An old voice in a new calling: The utilization of religious ideology and cultural relevancy in contemporary independent Black institutions

Black Americans have struggled to gain access to a quality education by founding independent institutions (IBIs) since the 1700s, but these institutions have been generally overlooked. This dissertation shows IBIs as being able to contribute to understanding the practices and theories of effective schooling for all children in both private and public schools. This work is based on an analysis of several different forms of data: national profiles on IBIs, a broad survey of twelve institutions that serve Black children, and an in-depth investigation of four religious academies. An analysis of the historical and progressive possibilities of IBIs is also provided. These data sources suggested several unique characteristics of IBIs. First, more than half of these IBIs are religious or parochial and more than half were co-founded and/or run by women. Secondly, the cooperative relationships between these churches and academies represent a redistribution of decision-making power that is rarely achieved by Blacks in other social and political structures. Thirdly, although the religious academies interviewed do not perceive themselves as being racially politicized, the data suggest that they demonstrate a kind of professional and racial solidarity that is achieved primarily through the partnering of the child's school, family and community. The academic culture that is created represents an ethos of caring that embraces Christian principles. This work suggests that segments of Black America believe that these academies pays tribute to the educational, spiritual, and cultural history of Black people and offers vitality to surrounding communities. The conclusion suggests that religious academies offer an alternative vision of educational reform that provides significant support to the development of Black children. An expansion of the literature on IBIs is greatly needed, and the dovetailing of political power among all IBIs can continue to promote social change whatever their educational philosophy and political mission. This research expands the literature about IBIs and shows the political scope of contemporary IBIs. Based on the data collected, observations and recommendations are offered to enhance the applicability of IBIs in today's educational politics.