The Practice of Freedom

The European immigrant community

The African American community

The Native American community

The Asian American community

A surplus of educational institutions in the United States.

Systemic racism and denial of access to predominantly white institutions for African Americans.

A government mandate requiring diverse educational institutions.

The need for specialized vocational training programs.

White philanthropists provided initial support for some HBCUs, while African American organizations later established and operated their own institutions.

African American organizations exclusively funded and managed all early HBCUs without any external support.

White philanthropists focused solely on vocational training schools, while African American organizations supported liberal arts colleges.

Both white philanthropists and African American organizations jointly managed all early HBCUs with equal control.

It led to the closure of existing HBCUs due to lack of funding.

It provided federal funding for the creation of 18 land-grant HBCUs, mandating states to either desegregate or create separate institutions for Black students.

It exclusively supported private HBCUs, neglecting public institutions.

It had no significant impact on the development of HBCUs.

STEM-focused and Arts-focused

Liberal Arts and Vocational-Industrial

Online and In-person

Research-based and Teaching-based

Washington advocated for liberal arts education, while Du Bois supported vocational training.

Washington promoted vocational-industrial education, while Du Bois championed liberal arts education.

Both Washington and Du Bois exclusively supported vocational training in HBCUs.

Both Washington and Du Bois exclusively supported liberal arts education in HBCUs.

HBCUs exclusively offered one model or the other, without any integration.

HBCUs primarily focused on vocational training, with minimal attention to liberal arts.

HBCUs offered a mix of both liberal arts and vocational training to cater to different student interests and career paths.

HBCUs only provided liberal arts education, outsourcing vocational training to other institutions.

HBCUs had minimal impact on access to higher education for African Americans.

HBCUs dramatically increased access to higher education for African Americans, especially before desegregation.

HBCUs only provided vocational training, limiting access to broader academic fields.

HBCUs primarily served white students, with limited enrollment of African Americans.

HBCUs did not focus on cultural preservation.

HBCUs served as spaces for cultural pride, Black scholarship, and activism, helping preserve and promote African American culture, history, and traditions.

HBCUs primarily focused on European culture and history.

HBCUs actively discouraged the study of African American history.

HBCUs had no impact on social mobility.

HBCUs hindered social mobility by reinforcing segregation.

Education at HBCUs helped many rise out of poverty and become leaders in various fields.

HBCUs only prepared students for low-paying jobs.