Black Women at Princeton University
analytical Essay
1694 words
In this brief report, I will be examining common practices, policies and resources that support Black women attending Princeton University. Included is a brief review of national averages in regards to higher education attainment and a rationale for continued rhetoric on this topic. My interest in this topic stem from my experience at State University’s Women Studies Program. While the conversation around gender is necessary and crucial, little attention was given to discussions of how race and gender affect an individual’s lived experience. I was constantly aware of my lack of representation among students who were in those classes and the faculty who taught.
Introduction
Obtaining higher education is regarded as the ultimate symbol of status in the United States (US). Access to a college education in this country is seen as an expression of academic excellence and can provide access to unlimited possibilities. In the US, Ivy Leagues are considered the elite and represent the most powerful ideogram of educational opportunity. According to the National Center for Education Statistics [NCES] (2012), from 1999–2000 to 2009–10, the percentages of both master's and doctor's degrees earned by females increased from 1999–2000 to 2009–10 from 58 to 60 percent and from 45 to 52 percent. The NCES report (2012), found that in 2009-10, of the 10.3 percent Black students who earned Bachelor degrees; 65.9 percent were women. Of the 12.5% of Black students who earned Master’s degree in 2009-10, 71.1 percent were women; and of the 7.4 percent of Black students who earned doctoral level degrees (this includes most degrees previously regarded as first-professional, i.e. M.D., D.D.S., and law degrees), 65.2 percent were women (NCES, 2012)...
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...n Higher Education, 45(5), 529-553.
Prentice, H. Report of the Trustee Ad Hoc Committee, (2013). On diversity. Retrieved from Princeton University website: http://www.princeton.edu/reports/2013/diversity/report/PU-report-on-diversity.pdf
Rein, R. K. (1973, March 6). Black Princeton. The Princeton Alumni Weekly, pp. 8-14.
Rimer, S., & Arenson, K. W. (2004, June 24). Top colleges take more blacks, but which ones?. The New York Times. Retrieved from http://www.nytimes.com/2004/06/24/us/top colleges-take-more-blacks-but-which-ones.html.
Robinson, M.L. (1985) Princeton-Educated Blacks and the Black Community (Unpublished thesis). Princeton University, Princeton, NJ.
U.S. Department of Education, National Center for Education Statistics. (2012, May 24). The Condition of Education 2012 (NCES 2012-045). Retrieved from http://nces.ed.gov/fastfacts/display.asp?id=72.
In this essay, the author
- Explains that they will examine common practices, policies, and resources that support black women attending princeton university. their interest stems from their experience at state university's women studies program.
- Explains that higher education is regarded as the ultimate symbol of status in the us. ivy leagues are considered the elite and represent the most powerful ideogram of educational opportunity.
- Explains that of harvard's 530 black undergraduates in 2003-2004 academic year, approximately 180 graduates could claim a black american heritage.
- Analyzes how princeton university's michelle obama thesis validates that the lack of presence of women of color creates a hostile and unwelcoming environment for women who identify as black.
- Explains that the princeton association of black women (pabw) stands out as the best utilized resource for women who identify as black.
- Argues that if universities aren't invested and commit to research and discovery, they run the risk of failing a significant portion of today's college students.
- Opines that the lack of noticeable diversity within the university, faculty and alumni reinforces the need for a separatist mentality.
- Explains that the faculty diversity initiative is an initiative adopted by nearly all universities in an effort to increase recruitment and retention of underrepresented minority faculty.
- Explains that in 2010, less than one quarter of princeton's associate and full professors were women, up from 3 percent three decades ago. black women who might be looking for mentors are left with few choices.
- Concludes that princeton and its peers are nowhere near accurately representing the us today in its gender and racial make-up. in a healthy campus climate, individuals feel respected, valued, welcomed and revered by their chosen university.
- Explains that princeton university endorses plan to increase diversity among faculty, staff, and graduate students.
- Cites the report of the trustee ad hoc committee on diversity.
- Explains that princeton university's report on diversity is available at http://www.princeton.edu/reports/2013/diversity.pdf.
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In this essay, the author
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- Analyzes how bowen and bok disagree on who gets the blame in why the system is the way it is. they point out that there is racial judgment against african americans and as a society we need to fix it.
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- Argues that the cultural significance of historically black colleges and universities is overlooked by those who argue their importance and relevance in a time where blacks have the option of attending predominantly white institutions.
- Explains that historically black colleges and universities were established to educate blacks during the civil war and during reconstruction.
- Explains that historically black colleges and universities provide their students with an understanding of who they are as a people based on their people's history.
- Explains that gary l. oates conducted a study that examined the impact of attendance at colleges with higher black enrollment on occupational attainment.
- Explains that historically black colleges and universities prepare their students with the tools that are necessary for them to succeed post-graduation not only academically, but also socially and psychologically.
- Explains that hbcus provide the academic freedom necessary for blacks to succeed and provide examples of african american career role models that are actually making differences in the world.
- Opines that historically black colleges and universities are still relevant in the 21st century because they provide african americans with an outlook on the world that is different from what they would get at other institutions.
- Explains that historically black colleges and universities benefit black students, their surrounding communities, and the black community as a whole.
- Explains allen, griffin, jewell, and wolf's "the color of success: african-american college student outcomes at predominally white and historically black colleges and universities."
2163 wordsRead More