Advancing Democracy: African Americans and the Struggle for Access and Equity in Higher Education in Texas

Amilcar Shabazz. Advancing Democracy: African Americans and the Struggle for Access and Equity in Higher Education in Texas. Chapel Hill: University of North Carolina Press, 2004. 376 pp. Cloth 19.95. - Volume 45 Issue 2

Chapter 8 - Access and Equity in Higher Education in Indonesia: A Review from the Periphery

As we approach the fiftieth anniversary of Brown v. Board of Education (1954), it is important to consider the historical struggles that led to this groundbreaking decision. Four years earlier in Texas, the Sweatt v. Painter decision allowed blacks access to the University of Texas's law school for the first time. Amilcar Shabazz shows that the development of black higher education in Texas--which has historically had one of the largest state college and university systems in the South--played a pivotal role in the challenge to Jim Crow education. Shabazz begins with the creation of the Texas University Movement in the 1880s to lobby for equal access to the full range of graduate and professional education through a first-class university for African Americans. He traces the philosophical, legal, and grassroots components of the later campaign to open all Texas colleges and universities to black students, showing the complex range of strategies and the diversity of ideology and methodology on the part of black activists and intellectuals working to promote educational equality. Shabazz credits the efforts of blacks who fought for change by demanding better resources for segregated black colleges in the years before Brown , showing how crucial groundwork for nationwide desegregation was laid in the state of Texas. |Shabazz reveals that the development of black higher education in Texas played a pivotal role in the challenge to Jim Crow education nationwide. He details the creation of the Texas University Movement in the 1880s and credits the efforts of blacks who fought for better resources for segregated black colleges in the years before Brown v. Board of Education.

David R. Marshall, JD, DNP, RN, CENP, NEA-BC

Equity in higher education is mostly related to the context in which it is discussed. Most commonly, equity is sought for enhancing access to higher education for under-represented groups such as minorities, low income groups, or any other type of disadvantaged group of people. The plethora of research in this area mostly focuses on different types of affirmative action aiming to enroll more under-represented groups in higher education, whereas in the research on equity, within the context of educational outcomes and quality, the interaction between equity and quality in higher education is scarce. This paper discusses the entangled issues of equity and quality in higher education and explores the possible solutions to promoting both. It concludes that admission models aiming to achieve equity in higher education should be more outcomes-based (e.g., increase success) rather than process-based (e.g., increase participation).

The history of women's engagement with the academy has been characterised by exclusion and inequality. Seven decades ago, Virginia Woolf1 asked: Do we want to join the procession or don't we? On wh...

One of the most important strategies of promoting higher education adopted in the recent years has been the promotion of private sector participation in higher education. It is argued by some that private higher education would improve equity, access and quality in higher education. But it shown here drawing from Indian and global experience that (a) public higher education has the greatest potential to address the issue of equity in higher education; (b) charity and philanthropy-based private sector may also have high potential in addressing this issue; (c) state-supported and effectively regulated private sector can address the issue to some extent; and (d) the private higher education sector based on the market principles can actually work against the principles and goals of access, equity and excellence in higher education.

Digital equity, grounded in principles of equity and the ethics of care, is essential for ensuring quality higher education. It facilitates access, supports sustainability, and promotes inclusive education by addressing the technological dimensions of education. This study explores the relationship between digital equity and sustainability in higher education. A total of 167 students enrolled in initial teacher education programs at the University of Primorska, Faculty of Education, completed a questionnaire featuring the Digital Equity in Higher Education Scale and the Sustainability in Higher Education Scale. To achieve this study’s objectives, a principal factor analysis was conducted to validate the scales, and a multiple linear regression was employed to develop a predictive model. The findings revealed that digital equity in higher education comprises five dimensions as follows: (i) access to teachers who support the use of digital technology; (ii) access to digital technology and opportunities for its use; (iii) access to digital resources; (iv) access to culturally relevant software and applications; and (v) access to open-access resources. Sustainability in higher education encompasses two dimensions as follows: (i) collaborative problem solving and (ii) socioemotional aspects of sustainability. These dimensions interact in a complex manner. Key predictors of digital equity and sustainability included access to and use of digital technology, as well as collaborative problem solving. Importantly, this study highlighted the critical role of skilled teachers in facilitating the effective use of digital technology.

A Dual admission model for equity in higher education: a multi-cohort longitudinal study

Reviewed by: Old Red: Pioneering Medical Education in Texas by Heather Green Wooten Watson Arnold Old Red: Pioneering Medical Education in Texas, by Heather Green Wooten. (Denton: Texas State Historical Association, 2012. Pp. 142. Illustrations, timeline, notes, index.) Note regarding changes to the book reviews section: The publishing world is undergoing a revolution in product delivery that no longer restricts the choice in book form to cloth or paperback. Electronic and print editions in various formats each require a separate ISBN, prices vary on a frequent basis, and there are increasing opportunities for self-publication that defy traditional bibliographical organization. Consequently, with this issue the editorial board of the Southwestern Historical Quarterly has decided to streamline the headers that introduce book reviews by removing ISBN, format, and pricing information. The rest of the publication data will be provided based on the print copies from which reviews are done, and in those cases where a book appears in electronic format, the publisher’s listing will be employed. We hope the change does not produce too much inconvenience. This latest in the Fred Rider Cotten Popular History series from the Texas State Historical Association explores the history of the iconic building at the center of the University of Texas Medical Branch in Galveston. First opened in 1891, the building is a national landmark and the oldest surviving continuously occupied medical school building in the country. Appropriately, the building was dedicated to Ashbel Smith in 1949, since there probably would not have been a medical school at Galveston without Smith’s ardent support. This little book offers the best history of the Galveston medical school written so far. It is brief, devoid of all the boring details, yet interesting and enjoyable. Beginning before the Civil War as a proprietary school, the medical school at Galveston grew intermittently in reputation and excellence until it came under the aegis of the Texas university system in 1881. In 1901, the Flexnor report on all the medical schools in the United States stated that the University of Texas at Galveston was the “only school in Texas fit to continue in the education of physicians.” The school has continued to educate the majority of Texas physicians for most of the last century. In telling the school’s story, the author outlines the career of Nicholas Clayton, the architect who built Ashbel Smith Hall. Clayton became Galveston’s premier architect and builder, erecting over 225 buildings in Galveston alone over his thirty-year career. He embraced the high Victorian style with all its ornamental detail. Old Red is an example of his Romanesque Victorian style. The building was designed after Clayton toured other medical school campuses and incorporated all the latest improvements, including sky-lit dissecting rooms on the top floor. The Ashbel Smith building has served numerous purposes over the years. Until the last few decades, all the medical students had their basic science classes in Old Red. The pharmacy and nursing schools were also initially based in the structure. [End Page 318] The building consisted of three classrooms, anatomy dissection rooms, laboratories, and offices. The building has always served as classrooms, not as a hospital. Next door was Sealy Hospital, finished about the same time and also built by Nicholas Clayton. Initially the whole medical school, administration, and classes shared the building. But, over time they have flowed out to other buildings, leaving the offices in Old Red to ancillary services—except for anatomy. For over a hundred years medical students have climbed the same stairs to their anatomy lectures and to the dissection labs on the top floor. The lecture halls are just like one would expect in schools of the time with steep multistoried seating looking down on the lecture podium. Hurricanes have repeatedly plummeted Galveston, but Old Red has withstood them all, including the 1900 hurricane that devastated the rest of the city. Repeatedly, the major damage to the building generally has been to the roof and the basement, which usually floods. One would think the administration would learn that the basement is not a good place for the library. After each disaster, including the Texas City explosion, the students, faculty, and administration have...

Advancing Democracy: African Americans and the Struggle for Access and Equity in Higher Education in Texas by Amilcar Shabazz

Journal Article AMILCAR SHABAZZ. Advancing Democracy: African Americans and the Struggle for Access and Equity in Higher Education in Texas. Chapel Hill: University of North Carolina Press. 2004. Pp. xiii, 301. Cloth $49.95, paper $19.95 Get access Amilcar Shabazz. Advancing Democracy: African Americans and the Struggle for Access and Equity in Higher Education in Texas. Chapel Hill: University of North Carolina Press. 2004. Pp. xiii, 301. Cloth $49.95, paper $19.95. Carlos Kevin Blanton Carlos Kevin Blanton Texas A&M University Search for other works by this author on: Oxford Academic Google Scholar The American Historical Review, Volume 111, Issue 1, February 2006, Pages 230–231, https://doi.org/10.1086/ahr.111.1.230 Published: 01 February 2006

Amilcar Shabazz, <i>Advancing Democracy: African Americans and the Struggle for Access and Equity in Higher Education in Texas</i>

Advancing Democracy: African Americans and the Struggle for Access and Equity in Higher Education in Texas

The increasing participation rate in higher education has raised its own issues, such as how to fund the growth while retaining the quality of education. In Finland, it has been argued that the tuition-free higher education policy increases equality. On the other hand, in the United Kingdom, establishing a system of tuition fees supported by an income-contingent loan system for students has also been argued to increase equality. In Australia, students also face high tuition fees for higher education, as well as a support system focused on domestic students. In addition to tuition fees, entrance examinations also play a crucial part in higher education systems. In order to examine inequalities in higher education from the students’ point of view, tuition fees are scrutinised in connection with equality, and entrance examinations in relation to cultural reproduction. Comparing examples of higher music education institutions in Finland, the United Kingdom, and Australia shows that there are large differences between the tuition fees charged for domestic and international students, as well as between countries. Entrance examinations in higher music education are similar in these countries, but may include inequalities based on long traditions in the field of music, especially in classical music. By revealing misconceptions about equity in higher education, it is possible to have a critical debate about the role of tuition fee systems as they are connected with the economics of higher education, and about entrance examinations as reproducing social class inequalities. This discussion may contribute to the redefinition and reformation of more equitable and just education systems, and promote equality in general in society.