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From isolation to ambiguity: Fiscal...

Brady, Kevin Patrick.

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From isolation to ambiguity: Fiscal equity, the perpetuation of past discrimination and the status of the public historically Black college and university (HBCU).

Record Type:	Language materials, printed : Monograph/item
Title/Author:	From isolation to ambiguity: Fiscal equity, the perpetuation of past discrimination and the status of the public historically Black college and university (HBCU)./
Author:	Brady, Kevin Patrick.
Description:	276 p.
Notes:	Adviser: William T. Trent.
Contained By:	Dissertation Abstracts International61-11A.
Subject:	Black Studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9996619
ISBN:	0493044922

From isolation to ambiguity: Fiscal equity, the perpetuation of past discrimination and the status of the public historically Black college and university (HBCU).
Brady, Kevin Patrick.

From isolation to ambiguity: Fiscal equity, the perpetuation of past discrimination and the status of the public historically Black college and university (HBCU). - 276 p.

Adviser: William T. Trent.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2001.

The Supreme Court's 1992 <italic>United States v. Fordice</italic> (112 S.Ct. 2727, 1992) ruling on public higher education desegregation in Mississippi has resulted in an ambiguous legal status, especially as it relates to the continuance and future role(s) of publicly supported Historically Black Colleges and Universities (HBCUs) within the larger U.S. collegiate community. In the post-<italic>Fordice</italic> era of U.S. higher education desegregation policy, the status and viability of HBCUs as racially identifiable, predominately minority-serving postsecondary institutions (MSIs) has been consistently called into question. Some argue, for example, that HBCUs represent lingering historical and institutional symbols of past educational discrimination that are no longer present in our higher educational infrastructure. Still, others maintain the continued necessity of HBCUs, due largely to a relatively hostile environment toward African-American collegians at predominately White U.S. colleges and universities (Feagin, Vera, & Imani, 1996).

ISBN: 0493044922Subjects--Topical Terms:

1017673
Black Studies.

From isolation to ambiguity: Fiscal equity, the perpetuation of past discrimination and the status of the public historically Black college and university (HBCU).
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035 $a (UnM)AAI9996619
035 $a AAI9996619
040 $a UnM $c UnM
100 1 $a Brady, Kevin Patrick. $3 1254815
245 1 0 $a From isolation to ambiguity: Fiscal equity, the perpetuation of past discrimination and the status of the public historically Black college and university (HBCU).
300 $a 276 p.
500 $a Adviser: William T. Trent.
500 $a Source: Dissertation Abstracts International, Volume: 61-11, Section: A, page: 4303.
502 $a Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2001.
520 $a The Supreme Court's 1992 <italic>United States v. Fordice</italic> (112 S.Ct. 2727, 1992) ruling on public higher education desegregation in Mississippi has resulted in an ambiguous legal status, especially as it relates to the continuance and future role(s) of publicly supported Historically Black Colleges and Universities (HBCUs) within the larger U.S. collegiate community. In the post-<italic>Fordice</italic> era of U.S. higher education desegregation policy, the status and viability of HBCUs as racially identifiable, predominately minority-serving postsecondary institutions (MSIs) has been consistently called into question. Some argue, for example, that HBCUs represent lingering historical and institutional symbols of past educational discrimination that are no longer present in our higher educational infrastructure. Still, others maintain the continued necessity of HBCUs, due largely to a relatively hostile environment toward African-American collegians at predominately White U.S. colleges and universities (Feagin, Vera, & Imani, 1996).
520 $a With the advent of the 21st century, the cumulative effects of over a century of inequitable U.S. higher education appropriations toward publicly supported HBCUs has left an indelible scar on the purported goals and objectives of publicly supported American higher education, especially as it relates to issues of fiscal equity and inclusion.
520 $a Presently, there exists a knowledge gap within U.S. higher education policy circles regarding issues of fiscal equity and adequacy, particularly as they apply to public HBCUs. Through the use of quantitative history and the employment of specialized educational price indexes, such as the Higher Education Price Index (HEPI), publicly funded HBCUs provide an appropriate U.S. higher education model for analyzing general historical funding trends over time and addressing concerns of fiscal adequacy. It is the contention of the author that this study can effectively inform both educational policymakers and the courts to the unique historical funding inequities faced by public HBCUs over time and translate those fiscal disparities into appropriate legal remedies targeted at improving publicly supported HBCUs and their status in relation to the larger public U.S. higher education community.
590 $a School code: 0090.
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650 4 $a Education, Higher. $3 543175
650 4 $a Law. $3 600858
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690 $a 0325
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710 2 0 $a University of Illinois at Urbana-Champaign. $3 626646
773 0 $t Dissertation Abstracts International $g 61-11A.
790 $a 0090
790 1 0 $a Trent, William T., $e advisor
791 $a Ph.D.
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9996619