C. Scully Stikes - Black students in higher education

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Black Students In Higher Education C. Scully Stikes Southern Illinois University Press Carbondale and Edwardsville

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title	:	Black Students in Higher Education
author	:	Stikes, C. Scully.
publisher	:	Southern Illinois University Press
isbn10 | asin	:	0809310953
print isbn13	:	9780809310951
ebook isbn13	:	9780585029863
language	:	English
subject	African Americans--Education (Higher) , African American college students--Attitudes, African American college students--Social conditions.
publication date	:	1984
lcc	:	LC2781.S74 1984eb
ddc	:	378/.1982
subject	:	African Americans--Education (Higher) , African American college students--Attitudes, African American college students--Social conditions.

Copyright 1984 by the Board of Trustees, Southern Illinois University All rights reserved Printed in the United States of America Edited by Marilyn Davis Designed by Dan Gunter Production supervised by Kathleen Giencke Library of Congress Cataloging in Publication Data Stikes, C. Scully, 1945 Black students in higher education. Bibliography: p. Includes index. 1. Afro-AmericansEducation (Higher) 2. Afro-American college studentsAttitudes. 3. Afro-American college studentsSocial conditions. I. Title. LC2781.S74 1984 378'.1982 8320154 ISBN 0809310953 87 86 85 84 4 3 2 1

ANYTHING I WANT TO BE I can Be Anything I want To Be. I can Be The first and second Hands of time. I can Be That one force That unites mankind. I can change Hate to love, War to peace, And have the world Knocking at my door. I can Be An Amoeba. And through my mitosis Be the bluebird Of your happiness And spread myself Over your world. I can Be Anything I want To Be. And you know Who says so? Me! Harold W. Stikes The development of black students is related to both their concept of self and their opportunities to support their development in the environment. Thus they need strong advocates among the faculty, staff, and administrators in higher education. Through appropriate teaching, counseling, and institutional structures, they can become anything they want to be. This book is dedicated to those students.

Contents Preface ix Acknowledgments xiii 1. Introduction 1 2. Cases in Black 9 3. Developmental Problems, Adaptations, and Possibilities 51 4. A Model of Black Student Development 70 5. A Cultural Perspective 121 Appendix: A Scheme for Understanding and Categorizing the Operation of Coping Strategies 161 Bibliography 169 Index 177 Tables 1. Possible Effects of a Coping Strategy 56 2. The Student Development Process in Higher Education 72

Page ix Preface Black students are having a very busy and difficult time on campuses throughout the country. Plagued by financial problems, difficulties in studies, personal-social concerns, and racial identity problems, these students are experiencing stress in adapting to and reshaping their social and physical environment, sometimes with sympathetic assistance and sometimes without; and they are having to work through these problems in a process that did not originally take them into account. Black students have been studied extensively, but these studies have not assisted student development educators in understanding the black experience on predominantly white campuses (where the majority of blacks are enrolled) because many of these studies have not been related to the development process in the college environment. Also, many of these studies have looked at black students as merely victims of a system without looking at ways in which to use the strengths of the cultural backgrounds of the students to work against the problems of the higher education system. In many instances, the victims were blamed for their plights as though they were deficient individuals. This situation may have existed because there has not been a framework by which to examine the cultural backgrounds of the students and their implications for educational development. Another aspect of the problem is that there does not exist a comprehensive theoretical

Page x framework from which to view black student development. Variables and issues to be studied, as well as programs to assist students, should be related to a model of black student development; otherwise, they will merely deal with the students in a fragmentary, unintegrated manner. Furthermore, although black students were increasingly admitted to predominantly white colleges and universities in the 1960s, in many instances the same approaches to educate and to serve the needs of the majority students have been used to educate and to serve the needs of black students. Nor have these approaches assisted students as effectively as they might have in negotiating college life and, eventually, in obtaining a college degree. Black student attrition is much higher than white student attrition at many institutions, and black student recruitment has slowed since the late 1960s. Nevertheless, most black students in higher education attend predominantly white institutions, where many need assistance in order to remain and to graduate.

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