Black Colleges Still Play a Vital Role in Education
Michael Morgenstern for The ChronicleEnlarge Image
By Walter M. Kimbrough
This past May, I was invited to speak to a Sunday-school class at a
local United Methodist church. I talked about how being a president is
a calling for me, and how I have to exercise a great deal of faith to
do my job. I am the president of a United Methodist-affiliated,
historically black college, so faith plays a huge role in everything
that I do.
I also spoke about the radical transformation of Philander Smith
College, including our greatly improved retention rates, graduation
rates, and rankings, as well as our focus on social justice. And I
talked about my admiration for Benjamin Mays, president of Morehouse
College when Martin Luther King Jr. was a student there. Mays mentored
his students, and I try to connect with mine as he did—through
meaningful personal connections.
After my talk, I invited questions, and the group of mostly elderly
white men and women had plenty. They wanted to know more. Then
inevitably, toward the end, an audience member asked the question—the
one asked, in various ways, of every president of a historically black
college or university by people with limited knowledge of black
colleges:
Do we still need HBCU's?
In this instance, the audience member phrased his question by asking
if HBCU's are a holdover from a previous era, an anachronism
incongruent with modern America. I was ready with an answer: I talked
about providing options for students, and offering the best fit in
order to improve their chances of graduating.
But then I went further and said that even if we eliminated HBCU's,
the result would not be greater engagement between races at
predominantly white institutions.
Most campuses feature black fraternities and sororities, a black
student union, and multicultural-affairs offices. So just because a
black student attends a predominantly white college, that doesn't mean
he or she will have meaningful interactions with people of other
races. In fact, black students can have experiences that are radically
different from those of their white peers. I speak from experience, as
a graduate of the University of Georgia.
Yet last fall, Jason L. Riley wrote a critique of HBCU's in The Wall
Street Journal, suggesting that they are no longer necessary, since
there are so many traditional colleges now willing to give black
students a chance, and more black students are attending those
colleges. A few weeks later, Richard Vedder, writing on the Chronicle
blog Innovations, pointedly asked the question in a post titled "Why
Do We Have HBCU's?" In the post, Vedder claimed to be disturbed by
race-based institutions and the fact that we "subsidize and promote
institutions that celebrate homogeneity," and suggested that we should
"rethink the public funding of this anachronism from the past."
My wife, a higher-education attorney, is a graduate of a small HBCU,
Talladega College. We often discuss articles critical of HBCU's, as
well as the frequently weak responses from the HBCU community, which
tends to rely on outdated platitudes about providing access, making
lemonade from lemons, and so on. The truth is, some criticisms of
HBCU's are valid. So we must do a better job: Nothing silences critics
like success.
Still, my wife recently wondered aloud, why isn't there the same level
of outrage about segregation in K-12 education? Don't we all subsidize
homogenous public schools? Aren't we using public funds to maintain
segregated schools, which really are supposed to be a relic of the
past?
The answer, disturbingly, is yes. Even I, as a homeowner, subsidize
segregated schools.
I live in Little Rock, Ark., where the first major test of the
decision in Brown v. Board of Education took place one mile from my
office. Today, Little Rock is about 55 percent white, but the public
schools are almost 70 percent black. My own ZIP code is 51 percent
black—yet we are zoned for an elementary school that is 93 percent
black. When we tried to get our daughter into a more diverse school
through a magnet program, we were denied. Our options were to go out
of the way for a desegregated county public school, or pay thousands
of dollars for a private school with few students or teachers like
her, while our tax dollars support segregated schools.
And yet there is no outrage about the resegregation of public
education.
Thomas M. Shapiro, author of The Hidden Cost of Being African-
American: How Wealth Perpetuates Inequality (Oxford University Press,
2004), writes that white students are the most segregated
schoolchildren, the result of a purposeful action on the part of their
parents to create a competitive educational advantage. Because of the
wealth imbalance among races, many white parents are able to avoid
high-poverty schools that fail because of economic segregation.
Parental resources vary greatly by race, Shapiro points out, adding
that "educational quality results primarily from where children live
and the resources their parents can provide."
Instead of working to end segregation at K-12 public schools, and fix
their systemic failure to educate poor and minority students, some
critics choose to attack HBCU's instead. It's been fashionable to
label HBCU's as anachronisms while conveniently ignoring the racial
and financial realities in America. The real truth is that HBCU's are
not a relic of the past, because segregated schooling for our children
is not.
When I was asked "the question" that Sunday morning at the church, I
was the only black person among the 40 or so people in the room. While
the church's pastor is progressive, only two of its 1,200 members are
black. After I spoke, I went to my church for service, and of the 200
people there, two were white.
As Americans, we still live in segregated communities and attend
segregated places of worship. Our children attend largely segregated
schools. We must address the day-to-day reality of residential
segregation, which causes us to lead, in many cases, segregated lives,
no matter where or if we go to college.
Many people quote King's dream to justify closing HBCU's, but based on
where we live, how we educate our kids, and how we worship, few of us
live that dream. The fact remains that the man with the dream attended
an HBCU and was inspired by his college president to address the
social injustices of his time. HBCU's today are mentoring the next
generation of leaders in a way that only we can.
That kind of inspiration will never be anachronistic. In fact, we need
more of it.
Walter M. Kimbrough is president of Philander Smith College.
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