African American Graduate School Experience in the 20th Century: A Personal Insight
Graduate school holds a significant place in the educational journey of many African Americans, offering a critical stepping stone towards advanced careers and intellectual growth. My own experience, which began in 2009, showcases how these institutions have evolved to adapt to the needs of students from diverse backgrounds. Here, I delve into the unique experiences and challenges faced by African American students in graduate school, particularly in the decade of the 1980s.
Introduction to Graduate School in the 1980s
The 1980s witnessed a significant shift in the perception and approach to graduate education among African American communities. This era marked a time when second degree programs became increasingly popular at Historically Black Colleges and Universities (HBCUs) and state universities with predominantly black student populations. For the first time, African American students were being directly courted by predominantly white institutions, representing a marginalized but growing cohort.
Diverse Student Bodies and Expectations
Graduate school in the 1980s, much like society at large, featured a diverse student body. There were typically two distinct tiers of black graduate students: those from professional families and those from more socially marginalized backgrounds. The latter often appeared in informal and attire that reflected their daily lives, like tee-shirts, basketball shorts, or hooded sweatshirts, while the former came from a more upper-middle class background and carried the expectations of more privileged students.
The 80s were a period of professional civility, yet the contrast between HBCUs and state universities and predominantly white institutions was stark. HBCUs and state universities maintained informal, unassuming, and welcoming characters, but this came as a surprise or even a challenge to many students who then entered mostly white campuses for their second degrees. They found themselves unprepared for the higher social expectations placed upon them.
While most graduate programs made concerted efforts to be inclusive and understanding, some professors often made it clear that certain cultural expressions, like hairstyles and street talk, were not appropriate on campus. This period was marked by a sense of national unease and tension.
Administrative Flexibility and Professors' Roles
As a former provost, I can attest to the varying levels of flexibility offered by graduate departments. These departments were often given wide latitude, provided that they adhered to legal standards. In contrast, undergraduate divisions needed to be more open-minded and welcoming to secondary graduates from all backgrounds, which posed a challenge for some professors who held strong traditional views.
Professors tended to align themselves with an approach that made graduate programs their exclusive domain, somewhat separate from the more diverse and integrated undergraduate experience. This division created a unique blend of inclusivity and social expectations within graduate education.
Conclusion
The experiences of African American students in graduate school during the 1980s reflect a complex interplay of social, cultural, and institutional factors. While these students faced unique challenges, they also benefited from the growing recognition of their contributions to higher education. The lessons learned during this period continue to influence the way graduate schools approach diversity and inclusivity today.
As we look back at the history of African American graduate education, it is clear that these institutions play a crucial role in paving the way for a more diverse and inclusive academic community. Continued efforts to create welcoming environments that embrace diversity and challenge traditional expectations are essential for the ongoing success of graduate students from all backgrounds.
This experience serves as a reminder of the importance of understanding and honoring the diverse backgrounds and needs of our students, ensuring that every graduate student has the opportunity to succeed.