Rereading Russia through the Contact Zone of HBCUs

Slavic Review ◽  
2021 ◽  
Vol 80 (2) ◽  
pp. 307-315
Author(s):  
Kelly Knickmeier Cummings ◽  
B. Amarilis Lugo de Fabritz
Keyword(s):  
Historically Black ◽  
The United States ◽  
Black Colleges ◽  
Contact Zones ◽  
East European ◽  
Intercultural Competencies ◽  
History Of ◽  
New Methodologies ◽  
Mary Louise Pratt ◽  
Relations Of Power

This article examines contributions Historically Black Colleges and Universities (HBCUs) have made and continue to make to the interdisciplinary fabric of Russian, East European, and Eurasian Studies (REEES). HBCUs are a uniquely American phenomenon and reminders of the history of enslavement and segregation in the United States. But HBCUs are also vibrant intellectual contact zones, which Mary Louise Pratt defines as “social spaces where cultures meet, clash, and grapple with each other, often in contexts of highly asymmetrical relations of power.” Contact zones result in intercultural competencies, multilingualism, new methodologies, and critical reassessments. Faculty and alumni have described the extent to which HBCUs function as cultural and discursive sanctuaries. As such, HBCUs are places where legally, culturally, and racially segregated communities develop(ed) alternate ways to engage, experience, and (re)envision “Russia.”

Examining Disparities in Food Access Between Historically Black Colleges and Universities and Non-Historically Black Colleges and Universities

2021 ◽  
pp. 089011712110244
Author(s):  
Mariah Kornbluh ◽  
Shirelle Hallum ◽  
Marilyn Wende ◽  
Joseph Ray ◽  
Zachary Herrnstadt ◽  
...  
Keyword(s):  
United States ◽  
Historically Black ◽  
Food Access ◽  
The United States ◽  
Black Colleges ◽  
Colleges And Universities ◽  
Historically Black Colleges ◽  
Census Tracts ◽  
Neighborhood Socioeconomic Status ◽  
Black Colleges And Universities

Purpose: Examine if Historically Black Colleges and Universities (HBCUs) are more likely to be located in low food access area (LFA) census tracts compared to public non-HBCUs. Design: ArcGIS Pro was utilized to capture food environments and census tract sociodemographic data. Setting: The sample included 98 HBCUs and 777 public non-HBCUs within the United States. 28.9% of study census tracts were classified as LFA tracts. Measures: University data were gathered from the National Center for Education Statistics. Census tract-level LFA classification was informed by the United States Department of Agriculture’s Food Access Research Atlas. Covariates included population density and neighborhood socioeconomic status of census tracts containing subject universities. Analysis: Multilevel logistic regression was employed to examine the relationship between university type and LFA classification. Results: A higher percentage of HBCUs (46.9%) than public non-HBCUs (26.6%) were located in LFAs. After adjusting for population density and neighborhood socioeconomic status, university type was significantly associated with food access classification (B=0.71;p=.0036). The odds of an HBCU being located in LFA tracts were 104% greater than for a public non-HBCU (OR=2.04;95% CI=1.26,3.29). Conclusion: Findings underscore the need for policy interventions tailored to HBCU students to promote food security, environmental justice, and public health.

Debunking The Myth of Dependency

2016 ◽  
pp. 44-57
Author(s):  
Kehbuma Langmia
Keyword(s):  
Historically Black ◽  
The United States ◽  
Black Colleges ◽  
Colleges And Universities ◽  
Educational Systems ◽  
Historically Black Colleges ◽  
The World ◽  
Black World ◽  
Black Colleges And Universities ◽  
Critical Literature

This chapter examines a bi-polar ideological constructs of Western and Non-western modes of education within the Historically Black Colleges and Universities educational system. Western curricula have ‘colonized' Black world educational systems for centuries making it hard to inculcate African ontological and epistemological ideologies in most universities. As a result, the birth of HBCUs was a welcome relief as African Americans and Blacks from Africa, Latin America, Caribbean and Europe found a ‘home' to be ‘historically aware' of their lineage and ancestry. This chapter makes a case through critical literature to argue that sustaining and empowering these Black Colleges and Universities through Western and Non-western educational traditions constitute the barometer for success. This would ensure their long lasting role in higher education in the United States and the world.

The Transplanted: International Dimensions

1988 ◽  
Vol 12 (3) ◽  
pp. 255-263
Author(s):  
Dirk Hoerder
Keyword(s):  
The United States ◽  
Community Formation ◽  
Lively Discussion ◽  
East European ◽  
New Methods ◽  
History Of ◽  
The 1960S ◽  
History Of Migration ◽  
Culture Of Origin

John Bodnar’s Study—which I consider “the standard survey on the history of migration to the United States, which for many years will remain unsurpassed” (Hoerder, 1987)—also merits a controversial and lively discussion. A synthesis of the immigrant experience has long been called for. Beginning in the 1960s, Rudolph J. Vecoli’s penetrating critique (1964) and Victor Greene’s detailed study of east European miners (1968) dismantled Oscar Handlin’s paradigm (1951). The two decades since the end of the old paradigm witnessed the introduction of new methods, new approaches, and a new sensitivity to the roots of the migrants in their old cultures. I will first place Bodnar’s study in the context of two other recent syntheses and then raise some conceptual questions; in a third section I will take up issues related to the culture of origin and to the role of female migrants in community formation.

scholarly journals A History of the American Councils for International Education

2004 ◽  
pp. 70
Author(s):  
Robert T. Huber
Keyword(s):  
International Education ◽  
American Association ◽  
The United States ◽  
Russian Language ◽  
East European ◽  
European Languages ◽  
Professional Contact ◽  
History Of ◽  
The Cold War ◽  
The Russian Language

The American Councils rose from earlier efforts by American scholars of the Russian language to build sustainable professional and programmatic ties with their Soviet/Russian counterparts. From the onset of the Cold War until the late 1960s, there had been virtually no such professional contact. Teachers of Russian in the United States were organized nationally through the American Association of Teachers of Slavic and East European Languages (AATSEEL).

African Studies at Historically Black Colleges and Universities

2002 ◽  
Vol 30 (2) ◽  
pp. 24-29
Author(s):  
Herschelle S. Challenor
Keyword(s):  
United States ◽  
Historically Black ◽  
The United States ◽  
Black Colleges ◽  
Black College ◽  
African Studies ◽  
Historically Black Colleges ◽  
Historically Black College ◽  
Howard University ◽  
Important Exception

Establishing an African studies program at a historically Black college or university (HBCU) may seem to make as much sense as carrying coals to Newcastle. In fact, though, very few of these institutions have African studies programs. Howard University is an important exception and was the first HBCU to establish an African studies program. That program, which was led initially by Rayford Logan, was created in 1953 following a $50,000 Ford Foundation grant in 1952. Anthropologist Melville Herskovits established the first African studies program in the United States in 1948. Howard University remains one of the few, if not the only, institution in the United States with an African Studies department that has its own faculty and that offers a doctorate in African studies.

scholarly journals Experiences and Expectations of International Students at Historically Black Colleges and Universities: An Interpretative Phenomenological Analysis

2019 ◽  
Vol 9 (3) ◽  
pp. 189 ◽  
Author(s):  
Luis Miguel Dos Santos
Keyword(s):  
United States ◽  
International Students ◽  
Historically Black ◽  
Interpretative Phenomenological Analysis ◽  
The United States ◽  
Phenomenological Analysis ◽  
Black Colleges ◽  
Colleges And Universities ◽  
Historically Black Colleges ◽  
Black Colleges And Universities

International students are the most important population in the American higher education system, particularly for students from different cultural backgrounds. Besides research-based universities, comprehensive universities, and liberal arts colleges, historically black colleges and universities have the traditions to provide an equal learning environment to minorities, including international students. This study aimed to understand the academic experiences and expectations of Chinese international students enrolled at historically black colleges and universities in the Southeastern parts of the United States from the lens of neo-racism. One research question guided this study, which was: How would Chinese international university students describe their academic learning experience, expectations, stress, and difficulties at one of the historically black colleges and universities? The interpretative phenomenological analysis (IPA) was employed to explore the academic experience, difficulties, stress, and lived stories of their academic voyage at one of the historically black colleges and universities in the United States. The findings indicated that discrimination based on skin color, nationality, and race, the gaps in academic expectations, and social unfairness of internship opportunities are still significant. The result indicated the directions and recommendations for leaders, policymakers, school administrators, and related professionals to redesign the current university planning and related counselling services to not only international students but all minority people.

scholarly journals Twitter and the Lack of a Participatory Culture in American College Libraries

2018 ◽  
Author(s):  
Brenton Stewart ◽  
Jesse J. Walker
Keyword(s):  
Social Media ◽  
Historically Black ◽  
The United States ◽  
Black Colleges ◽  
Media Analysis ◽  
Participatory Culture ◽  
Historically Black Colleges ◽  
University Libraries ◽  
Social Media Analysis ◽  
Ibm Watson

This study is a social media analysis on the use of Twitter at Historically Black Colleges and University libraries in the United States. Researchers have begun examining how libraries use social media however; the vast majority of these studies are situated at large flagship research-intensive universities. We leverage the IBM Watson analytic engine, to systemically examine over 23,000 tweets around propagation and sentiment, to assess follower engagement. The analysis found little evidence of follower engagement with library generated content. However, we observed a substantial volume of library tweets coalesced around institutional boosterism, rather thanlibrary related phenomena.

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