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The field of black women's history gained recognition as a legitimate field of study late in the twentieth century. Collecting stories that are both deeply personal and powerfully political, Telling Histories compiles seventeen personal narratives by leading black women historians at various stages in their careers, illuminating how they entered and navigated higher education, a world concerned with - and dominated by - whites and men. In distinct voices and from different vantage points, the personal histories revealed here also tell the story of the struggle to establish the fields of African American and African American women's history.
In this compelling exploration of what it means to be a Black woman pursuing higher education, Dr. Jasmine Harris moves beyond the "data points" to examine the day-to-day impacts of racism in education on Black women as individuals, the longer-term consequences to our personal and professional lives, and the generational costs to our families.
Winner, 2019 Anna Julia Cooper and C.L.R. James Award, given by the National Council for Black Studies Finalist, 2019 Pauli Murray Book Prize in Black Intellectual History, given by the African American Intellectual History Society Winner, 2019 Outstanding Book Award, given by the History of Education Society The inspiring story of the black students, faculty, and administrators who forever changed America’s leading educational institutions and paved the way for social justice and racial progress The eight elite institutions that comprise the Ivy League, sometimes known as the Ancient Eight—Harvard, Yale, Princeton, Penn, Columbia, Brown, Dartmouth, and Cornell—are American stalwarts that have profoundly influenced history and culture by producing the nation’s and the world’s leaders. The few black students who attended Ivy League schools in the decades following WWII not only went on to greatly influence black America and the nation in general, but unquestionably awakened these most traditional and selective of American spaces. In the twentieth century, black youth were in the vanguard of the black freedom movement and educational reform. Upending the Ivory Tower illuminates how the Black Power movement, which was borne out of an effort to edify the most disfranchised of the black masses, also took root in the hallowed halls of America’s most esteemed institutions of higher education. Between the close of WWII and 1975, the civil rights and Black Power movements transformed the demographics and operation of the Ivy League on and off campus. As desegregators and racial pioneers, black students, staff, and faculty used their status in the black intelligentsia to enhance their predominantly white institutions while advancing black freedom. Although they were often marginalized because of their race and class, the newcomers altered educational policies and inserted blackness into the curricula and culture of the unabashedly exclusive and starkly white schools. This book attempts to complete the narrative of higher education history, while adding a much needed nuance to the history of the Black Power movement. It tells the stories of those students, professors, staff, and administrators who pushed for change at the risk of losing what privilege they had. Putting their status, and sometimes even their lives, in jeopardy, black activists negotiated, protested, and demonstrated to create opportunities for the generations that followed. The enrichments these change agents made endure in the diversity initiatives and activism surrounding issues of race that exist in the modern Ivy League. Upending the Ivory Tower not only informs the civil rights and Black Power movements of the postwar era but also provides critical context for the Black Lives Matter movement that is growing in the streets and on campuses throughout the country today. As higher education continues to be a catalyst for change, there is no one better to inform today’s activists than those who transformed our country’s past and paved the way for its future.
The perspectives, experiences and career trajectories of women of colour in British academia reveal a space dominated by whiteness and patriarchy. Facing daily experiences that range from subtle microagressions to overt racialized and gendered abuse, the contributors describe how they are compelled to develop strategies for survival and success.
Evans chronicles the stories of African American women who struggled for and won access to formal education, beginning in 1850, when Lucy Stanton, a student at Oberlin College, earned the first college diploma conferred on an African American woman. In the century between the Civil War and the civil rights movement, a critical increase in black women's educational attainment mirrored unprecedented national growth in American education. Evans reveals how black women demanded space as students and asserted their voices as educators--despite such barriers as violence, discrimination, and oppressive campus policies--contributing in significant ways to higher education in the United States. She argues that their experiences, ideas, and practices can inspire contemporary educators to create an intellectual democracy in which all people have a voice. Among those Evans profiles are Anna Julia Cooper, who was born enslaved yet ultimately earned a doctoral degree from the Sorbonne, and Mary McLeod Bethune, founder of Bethune-Cookman College. Exposing the hypocrisy in American assertions of democracy and discrediting European notions of intellectual superiority, Cooper argued that all human beings had a right to grow. Bethune believed that education is the right of all citizens in a democracy. Both women's philosophies raised questions of how human and civil rights are intertwined with educational access, scholarly research, pedagogy, and community service. This first complete educational and intellectual history of black women carefully traces quantitative research, explores black women's collegiate memories, and identifies significant geographic patterns in America's institutional development. Evans reveals historic perspectives, patterns, and philosophies in academia that will be an important reference for scholars of gender, race, and education.
Across America, universities have become big businesses—and our cities their company towns. But there is a cost to those who live in their shadow. Urban universities play an outsized role in America’s cities. They bring diverse ideas and people together and they generate new innovations. But they also gentrify neighborhoods and exacerbate housing inequality in an effort to enrich their campuses and attract students. They maintain private police forces that target the Black and Latinx neighborhoods nearby. They become the primary employers, dictating labor practices and suppressing wages. In the Shadow of the Ivory Tower takes readers from Hartford to Chicago and from Phoenix to Manhattan, revealing the increasingly parasitic relationship between universities and our cities. Through eye-opening conversations with city leaders, low-wage workers tending to students’ needs, and local activists fighting encroachment, scholar Davarian L. Baldwin makes clear who benefits from unchecked university power—and who is made vulnerable. In the Shadow of the Ivory Tower is a wake-up call to the reality that higher education is no longer the ubiquitous public good it was once thought to be. But as Baldwin shows, there is an alternative vision for urban life, one that necessitates a more equitable relationship between our cities and our universities.
This personal history chronicles the triumph and loss of a 1960s initiative to recruit minority students to Columbia University’s School of Architecture. At the intersection of US educational, architectural, and urban history, When Ivory Towers Were Black tells the story of how an unparalleled cohort of ethnic minority students overcame institutional roadblocks to earn degrees in architecture from Columbia University. Its narrative begins with a protest movement to end Columbia’s authoritarian practices, and ends with an unsettling return to the status quo. Sharon Egretta Sutton, one of the students in question, follows two university units that led the movement toward emancipatory education: the Division of Planning and the Urban Center. She illustrates both units’ struggle to open the ivory tower to ethnic minority students and to involve those students in improving Harlem’s slum conditions. Along with Sutton’s personal perspective, the story is narrated through the oral histories of twenty-four fellow students who received an Ivy League education only to find the doors closing on their careers due to Nixon-era urban disinvestment policies.
Gender and diversity are crucial areas that require more attention in multiple academic settings. As more women progress into leadership positions in academia, it becomes necessary to develop solutions geared specifically toward success for females in such environments. Navigating Micro-Aggressions Toward Women in Higher Education provides innovative insights into the institutionalized racism against women of color in higher education institutions. The content within this publication offers information on the historical vestiges of racist and sexist ideologies and why women of color are underrepresented in various levels of higher education leadership. It is a vital reference source for educational administrators, professors, higher education professionals, academicians, and researchers seeking information on gender studies and women’s roles in higher education.
How do Black women in higher education create, experience, and understand joy? What sustains them? While scholars have long documented sexism, racism, and classism in the academy, one topic has been conspicuously absent from the literature--how Black women academics have found joy in the midst of adversity. Moving beyond questions of resilience, labor for others, and coping, When Will the Joy Come? focuses on the journeys of over thirty Black women at various stages of their careers. Joy is a mixture of well-being, pleasure, alignment, and purpose that can be elusive for Black women scholars. With racial reckoning and a global pandemic as context, this volume brings together honest and vital essays that ponder how Black women balance fatigue and frustrations in the halls of the ivory tower, and explore where, when, and if joy enters their lives. By carefully contemplating the emotional, physical, and material consequences of their labor, this collection demonstrates that joy is a tactical and strategic component of Black women's struggle.
An original and highly subversive critique of the academy by women affiliated with universities and colleges across Canada, The Madwoman in the Academy: Women Boldly Take on the Ivory Tower explores topics familiar to women working in academia around the world: the clash between family and work, the politics of academe, and the rifts between an academic career and political activism. Contributors offer writings in a wide range of genres, including personal essays, poetry, short stories, dialogues, and other innovative formats, daring to confront their experiences with energy, anger, wit, and humour. Ranging from the playful to the painful, The Madwoman in the Academy brings you names well known to literary communities alongside new but feisty voices that will forever change readers' ideas about the relationship between women and the academy.