Reconciling Our Strivings: Historically Black Colleges and Universities (HBCU) in Contemporary Contexts.
Saved in:
| Title: | Reconciling Our Strivings: Historically Black Colleges and Universities (HBCU) in Contemporary Contexts. |
|---|---|
| Authors: | Bonner, Fred A.1 (AUTHOR) fabonner@pvamu.edu, Marbley, Aretha F.2 (AUTHOR), Flowers, Alonzo M.3 (AUTHOR), Burrell-Craft, Kala4 (AUTHOR), Jennings, Michael E.5 (AUTHOR), Louis, Dave A.6 (AUTHOR), Goings, Ramon B.7 (AUTHOR), Smith, Stella L.1 (AUTHOR), Tilley, Stephanie D.1 (AUTHOR), Garcia-Powell, Barbara1 (AUTHOR), Bolton, Terrance J.1 (AUTHOR), Tarlton, Edward L.1 (AUTHOR) |
| Source: | Gifted Child Today Magazine. Jan2024, Vol. 47 Issue 1, p45-64. 20p. |
| Subject Terms: | *Historically Black colleges & universities, Eyewitness accounts |
| People: | Du Bois, W. E. B., 1868-1963 |
| Abstract: | Throughout history, Historically Black Colleges and Universities (HBCUs) have overcome countless challenges to achieve their goals of maintaining cultural traditions, providing key leadership and role models, assuring economic functions, addressing issues between minority and majority populations, and producing Black agents for research, institutional training, and information dissemination within the Black and other minority communities. Using a Scholarly Personal Narrative (SPN), this article focuses on the function, legacy, and relevance of current HBCUs. Using W. E. B. Du Bois's "double consciousness" as a theoretical framework, each of the 12 contributing scholars address these questions: How have you reconciled your individual strivings? Has the HBCU placed a role in your reconciliation process? What SPN is emblematic of your reconciliation process? These questions are addressed through vivid narrative accounts that speak to the critical constructs of belonging—Black identity; gifted education, selfhood, spirituality, and theoretical frameworks. Each of these constructs represents an identity vector that points inward to the core—the HBCU. [ABSTRACT FROM AUTHOR] |
| Copyright of Gifted Child Today Magazine is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Throughout history, Historically Black Colleges and Universities (HBCUs) have overcome countless challenges to achieve their goals of maintaining cultural traditions, providing key leadership and role models, assuring economic functions, addressing issues between minority and majority populations, and producing Black agents for research, institutional training, and information dissemination within the Black and other minority communities. Using a Scholarly Personal Narrative (SPN), this article focuses on the function, legacy, and relevance of current HBCUs. Using W. E. B. Du Bois's "double consciousness" as a theoretical framework, each of the 12 contributing scholars address these questions: How have you reconciled your individual strivings? Has the HBCU placed a role in your reconciliation process? What SPN is emblematic of your reconciliation process? These questions are addressed through vivid narrative accounts that speak to the critical constructs of belonging—Black identity; gifted education, selfhood, spirituality, and theoretical frameworks. Each of these constructs represents an identity vector that points inward to the core—the HBCU. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 10762175 |
| DOI: | 10.1177/10762175231205917 |
