1
10
14
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337ecaaa048e073255bd674beff20281
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Time Will and Should Tell All: A Century of The William & Mary Flat Hat
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A Criticism
Description
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Truly the South has on her hands a real problem. This problem lies in the one question; namely, what shall we do with the negro or better still what shall we do for the negro. This question has been before the face of the humanitarians of the South ever since the emancipation. Many people have tried to do too much and only in a few intellectual centers has the happy medium have been adopted. Now there is no doubt that it is the duty of the South to do everything that she can for the negro and his race. How must she go about this problem? Who is to do the work?
For many many years both the white and the colored children have grown up with some kind of hatred for each other. What causes this is hard to say unless it is, that children are taught this early in life and when they grow older the hatred seems to be innate. Why they are taught in this manner is due to the lack of squareness of the superior race towards the inferior one. The colored race feels it and they have shown it pretty forcibly. The white race knows to some extent the inferiority of the colored race and they have taught their children not to associate with or to have anything whatsoever to do with the colored children. Hence the weaker and inferior have been walked and trampled down by the stronger and the superior. This spirit towards one race by the other has been handed down for generations. We, the people of the South cannot boast ourselves as knowing all about the negro and his race. There is an old proverb which says, that there is a little bit of good in every man. There is some good in the negro and and [sic] it can be put to some excellent good if it is properly nourished and cared for. The negro is beginning to see the value of education and he wants it. His race is not strong enough to put on foot an educational system sufficient to provide for the needs of the many useful colored children in the South.
The providing of an educational system for the negro is the duty of the white race of the South. How can we never make a real social being of the negro if we do not give to him those fundamentals essential to society. We proud Southerners have been a bit partial towards the negro. We feel that we are justified in this to a certain extent. Let us thow [throw] to the incinerator all these partialities. Let us look upon the negro as a brother in need of help mentally, physically and morally. Let us all deal with him from that point of view. We do not have to make the negro our social equal to do this. The white race can give to the negro what he needs, it can give him a fair deal and not elevate his race to our social equal.
Gentlemen of the South, the negro is a part of our civil make up. Let us all give to him freely what he needs and we will not be ashamed of the negro when we see the results. College men can help in solving this problem and it is earnestly hoped that William and Mary men will take some part in learning about this problem and putting it in practice.
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Swem Special Collections
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March 20, 1918
The Flat Hat Vol. 7 No. 18
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William and Mary Flat Hat
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March 20, 1918
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Dana Moore, metadata and transcription
-
http://s3.amazonaws.com/wmit-omeka-lemonlab%2Foriginal%2F3dbd0e661f5b0dc1b0b1820df7668782.pdf?AWSAccessKeyId=AKIAIG7BW2LYNOS34VQA&Expires=1711721473&Signature=DQeIi8XYvqZ2UfrArNWT%2BF%2BUfrQ%3D
f480be0f9bc2b5dd438398afa3df1a55
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Time Will and Should Tell All: A Century of The William & Mary Flat Hat
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The Social Problem of the South
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Truly the South has on her hands a real problem. This problem lies in the one question; namely, what shall we do with the negro or better still what shall we do for the negro. This question has been before the face of the humanitarians of the South ever since the emancipation. Many people have tried to do too much and only in a few intellectual centers has the happy medium have been adopted. Now there is no doubt that it is the duty of the South to do everything that she can for the negro and his race. How must she go about this problem? Who is to do the work?
For many many years both the white and the colored children have grown up with some kind of hatred for each other. What causes this is hard to say unless it is, that children are taught this early in life and when they grow older the hatred seems to be innate. Why they are taught in this manner is due to the lack of squareness of the superior race towards the inferior one. The colored race feels it and they have shown it pretty forcibly. The white race knows to some extent the inferiority of the colored race and they have taught their children not to associate with or to have anything whatsoever to do with the colored children. Hence the weaker and inferior have been walked and trampled down by the stronger and the superior. This spirit towards one race by the other has been handed down for generations. We, the people of the South cannot boast ourselves as knowing all about the negro and his race. There is an old proverb which says, that there is a little bit of good in every man. There is some good in the negro and and [sic] it can be put to some excellent good if it is properly nourished and cared for. The negro is beginning to see the value of education and he wants it. His race is not strong enough to put on foot an educational system sufficient to provide for the needs of the many useful colored children in the South.
The providing of an educational system for the negro is the duty of the white race of the South. How can we never make a real social being of the negro if we do not give to him those fundamentals essential to society. We proud Southerners have been a bit partial towards the negro. We feel that we are justified in this to a certain extent. Let us thow [throw] to the incinerator all these partialities. Let us look upon the negro as a brother in need of help mentally, physically and morally. Let us all deal with him from that point of view. We do not have to make the negro our social equal to do this. The white race can give to the negro what he needs, it can give him a fair deal and not elevate his race to our social equal.
Gentlemen of the South, the negro is a part of our civil make up. Let us all give to him freely what he needs and we will not be ashamed of the negro when we see the results. College men can help in solving this problem and it is earnestly hoped that William and Mary men will take some part in learning about this problem and putting it in practice.
Creator
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Swem Special Collections
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A related resource from which the described resource is derived
March 6, 1918
The Flat Hat Vol. 7 No. 16
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William and Mary Flat Hat
Date
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March 6, 1918
Contributor
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Dana Moore, metadata and transcription
-
http://s3.amazonaws.com/wmit-omeka-lemonlab%2Foriginal%2F0f97d581a04f113c1e991be5bc30800e.pdf?AWSAccessKeyId=AKIAIG7BW2LYNOS34VQA&Expires=1711721473&Signature=yEzRs3TZMEwCgpUCdq%2BiDb%2Fo8OE%3D
3581cd4e2de176af6d7e70423d7ed1cb
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Time Will and Should Tell All: A Century of The William & Mary Flat Hat
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Poe Sees DYP On Black Profs
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Recent controversy between the Department of Health, Education, and Welfare and President Davis Y. Paschall over the College's compliance with the 1964 Civil Rights Act is understandably "an issue of foremost concern" to black admissions officer Lillian Poe. Meeting with Paschall last week to discuss newspaper accounts of the federal officials' dissatisfaction with the College's progress in integration, Poe said the President implied a shift in the administration's position since the July 27 letter he wrote to HEW. "The general tone of his letter as reported," Poe explained Friday, "was offensive to me." At the time of the letter Paschall rejected HEW Regional Director Eloise Severinson's suggestion that "extraordinary efforts are required to recruit faculty members of a particular race." Last week, however, he assured Poe that there would be a change in the racial composition of the faculty by September, 1971. "The President voiced no disagreement when I pointed out the necessity of seeking out black students and faculty who are first black and, secondly, qualified." Especially concerned about the necessity of integration at the faculty and administration level, Poe suggested that the administration hire black instructors if enough professors were not available by September. Noting that "more than one or two" faculty members would be necessary in any meaningful desegregation effort, she stressed her view that "it is incumbent upon the College to begin desegregation effort each and every department right away. Since the faculty has been imbalanced for so long, Poe continued, the idea of "hiring black faculty because it is black" is both rational and valid, "especially if the administration is serious" about recent efforts to step up minority enrollment recruiting efforts. In the July letter to HEW, Paschall severely criticized Severinson's implication that the College should consider lowering academic standards "if necessary" to admit more blacks. Poe agreed the practice would be undesirable at this time. "There are substantial numbers of black students who can readily meet William and Mary's admission standards." Most of these qualified students do not seriously consider the College, according to Poe, because they do not feel welcome to the predominantly white institution "at this time." This view does not pre¬ clude the desirability of future programs aimed at "the challenge of turning academically disadvantaged students into academically advantaged ones," Poe feels, but such specific programs should involve "both white and black." Perhaps referring to the generally hostile environment of the College noted by Kermit Dance, Black Student Organization President, or to the reluctance of the administration to follow HEW guidelines, Poe emphasized that "I have every reason to accept this entire change (of administrative attitude) cautiously." She set the following goals as "a measure of the administration's sincerity" in attempting to improve the racial composition and situation at the College: • A list drawn up by the College of approved non-discriminatory housing.
• A significant number of black faculty hired by mid-summer. This, of course, excludes Dr. Nancy McGhee, expected in the English department this spring.
• Black studies courses in the curriculum which acknowledge the contributions made by black Americans.
• Commitment on the part of the College to resolve the Bland College situation in light of William and Mary's changed attitude.
•An expression on the part of the administration which will inform the public of policy changes, especially as in regard to the racial situation.
The College maintained a list of approved off-campus housing until approximately a year ago, when HEW requested that all facilities be non-discriminatory. Rather than check into property owners' policies, the College abolished the list entirely. William and Mary's branch college in Petersburg, Richard Bland, has been the center of much controversy between state, college and federal officials. Its proposed elevation to a four year institution by the General Assembly last year represents both a waste of funds and an attempt to perpetuatd a dual system of higher education in Petersburg, according to some HEW sources, in view of the fact that predominately black Virginia State College could easily assimilate students who might wish to attend Bland.
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TIt's been two years now that the U.S. Department of Health, Education and Welfare, the agency charged with enforcing federal civil rights legislation, has been wrangling with the College over its compliance (or lack of it) with the Civil Rights Act of 1964. During that time, which has seen repeated visits to the campus by HEW investigators and volumes of correspondence from the HEW regional office, the College has been accused more than once by the federal agency of showing a general reluctance to shed its historic identification as a white institution. But not until this week did it become apparent that the College is in fact challenging its federal critics. In a July 27 letter made public for the first time in an exclusive story last Sunday by Richmond Times-Dispatch education wri¬ ter Charles Cox, President Davis Y. Paschall let HEW know in unequivocal terms that, the way he views it, the College is already in "full compliance" with the law. The Paschall letter was in reply to an earlier letter from Eloise Severinson, the regional HEW civil rights director, obliquely threatening to begin procedures aimed at cutting off the College's federal funds, which total over $1 million a year. In her letter, Severinson told Paschall it was her intention "to bring to your attention some of the deficiencies disclosed by our view which I feel require corrective measures by the College if its eligibility to receive federal financial assistance is to remain unchallenged." Similar controversy has arisen at Virginia Commonwealth University between President Warren Brandt and HEW over that institution's compliance with the 1964 law. There are some basic differences in the two situations, however, as VCU enrolled over 100 freshmen in a federally-financed remedial program last summer and employs a full-time black re¬ cruiting officer. Last year the student population was 4%black, compared with the Colper cent, en and acknowledges slightly more than 1% minority enrollment. Situation Unchanged The situation at the College is roughly the same as when HEW first examined it in 1968, Severinson said: a black student enrollment of less than black faculty. Of nine suggestions made by HEW fol¬ lowing their initial investigation, she said, the College has followed only three: the admissions office has stepped up its recruitment efforts in black high schools, the College no longer maintains the off-campus housing list which made no requirement^ that landlords be nondiscriminatory and practice teachers are being placed in black as well as white schools. Among the six ignored suggestions, she said, the College has failed to insert a non¬ discrimination statement in the catalogue, to sponsor campus visits by blacks, to solicit alumni support for recruiting black students other than athletes, to obtain equal opportunity statements from employers, to sponsor institutional agreements with predominantly black Hampton Institute and Norfolk State, or to give priority to hiring black faculty members. Severinson also recommended that the College consider "certain revisions of its academic criteria so that the potential for the academic success of black students is determined by means other than Scholastic Aptitude Tests (SAT) scores, which now appear to be the principal determining factor for admissions." She added that the College might consider setting up remedial programs for black students. "To fulfill the purposes and intent of the Civil Rights Act of 1964," Severinson con¬ tinued, "it is not sufficient that an institution maintain a nondiscriminatory policy if the student population continues to reflect the formerly de jure (by law) racial identification of that institution." She concluded that the College has not yet "adopted effective measures to overcome the effects of past segregation." Paschall prefaced his reply to Severinson by noting that not only is William and Mary the second oldest college in America, it is also "the first such institution in America to be integrated racially." Long before the College became a state institution in 1906, Paschall said, it "did in¬ deed have Negroes in attendance and conferred degrees on the same." The president took exception to HEW's contention that "William and Mary cannot be in compliance...unless a particular racial mixture is reflected within the student body... "This is the first time that the College has been told that a quota system prevails" under the civil rights law. "I have been unable to find where the Supreme Court has specified that racial balance of any dimension must be achieved in an institution of higher learning," he said. Paschall allowed that the College is "interested in advising that everyone qualified under its standards for admission...be admitted to its facilities...without regard to race," but he specifically rejected the idea of changing admissions criteria. "...Even had I the power," he said, "I would be most reluctant to direct a lowering of admissions standards and the offering of non-credit remedial instruction. I question whether such is required in order for William and Mary to remain eligible for financial assistance. "Surely you would not envision William and Mary offering remedial non-credit instruction to minority group students and permitting them to take less than a full academic load but denying such opportunities to the similarly deserving non-minority applicants who would have been admitted to William and Mary but for a failure to meet the admissions standards and required level of preparation." Discriminating Against Whites With regard to black faculty, Paschall told Severinson he questions "your suggestion that extraordinary efforts are required to recruit faculty members of a particular race." In fact, he said, he would consider it a violation of the law to discriminate in favor of black applicants. To Severinson's charge that the College has failed to follow up on the student-initiated drive for a student exchange program with Hampton Institute, Paschall responded: "l am at a loss to understand how this is an area of major concern. I do not understand how the presence of cooperative arrangements bears on the question of whether William and Mary discriminates" under the law. Nevertheless, he said, the administration is exploring the Hampton exchange idea (see related story, this page). He added that plans were in the making for the hiring of a black admissions officer 'this year (subsequent to Paschall's letter, the College hired Lillian Poe, a black graduate student, as a part-time admissions officer) and:a visiting black lec¬ turer next semester, besides adopting an equal employment opportunity policy. He also said College publications "...to a greater extent in the future...will continue to emphasize the nondiscriminatory nature of the College, and will attempt to dispel any impression that the College is an all-white institution." But regardless of these developments, Paschall concluded, he is confident the Co lege is already in "full compliance" with the law. Yesterday Paschall issued to news media an "informational statement" designed, he said, "to clarify any misunderstandings that may have resulted" from the Times-Dispatch story. "To correct any impression that the Col¬ lege has not attempted to comply with HEW guidelines," he noted recent developments in minority hiring practices, the dissemination of a statement of nondiscrimination, intensified high school recruitment efforts, the hiring of Poe and the black faculty member and the exploration of the Hampton exchange. The statement concluded, "Correspondence and discussions by the College have endeavored to raise legitimate questions and to resolve honest differences, and these efforts will continue with attendant good will on both sides." Reaction among student leaders to the Paschall letter was generally hostile. A Stu¬ dent Association news release distributed to students Tuesday night talked of "tentative plans" for "a peaceful, non-violent demonstration of concern over Dr. Paschall's actions." Later, however, SA president Winn Legerton sought to dampen speculation on any such public protest. She was scheduled to meet with Paschall today, at which time, she told reporters, she would press for further discussions next week involving Paschall, herself, SAmi¬ nority affairs committee chairman Tom Rees and Black Students Organization president Kermit Dance. A lingering question in the wake of the Paschall HEW dispute concerns the possibility of; a cutoff of the College's federal funds. Such a move by HEW is considered a drastic one--only three colleges in the country have lost their funds, South Carolina's fundamentalist Bob Jones University and two Mississippi Bible colleges. The likelihood of the College's joining that group is generally considered slim at this point. However, Paschall's response to HEW is seen in many quarters as a comparatively defiant one. According to Cox, William and Mary was "resisting the federal pressures with considerably more energy than VCU--or any other college in the state.
Creator
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Swem Special Collections
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Tuesday, October 6, 1970
Volume 60, Number 5
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William & Mary Flat Hat
Date
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Tuesday, October 6, 1970
Contributor
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Rahul Truter
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695d00df8b617944410952075b13ec7a
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Time Will and Should Tell All: A Century of The William & Mary Flat Hat
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W&M is serious about affirmative action
Description
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Last week The Flat Hat reported the allegations of Ely Dorsey, an official of the local NAACP and a visiting professor, that William and Mary’s hiring practices are racially motivated and that the College is not committed to its Affirmative Action programs. He offers as evidence the fact that there are only six black professors on campus.
I submit that the number of minority faculty members indicates little, if anything, of the College’s intentions or practices and that Mr. Dorsey is dead-wrong in his charges against the school. He apparently reached his conclusions after surveying the William and Mary hiring scenes from his School of Business vantage point. While I cannot speak as a representative of the College, I have worked in the Office of Equal Employment Opportunity Programs three of the past four semesters and am in a position to refute his claims.
A citing of the number of minority faculty members only tells how many minority applicants accepted an offer of employment. I know that the College is actively engaged in recruitment of minority candidates. In addition to maintaining and continually updating its own vita bank, William and Mary employs a computer-based system that allows it to tap into the vita banks of other Virginia colleges and universities. The credentials of appropriate candidates are referred to department search committees for review as positions become available. Those considered qualified for further review are personally asked to submit an application. Like other universities, the College places paid advertisements in newspapers and national education journals to publicized position vacancies. In an effort to better reach prospective minority candidates, William and Mary also prints its own announcements, which it sends to numerous predominately-black colleges, universities, service organizations, and professional societies.
Mr. Dorsey notes that the School of Business has successfully attracted qualified blacks to its faculty - and for only $250 over its recruitment budget. The suggestion is made that the College could spend more money on recruitment. Money is one of the factors in the low number of black faculty members here. It is no secret that William and Mary professors, particularly in the Faculty of Arts and Sciences, are relatively underpaid. But, beyond increasing salary offers, this is not a problem that money can remedy. Other factors that Mr. Dorsey apparently fails to recognize are the dearth of qualified blacks in many subject areas and the fact that the College can only consider for employment those who apply.
Other factors can be cited to explain why black professors are so few in number at the College. I challenge Mr. Dorsey to present concrete evidence of the “element of racism” and lack of commitment to Affirmative Action that he believes taint the College’s hiring practices. Unless and until he can do so, he should refrain from spouting assertions of the sort reports last week, which only serve to divide the community.
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Swem Special Collections
Source
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October 4, 1985
Flat Hat Volume 75 Number 6
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William and Mary Flat Hat
Date
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October 4, 1985
Contributor
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Rachel Brown, metadata and transcription
affirmative action
racism
William and Mary
-
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3d1c236b28a2f854744fe4377adb13ed
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Time Will and Should Tell All: A Century of The William & Mary Flat Hat
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NAACP official says College discriminates
Creator
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Swem Special Collections
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September 27, 1985
Flat Hat Volume 75, Number 5
Publisher
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The William and Mary Flat Hat
Date
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September 27, 1985
Contributor
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Rachel Brown, metadata and transcription
Description
An account of the resource
William and Mary’s hiring practices are racially motivated, Ely Dorsey, chairman of the Labor and Industry Committee of the local National Association for the Advancement of Colored People (NAACP) and a visiting professor in the business school, told The Flat Hat this week.
The College is not committed to their Affirmative Action program, he said, pointing to the six black professors on a faculty of approximately 300.
Dale Robinson, director of the College’s Affirmative Action Office, “strongly disagrees” with Dorsey’s charge that the school is not making a concerted effort to attract black professors. Robinson does acknowledge that the school has not reached its target of 12 minority faculty for the 1985-1986 year.
Dorsey attributes the lack of blacks in the faculty to racism. “There is an element of racism in a distinct minority of the faculty,” Dorsey said. He said that this is manifested in the various schools’ and departments’ hiring practices. He believes that racism has prevented black candidates from getting teaching positions. Last year, nine black professors taught on campus, this year there are six.
Robinson said that the three black professors who did not return this fall were all visiting professors who only intended to stay in Williamsburg for a year or two. None of these people were offered contracts to continue teaching at the College because no positions were open for them. At any given time, about 80 percent of the faculty is on tenure while the remaining 20 percent is made up of newer faculty and visiting professors, Robinson said.
At this time, however, only four black professors have been granted tenure. Dorsey believes that, with a minimum of work, the College could attract many top black scholars to teach in Williamsburg, but that there is “no commitment.” To prove this, he notes that in three months over the summer the business school hired three black administrators and found two highly qualified black candidates for teaching positions. This was accomplished with an additional cost to the budget of only $250, according to Dorsey.
Robinson explains that “the search efforts in the School of Business are not substantially different from those used elsewhere at the College.” The Office of Affirmative Action aids black candidates by referring them to the specific departments and placing blanket ads in education journals to attract applicants. In the past few years, Robinson said the school has made great progress in hiring female professors and similar progress should be made with blacks.
Yet, Dorsey believes that current hiring practices are insufficient. “That is why we need Affirmative Action programs,” he said. He classifies claims that the school is actively trying to increase representation among the faculty as “pure boulderdash.” The Affirmative Action Office is merely “giving lip service” to minorities, he said.
Robinson feels “the College is quite sincere.” In response to Dorsey’s charges, President Paul Verkuil said, “We [William and Mary administrators] are making efforts to find and attract black professors and will continue to do so.” Verkuil said that the commitment to Affirmative Action is embedded in the school’s policies.
Currently, each school and department makes their own personal hiring decisions, according to Robinson. Although procedures vary from one department to another, generally the department or school forms a committee to review the applicants’ credentials and to hire an individual. It is the recommendation of the committee that determines which candidate is offered a contract to teach.
Visiting professors are hired on a permanent basis if openings become available and the professor wants to remain in Williamsburg, Robinson said. None of the three black visiting professors were retained for this year simply because there were no openings for them at the College. Dorsey admits that claims of racism entering into the decisions made over those three professors is “pure speculation.”
affirmative action
racism
William and Mary
-
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e79686a377d6ad92e6e4a925c7cf6c1e
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Time Will and Should Tell All: A Century of The William & Mary Flat Hat
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The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
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Blacks Reject Cultural White-Wash
Description
An account of the resource
Blacks Reject Cultural White-Wash
By: Kermit Dance
Note: This article has been accepted as official policy by the campus Black Students Organization.
Much of the college community has a misconception about the college’s racial situation. Most white administrative officials, many faculty members and many white students are of the opinion that the college is making substantial progress in eliminating the effects of past discriminatory practices. This attitude was recently dramatized by the college’s negative response to the recommendations of HEW. The BSO readily concedes that steps have been taken in the right direction. However, we more strongly assert that there is a wide and dangerous gap between the college as it is and as the college should be. Failure to bridge the gap with good faith and deliberate speed will serve only to nourish current racial tensions – tensions which have the potential of evolving into major racial disturbances.
The College as It Is
William and Mary is currently in a deplorable state of racial imbalance. It has a student enrollment of approximately four thousand. Of this number only 1 percent is Black (the remainder is non-black). The college employs one part-time black-administrative official and no black faculty members. The situation becomes even more disgusting when one considers the fact that this is a state-supported institution. According to the latest census, the state is 40% black. For too long Black Virginians have been supporting a racist educational system—an institution which is ineffectively serving the educational needs of only 1% of their sons and daughters.
In the Black community, William and Mary is still regarded as a college for whites only – a college which seeks to register just enough Blacks to satisfy the requirements of the federal government and it is a result of this reputation that the college is considered by few Blacks in their search for a place to further their education.
The present system is nothing less than a contemporary sophisticated form of slavery. It is a system which is rather successful in strengthening the identity of its white students. For Blacks, however, this is not the case. Constantly we are indoctrinated with white ideas, white culture, white customs, white history, white art, white desires and white social habits. This indoctrination is oppressive to our Blackness. It is an attempt (partially successful) to gain control over our minds, to “white wash” our minds, and to transform beautiful Black people into dark pigmented white people.
The Ultimate Goal
Those of us in the movement are working for the total integration of the system. We envision the day when special efforts to recruit Black students will not be necessary. However, Black students attending a white school does not define racial integration. The present system must be “blackenized.” In addition to the integration of Black and White bodies, there must be a complete integration of Black and White ideas, Black and White cultures. The system must adapt itself to fulfill the educational needs of Blacks in much the same way that it presently does for Whites.
Revolution
The goal is by no means idealistic. However, in order to realize this goal, we strongly advocate revolution—for revolution is nothing but change. And there must be a concerted effort on the part of the entire college community to bring about the realization of this change. We assert that it is pertinent that the following be done in achieving this end:
1. Efforts should be increased in recruiting black students. We feel that the admission standards need not be lowered. There are already enough “qualified” Blacks who cannot meet William and Mary admission requirements. However, the college should make a special effort to contact these students.
2. Special efforts should be made in hiring Black faculty members.
3. Courses in Black studies should be added to the current curriculum. Such courses include Afro-American literature, history, and art.
4. A foreign exchange program with African universities should be implemented.
5. There should be efforts made to completely integrate the administration and the staff of the college.
6. The college should make efforts to bring Black speakers to the college lecture circuit.
7. Funds should be made available for a permanent Afro-American center.
The college definitely has a racial problem, but we assert that this is not a Black problem. Whites currently control the system; whites created the problem and whites will have to take a significant role in achieving its solution. For this reason, we call upon all segments of the college community to join us in assuring the success of the movement.
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Swem Special Collections
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20 October 1970
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William and Mary Flat Hat
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20 October 1970
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Ka'myia Gunn, metadata and transcription
Black Student Organization
grievances
higher education
Race relations
William and Mary
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3072f83037388ad85bbdbad8ad1f1b1d
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
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Time Will and Should Tell All: A Century of The William & Mary Flat Hat
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Paschall Letter Challenges HEW Guidelines
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President Davis Y. Paschall wrote an opposition letter to the Health, Welfare and Education committee's mandate to integrate the College
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An account of the resource
This edition contains an article regarding President Davis Y. Paschall’s response to the integration mandate. The Health, Education and Welfare committee (HEW) requires that a “higher institution of learning” must integrate in accordance with the 1964 Civil Rights Act. The regional HEW committee found in its report that the college had shown reluctance to integrate and shed its history as a “white institution.” Regional HEW committee leader, Eloise Severinson, recommended that the college revise its academic criteria “so that the potential for the academic success of black students is determined by means other than Scholastic Aptitude Tests (SAT).” In a letter to the HEW committee, President Paschall opposed this policy, stating that he would be reluctant to lower admissions standards in fear that it would cause William & Mary to become ineligible for financial assistance. Paschall also stated that he would consider it a violation of the law to discriminate in favor of black applicants.
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Swem Special Collections
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Friday, October 2, 1970
Volume 60, Number 4
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William & Mary Flat Hat
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FRIDAY, OCTOBER 2, 1970
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Rahul Truter
Davis Y. Paschall
Eloise Severinson
HEW
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bac5f9907c81c5b05baabb210c955c7f
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Time Will and Should Tell All: A Century of The William & Mary Flat Hat
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Black Faculty Report Discrimination At High Rates
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An account of the resource
Vice President of the Faculty Assembly Cathy Forestell presented a survey from 2015 during a September Board of Visitors meeting. The survey showed that faculty of color report discrimination at higher rates than colleagues.
Nearly two-thirds of black faculty feel that they are not treated fairly according to a 2015 faculty survey. Vice President of the Faculty Assembly Cathy Forestell delivered the results of the survey to the Board of Visitors in late September.
The survey conducted during the fall of 2015 showed that 64 percent of black faculty disagreed with the claim that employees are treated fairly without regard to race, color or national origin, while only 18 percent agreed with it.
The survey also showed a high rate of dissatisfaction among black faculty. 60 percent of black faculty responded that the College does not care about all employees or treat them fairly, while 30 percent felt that the College does.
White people and non-black people of color had different responses in the survey: an average of 53 percent agreed and 15 percent disagreed with the claim that the College cares about all employees and treats them fairly.
An average of 63 percent agreed and 16 percent disagreed with the claim that employees are treated fairly without regard to race, color or national origin.
Forestell, who in addition to her position in the Faculty Assembly is a psychology professor at the College, said that the survey is as an integral tool for the Assembly’s work. Forestell explained that the survey is done completely in-house, and is voluntarily designed, administered and analyzed by members of the Assembly.
Of the College’s 632 full-time instructional staff, 19 are black or African-American, according to 2013 data from the Office of Institutional Research.
Eleven Black faculty members responded to the survey, indicating that these sentiments are representative of over half of the black person-of-color portion of the instructional staff population.
Forestell said that the Faculty Assembly is very concerned about these results.
She emphasized the need to listen to the voices behind the numbers.
“If we don’t listen to them, how are we going to make our hiring more diverse?” Forestell said.
Chief Diversity Officer Chon Glover said that in collaboration with the President’s Task Force on Race and Race Relations, College administrators are looking into hiring an outside facilitator to administer focus groups that will dig deeper into specific issues that black faculty face and how to go about solving those problems.
Currently, the Task Force is launching a $1 million initiative to recruit and hire more diverse staff, beginning with mandatory diversity training for faculty and staff and investing more money into additional staffers for the Office of Diversity.
English, linguistics, community studies and education professor Charity Anne Hudley said that being a faculty member of color can be an alienating experience.
“It can be lonely,” Hudley said. “It can be intellectually lonely, socially lonely.”
According to Hudley, one of the most important parts of academia is collaboration, especially between faculty.
She said that she asks her colleagues to ask themselves, “Have I collaborated with one of my African-American colleagues?”
Hudley also said that it is important to think about the types of classes and disciplines that professors of color are seen in.
Hudley said that as a professor who teaches social justice and community studies classes, she has observed that students tend to self-select into her classes rather than having to take it for a major or a GER.
According to Hudley, these classes tend to be small and the students in these classes tend to be more conscious of racial tensions.
“My experience, which has been primarily positive, therefore might not represent all black faculty,” Hudley said.
Hudley said that another issue of race in academia is that some people underestimate or presume incompetence in their colleagues of color.
“Do colleagues appreciate each other’s work, or what they teach,” Hudley said. “Black academics tend to publish in different journals and focus on different issues in their research than white academics or non-black academics of color. There’s more of a thematic focus on community, justice and outreach. Scholars need to appreciate these differences.”
While the Task Force on Race and Race Relations has allocated funding for the prioritization of hiring racially-diverse faculty, Glover, Hudley and Forestell agreed that there was still one thing that would improve the climate of race in academia at the College.
“I think Anne [Charity Hudley], Chon [Glover] and I would all agree that diverse hiring is important, but also creating an environment of inclusion on campus is important as well,” Forestell said in an email.
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The William and Mary Flat Hat
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The William and Mary Flat Hat online
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The William and Mary Flat Hat online
Date
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November 14, 2016
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Marina Schlosser, metadata and transcription
2016
Black faculty
Flat Hat
lack of diversity
William and Mary
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7f27d83a1b1a9c52dbe5892947689420
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Title
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Time Will and Should Tell All: A Century of The William & Mary Flat Hat
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Lincoln's Job Half-Done
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Lincoln’s Job Half-Done…
When Lincoln freed the slaves, he undoubtedly hoped the Negroes would someday be accepted as equals by the other colors of people in this country. Today we find the Negroes released from formal bondage, but not equalized.
Racial Intermarriage…
We believe and know that Negroes differ from other peoples only in surface characteristics; inherently all are the same. The Negroes should be recognized as equals in our minds and hearts. For us, this means that Negroes should attend William and Mary; they should go to our classes, participate in College functions, join the same clubs, be our roommates, pin the same classmates, and marry among us.
However, this cannot and should not be done today, or tomorrow-- but perhaps the next day. Neither they nor we are ready for it yet. Only chaos such as the Southern states experienced during the Reconstruction would result if such a plan were initiated before both Negroes and others were educated for it.
The One Human Family…
Through education we learn of the spread of early man to all corners of the globe. Those who settled nearer the equator, whether in Europe, Asia, or in the Americas, developed a darker skin color than those who settled north of them. People’s hair often remained the same over great areas. Europeans remained quite hairy, but body hair almost disappeared in some parts of the world. Blue eyes appeared in the north, and in Asia a fold of skin developed over the inner corner of the eye, forming a slant eye.
Northern Negroes And Southern Whites
There is little difference in the heights or head shapes; white, Negroes, Mongols, and all races have the same four blood types. Test show that Negroes in this country made a lower score than whites on intelligence tests; they also show that Northerners, black and white, had higher scores than Southerners, black and white, and that Northern Negroes had higher scores than Southern whites. The differences did not occur because people were from the North or the South, or because they were white or black, but because of differences in income, education, cultural advantages, and other opportunities. Equal opportunities must therefore be offered to all peoples in all sections of the country.
Prejudice, A Nazi Strategy
The most important work, however, must be done in educating ourselves away from the idea of White Supremacy, for this belief is as groundless as Hitler’s Nordic Supremacy nonsense. We are injuring our personalities with arrogance; we are blocking our own emotional growth. Not until we eliminate Nazi race tactics in our own everyday life can we hope for a victory which will bring peace for the universal Human race of the One World.
Do you really want peace? Is your conscience clear?
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Swem Special Collections
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February 7, 1945
Flat Hat Vol.34 No. 15
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William and Mary Flat Hat
Date
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February 7, 1945
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Devika Shankardass, metadata and transcription
1945
education
equality
integration
racial justice
William and Mary
William and Mary Flat Hat
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716ecc3f95bc6c3f910abe8c649dea83
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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Time Will and Should Tell All: A Century of The William & Mary Flat Hat
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
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Racial Climate Survey
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Investigation of student feelings regarding racial climate at the College in the mid-1990s.
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Partial Transcription from 1994 article Racial Climate Survey:
“Students overwhelmingly dislike self-segregation and that shows a willingness to integrate,” Goddard said. “One hundred percent of the African American respondants [respondents] to the survey said that African Americans self-segregate. Yet, 78 percent of those same African Americans say they do not self-segregate personally. There is obviously a disjunction there.”
Associate Dean for Multicultural Student Affairs Carroll Hardy questioned the terminology used by Goddard.
“I commend the students who worked to create this survey,” she said. “But the fact is there are not nearly enough minorities at the College and because of that they may group together, but I don’t call that self-segregation.” According to Hardy, the way to eliminate these racial groupings is increased minority enrollment.
Goddard said the College should be pleased with its work towards improving diversity and tolerance.
“We are addressing the issues of racial relations,” Goddard said. “We should celebrate, but not rest upon our achievements.”
Some members of the committee felt Goddard had not addressed some of the more difficult issues of the racial assessment. “I don’t think any student committee will be productive if its objective is simply to appease the Board of Visitors,” Sunjeet Singh Randhawe, a member of the committee, said. “There is a problem here and it needs to be addressed.” Goddard concluded her comments to the BOV by outlining four recommendations for improvement:
Increase reflection on social patterns.
Encourage expansion of cultural knowledge/interaction during freshman year.
Increase efforts to welcome/recruit all minorities. Specifically add to current efforts to reach Hispanic community.
Provide more individual [one-on-one] programming.
Creator
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Swem Special Collections
Source
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Flat Hat Vol. 83, No. 25
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William and Mary Flat Hat
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Brendan Boylan, metadata and transcription
Format
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Article, survey
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Article
Date
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April 29th, 1994
African Americans
Flat Hat
Race Committee
Racial Climate
Self-Segregation
Survey
William and Mary