ABSTRACT

This chapter examines Arabic language instruction within the context of Historically Black Colleges and Universities (HBCUs). In so doing, it poses the following questions: Given the unique challenges faculty and administrators face in attempting to establish an Arabic program (Arabic minor/major) at an HBCU, particularly in an atmosphere in which many of the traditional foreign languages (Spanish, French, etc.) are struggling to survive as majors and minors, how are Arabic programs marketed to students? How successful are these programs in attracting and retaining students? This chapter also examines the role of such programs within the broader context of the growing presence of Global Studies departments and programs on these campuses, how Arabic programs (and faculty) are linked to the progress of Global Studies on HBCU campuses, and in what ways their relationship has proven to be mutually beneficial (program development, study abroad, etc.). Finally, it examines the types of resources available to faculty and administrators and how faculty and administrators at HBCUs and predominantly white institutions collaborate at the local and national levels to provide greater resources and opportunities to students interested in pursuing an Arabic minor or major. This issue is particularly important, as increasingly students are finding it necessary to enroll in classes at different colleges and universities in order to fulfill the requirements of an Arabic major or minor. Using Bennett College for Women and Johnson C. Smith University as specific examples (in addition to data from other HBCUs relative to the establishment and promotion of Arabic programs), this chapter analyzes the position of the nation’s HBCUs as they attempt to prepare a historically underserved population to engage the Arabic-speaking world.