American Tanks of worldwide struggle II
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Obviously, therefore, whatever reorganization and reorientation of ‘Negro Education’ is to be contemplated, must meet the full approval of these controlling interests. It is hardly to be expected that under such conditions ‘Negro Education’ could ever direct itself to really effective solutions for the problems of the masses of working-class Negroes…”4 Black colleges, for example, as a part of moral instruction held on to the segregation of male and female dormitories long after most HWCUs had integrated them.
Black youths were taught that the patois of the lower class ghettoes and fields was not proper English, and many folkways were deprecated as the unworthy legacy of an oppressive past. The colleges did not preserve folk culture but instead disseminated middle-class standards. 28 For the next 30 years Black college students were characterized by their desire for acculturation—a desire to be “in” not “out” of the mainstream. ”29 The Howard scholars of the 1930s who challenged the “race men” were not successful in sustaining a mass alliance of Blacks and Whites dedicated to reforming or replacing capitalism.
45. This distrust included Huggins himself. I was initially accepted for graduate school at the University of Chicago but received no financial aid. This was surprising given the fact that I had no assets and my family was in no position to help. My adviser at Denison, Roy Morey, contacted Professor Lowi at Chicago and pointed out that it was almost an insult to accept me but then deny financial aid. Lowi, who I had met when he served as an outside examiner for our senior oral examinations in political science at Denison, quickly intervened, and I received a full fellowship.
American Tanks of World War II by T.Berndt