Publisher description

The multifaceted story of the UNCF. Winner, Outstanding Publication Award, American Educational Research Association Etched into America's consciousness is the United Negro College Fund's phrase "A mind is a terrible thing to waste." This book tells the story of the organization's efforts on behalf of black colleges against the backdrop of the cold war and the civil rights movement. Founded during the post–World War II period as a successor to white philanthropic efforts, the UNCF nevertheless retained vestiges of outside control. In its early years, the organization was restrained in its critique of segregation and reluctant to lodge a challenge against institutional and cultural racism. Through cogent analysis of written and oral histories, archival documents, and the group's outreach and advertising campaigns, historian Marybeth Gasman examines the UNCF’s struggle to create an identity apart from white benefactors and to evolve into a vehicle for black empowerment. The first history of the UNCF, Envisioning Black Colleges draws attention to the significance of black colleges in higher education and the role they played in Americans’ struggle for equality.

Viewing turn-of-the-century African American history through the lens of cinema, Envisioning Freedom examines the forgotten history of early black film exhibition during the era of mass migration and Jim Crow. By embracing the new medium of moving pictures at the turn of the twentieth century, black Americans forged a collective—if fraught—culture of freedom. In Cara Caddoo’s perspective-changing study, African Americans emerge as pioneers of cinema from the 1890s to the 1920s. Across the South and Midwest, moving pictures presented in churches, lodges, and schools raised money and created shared social experiences for black urban communities. As migrants moved northward, bound for Chicago and New York, cinema moved with them. Along these routes, ministers and reformers, preaching messages of racial uplift, used moving pictures as an enticement to attract followers. But as it gained popularity, black cinema also became controversial. Facing a losing competition with movie houses, once-supportive ministers denounced the evils of the “colored theater.” Onscreen images sparked arguments over black identity and the meaning of freedom. In 1910, when boxing champion Jack Johnson became the world’s first black movie star, representation in film vaulted to the center of black concerns about racial progress. Black leaders demanded self-representation and an end to cinematic mischaracterizations which, they charged, violated the civil rights of African Americans. In 1915, these ideas both led to the creation of an industry that produced “race films” by and for black audiences and sparked the first mass black protest movement of the twentieth century.

Black Political Activism and the Cuban Republic

In the twenty-first century, American popular culture increasingly makes visible the performance of African spirituality by black women. Disney’s Princess and the Frog and Pirates of the Caribbean franchise are two notable examples. The reliance on the black priestess of African-derived religion as an archetype, however, has a much longer history steeped in the colonial othering of Haitian Vodou and American imperialist fantasies about so-called ‘black magic’. Within this cinematic study, Martin unravels how religious autonomy impacts the identity, function, and perception of Africana women in the American popular imagination. Martin interrogates seventy-five years of American film representations of black women engaged in conjure, hoodoo, obeah, or Voodoo to discern what happens when race, gender, and African spirituality collide. She develops the framework of Voodoo aesthetics, or the inscription of African cosmologies on the black female body, as the theoretical lens through which to scrutinize black female religious performance in film. Martin places the genre of film in conversation with black feminist/womanist criticism, offering an interdisciplinary approach to film analysis. Positioning the black priestess as another iteration of Patricia Hill Collins’ notion of controlling images, Martin theorizes whether film functions as a safe space for a racial and gendered embodiment in the performance of African diasporic religion. Approaching the close reading of eight signature films from a black female spectatorship, Martin works chronologically to express the trajectory of the black priestess as cinematic motif over the last century of filmmaking. Conceptually, Martin recalibrates the scholarship on black women and representation by distinctly centering black women as ritual specialists and Black Atlantic spirituality on the silver screen.

For most of the twentieth century, Brazil was widely regarded as a "racial democracy"-a country untainted by the scourge of racism and prejudice. In recent decades, however, this image has been severely critiqued, with a growing number of studies highlighting persistent and deep-seated patterns of racial discrimination and inequality. Yet, recent work on race and racism has rarely considered gender as part of its analysis. In Negras in Brazil, Kia Lilly Caldwell examines the life experiences of Afro-Brazilian women whose stories have until now been largely untold. This pathbreaking study analyzes the links between race and gender and broader processes of social, economic, and political exclusion. Drawing on ethnographic research with social movement organizations and thirty-five life history interviews, Caldwell explores the everyday struggles Afro-Brazilian women face in their efforts to achieve equal rights and full citizenship. She also shows how the black women's movement, which has emerged in recent decades, has sought to challenge racial and gender discrimination in Brazil. While proposing a broader view of citizenship that includes domains such as popular culture and the body, Negras in Brazil highlights the continuing relevance of identity politics for members of racially marginalized communities. Providing new insights into black women's social activism and a gendered perspective on Brazilian racial dynamics, this book will be of interest to students and scholars of Latin American Studies, African diaspora studies, women's studies, politics, and cultural anthropology.

The institution of tenure—once a cornerstone of American colleges and universities—is rapidly eroding. Today, the majority of faculty positions are part-time or limited-term appointments, a radical change that has resulted more from circumstance than from thoughtful planning. As colleges and universities evolve to meet the changing demands of society, how might their leaders design viable alternative faculty models for the future? Envisioning the Faculty for the Twenty-First Century weighs the concerns of university administrators, professors, adjuncts, and students in order to critically assess emerging faculty models and offer informed policy recommendations. Cognizant of the financial pressures that have led many universities to favor short-term faculty contracts, higher education experts Adrianna Kezar and Daniel Maxey assemble a top-notch roster of contributors to investigate whether there are ways to modify the existing system or promote new faculty models. They suggest how colleges and universities might rethink their procedures for faculty development, hiring, scheduling, and evaluation in order to maintain a campus environment that still fosters faculty service and student-centered learning. Even as it asks urgent questions about how to retain the best elements of American higher education, Envisioning the Faculty for the Twenty-First Century also examines the opportunities that systemic changes might create. Ultimately, it provides some starting points for how colleges and universities might best respond to the rapidly evolving needs of an increasingly global society.

Concerned scholars and educators, since the early 20th century, have asked questions regarding the viability of Black history in k-12 schools. Over the years, we have seen k- 12 Black history expand as an academic subject, which has altered research questions that deviate from whether Black history is important to know to what type of Black history knowledge and pedagogies should be cultivated in classrooms in order to present a more holistic understanding of the group’ s historical significance. Research around this subject has been stagnated, typically focusing on the subject’s tokenism and problematic status within education. We know little of the state of k-12 Black history education and the different perspectives that Black history encompasses. The book, Perspectives on Black Histories in Schools, brings together a diverse group of scholars who discuss how k-12 Black history is understood in education. The book’s chapters focus on the question, what is Black history, and explores that inquiry through various mediums including its foundation, curriculum, pedagogy, policy, and psychology. The book provides researchers, teacher educators, and historians an examination into how much k- 12 Black history has come and yet how long it still needed to go.

The Brother Code: What is the role of manhood and masculinity in the lives of African American males in college? How do manhood norms influence decisions within and beyond college? How might mothers and fathers differentially affect manhood and masculinity in their sons? What are African American’s men unique ways of knowing themselves and their surroundings? The Brother Code: Manhood and Masculinity among African American Men in College situates itself at the intersection of higher education and cultural studies to address these questions and more. Primarily, this book offers colleges and universities a penetrative gaze into a complex web of identities—the manhood of African American males in college. Yet the book also seizes a rare opportunity in higher education research to review six historical eras of African American manhood as well as the troublesome relationship between African American males and education in general. This knowledge is important for understanding all aspects of African American male participation in college, including enrollment, retention, curricular, and co-curricular involvement. Based on an empirical study, the data in this book emerged from one-on-one interviews in which 24 African American males enrolled in 12 colleges discussed how manhood matters in their social and college lives. The aim is to help unearth the marginalized topics of manhood, gender, and masculinity in males generally but, more specifically among African American males, a marginalized student group in education. Using an interdisciplinary approach, the book draws upon literature in history, African American studies, gender studies, sociology, cultural studies, psychology, and anthropology.

Historically Black colleges and universities play a vital role in the education of African Americans in the United States. For nearly 150 years, these institutions have trained the leadership of the Black community, graduating the nation s African American teachers, doctors, lawyers, and scientists. Despite the wealth of new research on Black colleges, there are topics that remain untouched and accomplishments that go unnoticed by the scholarly community. The chapters in this edited volume focus on topics that deserve further attention and that will push students, scholars, policymakers, and Black college administrators to reexamine their perspectives on and perceptions of Black colleges.