QUANTIFIABLE DIVERSITY IN THE ARTS: HOW HISTORICALLY BLACK COLLEGES AND UNIVERSITIES (HBCU) CAN INCREASE DIVERSITY IN ARTS ADMINISTRATION
Author/Creator
Date
2016-06Type of Work
91 p.Text
theses
Program
MA in Arts AdministrationRights
Collection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.Attribution-NonCommercial-NoDerivs 3.0 United States
http://creativecommons.org/licenses/by-nc-nd/3.0/us/
Subjects
Historically Black Colleges and UniversitiesDiversity
Equity
Leadership
Affirmative Action
Arts Management
Quantitative Diversity
Diversity Goals
Pipeline
Partnership
Arts and Culture Sector
Arts Organizations
Arts administration -- Theses.
African American universities and colleges -- Curricula -- Evaluation.
Arts administrators -- African American.
Abstract
To elevate the diversity dialogue among students, the arts community, and
Historically Black Colleges and Universities (HBCU), with the intent purpose to combat
rhetoric that prolongs, or even proliferates the diversity gap, this paper explores what
preemptive role HBCUs might play in proactively addressing the need to create a diverse
pipeline to the field of arts administration. Through academic preparation, HBCUs can
ensure African-American candidates acquire proficiencies to enter and make measurable
gains in arts administration.
The first argument asserts that arts organizations continue to postulate that the lack
of African-American candidates in professional and leadership roles is inextricably related
to the insufficient number of qualified and capable African-American candidates from
which to recruit. The second argument asserts that arts organizations that have adopted
satisfactory recruitment efforts, practices, and policies that value diversity yet remains
homogenous reinforce assumptions that emerging African-American arts administrators
are in short supply, lack interest in the field, or have inadequate formal arts education or
experience.
The third argument asserts that HBCUs, while limited in financial and physical
resources, graduate an equal or greater amount of African-American students than
predominantly white institutions (PWI). This implies that accompanying factors unique to
the HBCU, such as early development of faculty and student relationships, alumni
networks, extended family environment, and relevance to the African-American
experience, are key to academic, social, and professional development. These findings
suggest that unless reversed, the education gap will directly attribute to a greater
underrepresentation of African-Americans in arts administration.
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- Creative Commons
Except where otherwise noted, this item's license is described as Collection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
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