There are numerous scholarships available to African-Americans who wish to obtain a college degree. Some are made available to members of ethnic minority groups to address the historic lack of economic opportunity suffered by African-Americans, Hispanics, Native Americans and members of other minority groups. Others are specifically intended for African-Americans, often to attract them to work in specific professions. Some scholarships are not expressly intended for African-American students, but are awarded to students enrolled at Historically Black Colleges and Universities (HBCUs).
This scholarship endows up to $2,000 per student in scholarships to African-American undergraduate students enrolled in scientific or technical fields of study at Historically Black Colleges and Universities (HBCUs).
The author details his research regarding the pressing issue of the notable disparity between African American students in academic achievements as compared to their counterparts.
The financial aid office of a college or university can most likely help an African-American woman learn for which scholarships she qualifies, and will often help complete and submit the applications. The first step to receiving financial aide of any kind is to complete the . Most private organizations that offer scholarships require applicants to complete the FAFSA so that they can be in compliance with federal and state laws and regulations.
Many of the scholarships targeted specifically for African-American women, like many scholarships for African-Americans of either gender, were established to address the historic inequality of economic opportunity faced by African-Americans in the United States. Such scholarships are often funded in conjunction with the United Negro College Fund. (UNCF). Many scholarships for African-American women are designed to encourage women or African-Americans to enter professions in which talent in general is at a shortage, or in which women or African-Americans have been historically underrepresented.
Jackson, Cynthia L. African American Education: A Reference Handbook. Santa Barbara, Calif., ABC-CLIO, 2001.
Focuses on schooling, higher education (specifically the black colleges), and the legal influence (e.g., executive orders, legislative acts, Supreme Court rulings) on African American education. Historical overview, with emphasis on the period since 1954. Includes an annotated bibliography.
Before the end of the Civil War, the education of black slaves in the United States was a criminal endeavor. Although efforts were made in the newly formed free black communities to organize schools, few African Americans received any education at all before the Reconstruction Era when public schools were opened. Even then, establishments for black children were poorly financed and largely ignored. Emerging in the 1870s, Jim Crow laws ruled the educational system and schools became legally racially segregated. In 1890, the first “coloured” school building in Winter Park was opened to African American children, under the harsh conditions of the time.
In 1896, the Supreme Court decision of Plessy vs. Ferguson established separate public schools for black and white students. The decision also deprived African American children of equivalent educational advantages. “Coloured” schools had to make do with scant financial support and negligible resources. A damaged photograph from 1890 documents the opening of the first school building for African Americans in the city of Winter Park, Florida. This schoolhouse appears consistent with the common characteristics of “coloured” schoolhouses emerging across the nation- few teachers, far too many students, and clearly under-financed. Two schoolteachers pose in the photograph alongside roughly 40 students – schoolchildren who mostly are in want of shoes. The schoolchildren in the photograph range from toddler-aged to early teens- a characteristic typical of the time, as generally one teacher supervised dozens of students in all subjects, and grades.
Prior to this, African Americans had shown great potential in HBCUs and hence this desegregation was purposed to see many of them enroll in large numbers and graduate at the same rate as their counterparts from predominantly white institutions (Davis 518).
One of the major challenges as educator assert is the incompatibility of the African American population with the model of education established in these predominantly white institutions academically, economically and culturally.
Studies by educators at a education institution in Illinois revealed that 75% of African American students enrolled there scored below average grades and out of these only two percent managed to achieve a GPA of 3.0 on a 4 point scale.
The reason for this as educators have claimed, is the disinterest that African American students exhibit for recognizing school regimen for instruction.