[Webinar] Register for the Expanding your Financing Options – Community Development Financing Institutions Webinar

 

Funded by the U.S. Department of Treasury for over 20 years, Community Development Financing Institutions (CDFIs) provide loans for startup and microenterprises, gap financing, and offer technical assistance.  The nationwide CDFI Program invests in and builds the capacity of small and minority-owned businesses supporting business grow, sustainability, and community revitalization.

On Wednesday, March 4th the Opportunity Finance Network, a leading national network of CDFIs, will discuss the different lending options and how they help businesses access responsible and affordable capital. Since 2011, their network has originated more than $30 billion in financing in urban, rural, and Native communities.

Don’t miss out on this opportunity to learn how CDFIs can be an alternative lending source for your business.

Date: Wednesday, March 4th

Time: 1:00 P.M. Eastern Time

Register: http://1.usa.gov/1Db4Ue2

 

FY 2015 Fulbright-Hays Seminars Abroad (SA) Program Announcement

COMPETITION ANNOUNCED!

CFDA Number: 84.018A

The SA Program supports short-term study and travel abroad for U.S. educators for the purpose of improving their understanding and knowledge of the peoples and cultures of other countries. The program is open to U.S. educators and administrators at the K-12 level.  For the Fiscal Year (FY) 2015 competition, we are offering a seminar to China, administered through a contractual agreement with the National Committee on U.S.-China Relations (NCUSCR).

The Fiscal Year 2015 Seminars application package will be available starting February 27, 2015 at www.g5.gov. The due date for submitting applications is April 1, 2015.  For additional program information, please go to: http://www2.ed.gov/programs/iegpssap/index.html

A Seminars Abroad Competition webinar will be offered Saturday, March 7, 12:00pm EST.

To register go to:

https://educate.webex.com/educate/j.php?RGID=r7786b20778828e93310ce7f85ed66494 

Once the host approves your request, you will receive a confirmation email with instructions in order to join the webinar on March 7th.

For audio, you must call in to the conference call line below. (PLEASE NOTE: Audio will not be provided if you just log onto the webinar using the information above).

Dial the Access Phone Number: 888-989-4712.

When prompted, dial the access code: 6256310.

If you have questions once the webinar begins please contact Carla.white@ed.gov.

For additional information on how to apply to the program, please go to:

http://www2.ed.gov/programs/iegpssap/index.html

White House Honors Historically Black Colleges and Universities “Champions of Change”

THE WHITE HOUSE

Office of Communications

FOR IMMEDIATE RELEASE

February 20, 2015

 

White House Honors Historically Black Colleges and Universities “Champions of Change”

WASHINGTON, DC – On February 24, the White House will recognize faculty and staff members at Historically Black Colleges and Universities (HBCUs) as “Champions of Change” who are finding success promoting college completion and success. These leaders have worked with students, families, and policymakers to build pathways to graduation at their respective institutions. The event will feature a panel discussion moderated by actor and E! News Co-Host, Terrence Jenkins, remarks from Senior Advisor to the President Valerie Jarrett and U.S. Secretary of Transportation Anthony Foxx.

The Champions of Change program was created as an opportunity for the White House to feature individuals doing extraordinary things to empower and inspire members of their communities. The event is closed to press but will be live streamed on the White House website. To watch this event live, visit >www.whitehouse.gov/live< on February 24, at 10:00AM.  To learn more about the White House Champions of Change program, visit >www.whitehouse.gov/champions<. Follow the conversation at #HBCUchamps.

Deloris Alexander, Ph.D., Auburn Alabama

Deloris Alexander, Ph.D., serves as Director of the Integrative Biosciences PhD Program at Tuskegee University.  This program facilitates the progression of talented, motivated students from the collegiate through doctorate level to careers in the professorate and other areas.  A second-generation college graduate and the second person in her family to receive a PhD degree, Dr. Alexander is also a collaborator on several federally-funded projects involving graduate and undergraduate education, especially initiatives meant to increase access to education for socioeconomically-deprived students. She also leads programs designed to increase both diversity and America’s competitiveness in Science, Technology, Engineering, and Mathematics (STEM) fields.

Abayomi Ajayi-Majebi, Ph.D., PE, Wilberforce, Ohio

Dr. Abayomi Ajayi-Majebi, serves as a Professor of Manufacturing Engineering and Past Chairman of the Manufacturing Engineering Department undergraduate program at Central State University (CSU). Over the past 30 years, he has supported hundreds of CSU Manufacturing Engineers, CSU STEM students, and CSU graduates, leading to their gainful employment in the U.S. and around the world.

Frank A. James, Little Rock, Arkansas

Frank James is a Professor of Mathematics at Philander Smith College a small Methodist institution located in Little Rock, Arkansas.  He was the Vice President for Academic Affairs at Philander Smith College from 2006-2013. He also serves as the Principal Investigator for a National Science Foundation (NSF) Implementation Grant [2012-2017]. He mentors students interested in becoming Engineers through a 3/2 joint MOU with the University of Arkansas and Philander Smith College.

Freddie T. Vaughns, Ph.D., Bowie, Maryland

Freddie T. Vaughns, Ph.D., currently serves as Assistant Vice President of Academic Affairs for Bowie State University, one of the oldest historically black universities in the nation and the oldest in the state of Maryland. In his capacity he works with and advises the Provost on student concerns ranging from academic difficulties to retention and graduation efforts. Also, he is tenured faculty in the Child and Adolescent Studies program, preparing graduates to make significant contributions in the global community.

Gregory Goins, Ph.D., Greensboro, North Carolina

Dr. Goinsis an Associate Professor of Biology at North Carolina A&T State University where he organized the Integrative Biomathematical Learning and Empowerment Network for Diversity (iBLEND). The iBLEND initiative represents a partnership between faculty mentors from various science, mathematics, and engineering disciplines working together to retain undergraduates in Science, Technology, Engineering and Mathematics (STEM). In addition, iBLEND mentors help students prepare for future post-graduate opportunities and careers primarily at the interface between biology and mathematics. Since 2010, over 100 undergraduates from North Carolina A&T State University have completed research internships collaborating with iBLEND.

Herbert W. Thompson, Ph.D., Daytona Beach, Florida

Dr. Herbert W. Thompson is a tenured professor of Biology and Dean of the College of Science, Engineering, and Mathematics (CSEM) at Bethune-Cookman University in Daytona Beach, Florida.  Under Dr. Thompson’s leadership, the CSEM, which is organized into five departments offering curricula for Baccalaureate Degrees, recently assessed each program to insure that graduates have the knowledge to solve real world problems.  A strong student advocate, Dr. Thompson continues to mentor students and faculty.  Over the years he has guided many to careers in medicine, STEM research and STEM education.  Prior to his appointment as Dean, he served as Chair of the Department of Biology and Project Director of the Health Careers Opportunity Program at Bethune-Cookman.

J.K. Haynes, Atlanta, Georgia

J.K. Haynes is the David Packard Professor of Science and Dean of Science and Mathematics at Morehouse College, in Atlanta, Georgia.  For over 36 years, he has served as a research scientist, professor and administrator at the College.  During this time, he has led numerous efforts to enrich the curriculum and to provide engaging extra-curricula experiences for STEM students as well as to increase the number of STEM graduates of the College.

Rennae Elliott, Ph.D., Huntsville, Alabama

Rennae Elliott, Ph.D., currently serves as the Chairperson and an Associate Professor of the Communication Department at Oakwood University in Huntsville, AL.   In addition to classroom teaching and academic advising, Dr. Elliott serves as coach of Oakwood’s Honda Campus All Star Challenge (HCASC) team, a post she’s held for over 17 years.  Influenced by her mentoring and advising, the team has won two championships and placed in the top four on five occasions. In 2014, HCASC named her Coach of the Year.  Dr. Elliott’s committee posts include the University’s Quality Enhancement Plan, Rank and Continuous Appointment, and the Dean’s Council.

Robert A. Johnson, Jr., Ph.D, Princess Anne, Maryland

Robert A. Johnson, Jr., Ph.D. serves as the Chair of the Department of Mathematics and Computer Science at the University of Maryland Eastern Shore (UMES) in Princess Anne, Maryland. UMES is a Historically Black College and University (HBCU) and 1890 Land Grant Institution dedicated to providing educational programs for aspiring students. Dr. Johnson has centered his professional efforts on identifying, securing, and establishing resources that create awareness and stimulate interests in the vast opportunities that exist in the Science, Technology, Engineering and Mathematics (STEM) fields. He and a team of faculty members have secured over $3,000,000 in federal, state, and industry funds to aid students in completing financial obligations related to collegiate study, gateway course completion, completing intense research projects, and matriculation to graduation. In addition, Dr. Johnson served, from 1999-2009, as the Director of the UMES Summer Transportation Institute, supported through funds provided from the U.S. Department of Transportation/Federal Highway Administration. The program assisted over 200 high school students in honing essential academic and social skills necessary for successful entry into collegiate environments and matriculation through STEM disciplines.

Tanya V. Rush, Baltimore, Maryland

Tanya V. Rush, serves as the Associate Vice President for Student Affairs at Morgan State University in Baltimore, Maryland. Representing the Vice President in various capacities and special projects, her primary responsibilities include oversight for the Division’s fiscal affairs and providing direct oversight to the directors of the University Health Center, Student Center/Student Activities, and the University Chapel.  Always willing to serve, Tanya volunteers her time with numerous university committees and worthwhile community activities. But her greatest joy is her service to students, undergraduate and graduate.  She is student-centered, dedicated to student development and success – academically, personally and professionally.

Tommie “Tonea” Stewart, Ph.D., Montgomery, Alabama

Dr. Tommie “Tonea” Stewart is a native of Greenwood, Mississippi and is a child of the civil rights movement. She is a professional actress; motivational speaker, theatre director, national museum exhibit director, tenured professor, and Dean of the College of Visual and Performing Arts at Alabama State University.  Dean Stewart is a graduate of Jackson State University (B.S.), the University of California at Santa Barbara (M.A.), and Florida State University with a Ph.D. in Theatre.  Stewart was the first African American female to receive a doctorate from the FSU school of Theatre and the first McKnight Doctoral Fellow in Theatre Arts. She is a New York World Festival Gold Medal Award winner for the narration of Public Radio International’s series “Remembering Slavery.”  She holds four honorary doctorates degrees and is a life member of the NAACP, Southern Christian Leadership Conference (SCLC), and Zeta Phi Beta Sorority.

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America’s College Promise and HBCUs

America’s College Promise and HBCUs

Ivory A. Toldson

Recently, President Obama unveiled a proposal to offer free community college tuition for all Americans who maintain a 2.5 GPA, and make steady progress toward completing their program.  Today, community colleges educate more African American undergraduate students than any other higher education provider. So, this policy can lead to significant increases in the number of students who transfer to four-year Historically Black Colleges and Universities, or HBCUs, including many students who had not been accepted for first-time admission to a four-year college.

Currently, twelve of the 100 Title IV participating HBCUs are community colleges and would benefit directly from President Obama’s America’s College Promise proposal.  These colleges are: Bishop State Community College (AL); Gadsden State Community College (AL); H Councill Trenholm State Technical College (AL); Hinds Community College (MS); J F Drake State Community and Technical College (AL); Lawson State Community College-Birmingham Campus (AL); Shelton State Community College (AL); Southern University at Shreveport (LA); Coahoma Community College (MS); Denmark Technical College (SC); St Philip’s College (TX); and Shorter College (AR).

However, four-year HBCUs have as much to gain from the America’s College Promise as community colleges.  Today, community colleges educate a large number of students who could not otherwise gain admissions to four-year HBCUs due to new, tougher admissions criteria at many colleges and universities.  Over the last ten years, state laws or board policies have restricted admissions at traditional four-year colleges, including state HBCUs, based on the premise that less academically prepared students should start their postsecondary experience at a community college.  These changes range from setting a minimum ACT or SAT requirement for public universities, to prohibiting public four-year colleges from offering remedial classes.  According to The Integrated Postsecondary Education Data System, 65 of the 100 HBCUs that qualify for Federal Student Financial Aid have selective admissions, while the remaining 34 campuses have open admissions. Only 4 of the 34 open admissions HBCUs are 4-year public institutions.

The America’s College Promise proposal can supplement the changes already occurring at four-year HBCUs by covering the cost of tuition during the years that students are receiving remedial developmental education.  In addition, the proposal would require states to maintain or increase existing higher education investments, as a condition of participating in this historic federal program.  This means the Administration’s proposal would both supplement state higher education budgets and safeguard state HBCUs from budget cuts.

Finally, the America’s College Promise proposal can inspire more articulation agreements between HBCUs and community colleges, and possibly expand out-of-state enrollment at HBCUs.  Twenty U.S. states and one U.S. territory are home to HBCUs.  However, even states with no HBCUs recognize the potential of these unique and distinguished institutions to provide support to Black community college transfer students.  For example, the California Community Colleges system has taken a historic step towards advancing transfer partnerships with HBCUs though a memorandum of understanding, which will be ceremonially signed by selected HBCU presidents at the California Community Colleges Board of Governors meeting in Sacramento.

In short, the America’s College Promise proposal would help to complement and strengthen the efforts of America’s HBCUs, by: providing direct support to the 12 percent of HBCUs that are community colleges; mitigating selective admissions requirements by providing free developmental support to students that four-year HBCUs may have initially been required to reject; and supporting and expanding articulation agreements between HBCUs and community colleges across the nation.

America’s College Promise is a win-win for community colleges and HBCUs — and for the nation’s students.

 

Ivory A. Toldson, Ph.D., was appointed by President Barack Obama to be the deputy director of the White House Initiative on Historically Black Colleges and Universities. He is currently on leave from his position as associate professor at Howard University. He is also contributing educational editor for The Root. Follow him on twitter @toldson.

TMCF Webinar: Acing the Application Process

Learn about internship opportunities with the U.S. Securities and Exchange Commission (SEC) and how to ace the application process.

Thursday, February 5, 2015

5:30pm-6:30pm EST

To register for the webinar, please e-mail: OMWI@sec.gov- indicating TMCF 2/5 webinar in the subject line. You will be provided confirmation in addition to a call-in number and link to the session

Vice President Biden Announces $25 Million in Funding for Cybersecurity Education at HBCUs

THE WHITE HOUSE

Office of the Vice President

 

FOR IMMEDIATE RELEASE

January 15, 2015

Vice President Biden Announces $25 Million in Funding for Cybersecurity Education at HBCUs

 

Today, Vice President Biden, Secretary of Energy Ernest Moniz, and White House Science Advisor John Holdren are traveling to Norfolk State University in Norfolk, Virginia to announce that the Department of Energy will provide a $25 million grant over the next five years to support cybersecurity education. The new grant will support the creation of a new cybersecurity consortium consisting of 13 Historically Black Colleges and Universities (HBCUs), two national labs, and a k-12 school district.

 

The Vice President will make the announcement as part of a roundtable discussion with a classroom of cybersecurity leaders and students at Norfolk State University. The visit builds on the President’s announcements on cybersecurity earlier this week, focusing on the critical need to fill the growing demand for skilled cybersecurity professionals in the U.S. job market, while also diversifying the pipeline of talent in the science, technology, engineering, and mathematics (STEM) fields. The event and announcement is also an opportunity to highlight the Administration’s ongoing commitment to HBCUs.

 

Details on the Announcement

As highlighted by the President earlier in the week, the rapid growth of cybercrime is creating a growing need for cybersecurity professionals across a range of industries, from financial services, health care, and retail to the US government itself. By some estimates, the demand for cybersecurity workers is growing 12 times faster than the U.S. job market, and is creating well-paying jobs.

 

To meet this growing need, the Department of Energy is establishing the Cybersecurity Workforce Pipeline Consortium with funding from the Minority Serving Institutions Partnerships Program housed in its National Nuclear Security Administration. The Minority Service Institutions Program focuses on building a strong pipeline of talent from minority-serving institutions to DOE labs, with a mix of research collaborations, involvement of DOE scientists in mentoring, teaching and curriculum development, and direct recruitment of students.

 

With $25M in overall funding over five years, and with the first grants this year, the Cybersecurity Workforce Pipeline Consortium will bring together 13 HBCUs, two DOE labs, and the Charleston County School District with the goal of creating a sustainable pipeline of students focused on cybersecurity issues. The consortium has a number of core attributes:

 

  • It is designed as asystem. This allows students that enter through any of the partner schools to have all consortia options available to them, to create career paths and degree options through collaboration between all the partners (labs and schools), and to open the doors to DOE sites and facilities.

 

  • It has a range of participating higher education institutions.With Norfolk State University as a the lead, the consortium includes a K-12 school district, a two-year technical college, as well as four-year public and private universities that offer graduate degrees.

 

  • Built to change to evolving employer needs:To be successful in the long term, this program is designed to be sufficiently flexible in its organization to reflect the unique regional priorities that Universities have in faculty research and developing STEM disciplines and skills, and DOE site targets for research and critical skill development.

 

  • Diversifying the pipeline by working with leading minority-serving institutions:As the President stated in Executive Order 13532, “Promoting Excellence, Innovation, and Sustainability at Historically Black Colleges and Universities” in February 2010, America’s HBCUs, for over 150 years, have produced many of the Nation’s leaders in science, business, government, academia, and the military, and have provided generations of American men and women with hope and educational opportunity.

 

The full list of participating consortium members are:

 

Virginia

Norfolk State University (lead)

 

Georgia

Clark Atlanta University

Paine College

 

Maryland

Bowie State University

 

North Carolina

North Carolina A&T State University

 

South Carolina

Allen University

Benedict College

Claflin University

Denmark Technical College

Morris College

South Carolina State University

Voorhees College

Charleston County School District

 

US Virgin Islands

University of the Virgin Islands

 

California

Lawrence Livermore National Laboratory

 

New Mexico

Sandia National Laboratory

 

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FACT SHEET & REPORT: Opportunity for All: My Brother’s Keeper Blueprint for Action

The White House

Office of the Press Secretary

FACT SHEET & REPORT: Opportunity for All: My Brother’s Keeper Blueprint for Action

The My Brother’s Keeper Task Force Report to the President can be found HERE.

Over the past five years, the hard work and grit of the American people pulled our economy back from the brink of collapse. We are now moving forward again. But there is more work to do, and for decades opportunity has lagged behind for some, including millions of boys and young men of color. Boys of color are too often born into poverty and live with a single parent. And while their gains contributed to the national high school graduation rate reaching an all-time high, in some school districts dropout rates remain high. Too many of these boys and young men will have negative interactions with the juvenile and criminal justice system, and the dream of a college education is within grasp for too few. Our society can and will do more to help remove barriers to all young people’s success, because America prospers not only when hard work and responsibility are rewarded but also when we all pull forward together.

Rebuilding that core American value—community—is why the President launched My Brother’s Keeper, an initiative designed to determine what works to help young people stay on track to reach their full potential.

The Administration is doing its part by identifying programs and policies that work, and recommending action that will help all our young people succeed. Since the launch of My Brother’s Keeper, the President’s Task Force has met with and heard from thousands of Americans, through online and in-person listening sessions, who are already taking action. Cities and towns, businesses, foundations, faith leaders and individuals have made commitments to helping youth get a strong start in school and life and later connect them to mentoring, support networks and specialized skills they need to find a good job or go to college and work their way up into the middle class. As President Obama has said, “We are stronger when America fields a full team.”

Today, the President met with his Cabinet to discuss the Task Force’s initial assessments and recommendations and the President called on the American people to get engaged through mentorship opportunities nationwide.

Call to Action

The President is calling on Americans interested in getting involved in My Brother’s Keeper to sign up as long-term mentors to young people at WH.gov/mybrotherskeeper. This effort will engage Americans from all walks of life to sign up to develop sustained and direct mentoring relationships that will play vital roles in the lives of young people.

It is important that all children have caring adults who are engaged in their lives. But too many young people lack this support. For example, roughly two-thirds of Black and one-third of Hispanic children live with only one parent. Moreover, research suggests that a father’s absence increases the risk of his child dropping out of school among Blacks and Hispanics by 75 percent and 96 percent respectively. We see significant high school dropout rates—as high as 50 percent in some school districts—including among boys and young men from certain Southeast Asian and Pacific Islander populations. And some 27 percent of American Indians and Alaska Natives live in poverty, compared to 11.6% of White Americans.

Presidential Task Force 90-Day Report

As part of its 90-day report, the Task Force has identified a set of initial recommendations to the President, and a blueprint for action by government, business, non-profit, philanthropic, faith and community partners.

In developing its recommendations, the Task Force identified key milestones in the path to adulthood that are especially predictive of later success, and where interventions can have the greatest impact:

  1. Getting a healthy start and entering school ready to learn;
  2. Reading by third grade;
  3. Graduating from high school ready for college and career;
  4. Completing post-secondary education or training;
  5. Entering the workforce;
  6. Keeping kids on track and giving them second chances.

By focusing on these key moments, and helping our young people avoid roadblocks that hinder progress across life stages, we can help ensure that all children and young people have the tools they need to build successful lives. Focused on areas of action that can improve outcomes at these key moments, the President’s Task Force today presented him with recommendations including:

Cross-Cutting Recommendations

  • Launch a public-private campaign to actively recruit mentors for youth and improve the quality of mentoring programs.
  • Make the status and progress of boys and young men of color and other populations more visible by improving data collection and transparency.

A Healthy Start and Ready for School

  • Eliminate suspensions and expulsions in preschool and other early learning settings.

Reading at Grade Level by the End of Third Grade

  • Close the word gap by launching a public and private initiative to increase joint and independent reading time outside of school and build a reading culture in more homes.

Graduating from High School

  • Increase focus on transforming the schools and districts producing the majority of the country’s dropouts.

Completing Post-Secondary Education or Training

  • Increase college completion by expanding students’ access to and successful completion of rigorous courses, such as Advanced Placement, International Baccalaureate and dual enrollment options in high school.

Entering the Workforce

  • Increase awareness about youth summer employment and use of pre-apprenticeships as good entry-level jobs.

Reducing Violence and Providing a Second Chance

  • Institutionalize community oriented policing practices in the field and employ methods to address racial and ethnic bias within the juvenile and criminal justice systems.

The recommendations identified by the President’s Task Force mark the starting point of what must and will be a long-term effort. The Task Force and public, private and philanthropic actors will continue to develop recommendations and support community solutions well beyond this 90-day progress report.

In addition to today’s announcements, in coming weeks and months, leading foundations will independently announce specific commitments to help ensure young people can succeed. The following foundations will together seek to invest at least $200 million: The Annie E. Casey Foundation, The Atlantic Philanthropies, Bloomberg Philanthropies, The California Endowment, The Ford Foundation, The John S. and James L. Knight Foundation, The Open Society Foundations, The Robert Wood Johnson Foundation, The W.K. Kellogg Foundation, The Kapor Center for Social Impact, and the Nathan Cummings Foundation.

OPEN REGISTRATION :: 2014 HBCU Week Conference

REGISTRATION IS NOW OPENHBCUs: Innovators for Future Success

White House Initiative on Historically Black Colleges and Universities

2014 National HBCU Week Conference

HBCUs: INNOVATORS FOR FUTURE SUCCESS

September 22-23, 2014

Washington Marriott Wardman Park

2660 Woodley Road NW, Washington, DC 20008

 

QUICK LINKS

Conference Summary

2014 HBCU Week Conference Overview

Hotel Information

Exhibitor Application Information

Frequently Asked Questions

General Registration

Free Admission | Online Registration is Required

Questions?? Contact Us

Join our listserv for automatic updates.

Press inquiries?  Contact press@ed.gov for information.

HBCUs are My Brother’s Keeper

By: Ivory A. Toldson, Deputy Director, The White House Initiative on HBCUs

One out of every 10 Black males who are enrolled in college attends an HBCU.  Research demonstrates that HBCU graduates enjoy greater financial success in their careers, and U.S. rankings consistently show that HBCUs are among the top producers of students who continue their educations through graduate and professional schools.  However, a myriad of social factors, as revealed in the Higher Education: Gaps in Access and Persistence Study, disrupt the best efforts to recruit, retain and graduate Black male college students.

Systemic inequities and racial biases within schools systems are contributing to Black males being overrepresented in the colleges with open admissions standards, including community colleges and for-profit colleges, and underrepresented at colleges and universities with selective admissions standards, including many HBCUs.  Black males currently comprise 39 percent of all HBCU students.  Today, of the 1.2 million Black males currently enrolled in college, more than 529,000 (43 percent) are attending community colleges, compared to only 11 percent who attend HBCUs.  Another 11 percent of Black males attend for-profit universities, such as the University of Phoenix, which as a single institution enrolls the largest number of Black males in the nation. 

The Pipeline from Secondary Education to HBCUs for Black Males

In the current educational environment, even our most gifted Black males with the most dedicated parents can leave high school underprepared.  Often, students with very low GPA, low ACT/SAT scores, and key math and science classes omitted, have difficulty gaining acceptance to traditional 4-year institutions.

Today, approximately 258,047 of the 4.1 million ninth graders in the United States are Black males.  Among them, about 23,000 are receiving special education services, and for nearly 46,000, a health care professional or school official has told them that they have at least one disability.  If Black male ninth graders follow current trends, about half of them will not graduate with their current ninth grade class, about 20 percent will reach the age of 25 without obtaining a high school diploma or GED, 45 percent of Black males will attempt college, however only 16 percent obtain a bachelor’s degree by the age of 25.

In 2012, the Department of Education released the Civil Rights Data Collection (pdf) report. The study suggests that opportunity gaps that exist between Black and White males across the country center around three key areas: (1) Schools routinely offer Black children a less rigorous curriculum that omit classes required for college admission; (2) Schools discipline Black males more harshly by suspending them for behaviors (e.g. tardiness) that rarely result in suspensions among White males; and (3) Black students are the most likely to have the lowest paid teachers with the fewest years of classroom experience, and who become teachers through alternative teacher certification programs.

Recent evidence suggests that most Black males persist through high school and aspire to attend college at rates that exceed White and Hispanic males.  In a national survey conducted by the U.S. Department of Education, National Center for Education Statistics, 87 percent of Black students who were in the 9th grade in 2009 were in the 11th grade by 2012. In addition, Black students were more likely to advance ahead than fall behind or drop out.  About 64 percent of Black high school males expect to eventually graduate from college.  However, Black students are behind their peers in the percent who are taking college preparatory classes.  Fifty-three percent of Asian students, 24 percent of White students, 16 percent of Hispanic students, and 12 percent of Black students are taking pre-calculus or calculus by the 11th grade.

HBCUs and My Brother’s Keeper

HBCUs have the potential to play a major role in expanding college access to school-age Black males.  However, HBCUs need coordinated and proactive strategies to disrupt a system that underprepares Black males for postsecondary education and restricts their higher education options to the least competitive institutions of higher education. HBCU leaders should be active in crafting policy solutions for HBCUs to resolve inequities in U.S. public schools that impede academic progress of school-age Black males.  HBCU students can change the public perception that school-age Black males are disaffected and incapable of adapting to the educational system.  HBCU academic affairs administrators can promote a pathway through AP classes that can help Black males transition from public schools to colleges and universities. Through teacher education programs and trainings, HBCUs can examine the impact of teacher preparation on the academic achievement of Black males and aid in breaking the discipline gap barrier in our nation’s schools.

In February 2014, President Obama launched My Brother’s Keeper – a new initiative to help every boy and young man of color break barriers and get ahead.  The initiative surveys and builds on the work of communities and institutions that are adopting approaches to promote success among males of color.  Many HBCUs have initiatives that can contribute to the national agenda to help Black males to reach their full potential, contribute to their communities and build successful lives for themselves and their families.

The White House Initiative on HBCUs (WHIHBCUs) will work with the HBCU community and the Interagency Task Force that will oversee My Brother’s Keeper to do the following:

  • Use research and programs published by HBCU scholars to recommend Federal policies, regulations, and programs that would benefit boys and young men of color and innovative strategies and practices for providing opportunities to and improving lives for Black males.
  • Survey HBCU male initiatives to contribute to the administration-wide “What Works” online portal to disseminate successful programs and practices that improve outcomes for boys and young men of color.
  • Confer with HBCU researchers and administrators to recommend critical indicators of life outcomes for boys and young men of color for a comprehensive public website, to be maintained by the Department of Education.
  • Connect HBCU administrators and scholars to the philanthropic and corporate partners of My Brother’s Keeper so that they can learn how to access the revenue necessary to start and sustain programs for boys and young men of color.

To achieve these objectives, in February 2014, the WHIHBCUs began a series of sessions to bring together students, educators, policymakers and other interested in the advancement of Black males to discuss key policies and strategies for increasing their college preparation, recruitment, retention and graduation.  The goal is to promote the academic success of Black males at HBCUs through leadership, scholarship and civic engagement.  The first session was in Charlotte, NC, with additional sessions planned for Little Rock, Philadelphia, Memphis, and New Orleans.  In addition, the WHIHBCU student ambassadors (aka HBCU All-Stars) have participated in conferences calls with the Administration to instruct them on how to facilitate our priorities to uplift boys and young men of color, on a grassroots level.

The WHIHBCUs look forward to working with HBCUs students, faculty and staff, as well as HBCU advocacy groups and the media to demonstrate that HBCUs are “My Brother’s Keeper.”

Call for Papers ‐ The White House Initiative on Historically Black Colleges and Universities

The 2014 Compendium of U.S. Government Sponsored Research and Programs at Historically Black Colleges and Universities

Co-edited by:  Kimberley E. Freeman, Ph.D. & Ivory A. Toldson, Ph.D.

Strategic partnerships between Historically Black Colleges and Universities (HBCUs) and the Federal Government have led to bold and innovative scientific discoveries and mechanism for student development that have far-reaching implications for the future.  Recently, The White House Initiative on HBCUs released reports that provide details on the billions of dollars that 31 federal agencies have provided to HBCUs over the last 5 years to support Federal agency program priorities.  Although, the revenue to HBCUs from Federal agencies is only a fraction of total revenue provided to all institutions of higher educations, HBCUs individually and collectively have developed many cutting-edge initiatives and student-centered programs though federal partnerships.  The editors of this compendium seek to publish high quality empirical studies from principal investigators and co-principal investigators of federally funded projects at HBCUs. 

Manuscripts acceptable for this volume will include the following:

  • The manuscript focuses on science, technology, engineering, and mathematics (STEM); social sciences; arts and humanities; program evaluation; or needs assessment.
  • The author is a principal investigator or co-principal investigators of a federally funded project awarded to an HBCU;
  • The project received federal funding within the past 3 years or has been completed within the past 2 years;
  • The manuscript uses an objective and widely established quantitative or qualitative research methodology.

For initial consideration, please submit an abstract no longer than 500 words and a brief biographical sketch from the primary author via e‐mail by March 1, 2014. All inquiries regarding submissions should be directed to Dr. Ivory A. Toldson at ivory.toldson@ed.gov.  Invited authors will need to submit completed manuscripts by May 31, 2014.

Final manuscripts will undergo anonymous peer review to assess for scientific merit and broader impact.  The issue will be distributed widely throughout HBCUs, federal agencies, and higher education foundations and associations. Therefore, invited authors are encouraged to use graphs and charts, summaries in layperson language, and numbered practical recommendations and policy implications.