Freedom In Progress

Freedom In Progress by Bryce A. Webb

 

“Freedom is never voluntarily given by the oppressor; it must be demanded by the oppressed.” This is a powerful quote from the late, great Dr. Martin Luther King Jr., which speaks to his perspective on the accessibility of freedom. In the history of the United States, freedom has never had a single, fixed definition, but it was shaped over time by struggle, heartache, and true passion for the fight against injustice. Peering at freedom through an Afrocentric lens, we can see that freedom has been pursued for the last 400 years of American history in the form of being able to build community off one another. From the courageous struggles through segregation to the establishment of institutions such as Florida Agricultural and Mechanical University, and now today’s ongoing surge for equality, the idea of freedom will continue to evolve, and I certainly will contribute to that change.

The pursuit of freedom in the United States is deeply rooted in the experiences of our African American ancestors. Famous American sociologist W.E.B. Du Bois stated, “The slave went free, stood a brief moment in the sun, then moved back again toward slavery.” (Krinsky & Lundquist, 2022, para. 1) This quote perfectly captures the essence of freedom as it appeared to African Americans. Emancipation was only the start of a far longer struggle, as African Americans became legally free, yet remained socially, politically, and institutionally bound to forms of oppression. Rather than achieving a complete sense of freedom, each milestone simply revealed new obstacles. In this way, freedom was not a final destination, but an ongoing process marked by milestones of overcoming adversity. Following emancipation, the Reconstruction era  briefly offered a beam of hope for meaningful progress. We see African Americans starting to make strides in society, participating in politics, education, and economic life in general. Reconstruction was seen in the way that scholars would describe as “America’s first attempt at multiracial democracy.” (Zinn Education Project, 2022) However, these advances were short-lived with the rise of Jim Crow laws, which were implemented as a reactionary measure to suppress the progress of African Americans and reestablish racial hierarchies. This period demonstrates that what was labeled as “freedom” functioned more as survival, as African Americans were forced to push through a system purposefully designed against them.

One integral connection to African cultural roots can be found in the principles of Ma’at, which emphasize truth, justice, balance, and unity. Central to these values is the importance of a strong and supportive community. This sense of community became especially vital during periods of segregation in the United States, when African Americans were systematically denied access to equal opportunities and resources, such as education. In the face of these challenges, community was not only a source of resilience, but also a means of survival and empowerment. HBCUs, such as Florida A&M University, were originally established to expand access to higher education for African Americans who were excluded from predominantly white institutions like Florida State University, helping to advance educational opportunity and equity (Johnson & Jackson, 2024). Founded in 1887 as a “State Normal College for Colored Students,” (Florida A&M University, n.d.) FAMU reflects the reality of a segregated education system in which the state worked to maintain separation between Black and White students. These institutions not only provided access, but also created “a nurturing and supportive learning environment” that allowed students to develop both academically and socially (Horne et al., 2023). HBCUs provided African Americans with access to education at a time when it was largely inaccessible elsewhere, creating spaces where students could develop intellectually, culturally, and socially. More than just academic institutions, they fostered leadership, civic engagement, and a commitment to social justice. In doing so, HBCUs expanded the meaning of freedom by transforming it from mere survival into opportunity and advancement. By nurturing generations of leaders and change-makers, these institutions have played a crucial role in continuing the fight for equality and redefining what freedom looks like in America.

Further continuing the idea of freedom as a constantly evolving concept, many of the struggles that African Americans have faced for the past 400 years still persist today, though they often appear in different forms. Rather than overt systems like slavery or segregation, modern challenges are frequently rooted in institutionalized racism, microaggressions, and systemic inequality. These issues continue to shape access to opportunities in areas such as education, employment, and healthcare, demonstrating that the fight for true freedom is far from over. While HBCUs remain essential institutions for education and leadership development, they continue to face systemic inequities, including reduced state and federal funding compared to non-HBCU institutions (U.S. Commission on Civil Rights, 2010). We unfortunately have been seeing a silent attack on our HBCUs, in terms of funding and discreditation of important programs all over the country. These patterns reflect the broader reality of institutionalized racism, which continues to shape how resources and opportunities are distributed across higher education. Although the forms of inequality today may appear less overt than in the past, their impact remains significant, particularly for historically Black colleges and universities. Such disparities demonstrate that freedom is still not fully realized, but instead continues to be influenced by systems that produce unequal outcomes. Even so, HBCUs remain vital spaces of academic excellence, cultural identity, and leadership development. Looking toward the future, addressing these modern inequalities will be essential to expanding the meaning of freedom. Over the next 250 years, progress will depend on intentional efforts to eliminate structural barriers, increase equitable investment, and ensure that institutions like HBCUs are fully supported and recognized for their contributions to society. A way I could contribute to this progress is by ensuring that I do my best in advocating amongst the student body to participate in local elections and vote for people and laws that have our best interest at hand. Through my career path, I can ensure that my people aren’t neglected and are getting the proper psychiatric care they deserve. Black youth deserve to have equal access to healthcare options, and I feel that with the proper healthcare we would be able to move in a direction that would allow black children to get the therapy they deserve, allowing for generational curses to be broken and fighting against the stigma placed upon our Black children about being angry and unexpressive.

In conclusion, freedom in America has never been clearly defined, but has continually evolved through struggle, resistance, and progress. From slavery and Jim Crow to the rise of HBCUs, African American history shows that freedom has often meant overcoming systems of inequality. Today, institutionalized racism and systemic disparities remain, but they also highlight the need for continued change. Moving forward, I hope to contribute by promoting civic engagement and expanding access to mental health care for Black youth. Ultimately, the next 250 years of freedom must be spearheaded by equity, opportunity, and justice for all.

Works Cited

Krinsky, N., & Lundquist, J. (2022, December 20). A brief moment in the sun: The forgotten revolutionary history of Black Reconstruction. Democratic Socialists of America.  https://www.dsausa.org/democratic-left/the-forgotten-lessons-of-black-reconstruction/

Zinn Education Project. (2022, January 1). Reconstruction significance: A collection of quotes. https://www.zinnedproject.org/news/reconstruction-quotes/

Johnson, J. M., & Jackson, E. (2024). The HBCU advantage: Reimagining social capital among students attending Black colleges. Frontiers in Education, 9.  https://doi.org/10.3389/feduc.2024.1344073

Hone, A., Ensley, C., White, K., Mayo, S., & Theus, D. (2023). HBCUs: The college, the community, and the dynamics of their relationship to one another. Research Issues in Contemporary Education.

Florida Agricultural and Mechanical University. (n.d.). FAMU history.  https://www.famu.edu/about-famu/history/index.php

U.S. Commission on Civil Rights. (2010). Historically black colleges and universities: A future in jeopardy.  https://www.usccr.gov