Two universities were selected for this Con Section. The first university is referred to as “University Chocolate Chip City.” This institution of higher education was created for children conceived by white masters. They were mulattos. During the 20’s, 30’s, and through the 60’s, it was not uncommon to see “well-bred” Black students strolling around the campus.

The facilities that embraced the campus were immaculate and school pride appeared to “run” high among Black students. The university is a member of the Historical Black Colleges and Universities (HBCU). The professors were graduates of the university and that made any professor that graduated from another university to be an “outsider” looking in.

During the late nineties, I worked at this institution setting up the special education teacher program. I had not been on this campus for twenty years. This placed me in a position to compare the past with the present. Consequently, I saw that time took a toll on this institution. For example, admittance requirements appeared to be relaxed and the “fine” tradition of culture had “slipped” away. Entertainers and other interest groups donated monies to assist this institution out of its financial decline.

Monies were given and what happened to the monies nobody knows. The once nice and inviting buildings now had paint falling from the classrooms and hallways. The students strolled around the campus with loud voices and “crude” talk. Staff and faculty appeared to be made up of white and foreign international professors with deep accents. I noticed that a high percentage of Black students had to repeat classes because they could not pass the classes the first time around. I wonder why? Interviews with Black students gleaned the following:
1). Students took classes that could not be transferred to other colleges/universities.
2). Some foreign professors could not be understood.
3). Failure was not always the fault of the student.

The second con university is referred to as “University Red-Hot City.” It is located in a rural area with a population of 13% Black undergraduate students. The Black faculty equals less than 8%. Top administrators “echoed” their concerns to increase the Black faculty ratio and to put more resources in place to attract Black students. Presently, there is no clear evidence that this is a priority.

At this university, I saw many Black students on academic probation and some Black students were even suspended because of poor grades. Rightfully so, they were not making the grade. The question is why and what did the institution do to help these students? Seeking to gain understanding, I began to “dig” for answers. After meeting with Black students and faculty, I illuminated the following concerns:
1). Allocation of funding (scholarships) for minority students based on need and not high GPA score.
2). Approachable faculty-”user friendly.”
3). Curricular that reflects relevance and sensitivity to
Black issues.
4). Celebration of Black History Month headed by Black professors and not white professors deciding what and how to recognize “Black Folks.”
During Black History Month, a white history professor was asked to give a presentation of his perspective of segregation. His presentation consisted of postcard slides. He showed pictures of a lynching and a Black woman having her baby gutted from her stomach. What was the relevance of this, and where was the sensitivity to Black students and faculty? After attention was brought to this matter, the administration took the stand, “We can not tell an invited professor what to show or how to teach.” Isn’t there something wrong with that picture? One Black professor stated her hurt:

Dr. Hurt (professor): I could not contain myself I felt a tear coming down my cheek. To think at this university where I work something like this could happen. I don’t think my white counterparts understood how I felt. When I went to the administration, they just blew me off. I can just imagine how Black students felt being exposed to that. read more

Claudia Joplin Assistant Professor, University of Tennessee at Martin Doctorate from Vanderbilt University, Nashville, Tennessee. .


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