Academic Growth in Predominantly Negro and Predominantly White Colleges

Abstract

Attention has recently been focused on the predominantly Negro colleges and the role they have played or should play in higher education. As late as 1965, McGrath reported that the predominantly Negro institutions accounted for less than 3% of the country's college students, but provided a higher education for more than half of the Negro college (McGrath, 1965). Taken as a group, predominantly Negro colleges do not compare favorably to predominantly white institutions in such things as financial resources and faculty qualifications. The Commission on Higher Educational Opportunity in the South, in summarizing data gathered on the South's 104 traditionally Negro colleges, stated: While they have made important contributions to the advancement of the Negro in American life in the past, it has been well-documented that-as a group and for many reasons-these institutions do not provide equal higher educational opportunity for their students (Southern Regional Education Board, 1967, p. 1). McGrath (1965) stated that if all higher educational institutions were ranked on various features, more of the Negro colleges and universities would fall in the lower than in the upper 50%. McGrath also pointed out, however, that on any characteristic, such as library facilities, faculty competence, or physical equipment, the predominantly Negro institutions are spread over a considerable range. Students entering a predominantly Negro college or university are generally less well prepared for college as indicated by standard