Table Of ContentRacial and Ethnic Diversity
a
t
what can be learned
H
when whites are
B
?
in the minority
C
U
s:
Rosemary B. Closson & Wilma J. Henry
There was a book lying near Alice on the institutions into multicultural organiza- even in the 1960s, was African American,
table…she turned over the leaves, to find tions. Since the mid 1970s there has been a Caribbean American, African, and East
some part that she could read, “—for it’s 65 percent increase—from 20,000 to nearly Indian.
all in some language I don’t know,” she
34,000—in White students at historically Because historically many HBCUs
said to herself. She puzzled over this for
Black colleges and universities (HBCUs) were founded by churches or mission
some time, but at last a bright thought
(National Center for Educational Statis- societies, White faculty were the first fac-
struck her. “Why it’s a Looking glass book,
of course! And if I hold it up to a glass, tics, 2005). ulty in historically Black colleges. These
the words will all go the right way again.” Prompted by state and government instructors were predominantly clergy,
(Lewis Carroll, p. 29) mandates, the diversity movement took missionaries, and teachers trained in
hold. Especially throughout the South, northern universities (Foster, Guyden &
The demographics in the United States
entire states such as North Carolina, Miller, 1999). In fact, the level of faculty
will continue to shift towards a more cultur-
Tennessee, and Mississippi were court diversity on HBCU campuses led Slater
ally diverse society (Judy & D’Amico, 1997);
ordered to improve the racial balance in (1993) to state that the “only significant
meanwhile, although diversity programs
their state funded colleges (Bolsover, G. diversity in academic ranks in this country
and multiculturalism efforts have multi-
2003). For example North Carolina’s five exists in Black colleges and universities.”
plied and overt racist actions have declined,
Black public institutions reported a 12.5
recent events such as Michael Richards’
percent increase in White students. Court Our Question
racial tirade in New York, Don Imus’ racial
orders charged Tennessee State to increase
slurs, and Hurricane Katrina’s aftermath in In this article we wonder—why has
its non-Black enrollment by 50 percent
New Orleans sobered us all into the recogni- the academic community not stepped
and three universities in Mississippi were
tion that a racial divide remains. through the looking glass to see what
ordered to increase by at least 10 percent
From 1954 until the present there diversity looks like and what might be
(Thomas-Lester, 2004, p. 3).
has been an increasing emphasis within learned when Whites are in the minority?
For some readers the perspective of
higher education institutions regarding We believe there is much to be learned
the preceding paragraphs may be some-
the value of racial and ethnic diversity on from exploring the experience of White
what disorienting because the viewpoint
college and university campuses. As Foster, college students and their perceptions of
presented is that of the historically Black
Guyden, and Miller (1999) note “The civil race and racism when they become “tem-
university (HBCU). It is not the standpoint
rights movement pervaded every aspect porary minorities” (Hall & Closson, 2005)
from which we typically view issues of di-
of American life and integration slowly on historically Black campuses. We explore
versity and multiculturalism despite the
began to change the contours of the Black the possible meaning embedded in the
fact that HBCUs have consistently had
community” (p. 9). Moreover, Howell and absence of such research. We will return to
racially and ethnically diverse student
Tuitt (2003) refer to the 1960s as the initial this discussion at the end of this article.
bodies and faculty for many years.
stages of transforming higher education
The personal experience of one of the
The Current Picture
co-authors in the 1960s at Howard Univer-
Rosemary B. Closson and Wilma J. Henry sity was that she was taught by a Chinese
On historically White campuses
are faculty members in the College of Education professor, several White professors, and of
(HWCs) by 2015 students of color are
at the University of South Florida, course numerous African American profes-
expected to constitute two-fifths of under-
Tampa, Florida. sors. Howard University’s student body,
graduate college enrollment (Carnevale
SUMMER 2008
15
& Fry, 2000). Bowen and Bok (1998) have quality, and clarify the unique function of In only one of these books was the
gone so far as to say that preparing stu- the historically Black college and/or uni- HBCU a point of discussion. None included
dents to function in a diverse society is a versity (HBCU) (Hall & Closson, 2005). HBCUs as a teaching site for an exami-
core mission of the academy. Even though Conrad and Brier (1997) have noted nation of how race might be taught in a
the diversity on college campuses as an that graduate programs at HBCUs in predominantly Black setting. Cleveland (in
antidote to prejudice and discrimination is particular have increased in size and Hughes, 2005), the single author who men-
not universally agreed upon (Bloom, 1987 diversity. Master’s program offerings in tions teaching at an HBCU in the teaching
and D’Souza, 1991), the value of increased high-demand fields attract larger num- texts identified above, noted a difference
minority enrollment in general is viewed bers of White students, often at much between his experience teaching race at
by higher education scholars as an oppor- larger rates than undergraduates. In- an HBCU and teaching race on an HWC.
tunity to prepare students to flourish in an creasing complexities in graduate student Specifically he noted that at the HBCU he
increasingly diverse society (Astin, 1993). populations at HBCUs raise questions assumed that the Black students would
For example, several research efforts regarding student interaction and expe- understand that African Americans were
have demonstrated a beneficial relationship rience, especially for White students at a oppressed. This was not the case and he
between informal interactional diversity predominantly Black institution. found himself, to his chagrin, persuading
(students’ engagement with diverse peers) For example, programs and policies de- the Black students to accept his position
and educational outcomes—defined as signed to attract and retain students must (Cleveland in Hughes, 2005). In hindsight,
learning (e.g., active thinking skills), and on the one hand promote inclusion and at he believes that he should have instead
democratic outcomes (e.g., perspective tak- the same time stay anchored in cultural focused on encouraging the Black students
ing) (Gurin, Dey, Hurtado & Gurin, 2002). heritage and a dedication to serving the to think critically.
Black community. This requires a unique In a departure from the bulk of lit-
Diversity and the HBCU perspective in higher education (Hall & erature on teaching race, Sibulkin writes
Closson, 2005). about her experience as a White faculty
Through an overview of publications
The identity of the HBCU is perhaps member on an HBCU campus (in Foster,
regarding college classroom teaching, cam-
the most critical challenge of all. Should Guyden, & Miller, 1999). Most of the
pus social climate, and social adjustment,
HBCUs be race neutral or race conscious authors in Affirmed Action (Foster et al.)
we underscore an ellipsis in thinking and
(Hall & Closson, 2005 p. 41)? Race neutral discuss their experience at a more personal
research that we believe is meaningful.
institutions lack the expectation to ad- level, but from Sibulkin we hear about
Based on the literature we reviewed, we
dress issues of race overtly. Race conscious the potential of the HBCU classroom. She
have found that diversity when discussed,
HBCUs might incorporate explicit dia- notes that the HBCU classroom is an excel-
whether it be about the classroom or about
logue about race, oppression, and perhaps lent context for instruction and research
the campus environment, refers almost
Afrocentrism into their course offerings from a multicultural perspective.
exclusively to the experience of African
and research agendas. In her essay Sibulkin also mentions
Americans, Asians, and other people of
her attendance at a Ford Diversity Con-
color in White environments.
Learning about Race ference in Atlanta, Georgia, where she
Of course, this is not too surprising
and Racism Formally says “It was recognized that most HBCUs
given that the American civil rights move-
were misguided to think that because
ment with regard to higher education was We know that teaching about race they were predominantly Black that they
centered around increased access for Afri- is not easy. We know this primarily from were sensitive to issues of diversity” (p.
can Americans to historically White colleges accounts of teaching about race on histori- 62). Sibulkins’ view is that both HBCUs
and universities. Segregation gave birth cally White campuses. We know less about and HWCs need to be educated about the
to the historically Black university, which the dynamics when African Americans advantages of including multicultural
in the context of this article is significant, predominate in the classroom and Whites perspectives. Now let us turn to a discus-
given that at the same time that the civil are in the minority. Along with the benefits sion of the experiences of White faculty
rights movement advocated for access to of diverse campus environments and their on predominantly Black campuses.
White colleges it was not for the most part positive influence on learning, diversity has
advocating the demise of the HBCU. brought many challenges to higher educa- Learning about Race
However, this demise has happened tion. Teaching about racial difference in the
and Racism Informally:
in the case of Lincoln University in Mis- college classroom is one of these challenges
White Instructors as Minorities
souri and Bluefield State University in and has received a fair amount of attention
West Virginia, to name two. We turn the in the higher education literature. “The first day of class I really felt
reader’s attention to this phenomena in or- We read through five key texts (four of White” (Henzy, 1999, p.17). “For the first
der to highlight the knife’s edge existence which were edited volumes and two were time I experienced what it was like to be
of HBCUs. And it is to a discussion of the collections of articles from the Harvard the ‘other’”(Redinger, p. 30). “On the stair-
current challenges of the HBCU that we Educational Review) regarding the teaching well I realized I was the only White face
turn now. of race on college campuses: What We Still in sight” (Bales, 1999, p. 38). These are
Don’t Know about Teaching Race (Hughes, significant insights White faculty gained
Challenges of the HBCU 2005), Race and Higher Education (How- while teaching on HBCU campuses. In
ell & Tuitt, 2003), When Race Breaks Out Foster, Guyden, and Miller’s text, whether
The challenges of historically Black
(Fox, 2001), Multicultural Teaching at the White faculty had deliberately sought out
colleges and universities to retain a vi-
Universtiy (Schoem, 1993), and Teaching for an HBCU experience or were forced, due
able role in higher education are multiple.
Change (Geismar & Nicoleau, 1993). These to a slack academic job market, to seek
There are pressures to increase minor-
five texts presented the teaching experi- employment at an HBCU campus, almost
ity enrollment (non-African American),
ences of 66 faculty1 teaching about race. all noted that they had learned much
strengthen and maintain institutional
MULTICULTURAL EDUCATION
16
about race and racism as a result of their from administrators to Afrocentrize curri- Invisible Centers
experience. cula, and by reflecting on their own feelings and Color Blindness
Redinger, who taught at Bennett and of isolation and uncertainty.
Hegemonic conceptualization of the
North Carolina Agricultural and Techni- These White faculty admit they have
research problem may contribute some
cal State University, both in Greensboro, been transformed through their HBCU ex-
understanding of the lack of research
was surprised to find that African Ameri- perience. What we do not know is whether
about the White experience on HBCU
can students were as new to Afrocentric a similar dynamic occurs for White stu-
campuses. Hegemony is a preponderant
thinking as he was. In similar fashion, dents who attend HBCUs.
cultural or intellectual influence that
DeLamotte (1999), while teaching at Paine
predominates in a society and is often so
College in Augusta, Georgia, was amazed White Students as Minorities
imperceptibly infused that the non-domi-
in 1961 to find that not all Black students
Studies attempting to document the nant or marginalized do not realize the
were involved in civil rights work or inter-
effect of diversity on student populations extent to which they have adopted a view
ested in social justice causes. Most were
have generally focused on the adjustment that may control and even exclude them.
interested in “grades, dates, ball games,
of African American students to a predomi- Audre Lorde (cited in Ferguson, 1990)
sororities and fraternities” (p. 158).
nantly White environment (Schwitzer, An- has characterized hegemony in terms of
However, several faculty found they
cis, & Griffin, 1998; Schwitzer, Griffin, An- a “mythical norm” that is “White, thin,
had to change their teaching approach.
cis, & Thomas, 1999; Astin, 1990; D’Augelli male, young, heterosexual, Christian, and
For example, Jur (1999), a math instruc-
& Hershberger, 1993; Hart, 1984). financially secure” (p. 9). Ferguson (1990)
tor, changed from a static style that she
In fact, much of the effort to under- referred to hegemony as an invisible center
had used at a historically White college to
stand the effects of racial differences in to which all else is compared. The absence
a more dynamic dialogic style. Her style,
general have centered on those who are the of the HBCU from diversity discourse may
honed at HWCs, was one in which she
minority in the larger American popula- be because we have a generalized mental
presented a “carefully developed exposition
tion, i.e., African Americans, the Spanish- model of universities and colleges as White
on the days’ topics, asked if there were any
speaking, and Asians. There are far fewer and we have perhaps assumed, if we have
questions on homework assignments and
studies that consider the experiences of the thought about them at all, that HBCUs
answered the few questions that arose” (p.
majority when they become the minority were entirely Black.
74). At FAMU, however, she found the stu-
and interestingly many of these were done On the other hand, researching the
dents more active and a dynamic dialogue
in the 1970s and 1980s—Hall and Closson Black experience on White campuses
developed between her and the students.
(2005) is the most recent. does seem a logical place to have started,
DeLamotte’s (1999) commitment as a
Conrad and Brier (1997), Elam (1978), especially when early in the civil rights
White person teaching at an HBCU was
Brown (1981), and Nixon and Henry (1990) movement integration of White campuses
that he wanted Black students to know one
are studies that examined the factors con- was featured so prominently in the news
White person “from the inside out”—con-
tributing to White students choosing an and the resistance to and concern for the
sequently he “revealed much of himself”
HBCU and also provided a profile of the safety of Black students was so palpable.
to his students (p. 159). Redinger (1999)
White student who chooses to be a tem- White students attending Black colleges
realized while teaching at an HBCU that
porary minority (Hall & Closson, 2005). were perhaps observed more as a curiosity
his knowledge and thus his course content
In 1972, Brown and Stein in addition to or a political statement of goodwill.
about Socrates, Plato, and Aristotle did
exploring reasons for choosing an HBCU, The post-civil rights research stream
not acknowledge in what ways these early
described how White students handled ac- included a focus on inclusion and racial
philosopher’s thinking was drawn from
ceptance or lack thereof from Black peers. identity formation as researchers used
older traditions in the “Egyptian ‘Myster-
In 1984, Libarkin interviewed a num- a variety of frameworks to explore and
ies’” (p. 35).
ber of White graduate students attending examine the contribution of various eth-
Overall, faculty in Affirmed Action
an HBCU regarding their satisfaction level nic and racial groups to American society
(Foster et al. 1999) describe the ways in
at the institution. Later in 1992, Nixon and and culture. This scholarship has multiple
which their sojourn at HBCUs helped them
Henry studied reports of racial incidents strands, e.g., Black Studies, racial identity,
to identify not only false assumptions they
directed toward White students in South antiracism, Latino/a Studies, and multicul-
held about African American students but
Carolina, and Georgia. tural studies.
these faculty discovered a racialization
Future growth in college student Underlying this research are assump-
of knowledge, they learned more about
populations will be from the increase of tions that by highlighting the contribution
teaching, learning, and their own racial
students of color. In 2000 the Educational of minority groups and their cultures the
privilege. As an example, Frankle (1999),
Testing Service reported that as soon as majority would learn to recognize and ap-
who in 1999 had been at LeMoyne-Owen
2015 the number of minority students preciate important contributions of minor-
for 30 years, said she learned that it was
in the District of Columbia, California, ity races and cultures and thus be more
White privilege that had enabled her to
Hawaii, and New Mexico will exceed the likely to include ‘others.’ More recently,
ignore race as a self-characterization for
number of White students (Carnevale & White studies has developed as a means
the first 20 years of her life (p. 81).
Fry, 2000, p. 1). The circumstance that cur- to focus on White racism and privilege.
The lessons learned by these White
rently may be seen as an anomaly on the Now scholars are reversing the lens so
faculty were not explicitly taught. These
HBCU campus will be a more widespread that it focuses on the majority (White per-
faculty did not attend HBCUs to learn
phenomenon by 2015. Now let us turn to sons) and suggests that the extent to which
about race but they did learn about race
a reflective discussion regarding possible majority members can “see” themselves as
and racism through many informal chan-
reasons for the paucity of research explor- racialized actors is the extent to which they
nels, from comments made by students,
ing White minority experiences. may begin to take assertive steps towards
by trying to solve teaching and learning
creating a more inclusive society. Some
problems in their classrooms, by challenges
SUMMER 2008
17
authors metaphorically refer to this as no means been a groundswell. There are Brown, C. I. (1981). Dealing with minority
unveiling Whiteness (Hitchcock, 2002) in still those who question the relevance of issues at Black colleges. In Problems and
order that the social and structural influ- the post-civil rights HBCU and its place in perspectives for institutional research in the
1980s. Southern Association for Institutional
ences of Whiteness can be made more ap- higher education is by no means secure.
Research.
parent. Now, 50 years post civil rights, the The types of negative experiences and
Brown, C. I., & Stein, P. R. (1972). The White
perniciousness of racism perhaps suggests complaints that African American students
student in five predominantly Black uni-
we consider stepping through the looking have had about White campuses, if uttered versities. The Negro Educational Review,
glass to examine the White temporary by White students at an HBCU, could be XXXIII(4), 148-170.
minority experience (Hall & Closson). much more damaging—and then there is Carnevale, A. P., & Fry, R. A. (2000). Crossing
Within a critical race framework one the problem of misrepresentation. Willie the great divide: Can we achieve equity when
might explain the absence of HBCUs (2003), who researched African American generation Y goes to college? Princeton, NJ:
Educational Testing Service.
from the diversity discourse as a case of graduates of Northwestern and Howard
Carroll, L. (1974). Through the looking glass,
color-blindness. Critical race theory (CRT) University, notes in her appendix the follow-
New York: Grosset & Dunlap.
posits that racism is endemic (Ladson- ing quote from Gurin and Epps regarding
Conrad, C. F., & Brier, E. M. (1997). Factors
Billings & Tate, 1995; Dixson & Rousseau, their 1975 study entitled Black Conscious- contributing to the matriculation of White
2005) and thus normal in our society ness, Identity, and Achievement: students in public HBCUs. Journal for a Just
which requires a position of skepticism in & Caring Education, 3(1), 37-63.
[L]egitimate suspicion [among respon-
regard to claims of neutrality, objectivity, D’Augelli, A. R., & Hershberger, S. L. (1993).
dents] also resulted from the publication
color-blindness, and meritocracy (Ladson- African American undergraduates on a
of a few uninformed, insensitive, and in-
predominately White campus; academic
Billings & Tate, 1995). vidious accounts of the historically Black
factors, social networks, and campus climate.
Further, CRT maintains that color- colleges that nonetheless received unusual
Journal of Negro Education, 62, 67-81.
blindness can be understood as a “cover” to attention in educational circles. (p.166) DeLamotte, R. (1999). In L. Foster, J. Guyden,
maintain the self-interests of the dominant & A. Miller (Eds.), Affirmed action (pp. 157-
All of the above represent our thoughts
group. Ladson-Billings characterizes CRT 162). New York: Rowman & Littlefield.
about why HBCUs are not currently repre-
as an intellectual tool (1998, p.10). From D’Souza, D. (1991). Illiberal education. New
sented in the higher education literature
this perspective, how could one interpret York: Free Press.
the meaning of the HBCU lacunae in the and research on diversity. It is clear that Dixson, A., & Rousseau, C. (2005). And still
such research will not be easy work, but it we are not saved: Critical race theory in
higher education diversity research? Do
is our belief that a full picture of the effec- education 10 years later. Race, Ethnicity &
White researchers have a vested interest
tiveness of campus diversity—structural, Education, 8(1), 7-27.
in not examining the temporary White
classroom, and interactional—will not be Elam, A. M. (1978). Two sides of the coin: White
minority experience? Do African Ameri- students in Black institutions. Journal of the
fully understood until the experiences at
can scholars have a vested interest in not National Association of Women Deans, Ad-
the HBCU are included.
conducting this research? We find this ministrators and Counselors, 41(2), 57-66.
direction unhelpful. Foster, L, Guyden, J, & Miller, A (1999). Affirmed
However, CRT depends on the Grams- Note action. New York: Rowman & Littlefield.
Fox, H. (2001). “When race breaks out”: Con-
cian notion of hegemony (described earlier) 1 In the edited texts each author in a multi-
versations about race and racism in college
viewed through a racial lens and so CRT authored chapter was counted. Authors were
classrooms. New York: Peter Lang.
theorists question the diversity movement not counted twice even if they had more than
Frankle, B. (1999). In L. Foster, J. Guyden, &
because they see it as a means to defuse one chapter. In Fox’s (2001) text, although 35 A. Miller (Eds.), Affirmed action (pp. 84-90).
the issue of White racism. Examination of faculty were interviewed for her study, because New York: Rowman & Littlefield.
they were not individually identified only Fox
those who are temporary minorities has Geismar, K., & Nicoleau, G. (Eds). (1993). Teach-
was included in the total number of 66.
the potential to expose not only profound ing for change. Cambridge, MA: Harvard
learning and consequent positive perspec- Educational Review.
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