Skip to main content

Unhooking from Whiteness

Are Historically Black Colleges and Universities Good Enough?

  • Chapter
Unhooking from Whiteness

Part of the book series: Constructing Knowledge ((CKCS))

  • 255 Accesses

Abstract

This chapter shares two counternarratives. The first counternarrative shares Ellis’s experiences as an African American who received his primary education from predominantly Black schools and his postsecondary education from Historically Black Colleges and Universities (HBCUs).

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Brown, M. C., & Davis, J. E. (2001). The historically Black college as social contract, social capital, and social equalizer. Peabody Journal of Education, 76(1), 31–49. Retrieved from http://dx.doi.org/10.1207/S15327930PJE7601_03

    Article  Google Scholar 

  • Diamond, A. A. S. (2003). Serving the educational interests of African-American students at Brown plus fifty: The historically black college or university and affirmative action programs. Tulane Law Review, 78(6), 1877–1939.

    Google Scholar 

  • Dillard, C. B. (2000). The substance of things hoped for, the evidence of things not seen: Examining an endarkened feminist epistemology in educational research and leadership. International Journal of Qualitative Studies in Education, 13(6), 661–681. Retrieved from http://dx.doi.org/10.1080/09518390050211565

    Article  Google Scholar 

  • Hartlep, N. D., & Ellis, A. L. (2012). Rethinking speech and language impairments within fluencydominated cultures. In S. Pinder (Ed.), American multicultural studies: Diversity of race, ethnicity, gender and sexuality (pp. 410–430). Thousand Oaks, CA: Sage Publications.

    Google Scholar 

  • Logan, K. J., Mullins, M. S., & Jones, K. M. (2008). The depiction of stuttering in contemporary juvenile fiction. Communication Disorders, 45(7), 609–626. Retrieved from http://dx.doi.org/10.1002/pits.20313

    Google Scholar 

  • Perna, L. W. (2001). The contribution of historically Black colleges and universities to the preparation of African Americans for faculty careers. Research in Higher Education, 42(3), 267–294. Retrieved from http://dx.doi.org/10.1023/A:1018869922415

    Article  Google Scholar 

  • Scheurich, J., & Young, M. (1997). Coloring epistemologies: Are our research epistemologies racially biased? Educational Researcher, 26(4), 4–16.

    Article  Google Scholar 

  • West, C. (1993). The dilemma of the black intellectual. The Journal of Blacks in Higher Education, 2, 59–67.

    Article  Google Scholar 

Download references

Authors

Editor information

Editors and Affiliations

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Sense Publishers

About this chapter

Cite this chapter

Ellis, A.L., Smith, C.N. (2016). Unhooking from Whiteness. In: Hartlep, N.D., Hayes, C. (eds) Unhooking from Whiteness. Constructing Knowledge. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-527-2_7

Download citation

  • DOI: https://doi.org/10.1007/978-94-6300-527-2_7

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-527-2

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics