DOCSLIB.ORG

UNIVERSITY of CALIFORNIA Los Angeles Responding to Campus

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
UNIVERSITY of CALIFORNIA Los Angeles Responding to Campus UNIVERSITY OF CALIFORNIA Los Angeles Responding to Campus Racism: Analyzing Student Activism and Institutional Responses A dissertation submitted in partial satisfaction of the Requirements for the degree Doctor of Philosophy in Education by Katherine Soojin Cho 2020 © Copyright by Katherine Soojin Cho 2020 ABSTRACT OF THE DISSERTATION Responding to Campus Racism: Analyzing Student Activism and Institutional Responses by Katherine Soojin Cho Doctor of Philosophy in Education University of California, Los Angeles, 2020 Professor Sylvia Hurtado, Chair Scholarship on student activism describes how protests, demonstrations, and hunger strikes push higher education institutions towards progress and increased institutional accountability. However, cyclical demands, particularly from Student-Activists of Color regarding campus racism, suggest more complexity at the institutional level. In comparing the responses of two public higher education institutions from 2015 to 2018, this study explored the responses by senior-level administrators, faculty, and governing boards to determine how they align with students’ concerns. Their multiple perspectives, competing demands, and layered dynamics complicate what are considered to be the institutional responses and how they are perceived by Student-Activists of Color. Situating student activism through the Institutional Response Framework, this comparative case study employs document collection, archives, and interviews. Moreover, in the traditions of Critical Race Theory and Black Feminism, these responses are contextualized within the sociopolitical histories of each campus to further illuminate the roles of incrementalism, reputation, and trust. Through critical discourse analysis and thematic analysis, I ii map these patterns, tactics, and considerations onto three dimensions of the Institutional Response Framework: control, demand, and institutionalized racism. Findings reveal how responses minimize students’ concerns, criminalize activism, co-opt initiatives, and only “claim diversity” through empty dialogues. Yet, responses also result in educational initiatives, new curricula, changes in institutional policies, and strategic ways to “protect” students. The decision-making rationales regarding morality, the university’s “best interests,” and peer group comparisons reflect the larger narratives of embedded whiteness, racism, anti-Blackness, and neoliberalism within higher education. The subtle and sometimes stark differences between these perceptions and responses demonstrate the positional pressures and competing goals of each of these groups, while still inching towards institutional improvement. The functionality of the Institutional Response Framework and mapping these differences serve as an analytical tool to inform actionable practices. The study’s intersection of organizational theory and Critical Race Theory provides a unique interrogation of how racism and color-evasiveness materialize at the institutional level. Lastly, the research design offers an alternate methodological praxis that places under scrutiny an underexplored participant: the institution and its racialized dynamics. iii The dissertation of Katherine Soojin Cho is approved. Mitchell J. Chang Valerie J. Matsumoto Cecilia Rios-Aguilar Daniel G. Solórzano Sylvia Hurtado, Committee Chair University of California, Los Angeles 2020 iv DEDICATION To the generations who fought knowing that the futures dreamed would not become realities in their lifetime v TABLE OF CONTENTS Abstract of Dissertation...................................................................................................................ii Dedication........................................................................................................................................v List of Figures and Tables............................................................................................................. xi Acknowledgments.........................................................................................................................xii CHAPTER ONE: INTRODUCTION..............................................................................................1 Background of the Problem.......................................................................................................1 Purpose of the Study..................................................................................................................2 Research Questions..............................................................................................................3 Scope of Study...........................................................................................................................4 Driving Motivation....................................................................................................................7 Significance................................................................................................................................8 CHAPTER TWO: (RE)FRAMING THE NARRATIVE OF STUDENT ACTIVISM...................9 Background and Current Context..............................................................................................9 Key Terms................................................................................................................................12 Student Activism............................................................................................................... 12 Racism and Campus Racial Climates............................................................................... 13 Institutional as Normative Structures................................................................................ 14 Institutionalized Racism.................................................................................................... 15 Student Activism and Race/Racism Research......................................................................... 15 Topics within Student Activism Research........................................................................ 16 How Student Activism has been Studied.......................................................................... 16 The Role of Administrative Allies and Institutional Documents.......................................17 Framing Student Activism and Its Related Theories...............................................................18 Race and Racism as Center Stage......................................................................................19 Shifting to Organizations and Institutions........................................................................ 21 Power, Performativity, and Partnerships.......................................................................... 22 Institutional Response Framework......................................................................................... 23 Demands, Dynamics, and Dimensions............................................................................. 24 The Four Types of Responses........................................................................................... 25 The Dimension of Institutional Racism............................................................................ 27 Function and Testing the Institutional Response Framework........................................... 28 CHAPTER THREE: RESEARCH DESIGN AND METHODS...................................................30 Comparative Case Study Methodology...................................................................................30 Case Criteria.......................................................................................................................31 Timeframe....................................................................................................................32 The Approach of Replication and Embedded Units....................................................33 The Praxis of Anonymity.........................................................................................................34 Case Contexts..........................................................................................................................35 Campus Identities and Concerns........................................................................................35 The South and Confederate Tradition.........................................................................36 The Embedded Cases within UVA....................................................................................36 vi Student-Activists of Color..........................................................................................36 Senior-Level Administrators......................................................................................37 Board of Visitors........................................................................................................38 Faculty........................................................................................................................39 The Embedded Cases within UNC-CH.............................................................................40 Students-Activists of Color..........................................................................................40 Senior-Level Administrators.......................................................................................41 Board of Trustees........................................................................................................42 Faculty.........................................................................................................................42
Load more

Recommended publications
  • Student Self Governance Book
    STUDENT SELF GOVERNANCE PREPARING THE NEXT GENERATION TO LEAD Charlottesville, Virginia Table of Contents Preface Student Council 1. A History of the Student Council at the University of Virginia ............... 5 a. Establishment of Student Council ............................................... 7 b. A New Structure for a New Era: 1960 - 1970 ............................... 7 “One of the most distinctive c. Student Activism Reaches a Peak: The Rotunda features of the University of Strike of 1970 ............................................................................. 9 d. Student Council’s New Direction: 1971-1973 ............................. 9 Virginia is a long tradition e. The Sabato Era: The Building of Clemons .................................. 10 of vigorous student self- f. The Conservative Backlash of 1976 .......................................... 11 g. Apathy and Cynicism Grow: 1980s-1990s ................................. 12 government. Faculty and h. The Modern Era: 2000-Present ................................................. 13 administrators should not 2. Challenges facing Student Council ................................................... 15 and must not intervene in matters controlled by No Higher Honor: The Honor System 3. A History of the Honor System .......................................................... 19 student government. The a. “Chaste Honor”: The Jeffersonian Heritage of Honor (1785) ...... 19 University as a whole benefit b. “Resolved”: The Honor Code is Born (1825- 1909) .................. 19 c.
    [Show full text]
  • Mccorkle PLACE
    CHAPTER EIGHT: McCORKLE PLACE McCorkle Place is said to be the most densely memorialized piece of real estate in North Carolina.501 On the University’s symbolic front lawn, there are almost a dozen monuments and memorials fundamental to the University’s lore and traditions, but only two monuments within the space have determined the role of McCorkle Place as a space for racial justice movements.502 The Unsung Founders Memorial and the University’s Confederate Monument were erected on the oldest quad of the campus almost a century apart for dramatically different memorial purposes. The former honors the enslaved and freed Black persons who “helped build” the University, while the latter commemorated, until its toppling in August 2018, “the sons of the University who entered the war of 1861-65.”503 Separated by only a few dozen yards, the physical distinctions between the two monuments were, before the Confederate Monument was toppled, quite striking. The Unsung 501 Johnathan Michels, “Who Gets to be Remembered In Chapel Hill?,” Scalawag Magazine, 8 October 2016, <https://www.scalawagmagazine.org/2016/10/whats-in-a-name/>. 502 Timothy J. McMillan, “Remembering Forgetting: A Monument to Erasure at the University of North Carolina,” in Silence, Screen and Spectacle: Rethinking Social Memory in the Age of Information, ed. Lindsay A. Freeman, Benjamin Nienass, and Rachel Daniell, 137-162, (Berghahn Book: New York, New York, 2004): 139-142; Other memorials and sites of memory within McCorkle Place include the Old Well, the Davie Poplar, Old East, the Caldwell Monument, a Memorial to Founding Trustees, and the Speaker Ban Monument.
    [Show full text]
  • ETHICS OWNERS a New Model of Organizational Responsibility in Data-Driven Technology Companies
    ETHICS OWNERS A New Model of Organizational Responsibility in Data-Driven Technology Companies Emanuel Moss Jacob Metcalf September 2020 Author: Emanuel Moss, doctoral candidate in Anthropology, CUNY Graduate Center, New York. Author: Jacob Metcalf, PhD, 2010, Philosophy, University of California, Santa Cruz. ETHICS OWNERS - 1 - PREFACE he world has moved in remarkable ways since this research Twas first initiated in late 2018 and the analysis was finalized in early-2020. Since then, we have seen the COVID-19 pandemic and the resurgence of the #BlackLivesMatter movement following the police killings of George Floyd, Breonna Taylor, and all too many others. Given these critical events, we as researchers and as members of a research organization paused to reflect on how our work speaks to the urgent injustices laid bare today. These events have dramatically foregrounded existing calls for jus- tice at the intersections of technology, unjust social and political structures, digital privacy, surveillance, and the values and purpose of technology corporations. Many of the defining events that have shaped ethics in the tech sector in recent years—including tech worker organization, walkouts and resignations over military con- tracts, continued contestations over racial and sexual harassment inside of tech companies, legislation and regulations, and critical audits—have been and continue to be the contentious background to the research conducted for this report. Our research takes place amidst, but is not primarily about, these tectonic changes that have repeatedly reframed the broader tech ethics conversation. It is in- stead about the ways those inside of tech companies have begun reshaping corporate practices against this background—how they understand the problems their industry faces, the means at their disposal to address these problems, and the lines of thought that shape those understandings.
    [Show full text]
  • REPORT of the TASK FORCE on the FUTURE of UMASS AMHERST
    REPORT of the TASK FORCE ON THE FUTURE OF UMASS AMHERST October 3, 2001 OUTLINE OF THE UMASS AMHERST TASK FORCE REPORT I. THE CONTEXT OF THE TASK FORCE REPORT II. A BRIEF HISTORY OF UMASS AMHERST III. CLASSIFICATIONS OF INSTITUTIONS OF HIGHER EDUCATION • The Carnegie Foundation Classification (1994) • The Carnegie Foundation Classification (2000) • The Association of American Universities (AAU) IV. NATIONAL RATINGS OF UMASS AMHERST • US News and World Report • The National Research Council (NRC) • The Association of American Colleges (AAU) • The “Center” at the University of Florida V. FINANCIAL RESOURCES • A Comparison of Fiscal Resources with Peer Institutions • A Comparison of Fiscal Expenditures with Peer Institutions • Investment Decisions and Opportunities • Opportunities for Enhancing Revenue VI. FINDINGS AND RECOMMENDATIONS 1 Part One THE CONTEXT OF THE TASK FORCE REPORT The decade of the nineties was a period of significant change — and at times upheaval – for the University of Massachusetts at Amherst (UMA). On several fronts the campus advanced its position as an important center for teaching, research and service to the public: • The Board of Higher Education selected UMass Amherst in 1997 as the home of the statewide honors college — Commonwealth College. The first class was enrolled in 1999. • For the past two years, UMass Amherst has been named one of the institutions offering the best value for the money in the Kaplan/Newsweek college guide, and this year was also listed as a leading school supporting diversity. • The 1995 National Research Council (NRC) ranking of research doctoral programs placed UMass Amherst in the top 25% nationally in Linguistics, Materials Science, Psychology, Computer Sciences, Chemical Engineering, and Electrical Engineering.
    [Show full text]
  • Umass Selects a New President: Elements of a Search Strategy Richard A
    New England Journal of Public Policy Volume 8 | Issue 2 Article 3 9-23-1992 UMass Selects a New President: Elements of a Search Strategy Richard A. Hogarty University of Massachusetts Boston Follow this and additional works at: http://scholarworks.umb.edu/nejpp Part of the Education Policy Commons, and the Higher Education Administration Commons Recommended Citation Hogarty, Richard A. (1992) "UMass Selects a New President: Elements of a Search Strategy," New England Journal of Public Policy: Vol. 8: Iss. 2, Article 3. Available at: http://scholarworks.umb.edu/nejpp/vol8/iss2/3 This Article is brought to you for free and open access by ScholarWorks at UMass Boston. It has been accepted for inclusion in New England Journal of Public Policy by an authorized administrator of ScholarWorks at UMass Boston. For more information, please contact [email protected]. UMass Selects a Elements of a New President Search Strategy Richard A. Hogarty The selection of a new university president, an event of major importance in academic life, is usually filled with tensions on the part of those concerned about its outcome. The 1992 presidential search at the University of Massachusetts exemplifies such ten- sions. There were mixed reactions to the overall performance. When they finished reviewing candidates, the search committee had eliminated all but Michael K. Hooker, who, they deemed, has the necessary competence, vision, and stature for the task. The main conflict centered on the question of "process" versus "product. " The trustees rejoiced in what they considered an impressive choice, while many faculty were angered over what they considered a terrible process.
    [Show full text]
  • The Cavalier Daily Vol
    THE CAVALIER DAILY Vol. 131, Issue 17 Thursday, April 22, 2021 MARTHA WILDING | THE CAVALIER DAILY SPEAKING UP Education and Comprehensive education Mandatory workshops Training Institutional Train student leaders Survivor Accountability ResourceS Address U.Va.’s Survivor-centered history health Improve resource services allocation Mental health External resources review of Title IX Reform office Title IX investigations Center marginalized Anonymous voices reporting OneOne yearyear ofof survivorsurvivor demandsdemands FifthFifth annualannual benefitbenefit concertconcert PagePage 33 PagePage 1010 2 | www.cavalierdaily.com The Cavalier Daily NEWS BOV freezes tuition for most undergraduates, This week in-brief supports digital contextualization of monuments The Board of Visitors voted to freeze tuition for most undergraduate students and support CD News Staff recommendations made by the Committee on Naming and Memorials at a meeting of the full board April 13. According to the resolution, there will be no changes to tuition and fees for the upcoming U.Va. Health, BRHD and VDH pause 2021-2022 school year for most undergraduates. Both in-state and out-of-state students who entered the College of Arts & Sciences in 2019 will still see a $2,700 increase for the 2021-2022 school year due to a 2018 decision by the Board, however. distribution of Johnson & Johnson vaccine “If there were ever a year to raise undergraduate tuition, it would be this year given the large and unexpected costs and the loss of revenues because of COVID,” University President U.Va. Health officially paused the distribution of the Johnson & Johnson vaccine follow- Jim Ryan said. “At the same time, if they were ever a year not to raise undergraduate tuition, ing the development of a rare blood clot disease in six Americans, meaning that University it is also this year given the pandemic and the financial hardship facing a lot of our students students who signed up to receive the vaccine through U.Va.
    [Show full text]
  • Carol L. Folt to Become USC's 12Th President
    Carol L. Folt to become USC BoardUSC’s of Trustees selects 12th internationally president recognized biologist and former University of North Carolina at Chapel Hill chancellor to lead the university into new era. Carol L. Folt will become the 12th president of the University of Southern California. Photo by Gus Ruelas By USC News staff | March 20, 2019 NOTED LIFE SCIENTIST, TEACHER AND was known for advancing student access we spoke to over a hundred diverse and academic leader Carol L. Folt will become and affordability, promoting research, world-class candidates. Dr. Folt stood out the University of Southern California’s discovery and academic excellence at from the very beginning as a courageous and 12th president, the USC Board of Trustees the university, and steering the campus compassionate person who always places announced today. toward greater accountability. the well-being of students, faculty, staff Formerly chancellor of the University of “As I have come to know Dr. Folt and and patients at the heart of all she does. North Carolina at Chapel Hill (UNC), Folt how she thinks, it is clear that USC has “She has a deep appreciation for the brings decades of experience in academia chosen a brilliant, principled leader with breadth and depth of USC’s mission, and to USC, launching a new era for the clarity of purpose and integrity to lead I’m confident she will further strengthen 139-year-old university. She will take the university forward and upward,” said the academic and athletic programs, office as USC’s new president on July 1.
    [Show full text]
  • Cultural Adjustment of Foreign Students in an Institution of Higher Education
    Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 2000 Cultural Adjustment of Foreign Students in an Institution of Higher Education. Bridget Oscar Udoh Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Udoh, Bridget Oscar, "Cultural Adjustment of Foreign Students in an Institution of Higher Education." (2000). LSU Historical Dissertations and Theses. 7394. https://digitalcommons.lsu.edu/gradschool_disstheses/7394 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy subm itted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps.
    [Show full text]
  • Reflections on Affirmative Action: Its Origins, Virtues, Enemies, Champions, and Prospects
    DOCUMENT RESUME ED 456 204 UD 034 379 AUTHOR Gaston, Paul M. TITLE Reflections on Affirmative Action: Its Origins, Virtues, Enemies, Champions, and Prospects. PUB DATE 2001-00-00 NOTE 18p.; In: Orfield, Gary, Ed., Diversity Challenged: Evidence on the Impact of Affirmative Action. Cambridge, Harvard Education Publishing Group, 2001. p277-293. See UD 034 365. PUB TYPE Opinion Papers (120) Reports Descriptive (141) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Affirmative Action; Civil Rights; *College Admission; *Diversity (Student); Higher Education; Minority Groups; Racial Discrimination; Racial Integration IDENTIFIERS University of Virginia ABSTRACT This chapter reflects on the civil rights movement and affirmative action at the University of Virginia from the 1960s to 1999, when affirmative action was challenged by people claiming that it discriminated against new groups. It describes how affirmative action changed the author's teaching at the University as he challenged deep-rooted racial beliefs. The chapter suggests that affirmative action is essential to higher education for the pursuit of justice and the health of U.S. society. It details the attack on affirmative action, describing differences between what opponents of affirmative action call racial discrimination and what actual racial discrimination involves. It explains what affirmative action means to education, noting that misconceptions about the admission process often spring from unexamined assumptions that universities base their admissions offers on estimates of candidates' academic promise. In reality, universities typically do not base their admission offers on estimates of academic ability alone but instead also consider interests, needs, talents, skills, sex, race, nationality, and residence. The principle of affirmative action laid out by Justice Lewis Powell of Virginia states that race may be legitimately considered where it is simply one element, to be weighed fairly against other elements, in the selection process.
    [Show full text]
  • [Thesis Title Goes Here]
    THE EFFECTS OF NETWORKS ON U.S. INSTITUTION SELECTION BY FOREIGN DOCTORAL STUDENTS IN SCIENCE AND ENGINEERING A Dissertation Presented to The Academic Faculty by Zeynep Esra Tanyildiz In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in Public Policy Georgia Institute of Technology and Georgia State University April 2008 Copyright 2008 by Zeynep Esra Tanyildiz THE EFFECTS OF NETWORKS ON U.S. INSTITUION SELECTION BY FOREIGN DOCTORAL STUDENTS IN SCIENCE AND ENGINEERING Approved by: Dr. Paula E. Stephan, Advisor Dr. Erdal Tekin Andrew Young School of Policy Studies Andrew Young School of Policy Georgia State University Studies Georgia State University Dr. Gregory B. Lewis Dr. Albert J. Sumell Andrew Young School of Policy Studies Department of Economics Georgia State University Youngstown State University Dr. Mary Frank Fox School of Policy Studies Georgia Institute of Technology Date Approved: March 22, 2008 To my husband Omer Tanyildiz ACKNOWLEDGEMENTS First and foremost, I would like to thank my dissertation chair Dr. Paula E. Stephan. She directed this dissertation through her unique academic intellect and scientific rigor. Studying under her supervision is an exceptional privilege which I will value all my life. I would like to thank Dr. Gregory B. Lewis for his tremendous amount of help in this dissertation. It is, however, only a small portion of what he has done for me since the beginning of this program. I call him my “academic father” symbolizing my great amount of respect, love and admiration for him. I was very lucky to have an excellent dissertation committee. Dr. Mary Frank Fox provided me with valuable comments, and she has been an inspiration for me in doing research.
    [Show full text]
  • Rising Tuition and Enrollment in Public Higher Education
    A Service of Leibniz-Informationszentrum econstor Wirtschaft Leibniz Information Centre Make Your Publications Visible. zbw for Economics Hemelt, Steven W.; Marcotte, Dave E. Working Paper Rising tuition and enrollment in public higher education IZA Discussion Papers, No. 3827 Provided in Cooperation with: IZA – Institute of Labor Economics Suggested Citation: Hemelt, Steven W.; Marcotte, Dave E. (2008) : Rising tuition and enrollment in public higher education, IZA Discussion Papers, No. 3827, Institute for the Study of Labor (IZA), Bonn, http://nbn-resolving.de/urn:nbn:de:101:1-20081127560 This Version is available at: http://hdl.handle.net/10419/35596 Standard-Nutzungsbedingungen: Terms of use: Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Documents in EconStor may be saved and copied for your Zwecken und zum Privatgebrauch gespeichert und kopiert werden. personal and scholarly purposes. Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle You are not to copy documents for public or commercial Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich purposes, to exhibit the documents publicly, to make them machen, vertreiben oder anderweitig nutzen. publicly available on the internet, or to distribute or otherwise use the documents in public. Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, If the documents have been made available under an Open gelten abweichend von diesen Nutzungsbedingungen die in der dort Content Licence (especially Creative Commons Licences), you genannten Lizenz gewährten Nutzungsrechte. may exercise further usage rights as specified in the indicated licence. www.econstor.eu IZA DP No. 3827 Rising Tuition and Enrollment in Public Higher Education Steven W.
    [Show full text]
  • Nancy Hale Bibliography
    Nancy Hale: A Bibliography Introduction Despite a writing career spanning more than a half century and marked by an extensive amount of published material, no complete listing exists of the works of Nancy Hale. Hale is recognized for capturing both the mentality of a certain level of woman and the aura of a period, glimpsed in three distinctly different areas of the country: Boston, New York, and the South. The three locations are autobiographical, drawing first on the New England of Hale’s birth in 1908 where she remained for her first twenty years, followed by nearly a decade in New York City while she pursued her career, and eventually shifting during the late 1930s to Virginia where she remained for the rest of her life. Those three locales that she understood so well serve exclusively as backdrops for her fiction throughout her long career. Childhood years are always critical to what we become, and Hale’s background figures prominently in her life and her writing. She slipped, an only child, into a distinguished line of New England forebears, marked by the illustrious patriot Nathan Hale and including such prominent writers as grandfather Edward Everett Hale, author of “The Man Without a Country,” and great aunts Harriet Beecher Stowe (Uncle Tom’s Cabin) and Lucretia Peabody Hale (The Peterkin Papers). Her heritage connects her solidly to America’s literary beginnings and repeatedly shapes her own writings, resulting eventually in a publisher’s invitation to edit the significant literature of New England, which results in A New England Discovery. The second geographical site in which Hale sets her fiction, again affords a sensitive representation of an era and its players.
    [Show full text]