This pathbreaking textbook addresses key issues which have often been condemned to exceptions and footnotes—if not ignored completely—in historical considerations of U.S. higher education; particularly race, ethnicity, gender, and class. Organized thematically, this book builds from the ground up, shedding light on the full, diverse range of institutions—including small liberal arts schools, junior and community colleges, black and white women’s colleges, black colleges, and state colleges—that have been instrumental in creating the higher education system we know today. A People’s History of American Higher Education surveys the varied characteristics of the diverse populations constituting or striving for the middle class through educational attainment, providing a narrative that unites often divergent historical fields. The author engages readers in a powerful, revised understanding of what institutions and participants beyond the oft-cited elite groups have done for American higher education. A People’s History of American Higher Education focuses on those participants who may not have been members of elite groups, yet who helped push elite institutions and the country as a whole. Hutcheson introduces readers to both social and intellectual history, providing invaluable perspectives and methodologies for graduate students and faculty members alike. This essential history of American higher education brings a fresh perspective to the field, challenging the accepted ways of thinking historically about colleges and universities.

Institutional diversity serves as one of the fundamental hallmarks of American higher education. After a long history of support for many institutional types, the past 40 years have seen a decline in institutional variety. Through a discussion of history, theoretical contexts, and causes of homogenization, this monograph examines how higher education policymakers and leaders can strengthen institutional mission and preserve the benefits of institutional diversity. Higher education needs to serve a variety of functions for students, from liberal arts education to vocational training programs. No single institution or institutional type can adequately fulfill all of these roles, and this monograph considers the rewards and challenges of maintaining a healthy, beneficial diversity. It also covers the roles, purposes, trials, and benefits of institutional diversity. It provides practical examples and theoretical perspectives useful in understanding the complexities of higher education systems and the external pressures faced by colleges and universities that challenge institutional mission and threaten institutional diversity and its well-established benefits for students and society. This is the third issue of the 39th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.

Black colleges are central to the delivery of higher education. Notwithstanding, there is scant treatment of these key institutions in the research literature. There is a need for a comprehensive and cogent understanding of the primary characteristics of the policies and practices endemic to black colleges. This book provides the scholarly basis requisite to organize, give meaning to, and shape the analyses and applications of policy and practice within the black college. The collected chapters respond to the paucity of research literature addressing these institutions. In each chapter, the authors acknowledge the specific characterisics of black colleges that make them unique. Understanding the fundamental characteristics that shape black colleges is critical to gaining a comprehensive understanding of higher education at large. The policy and praxis challenges exhibited at black colleges serve as exemplars to how all colleges perform their respective functions in society. Black colleges serve as testimonies to the transformative power of adversity, and beacons of possibility in and era of retrenchment and ambiguity. These roles call on black colleges to aid and assist in creating an opportunity for educational change.

Part IV. Graduate Studies Introduction Graduate surveys and prospects 1. Bernard Berelson, Graduate Education in the United States, 1960 2. Allan M. Cartter, "The Supply of and Demand for College Teachers," 1966 3. Horace W. Magoun, "The Cartter Report on Quality," 1966 4. William Bowen and Julie Ann Sosa, Prospect for Faculty in the Arts and Sciences, 1989 5. Denise K. Magner, "Decline in Doctorates Earned by Black and White Men Persists," 1989 Improving the Status of Academic Women 6. AHA Committee on the Status of Women in the Profession, (the Rose Report), 1970 Consequences of Democratization 7. Lynn Hunt, "Democratization and Decline?" 1997 Rethinking the Ph.D. 8. Louis Menand, "How to Make a Ph.D. Matter," 1996 9. Robert Weisbuch, "Six Proposals to Revive the Humanities," 1999 10. AAU Report on Graduate Education, 1998 Future Faculty 11. James Duderstadt, "Preparing Future Faculty for Future Universities," 2001 Part V. Disciplines and Interdiscplinarity Introduction The Work of Disciplines 1. Thomas Kuhn, The Structure of Scientific Revolutions, 1962 2. Peter Galison, How Experiments End, 1987 3. Carl E. Schorske, "The New Rigorism in the 1940s and 1950s," 1997 4. David A. Hollinger, "The Disciplines and the Identity Debates," 1997 Area Studies 5. William Nelson Fenton, Area Studies in American Universities, 1947 Black Studies 6. Martin Kilson, "Reflections on Structure and Content in Black Studies," 1973 7. Manning Marable, "We Need New and Critical Study of Race and Ethnicity," 2000 Women's Studies 8. Nancy F. Cott, "The Women's Studies Program: Yale University," 1984 9. Florence Howe, Myths of Coeducation, 1984 10. Ellen Dubois, et. al., Feminist Scholarship, 1985 11. Lynn v. Regents of the University of California, 1981 Interdisciplinarity 12. SSRC, "Negotiating a Passage Between Disciplinary Boundaries," 2000 13. Marian Cleeves Diamond, "A New Alliance for Science Curriculum," 1983 14. Margery Garber, Academic Instincts, 2001 Part VI. Academic Profession Introduction The Intellectual Migration 1. Laura Fermi, Illustrious Immigrants, 1971 At Work in the Academy 2. Jack Hexter, "The Historian and His Day," 1961 3. Steven Weinberg, "Reflections of a Working Scientist," 1974 4. David W. Wolfe [on Carl Woese], Tales from the Underground, 2001 5. Adrienne Rich, "Taking Women Students Seriously," 1979 6. Carolyn Heilbrun, "The Politics of Mind," 1988 7. Lani Guinier, "Becoming Gentlemen," 1994 Working in Universities/Working in Business 8. Judith Glazer-Raymo, "Academia's Equality Myth," 2001 9. Michael McPherson and Gordon Winston, "The Economics of Academic Tenure," 1983 10. American Historical Association, "Who is Teaching in U.S. College Classrooms?" 2000 and "Breakthrough for Part-Timers," 2005 11. Lotte Bailyn, Breaking the Mold, 1993 Teachers as Labor and Management 12. NLRB v. Yeshiva University, 1980 13. Brown University, 342 National Labor Relations Board, 2004 Protocols and Ethics 14. Edward Shils, "The Academic Ethic," 1982 15. Donald Kennedy, Academic Duty, 1997 16. Neil Smelser, Effective Committee Service, 1993 17. Ernest Boyer, Scholarship Reconsidered, 1990 18. Burton R. Clark, "Small Worlds, Different Worlds," 1997 19. James F. Carlin, "Restoring Sanity to an Academic World Gone Mad," 1999 Part VII. Conflicts on And Beyond Campus Introduction What Should the University Do? 1. Students for a Democratic Society, "The Port Huron Statement," 1964 2. Diana Trilling, "The Other Night at Columbia," 1962 Campus Free Speech 3. Goldberg v. Regents of the University of California, 1967 A Learning Community 4. Paul Goodman, The Community of Scholars, 1962 5. Charles Muscatine, Education at Berkeley, 1966 6. Mario Savio, "The Uncertain Future of the Multiversity," 1966 The Franklin Affair 7. John Howard and H. Bruce Franklin, Who Should Run the Universities, 1969 8. H. Bruce Franklin, Back Where You Came From, 1975 9. Franklin v. Leland Stanford University, 1985 10. Donald Kennedy, Academic Duty, 1997 Inquiries 11. Archibald Cox, et al., Crisis at Columbia, 1968 12. William Scranton, et al., Report of the President's Commission on Campus Unrest, 1970 Academic Commitment in Crisis Times 13. Sheldon Wolin, "Remembering Berkeley," 1964 14. Kenneth Bancroft Clark, "Intelligence, the University, and Society," 1967 15. Richard Hofstadter, Commencement Address, 1968 16. William Bouwsma, "On the Relevance of Paideia," 1970 17. John Bunzel, "Six New Threats to the Academy,"