Separate and Unequal: Harris-Stowe State University and the Paradox of State Funding in Missouri

Autor/inn/en	Smith, Andre; Kant, Sudarsan
Titel	Separate and Unequal: Harris-Stowe State University and the Paradox of State Funding in Missouri
Quelle	In: Journal of Negro Education, 90 (2021) 2, S.211-223 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
Schlagwörter	State Universities; African American Students; College Students; State Aid; College Environment; Educational Finance; Critical Theory; Race; Black Colleges; Federal Aid; Grants; College Entrance Examinations; Scores; College Choice; School Segregation; Racial Segregation; Missouri (Saint Louis); ACT Assessment + Suchen Sie Ihr Suchwort? Staatliche Universität; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Collegestudent; Hochschulumwelt; Bildungsfonds; Kritische Theorie; Rasse; Abstammung; Grant; Finanzielle Beihilfe; Aufnahmeprüfung; Studienortwahl; Rassentrennung; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	Harris-Stowe State University is a relatively small university located in Missouri's largest metropolitan area. Yet the students at Harris-Stowe are clearly different from the students at the other eleven Missouri public universities. The student body of Harris-Stowe is predominantly African American, over 85 percent. Harris-Stowe State University receives the lowest funding with fewer facilities than any other Missouri four-year state institution. The study examines funding and program offerings at Harris-Stowe State University within the context of critical race theory; specifically, that state appropriations, program offerings, environment, and student outcomes within the Missouri Higher education system foment inequality. The stated hypothesis is that within the Missouri higher education system Harris-Stowe State University exists within a state university system that exhibits dually the aspects of both de facto and de jure segregation. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: https://jne.howard.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01