THESIS & OUTLINE
Percentage of Grade: 5%
Description: Each group will submit one paragraph (5-7 sentences) that serves as the thesis statement of the topic addressed in the final project. The thesis statement should clearly state the argument, why examining the topic is important, the guiding research or exploratory question, and the evidence used to prove the claim. The outline should be at least one page in length (double-spaced) and use a multilevel list to discuss the different sections of the paper. Using a guiding thesis statement at the beginning of each section is encouraged.
Consider the outline a working draft and roadmap of the podcast. Bring four printed copies to class for the peer workshop.
this my Thesis
Historically Black Colleges and Universities (HBCU) were established in the 19th century with support from both White and Black communities. Unfortunately, within the Black community there have been gender gaps in access to higher education. While HBCUs were established to provide a space for Black Americans to gain higher education, in practice these colleges and universities have offered a support for student success which should be replicated in other institutions. With a critical lens, we will be exploring best practices that we can emulate from HBCUs across higher education. By exploring these practices we are highlighting the importance of maintaining a system of support for Black students in todays institutions of higher education.
know with this infarmation ues the resours I give you ansewe this question
History of HBCUs ?Paragraph 1
Populists vs Elitists ?Paragraph 1
Lack of resources ?Paragraph 1
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.
https://doi.org/10.1207/S15327930PJE7601_03
Dixon, J. H. (2021, February 8). How America’s HBCUs produced generations of black women leaders. smithsonianmag.com. Retrieved September 18, 2022, from https://www.smithsonianmag.com/smithsonian-institution/how-americas-hbcus-produced-generations-black-women-leaders-180976885/
Margo, R.A. (1990). The impact of separate but equal. University of Chicago Press, 68-86. http://www.nber.org/chapters/c8795
Martinez, A. Y. (2020). Counterstory: The rhetoric and writing of critical race theory. National Council of Teachers of English.
Messier, V.J., Williams, S.A., Hall, N., & Visueta, V. (2018). Evaluation of the umoja community. California State University, Sacramento: Institute for Social Research. https://umojacommunity.org/sites/default/files/Umoja%20Report%20Final.pdf
Perkins, L. (1997). The African American female elite: The early history of African American women in the seven sister colleges, 18801960. Harvard Educational Review, 67(4), 718-757.https://doi.org/10.17763/haer.67.4.136788875582630j
Plessy v. Ferguson. 163 U.S. 537 (1895). http://blackfreedom.proquest.com/wp-content/uploads/2020/09/plessy1.pdf
Proquest LLC. (n.d.). Black freedom struggle in the united states: Challenges and triumphs in the pursuit of equality. Retrieved on September 18, 2022, from https://blackfreedom.proquest.com/
Wilder, C. S. (2013). Ebony & ivy: Race, slavery, and the troubled history of Americas universities. Bloomsbury.
Witt, A. A., Wattenbarger, J. L., Gollattscheck, J. F., & Suppinger, J. E. (1994). Americas community colleges: The first century. Community College Press. https://shopaztecs.redshelf.com/app/ecom/book/975403
