Identifying Paternalistic Policies: A Critical Examination of Student Handbooks at a Historically Black University

• In Event: AERA Roundtable Session Friday 9:45 am - Gold 1
  In Roundtable Session: Reimagining HBCU Pedagogies and Policies for Black Futures

Abstract

The history of legal and legislative governance within higher education institutions traditionally privileged the doctrine of “in loco parentis” to justify authoritative education and socialization of students. Through a critical examination of a Historically Black University, this study investigates how paternalism was codified in institutional policies, particularly those outlined in student handbooks before the 1961 ruling of Dixon v. Alabama. Using critical methiod document analysis, the research uncovers how disciplinary norms, moral expectations, and behavioral codes were used to guide student development, reinforce respectability politics, and reflect broader societal values imposed upon Black students. This work contributes to a deeper understanding of how HBCUs balanced care and control within racially charged contexts, shaping student identity through structured paternalistic governance.

Author

• Chelsia Ivee Douglas, University of Delaware