|WHAT DO HBCUs MEAN TO AFRICAN AMERICAN COMMUNITIES?
|Historically Black Colleges and Universities (HBCUs) are institutions of
higher education that were established in the United States before 1867 with the
intent of serving the African American community. As such, they have traditionally
been economic drivers of African American communities, addressing not only the
educational needs of students, but creating and sustaining a professional and
business elite with strong community ties and commitment to community
development and the unique African American cultural heritage.
Prior to the engulfment of independent African communities in North America by
what was to become the United States, free Africans formed their own network of
schools in southern areas outside the 13 colonies. During the US apartheid
period, HBCUs served the educational needs of the African American people,
though they were never fully under African American control nor fully equal,
despite the slogan of "Separate but Equal" used to justify the separation of
African and European Americans.
HBCUs have the potential to be a key factor facilitating African American
self-determination within the United States. They are already a recognized
entitlement, as well as a demonstration of the historical institutional existence of
African Americans as a people. They cross all local and state boundaries without
conflicting with these legal jurisdictions, and serve as a primary instance of how it
is possible to institutionalize non-territorial minority rights in America whereby
African Americans can enjoy rule-making powers and policy development
directed towards their own unique needs.
HBCUs can provide the basis for building internal self-determination
within America for the African American people.
This fact should not be lost in the ongoing struggle to save HBCUs
|IHRAAM will address the need for HBCUs in collaboration with
representative sectors of the African-American Community seeking more
support and autonomy in the management of their own developmental
and socio-educational goals and destiny...
|OTHER HBCU LINKS OF INTEREST
|An international NGO in consultative status with the United Nations
|HBCUs and African American Self-determination
Saint Paul’s College represents a vital resource and contributor to this
area. Yet 10 years later, the college is closing, and its buildings and
properties are selling for a song.
HOW CAN THIS BE ALLOWED TO HAVE HAPPENED?
A CASE STUDY:
|Nation's Historically Black Colleges and Universities,
Technical Report, 2006 (Executive Summary)
by National Center for Education Statistics
- The 101 HBCUs collectively generated a value-added (or gross regional
- Collectively, HBCUs generated a labor income impact of $4 billion in
2001, including all forms of employment income, such as wages, salaries
and proprietors' incomes. The labor income received by residents of the
communities that host one or more HBCUs represents 73 percent of the
value-added impact and 66 percent of initial spending.
- The total employment impact of the 101 HBCU institutions included
180,142 total full- and part-time jobs in 2001. To put that into perspective,it
is interesting to note that the rolled-up employment impact of the nation's
HBCUs exceeds the 177,000 jobs at the Bank of America in 2006, which is
the nation's 23rd largest private employer. [ed.: and is regarded as too big
There's even more
The model relied on expenditures from four categories: college expenditures on local
goods and services, employee expenditures, student expenditures, and visitor
expenditures. The sum of these values represented a direct impact on the local
economy. In fact, the MFG analysis could have included additional
revenue-generating factors contributed due to this one HBCU alone ... such as parental
and community spending for numerous traditional campus activities like Homecoming,
dances, etc. Gas, hotels, restaurants and the like make a mint off of HBCU constituents.
Added to the calculations, this would have made Saint Paul's impact even more
These dollars roll over several times to generate an impact greater than the direct
initial investment. The factor by which the direct impact is multiplied was based by MFG
on an approximation derived from an economic impact study conducted for the
University System of Georgia (USG). Multiplier values for comparable institutions
located in similar socio-economic environments were assimilated to arrive at a
composite multiplier which can apply to the direct impact to estimate the total "value
added" to the local economy.