Updated Signature Assignment — 200 Points Students Must Subm

Updated Signature Assignment 200 Pointsstudents Must Submit A Short

Students must submit a short research paper that compares and contrasts two events: one from the past, and one from the present. (Note: the term “events” broadly refers to notable developments or issues, recognized political and social leaders, organizations, and/or social movements.) This assignment focuses on the Core Objective of Social Responsibility. However, Critical Thinking Skills and Communication Skills will also be assessed. Double-spaced, in 12-point font, range between 800 and 1200 words, (4 to 5 pages, approximately 9 to 10 paragraphs, with 8-9 sentences in each paragraph). The focus is on comparing and contrasting two events—either past and present or focusing on one event with historical context and analysis.

Paper For Above instruction

This paper examines the evolving academic, social, and political environment for Black students at both Historically Black Colleges and Universities (HBCUs) and Predominantly White Colleges (PWIs). To develop a comprehensive analysis, the paper will focus on a specific event or development within this context, providing a thorough historical overview, critical examination of issues related to fairness and inequality, and discussion of societal responses. The paper aims to explore how racial prejudice, discrimination, and ethical considerations have shaped experiences for Black students across different time periods and institutional settings.

In the initial section, the paper will provide a historical overview of the selected event or development. This includes details such as when it took place, the sociopolitical conditions at the time, and the reasons that motivated its occurrence. For example, if discussing the civil rights protests at HBCUs during the 1960s or contemporary enrollment challenges at PWIs, this section will contextualize the event within broader social movements and policies that influenced it.

The subsequent section will analyze issues of fairness and inequality addressed by individuals and groups involved in the event. This includes considerations of racial prejudice, discrimination, and ethical behavior. For example, if examining student protests for admissions equity, the discussion will include key figures, their motivations, and the obstacles faced. If applicable, referencing specific incidents—such as discriminatory policies or acts of violence—will highlight the causes that propelled the event.

Following this, the paper will explore how individuals and organizations involved took proactive measures to effect change. This includes examining whether the event was spontaneous or organized, identifying key organizers and leaders, and discussing whether the movement or response was localized or widespread. For instance, whether protests at a single university evolved into a national movement or remained regional. The analysis will include how participants engaged in democratic processes, such as policy advocacy, legal challenges, or community organizing, to foster societal change.

The final section will consider the broader implications for American society. This includes questions about overcoming racial disparities and establishing a fair and just society. The discussion will reflect on how conditions for Black Americans have evolved or stagnated over time, linking these observations to the chosen event. It will also address the significance of this event within the field of African American Studies, emphasizing its contribution to understanding racial justice and social equity. The paper will conclude with personal reflections on future challenges and opportunities for racial reconciliation, equality in higher education, and societal transformation.

References

• Allen, W. R. (1984). Black students’ experiences at predominantly white colleges and universities. The Journal of Higher Education, 55(1), 52–70.
• Ferguson, R. A. (2010). The rise of the African American college student: Historical perspectives. Journal of African American History, 95(4), 445–462.
• Gordon, L. R. (2000). Black consciousness and university policy. Harvard Educational Review, 70(4), 471–487.
• Jones, C. P. (2000). Levels of racism: A theoretic framework and a gardener’s tale. American Journal of Public Health, 90(8), 1212–1215.
• Myrdal, G. (1944). An American dilemma: The Negro problem and modern democracy. Harper & Brothers.
• Omi, M., & Winant, H. (1994). Racial formation in the United States. Routledge.
• Patton, L. D. (2017). Black students' experiences at predominantly white institutions. Routledge.
• Smith, R. (2006). The ethics of protest: Civil disobedience and social change. Journal of Social Justice, 12(2), 115–133.
• Woodson, C. G. (1933). The mis-Education of the Negro. The Associated Publishers.
• Zinn, H. (2003). The peoples history of the United States. Harper Perennial Modern Classics.