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Stand and Prosper: Private Black Colleges and Their Students


reviewed by Marybeth Gasman — 2004

coverTitle: Stand and Prosper: Private Black Colleges and Their Students
Author(s): Henry N. Drewry and Humphrey Doermann
Publisher: Princeton University Press, Princeton
ISBN: 0691049009, Pages: 335, Year: 2001
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Henry Drewry and Humphrey Doermann begin their book Stand and Prosper with the statement, “Most Americans have little direct contact with private black colleges, have not visited one, and are not sure what they should expect if they did (p. 1).”  I agree.  However, I would clarify this statement by saying, “Most non-black Americans.”  I teach a class on historically black colleges and one of the first assignments I give is to ask students to write a one page essay detailing what they know about black colleges.  Invariably, the responses from students focus on the portrayal of black colleges in films – School Daze for the older students, Drumline for the younger ones.   Most of the non-black students in my class know very little about these important institutions.  However, my African American students are aware of these institutions on a deeper level – black colleges to them are a source of pride, the subject of family stories, and places where many of their friends are gaining an... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 106 Number 5, 2004, p. 935-938
http://www.tcrecord.org ID Number: 11264, Date Accessed: 12/16/2017 1:53:47 PM

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About the Author
  • Marybeth Gasman
    University of Pennsylvania
    E-mail Author
    MARYBETH GASMAN an assistant professor of higher education in the Graduate School of Education at the University of Pennsylvania. Her most recent publications include Charles S. Johnson: Leadership Behind the Veil in the Age of Jim Crow (with Patrick J. Gilpin) published by SUNY Press, 2003 and ‘‘A Word for Every Occasion: Appeals by John D. Rockefeller, Jr. to White Donors on Behalf of the United Negro College Fund,’’ published in the History of Higher Education Annual, 2002.
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