teaches courses in Higher Education Student Affairs in the school of education at Indiana University, Indianapolis.

Predicting Academic Success Using Shoe Size: Affirming the Action in College Admissions

By Robin Lee Hughes

Many higher educational institutions no longer rely exclusively on standardized tests as a primary indicator of future academic success. However, the courts continue to be bombarded by numerous allegations of rampant reverse discrimination, and public outrage that stems from students’ performances on standardized tests. In light of the insurmountable testimony from students and subsequently courts that profess that such policies undercut the university’s traditional colorblind, equal opportunity approach to admissions, educational affirmative action policies have come under considerable attack. And that approach, inevitably entails the overwhelming use of standardized scores as an indicator of subsequent success and admission.

Meanwhile, there has been no significant testimony to prove that the ATs (SAT, MCAT, LSAT) and GREs accurately predict academic success. In other words, a 1400 on the SAT still does not assure us of a rocket scientist. William Bowen and Derek Bok, in “The Shape of the River,” and researchers from the social, political and other sciences have unequivocally shown that exclusive use of standardized test scores are poor predictors of school success. In fact, academicians routinely disagree on the predictive nature of the SATs—the end result, multiple interpretations and somewhat murky conclusions and possibilities. Many believe that the SAT under-predicts the potential collegiate scholastic achievement for African-Americans and others, although few present supportive evidence to the contrary. In contrast, SATs are thought to be better predictors for Anglo academic achievement, and then, they still remain elusive in their predictive capabilities. Noted critic of affirmative action, Roger Clegg, in many of his articles appearing in The Chronicle of Higher Education, claims that the ATs are valid cognitive test for everyone. On the other hand, Critical Theorists such as Richard Delgado and Jean Stefancic in “Critical Race Theory” argue that, in fact, they provide little predictive value at all.

These conclusions should neither be considered good nor bad — just research that supports either argument. But, most importantly, all of the arguments support the fact that exclusive use of the ATs may be poor predictors of academic achievement—for everyone. Moreover, these seemingly complex admissions computations (which are not really that complex, they are typically basic mathematical manipulations of GPA, class rank, and test scores that assume students are disconnected variables, and only describe tangible variables –like grades) force us to be believe that intellect can be easily measured and predicted—or so one would be led to believe.

It could be argued that academic predictions and predictors may glean something relevant from the physicists. They know all too well how difficult it is to predict an event (Egon Guba and Yvonna Lincoln used this same argument years ago. See Naturalistic Inquiry, 1985). When Newtonian physics didn’t quite cut it, Schrödinger used something called quantum mechanics to calculate the probability of finding ONE electron in an atomic orbital. In fact, those equations require Hamiltonian operators to explain just where an electron is located at any given time. In fact, many physicists use supercomputers to do the calculations, and they still call it an estimate of where that ONE electron is located.

In fact, it is quite evident that, one should require more than algebra to describe human interaction, psychology, physiology, sociology and a host of other ologies. Especially, since none of us can seem to even predict something as simple as what college kids will wear to class from year to year. I would contend that these “prediction” equations would have some use, if you could supply… oh, about 1600 (1 for each of the AT points) variables to describe the complexity of each student—perhaps, and we would certainly need a supercomputer to derive the computation. For instance, a traumatic event, listening to music , walking early, playing some musical instrument, and parental education could all be weighted and assigned some human function (like the wave functions in quantum mechanics); or, perhaps we could consider shoe size. I would argue shoe size may be most cost effective. Accordingly, institutions of higher education may require a foot imprint on the application for the sake of authenticity. It would be much simpler. Ludicrous, perhaps, but do remember many current equations attempt to predict academic success by mathematically manipulating a few variables with a heavy emphasis on the power of a standardized score in an algebraic equation (not a differential equation, which would be more accurate given the assumption that one can predict the future).

The question then becomes, why is there an emphasis on prediction equations ? I have two hypotheses: First, there is the growing rhetoric and continuing assumption that standardized tests constitute an egalitarian system of selection (an oxymoron in and of itself) of students to higher education. However, they are routinely used throughout students’ educational careers to sort and select, i.e. by tracking, thusly perpetuating a system of inequality as early as kindergarten, and often times well before. Secondly, because, quite frankly, it’s efficient and cost effective. I submit as an example, if university X receives 16,000 applications for 7,300 freshmen spots, and the university has less than 10 admissions readers, it’s just easier to ‘chuck’ the applications with low test scores or test-GPA combinations (the algebraic equation).

So what should institutions of higher education do? What should we be doing? Many people, including myself would like to see a portfolio and interview process put forth into policy and action. Schools like Sara Lawrence College dropped the SAT altogether. Sara Lawrence College administrators describe studying for the SAT as an unhealthy obsession in an already stressful time. So instead, people who are interested in attending Sara Lawrence are expected to show academic success as reflected by course rigor and grades, teacher recommendations, and their ability to write.

Critics of this system argue that it is time consuming, and expensive to thoughtfully read and critically analyze this sort of thick descriptive data. But, is this not one of the main reasons why many choose a profession in higher education—research, rigor? Unfortunately, still others argue that it is a waste of time to interview potential candidates or look at portfolio information when we have bills to pay and no time to waste? Plus, we already have that prediction equation. Simply put, it makes good institutional economical sense to use numeric descriptors— that prediction equation. And, quite frankly many people honestly believe that they are some type of academic crystal ball that accurately predicts who will succeed and who will not. So, for now, I guess higher education will continue with this sort of skewed psychic hotline approach to admissions, where shoe size might one day become a variable for predicting academic success.

Dr. Robin L. Hughes teaches courses in Higher Education Student Affairs in the school of education at Indiana University, Indianapolis.

 

The Case Against Cultural Standardization in Tenure Decisions

Dr. Christopher J. Metzler

There has been a cacophony of voices calling for the elimination of tenure in higher education. Many of those voices are ultra conservative ideologues who are using the tenure debate to excoriate what they see as a liberal-leaning academy. There is a more vexing question that is conveniently absent from the tenure reform debate. That question is the role that race plays in the decision of tenure committees in denying tenure to Black scholars. I am not suggesting that all decisions to deny tenure to Blacks is racist. I am suggesting that the committees making the decision to deny, the departments that support the decisions, the deans, provosts and presidents who uphold denial must ask themselves whether they have homogenized the tenure process, already structured around amorphous standards of scholarship and service, such that it is more likely than not that Black scholars and our scholarship will forever be relegated to the intellectual margins.

My concern is that those denying tenure are more concerned about whether their decisions are legally defensible than whether the decisions are just. That is, how many of the people who make the decisions to deny, acknowledge and act upon the structural and racial biases built into the promotion and tenure systems of most universities? Some would argue that there is no need to do so as the issue of denial is about quality and not about race. But, if this is the case are these committees suggesting that Blacks on tenure track were hired as quality scholars and then after years of teaching, researching and providing service magically become mediocre? Perhaps if they were being honest, they would say that in far too many cases, faculties hire Blacks on tenure track because of pressures — real or perceived — stemming from the underrepresentation of Blacks on the faculties of predominantly White universities, including some of the most liberal ones. In some cases, so-called diversity programs, which grant additional funding to departments to hire (not promote) more Blacks, result in an erosion of the faculty sourcing strategy therefore resulting in denial of tenure and thus termination. Do universities that employ this parochial and patronizing approach to diversifying faculties really believe that this is just? To be sure, the deliberately vague terms of “scholarship” and “quality” affects Whites who are denied tenure as well, it simply affects Blacks differently and worse.

The nature of teaching and learning in colleges and universities continues to change as the student body, and indeed the society, becomes more multicultural and multiracial. The promotion and tenure process at most colleges and universities is a bastion of pettiness, cultural antagonism and ethnocentric backslapping. The ideology and the discourse of tenure approval must become one that praises public intellectuals in all media (including new media), not one that promotes cultural disrespect for the scholarship of Black scholars thus justifying and rewarding the continuation of a community of scholars so stepped in intellectual snobbery and caste warfare that even the mention of new media and scholarship invites public disdain and mocking. To be sure the denial of tenure to any faculty member is as much a failure of the faculty as it is of the individual faculty member. But it is the faculty member denied tenure that must exit the university unceremoniously, while the members of the search committee who selected them selects another group of new faculty often with the same results. Search committees must take a more active and honest role in hiring faculty members who will ultimately succeed, not fail. This requires that the people on these committees understand and can articulate what scholarship is in a way that is specific, measurable, inclusive and achievable.

Black scholars also bear responsibility for our failure. Some of us see racism where there is none, and others fail to see it until we are denied tenure. Black scholars like all scholars have an obligation to provide quality scholarship. However, given that so much of Black America simply do not participate in the system of education, governance and the academy, we have to use public engagement scholarship to critically analyze and respond to the “Negro problem of 2009 and beyond.” This is not to suggest that all Black scholars become critical race theorists or produce Black scholarship. It is to suggest that whatever our discipline, we apply the framework of that discipline to the engagement of our communities — on campus and off. Further, those of us who accept the diversity scholarships to hire (but not promote) us must ask ourselves whether we are willing participants in our demise and thus intellectual sharecroppers.

Have we become so content with being window dressing in the halls of academe that we will never own our intellectual mindshare but simply rent it out to the academic overseers? Why do we continue to play the game when we know that the deck is stacked against us? Is it because we see no alternative? Why is it that some of us who are on tenure committees judge the scholarship of our Black colleagues in a much harsher light? Why is it that despite having tenure some of us on these committees refuse to challenge the decisions in the context of cultural standardization? It is doubtful that there is critical mass on tenure and promotion committees at colleges and universities who will adopt my thesis because the tenure process is mostly about cultural standardization, and that standardization does not benefit Black scholars. Mark Bauerlein has it correct when he writes, “The very system that academics invoke to fend off critics has become part of the problem. Ideological bias has seeped into the standards of professionalism. Peer review isn’t just the application of scholarly and scientific norms. It’s a system of incentives and rewards, and success depends entirely on what peers say about you. They examine your teaching and scholarship and deliver an inside opinion, and the process is easily corrupted.”

Black scholars and all scholars who are truly committed to justice need to insist that the rules for tenure and promotion resists cultural standardization, become specific, particular and transparent or that tenure be abolished in favor of a system that rewards quality, inclusive scholarship and service. Many institutions including so-called liberal institutions are simply not taking the opportunity to expand the definition of scholarship and quality in a way that is substantively equal. Making the case for tenure in 1940, the American Association of University Professors opined, “College and university teachers are citizens, members of a learned profession, and officers of an educational institution. When they speak or write as citizens, they should be free from institutional censorship or discipline, but their special position in the community imposes special obligations.” In 2009, the peer review system at so many of our educational institutions has become infected with rank censorship and a fiefdom controlled by ostensibly liberal “royalty” who use a warped allegiance to the ever-illusive quality as a proxy for race-based decisions.

The oppressed have become the oppressors.

Dr. Christopher J. Metzler is Associate Dean at Georgetown University’s School of Continuing Studies and the author of the book, The Construction and Rearticulation of Race in a “post-racial” America.

Changing the Conversation About HBCUs: YES WE CAN!

By Dr. Marybeth Gasman

Over the past month, I have been to three meetings in which the leaders of HBCUs have come together to talk about these venerable institutions during this time of economic crisis.  I have come away from each of these meetings thinking, “There has got to be a way to change the discourse around these institutions — change the conversations that take place in the halls of policymakers and around the water cooler at newspaper offices.”  Over and over I hear those who have little to do with HBCUs  making gross generalizations, underestimating their contributions to society, and all but dismissing their need in a nation that clearly struggles with how to effectively educate African Americans and other students of color. 

After some thought, I am convinced that a change in the conversation will come as a result of partnerships between those on the inside of HBCUs and those on the outside who are advocates, researchers, funders, reporters, etc.  Of course, these partnerships need to be built on trust.  We all know of incidents in the past in which outsiders, who did not have the best interest of HBCUs in mind, did more harm than good in their misguided attempts to “help” Black colleges and universities.

Here are several concrete ways to change the conversation about your individual institution and HBCUs in general:

1. Identify experts in the field of higher education who focus on HBCUs in their research and get to know them.  These people are called by the media, policymakers, and foundations on a regular basis to comment, using empirical data, on HBCUs.  Make sure that these people know about your institution and the positive impact it’s having on the local community, students, and perhaps, society at larger.  The best way to identify these people is to read stories on HBCUs in major newspapers and magazines, including The New York Times, the Wall Street Journal, the Washington Post, Diverse: Issues in Higher Education, The Chronicle of Higher Education, the Chicago Tribune, and the Atlanta Journal Constitution, as these individuals are often cited.  I would also suggest sending materials on your institution — including annual reports, press releases, campaign materials — to these individuals so that they can refer to your institution when giving examples to the press.  You should also be sending these materials to foundations and media outlets.
2. Write op-eds about your institution’s contributions to student success as well as the contributions of HBCUs in general.  Send these op-ed essays to local, regional, and national papers and magazines. It’s best if these op-eds come from the president of your institution, but they can also come from faculty members who are working on noteworthy research projects or student affairs administrators who have discovered ways to retain or graduate more students. 
3. Set up an institutional Facebook site for students, alumni, and supporters to join, creating viral enthusiasm for your institution.  Keeping alumni informed, and more importantly, singing the praises of your institution in their local communities is powerful.  In addition, using Facebook allows you to keep in touch with countless numbers of supporters, announce events, and even garner financial support once you have built up a rapport with users.
4. Send out more press releases about the accomplishments of your institution.  I always tell people that for most papers, 70 percent of what is written comes from press releases.  If you don’t have the professional staff to write press releases, engage students in internship opportunities and give them the opportunity to hone their skills.  Now, some folks will say, “but newspapers only print the negative!”  My response to this is — couch your positive accomplishments as a solution to a longstanding problem.  So, if your graduation rates are up, begin the press release with the problem that your institution faced and tell the story of how you are solving it. 

These are just a few ways to change the conversation around HBCUs, which is even more important during these difficult economic times.

An associate professor of higher education at the University of Pennsylvania, Dr. Gasman is the author of Envisioning Black Colleges: A History of the United Negro College Fund (Johns Hopkins University Press, 2007) and lead editor of Understanding Minority Serving Institutions  (SUNY Press, 2008).

 

During an Economic Crisis, Don’t Make Cuts in Institutional Advancement

By Marybeth Gasman, Ph.D.

A few days ago, I was on the phone with a good friend, Nelson Bowman, who works as the Director of Development at Prairie View A & M University.  We started talking about the economic downturn and its impact on HBCUs.  Nelson is amazingly resourceful, and as such, was trying to get some “free” consulting out of me.  He asked, “What are your thoughts on institutions, specifically HBCUs, that cut the budgets of institutional advancement during these difficult economic times?”  This is a great question.

Although I would advise all HBCUs to cut as much fat out of their budgets as possible during this time, Institutional Advancement is the life blood of an institution and should not be cut in any substantial way.  Those in this area are raising money for the rest of the institution — for scholarships, facilities, operating costs, faculty research, and other essential areas.  Some HBCU administrators are cutting travel, event, and staff budgets in Institutional Advancement right now.  In many ways, as my colleague Nelson Bowman reminded me, cutting in this area first is treating Institutional Advancement like an accessory rather than an essential part of the institution.  An accessory is something that you can take on and off depending on your mood or the situation you are in.  Slashing Institutional Advancement budgets during difficult times results in a need to rebuild when times are better. Institutional Advancement should be treated as central to the mission of an HBCU and its activities should, in fact, be bolstered during times of crisis.  Times like these are the best times to be bold and increase efforts to garner monetary support for the institution. 

Even if regular donors cannot give as much during tough times, HBCUs need to stay on the radar screen of these donors.  Donors need to know that the institution is in need and that their support is still greatly appreciated and desired.  They also need to be made aware of the ways that the institution is coping with the economic crisis and cutting spending where necessary.  During tough economic times, donors want to know that their contributions are being used wisely. 

Cutting back on personal visits, public relations materials, and stewardship events will end up hurting HBCUs in the long term. Investing in Institutional Advancement is an investment in the future of the institution.  However, HBCUs must convince their internal constituents (faculty, staff, and students) that the work of the Institutional Advancement staff is essential to the strength of the institution as a whole.

“Full Measure of Happiness”

By Marybeth Gasman

“The time has come to reaffirm our enduring spirit; to choose our better history; to carry forward that precious gift, that noble idea, passed on from generation to generation: the God-given promise that all are equal, all are free and all deserve a chance to pursue their full measure of happiness.”

— Barack Obama, 1/20/2009

As I listened to President Barack Obama’s inaugural speech, the above mentioned quote stood out more than anything else. Perhaps, when he said, “to choose our better history,” my historian ears perked up and decided to listen more closely. However, Obama had me at “all deserve a chance to pursue their full measure of happiness.” I have been so happy to hear our new president talk about our obligation to take care of one another — to be our brother’s keeper. For too long, we as a society have been obsessed with taking care of “me” instead of caring about each “we.” The only way that all of us will have a “chance to pursue” our “full measure of happiness” is with the help of others.

How does all of this optimism apply to higher education, you might be asking? Here’s how: So often I see individuals, policies and systems preventing the success of students. In order to follow procedures, we ignore the individual. President Obama’s message reminds me of all the roadblocks that we put up for students, especially students of color, when we could just as easily create pathways to success. How many students have been slowed down, stopped in their tracks or derailed because they don’t fit our narrow definitions of success? Who defines success? How many future Barack Obamas are we failing to encourage and support? Obama admits to not being a strong student during his early years in college; it took him some time to get serious. Where would we be as a country right now if someone hadn’t seen his potential?

I don’t know about you, but I am on the look out for potential and hoping to find it every day! Please take the time and spend the energy taking care of those around you so that they can achieve their “full measure of happiness.”

An associate professor of higher education at the University of Pennsylvania, Dr. Gasman is the author of Envisioning Black Colleges: A History of the United Negro College Fund (Johns Hopkins University Press, 2007) and lead editor of Understanding Minority Serving Institutions (SUNY Press, 2008).

It’s Ph.D. Application Time: Here are a Few Tips

By Dr. Marybeth Gasman

It’s that time of the academic year — the time when students begin to ask for advice, and more importantly, letters of recommendations to pursue their Ph.D. research.  As I care greatly about the future of the professoriate (and I think being a professor is the last great job — one gets paid to think!), I am willing to talk with anyone interested in pursuing a Ph.D. and I typically offer the same advice year after year.  In the spirit of the season, I thought I would provide that advice here on my Diverse Issues in Higher Education Blog.

First, the best approach is to do well academically at both the undergraduate and graduate level.  Take learning seriously and capitalize on each and every opportunity you have in college.  If you didn’t do as well as you would have liked to, it’s important to communicate the reasons to the graduate admissions committee.

Second, write the best, most focused, personal statement that you can.  Make sure to have a specific purpose to the statement, with clearly outlined goals and interests.  The admissions committee needs to know why you want to pursue a Ph.D. and why in the specific academic area of your choice.  Moreover, they need to understand why you are interested in pursuing the degree at their particular institution.  In the statement, you need to make connections to the research interests of those on the faculty.  However, your connections should be genuine — don’t name drop or exaggerate your interest in faculty.  Link your work with one or two individuals and write a meaningful paragraph about the connections between your interests and the faculty members’ work.  Don’t use cliches and quotes that have been used for decades — be as original in your thinking and approach as you can. 

Third, acquire three very strong letters of support from faculty members.  Make sure that these individuals know you and that you did well in their classes.  When asking someone to write a letter of recommendation for you, say “Are you willing to write a strong letter of recommendation for me?”  Graduate admissions committees are looking for evidence in the letters that you will be successful in the research and writing process and that you have strong critical thinking and analytical skills. 

Fourth, if at all possible, arrange to visit the institution and program to which you are applying.  Meet with students and faculty, attend a class or several, and get a good feel for the institutional culture.  Ask yourself, “Do students appear happy and busy?”  “Do students have dedicated workspaces at which to pursue their research and perform the work related to their research assistantship?”  “Are faculty visible and available?”  “Are faculty and students collaborating on research projects?”  Although you will be able to make a better assessment of a Ph.D. program by visiting, the faculty members will also get a better sense of you — and you are more likely to rise to the top of the application pile if you made a positive impression during your visit (of course, a negative impression could have the opposite effect!).

Fifth, if you are a student of color or someone interested in studying issues related to race, class, gender, or sexuality, make sure that there are faculty members who have your best interest in mind and who can relate to and inform your perspective.  Read faculty members’ research, notice which organizations they participate in and on which committees they serve, and if syllabi are available, see if your perspective is represented in course readings and assignments.

Lastly, do not apply to one one program.  I see students make this mistake year after year.  Identify the strong programs that appeal to your interests and apply to all of them, making sure to tailor your personal statement to each program’s focus.  Ph.D. programs are intensely competitive, especially those that offer full funding for multiple years — keep your options open.

Good luck!

 

An associate professor of higher education at the University of Pennsylvania, Dr. Gasman is the author of Envisioning Black Colleges: A History of the United Negro College Fund (Johns Hopkins University Press, 2007) and lead editor of Understanding Minority Serving Institutions  (SUNY Press, 2008).

Has The SAT Test Undergone A Backlash?

 By Elwood Watson

           

    There is a good chance that if you were a high school junior or senior applying to a four-year college or university you’ve seen a question like the following. “Select the lettered pair that best expresses a relationship similar to that expressed in the original pair:

 

BOW:VIOLIN

(A)   music:piano

(B)   brass:trumpet

(C)   drumstick:drum

(D)   string:guitar

(E)    note:flute

 

    The correct answer is C. From its conception 86 years ago in 1926, the scholastic aptitude test (more commonly known as the SAT) has been administered to thousands of high school students who have dreams of being selected to attend the college or university of their choice. Over the past few years, the SAT has undergone some significant changes. For one, in 2005, the analogy portion like the aforementioned question example was replaced with longer reading comprehension passages and a writing section. The perfect score that a student could obtain changed from 1600 to 2400. 

 

  The test has had a virtual stranglehold on parents, teachers and students. A large number of teachers gear their subject matter toward the test. Parents reach deep into their pockets to shell out as much as thousands of dollars for prep coaches, software and other assorted materials in an effort to help their children secure those high scores that are often the gateway for admission to many of our nation’s elite institutions. Many students have measured their intelligence by the test. For others, it has been a crucial portion of their self-worth. 

 

      Some teachers and guidance counselors view students with high SAT scores but with a mediocre grade point average as “lazy” or an” underachiever.” On the contrary, a student with low SAT scores and a high GPA is seen as “hardworking” or an “overachiever.” Rarely, does anyone rationalize the fact that such students are either good or poor test takers. Personally, I believe a major reason many students are entering college unable to write coherent paragraphs, let alone quality good papers and requiring remedial courses to master material that they should have learned in high school is these tests. The fact is too many high school teachers and administrators are spending too much misplaced energy on teaching to a largely problematic test as opposed to having students reading literature, writing essays and analyzing various critical works. To be blunt, the SAT has eclipsed the high school curriculum that high school students are supposed to learn.

      From time to time, the SAT has found itself at the center of controversy in many secondary and higher education institutions. Just last month, a blue ribbon panel of experts on higher education recently asked a number of colleges to reconsider or possibly end their SAT admissions mandates. The panel came to the conclusion that SAT scores are often a less than accurate predictor of college performance. They also reiterated the well-known fact that studies have shown that many lower income and students of color are often at a financial and cultural disadvantage when taking the test.   

            There are a number of higher education institutions that have decided to forego the “SAT as gospel” message. Rather, such schools have undertaken a variety of factors in an effort to assemble a well-qualified and diverse student body. High school curriculum, leadership, community activism, personal life histories and moral character are just a few. According to Jesse Mermell, executive director of the National Center for Fair and Open Testing, a Boston-based advocacy group, more than 40 institutions have dropped admissions tests since 2004. Among these schools are highly selective ones such as Smith College in Northampton, Mass. and Wake Forest University in N.C.     

         While there have been a few statistics over the years proving that the SAT can distinguish strong students from weaker ones, recent evidence and the emerging findings from NACAC have proven that Scholastic Aptitude Test measures one thing – a student’s ability at taking the test. It does not measure characteristics such as intelligence, creativity, motivation and perseverance. These are the qualities that a student must possess a certain amount of if he or she intends to successfully earn a bachelor’s degree. It is good to see that many parties – high schools, admissions offices and others — are working together to create an  admissions process that encompasses a holistic manner of selecting students for college as opposed to relying either primarily or disproportionately on standardized tests like the SAT that fail to measure crucial elements of a person. This is particularly true in the case of students of color.     

Dr. Elwood Watson is a full professor of History and African American Studies at East Tennessee State University. He is the author of several award-winning academic articles, several anthologies and is the author of the book Outsiders Within: Black Women in the Legal Academy After Brown v. Board  (Rowman and Littlefield Publishers Spring 2008)