1
10
14
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Title
A name given to the resource
Freedom to Learn: African American Education in 20th Century Tidewater, VA
Description
An account of the resource
This exhibit came out of a project made for the First Baptist Church of Williamsburg in celebration of their event Let Freedom Ring! Students from William and Mary's Branch Out collaborated with the Lemon Project to choose materials from Special Collections which would highlight African American education at the College of William and Mary, in Williamsburg, and in the greater Tidewater region.
Creator
An entity primarily responsible for making the resource
The Lemon Project
William and Mary Branch Out
Swem Special Collections
Source
A related resource from which the described resource is derived
Swem Special Collections
Publisher
An entity responsible for making the resource available
The Lemon Project
Contributor
An entity responsible for making contributions to the resource
Ari Weinberg
Amanda Stuckey
Jody Allen
Anne Davis
Noella Handley
Anissa Chams-Eddine
Gagan Jathoul
Cathy Xiong
Katherine Webb
Arvin Alaigh
Tiera Lanford
Carrie Martin
Rachel Neely
Dublin Core
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Title
A name given to the resource
William and Mary Flat Hat, 1945
Description
An account of the resource
This editorial from the Flat Hat (William & Mary student run newspaper) prompted the temporary suspension of the paper from publication, according to a 1985 publication called The Black Presence at William and Mary. Editor-in-chief Marilyn Kaemmerle claimed “Negroes should attend William & Mary,” though not at that time. Discussion of our collective biological origin, noting that “Northern Negroes had higher [IQs] scores than Southern whites,” and comparing desegregation to “…Nazi race tactics.” inflamed the conservative white administration. At a time when many believed in the separate but equal, Kaemmerle saw that freedom from formal bondage did not mean freedom from oppression.
The described editorial can be found on the final page of the edition.
Creator
An entity primarily responsible for making the resource
Marilyn Kaemmerle, "Lincoln's Job Half Done"
Source
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Swem Special Collections
Publisher
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William and Mary Flat Hat
Date
A point or period of time associated with an event in the lifecycle of the resource
1945
Contributor
An entity responsible for making contributions to the resource
Anonymous William and Mary students, description
Ari Weinberg, metadata
integration
racial justice
William and Mary
William and Mary Flat Hat
World War II
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91d698000c25206a0df4ecd785c345d2
Dublin Core
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Title
A name given to the resource
Freedom to Learn: African American Education in 20th Century Tidewater, VA
Description
An account of the resource
This exhibit came out of a project made for the First Baptist Church of Williamsburg in celebration of their event Let Freedom Ring! Students from William and Mary's Branch Out collaborated with the Lemon Project to choose materials from Special Collections which would highlight African American education at the College of William and Mary, in Williamsburg, and in the greater Tidewater region.
Creator
An entity primarily responsible for making the resource
The Lemon Project
William and Mary Branch Out
Swem Special Collections
Source
A related resource from which the described resource is derived
Swem Special Collections
Publisher
An entity responsible for making the resource available
The Lemon Project
Contributor
An entity responsible for making contributions to the resource
Ari Weinberg
Amanda Stuckey
Jody Allen
Anne Davis
Noella Handley
Anissa Chams-Eddine
Gagan Jathoul
Cathy Xiong
Katherine Webb
Arvin Alaigh
Tiera Lanford
Carrie Martin
Rachel Neely
Dublin Core
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Title
A name given to the resource
Affirmative Action Report, 1973
Description
An account of the resource
Submitted on October 17, 1973, this summary of Affirmative Action initiatives at the College provides a thorough look into the attempt to stimulate a higher minority influence on campus, specifically in the faculty. From the first section, Structure and Administration, the College vaguely recognizes past prejudices and notes “in recent years, the College has sought to be responsive to the correction of [racial] imbalances, and to do this through processes of change that are not seriously disruptive to the character, continuity, stability, and long-term strength” (I-1). The Affirmative Action papers are simultaneously righteous, traditional, and aggressively liberal. They focus on change in administrative, social, economic, and academic areas. For example, the papers appear to offer childbearing leave for both sexes, but actually counts it as personal leave. In another case, the College counted black women as “Minorities” not “Women” in an attempt to increase their minority count. In fact, almost half of the papers focus on the role of women at the College. The school seems to be attempting to welcome women and minorities such as by providing an orientation program, priority for College housing, and equal opportunity facilities. This document often proposes conflicting views on the topic of Affirmative Action, as is exemplified by this statement: “the College feels that minorities must not only find their employment acceptable, but [it is] important for them to feel integrated into the mainstream of life at the College. In the quest for a broadened diversity, we do not want to sacrifice—with either minorities or women—the goal of larger community.”
Creator
An entity primarily responsible for making the resource
Office of the President, College of William and Mary
Source
A related resource from which the described resource is derived
Swem Special Collections
Contributor
An entity responsible for making contributions to the resource
Anissa Chams-Eddine and Gagan Jathoul, description
Ari Weinberg, metadata
Date
A point or period of time associated with an event in the lifecycle of the resource
1973
affirmative action
higher education
policy report
racial justice
William and Mary
-
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de356971def8b83083e85001b887e599
Dublin Core
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Title
A name given to the resource
Freedom to Learn: African American Education in 20th Century Tidewater, VA
Description
An account of the resource
This exhibit came out of a project made for the First Baptist Church of Williamsburg in celebration of their event Let Freedom Ring! Students from William and Mary's Branch Out collaborated with the Lemon Project to choose materials from Special Collections which would highlight African American education at the College of William and Mary, in Williamsburg, and in the greater Tidewater region.
Creator
An entity primarily responsible for making the resource
The Lemon Project
William and Mary Branch Out
Swem Special Collections
Source
A related resource from which the described resource is derived
Swem Special Collections
Publisher
An entity responsible for making the resource available
The Lemon Project
Contributor
An entity responsible for making contributions to the resource
Ari Weinberg
Amanda Stuckey
Jody Allen
Anne Davis
Noella Handley
Anissa Chams-Eddine
Gagan Jathoul
Cathy Xiong
Katherine Webb
Arvin Alaigh
Tiera Lanford
Carrie Martin
Rachel Neely
Dublin Core
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Title
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Miriam Johnson Carter Application Materials
Description
An account of the resource
These letters highlight the correspondence between Miriam J. Carter, a female African-American teacher, and faculty at William and Mary regarding her admission for graduate study. The entire exchange includes over 12 letters sent between June and August 1955, about one year after the Brown vs. Board of Education Supreme Court ruling.
Mrs. Carter writes to George J. Oliver, the Head of the Department of Education, in response to her initial application submission and subsequent rejection. In this letter, Mrs. Carter writes to explain the circumstances motivating her to apply, including location of her home in Gloucester and desire to spend time with her children. Because her proposed graduate program of study was offered at Virginia State College, W&M administrators had encouraged her to study there instead. The second letter is written by W&M Dean of Faculty Charles F. Marsh to J.L. McHugh, the Director of the Virginia Fisheries Laboratory (now the Virginia Institute of Marine Science). After being rejected from the W&M School of Education, Mrs. Carter applied to study aquatic biology at the Virginia Fisheries Laboratory. Dean Marsh acknowledges that she is “well qualified as regards her grades” but remarks that her undergraduate courses lack the necessary science prerequisites for admission.
Eventually, Mrs. Carter was admitted to the W&M Law School for the 1955-1956 school year, making her the first African-American female student at W&M. Although Mrs. Carter knew that current Virginia policy and practice were against her, she advocated for her right to education.
Creator
An entity primarily responsible for making the resource
Office of the President, College of William and Mary
Source
A related resource from which the described resource is derived
Swem Special Collections
Date
A point or period of time associated with an event in the lifecycle of the resource
1954
Contributor
An entity responsible for making contributions to the resource
Anonymous William and Mary students, description
Ari Weinberg, metadata
higher education
Miriam Johnson Carter
segregation
William and Mary
Williamsburg
-
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bd083b32274c674c157d493b9f21fa58
Dublin Core
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Title
A name given to the resource
Freedom to Learn: African American Education in 20th Century Tidewater, VA
Description
An account of the resource
This exhibit came out of a project made for the First Baptist Church of Williamsburg in celebration of their event Let Freedom Ring! Students from William and Mary's Branch Out collaborated with the Lemon Project to choose materials from Special Collections which would highlight African American education at the College of William and Mary, in Williamsburg, and in the greater Tidewater region.
Creator
An entity primarily responsible for making the resource
The Lemon Project
William and Mary Branch Out
Swem Special Collections
Source
A related resource from which the described resource is derived
Swem Special Collections
Publisher
An entity responsible for making the resource available
The Lemon Project
Contributor
An entity responsible for making contributions to the resource
Ari Weinberg
Amanda Stuckey
Jody Allen
Anne Davis
Noella Handley
Anissa Chams-Eddine
Gagan Jathoul
Cathy Xiong
Katherine Webb
Arvin Alaigh
Tiera Lanford
Carrie Martin
Rachel Neely
Dublin Core
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Title
A name given to the resource
Lawrence Bryant Employment Application
Description
An account of the resource
This is an application by Lawrence C. Bryant applying to teach education at the College of William and Mary in 1956. This application shows that Dr. Bryant was very accomplished, with ten years of teaching experience, six references, and several degrees including a B.S., an M.A., a B.D. (Bachelor of Divinity), and was completing a doctorate. Additionally, he had undergraduate and graduate relevant coursework and had published seven articles and was working on two more. The only indication of his race was that he had a degree from Howard University and a publication in the Negro Education Review. However, the word “Negro” appeared at the top of his application, with a handwritten note next to it saying “Please note,” presumably written by a staff member of the College. Despite all of the great accomplishments contained in his application, this notation on his race was the only part that warranted a note besides the date that the application was received. That the application was addressed directly to the president, Alvin Duke Chandler, may have been an act of defiance by Lawrence Bryant. While we do not have a record of the response to his application, lists of past faculty do not show his name. While the name of the university where he was a doctoral candidate is unreadable on the document, according to Dr. Bryant’s obituary from 2010, he was the “first African-American to earn a doctorate degree in guidance and counseling, administration and secondary education at the University of Virginia in Charlottesville, Va.”
Creator
An entity primarily responsible for making the resource
Office of the President, College of William and Mary
Source
A related resource from which the described resource is derived
Swem Special Collections
Date
A point or period of time associated with an event in the lifecycle of the resource
1956
Contributor
An entity responsible for making contributions to the resource
Noella Handley and Cathy Xiong, description
Ari Weinberg, metadata
employment
higher education
Lawrence C. Bryant
segregation
William and Mary
-
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4667d5fb5ae94ab1c7e23d69fc5cf03c
Dublin Core
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Title
A name given to the resource
Freedom to Learn: African American Education in 20th Century Tidewater, VA
Description
An account of the resource
This exhibit came out of a project made for the First Baptist Church of Williamsburg in celebration of their event Let Freedom Ring! Students from William and Mary's Branch Out collaborated with the Lemon Project to choose materials from Special Collections which would highlight African American education at the College of William and Mary, in Williamsburg, and in the greater Tidewater region.
Creator
An entity primarily responsible for making the resource
The Lemon Project
William and Mary Branch Out
Swem Special Collections
Source
A related resource from which the described resource is derived
Swem Special Collections
Publisher
An entity responsible for making the resource available
The Lemon Project
Contributor
An entity responsible for making contributions to the resource
Ari Weinberg
Amanda Stuckey
Jody Allen
Anne Davis
Noella Handley
Anissa Chams-Eddine
Gagan Jathoul
Cathy Xiong
Katherine Webb
Arvin Alaigh
Tiera Lanford
Carrie Martin
Rachel Neely
Dublin Core
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Title
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Generic Rejection Letter, College of William and Mary, 1956
Description
An account of the resource
This is a draft of a generic rejection letter from the College of William & Mary to prospective African-American students. The letter cites “existing policy in the Commonwealth” as the premise for denying acceptance to applicants, and directs them toward Black institutions, which at the time consisted of schools such as Virginia State University, Norfolk State University and Hampton Institute. Despite the Brown v. Board of Education ruling of 1954, the state’s policy of segregation remained virtually unchanged throughout schools and universities. Up through this point, no student of color had been awarded a degree from the College of William & Mary. Hulon Willis was the first African-American student to be admitted to the College, and in August of 1956, graduated with a Masters in Physical Education – Willis’s circumstances were exceptional, as no other institution in the state offered such a degree. His success helped establish precedence for further acceptances of Black students into College.
Creator
An entity primarily responsible for making the resource
Office of the President, College of William and Mary
Source
A related resource from which the described resource is derived
Swem Special Collections
Date
A point or period of time associated with an event in the lifecycle of the resource
1956
Contributor
An entity responsible for making contributions to the resource
Anonymous William and Mary students, description
Ari Weinberg, metadata
higher education
segregation
William and Mary
-
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a8aef135becc7f110464c349a982d33d
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b1c96a4e6f8747bd248fb4fd76bb9ec7
Dublin Core
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Title
A name given to the resource
Time Will and Should Tell All: A Century of The William & Mary Flat Hat
Dublin Core
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Title
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800 Students Sign Poll
Subject
The topic of the resource
William and Mary students sign an opinion poll concerning integration.
Description
An account of the resource
800 Students Sign Poll
Approximately 800 students signed a statement of interest concerning the College's admissions policy which has been circulating around campus for about a week. In signing, the students expressed the opinion that the College should never consider the race, color or creed of an individual in its admission policy.
Initiated by Val Simms, Jerry Van Vocrhis and Bill Thatch, the signatures, along with cover statement, were presented to President Paschall this morning.
The completed opinion poll was forwarded to the President under a statement reading as follows: "We, the undersigned, believe that admission to the College of William and Mary should be granted solely on the basis of academic excellence and personal character with no regard to the race, color or creed of the applicant."
According to Thatch, the poll reached about 1800 students. "Those who declined to sign gave as their principal reason that they felt it would do no real good," Thatch commented. The statement of interest failed to reach the rest of the College community because the initiators did not have sufficient time to organize. The cover statement, enlarging upon the purpose, intent and method of the circular, was written by Bonnie Barr, Val Simms and Jerry Van Vocrhis. It was written in order to insure that the communication be received in the proper perspective.
On Integration
Today a list of approximately 8oo student signatures was forwarded to the President of the College appearing under the following statement of belief:”...that admission to the College of William and Mary should be granted solely on the basis of academic excellence and personal character with no regard to the race, color, or creed of the applicant.” The signatures were obtained as an opinion poll to show the willingness of the signees to accept any student, anytime, on the basis of his good character and mind. (See story page 1)
This, in contrast to the tragedy of Oxford, the circus at Greenwood, and the debacle in Birmingham, speaks highly of William and Mary students. Other happenings related to students in Williamsburg have demonstrated a similarly responsible and rational approach to the matter of race relations.
Thus, we feel that students here have stayed within the canons of good taste, honesty and fairness. Aside from most students there seem, however, to be two lines of thought existing on the matter of how to prepare for integration— which, in years to come, will inevitably be a common fact at all institutions of higher learning. One way is characterized by a lack of classroom and other discussion on the matter, with the words negro, colored, and black becoming taboo to a certain extent. The other way is to promote classroom lectures, sensible discussion and study of the matter. We would posit that the second is far superior to the first, and that administrators and faculty members here tend to, in most circumstances, favor the first method. This, we hope, will shift.
It deserves to be re-emphasized that the opinion poll, or this editorial, is not intended as criticism of the admissions policy of the College; we have no indications whatsoever that any race discrimination has been practiced. That which we would criticize is the method of preparing for integration.
The Flat Hat takes this opportunity to express its acceptance of any student without regard to race, color, or creed simply on the basis of his good character and good mind.
Creator
An entity primarily responsible for making the resource
Swem Special Collections
Source
A related resource from which the described resource is derived
May 10, 1963
William and Mary Flat Hat Volume 52, Number 27
Publisher
An entity responsible for making the resource available
William and Mary Flat Hat
Date
A point or period of time associated with an event in the lifecycle of the resource
May 10, 1963
Contributor
An entity responsible for making contributions to the resource
Hannah Freeman, metadata and transcription
Civil Rights Era
college campus
Flat Hat
integration
opinion poll
petition
William and Mary
Williamsburg
-
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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
A name given to the resource
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/.
Title
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Racial Climate Survey
Subject
The topic of the resource
Investigation of student feelings regarding racial climate at the College in the mid-1990s.
Description
An account of the resource
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
An entity primarily responsible for making the resource
Swem Special Collections
Source
A related resource from which the described resource is derived
Flat Hat Vol. 83, No. 25
Publisher
An entity responsible for making the resource available
William and Mary Flat Hat
Contributor
An entity responsible for making contributions to the resource
Brendan Boylan, metadata and transcription
Format
The file format, physical medium, or dimensions of the resource
Article, survey
Type
The nature or genre of the resource
Article
Date
A point or period of time associated with an event in the lifecycle of the resource
April 29th, 1994
African Americans
Flat Hat
Race Committee
Racial Climate
Self-Segregation
Survey
William and Mary
-
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7f27d83a1b1a9c52dbe5892947689420
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
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
Lincoln's Job Half-Done
Description
An account of the resource
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?
Creator
An entity primarily responsible for making the resource
Swem Special Collections
Source
A related resource from which the described resource is derived
February 7, 1945
Flat Hat Vol.34 No. 15
Publisher
An entity responsible for making the resource available
William and Mary Flat Hat
Date
A point or period of time associated with an event in the lifecycle of the resource
February 7, 1945
Contributor
An entity responsible for making contributions to the resource
Devika Shankardass, metadata and transcription
1945
education
equality
integration
racial justice
William and Mary
William and Mary Flat Hat
-
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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
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
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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Time Will and Should Tell All: A Century of The William & Mary Flat Hat
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NAACP official says College discriminates
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Swem Special Collections
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September 27, 1985
Flat Hat Volume 75, Number 5
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The William and Mary Flat Hat
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September 27, 1985
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Rachel Brown, metadata and transcription
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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