Academic Libraries at Historically Black Colleges and Universities Jamillah R. Gabriel Introduction In a nation that houses thousands of colleges and universities, it is apparent that the pursuit of a higher education in America is an endeavor that is coveted, valued, and admired. Higher institutions are charged with the responsibility of educating a diverse population, one that is multiethnic, multicultural, and multigenerational. They are also faced with the challenge of meeting the unique educational needs that come with this diversity, despite the fact that these student populations are far from homogenous. The academic library plays an integral role in helping the institution meet the needs of the students in order to ensure that they have access to the sort of resources that will increase their educational success. It is vital for students to have access to a library that provides the instructional, research, and technological support that makes all the difference in how well a student performs during their years in school. But not all academic libraries have the necessary resources to ensure that students stay ahead of the educational curve. Libraries such as those at historically black colleges and universities (HBCUs) find that they frequently have to make do with less while still providing essential support services to its students. HBCU libraries must overcome obstacles that often do not typically exist at traditional colleges and universities, and as a result, struggle to maintain the supportive environment that HBCU students, in particular, require. This paper will examine the role of HBCU libraries at their parent institutions, the progress they have made over the years, and the contemporary issues they must now overcome in order to maintain relevancy to the students. Historically Black Colleges and Universities To understand the HBCU library, one must first understand the history of the HBCU. By definition, “historically black colleges and universities (HBCUs) are black academic institutions established prior to 1964 whose principal mission was, and still is, the education of the black American” (Roebuck & Murty, 1993, p. 3). Although the first HBCU was established in 1837, twenty years before the end of the Civil War, most institutions were established between 1865 and 1890. The initial schools were private institutions often formed by black churches, missionary groups, or a federal government agency called the Freedmen’s Bureau, as a means for teaching former slaves reading and writing skills, for training clergymen, teachers, and clerical workers, and for providing students with a liberal arts education. Following the Civil War and Reconstruction, these schools were born out of an urgent need for blacks to become literate and educated, and their driving force were the newly freed blacks who felt that “education, religion, and property were the means to gain personal respect, economic security, and racial progress” (Roebuck and Murty, 1993, p. 25). By contrast, public institutions were funded by state governments and focused on agricultural, industrial, and mechanical training so that students could find jobs (Norlin & Morris, 2001, p. 185). Shortly after the Reconstruction era ended, laws were passed that forbid African Americans from attending white educational institutions, which not only brought about the separate but equal doctrine that required states to create schools for Blacks in order to receive federal funding for white schools, but also ushered in the beginning of Jim Crow laws. According to Roebuck and Murty (1993), “public HBCUs were only created by southern state governments for three reasons: to get millions of dollars in federal funds for the development of white land-grant universities, to limit black education to vocational training, and to prevent blacks from attending white land-grant colleges” (p. 27). As a result of the backlash of the Reconstruction period, Blacks seeking any sort of education had to attend segregated schools, but students at state schools were further subjected to the effects of segregation because the institutions built for African Americans were definitely far from equal. Roebuck and Murty (1993) further contend that public HBCUs have never received equal resources in comparison to their white counterparts and consequently, have never measured up financially nor academically (p. 26). Similarly, private Black institutions also lacked funding in comparison to private white institutions, but this is directly related to the fact that funding was dependent upon the Blacks themselves and what they could raise through their churches, as well as donations from Northern philanthropic organizations, and limited funding from the federal government. But the main difference is that they were not systemically underfunded, and ultimately had more control over their financial stability by comparison. From the beginning, HBCUs were underfunded and lacked adequate facilities and resources, but despite the hardships, they were the only means for Blacks to receive an education and obtain some modicum of success in the work world (Norlin & Morris, 2001, p. 184). Up until 1953 and the and the Supreme Court decision that overruled “separate but equal,” HBCUs were responsible for graduating almost all college-educated African Americans, with the exception of an elite few who were able to attend traditionally white schools in the North. But the educational system was set up to ensure the segregation of the races, and Blacks received the short end of the stick. Even after the 1954 decision in Brown vs. Board of Education of Topeka, most schools remained segregated and unequal for quite some time. The discrimination and institutional racism did not end just because the law stated it was illegal. Unfortunately, by the time real changes began to be made, the financial gap between HBCUs and traditionally white public and private universities could not be bridged, and this remains so for most HBCUs today. HBCUs have suffered and continue to suffer from these circumstances, as well as the facilities that make up these institutions. There are many consequences resulting from the financial gap in funding that exists between HBCUs and traditionally white colleges and universities. Obviously, without adequate funding, a school cannot function properly, leaving facilities to fall into disrepair, programs to be cut, resources to become outdated, and staff positions to be left unfilled. This is especially true of the HBCU and it has been the source of many of the issues that affect libraries at historically black colleges and universities. The HBCU Library and Its Purpose Most HBCU libraries were first created by the generosity of donors, typically bibliophiles who collected materials related to both Black history and that of the Diaspora, and then later donated or bequeathed their own personal libraries and papers to a particular institution. Owens (2001) documented the contribution of these bibliophiles to early HBCU libraries: “Early bibliophiles associated with the collection of Black history, literature, and art were drawn together by a cause and shared passion for searching out and documenting evidence of the accomplishments of African-Americans. Their collections became the core of the development of modern collections of African-American history, literature, and art.” (p. 166) The libraries would continue to grow and mature, some even into full fledged research institutions. However, the HBCU library is inextricably linked to its parent institution, and possesses a similar purpose in line with that of its parent, therefore it cannot be viewed as independent entities but as integral component of the institution it serves (Hardy & Stiff, 2000, p. 388). According to librarian E.J. Josey, “an excellent library is central to the intellectual life of a black college, and the future of the black college may very well depend on the quality of the library” (Hardy & Stiff, 2000, p. 387), an idea that is reiterated by historian John Hope Franklin who once said that “great institutions are deemed so by the strength of their library.” There exists a codependency between the two that is essential in order to meet the unique needs of the Black student, and “they provide resources and service that enable HBCUs to achieve their mission” (Nyberg & Idleman, 2005, p. 2). Indeed, HBCU libraries play an integral role in both the success of the institution as well as the success of the student. The HBCU is all about advancing the education of the African American and so is its library, therefore HBCU libraries “have a special obligation to help the student become academically successful” (Nyberg & Idleman, 2005, p. 1). In addition, many HBCU libraries are charged with the responsibility of collecting and preserving African American history as they typically “offer a wealth of resources that are as abundant, vast and compendious as the black experience itself” (Fullwood, 2006, p. 49). HBCU Libraries: Then The HBCU library holds much value for the successful HBCU. These libraries are charged with many responsibilities, many of them similar to those of the typical academic library at any college or university. But HBCU libraries come with a set of special responsibilities, and with them come unique obstacles to overcome. As has previously been stated, the source of most of the problems that HBCU libraries encounter is directly attributed to financial assistance, or lack thereof. The state of these libraries has been documented over the years, and though their status has improved, these studies have consistently indicated that the libraries needed improving in various areas such as collections, facilities, and staffing. Josey (1969, September 15) states that “historically, libraries in black colleges have not been supported with good budgets, excellent facilities and strong staffs, primarily because legislatures, foundations, and society have all failed to support the black colleges per se” (p. 3020). Because HBCUs were first created as a product of a segregated nation, it is no wonder that the pervasive issue of lack of institutional support continues to resurface to this day. Resultantly, librarians and administrators have had to use inadequate budgets to try to support the libraries in the best way they could, yet the negative impact was still felt in many ways. Facilities For the early HBCU library, a lack of funding translated into a lack of or inadequate facilities. Often, libraries were housed in small, cramped spaces barely large enough to hold any significant number of the student body at one time. They lacked space for tables and desks so that students could study, and were barely able to contain enough bookcases and shelving areas for all of the books and materials that made up the collections. According to Josey (1969, September 15), “in too many instances, library service was offered in small, unsightly, and uncomfortable quarters that hardly provided enough shelf space for books and periodicals, much less provision for nonbook materials” (p. 3020). Students, staff, and faculty alike were forced to make do with these inadequate facilities which also failed to meet national standards that mandated a certain amount of space for a certain percentage of the entire student body. Additionally, facilities sometimes fell into disrepair as buildings required regular maintenance and care. Ironically enough, one study of HBCU libraries actually remarked that one positive “improvement” of underfunded HBCU libraries was that their “facilities were in somewhat better condition than the collections they contained or the number of personnel employed” (Owens, 2001, p. 173). So of the three main deficiencies that often plague HBCU libraries, sadly, it could be said that facilities were not as nearly in as bad of a condition as their lack of resources and staffing. Resources Yet another important area in which HBCU libraries were often inadequate was in the resources they possessed and were able to offer their students. The primary measurement of a lack of resources was in the number of books available per student. Easy enough to assess, most studies of HBCU libraries included statistics of the number of books and materials that a library held, and the ratio of the libraries holdings to the total number of students at the college or university. This was a clear indication of the amount of materials students had access and provided “a hint as to the past and present willingness of the state to expand educational resources” (Sorkin, 1969, p. 112). An early study conducted by Alan Sorkin in 1969 indicated that “Negro colleges have 11 fewer library books per student” than white colleges in the region (p. 113). This method of measurement is still commonly used today as it is a particularly useful assessment when used effectively. While more affluent HBCU libraries had more resources at their disposal than others, most if not nearly all HBCUs did not have the financial backing required to build large collections that included an abundance of books and periodicals, among other materials. It was an impossible and unreachable goal for most, simply because of “the fact that the legislatures in the Southern and Border states [appropriated] less money for students attending Negro colleges than for those at white colleges” (Sorkin, 1969, p. 2001). The lack of financial help was also duly noted by Harry Robinson (1970) who also states that most HBCU libraries did not have the budgets necessary to build any sizeable collections and that “the Federal, State, and local governments, as well as foundations, businesses, and private industry can and must do more to assist these institutions in developing first-rate collections and programs” (p. 43). In fact, he says that other schools, meaning traditionally white schools, were still receiving this type of funding, including grants to conduct studies and projects that he felt should also be done at HBCUs. It was at this time that there was a growing need within the Black collegiate community to build library collections that were more focused on Black studies, a new area of study becoming increasingly popular during the 1970s. Robinson was clearly an advocate for supporting Black collections in HBCU libraries, as it was obvious the demand for such collections was great. But again, the problem of financing these resources, in addition to the upkeep of general collections, is one that would continue to resurface time and again. Staffing The lack of funding sources also affected the staffing of libraries in addition to the existing issues of insufficient facilities and resources. In order for a library to function, it must have each of these three components, but in adequate amounts. The problem with staffing in HBCU libraries not only dealt with the number of available staff, but also the lack of proper training of staff. Josey (1969) highlights the inherent issues that are inevitable when a library lacks the staff required to help its students: With only a small but dedicated staff, librarians were enmeshed in clerical routines and pedestrian activities which rarely gave them the opportunity to perform real professional service or to work with students and faculty in exploiting the few library resources that were assembled for study and research. (p. 3020) So it was quite necessary to have an adequate number of staff to ensure that the librarians could dedicate their time to providing professional services that required answering reference questions and helping with in-depth research. These services were being hindered by the fact that librarians had to also handle the clerical tasks that staff would normally perform. But the amount of staff was not the only concern of the HBCU library. Indeed, proper training of staff was a growing concern of libraries in order to ensure the proper handling of materials and growing collections, as expressed by Robinson (1973) who says that insufficient “budgets have not permitted them to hire qualified staff to acquire, organize and preserve these materials” (p. 43). So libraries were often unable to hire enough staff to run the administrative functions of the library, or the staff they were able to hire were often unqualified and in need of further training. The staff that Robinson refers to also includes the professional staff, as he notes that librarians at HBCUs would also need training for handling Black collections, training that could possibly be rendered by librarians at neighboring predominantly white institutions that already have outstanding collections as result of the financial resources they have been afforded (p. 44). Special Needs of the HBCU Student Expectantly, the ones who suffered most as a result of inadequate funding to supply HBCUs with the facilities, resources, and staffing a library needs were the students. The HBCU library was charged with the task of providing remedial services to its student population, as many African American students did not always enter school already possessing the skills necessary to embark on a successful college career. These students were products of secondary educational systems of predominantly black schools that similarly to HBCUs, also were underfunded and lacked resources. And so the responsibility fell to HBCU libraries to prepare these students so that they could continue with their studies without further hindrance and eventually achieve their educational goals. It was imperative that HBCU libraries responded “to the needs of its disadvantaged students who, because of their poor high school education, need extra help and assistance” (Josey, 1969, p. 3020). It required a particular sensitivity towards those students who demonstrated the effects of a low socioeconomic background, but also a shared desire to remove the effects of systemic racism and discrimination that was pervasive in the educational system of that day. Librarians undoubtedly had to be adept at juggling both the needs of the student and the needs of the library all while working with limited resources. Still, it was clear that HBCU libraries had to be cognizant of the fact that the main priority was meeting the needs of the students, and that the second priority, though equally important, was maintaining an “effort to assemble a first-rate collection of resources” (Josey, 1969, p. 3021), which was not an easy task to be sure. But an often overlooked fact is that the HBCU libraries have managed to do a remarkable job in servicing the student, despite the myriad of impediments that they must constantly contend with (Robinson, 1973, p. 43). HBCU Libraries: Now Libraries at historically black colleges and universities today have come a long ways. In comparison to their meager beginnings over a century ago, HBCU libraries generally are in much better shape than they once were. But this is a slightly deceiving fact because many of the libraries and their parent institutions are still dealing with some of the same issues that have plagued them since their inception. As before, inadequate funding continues to be at the crux of the problems that exist for HBCUs and subsequently, their libraries. It is true that government funding of HBCUs has increased in a measurable way as evidenced by a study conducted by Jim Gravois (1994, Winter) to assess how well various state governments were “doing in bringing black libraries up to the standards of traditionally white colleges” at public institutions (p. 99). What he found was that there was “no significant difference between HBCUs and non-HBCUs in the measurements of volumes per student, library staff per student, and professional librarians per student” (Owens, 2001, p. 175). Yet, HBCUs as a whole are facing major challenges, and like traditionally white institutions, are having to face intense competition for public funding, says Norlin & Morris, in addition to the fact that politicians and funding sources are often found questioning if HBCUs have become obsolete (2000, p. 186). The answer to that is a resounding no considering HBCUs graduate nearly 40% of all African Americans graduating from the nation’s colleges and universities (Roebuck & Murty, 1993, p. 13). But the issue of funding continues mainly because there are more schools competing for the same resources and some HBCUs simply are not receiving enough in order to maintain the highest level of services, including those at HBCU libraries. Many HBCU libraries, whose collections are deteriorating because of financial difficulties, have to seek outside funding in the form of grants and endowments (Grant, 1992). These libraries have struggled to maintain their resources, and simultaneously have failed to continue to make progress in other areas. The Digital Divide and Use of Technology One of the biggest impacts that lack of funding has had on the HBCU library is the inability to stay ahead of the technological curve. A number of the libraries are severely lacking in information technology resources, setting them at a disadvantage in comparison to other colleges and universities. This deficiency is often referred to as the digital divide, or a “chasm caused by the lack of digital resources and information technology,” putting HBCUs at a competitive disadvantage which results in a “negative effect on the caliber of research, acquisition of grants, teaching and learning process, as well as competition for students and faculty members” (Norlin & Morris, 2001, p. 187). This issue should be of greatest concern to the HBCU library because access to information technology is a major factor to the success of the institution as whole. With so many services as well as courses migrating to an online environment, it has become increasingly vital for educational institutions, particularly HBCUs, to possess the resources necessary to stay competitive in a society that has become progressively reliant upon technology and the Internet. HBCUs must examine the areas in which they need to make concerted efforts to bring their resources up to standard. A recent study by Beatrice O. Agingu on the usefulness of library web sites at HBCUs did just that and determined “that HBCU libraries still lagged behind in terms of the resources and services they provided via their web sites” (Owens, 2001, p. 176). Agingu (2000) went on to say that HBCUs should put greater effort into making their web sites more relevant to their users’ needs by adding links to databases and other library sites, updating the sites frequently, providing a way to search the library catalog directly from the site, listing the library’s resources, and possibly digitizing unique collections, all of which would ultimately enhance the library’s web site (p. 36). Unfortunately, many of the HBCU libraries failed to do these things when designing their web sites, an instead produced sites that were limited in content and were “used mainly to provide information about the library, that is, its collections and services, hours of operation, and staff directory” (Agingu, 2000, p. 35). Strengthening the Library It is quite evident that there are many areas in which HBCU libraries need to improve in order to continue to provide the service that is required of the 21st century library. The ideass range from staffing to resources to facilities, but they all share a common goal of improving and maintaining the viability of the HBCU library. Some suggestions for strengthening black libraries include: working cooperatively with other libraries (Josey, 1969, p. 3021); building strong partnerships and collaborations (Norlin & Morris, 2001, p. 191-192); presenting the record of HBCU achievements, providing a nurturing environment on campus, meeting performance standards, supporting teaching and technology, planning strategically, engaging in and supporting community activities, and expanding the vision of librarianship (Hardy & Stiff, 1993, p. 388); and providing discretionary funding, implementing a capital financing program, and creating a student pipeline (Office of Education, 2009). Despite the many hardships that HBCU libraries face, they have continued to evolve and look to new ways to stay relevant to HBCU campuses. Out of the many suggestions offered as to how black libraries can strengthen themselves, working cooperatively with each other and sharing resources is one of the main approaches that HBCU libraries have identified as a means to elevating the status of the library. They have utilized both consortiums with other libraries (Walker et al., 2007) and alliances with library administrators as a method for improving their resources. The HBCU Library Alliance, for instance, is an organization of HBCU library directors whose purpose is to “preserve the history and culture of each institution and community, build human resources, advocate for the value of the libraries’ collections and archives, and promote collaboration and sharing” (Preserving, 2004). This particular organization is perfectly poised to usher in a new era for HBCU libraries, one that will anticipate the needs of the student rather than be caught off guard by new technological changes or lag behind the rest of the nation’s academic libraries. Conclusion Much is to be done if the HBCU library is going to ensure that it stays relevant to its students even in the face of financial instability. Adequate funding is at the heart of many of the issues facing HBCU libraries, but given these hard economic times, they will have to come up with alternative solutions that will allow them to stay competitive while providing students with the resources they require to succeed. Problems regarding emerging technologies and the digital divide cannot go ignored long for they are what will prepare students for careers in today’s workplace, while keeping HBCUs competitive when recruiting new students. HBCU libraries must begin to take the necessary measures to strengthen themselves and their parent institutions, otherwise no progress can be made. It is absolutely imperative for them to work together through partnerships, collaborations, alliances, and consortiums to support the student with more resources, for they cannot stand alone during a time when the very existence of the universities themselves is questioned. HBCU libraries are in a unique position to demonstrate the impact that libraries have on their students, and more importantly, to show how they are exceptional in meeting the needs of the African American student. References Agingu, B. (2000). Library web sites at historically black colleges and universities. College & Research Libraries, 61(1), 30-37. Department of Education, Office of the Secretary. (2009). Strengthening our nation's historically black colleges and universities. 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