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Abstract
Has the federal government provided sufficient funding under Title III of the Higher Education Act to ensure the viability of the Historically Black Colleges and Universities (HBCUs)? What levels of federal funds will be necessary to ensure the viability of this sector of American higher education? This study employed qualitative methodologies and an analysis of appropriations patterns to answer these central research questions.
The first phase of this study expands and augments the most recent literature on the contributions of Historically Black Colleges and Universities. The results of this study demonstrate that these institutions continue to graduate a disproportionate number of African Americans.
The second phase investigated the evolution of the Higher Education Act of 1965, Title III, from its inception in 1965 to the present to indicate the "dollars and sense" of these appropriations to HBCUs. This study focused special attention on the period since 1988 because existing studies have not gone past that year. The total appropriations, in constant and current dollars for all years, were analyzed along with the legislative changes that affected Title III funding to determine whether the resources to the HBCUs allow for their financial strengthening and survival.
The qualitative phase sought to bring into clearer focus the fundamental policy questions that challenge future Title III funding, in particular Part B. The insights of scholars, federal policy-makers, and key influential persons--usually as advocates for Title III funding--were gathered and analyzed as a way to determine the national political issues that surround and threaten Title III legislation. Results of this analyses demonstrate that Title III funds are diminishing due to the rate of inflation and will continue to dwindle if Congress is committed to domestic spending cuts that affect Title III funding.
This study is the first that merges the historical data on Historically Black Colleges and Universities, Title III's legislative history, and the multiple perspectives of those who have worked extensively in both the legislative and HBCU arena in order to understand Title III funding policy. The findings demonstrate that Historically Black Colleges and Universities have been the primary recipients of Title III legislation, in particular after the inclusion in 1986 of race-based language. However, Title III funds for HBCUs have not resolved the inherent inequities that were created by historical injustices, and these institutions will continue to need Title III funds. Along with other institutional measures, such as alumni support, Title III appropriations must be significantly increased if these institutions will ever become self-sufficient.
Most importantly, the findings indicate that successfully influencing this federal funding policy requires that the African American community increase its participation in federal policy making to guarantee the growth and strengthening of their institutions. Key information with recommended strategies about Title III, Part B is presented for the use of educators, politicians, and other policy makers who shape this key legislation.
