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FULLWOOD, Nathaniel Norward, 1946- AN ANALYSIS OF PERCEIVED AND STATED OBJECTIVES OF THE BLACK STUDIES DEPARTMENT OF THE OHIO STATE UNIVERSITY. The Ohio State University, Ph.D., 1973 Education, administration
i
University Microfilms, A XEROKCompany, Ann Arbor, Michigan
THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED. • Y AN ANALYSIS OF PERCEIVED AND STATED
OBJECTIVES OF THE BLACK STUDIES DEPARTMENT
OF THE OHIO STATE UNIVERSITY
DISSERTATION
Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University
Nathaniel Norward Fullwood, B.A., M.A. * * * * *
The Ohio State University 1973
Approved by
Adviser 0 Department of Educational Administration ■; q ;-;: PREFACE
,','V r The. study of the Black man is not an academic pursuit attributable only to the'.social unrest of the American society. It V, represents a genuine awakening of the Black man to his past accomplish- raents and activities, hie present station In life, and his potential in the future. The social disruption prevalent during the 1960s and
1970s in the United States: relative to the civil rights struggle was indicative of the resistance to change by the status quo thereby forcing upon the society::confrontation and calamity.
The availability of end access to a well-defined course of study in Black culture, lllce that of other studies of cultures, is an asset not only to the kinShip constituencies but also to the societj at large. This is especially significant considering the nature and *n\ composition of the American society. The cultural heritage of each group in the United States;is Important and indispensable therefore relevant to the American dream*
The role of higher , education in providing the means by which this educational objective can be achieved is that of a center of knowledge and information' concerning the peoples it serves. Its major focus is that of the pursuits of truth as well as the dissemination of the many effects of the truth upon the individual collectivities of the total society. The structure for accomplishing the educational goal of providing for the knowledge and information needs of the Black man, of his history and culture, is through the academic concept of Black
Studies. The demands upon this recently established program have forced it to assume the tremendous responsibilities of scholarly academic pursuit and at the same time translating the "ivory tower" into a more viable and relevant community extension.
Thus, an assessment of this structure necessitates an analysis of the objectives for which the Black Studies Department strives.
However, this requirement is restricted to the fundamental components upon which the concept of Black Studies exists. The objectives of the
Department, in keeping with the intent of the study, will be limited to the ideological system, the administrative policies, the curriculum,., and the services to the clientele. It is not the goal nor the Intent here to conduct a systems analysis of the Black Studies Department of-
The Ohio State University; therefore, the results derived from the study will represent what the faculty, students, and administration of the Black Studies Department perceive as being the objectives in relationship to the actual stated objectives and purposes of the
Department.
It should be pointed out, too, that this project reflects the- analysls of Black Studies objectives from two points of view: it is a. product of statistical treatment; and, the writer was intimately involved in the Department as an employee from its inception on July 1,
1970. lii It is the goal of this writer to point up the significance of defining objectives that mirror the intent and purpose of the academic organization relative to the perceived needs and wishes of the clientele.
Further, it will be more comforting to know that Black Studies programs emerge as a result of a genuine effort by society to recognize the need' for such studies without regard to racial backgrounds. It will be considered an achievement when Black Studies programs evolve from deliberate planning rather than develop from social unrest and racial confrontations. When it happens, it will be a tribute both to society and Black Studies.
ACKNOWLEDGEMENTS
I am appreciative to Charles 0, Ross, first Chairman of the
Black Studies Division, for affording me the opportunity to be associated with the program as an employee. His leadership, though: brief, was extremely important both to the development of the Division: as well as to my personal growth and development relative to the concept of Black Studies and the American society.
I would like to acknowledge the following individuals for providing assistance to me in securing documents pertinent to the subject under study: Albert Kuhn, Vice President and Provost for
Academic Affairs; Arthur Adams, Dean of the College of Humanities;
William Holloway, Vice Provost for Minority Affairs; and Frank Hale,
Associate Dean of the Graduate School.
A special thanks to William Nelson, Chairman of the Black
Studies Department, for his cooperation in providing materials as well lv as making it possible for the circulation of the questionnaire
instruments to the faculty, students, and the administration of the
Department. Had it not been for the full cooperation of Dr. Nelson
and his colleagues, the project would not have been possible*
I wish to express my appreciation to Gary Koch, Professor of
Biostatistics at the University of North Carolina at Chapel Hill;
Mr. and Mrs. Daniel and Jean freeman, Research Associates in the
Department of Biostatistics; and Jane Hawley, the proficient typist,
Raleigh, North Carolina. /
Finally, I cannot conclude my expressions of thanks and
appreciation without giving special recognition to my wife who read
all the printed materials to me. Were it not for her patience, under
standing, and Interest in my project and aspirations, the study would
have been a difficult undertaking from the outset..
v *
TABLE OF CONTENTS
Page PREFACE ...... ii
ACKNOWLEDGEMENTS. , * ...... iv
LIST OF TABLES...... viil
LIST OF ILLUSTRATIONS , . •...... , . . ix
Chapter
I. INTRODUCTION...... 1
Statement of the Problem Background of the Problem Treatment of the Data Limitations of the Study Significance of the Study Definition of Terras -
II. A REVIEW OF RELATED LITERATURE ...... 27
Historical Antecedents Philosophical Considerations Developmental Aspects The Rationalization Process A Concluding View
III. DESIGN AND PROCEDURE OF THE STU D Y...... 53
Research Methods Treatment of the Data
IV. PRESENTATION OF THE DATA ...... '...... 64
Section I; Ideological Stance Section II: Administrative Policy Section III: Curricular Aspects Section IV: Service Objectives A. Concluding View
vi *
V. FINDINGS AND INTERPRETATIONS...... 127
Section I Section II: A Relationship Analysis Between Perceived and Stated Objectives A Concluding View
VI. CONCLUSIONS AND RECOMMENDATIONS...... 147
Recommendations
APPENDIX
A...... 156
B...... 175
C ...... 231
D ...... 250
E...... 290
F...... t : ; 304
BIBLIOGRAPHY ...... i 320
vil LIST OF TABLES
Table Page
1. A Relationship Analysis of Perceived and Stated Objectives: Statement Weights by Objective 122
2. Index of Mean Agreement Between Perceived and Stated Objectives 124
viii LIST OF ILLUSTRATIONS
Figure Page
I. Question 3: The BSD should have a Black nationalist ideology. 68
II. Question 4: The BSD should be supporting the goal of integration in its program thrusts, 69
III. Question 5: The BSD should prepare its students for revolutionary activities and thoughts. 70
IV. Question 9: The BSD should not strive to serve only Black students. 71
V. Question 12: The BSD should be involved in Black nation-building. 73
VI. Question 13: Pan-Africanism should be the major ideological goals of the BSD. 74
VII. Question 14: The activities of the BSD should be more political than academic. 75
VIII. Question 8: Academic degrees should not be a prerequisite for holding a teaching position within the BSD. 78
IX. .Question 15: The goal of the BSD should be to grow in to a Black Studies College. 79
X. Question 16: The goal of the BSD should be to grow in to a school. 81
XI. Question 17: The BSD should only award under graduate degrees. 82
XII. Question 18: The BSD should not be any different from any other academic department on campus. 83
XIII. Question 22: The BSD should provide only for the academic needs of its students. 84 ix XIV. Question 33: The BSD should strive to be a Black student center in a white academic community. 85
XV. Question 35: The BSD should strive to raise the black student's academic performance through financial aid, counseling, and rigid grading and evaluation. 87
XVI. Question 37: The BSD should be an all- encompassing academic unit and support agency to include all existing Black programs at The Ohio State University, 88
XVII. Question 39: The BSD should provide for students to take a meaningful part in the governance process of the department to include, program development, personnel appointments, curriculum development, and budgetary request and preparation. 89 x vm . Question 40: I am not sure where the BSD should go now and in the future in predominantly -white higher education. 90
XIX. Question 1: The Black Studies Department (BSD) .at The Qhio State University should be an African Studies Department. 93 xx. Question 2: The BSD should prepare students to be teachers of Black history and Black culture. 94
XXI. Question 6: The BSD should be an Afro-American studies department. 96
XXII. Question 10: The BSD curriculum Bhould be technical-vocational. 97
XXIII. Question 11: The BSD should prepare its students to teachers of Black Studies. 98
XXIV. Question 25: The curriculum of the BSD should be the guide to the achievement of the depart ment's goals. 100
XXV. Question 26: The BSD should provide a knowledge of Black people and an understanding of their function in society. 101
x XXVI. Question 27: The BSD should provide for the examination of the Impact of Blacks on the culture and individuals. 102
XXVII. Question 28: The BSD should Introduce and train students in the creative process of black art and raise his competence in using it for commercial purposes. 103
XXVIII. Question 29: The BSD should prepare students to work in industry and in education. 104
XXIX. Question 30: The BSD should provide for a critical evaluation of the role and responsibilities of Blacks in the Black studies programs around the nation. 106
XXX. Question 31: The BSD should strive for cultural awareness through training of students in mass media. 107
XXXI. Question 32: To be meaningfully functional, the BSD should be inter-disciplinary to include science and technology. 108
XXXIT, Question 34: The BSD should include the study and recognition of Christianity In its curriculum and activities. 109
XXXIII. Question 7: The BSD should be a community-based department. 1 1 2 XXXIV. Question 19: The BSD should provide for the needs and desires of its students in a manner similar to the Black Colleges. 113
XXXV. Question 20. The BSD's budget should provide for scholarships and grant aids to its Black students. 114
XXXVI. Question 21; The BSD should provide tutorial services for its Black students. 116
XXXVII. Question 23: The BSD should be a service agency for the Black community. 117
XXXVIII. Question 24: The primary emphasis of the BSD should be that of research. 118
xi 4
XII.. The BSD should strive to legitimise the Black, professor within, white academia through a demand for the appropriate degreest tenure, and faculty rank. 119
XL. Question 38: The BSD should provide for the employment needs of its students. 121
XL I. Mean Index of Agreement Between Stated and Perceived Objectives 125
xii AN ANALYSIS OF PERCEIVED AND STATED
OBJECTIVES OF THE BLACK STUDIES DEPARTMENT
CHAPTER I
INTRODUCTION
There has been a cry for equality, freedom, and relevancy by
Blacks for many years in this country; the fact of the matter is that on?, major event gave the legitimacy necessary to pursue the quest for equal opportunity with meaningful vigor and fervor. On May 17, 1954, the United States Supreme Court handed down a landmark desegregation decision. From this point, the civil rights movement of Black
America was horn with emphases in political affairs, in the-economic arena, and very importantly, on the education front.
Education, ironically, was being pushed by two forces: scientific advancement in space technology by the Russians sparked the passage of the National Defense Education Act in 1958 which provided monies in the form of loans and scholarships for students. This Act possessed spin-offs which caught institutions of higher education off guard; the influx of students was dramatic. On the domestic front, the efforts and thrusts of Dr. Martin Luther King, Jr. undoubtedly resulted in the passage of several pieces of important legislation—
/
1 4
2 the Civil Rights Act of 1964 and the Elementary and Secondary
Education Act.-*-
The significance of these events as they relate to the back ground of the emergence of Black Studies in higher education is the simple but extremely critical fact that they contributed to a vast influx of more new students into the halls of learning. These individuals were not so important perhaps as the new issues and problems they introduced to the educators and administrators of higher education.
Traditionally, admissions to institutions of higher learning was based primarily upon the aristocratic philosophy of education. Entrance into colleges and universities was exclusively dependent upon the economic status of the individual's family. In essence, those who * could afford the cost of an education and needed it to carry out their roles in life were accepted as students of higher learning. Obviously, this posture excluded many capable individuals who did not meet the economic requirements of the school's admissions policy. However, as the nature and direction of the American society moved toward industry and technology, the demands for skilled and qualified personnel greatly outweighed the availability of skilled persons educated under the aristocratic philosophy. This necessitated a move toward the
^Brown vs. Board of Education of Topeka, Kansas, Citation 347, U. S. Code 483 (1954); Shepard's Acts and Cases, "1958 National Defense Education Act," U. S. Code (1964) Title 20, 401-ET-SKQ; Shepard's Acts and Cases, "Elementary and Secondary Education Act," U. S. Code (1964) Title 20, 236-ET-SEQ. Martin Luther King, Jr., "Facing the Challenge of the New Age," Phylon (Winter 1965), pp. 25-34. 4
3 meritocratic approach. Individuals were admitted into institutions of higher learning on the basis of competition and performance in the
classroom and admissions tests.
Although this approach provided a means for some persons to surmount the various admissions barriers under the aristocratic philosophy, it yet did not eliminate the possibility of capable individuals being rejected from higher education purely on the basis of a lack of sufficient economics. The design, administration and analysis of -tests have essentially cancelled out any benefits of the meritocratic approach in higher education. Alexander VI. Astin, "Racial Considerations in Admissions," 1970, supports this contention when he alludes to the fact that
Traditionally, colleges have selected their applicants primarily on the basis of their secondary school grades and their scores on the tests of academic aptitude. While other criteria— sex, geographical region, athletic ability, and so forth— are frequently taken into account, most institutions probably judge most applicants on the basis of evidence of academic merit. In the face of the expanding demand for higher education among secondary school youth, colleges have become highly sophisticated in applying these merit criteria, even to the point of eliminating large numbers of student appli cants solely by means of computer analyses and of test scores and grades. There is little question that the average Black high school student compares unfavorably with the average white on these merit criteria, particularly on tests of academic ability. Consequently, the blind application of such criteria in college admissions will result in a. proportionately fewer blacks than whites being admitted and b. partial segregation of the races, with few blacks being admitted to the most selective institutions.2
------f ^Alexander W. Astin, "Racial Considerations in Admissions." In David C. Nichols and Olive Mills, The Campus and the Racial Crisis (Washington, D.C.: American Council on Education, 1970), p. 139. 4
K. Patricia Cross, "Planning for New Students to Higher
Education in the '70s," 1971, provides a conceptual framework in which the comprehension of this student influx into higher education con be enhanced. Cross' philosophy of egalitarianism points up the fact that a new sector of the American public is being represented by the entrance of new kinds of students into higher education. They represented the poor, the Black, the so-called high risk and culturally disadvantaged.3
This new student thrust in higher education was accompanied by the utilization of the college campus as a forum for social issues of war and peace, equality and freedom, justice and poverty. Much of the rhetorical effort was translated into an attack on the educational process in the United States. The predominating topic of discussion and confrontation was the fact that American education was being used to * perpetuate discrimination, prejudice, and segregation between the races— black and white.
K. Patricia Cross, Beyond the Open Door, 1971, faces up to the unsightly fact that "Race has been and continues to be one of the major barriers to higher education. Membership in an ethnic minority group, frequently coupled with low family income, low parental occupational and educational status, poor school achievement, and low test scores, has posed a near-insurmountable barrier to college for thousands of
/ 3r . Patricia Cross, Planning for New Students to Higher Education in the '70s (Princeton, N.J.: Educational Testing Service, March 1971), pp. 33-45. 5
young people."^ What is significant at this juncture, however, is
that although the events described above serve to provide entrance
to institutions of higher learning by many Blacks from almost every
conceivable background, there was a problem and issue prevailing in the
content and structure of American education— Blacks were systematically
excluded from textbooks, tests and admissions policies were designed
from a white middle class perspective, and there were almost no Blacks
on faculties and administrative levels of white colleges and univer
sities in the United States. Thus, the attainment of significant
numbers of Black students on the white college campus provided for the
necessary power base under which demands could be made to the
university administrators. The emergence of significant black presence
on the predominantly white college campus began with a demand for the
establishment of Black Studies Departments operation alongside the
traditional and conventional academic units of the college.
During the decade of the 1960s, violence and confrontation raged
in the streets of the big cities and subsequently spilled over on to
«=the college campus. Young white students and white intellectuals who
opposed the war in Vietnam joined the ranks of the Black students in
their quest for relevance and identity in the American educational
system. In each instance where Blacks demanded the establishment of a
Black Studies program, the developmental patterns began to surface.
/
^K. Patricia Cross, Beyond the Open Poor (San Francisco: Jossey-Bass Publishers, 1971), p. 1. 6
In the doctoral dissertation of William Stanley Sutton,
"Evolution of the Black Studies Movement: With Specific Reference to
the Establishment of the Black Studies Institute at Ohio University,"
1972, a review of the developmental processes of several Black Studies programs revealed a number of evolutionary stages in the establishment process: (1) exploration or deliberative stage; (2) the rallying of forces stage; (3) confrontation stage; (4) concession or conciliation
stage; and (5) institutionalization stage,5
In the course of a five year period extending from 1966 to 1970,
almost every major white college and university in the United States
formally established a Black Studies program of sorts. Fortunately or unfortunately, many of those programs folded and closed down about
as rapidly as they were Initiated. The concept of Black Studies was viexjed as a tool and instrument for resolving a number of broadly defined
societal problems. These factors, according to W. Todd Fumiss,
constitute the nature and thrust of the Black Studies mission:
"(1) correcting American history by a more adequate recognition of the
past and present of 25 million black citizens; (2) hastening integra
tion by improving the understanding of blacks by nonblacks; (3) hastening
integration by preparing black students to take American society with
pride and self-confidence; (4) preparing black students to understand
^William Stanley Sutton, "Evolution of the Black Studies Move ment: With Specific Reference to the Establishment of the Black Studies Institute at Ohio University." Unpublished doctoral dissertation, Ohio University, 1972, p. 69. 7 and work for a black community; and (5) providing black students with a sense of (power). The programs for achieving these ends are known as ’Black Studies’ or 'Afro-American Studies’.
Regardless of the location of "success" jsf Black Studies programs, they have experienced many problems and criticisms from within and without. John A. Crowl, "Black Studies; The Bitterness and Hostilities
Lessen, But Criticism Persists," cites a number of Instances: many of the more politically oriented Black students criticized the Black Studies programs for being "too academic" or "irrelevant to the needs of the black community"; some Black educators feel that the programs have been poorly conceived and planned, and that their quality is low; many of the programs have only received grudging acceptance in traditional white academic circles; some administrators say that the death of qualified faculty members is hurting their programs; some black administrators
fear that their programs will become the only place on white campuses where there is a black presence; and, some programs, especially those founded with outside grants that have now expired, face cutbacks because of the fiscal problems of the overall institutions.^
The background of the development and establishment of Black
Studies programs obviously has been a stormy, violent, bitter, but an
immeasurably useful experience for those concerned with not only
6w. Todd Furniss, "Racial Minorities and Curriculum Change," in Nichols and Mills, Op. cit. /
^John A. Crowl, "Black Studies: The Bitterness and Hostilities Lessen, But Criticism Persists," 1970. 4
8 efficient administrative performance but also efficiency as it relates to effectiveness and the achievement of objectives. It is obvious, too, that when there is a lack of consistent and congruent defined objectives and goals by and between all parties directly involved and affected, the impairment of success and goal achievement is inevitable.
The Danforth Mews and Notes, "Black Studies: Perspectives 1970," provides an accurate assessment of the total picture in the development and institutionalization of Black Studies programs:
Despite the proliferation of Black Studies programs, however, their birth has been painful. As a field it has been said to have been accepted before it was defined, and that the hammering out of a definition— often a bitter and controversial process— goes on simultaneously with the evaluation of the courses, degrees and programs. Also, 3ince they are often beset by politics, strapped for funds, and short on qualified teachers, some programs are having a difficult time get ting'started.®
Black Studies programs in the late 1960s and early 1970s on most white college campuses were initiated as a result of violence, protest, and confrontation between the Black students and their allies and the university administration. The quest for Black Studies reflected the
thrust for social change via the educational process by Black students and their colleagues while the resistance to the establishment and development of the concept of the Black Studies by the university administration was indicative of the desire to maintain the status quo.
The actual implementation and establishment of Black Studies resulted
______t
8"Black Studies: Perspectives 1970," Danforth News and Notes, Vol. 5, No. 2, March 1970, p, 1. from concessions and conciliations on the part of the university adminis trators, for whatever reasons, and was not an indication of the coming together of the minds regarding the roles, missions, or definition of
Black Studies for society in general and higher education and Black people in particular.
In many instances, the job descriptions and mission statements were drawn up and written exclusively by university administrators or designed jointly with the appointed Black Studies director-chairman without the direct participation of the persons who demanded such a program.
After Black Studies programs were "institutionalized" or had become a part of the traditional university structure, the teaching faculty was selected and appointed on three primary bases: the
4 availability of qualified specialists in various Black Studies areas; persons chosen without special regard for academic training; and the chairman-director of the Black Studies program deciding faculty appointments exclusively on the basis that he had the right to do so without the advice and/or consent of students and any other concerned parties.
Students, for the most part, were not given a formal role in the decision making process regarding hiring of faculty or the nature of courses to be offered by the Black Studies programs. Their role and involvement was purely on a casual and informal— hit and miss— basis to / meet the criteria of student participation in academic governance. T' If these factors were prevalent in Black Studies programs in higher education, then the following assumptions can he made: (1) the 4
10 stated objectives of the Black Studies Department at The Ohio State
University primarily reflect the perceptions and desires of the university administration; (2) confrontation accompanied the implementa
tion and establishment of Black Studies as a formal academic unit,
therefore, differences remain between the university's position
regarding Black Studies objectives and the Black Studies faculty, students, and administrative staff perceptions of the objectives of
Black Studies; (3) there was no formal interplay by students in the decision-making regarding the hiring and appointment of faculty and the
courses they offered, the chance for significant conflicting objectives
in instruction and curriculum exist; and (4) the administrative staff was selected and appointed by the chairman-dlrector who agreed to serve as a result of a choice by the university administration, then the s objectives of the administrative staff as evident in the formal execution of their duties and responsibilities would tend to parallel and cohere with the stated objectives of the university— although they may personally and unofficially differ.
Statement of the Problem
To what extent are the stated objectives of the Black Studies
Department of The Ohio State University congruent with the perceived
objectives of the students, faculty, and the administrative staff of
the Black Studies Department?
/ Background of the Problem
The emergence of an issue which addresses itself to the needs and
exigencies of a group of people in society appears first, in many *
11 instances, on a rhetorical level. Verbal and non-verbal communication techniques and strategies are Introduced and specifically designed to force decisions which will evoke action in the direction of resolving and eliminating those contributing factors xdiich have provided for the development of a rhetorical situation in the first place. Fortunately and/or unfortunately, the removal of a felt difficulty or exigency and replacing it with a need-satisfactlon achievement is not always a simple transition from rhetorical language to the establishment and development of institutions and programs which reflect the desired relevancy and reality of the leader-spokesman and his aspiring constituency.®
The transition period between the rhetorical communicative acts and the establishment of need-satisfaction institutions is one of * immense import for those concerned with the test of this project— setting objectives. Uhen a decision is made to operalize the answer to an issue or need, the necessary steps must be taken to prepare the way for the groundwork that will provide for the planning, structuring, staffing, directing, controlling, and most essential to the overall success of the total organization and its clientele, the definition and setting of both long-range and short-run objectives. It is not sufficient, however, merely to define and set objectives in a vacuum. There must be a meeting of the minds, first, among those within the organization or department as to what the nature of the objectives should be with /
®Lloyd F. Bitzer, "The Rhetorical Situation," The Quarterly Journal of Speech, January 1968. 4
12 specific reference to Its mission and/or relationship, to its clientele, its customer, or audience. Secondly, there must be unmistakable agreement among those within the organization as to the nature, purpose, and aims of the super-structure. And finally, the objectives must be clearly stated and vivid in the minds of all parties concerned be it the business and its customer or the academic department and its student.
The emergence and establishment of Black Studies programs in higher education during the 60s and early 70s seemed to have experienced some difficulty meeting the fundamental criteria for administration, and operation of program and organizational efforts and endeavors. The cry for Black studies by Black students and their colleagues was met with suspicion, and cries of black racism by university administrators who finally retreated from a strategy of fighting rhetoric with rhetoric t and succumbed to a strategy of armor against rhetorical activity.
Conflict over short-run as well as long-range objectives prevailed from the outset of demands for and the establishment of Black Studies. This apparent confusion of and conflict of objectives by and between univer sity administrators, Black students, and the inner structure of the
Black Studies Departments has led to the dismantling and shutdown of many Black Studies programs around the country. The very broadly and generally defined objectives have led universities down blind alleys and have served to further complicate opinions and feelings regarding curricula developments and faculty appointments, financing and budgetary ( allocations, non-instructional and community outreach as well as the nature and position of the Black Studies academic unit in the overall university structure. 4
13
What Is the nature and purpose of an objective" that makes it so crucial and critical to the effective and efficient management and administration of goal-directed organizations in general and Black
Studies in particular? Claude S. George, Jr., Management in Industry,
1964, contends:
An organization is a facilitating mechanism which enables us to accomplish things— to achieve goals. The objective of an organization plays a large part in determining how quickly the structure should be developed, what it looks like, its operating cost, and its permanency. Since this is true, what we want to accomplish through the organiza tion should be kept clearly in mind while we are designing and setting up its structure.10
Further, Black Studies programs, like many other educational programs, are confronted with decisions and alternatives of an economic nature. The scarcity of resources, both human and financial, force
Black Studies administration to make choices and decisions of an expenditure which should be evaluated on the basis of the total univer sity's mission in general and the Black Studies program specifically.
Herbert A. Simon, Administrative Behavior. 1957, suggests:
A fundamental principle of administration, which follows almost immediately from the rational character of "good'1 administration, is that among several alternatives involving the same expenditure the one should always be selected which leads to the greatest accomplishment of administrative objectives; and among several alternatives that lead to the same accomplishment the one should be selected which involves the least expenditure.H
Simon provides an additional consideration:
. / lOciaude S, George, Jr., Management in Industry (Englewood Cliffs, N.J.: Prentice-Hall, Inc., 1964), pp. 85-86.
^Herbert A. Simon, Administrative Behavior (New York: Macmillan Co. and Free Press, 1957), p. 38. 14
In order for an ethical proposition to be useful for rational decision making, (a) the values taken as organizational objectives may be definite, so that their degree of rationalization in any situation can be assessed, and (b) it must be possible to form judg ments as to the probability that particular actions will implement these objectives.!2
Controversy and dispute concerning the definition of objectives as well as what the nature of an organization objective should be have predominated both in academic theory and-business practice. Allan C,
Filley and Robert J. House, Managerial Process and Organizational
Behavior, 1969, state:
The word objective may be taken to mean either a personal aspiration, or a value to be attained through the per formance of some activity. In the first sense, objectives are states of individual motivation derived from the needs of a particular individual. Such objectives are personal, attached to individuals and not organizations. In the second sense, objectives are values to be attained, and can be values sought by Individuals or by organizations. Values defined in a group or organization constitute organizational objectives.13
William H. Newman and Charles E. Summer, Jr., The Process of
Management, 1964, contend most emphatically:
Of the various kinds of planning, setting of objectives Is the most crucial. With improper objective, even the most effective action is of no avail. . . . Departments, sections, and individuals also heed objectives. Their efforts, like those of a lost man who walks in circles in the woods, will contribute little to the overall aims of the enterprise unless subgoals are provided. . . . For managerial purposes, it is useful to think of objectives as the results we want to achieve. The words
12Ibid,, p. 50. /
13Allan C. Filley and Robert J. House, Managerial Process and Organizational Behavior (Glenview, 111.: Scott Foresman and Co.* 1969), p. 131. 15
"goal," "aim," and "purpose" also have much the same meaning, since they, too. imply effort directed toward a preselected r e s u l t . 14
There are several types of objectives which are more applicable and related to specific organizations depending upon the goals and objectives of the firm-or department under observation; profit objectives, service objectives, social or public objectives, and personal or private objectives. These general categories may fall within any social, educational, political, religious, or economic institution. If objectives are more implicit than explicit, the result is inconsistency, compromise, and lack of coordination between and among the organizational entities.
The objectives of Black Studies or any organization are useful according to Newman and Summer because: "When properly set forth and accepted, objectives provide the following benefits: individual moti vation, unified planning, a basis for centralizing, voluntary coordina tion, and standards for c o n t r o l , "15
Further, Justin G. Longenecker, Principles of Management and
Organizational Behavior, 1969, the usefulness of objectives is apparent in the fact that
Planning should begin with a consideration of the objectives or goals that the organization is attempting to achieve. Operational plans should be formulated and
■^William Hi Newman and Charles E. Summer, Jr., The Process of Management; Concepts, Behavior, and Practice (Englewood Cliffs, N.J.: Prentice-Hall, 1964), p. 3/3.
l5Ibid., p. 374. 16
performance of the firm evaluated in accordance with these objectives. Clarity and consistency in objectives are essential for effective operation. If there is only a vague and confused picture of goals, an organization or individual may stray from the most direct route to success. There is a danger of muddling along without objectives and progress. Objectives provide a focus for policy-making and for management decisions of other types.16
Filley and House provide empirical propositional evidence to support the value and viability of setting objectives:
Proposition 1. Providing value in the form of client or customer satisfaction is a necessary function of the organization for long-run growth, survival, and profitable operation. Conversely, continued failure to provide such value will result in unprofitable operation, loss of competitive standing, and eventual failure. . . . Proposition 2. If the organization operates in any manner consistently, offensive to society or the majority of its members, or if organizational practices are in conflict with current social mores or laws, undesirable consequences will result. . . , Proposition 3. A clear statement of the organization objectives to which an individual is expected to con tribute directly improves individual performance and coordinated group action by directing individual contri butions and cooperative effort, . . . Proposition 4. When attainment or organizational objectives is a means to attainment of personal objectives by the members of an organization, member motivation to work and member satisfaction with the organization will be high.17
Finally, Herbert A.. Simon addresses himself to two approaches in the analysis of administration by objectives. First, organization objectives are important to the members of the enterprise.
l^justln G. Longenecker, Principles of Management and Organiza- tional Behavior (Columbus, Ohio: Charles E. Merrill Publishing Co., 1969), pp. 77-78.
, , r 17Filley and House, Op. cit., pp. 144-153. Administrative organizations are systems of cooperative behavior. The members of the organization are expected to orient their behavior with respect to certain goals that are taken as "organization objectives." This leaves the problem of the behavior of the others upon which he can base his own decisions. In cooperative systems, even all participants are agreed on the objectives to be attained, they cannot ordinarily be left to themselves in selecting strategies that will lead to these objectives; for the selection of a correct strategy involves a knowledge of each as to the strategies selected by the other.18
Secondly, and extremely critical to thfe ultimate success of the
organization internally and externally is the notion and recognition of the role of the objective in attracting and retaining a clientele or
customer. Perhaps this point, as articulated by Simon, more than any other is indicative of the contention that management and effective administration is a behavioral process germane to a healthy life of an
enterprise or organization. * The organization objective is by no means a static thing. In order to survive, the organization must have an objective that appeals to its customers, so that they will make the contributions necessary to sustain it. Hence, organization objectives are constantly adapted to conform to the changing values of customers, or to secure new groups of customers in place of customers who have dropped away. . . . Hence, although it is correct to say that the organiza tion is oriented toward the organization objective, this is not the whole story; for the organization objective itself changes in response to the influence of those for whom the accomplishment of the objective secures personal value. ^*9
It is quite obvious, then, that clearly defined and concretely stated objectives are crucial to the administration of Black Studies.
- / ^Herbert A. Simon, Op. cit., pp. 72-73.
19Ibid.. pf 114. 18
Objectives may very well save time, conflict, wiser and broader use of scarce human and financial resources. The critical factor Is not simply an articulation of objectives alone, but the ultimate effective ness of Black Studies rests upon an articulation of objectives reflecting a meaningful degree of congruency, consistency, and compatibility between and among the parties participating in the function of Black
Studies on and off the college campus.
The complexity of the Black Studies concept, however, is most evident in the events and processes which led to the establishment and institutionalization of such programs in higher education. All of the pro and con rhetorical efforts addressed themselves to far-reaching and hard-hitting questions which undoubtedly would effect all of the social institutions of the American society if favorably or unfavorably resolved.
Treatment of the Data Pursuant to the successful achievement of the goals of this study, the data collected frotn the Black Studies faculty, students, and administration was subjected to a number of statistical procedures.
Below is a synopsis of the techniques employed in the analysis of the data from the three questionnaire instruments. However, for a more extended and detailed description of the design and procedure of the study, the reader is referred to Chapter III of this paper.
1. For each statement, a tabulation of responses for each academic group (faculty, students, and administration) is given. Further, the number of respondents, the mean response, and a Z-value is provided. 19
For the students' mean response, a standard error is given.
2. The mean response was computed by weighting the responses:
1 equals strongly disagree; 2 equals moderately disagree; 3 equals disagree; 4 equals agree; 5 equals moderately agree; and 6 equals strongly agree. Then, lettering f ^ be the number of persons in academic group i (i equals 1, 2, 3) given response j (j equals 1, 2, 3,
4, 5, 6), the mean response for group i is:
6 = h i* 1 - 1» 2* 3
xi j=l
ni 6 where n. = JT f . j=l*
3. The standard error is an estimate of the variation of the sample mean. It is the standard deviation, s^, divided by the square root of the total number of the total number of respondents to the question in group i. This was computed only for group 3— the students.
In the case of the faculty and administration, they are considered to be fixed— known populations; hence, their respective means would have 0 standard error. The standard deviation is computed by
s3 “2 6 f3j 0 ‘ *3>2- j=l /
4. From the way the student mean was constructed, we mhy consider it to have a normal distribution. Hence, the Z statistic Is 4
20 used to determine whether there Is a statistical difference between the student mean response and that of the other two academic groups.
It is computed using
zi “ *3 ' xi i = 1, 2 (staff, faculty) =3/ 'FT
If /z/ £ 2.576, there is 1 chance in 100 that the true student mean is the same as that of group i. This is termed a statistical difference at the .0k£- level. If /z/< 1.645, we cannot say that there is a statistical difference, even at the . lOot- level. Theae^- levels are termed significant levels in the literature. The term "significant difference" has been defined in a slightly different manner. (See definition of terms in Chapter I.)
It is important for the reader to note that these statistical treatments only apply to the first forty questions of the student, the faculty, and administrative staff questionnaire instruments.
Limitations of the Study
There are a number of constraints to be faced In the pursuit of the stated objective of this project. Ttfhlle it is of paramount importance to establish and describe events and circumstances directly and indirectly affecting the topic under study— An Analysis of the
Objectives of the Black Studies Department of The Ohio State University- the writer must take the responsibility of defining, and deciding, in view of the ultimate desired results, the point in time those events and circumstances seem to be most relevant to the evolution and 21 development of the Black Studies Department at The Ohio State
University.
The establishment of Black Studies at The Ohio State University, like those of many other colleges and universities, reflects an historical process which conceivably extends to the coloniallzation of
Africa by Europeans many centuries ago; the fact of the matter is that the historical process is extremely significant. However, the time- span is such that its proximity to contemporary developments of Blacks in higher education virtually eliminates any urgent need to connect, correlate, theorize, or speculate its Impact upon the development and institutionalization of Black Studies in higher education. In essence, the many, many important events of history are too far removed to significantly enhance the quality or accuracy of the content of this / project.
If indeed the rationale of the writer is valid regarding this point, a greater emphasis, then, can be placed upon the immediate events preceding the development and institutionalization of Black Studies in higher education and specifically at The Ohio State University. Too, this approach facilitates the time-factor necessary to get to the core and essence of the study without unnecessary preliminaries. .The historical description of the study, then, is limited to the time period
1954-1972 because, in the opinion and judgment of the writer, it meets the proximity, the effect, and the immediate-relevancy criteria per- ( ceived in the plan of the project.
Finally, the overall scope and depth of the project is necessarily limited. It was the original Intent of the writer to conduct an overall 22 survey and analysis of all Black programs at The Ohio State University; the realization of that intention, however, was undermined by and for the following reasons: (1) an in-depth investigation and analysis would require substantial financial resources not available to the writer;
(2) because the financial resources were seriously limited, the time factor had to be viewed realistically with reference to the completion of the project and the writer’s academic program as well as the ability to sustain himself and his family; (3) the realization that such an in-depth approach would provide for many dissertations and indeed many procedural problems such that would render the effort ineffective and too general; and (4) it must be the responsibility of the university to conduct or at least provide for the kind of in-depth and detailed self- study of its Black programs; this is not only standard operating procedure, but it is the indispensable and sensible thing to do since questions of limited allocative resources, the equality of curriculum and faculty, and the effectiveness of supportive programs are being raised by the student consumer, the taxpayer, and the legislature.
Significance of the Study
The establishment of Black programs in higher education in the
United States, in many instances, has proved to be a short-lived process of development, establishment, confusion, and shutdown. Unfortunately, the life-span of many programs has been extremely brief thereby denying researchers, educators, and administrators the opportunity of first defining, in cooperation with all constituencies, the mission of the program either in broad and long-range terms or specific short-run aims. 4
23
Too, because of the abrupt dismantling of many programs, no one is able to conduct an evaluation of the Black Studies program with respect to what it has accomplished as well as the quality and effectiveness of the strategies and techniques employed in achieving the results.
The programs which have managed to survive all of the stages of
Institutionalization, without questioning the manner and circumstances under which they survived, are struggling for acceptance by overall academic communities. They have not addressed themselves to those items which would ensure their survival— the setting of goals and objectives which are clearly stated, agreed upon by the constituencies and customers involved. The only visible goal is that of growth and expansion not as defined by the objective or mission statement but as a response to the appearance of success and acceptance (quantitatively).
Theoretically, competent administration and management are dependent upon the definition and setting of goals and objectives and the design of the appropriate vehicle, resources, and strategies to maximize the achievement of the objectives effectively and efficiently. Practically speaking, the Black Studies of The Ohio State University can provide shocking evidence of the phenomenon— failure— if there is any discrepancy between and among the various under study. When the basic principle of setting objectives is recognized in theory and ignored in practice, failure is inevitable.
Definition of Terms ^ Some coramunicologists contend that language is the embodiment of ideas, thoughts, habits, beliefs and norms into symbols which are 24 common to a cultural group or community and is transmitted both verbally and nonverbally.21 Consequently, a number of the following terms must be clearly viewed as concepts with an abundance of connotative meaning while some of the terms are formal and denotative.
Administrative Staff. Those employees within an academic unit of The Ohio State University whose responsibilities are primarily sup portive and nonteaching. The individual, tooj may not hold an appoint ment within the department; however, the nature of his job must directly affect the continuity, stability, and administration of the academic unit.
African Studies. That curriculum which addresses to the specific study of Africans and their relationships with others with
Africa being the central focus.
Afro-American Studies. An approach to the study of the experiences and life-orientations of Black Americans in the world with the American society as the major theme.
Black Nationalism. An Ideological concept which supports the separatist philosophy and actively strives for nationhood for Black
Americans.
Black Studies. An academic thrust which places an all-encompassing emphasis upon the study of all Black peoples around the world. "Black
21jon Eisenson, J. Jeffery Auer and John V. Iryin, The Psychology of Communication (New York: Appleton-Century-Crofts, Inc., 1963), pp. 3-33. 4
25
Studies Programs seek to remedy the total indifference of the American system of education to the needs of Black p e o p l e . "22
Community Based. Those academic programs that derive their philosophies, objectives, and policies from within a particular community. The academic unit strives to harness university resources for the purpose of meeting the needs of that community.
Faculty Questionnaire. The questionnaire instrument which was specifically designed for the teaching staff of the Black Studies
Department of The Ohio State University.
Immediacy Criterion. That relationship between the proximity of the happening of an event to the establishment of a program.
Integration. The assimilation and acculturation of one group into the culture and 'life-styles of another. The mixing of races in a
* fashion that supposedly equality results.
Nation-Building. A concept which strives for the establishment of a separate Black nation in America and promotes an atmosphere of political and economic TOGETHERNESS among Blacks,
Objective. "For managerial purposes, it is useful to think of objectives as the results we want to achieve. "The words "goal," "aim," and "purpose" also have much the same meaning, since they, too, imply effort directed toward a preselected result.
22james Turner, "Black Studies: Challenge to Higher Education," in G. Kerry Smith, The Troubled Campus (San Francisco; Jossey-Bass, Inc., 1970), p. 204.
23wnii am II. Newman and Charles E, Summer, Jr., 0£. cit., p. 373, 26
Pan-Africanism. A philosophy which expresses the unity of all people of African heritage.
Perceived Objective. Those activities and results which are believed to be and are interpreted as the correct objectives.
Relevancy Criterion. When there is a cause-effect between an event and the establishment of a program— the content and thrust of one follows the other— there is a relevancy determination.
Reliable Difference. A statistical difference. If Z is sufficiently large but both means fell within the same response range.
Significant Difference. That difference which yields an entirely new interpretation and meaning. Z is not only sufficiently larger (greater or less than 2.576 in most cases), but also that the mean responses of the two groups under comparison fall into different response ranges.
Stated Objective. That purpose, or goal which is specifically stated in writing by the Department.
Student Clientele. Those students enrolled in Black Studies at the time of this study.
/ CHAPTER II
A REVIEW OF RELATED LITERATURE
"It may be that historians of the future will brand the period of the '60s as a forerunner of a second age of enlightenment or of an age of new humanism. It was during the '60s that legislation and court decisions and demonstrations and riots and sit-ins and strikes and voter registration drives and peace marches and univer sity shut-downs and bombings and assassinations finally forced the recognition that, although as a nation we profess to a belief in equal opportunity, we fall far short of the reality. Particularly do we fall short with respect to ethnic minorities,
Historical Antecedents
The development and institutionalization of black programs in higher education reflect a history which is explicitly unique and complex. To assume any initial point of historical description, of course, carries with it implications which tend to categorize and label the political stance of the writer with reference to the history, culture, and name symbols of blacks in America. But, not only do the require ments of a paper of this nature provide a way out for the writer, more importantly, a keen and genuine sense of integrity and responsibility for what is written here necessitates an unbiased assessment of the goals and objectives of this project placed in proper historical
^Western Interstate Commission on Higher Education, Graduate Education and Ethnic Minorities (Boulder, Colorado, February J.y/u), p. 1.
27 28 perspective. Thus, in thd opinion of this writer, that event or set of circumstances which appear to have had direct decision-making, policy-making, and implementation effects upon the emergence of black programs in higher education will provide the historical framework from which the background of the problem shall be approached.
Certainly, an analytical history of the issues, questions, and problems of blacks in America in any period can justifiably begin and can be reasonably and scholarly connected and correlated by describing, theorizing, and conceptualizing as far back as history can take us in
Africa. The significance of the objectives of this study, however, seem to say to the writer that the proximity of events and situations to the development and institutionalization of black programs in higher education is of paramount importance. The year 1954 cannot be ignored * nor disregarded as it relates to the developmental thrusts of blacks in higher education in America.
On May 17, 1954, the United States Supreme Court handed down a landmark desegregation decision which has undoubtedly come to be recognized as perhaps the most important legal edict of the 20th century in America. The impact of that decision provided the impotence and legal stronghold for which both chaos and calamity as well as challenge and change was prevalent in the streets, in public places, and most prominently in the colleges and universities. The significance of the high court's decision was not necessarily the document itself, but more importantly, a concise phrase which lent priority status and a sense of emergency contributed to the magnitude of the decision as it relates to the subsequent events in higher education in America. Desegregation and integration of the schools ''with all deliberate
speed"2 meant also the overhauling of the entire social fabric of the
nation. Questions and issues of racism and segregation, integration and
equality in the United States are inherently interwoven with concerns
of economics and poverty, war and peace, education and service. And
so the magnitude of the unperceived and at best the unintentional
challenge to the educational system and indeed the total American
society resulted in many unforeseen spin-offs.
In December, 1955, a young black minister and Ph.D. from
Atlanta, Georgia, took up the cause and willingly accepted the challenge
of that historic Supreme Court decision of 1954 when he delivered the
famed speech "Challenge of a New Age." In that speech the Reverend
Martin Luther King, Jr., set forth quite clearly the levels upon which 0 challenge and change would take place in this country. Most prominent were challenges of economic development, social equality, political
astuteness, and the dismantling of the barriers to equal educational
opportunities.3 For many months and years hence, King mobilized the masses where they worked, learned, and resided to do battle in the
streets, the courts, and the colleges and universities. The initial
confrantations and efforts to eliminate segregation and public accom modations began on the campus of North Carolina Agricultural and
^Browit vs. Board of Education of Topeka, Kansas, Citation 347, U. S. Code" 483 (1954). f
^Martin Luther King, Jr., "Facing the Challenge of a New Age," Phylon (Winter 1956) , pp. 25-34. i
30
Technical State University at Greensboro, North Carolina, in the early part of the 1960s. During the remainder of his life, King made the Viet Nam War a major issue revolving around the exploitation of the poor and the uneducated. Not only were there demonstration activities against the war, but there were civil disobedience demonstrations against government for decent housing, fair labor practices, and many, * many other issues.
But in 1957 the Russians stunned the world and, indeed, the
United States with the launching of its first satellite around the earth. A renewal of the red scare emerged and legislation was enacted in apparent desperation to supposedly cope with this country's educa tional deficiencies. In 1958 the Congress passed the National Defense
Education Act to make grants and loans available to students in higher education.^
Very importantly, several events took place as a result of this
Russian triumph and the 1958 legislation: (1) the beginning of an arms race; (2) the race for world domination; (3) a rather accentuated rise in student enrollments in higher education because of the availability of financial support to institutions of higher learning. Suddenly, the emergence of a new philosophy of higher education influenced not only the quality of educational output but also the complexion of the clientele therein; and (4) the Congress of the United States and the
^Shepard's Acts and Cases, "1958 National Defense Education Act," U. S. Code (1964) Title 20, 401-ET-SEQ. 4
31
Kennedy-Johnson administrations wrote and passed legislation— Elementary
and Secondary Education Act, the 1964 Civil Rights Act, and a number
of higher education bills— that compounded the sense of urgency of the
racial situation and implications of the high court’s "with all
deliberate speed" edict.
In the late 1950s and early 1960s, the battles for social equality
both on and off the campuses were led and fought by the youth and the
intellectuals both of whom comprised the population— consumer and '
clientele— of the colleges and universities of the nation. Of course, with the conspicuous but significant rise in student enrollments also
came the emergence of an important "black presence on the predominantly white college campus."'*
It is essential that the reader recognize, while it is true
that student enrollments rose appreciably during the early 1960s, black and other ethnic minority enrollments, however, did not rise con
currently with the general student population increase, but rather it
emerged a bit later in the decade when the sting of the rhetoric of the
civil rights struggle had its greatest impact. Black men of yesteryear whose orations of equality and egalitarianism, blood and bombs, the man
and his maker, was rekindled by contemporary black rhetoricians and
fiery orators of all persuasions went beyond questions and concerns of moral and ethical considerations. Men and women like James Cheek,
______;___ f ^Nathan Wright, Jr. (Ed,), What Black Educators Are Saying (New York: Hawthorn Books, Inc.), pp. 126-150. 32
President of Howard University; Albert Cleage, Minister of the Black
Madonna; King Cheek, President of Morgan State College; Benjamin Mays,
President Emeritus of Morehouse College; Martin Luther King, late
President of the Southern Christian Leadership Conference; Jesse
Jackson, President of Operation PUSH; Leon Sullivan, Founder of Oppor tunities Industrialization Center and many, many others confronted the issues head on as they traversed the nation in church, in college, in community, in work, and in political rallies.**
While the social orators provided high visibility for the plight and concerns of black Americans in general, the academicians and the theoreticians legitimized the concerns and the accusations via the pen and paper and research. Increased student enrollments in general were not only the result of access to funds from government, but increased black student enrollments in particular resulted from insti tutions of higher learning having to face reality regarding the compo sition of their campus population.
Philosophical Considerations
Entrance into the traditionally "white ivory tower" setting was originally based upon an aristocratic philosophy which supported the ownership of property and wealth. The quest for higher education, then, was superceded by a greater need, by those who could afford it, to expedite and enhance their own image and station in life as an affluent
■ 1______■ f
®James L. Golden and Richard D. Rieke, The Rhetoric of Black Americans (Columbus, Ohio: Charles E. Merrill Book Co., 1971)1 33
and superior citizen of society. Thus, the thrust of the curriculum was geared to the special and rather unique needs of the affluent segment of the society; a poor and/or ethnic minority student could not really benefit from what was offered in the educational aristocracy.
It was an innovation in education when the administrators and educators began to raise significant questions as to whether or not the traditional instruction offered could be redefined in order that the many other segments of the American society that desired post-secondary education could benefit from it with reference to their own state of affairs.
In an effort to break down the inequities and the barriers to education based upon aristocratic values, "a move towards the democrati zation of higher education" was implemented, interestingly enough, by the advocates and supporters of the concept of education based upon merit and ability. The intriguing factor is that these staunch opponents of the aristocratic approach to higher education were very busy, intentionally or unintentionally, constructing and erecting their own barriers to equal educational opportunities. The essence and nucleus of the meritocratic philosophy is ability measured and based upon tests and other evaluative tools. "In academic aptitude tests were the instruments that served both to destroy the old aristocracy and to erect the new barriers of the meritocracy."^
No question about it, in an effort to democratize higher educa tion in this country, the development and the emergence of a cruel /
?K. Patricia Cross, Planning for New Students to Higher. Education in the *708 (Princeton, N.J.: Educational Testing Service, March 1971), pp. 33-34. 34 monster who lifted its unsightly head contributed most to an acknowledge ment of the injustices of the educational system and its policies
governing qualifications and admissions. Tests have not curtailed and dismantled barriers to higher education by those who desire it. Tests,
too, have not provided an accurate measurement and profile of the abilities of those who aspire to the halls of higher education. Tests have, however, served to perpetuate the closed door for many of society’s citizens. Donald Ross Green, Biased Tests, 1971, substantiates the many questions surrounding biased tests:
There is a long standing notion that tests may be biased against blacks and others (e.g., Pintner, 1923, p. 343; Eels, Davis, Havlghurst, Herrick and Tyler, 1951). In recent years the charge has been made with increasing frequency and vehemence (e.g., Brown and Russell, 1964; Wasserman, 1969; Danielian, 1969; Brazziel, 1969; Williams, 1970A, 1970B). For the most part these charges have either been ignored or dismissed as ill-founded both by the publishers of such tests and by the people and the institutions who use them (e.g., Clemens, 1970; Sommer, 1970; Stanley, 1971; Wrightstone, 1969). Since the charge is basically that large numbers of people, especially children, have beeti systematically missused, vehemence and even anger seem appropriate if it is true. A biased test produces scores that mean different things for different groups and therefore, if the bias is not recognized, teachers make erroneous inferences about their teaching strategies and about their students; school adminis trators make erroneous inferences about their programs and curricula; school boards and legislatures make inferences about their merit of their policies and personnel; and, heaven help us the researchers and theoreticians develop false models and explanations of schooling and human nature. Is anger, then, an over-reaction?®
®Donald Ross Green, Biased Tests (Monterey, California: McGraw- Hill Publishers, 1971), p. 1. 35
Of course, there is no harmony in the controversy over tests and their potential for bias or objectivity. K. Patricia Cross,
Beyond the Open Door, 1971, suggests that tests are only biased insofar as they slant in the favor of blacks and others:
Many research studies have investigated ethnic bias in traditional admissions tests and the great weight of the evidence is that the tests predict college grades equally well for white and members of minority ethnic groups (Cleary, 1968j Kendrick, 1967-68, Flaugher, 1970; Kendrick and Thomas, 1970). (What grades predict is a different question.) Even where differential predictions exist, the inaccuracies tend to favor minority youth and not discriminate against them (Cleary, 1967; Temp, 1971). If anything, the results of research indicate that for blacks test scores are better predictors of college grades than are high school grades (McKelpin, 1965; Munday, 1965; Thomas and Stanley, 1969; Kendrick and Thomas, 1970).9
I suppose a significant point to remember here is that there are serious and indeed fair questions being raised about the quality and objectivity of tests. The potential for discrepancy and bias is real and serious. If there is any chance for bias and discrimination in tests as well as the administration of such instruments, then there is a real chance, and indeed it has been historically, for under representation of ethnic minorities in higher education: "There is little question," writes Alexander W. Astin, "that the average black high school student compares unfavorably with the average white on these merit criteria, particularly on tests of academic ability.
Consequently, the blind application of such criteria in college
______f Patricia Cross, Beyond the Open Door (San Francisco: Jossey- Bass Publishers, Inc., 1971), pp. 124-125. 4
36
admissions will result in a. proportionately fewer blacks than whites
being admitted and b. partial segregation of the races, with fewer
blacks being admitted to the most selective institutions."^ Major L,
Harris, Dean of Student Services at Cuyahoga Community College, writing
in "Testing and Evaluation in Higher Education and Its Effects on
Racial Minorities," 1971, takes issue with colleges and universities
utilizing tests to make decisions upon the acceptance or rejection of minority students. Too much of the students* background and environ mental situation has not been considered in the design of the tests.
If these institutions intend to do something about the drop-out and
rejection rate of these students, it must first do something about its administration and application of tests and test results.H
The meritocracy in higher education, as has been clearly * demonstrated, is not the best answer to the problems of maximum access
to post-secondary education by those who desire it. The weary feelings
concerning tests, however, reach far beyond test design and adminis
tration to the archives of the history of the United States as well as
the history of its European forebearers. The scope of this project will not permit an investigation of European history and its impact upon
the attitudes and perceptions of its descendants in America.
^Alexander W. Astin, "Racial Considerations in Admissions," in David C. Nichols and Olive Mills, The Campus and the Racial Crisis (Washington, D.C.: American Council on Education, 1970), p. 139,
llMajor L. Harris, "Testing and Evaluation in Higher Education and Its Effects on Racial Minorities" (Cleveland, Ohio: Cuyahoga Community College, 1971). 37
The barriers and stumbling blocks of the aristocracy and the meritocracy have initiated the emergence of a new effort to insure the equal participation of all segments of the society in the pursuit of educational objectives of their own choosing. The "liberal" stance of
Presidents Kennedy and Johnson provided the necessary legislative foundation which culminated in the passage of several pieces of indispensable legislation. The 1964 Civil Rights Act written by the
Kennedy Administration and successfully guided through the United States
Congress by the Johnson Administration established a broad legal umbrella which sought to rid public accommodations, government and industry, and educational institutions of discrimination and segregation based upon the color of one's skin. The follow-up of that sweeping legislation was the passage of the Elementary and Secondary Education
Act and the Higher Education Act which provided the economic and human resources necessary to implement a program of "catch-up" through integration.^
The decade of the 1960s was also a period that significant complementarity to the 1954 Supreme Court desegregation decision,and the 1964-1968 legislation took place. Fortunately or unfortunately, the long hot summers arriving in the big city streets as well as the student unrest on college and university campuses contributed something to the development and move toward institutionalization of black programs in higher education if nothing more than an awakening to the /
l^shepard's Acts and Cases, "Elementary and Secondary Education Act," U. S. Code (1964) Title 20, 236-ET-SEQ. 38 realities of the effects of racism and segregation in education.
When businesses were bombed and burned, when citizens died in a situation of chaos and calamity, and when the campuses rumbled with fire, smoke, brimstones, and bullets as well as forced shut-downs during the con frontation of 1967-1971, the trauma births still yet a new trend in higher education.^
The concept and philosophy of equal educational opportunity was a failure in both the aristocracy as well as the meritocracy for two reasons: First, the complexion of America's attitudes and value- orientations was such that the realization and the accommodation of this thrust was nil and foreign; finally, the inherent nature of the tv;o philosophies— aristocracy and meritocracy— as they relate to equal educational opportunity would have constituted a contradiction in * terms as well as counter-productive and inconsistent results with respect to aims of the two previous concepts. Thus was born the egalitarian philosophy of higher education. The "open door" of college admissions was first evident in the southern expansion of the junior and community college concept. But soon after the initial expansion of the junior college and the invasion by the heretofore non-college segments of the population, a substantial number of black Americans moved onto the historically white university campus in numbers signifi cant enough to make demands and requests upon the faculty and adminis tration both regarding the development of curricula innovations and the /
^Western Interstate Commission on Higher Education, Op. cit. 39 hiring of blacks to administrative and faculty positions on the white college campuses.
Egalitarianism marked the beginning of a new and different phase in higher education in America indeed adding substantially to the chaos and calamity that has existed within it; but more importantly, this new challenge provided an opportunity for administrators and educators in higher education to fully execute and pursue with vigor the search for the truth through intellectual investigation and research.^ The age of egalitarianism is enhanced and supported by three important factors:
(1) open admissions; (2) remedial education; (3) the federal funds and programs which are all designed to develop the necessary skills, motivations, and resources to maximize success' in higher education.
The task is not yet completed; it has only just begun. K. Patricia
Cross, "Planning for New Students to Higher Education in the ’703,"
1971, outlines the nature and scope of the task:
The emphasis of the 1960s was on access. The goal was to move young people toward traditional post-secondary education through supplying money, incentive, and remediation of past educational deficiencies so that new students would have the same educational oppor tunities as traditional students. Partly because of the success of this effort in the 1960s, the task of the 1970s will be accommodation of education to the needs of students who gained admission through access programs. The emphasis will change from moving toward higher education to moving education toward students. The 1970s has brought the realization that success at academic tasks in the past is not an infallible predictor of success in the future, especially when past opportunities to learn had not been equal for groups of differing locales, ethnic backgrounds, and socio-economic status. . . .
^Western Interstate Commission on Higher Education, Ibid. J
40
There will be a new student in colleges and universities in the '70s, one who requires new approaches to higher education. Traditional higher education was designed in a different era for a different kind of student, and the formulations of education that served academically-oriented youth a half century ago are no longer adequate. Planning for new students requires an analysis of where we are now and where we like to be by the end of the decade. The question of where we are now must be answered by research. The question of where we would like to go must be answered by society.15
Developmental Aspects
Colleges and universities, if not agents of social change, unquestionably mirror and reflect the developmental processes that are part of a process of social change; the gradual dismantling of the ivory tower image of higher education is part and parcel of that change in the way of the response to black Americans' demands for fair play in * the scholarship and research which comprises the American educational system as well as the nation's history and heritage. Perhaps the greatest challenge to higher education in the 20th century was not the fact of having to open the doors of the white colleges and universities to black students; their entrance entailed merely a pursual of the traditional types of academic and professional programs that higher education afforded which did not constitute a threat beyond the economic concerns of those whites who have traditionally held all of the professional and middle and upper level positions. But when the entrance of significant numbers of black students coupled with a demand for t
^K. Patricia Cross, Planning for New Students, Op. cit:. p. 30. 41 curricula change that culminated in them having the chance to study their own history and lifestyle in a separate academic unit, the interpretation of this unprecedented academic innovation not only revolved around economics but Included a perceived threat to the political stability of the institutions as well as the nation.
To implement a philosophy of egalitarianism in the admission of new students to higher education necessarily meant more than the elimination of admissions barriers of test scores and race, it meant, too, that the equalization process had to be executed in the textbook writing and other related academic activities of the Institution, VI. Todd
Furniss specifies a number of factors entering into the birth of the concept of Black Studies: "(1) correcting American history by more adequate recognition of the past and present of 25 million black citizens; (2) hastening Integration by improving the understanding of blacks by non-blacks; (3) hastening integration by preparing black students to take American society with pride and self-confidence;
(4) preparing black students to understand and work for a black community; (5) providing black students with a sense of (power). The programs for achieving these ends are known as 'Black Studies* or
'Afro-American Studies 7."16 fleeting in the winter of 1969, the Harvard
University faculty of African and Afro-American Studies went on record with their endorsement of the concept: "We are dealing with 25 million
------* f 16w. Todd Furniss, "Racial Minorities and Curriculum Change," in Nichols and Mills, 0p_. cit. 4
42 of our own people with a special history, culture, and range of problems. It can hardly be doubted that the study of black man in
America is a legitimate and urgent academic endeavor."I? Certainly, reasonable men who ought to know better about endeavors of intellectual cultivation and scholarly investigation, cannot justifiably take issue with this contention. But who was "qualified" to impart the necessary data and information concerning the black life of America? Academicians of all persuasions agree that little is known or written, that portrays blackness fairly and objectively in proper perspective, about African descendants in American society. "From the very beginning of American history," writes James Turner in "Black Studies: Challenge to Higher
Education," 1970, "black people have formed an economically, socially, and culturally significant part of America. They have contributed to
American art, music, and literature; they have been fundamentally important in shaping the attitudes and institutions of not only the black society but of the whole society. Despite the obvious importance of black people, however, neither the public at large nor scholars know very much about the precise role of black people in American life, past and present. Little is known about their position in American society, about the scope, quality, and significance of their contributions to
American culture, or about the impact of their actions on the attitudes and institutions of American society.
1 7 p * a c u l t y 0f African and Afro-American Studies (Boston: Harvard University, 1969). (
ISjames Turner, "Black Studies: Challenge to Higher Education," in G. Kerry Smith, The Troubled Campus (San Francisco: Jossey-Bass Publishers, 1970), pp. 201-203. * 43
Black Studies, as we have indicated earlier, was b o m out of unrest in the streets and on the campuses; they resulted from intense
Institutional guilt coupled with almost insurmountable student pressures both black and white. In the establishment of each succeeding program there seem to have emerged a pattern characterizing the behavior of students, the administration, and the final product of that seeming dichotomy. William Stanley Sutton, the first' director of the Black
Studies Institute at Ohio University at Athens suggests as a result of his role as participant observer in his research project, that there are five significant phases in the final establishment of a Black
Studies program: (1) exploration or deliberative stage; (2) rallying i of forces stage; (3) confrontation stage; (4) concession or conciliation stage; and (5) institutionalization stage.^ Regardless of the develop- * mental patterns and the uncertainty surrounding both students, and the I governance of structures In higher education concerning the merits and the directions of this new concept of Black Studies, the greatest and
Immediate, long-range challenge to the proponents as well as the administrators and faculties of higher education is the definition of goals and objectives including the philosophies undergirding the stability and continuity of Black Studies.
In the early pre-exploration-deliberative stage of Black Studies as a serious Institution, black students who came into the white
^William Stanley Sutton, "Evolution of the Black Studies Move ment: With Specific Reference to the Establishment of the Black Studies Institute at Ohio University.'1 Unpublished doctoral dissertation, Ohio University, 1972, p. 69. 44 college campuses as a direct result of civil rights and congressional activities of the '60s, laid the initial foundation from which the future goals and objectives of Black Studies could be defined. Regard less of the seeming lack of "merit" or quality of the black student demands during the ’60s, they were interpreted as the framework in which the ultimate objectives of Black Studies would emerge. Robert A. liaison, "Our Aspirations Will Be Pragmatic," cites a number of those early black student objectives: 1. Basic to their desires, but not always articulated as such, is the elimination of institutional racism.
This is the demand most resented by administrators, a charge denied by most, and the change most difficult to enact, 2. Recmitment of more black students probably is, and will continue to be, the most frequently voiced demand. This year, of the approximately 6.5 million university * students in the United States, only 275 thousand are black, and half of these are in the all-black southern universities. (The demand is that the enrollment of blacks should be proportionate to the black popula tion in the nation--ll-12 per cent.) 3. The demands for faculty are similar to those of students: 11-12 per cent of the faculty and adminis tration must be black. 4. Demands for autonomous Black Studies pro grams, that is, programs in either African or Afro-American Studies or both, are heard now throughout the country and will be voiced more and more frequently and urgently in the next few years. Demands in the area of social separation are usually for either separate housing or t social-cultural centers. The most prevalent theme among black college students today is psychological "togetherness," and in their minds the *
. 45 best way to achieve this is to find ways to be socially and, hence, psychologically together.20 The magnitude and depth of these demands or objectives resulted in not only instructional programs for black students, but it resulted also in a hodgepodge of ethnic minority efforts including the recruitment of more black graduate students to the white campuses, special tutorial and counseling programs, programs of a cultural and social nature frequently located within the student affairs structure, and special programs for awarding loans, scholarships, grants, and fellowships to the newly recruited black students. These ethnic minority programs were established on white college and univer sity campuses for several reasons: (1) action had been forced upon the institutions; (2) the institutions, in their efforts to respond to their great guilt and burning desires to eliminate the dissonance, climbed aboard the bandwagon; and (3) interestingly enough, college faculties and administrators found it very difficult to ignore the basic con tentions of classical education as well as contemporary higher education in America and as a result implemented such programs because of moral and intellectual commitment. ^
Although there were significant numbers of black programs or ethnic minority programs established on the college campuses, they all seemed to be designed to Insure the success of the black student in the
^Robert A. Malson, "Our Aspirations Will Be Pragmatic," in Nichols and Hills, 0£. cit., pp. 101-102. /
^Western Interstate Commission on Higher Education, 0j>_. cit., pp. 2-3. 46
Instructional programs on the campus. Of course, with more black
students enrolling in the historically white institutions, a greater
emphasis has been placed upon the concept of Black Studies as a viable
instructional unit on the campus. There was obvious bitterness between blacks and the white governance forces of the institution over what
Black Studies is and should be. The bitterness and hostility lessened
during the process of institutionalizing the programs; the criticism
and challenge increased over what the objectives and philosophies of
Black Studies is and should be. Originally, the thrust and direction of the black instructional programs pointed toward an emphasis only upon music, history, literature, and the like. It is true, too, that even in
its infancy the framers of the concept were not sure; but the remnants of a precedence had already been established by the general educational * philosophy of the American society. These orientations stood clear as a source for discussion and debate as Black Studies progressed as an academic unit.
The Rationalization Process
The black experience, argued black students, should be sufficient' for setting the parameters of study and inquiry in Black Studies.
Lawrence C. Howard, "The Validity and Utility of Black Studies," provides a broad conception of what Black Studies is:
Most would agree that Black Studies is an inquiry into the black experience. Harding has said, "Black Studies is the study of the past, present, and future of people of African descent." Surely a beginning place is the explication of the life experiences of the average black man's deep and mysterious African roots. The study will pursue in detail the African's experience in America and 4
47
it will assess the black man’s outreach to the people of the third world. But I suspect that the black experience, to be properly understood, will also go beyond the African derivatives. To be black also means to be colored by European and white American influences. It involves interaction with cultural forces, such as class, which are not Afro- American in origin. And, most important, being black is coming to celebrate in the legacy of the black experience.22
The total scope of the black experience seems to be the wide ranging academic parameter for the pursuit of the truth through research and Investigation in Black Studies. Still yet, writers and black scholars take the lead in setting the record in order so as to avoid irreparable damage to the concept of Black Studies through gross mis interpretation. G. Kerry Smith, The Troubled Campus, 1970, introduces the role of technology and its practical and academic application to
Black Studies:'
The initial conception of Black Studies as referring only to black history and culture has been superceded by the recognition of the importance of relating tech nology and science to the conditions of black people in urban and rural environments. The Black Studies programs must eventually become a center for preparing a new cadre of intellectuals who are at once precisely trained in scholarship of the black experience, and Interested in specializing in scholarly work (that is, teaching, research, creative arts) in some facet of this developing academic field. Also, it must develop into a new kind of professional school concerned with developing and applying new techniques of planning and economic development in the ghettos and rural areas. The intention is to enhance the training of black pro fessionals by providing an approach to the problems of black people in America, through consideration of their political, economic, cultural, and social needs. Our goal is to fashion skills for purpose and to generate
^Lawrence C. Howard, ’’Validity and Utility of Black Studies," in Nichols and Mills, 0£. cit., pp. 87-90. 48
knowledge for the sake of serving; to develop scholarly, .technical, and professional careers tailored to the conditions and requirements of the black community.23
Besides the ongoing arguments as to the validity and utility of
Black Studies viewed as a classical education or an education tempered with scientific and technological application is the explosive con
tention among many blacks that only black students should be permitted
to enroll in the Black Studies curriculum. On the other side of the
coin, however, is the contention of the white university administrators and faculty that to exclude white students and white faculty from
Black Studies is mere discrimination, segregation, and racism in reverse.
The laws which emerged as a result of the Intensive civil rights
activities of the earlier years ironically were applicable to black racism as well as white racism. The overt efforts to exclude white * from black programs would and could result in serious legal suits.
W. Arthur Lewis, "Black Power and the American University," provides
two basic contentions regarding the enrollment of black students in
Black Studies:
I yield to none in thinking that every respectable university should give courses in African life and on Afro-American life, which are of course two entirely different subjects, and I am very anxious to see such courses developed in our universities. It is, however, my hope that they will be attended mostly by white students, and that the majority of the black students will find more important uses of their time— that they may attend one or two such courses, but will reject any suggestion that Black Studies must be the major focus of their program. The principle argument for forcing black students to spend a great deal of their time in college studying
23g . Kerry Smith, The Troubled Campus. Op. cit., pp. 210-211. 49
African and Afro-American anthropology, history, languages, and literature is that they need such studies to overcome their racial inferiority complex. I am not impressed by this argument. The youngster discovers that he is black around the age of six or seven; from then on the whites he meets, the books he reads, and the situation of the Negro in America all combine to persuade him that he is an inferior species of homosapiens. By the time he is 14 or 15, he’s made up his mind on this one way or the other. Nothing *:hat the college can do, after he reaches 18 or 19, is going to have much effect on his basic personality. To expect the colleges to eradicate the inferiority complex of the young black adults is to ask the impossible. And to expect this to come about by segregating black students in Black Studies under inferior teachers suggests some deficiency of thought.24
The final important question of Black Studies revolves around its applicability to the black community. Ellezer Risco-Lozada contends that the traditional higher education has been three-pronged: teaching, research, and service.to every other conceivable community except those * of the minorities. One of the philosophies and objectives of Black
Studies programs should be that of community outreach. "In order to recapture the moral relatedness of education," the author argues,
24w. Arthur Lewis, "Black Power and the American University," in Nichols and Mills, 0p_. cit., pp. 21-22. For additional reading concerning the self-concept and analysis of the psychology of black Americans as it relates to the inferiority complex of blacks, the following sources are highly recommended. These sources, especially the latter, are typical examples bf what W. Arthur Lewis addresses himself to in the above statement: 1. Negro Self-Concept: Implications for School and Citizenship, a cooperative research project no, G-020 under Juvenile Delinquency and Youth Development Grant No. 64203, William C. Avaraceus, chief investigator (Medford, Massachusetts: Tufts University, 1964). 2. E. Earl Baughman, The Black Americans: A Psychological Analysis (New York: Academic Press, 1971)1 7 50
"programs must be developed in such a way as to instill in the student a sense of responsibility for the role he has to play in the trans formation of the educational process and of the institution which considers itself proprietor of that process, as well as the role he is to play after his education is completed. Whatever knowledge or skills the student acquired should be framed in the context of their functional relatedness to the personal and collected values and norms of the community the student comes from."25 Indeed, the urban university, the college extension, the university without walls, and the communiversity as it were are not new concepts in the white community. What Black
Studies has defined as a high priority is that of developing itself around the black community.
Lawrence C. Howard indicates that the inherent nature of the task * of Black Studies is to execute the philosophy of community extension:
Black Studies means using the university to build more truly human communities. In this sense, Daniel Patrick Moynihan touched on a central element in Black Studies when he recently pointed out the need for an urban policy that would go beyond current urban programs. The first goal of that policy, he said, would be "the transformation of the urban lower class into a stable community based upon a dependable and adequate income flow, social equality and social mobility." The execution of that task is high on the agenda of Black Studies.26
As we shall see, this philosophy is for sure being implemented by several Black Studies programs around the country. The Black Studies
25Eliezer Rlsco-Lozada, "Philosophies, Objectives, and Guide lines," in Western Interstate Commission on Higher Education, Graduate Education and Ethnic Minorities (Boulder, Colorado, February 1970), p. 12. ^Lawrence C, Howard, Oji. cit. 4
51
Division of The Ohio State University, for example, formally dedicated
this community extension unit on October 8, 1972.
A Concluding View
The future of black programs, especially the instructional units called Black Studies, is the subject for immense discussion and debate*
As was indicated at the beginning of this chapter, for any one Individual to undertake the task of defining xdiat Black Studies is or should be, merely is an exercise in individualistic futility. Recommendations or suggestions from an individual can be interpreted in many differing ways with usual emphasis upon the ideology and political stance of the person performing the analysis and definition. Many have attempted to engage in defining the future course of Black Studies when the present and immediate tasks of development have not yet been completed either in terms of curriculum content or the structural vehicle for the attainment of programmatic outputs. The conclusion of this section no doubt will end on a sour note. Nevertheless, facing brutal reality is a part of the developmental process of Black Studies or any other program. The institute of black world has approached the issue of
Black Studies with five basic assumptions which are germane to an understanding of the background to the problem of a developing Black
Studies: (1) Black Studies is a field still being born. This is not to deny the existence of significant, and often unappreciated, work related to Black Studies that has already been done, but it does deny the fact that there is any clear understanding of specific ways in which a profound mining of the black experience challenges and transforms the 52
basic educational structures of the nation. (2) Establishing and
defining the field of Black Studies stands logically as a test and a
challenge for black people in America and elsewhere. Others may be
called on for assistance, but the initiative must be ours. (3) The
center and its counterparts on other campuses are in an excellent
position to play a central role in defining the field and creating
some of the models so urgently required. (4)' A unified rather than a .
conventional discipline around the approach to the creation of Black
Studies is not only desirable but absolutely necessary. Indeed, this
unified approach is central to the demands of most thoughtful black
student and faculty groups across the country. (5) A serious building
of this field is the task of years, and not a makeshift program for a
few persons to do in several weeks or m o n t h s , 27 * Later in this project a presentation of the data collected from
three populations comprising the Black Studies Department will be made
for the benefit of those who wish ’to see where The Ohio State University has been and indeed the implications for where it seems to be headed with reference to its Black Studies Department.
27James Turner, 02.* cit., pp. 206-207. CHAPTER III
DESIGN AND PROCEDURE OF THE STUDY
It is the contention of this writer that the quality and accuracy of the results to be attained in this study rests upon the reliability and the validity— the quality— of the research design.
Further, the application of different research techniques and methodologies to this study would yield quite different data; thus, it is important to recognize that this project is a case study both in its ■ ; contents as well as its research design. This approach allows for the phenomena and variables relevant to and impinging upon the behavior and
✓ activities of the group to be observed and analyzed. According to Van
Dalen and Meyer, Understanding Educational Research.
In a case study, an educator makes an intensive investi gation of a social unit— a person, family, group, social institution, or community. He gathers pertinent data about the present status, past experiences and environ mental forces that contribute to the individuality and behavior of the unit. After analyzing the sequences and interrelationships of these factors, he constructs a comprehensive, integrated picture of the social unit as it functions in society.!■
Research Methods
The nature of this study requires an appropriate descriptive
f ^Deobold B. Van Dalen and William J. Meyer, Understanding Educational Research (New York: McGraw-Hill Book Co., 1966), p. 218.
53 54
analysis of the events and circumstances under which the concept of
Black Studies emerged in higher education. This method was the basis
upon and the framework out of which the design and data of the project
was developed.
In descriptive studies, according to the authors, researchers do not merely present private convictions and data based on casual or cursory observations. As in an investigation, they (1) examine their problematic situation, (2) define their problem and state their hypotheses, (3) list the assumptions upon which their hypotheses and procedures are based, (4) select appropriate subjects and source materials, (5) select or construct tech niques for collecting the data, (6) establish categories for classifying data that are unambiguous, appropriate for the purpose of the study, and capable of bringing out significant likenesses, differences, or relationships, (7) validate the data-gathering techniques, (8) make dis criminating, objective observations, and (9) describe, analyze, and interpret their findings in clear, precise terms.2
No doubt, the events and circumstances underlying the emergence of
Black Studies could conceivably extend beyond the point of where they would be significant; the writer believes, then, that a meaningful
standard or criterion upon which the historical description begins and
should be postulated. The postulation, then, is that the longer the
period of time between events and the establishment of programs, the
greater the chance for reduced impact upon the establishment of programs.
Conversely, the closer the period of time between events and the
establishment of programs, the greater the chance for a significant
impact. The one criterion, then, is that of immediacy in relation to
events and the establishment of programs. t
2Deobold B. Van Dalen and William J. Meyer, Ibid., p. 205. 55
It Is quite apparent that there is a cause-effect relationship between an event and the establishment of a program— the contents and
thrust of one follows the other. Consequently, the historical descrip tion comprising the first research step of this project is based upon the criteria of relevancy and immediacy.
The objective of this study is to ascertain the perceived objectives of the Black Studies Department of students, faculty, and
the administration. To determine the relationships between and among the three populations and answer the question: Are their perceptions congruent with the stated objectives of the Black Studies Department of The Ohio State University? The following techniques were employed to achieve the objective: first, the conceptualization and statement of the problem permitted two fundamental concerns to be resolved: (1) set * forth the objective of the study; and (2) to design the appropriate questionnaire instruments to test the problem; second, to consult the printed materials of the Black Studies Department which are directly related to the problem under study; third, to construct a questionnaire instrument to be administered to all students enrolled in the Black
Studies Department during an academic quarter of the regular school year; fourth, designed a questionnaire instrument to be administered to all teaching faculty members of the Black Studies Department during the same academic quarter of the regular school year that the students received their instrument; and fifth, to construct an instrument to be f administered to all administrative staff of the Black Studies Department during the same academic quarter of the regular school year that the 56 two previous academic groups received their instruments.
The design o£ the questionnaire instruments for the students, faculty, and administration provided for a means of comparing and con trasting four major areas of interest as they relate to the problem of the study: questions which concern IDEOLOGY, issues of an administra tive nature, questions which are curricular related, and questions which refer to service. The first forty (40) questions in the fifty-item questionnaire instruments were identical for each academic group under study for the purpose of accommodating the major question under observation. Further, the ten (10) remaining questions in each instru ment were items of a demographic nature; the goal was to ascertain the profile of the individual group's job-related status and general information. * To facilitate a broader range of responses as well.as the tabulation of the data, where ever possible, the respondent was provided with six response categories ranging from A. moderately agree,
B. agree, C. strongly agree, D. moderately disagree, E. disagree, and F. strongly disagree. Unfortunately, a seventh response category of NO OPINION was mistakenly omitted; consequently, where the respondent had no opinion or at least did not wish to provide the answer, for whatever reason, the researcher compensated for the potential damage to the study by simply indicating INCOMPLETE DATA without attempting to make any judgment as to why the respondent did not answer the question. t For the purpose of computer analysis, the following numerical values were assigned to each response category: A. moderately agree (4), B. agree (5), C. strongly agree (6), D. moderately disagree
(3), E. disagree (2), F. strongly disagree (1), and INCOMPLETE
INFOKMATION (9). Each numerical value or response category— class interval— has a ten point range (4.g., A. moderately agree (4) 3.6 to
4,5 with the lower limit being 3.6 and the upper limit being 4.5). This design allowed for two observations keeping in mind that there are three levels of agreement and three levels of disagreement. First, a determination of a statistical difference which is referred to here as a RELIABLE difference when the responses of more than one of these populations fall within the same response category (4.g.» in the 3.6 to 4.5 response category the faculty and students may be 4.1 and 4.5 respectively). Second, this arrangement permits the analyst to make a determination of a SIGNIFICANT difference Tfhen the responses of two of * the groups fall into separate response categories (4.g., in the 3.6 to 4.5 response category of a.particular question the student scores 4.1 while for the same question the faculty response category may be 5.2).
For further clarification, see Definition of Terms in Chapter I and
Treatment of the Data also in Chapter III.
As was indicated earlier, three questionnaire instruments were designed and administered to three populations comprising the Black
Studies Department. The follox^ing steps were pursued In the question naire design and administration: 1. The questions from which the instruments were constructed were selected from various printed t material— Black Studies information guide, chronology of Black Studies— various university documents (see appendix), conversations with 58 interested students, faculty and administration in the university and the writer’s experiences as an employee of the Black Studies Department for three years. 2. The student questionnaire was administered to the students in the following fashion: A. questionnaires were delivered to each Black Studies faculty member with instructions;
B. the students in each Black Studies class determined how many instruments each faculty member received for distribution; C. faculty members administered the student questionnaire to each of his classes with specific instructions that each student complete only one instrument regardless of the number of classes he is enrolled in; that each student complete the questionnaire within the designated class period and inside the classroom for the purpose of facilitating as much objectivity as possible. D. each student should return his completed instrument to his instructor who then delivered the total to the researcher in person; E. all students— Black and White— enrolled in the Black Studies Department’s courses during the spring quarter, 1973 were asked to complete the instrument. 3. All teaching personnel for the Black Studies Department were asked to complete the questionnaire at the same time as their students. 4. All Black Studies administrative staff were asked to complete a similar instrument and return it not later than May 25, 1973.
The data in this study reflect the responses of two total populations: out of eight administrators there was total population response (eight out of eight); and out of fifteen faculty members there was total population response (fifteen out of fifteen). I
59
Out of a total spring quarter enrollment In Black Studies courses approximately 277 responded out of 500. It is interesting to note that nearly 45 per cent of the students were absent from class at the time of this study.
The reader should understand that the procedures described and discussed in this section represent the design of the researcher.
Essentially, the nature of the research situation demanded that all precautions be taken in providing the best means of collecting the data on the one hand, analyzing it on the other hand. In the follox/ing section of this chapter, standard statistical techniques will be employed in an effort to maintain a credible level of objectivity in the analysis of the data.
Treatment of the Data
Pursuant to the successful achievement of the goals of this study, the data collected from the Black Studies faculty, students, and administration was subjected to a number of statistical procedures.
It should be noted, first, that the nature of these groups differed in that the student group represented a random sampling of the students enrolled in the Black Studies Department during the spring quarter, 1973. Because of the inherent nature of students— they come and go— it demanded a somewhat different statistical appli cation. The mean response of this group was obtained along with the standard error of the mean. These techniques allowed^the researcher to ascertain a measure of central tendency for each item appearing in the student questionnaire instrument. Too, since the possibility of 4
60
difference could arise thereby raising questions concerning the
validity of the results obtained, the standard error of the mean
permitted the researcher to distinguish between a "real" and a
"relatively small" difference.
Further, the mean responses were obtained for both the faculty
and the administrative staff of the Black Studies Department to the
items appearing in the two groups’ questionnaire instruments. Since
these entities were total populations the need for the standard error
of the mean was eliminated. These responses represented a fixed
population for both groups and were compared with each other in the
designated class interval discussed in the previous section of this
section.
By definition, according to George Ferguson, the arithmetic mean is the sura of a set of measurements divided by the number of measurements in the set.-*
The difference, to which reference was made earlier, exists in
terms of the estimate of the vr variation of the mean based on the
same size N.^
Following is a synopsis of the techniques and procedures employed
in the analysis of the data from the three questionnaire instruments.
1. For each statement, a tabulation of responses for each
academic group (faculty, students, and administration) is given.
^George Ferguson, Statistical Analysis in Psychology and Education (New York: McGraw-Hill Book Co., 1966), p. 45.
^Deobold B. Van Dalen and William J. Meyer, Og. cit., p. 371. 4
61
Further, the number of respondents, the mean response, and a Z-value is provided. For the students’ mean response, a standard error is given.
2. The mean response was computed by weighting the responses:
1 equals strongly disagree; 2 equals moderately disagree; 3 equals disagree; 4 equals agree; 5 equals moderately agree; and 6 equals strongly agree. Then, lettering f^j be the number of persons in academic group i (i equals 1, 2, 3) given response j (j equals 1, 2,
3, 4, 5, 6), the mean response for group i is:
6
where n^ «
3. The standard error is an estimate of the variation of the sample mean. It is the standard deviation, s^, divided by the square root of the total number of the respondents to the question in group i.
This was computed only for group 3— “the students. In the case of the faculty and administration, they are considered to be fixed— known populations; hence, their respective means would have 0 standard error.
The standard deviation is computed by: / 62
8!= X 6 % 0 - x3>2- j = l ......
n^ - 1
4. From the way the student mean was constructed, we may consider it to have a normal distribution. Hence, the Z statistic is used to determine whether there is a statistical difference between the student mean response and that of the other two academic groups.
It is computed using
zi a *3 " *i ' i - 1, 2 (staff, faculty)
If /z/2 2.576, there is 1 chance in 100 that the true student mean is the same as that of group i. This is termed a statistical difference at the .OWr level. If /z/ < 1.645, we cannot say that there is a statistical difference, even at the ,10d£- level. These^C-levels are termed significant levels in the literature. The term
"significant difference" has been defined in a slightly different manner. (See Definition of Terms in Chapter I.)
It is important for the reader to note that these statistical treatments only apply to the first forty questions of the student, the faculty, and administrative staff questionnaire instruments.
The following statistical techniques and procedures were employed in weighting and securing the relationship between the perceived and stated objectives of the students, faculty, and 63
administrative staff of the BSD:
First, each of the statements was weighed In accordance with
the systems provided. The principle behind the weighing was: a two meant that there was a direct correspondence between the statement and
the objective* a one Indicated a moderate correspondence; otherwise
the statement was assigned a weight of zero. Second) a weight total was computed for each person. Then for each academic group a normalized mean was computed. The normalization ensured that the
index would lie between one and six. Third, if we consider the student
sample to be a random sample and the remaining groups fixed, we may generate the additional descriptive statistics of a standard error for
the students' mean index and a Z-statistic for comparison with the
administration and the faculty. And fourth, an interpretation of
* these indexes is that the higher the value of the index the greater
the amount of agreement between the perception of the objective ofthe
BSD and the stated objective of the Black Studies Department. For
example, a six would indicate strong agreement between the two
types of objectives.
These statistical techniques also apply to the first forty
questions of the three instruments.
t CHAPTER IV
PRESENTATION OF TI1E DATA
The presentation of the data in this chapter will allow the reader to view the congruity and/or incongruity between and among the perceived objectives of the. faculty, students, and the administration.
The design of the questionnaire instrument provided for the analysis of four primary areas of interest: administrative policy, curricular aspects, Ideological stance, and service interests.
The significance of congniity, especially between the students and the administration, is that it is the fundamental basis upon which the Black Studies Department can and will survive with a measure of viability and functionality within the university for these reasons:
1. students constitute the clientele of the BSD organization; the programs, curriculum, philosophies generally reflect the needs and values of the clientele; 3. the administrators generally rely upon the ascertainment of what students desire as a primary basis for setting policies and objectives;, and.4. it is the administration that is charged with the responsibility of designing a plan of action— budget and programs— and implementing the attainment of the goals.
Further, the relationship between the two types of objectives of all three academic groups is yet a crucial aspect. Where there is total incongruity between the objectives for each group, the worst
64 4
65
must be anticipated. The following data will point out group
perceptions and goal relationships.
Section I: Ideological Stance
The beliefs of a group constitute the exclusivity upon which
the organization's identity is derived and perpetuated. In the academic
community these group-values serve as one of the means of determining
and defining the contours of the field of study as well as the nature
of the form which will deliver the educational goods and services to
the student clientele.
A course of study which is alien, in its belief structure, to
its kinship community will no doubt result in low enrollments by the students of that particular group and jeopardize the continued existence of the course of study as a viable academic good. The ideological stance of an academic group must be recognized and appreciated in determining what will be the focus of study and advocacy as well as how such educational pursuits can be expedited within a framework of scholarship and administrative competence. Failure to come to grips with the ideological structure in the initial activities of planning and development will inevitably result in the loss of a clientele and the eventual shut-down of the academic organization.
Joseph Himes, in his discussion of "The Ideological System of the Social Movement, suggests that:
social phenomena like international communism, French poujadlsm, the mau mau in Kenya, and the nonpartisan league may 3ppear more different than alike. Yet as social movements, all are comparable by virtue of an underlying ideological system. C. Wendell King has 66
observed, "More than merely stating its goal, the ideology of a movement encompasses most of what is essentially its culture." By means of this socio- psychological mechanism, individuals of many different kinds are fused into a more or less cohesive social collectivity. The ideology constitutes the common emotional base, the intellectual arena, and the action orientation of the Boclal movement.1
According to Herbert Blotter; there are five basic functions of ideological systems: (1) a statement of the objectives, purposes, and promises of the social movement; (2) a body of criticism and con- demnation of the existing social order; (3) a collection of defense doctrines which serve as justifications of the movement and of its objectives and methods; (4) a system of beliefs dealing with the policies, tactic's, and practical operations of the movements; and
(3) the myth, or societal goal of the movement, stated in utopian terms'- and often captured in slogans.^
Consequently, the presentation of data regarding the ideologi cal stance of the academic groups of the Black Studies Department' cannot be viewed as a superficial consideration but rather a critical and crucial aspect of the growth and development of the Department asv it relates to its constituency.
Following are exhibits and illustrations of the ideological profile of the Black Studies Department of The Ohio State University, its faculty, students, and the administrative staff and the reader
J-James S. Himes, The Study of Sociology (Glenview, Illinoisr Scott Foresman and Co., 1968), p. 419.
^Herbert H. Blumer, "Collective Behavior," in Alfred Lee (Ed.), Principles of Sociology (New York: Barnes and Noble, 1957), p. 210. *
67 should give much attention to the level of congruity between these three academic audiences as one presumes the existence of an
Ideological collectivity.
Question 3i ' The BSD should have a Black nationalist ideology.
Only two of the eight staff disagreed with the statement, while there were responses from strong agreement down to strong disagreement by the faculty and students. The mean faculty response of 4.14 is reliably higher than the students' (3.95 + .09), but both are in the agreement range. The staff response, nearly moderate agreement, Is significantly higher than the students' response.
Question 4; The BSD should be supporting the goal of Inte gration in its program thrust. There was a full range of responses to this question by the staff and students. However, the faculty was split with 2/3 moderately or strongly disagreed while 1/3 moderately or strongly agreed. The students showed a reliably lower level of disagreement (3.22 + .10) than the faculty (2.67) and staff (3.00).
Question 5: The BSD should prepare its students for revolutionary activities and thoughts. Only one staff member disagreed with this statement while there was a full range of responses by the faculty and students. On the average there was agreement by the students to the statement (3.81+ .09). Both the faculty (4.67) and staff (4,71) showed significantly greater agreement with the question than the students.
Question 9i The BSP should not strive to serve only Black students. Seven out of eight staff and 2/3 of the faculty agree with this statement. The students show a full range of responses. The Figure I
Question 3: The BSD should have a Black nationalist ideology.
No. of Strongly Moderately Moderately Strongly Mean + S.E. Respond. Disagree Disagree Disagree Agree Agree Agree (LCL.UCL) z
ADMIN 8 .000 .000 .250 .000 .375 .375 4.88 -10.12
FACULTY 14 .071 .143 .000 .214 .500 .071 4.14 - 2.13
STUDENTS 270 .044 .211 .093 .219 .270 .163 3.95 + .09
o» 00 Figure II
Question 4: The BSD should be supporting the goal of Integration in its program thrusts.
No. of Strongly Moderately Moderately Strongly Mean + S.E. Respond. Disagree Disagree Disagree Agree Agree Agree (LCL,UCL) z
ADMIN 8 .250 .250 .125 .125 .125 .125 3.00 2.29
FACULTY 15 .467 .200 .000 .000 .200 .133 2.67 5.76
STUDENTS 269 .171 .223 .164 .171 .201 .071 3.22 + .10 Figure III
Question 5: The BSD should prepare its students for revolutionary activities and thoughts.
No. of Strongly Moderately Moderately Strongly Mean + S.E. Respond. Disagree Disagree Disagree Agree Agree Agree (LCL,UGL) Z
ADMIN 7 .000 .143 .000 .286 .143 .429 4.71 - 7.95
FACULTY 15 .067 .067 .067 .133 .267 .400 4.67 - 9.43
STUDENTS 274 .055 .223 .124 .190 • .277 .131 3.81 + .09 Figure IV
Question 9: The BSD should not strive to serve only Black students.
No. of Strongly Moderately Moderately Strongly Mean + S.E. Respond. Disagree Disagree Disagree Agree Agree Agree (LCLjliCL) z
ADMIN 8 .000 .125 . .000 .250 .250 .375 4.75 - 8.32
FACULTY 15 .067 .267 .000 .000 .467 .200 4.13 - 2.36
STUDENTS 271 .103 *207 .077 .111 .314 .188 3.84 + .10 72
students (3.89 + .10), agree with this statement significantly less
than the staff (4.75) and reliably less than the faculty (4.13).
Note that no faculty fall in the middle range of opinion.
Question 12; The BSP should be involved in Black nation-
building . All staff members and all but one faculty member agree with
this statement. The students mean response (4.62) at moderate agree ment is at a reliably lower level than that of the faculty (5.13) and
significantly less than that of the staff (5.71). Note that 5 out of
7 of the administration strongly agreed with the statement.
Question 13; Pan-Africanism should be the major ideological
goals of the BSD. Most faculty, staff, and students agreed with this
statement. However, the mean responses showed that the students
(3.81 + .09) agreed with it to a significantly lesser degree than the
faculty (4.53) or staff (4.43).
Question 14: The activities of■ the BSD should be more political
than academic. The students and administration tended to fall between
agreement and disagreement with this statement while the faculty
tended to agree with it. The students and faculty showed a full range
of responses. The mean responses of the students (3.33 + .09) and the
staff (3.43) were not statistically different. However, the faculty
(4.07) were significantly more toward agreement than the students.
Section II; Administrative Policy
The relevancy of administrative policies to educational attain
ment cannot be ignored in a department's ability to provide the
atmosphere in \rfiich meaningful knowledge and Information is to be Figure V
Question 12: The BSD should be involved in Black nation-building.
No. of Strongly Moderately Moderately Strongly Mean + S.E. Respond. Disagree Disagree Disagree Agree Agree Agree (LCL,UCL) z
ADMIN 7 .000 .000 .000 .000 .286 .714 5.71 -14.01
FACULTY 15 .000 .067 .000 .067 .467 .400 5.13 . - 6.61
STUDENTS 273 .022 .077 .081 .179 .366 .275 4.62 + .08
*N» \ U9 Figure VI
Question 13: Pan-Africanism should be the major ideological goals of the BSD.
No. of Strongly Moderately Moderately Strongly Mean + S.E. Respond. Disagree Disagree ■ Disagree Agree Agree Agree (LCL,UCL) z
ADMIN 7 .000 .143 .143 .286 .000 .429 4.43 - 6.95 - 8.13 FACULTY 1 5 .000 .200 .000 .200 .267 .333 4.53 STUDENTS 266 .030 .222 .173 .211 * .214 .150 3.81 + .09 Figure VII
Question 14: The activities of the BSD should be more political than academic.
Ho. of Strongly Moderately Moderately Strongly Mean + S.E. Respond. Disagree Disagree Disagree Agree Agree Agree (LCL,UCL) z
ADMIN 7 .000 .286 . .286 .286 . .000 .143 3.43 - 1.11
FACULTY 14 .071 .143 .071 .214 .357 .143 4.07 - 8.42
STUDENTS 269 .074 .250 .197 ,190 .167 .082 3.33 + .09 76 transmitted. "Getting things done" requires a determination of how it is going to be accomplished as well as for whom it is to be provided and in what fashion. Without an appropriate and proper resolution of such concerns as the quality of personnel performance, the nature of the academic vehicle,, and the governance processes which determine the goods and services to be offered the Black Studies Department of The
Ohio State University, like any other organization, will possess a content— information, ideas, values, and knowledge— which knows no effective system of transmission.
The achievement of the goals and objectives of an academic department rests with three basic actions: policy statements, budget- planning, and the implementation of a course of action designed to move the clientele closer to its desires as well as its exigencies. We can see, in accordance with Justin G. Longenecker, "A policy may be visualized as a device that established certain constraints or boundaries for administrative action."^
Administrative policies, then, serve as the steering mechanism for the achievement of the organization's objectives and pursuits in a manner which will ensure clarity of purpose, measurable objectives, and. quantative and/or qualitative outputs. Policy-determination reflects change and progress and consequently, develops in steps and levels exhibiting adjustment to newly emergent exigencies and client desires.
..... 3justin-G. Lougonecker, Principles of Management and Organiza tional Behavior (Columbus, Ohio: Charles E. Merrill Publishing Company, 1969), p. 101. " 4
77
An initial administrative policy, therefore, does not remain fixed and permanent since growth is expected and is indeed desirable for any organization.
Following is a portrayal and exhibition of where the faculty, students, and administration stand on concerns and questions of administrative action. Here, as in the remaining instances, a high degree of congruity between the academic groups is essential in that it can determine the degree of unity in the ascertainment of the Black
Studies Department's goals and objectives.
Question 8? Academic degrees should not be a prerequisite for holding a teaching position with the BSD. There was a full range of student responses to this statement. Seven out of eight staff members and more than half of the faculty strongly or moderately disagreed with this statement. The staff mean response (1.75) showed a signifi cantly greater disagreement than the mean student response (3.44 + .10).
The mean faculty response (3.40) was not statistically different from the mean student response. It should be noted that while the means of the faculty and students indicate a neutral response in fact the percentage distributions show a strong split within each of the two groups between agreement and disagreement.
Question 15; The goal of the BSD should be to grow in to a
Black Studies college. All groups tended to agree with this statement.-
In fact, 5 out of 7 staff strongly agreed. The students (4.59 + .07) showed significantly greater agreement than the faculty (4.21) but significantly less agreement than the administration (5.29). Figure VIII
Question 8: Academic degrees should not be a prerequisite for holding a teaching position within the BSD.
No. of Strongly Moderately Moderately Strongly Mean + S.E. Respond. Disagree Disagree Disagree Agree Agree Agree (LCL»UCL) z
ADMIN 8 .750 .125 .000 .000 .000 .125 1.75 16.90 .
FACULTY 15 .200 .333 .000 .000 .267 .200 3.40 .43
STUDENTS 273 .139 .242 .128 .128 .253 .110 3.44 + .10
\ oo Figure IX
Question 15: The goal of the BSD should be to grow in to a Black Studies College.
No. of Strongly Moderately Moderately Strongly Mean + S.E. Respond. Disagree Disagree Disagree Agree Agree Agree (LCL.UCL) z
ADMIN 7 .000 .143 .000 .000 .143 .714 5.29 - 9.32
FACULTY 14 .000 .214 .071 .143 .429 .143 4.21 5.04
STUDENTS 271 .026 .070 .055 .196 ■ .443 .210 4.59 + .07 80
Question 16: The goal of the BSD should be to grow in to a school. The responses here were about the same as those to question 15.
However, both the students and staff showed statistically the same level of roughly moderate agreement.
• Question 17;' The BSD should only award undergraduate degrees.
All three groups tended to.show moderate to strong disagreement with this statement, tn fact none of the staff and only one faculty member fell in the agreement range. The students (2.16 + .08) did show significantly greater agreement than the staff (1.38) and reliably greater agreement than the faculty (1.67).
Question 18: The BSD should not.be any different from any other academic department on campus ■ The faculty and straff tended to dis agree with this statement while the students tended somewhat more toward agreement. The students (3.79 + .10) showed significantly more agreement than the faculty (3.13) or staff (2.50).
Question 22: The BSD should provide only for the academic needs of its students. All members of the administration and2/3 of the faculty disagreed with this statement. The students' mean response
(2.85 + ,09) at disagreement showed reliably less disagreement than the faculty (2.40) and significantly less disagreement with the statement than the administration (1.62).
Question 33: The BSD should strive to be a Black student center in a white academic community. The responses to this statement were about the same as to statement 32. However, there was a somewhat lower level of agreement. Figure X
Question 16: The goal of the BSD should be to grow in to a school.
No. of Strongly Moderately Moderately Strongly Kean + S.E. Respond. Disagree Disagree Disagree Agree Agree Agree (LCL,UCL) z
ADMIN 7 .000 .143 . - .000 .143 ... .429 .286 4.71 1.62
FACULTY 15 .067 .133 .000 .200 .467 .133 4.27 8.20
STUDENTS 273 .007 .059 .048 .165 .432 .289 4.82 + .07 Figure XX
Question 17: The BSD should only award undergraduate degrees.
No. of Strongly Moderately Moderately Strongly Kean + S.E. Respond. Disagree Disagree • Disagree Agree Agree Agree (LCL,UCL) z
ADMIN 8 .625 .375 .000 .000 .000 .000 1.38 10.40
FACULTY 15 . .533 .400 .000 .000 .067 .000 1.67 6.51 00 STUDENTS 270 .319 • .c* .107 .030 ■ .078 .019 2.15 + .08
00 to Figure XII
Question 18: The BSD should not be any different from any other academic department on campus.
No. of Strongly Moderately Moderately Strongly Mean + S.E. Respond. Disagree Disagree Disagree AgTee Agree Agree (LCL,UCL) z
ADMIN 8 .375 .375 . .000 .000 . .125 .125 2.50 12.54
FACULTY 15 .133 .467 .000 .067 .200 .133 3.13 6.36
STUDENTS 271 .118 .181 .133 .100 .303 .166 3.79 + .10
•
w00 Figure XIII
Question 22: The BSD should provide only for the academic needs of its students.
No. of Strongly Moderately Moderately Strongly Mean + S.E. Respond. Disagree Disagree Disagree Agree Agree Agree (LCL ,UCL) z
ADMIN 8 .500 .375 .125 .000 .000 .000 1.62 13.93
FACULTY 15 .267 .467 .067 .067 .067 .067 2.40 ■ 5.11
STUDENTS 271 .129 .424 .170 .085 .129 .063 2.85 + .09
4>oo Figure XIV
Question 33: The BSD should strive to he a Black student center -in a white academic community.
No. of Strongly Moderately Moderately Strongly Mean + S.E. Respond. Disagree Disagree Disagree Agree Agree Agree (LCL.UCL) z
ADMIN 7 .000 .000 .000 .286 .429 .286 5.00 -10.54
FACULTY 14 .000 .071 .071 .000 .500 .357 5.00 -10.54 to CTi STUDENTS •P- .083 .170 .083 .167 • .341 .155 3.98 + .10
os in 86
Question 35; The BSD should strive to raise the Black student’s academic performance through financial aid, counseling, and rigid grading and evaluation. All three groups tended to moderately agree with this statement. One staff member and two faculty members dis agreed. The staff (5.25) and faculty (4.93) showed reliably greater agreement than the students (4.71 + .08).
Question 37; The BSD should be an all-encompassing academic unit and support agency to Include all existing Black programs at The
Ohio State University. The administration and faculty were split on this statement. For the staff 3 disagreed and 5 agreed; for the faculty
7 disagreed and 7 agreed. Ninety percent of the students agreed with the statement. The students' mean response (4.83 + .06) showed significantly greater agreement than the faculty (3.93) or staff (4.25).
Question 39: The BSD should provide for students to take a meaningful part in the governance process of the department to Include program development, personnel appointments, curriculum development, and budgetary request and preparation. All three groups tended to moderately agree with this statement. The students (4.97 + .09) showed reliably greater agreement than the administration (4.57), but reliably less than the faculty (5.13). .
Question 40: X am not sure where the BSD should go now and in the future 'In predominantly white higher education. All three groups tended to disagree with this statement. The students (2.87 + .10) and administration (2.857) showed no statistical difference. The faculty
(2.571) showed reliably greater disagreement than the students. Figure XV
. Question 35: The BSD should strive to raise rhe Black student's academic performance through financial.aid, counseling, and rigid grading and evaluation.
No. of Strongly Moderately Moderately Strongly Mean + S.E. Respond. Disagree Disagree Disagree Agree Agree Agree (LCL,UCL) z
ADMIN 8 .000 .000 - .125 .000 .375 .500 5.25 - 6.76
FACULTY 14 .071 .071 .000 .000 .429 ■ .429 4.93 - 2.76 STUDENTS 263 .034 .072 .038 .144 .430 .281 4.71 + .08
00 \ Figure XVI
Question 37: The BSD should be an all-encompassing academic unit and support agency to include all existing Black programs at The Ohio State University.
No. of Strongly Moderately Moderately Strongly Mean + S.E. Respond. Disagree Disagree Disagree Agree Agree Agree (LCL,UCL) z
ADMIN 8 .125 .000 .250 .000 .375 .250 4.25 7.27
FACULTY 14 .000 .429 .071 .000 .143 .357 3.93 14.44
STUDENTS 264 .004 .045 .045 .163 .511 .231 4.83 + .06 . Figure XVII
Question 39: The BSD should provide for students to take a meaningful part in the governance process of the department to include program development, personnel appointments, curriculum development, and budgetary request and preparation*
- No. of Strongly Moderately Moderately .Strongly Mean + S.E. Respond. Disagree Disagree Disagree Agree Agree Agree (LCL,UCL) z
ADMIN 7 .000 .143 . .143 .143 .143 .429 4.57 7.28
FACULTY 15 .000 .000 .067 .067 .533 .333 5.13 - 3.08
STUDENTS 267 .007 .015 .026 .165 • .528 .258 4.97 + .05
IDoo Figure XVIII
Question 40: 1 am not sure where the BSD should go now and in the future In predominantly white higher education.
No. of Strongly Moderately Moderately Strongly Mean + S.E. Respond. Disagree Disagree Disagree Agree Agree Agree (LCL,UCL) z
ADMIN 7 .143 .429 ■ .143 .000 . .286 .000 2.86 .14
FACULTY 14 .286 .357 .071 .143 .071 .071 2.57 3.03
STUDENTS 247 .223 .291 .142 .126 .174 .045 2.87 + .10
to \ o 4
91
Section III; Curricular Aspects
The emergence of the Black Studies concept In higher education was a direct result of the demands upon society by Blacks for cultural
experiences more germane and relevant to their own cultural heritage In
Africa and the United States. This demand involved a serious pursuit
of educational processes harnessed within the proper curricular contours.
To address oneself to a Black Studies curriculum requires an
in-depth observation and study of the feelings, the values, the y
accomplishments, and the entire lifestyles of a people's culture. TIiIb
intellectual, political, and emotional exercise demands perceptiveness and accuracy of scholarship in order that the student can benefit in an objective fashion from what is being Imparted to him.
The curricular aspects of any academic department are essential merely by definition:
A sequence of potential experiences is set up in the school for the purpose of disciplining children and youth in group ways of thinking and acting. This set of experiences is referred to as the curriculum. The curriculum is always, in every society, a reflection of what the people think, feel, believe, and do.4
The task becomes more serious and difficult when those feelings,
thoughts,, and actions are products of a multiplicity of cultures and
societies. The burden of scholarship rests both with the professor who must impart accurate theories, concepts, and total information,
and the student who must comprehend and internalize the significance of
Ae . Othanel Smith,-William-0. Stanley, and J. Harlan Shores, Fundamentals of Curriculum Development (New York: World Book Co., 1957), p. 3. 92 the knowledge he has received. The professor end student both mirror the nature of the culture under study through the curriculum.
This aspect of the academic organization is of paramount importance, according to Smith, Stanley and Shores:
Since the curriculum is interwoven with the whole cultural fabric, it follows that as the culture undergoes serious modification the curriculum will become an object of' concern, especially among the more sensitive members of the teaching profession and of the society at large.5
The curriculum, then, constitutes the heart of the Black
Studies Department and the following data will provide an in-depth view of the life-giving potential of the instructional component to the
Black Studies faculty, students, and administration. Substantial incongruity between these academic groups could, in all probability, spell certain failure and defeat in the achievement of the department’s purposes and objectives.
Question 1: The Black Studies Department (BSD) at The Ohio
State University should be an African Studies Department. There was a full range of responses to this statement. The mean faculty and staff response was disagreement (3.0) with the statement. The students' mean response was neutral (3.34 + .09) and, in a statistically reliable sense, higher than that of the faculty and staff* (By a statistically reliable difference we mean that the difference would probably reoccur if the experiment were repeated, at least at the .01 significance level.)
Question 2: The BSD should prepare students to be teachers of~-
Black history and Black culture. No member of the staff disagreed
^Smith, Stanley, and Shores, Ibid,, p. 12, Figure XIX
Question 1: The Black Studies Department (BSD) at The Ohio State University should be an African Studies Department.
No. of Strongly Moderately Moderately Strongly Mean + S.E. Respond. Disagree Disagree Disagree Agree Agree Agree (LCL.UCL) z
ADMIN 8 .250 .250 .125 .125 .125 .125 3.00 3.78
FACULTY 15 .267 .267 .067 .133 .133 .133 3.00 3.78
STUDENTS 271 .092 .277 .177 .181 .199 .074 3.34 + .09
VD Figure X X
Question 2: The BSD should prepare students to be teachers of Black history and Slack culture.
No. of Strongly Moderately Moderately Strongly Mean + S.E. Respond. Disagree Disagree Disagree Agree Agree Agree (LCL,UCL) z
ADMIN 8 .000 .000 .000 .125 .750 .125 5.00 - 9.16 FACULTY 15 .133 .133 .067 .067 .400 .200 4.07 2.09
STUDENTS 275 .033 .127 .113 .182 • .385 .160 4.24 + .08
vo t
95 with this statement, but there was a full range of responses by the faculty and students. The mean response of the staff was moderate agreement (5.0) while faculty's was agreement (4.07). The students' mean response was between that of the faculty and staff. The students' response was reliably higher (more toward moderate agreement) than the faculty's but significantly less than the staff's level of moderate agreement. (By a significant difference we mean there is a statisti cally reliable difference that also probably reflects a meaningful^ difference of opinion.
Question 6; The BSD should be an Afro-American studies department. Most of the staff and the majority of the faculty agreed with this statement. The mean student response (3.92 + .09) was significantly more in agreement with the statement than that of the faculty (3.43). However, it was reliably less in agreement than that of the staff (4.25).
Question 10: The BSD curriculum should be technical-vocational.
Five out of seven staff members and half of the faculty disagree with this statement. The students (3.36 + .09) show statistically the same level of disagreement with this statement as the faculty (3.20) and a reliably greater amount of agreement than the staff (3.00), .
Question 11; The BSD should prepare its students to teachers of Black Studies.. The responses to this statement are about the same as those to statement 2, except all groups have shifted slightly toward disagreement. Also the faculty mean level of disagreement (3.40) is significantly different from the students' mean response of agreement Figure XXI
Question 6: The BSD should be an Afro-American studies department.
No. of Strongly Moderately Moderately Strongly Mean + S.E. Respond. Disagree Disagree Disagree Agree Agree Agree (LCL,UCL) z
ADMIN 8 .125 .000 . . .125 .125 . , .500 .125 4.25 - 3.65
FACULTY 14 .286 ,143 .000 .071 .429 .071 3.43 5.37
STUDENTS 267 .045 .202 .131 .172 .311 .139 3.92 + .09 Figure XXII
Question 10: The BSD curriculum should be technical-vocational.
No. of Strongly Moderately Moderately Strongly Mean -5- S.E. Respond. Disagree Disagree Disagree Agree Agree Agree (LCL,UCL) z
ADMIN 7 .000 .571 .143 .000 .286 .000 3.00 4.04
FACULTY 15 .133 .400 .000 .133 .267 .067 3.20 1.80
STUDENTS 266 .083 .293 .158 .158 .263 .045 3.36 + .09 . T
Figure XXIII
Question 11: The BSD should prepare its students to teachers of Black Studies. -
No. of Strongly Moderately Moderately Strongly Mean + S.E. Respond. Disagree Disagree ■ Disagree Agree Agree Agree (LCL,UCL) z
ADMIN 8 .000 .000 .000 .375 .625 .000 4.63 - 7.82
FACULTY 15 .133 .333 .000 .200 .200 .133 3.40 7.60
STUDENTS 269 .030 .149 .138 .238 . -.364 .082 4.00 + .08
VO CO Question 25: The curriculum of the BSD should be the guide to the achievement of the department’s goals. All three groups tended to fall in the moderately agree range. Only one staff member and none of the faculty disagreed with the statement. The students’ response
(4.68 + .06) was not statistically different from the staff's (4,75) but it was reliably less strongly in agreement as compared to the faculty's (5.23).
Question 26; The BSD should provide a knowledge of Black people and an understanding of their function in society. All of the adminis tration and 13 of 15 faculty and 92 per cent of the students moderately or strongly agreed with this statement. The mean student response (5.39
+ .05) was reliably more in agreement than the faculty' 3 response (5.27) but reliably less than the administration's response (5.75),
Question 27: The BSD should provide for the examination of the impact of Blacks on the culture and individuals. These responses were essentially the same as to statement 26. The students showed reliably less agreement than the faculty and staff.
Question 28: The BSD should introduce and train students in the creative process of black art and raise his competence in using it for commercial purposes. The responses to this statement were essentially the same as to question 26. The students (4.48 + .08) showed reliably less agreement than the faculty (5.07) and significantly less agreement than the staff (5.50).
Question 29; The BSD Should prepare students to work in industry and in education. The responses to this statement were about the same Figure XXIV
Question 25: The curriculum of the BSD should be the guide to the achievement of the department's goals.
No. Of Strongly Moderately Moderately Strongly Mean + S.E. Respond. Disagree Disagree Disagree Agree Agree Agree (LCLjtfCL) z
ADMIN 8 .000 .125 .000 .125 .500 .250 4.75 - 1.04
FACULTY 13 .000 .000 .000 .077 .615 .308 5.23 - 8.73
STUDENTS 257 .004 .062 .047 .156 .595 .136 4.68 + .06 100 s
Figure XXV
Question 26: The BSD should provide a knowledge of Black people and an understanding of their function in society.
No. of Strongly Moderately Moderately Strongly Mean + S.E. Respond. Disagree Disagree Disagree Agree Agree Agree (LCL,UCL) z
ADMIN 8 .000 .000 .000 .000 .250 .750 5.75 - 7.76
FACULTY 15 .000 .067 .000 .067 .333 .533 5.27 2.69
STUDENTS 271 .000 .015 .007 .059 .410 .509 5.39 + .05 TOT Figure XXVI
Question 27: The BSD should provide for the examination of the impact of 31acks on the culture and individuals.
No. of Strongly Moderately Moderately Strongly Mean + S.E. Respond. Disagree Disagree Disagree Agree Agree Agree (LCL,UCL) z
ADMIN 8 .000 .000 .000 .000 .375 .625 5.62 - 8.53
FACULTY 14 .0G0 .000 .000 .071 .500 .429 5.36 - 3.46
STUDENTS 269 .004 .019 .022 .086 • .494 .375 5.17 + .05 102 Figure XXVII
Question 28: The BSD should introduce and train students in the creative process of black art and raise his competence in using it for commercial purposes.
No. of Strongly Moderately Moderately Strongly Mean + S.E. Respond. Disagree Disagree Disagree Agree Agree Agree (LCL,UCL) z
ADMIN 8 .000 ,000 .000 .000 .500 .500 5.50 -12.51
FACULTY 14 .000 .071 .000 .143 .357 .429 5.07 - 7.28
STUDENTS 269 .033 .104 .048 .193 .409 .212 4.48 + .08 Figure XXVIII
Question 29: The BSD should prepare students to work in industry and in education.
No. of Strongly Moderately Moderately Strongly Mean + S.E. Respond. Disagree Disagree Disagree Agree Agree Agree (LCL,UCL) z
ADMIN 7 .000 .143 .000 .143 .143 .571 5.00 - 7.18
FACULTY 15 .067 .000 .000 .000 .600 .333 5.07 - 8.06
STUDENTS 262 .023 .088 .065 .225 .435 .164 4.45 + .08 105
as to the previous statement.
Question 30i The'BSD should provide for a critical evaluation
of the role and responsibilities of Blacks in the Black Studies
programs around the nation. All of the administration and all but one
member of the faculty moderately or strongly agreed with this statement.
The faculty (5.00) and students (4.89 + .06) showed statistically the
same level of moderate agreement. The administration (5.57) showed
significantly greater agreement than the students.
Question 3l; The BSD should strive for cultural awareness
through training of students in mass media. The responses to this
statement were about the same as to statement 30. however, the faculty
(5.20) showed reliably greater agreement than the students (4.92 + .06).
Question 32; To be meaningfully functional, the BSP should
be inter-disciplinary to Include science and technology. Two of seven members and 1 of 15 faculty members disagreed with this statement. The
students (4.46 + .08) in the agreement range showed significantly less
agreement than the faculty (5.20) or staff (5,00).
Question 34; The BSD should inc3.ude the study and recognition of
Christianity in its curriculum and activities. All three groups display
a broad range of responses. The staff (3.57) and students (3.75 + .09)
fell into the agreement-disagreement range; with the students being
reliably (at the .05 level) more toward agreement. The faculty
response (2.79) was significantly more toward disagreement than the
students'. Figure XXIX
Question 30: The BSC should provide for a critical evaluation of the role and responsibilities of Blacks in the Black studies programs around the nation.
No. of Strongly Moderately Moderately Strongly Mean *f S.E. Respond. Disagree Disagree Disagree Agree Agree Agree (LCL,UCL) z
ADMIN 7 .000 .000 .000 .000 .429 .571 5.57 -11.35
FACULTY 14 .000 .071 .000 .000 .714 .214 5.00 - 1.82
STUDENTS 267 .004 .045 .034 .127 ■ .554 .236 4.89 + .06 Figure XXX
Question 31: The BSD should strive for cultural awareness through training of - students in mass media.
No. of Strongly Moderately Moderately Strongly Mean t S.E. Respond. Disagree Disagree Disagree Agree Agree Agree ADMIN 7 .000 .000 .000 .000 .286 .714 5.71 -13.76 FACULTY 15 .000 .000 .000 .067 .667 .267 5.20 - 4.83 STUDENTS 268 .000 .041 .026 .160 .515 .257 4.92 + .06 o Figure XXXI Question 32: To be meaningfully functional, the BSD should be inter-disciplinary to include•science and technology. No. of Strongly Moderately Moderately Strongly Mean + S.E. Respond. Disagree Disagree Disagree Agree Agree Agree (LCL,UCL) z ADMIN 7 .000 . .143 .000- .'000 .429 .429 5.00 - 6.88 FACULTY 15 .000 .067 .000 .000 .533 .400 5.20 - 9.45 Figure XXXII Question 34: The BSD should include the study and recognition of Christianity in its curriculum and activities. No. of Strongly Moderately Moderately Strongly Mean + S.E. Respond. Disagree Disagree Disagree Agree Agree Agree (LCL,UCL) z ADMIN 7* .143 .000 .143 .571 .143 .000 3.57 2.02 FACULTY 14 .286 .286 .143 .000 .214 .071 2.79 10.79 STUDENTS 267 .082 .165 .139 .240 - .281 .094 3.75 + .09 109 * 110 Section XV; Service Objectives The existence and success of the academic organization rests with its ability to deliver educational products translated into goods and services to the society at large and its kinship communities in particular. The absence of this capacity destroys the university’s role as agents of social change but it also requires that the academic organization retain some of its classical and traditional "ivory tower" approach with no meaningful relevance to the public sector. The ' communities provide human capital to the institutions of higher learning who must then be responsive to the needs and the desires of the community and return quality educational goods and services to it. The service objective is not only a critical factor in university- community relations in that the communities can withdraw support, both financial and human, but it becomes more crucial when viewed in terms of the business organization: This objective appears claar when we think of the business organization from the standpoint of society. Our society permits the existence of organizations that are harmless or that perform some constructive role. It prohibits or outlaws organizations whose objectives are considered detrimental to society. Business organizations have a claim to existence because of their contributions of goods and services. The service objective exists not only in this general sense— the goal of providing some useful product or service— but is given specific form as a firm chooses a particular combination of goods and services it will produce. These specific choices of a service objective or objectives arc often critical in determining success or failure.^ ^Justin G. Longenecker, Op. cit., pp. 81-82. * 111 Thus, considering the following profile of service interests, the service objectives are of extreme significance both to the student as well as the kinship community of the Black Studies Department. Noninstructional services to a great extent, represent the length of the lifeline between the black community and the Black Studies Department; it readily relates to day-to-day needs-solving. Follox*ing is a description and illustration of the attitudes of the faculty, students, and the administration toward the service objectives of the Black Studies Department of The Ohio State University. Question 7; The BSD should be a community-based department. One staff member and 3 faculty members moderately disagreed with this statement; all others agreed to some extent. The students gave a full range of responses. A3.1 of the mean responses were between-agreement and moderate agreement. The mean staff response (4.71) showed a reliably higher level of agreement than the mean student response (4.41 + .08). The mean faculty response (4.33) was not statistically different from that of the students. Question 19: The BSD should provide for the needs and desires of its students in a manner similar to the Black colleges. Most faculty, staff and students agreed with this statement. The students' mean of moderate agreement (4.77 + ,07) was significantly greater than the agreement response of the faculty (4.47) and staff (4.43). Question 30: The BSD's budget should provide for scholarships and grant aids to its Black students. Most members of all groups strongly of moderately agreed with this statement. The mean response Figure XXXIII Question 7: The BSD should be a community-based department. No. of Strongly Moderately Moderately Strongly Mean + S.E. Respond. Disagree Disagree Disagree Agree Agree Agree (LCL,UCL) z ADMIN 7 .000 a43 . .000 .143 .429 .286 4.71 - 3.84 FACULTY 15 .000 .200 .000 .200 .467 .133 4.33 .995 STUDENTS 272 ‘ .015 .118 .085 .202 .386 .195 4.41 + .08 Figure XXXIV Question 19: The BSD should provide for the needs and desires of its students In a manner similar to the Black Colleges. No. cf Strongly Moderately Moderately Strongly Mean + S.E. Respond. Disagree Disagree Disagree Agree Agree Agree (LCL,UCL) z ADMIN 7 .000 .286 .000 .000 .429 .286 4.43 5.18 FACULTY 15 .000 .267 .000 .067 .333 .333 4.47 4.61 STUDENTS 266 .008 .060 .060 ai3 .541 .218 4.77 + .07 Figure XXXV Question 20: The BSD's budget should provide for scholarships and grant aids to its Black students. No. of Strongly Moderately Moderately Strongly Mean + S.E. Respond. Disagree Disagree Disagree 'Agree Agree Agree (LCL,UCL) z ADMIN 8 .000 .125 .125 .125 .000 .625 4.88 3.16 FACULTY 15 .000 .000 .000 .000 .600 .400 5.40 - 6.25 STUDENTS 273 .p04 .026 .037 .099 • .520 .315 5.05 + .06 m 115 of all groups was in the moderate agreement range. The students' (5,05 + .06) was reliably less than the faculty's but reliably greater than the administration's. Question 21;' The BSD should provide tutorial services for its Black students. No one in. the administration or faculty disagreed with this statement. Also, 83 per cent of the students moderately or strongly agreed with this statement. All of the mean responses fell in the moderate agreement range. Both the faculty and staff mean responses (5.47 and 5.38) showed reliably greater agreement than the Btudents1 response (5.12 + ,06). Question 23; The BSD should be a service agency for the Black community, All of the administration and all but 2 faculty members agreed with thi.s statement. The mean student response was between agree and moderately agree (4.59 + ,07). At the 10 per cent a-level, it was reliably less in agreement than the faculty response (4.73), Further it was significantly less in agreement than the administration response, which at 5.50 was midway between moderate and strong agreement. Question 24.* The primary emphasis of the BSD should be that of research. The administration and faculty tended to disagree with this statement while the students tended to fall between agreement and disagreement. The mean student response (3.37 + .08) was significantly more toward agreement than the administration (2.25). It was reliably more toward agreement than the faculty's response (2.73). Question 36i’ The BSP should, strive to legitimize the Black professor within White academia through a demand for the appropriate Figure XXXVI Question 21: The BSD should provide tutorial services for Its Black students. No. of Strongly Moderately Moderately Strongly Mean + S.E. Respond. Disagree Disagree Disagree Agree Agree Agree (LCL,UCL) z ADMIN 8 .000 .000 .000 .125 .375 .500 5.38 - 4.20 FACULTY 15 .000 .000 .000 :ooo .533 .467 5.47 - 5.73 STUDENTS 272 .007 .026 .033 .099 .438 .397 5.12 + .06 Figure XXXVII Question 23: The BSD should be a service agency for the Black conmunity. No. of Strongly Moderately Moderately Strongly Mean + S.E. Respond. Disagree Disagree Disagree Agree Agree Agree (LCL,UCL) z ADMIN 8 .000 .000 .000 .125 .250 .625 5.50 -12.46 FACULTY 15 .067 .000 .067 .133 .467 .267 4.73 <- 1.93 STUDENTS 268 .011 .075 .073 .198 .422 .216 4.59 + .07 Figure XXXVIII Question 24: The primary emphasis of the BSD should he that of research. No. of Strongly Moderately Moderately Strongly Mean + S.E. Respond. Disagree Disagree Disagree Agree Agree Agree (LCL,UCL) z ADMIN 8 .250 .500 .125 .000 .125 .000 2.25 13.55 FACULTY 15 .200 .467 .067 .000 .200 .067 2.73 7.69 STUDENTS 269 ; .052 .290 .197 .208 . -.204 .048 3.37 + .08 Figure XXL Question 36: The BSD should strive to legitimize the Black professor within white academia through a demand for the appropriate degrees, tenure, and faculty rank. No. of Strongly Moderately Moderately Strongly Mean t S.E. Respond. Disagree Disagree Disagree Agree Agree Agree (LCL,UCL) z ADMIN 8 .000 .000 . .000 .000 .500 .500 5.50 -10.78 FACULTY 1A .000 .071 .071 .000 .357 .500 5.14 - 6.32 STUDENTS 267 .030 .086 .041 .161 .423 .258 4.64 + .08 120 degrees,; tenure, and faculty rank. All of the administration, 86 per cent of the faculty and 68 per cent of the students moderately or strongly agreed with this statement. The faculty (5.14) showed reliably greater agreement than the students (4.64 + .08). The staff show significantly greater agreement than the students. Question 38: The BSD should provide for the employment needs of its students. All three groups tended to agree with thi3 statement. The students’ response (4.32 + .08) showed reliably greater agreement than the faculty (4.00) but reliably less than the staff (4.50). A Concluding View The profile of perceptions presented here represents the essence of what the academic groups aspire to in the developing concept of Black. Studies. Most importantly, the implementation of rational and perceptive objectives which are somewhat compatible and consistent with these aspirations— represented in the profile of perceived objectives— will set the stage for goal-attaluments in the major areas of concern in the academic organization. Incompatibilities between the academic groups relative to curriculum developments and the objectives of course content present i implications regarding the quality of planning and implementation on the administrative policy level, the service objectives as well as the Ideological system undergirding the existence of the Black Studies Department of The Ohio State University. Further, the tables, charts, and graphs will not fully answer the concern of.inconsistencies and incompatibilities between the Figure XL Question 38: The BSD should provide for. the.employment needs of its students. No. of Strongly Moderately Moderately Strongly Mean + S.E. Respond. Disagree Disagree Disagree Agree Agree Agree (LCL,UCL) z ADMIN 8 .000 .125 .000 .375 .250 .250 4.50 - 2.41 FACULTY 15 .000 .267 .133 .133 .267 .200 4.00 4.12 STUDENTS 266 .015 .105 .094 .289 .327 .169 4.32 + .08 122 Table 1 A Relationship Analysis of Perceived and Stated Objectives: Statement Weights by Objective* Statement Objective c.c. Number ■ • 1 2 3 4 5 6 7 8 6 1 2 0 0 0 0 2 0 0 7 2 2 0 0 0 0 2 1 0 8 3 0 0 0 2 2 1 0 0 9 4 0 0 0 0 0 0 0 2 10 5 0 0 0 1 1 0 0 0 11 6 2 0 0 0 0 0 2 0 12 7 0 2 0 0 0 0 1 0 13 8 0 0 0 0 0 0 0 0 14 9 0 0 0 0 0 0 1 1 15 10 0 0 0 0 0 0 2 0 16 11 1 0 1 0 0 0 1 0 17 12 0 1 0 % 2 0 0 o 18 13 1 0 1 1 1 0 0 G 19 14 0 0 0 0 0 0 0 0 20 15 0 0 0 0 0 0 0 0 21 16 0 0 0 0 0 0 0 0 22 17 0 0 0 0 0 0 0 0 23 18 0 0 0 0 0 0 0 0 24 19 0 0 0 0 0 0 0 0 25 20 0 0 0 0 0 0 0 0 26 21 0 0 0 0 0 0 0 0 27 22 2 0 2 0 0 0 2 0 28 23 0 2 1 0 0 0 1 0 29 24 0 0 2 0 0 0 0 0 123 Table 1 - Continued 30 25 1 0 0 0 0 0 1 0 31 : 26 2 0 1 0 0 0 0 0 32 27 2 0 0 0 0 0 0 0 33 28 1 0 0 0 0 0 0 0 34 29 0 0 0 0 0 0 1 1 35 30 0 0 0 0 0 0 0 0 36 31 2 0 1 0 0 0 1 0 37 32 0 0 0 0 0 0 2 0 38 33 0 0 0 0 0 0 0 0 39 34 1 0 0 0 0 0 0 0 40 35 0 0 0 0 0 0 0 0 41 36 0 0 0 0 0 0 0 0 42 37 0 0 0 0 0 0 0 0 43 38 0 0 0 0 0 0 0 0 44 39 0 0 0 0 0 0 0 0 45 40 0 0 0 0 0 0 0 0 *A response of 9 is transformed to 3,5. Table 2 Index of Mean Agreement Between Perceived and Stated Objectives Index of Mean Agreement Stated between Perceived and Stated Objectives Student Z-values Obj ectivss . Admin. Students . ' .. Faculty . . S.E. Admin, Faculty . [1] [23- ... • ...... [3]...... [4] [5] [6] [7] 1 4.368 4.195 4.054 .034260 -5.038 4.137 2 5.113 4.501 4.653 : .054637 : -11.191 -2.787 3 3.708 3.893 3.711 .042097 4.389 4.323 4 4.917 4.112 4.611 .067991 -11.836 -7.342 5 4.917 4.112 4.611 .067991 -11.836 -7.342 6 4.175 3.818 3.647 .061025 -5.843 2.814 7 4.184 4.005 4.025 .036079 -4.964 -0.568 8 3.891 3.685 3.633 .061993 -3.324 0.826 . f— 6.0 5.0 // 4.0 Stated Objective 3.0 8 ro 4 5 Uv 4 126 audiences on the perceived objectives. To decipher reaction from reality requires an analysis and appraisal from an on-the-site approach. Thus, to draw conclusions and to make recommendations only on the basis of the preceding profile is a misleading exercise which will suggest incomplete results concerning the major organizational, variables. The raw data suggests that the three academic groups tend to generally agree and accept the ideological system of the Black Studies Department as a whole. They exhibit a high degree of ambivolence regarding the administrative policies perceptions of the Department. All groups portray significant levels of general agreement and acceptance of the curricular perceptions. And, all populations demonstrate an overwhelming amount of general agreement and acceptance of the service objectives— university-community relations— of the Black Studies Department. Taken in proper perspective, however, the picture assumes somewhat different shades and tones. The Black Studies Department of The Ohio State University, regardless of the data, must confront the vital issues of structure, policies, curricula, and the pursuit of such ends by way of articulating the general goal, defining the objectives, providing the strategies, and tapping the human and financial resources. 0 CHAPTER V FINDINGS AND INTERPRETATIONS Section I In keeping with the descriptive nature of this study, it Is necessary and proper that the interpretations presented in this chapter reflect the duality prevalent in the manner in which this project was observed and analyzed. First, the writer's proximity to the Black Studies Department as an employee for three years demanded that all statistical information derived from.the.study be placed in proper realm of comprehension and reality as known by him. Second, the utilization of statistical techniques was part and parcel of the overall nature of the descriptive process thereby providing for the comple mentarity necessary to present a wholesome and functional picture based upon actualities as well as statistical descriptions. This rationale is especially applicable relative to an analysis of ideological systems. The immense significance of ideology in the developmental processes of the Black Studies Department of The Ohio State University is that it provided for a means of determining the goals and objectives the Department must achieve. No doubt, too, it has been the source of conflict and congruence in defining the nature of the Black Studies 127 128 curriculum, its administrative policies, as well as the extent to which it becomes a service center. Further, the concept of ideology forces us to concern ourselves, in a general manner, with the aspira tions, needs, and interests of persons as well as individual groups as reflected in their beliefs and values— their life orientations. An Interpretation and careful analysis of the data presented in thiB chapter will permit some insight into these general perceptions of the / groups under study. Ideological Stance 1, The faculty of the Black Studies Department at The Ohio State University, in response to the questions which were designated IDEOLOGICAL STANCE' in Section I of Chapter IV, exhibited general agreement with the ideological questions. The fact of the matter is that the faculty taken as a whole disagreed only with the contention that the BSD should support the goal of integration. It can be con cluded, then, that the BSD faculty would be supportive and comfortable with a general effort to be contemporary; at least to be responsive to the contemporary rhetorical ideologies. ThiB contention can be carried a step further to conclude that as teaching personnel, the faculty should be motivated and at best be more functional and competent as teachers of Black Studies. 2, The students enrolled in the BSD at the time of this study contend that the Ideological objectives of the BSD should emphasize the importance of Black identity, independence, and the growth and 129 development of a viable Black community. They too perceive the objectives of integration to be unacceptable and in conflict with a viable program emphasizing the study of Black peoples. The intriguing factor, however, was that the students felt, apparently regardless of the nature of the ideologies, that the BSD should not be more political than academic. The conclusion and interpretation is that the concepts of NATION-BUILDING, PAN-AFRICANISM, BLACK NATIONALISM, and REVOLUTION should be harnessed, critically analyzed, and taught in an academic context. Interestingly enough, the students did not feel that the BSD's support of the goal of Integration was synonymous with the BSD's goal to serve more than Black students.. The implication of this contention is that it's perfectly acceptable and legitimate for races to be educated about each other; however, it is equally unacceptable for Blacks to mix with whites. Essentially, what one will find is true for the faculty, students, and administration as long as the ideology is theoretical rather than practical as it relates to integration, congruence exists and progress can be made toward the achievements of the Ideology. 3. Finally, the administrators portray similarities in responses when taken as a group and compared to the students,- -They also agree with the goals of PAN-AFRICANISM, NATION-BUILDING, REVOLUTION, and BLACK NATIONALISM while contending that these objectives should be clothed within an academic and educational context to realize viability and practical value. 130 Here, as with the students and faculty, there seems to be distinctions between integration on a practical basis and integration on a conceptual level. Perhaps, the administration is sensitively cognizant of its legitimate role of the keeper of the laws of civil rights even as they relate to the responsibilities of the BSD to serve any student who wishes to enroll in the BSD's courses. In the final analysis, where the faculty's ideological stance and the students' ideological stance are similar to the administration's, ideological stance, one should expect support for policy-making which will implement programs and curricula which reflect ideological contentions of all parties concerned. Essentially, the level of congruency of the perceived ideological objectives of the three, audiences was significantly great indicating comfort and satisfaction x*ith the ideological goals of PAN-AFRICANISM, NATION-BUILDING, BLACK NATIONALISM, and REVOLUTION, Administrative Policy The administrative objectives of the BSD provide for the structure and means by which all other program concerns are achieved. It represents, to a great extent, the form in which the functions must operate in the successful attainment of both short-run and long-range objectives. In essence, those working in the capacity as administrator are charged with setting the perimeters of growth and development of the organization. Thus, we cannot overlook the crucial nature of the perceived administrative objectives of the faculty, students nor the administrative staff. 131 4. The faculty, whose, primary role Is teaching, is concerned with the atmosphere and climate under which he must perform that most critical task* This group is somewhat Interested in the certification, the credentials and the preparation of those who might Join their ranks as professors in Black Studies as well as their status in the greater university* The thrust and the interest seem to point in the direction of physical growth and expansion. That their students should be afforded the opportunity to pursue graduate•degrees as do other students. Administratively speaking, the implication is that "image," and "bigness," and "complexity" are important factors. From a general observation of the faculty's response in this section, one can conclude on the basis of the emergent patterns of responses, in the case where the questions enhance either the physical image, appear to broaden the responsibilities of the faculty, legitimize the Black professor in academia, and in Instances where the questions tended to upgrade the rigidity of performance and output by their students, there was substantial, concurrence to the statement. Evidence of this apparent administrative stance,is that the statement "The BSD should not be any different frctm any other academic department on the campus" elicited moderate disagreement. The intriguing factor is that while they perceived such administrative objectives aB growing into a college, a school, the need for academic degrees for its faculty personnel, student input in the governance process, the BSD should be an all-encompassing unit for Black programs at OSU, to be agreeable goals for the department, the faculty took issue with the contention that the BSD * 132 should not be. different from any other campus academic department. The faculty of the BSD expresses rather emphatically, to ten out of eleven questions, the fact that it desires to be administratively attractive when compared with other academic departments on campuB. Their administrative objectives are not dissimilar to most academic departments. However, in the Instance which we refer to above (18), one is led to believe that structurally as well as functionally the BSD should be different from other Departments. Perhaps the way one can reconcile this apparent discrepancy or Inconsistency is to suggest- that "the difference" is mostly philosophical and ideological rather than structural and functional. S. The students, whose primary role is to be the recipient of the educational and teaching function, relate positively to these, items as being the administrative goals of the BSD. The pattern of responses for eleven questions reflecting administrative objectives ■ indicate that not only should the BSD strive for the administrative structures and functions but they must conduct the pursuit in a manner which will make the structures and functions similar to other academic, departments on the OSU campus. This could be Interpreted as a mandate to the BSD administration to do what is necessary to produce a BSD which is equal to any other academic unit on the campus in terms of its structural growth and development— with master's and doctoral degrees, maximum academic and professional preparation for the faculty, and student participation in BSD governance. Originally, the rhetorical stance of students of the 1.33 BSD would seem to Indicate a very strong desire for uniqueness and difference; the fact of the matter, according to the student responses in this project, is that realistically students desire the highest standard of academic service from the BSD even if it requires a traditional delivery system to attain it. 1 6. Finally, the administrative staff responding to. the questionnaire exhibited a very significant and high level of congruity with the faculty. Essentially, the categories of responses— agree or disagree— between the faculty and administration were identical. This suggests that while the administrators desired administrative attractiveness they also expect that which emerges as structure and. function that is different from other academic departments to be o£ quality and high standards. Too, their response to the question— question 18— could have been a mere rhetorical retreat designed to portray awareness of the demand for uniqueness and distinction of the BSD unit. The three audiences exemplified an intriguing amount of congruity to the administrative objectives and this suggests further that with * all forces pushing and striving for the same goals with uniformity— although perhaps not always with unity— there will, no doubti emerge viable and valid administrative structures and functions which.are sensitive and responsive to the short-run and long-range stated and perceived objectives of students, faculty, and administration alike. 134 Curricular Aspects 7. Curriculum development and administration is of extreme- importance as it relates to an academic and educational program realizing its full fruition. It, for all practical purposes, represents the contents and cargo contained within the administrative structure designed specifically for delivery purposes. The .quality of the contents, then, determines the strength, viability, and worth of the delivery vehicle. The perceived objectives of the faculty, students, and the administration with respect to curriculum development is of paramount importance since these groups constitute managers, imple mentors, synthesizers, and imparters, as well as recipients and. practitioners of the contents— the BSD curriculum. First, the faculty expressed the following perceptions regarding curriculum goals: (1) the curriculum represents the means and methods- by which the purposes, aims, and objectives are exhibited and achieved;- (2) the BSD must be interdisciplinary in order for it to be viable and functional; (3) the BSD must not be partial towards any group of people in the Black world; (4) an interdisciplinary curriculum will permit the BSD to prepare its students to work in industry and educa— tion; (5) the curriculum should reflect the development and recognition of cultural awareness as expression and work. One detects a bit of arrogance emerging from the responses of the faculty to this part of the questionnaire instrument. Not only is. the BSD faculty determined to develop a responsive and perceptive curriculum, but they also compound the meaning of curriculum to their 135 students by suggesting that a course be taught which would evaluate the mentality, philosophies, and impact of those Blacks involved in the Black Studies programs around the country. This dovetailing effect will no doubt result in a thrust from the administration, students, and the faculty to develop curricula which will be realistic in terms of the contextual and situational demands of the students, rhetorical in terms of providing a means of raising and confronting the needs and exigencies of the community, and perceptive in terms of its ability to be stable but flexible to the standards of academic excellence on the one hand and the pragmatic requirements of humanity on the other. 8. The student population under study in this project exhibited some incongruity of perceived objectives in the curriculum area. The following represents some general conclusions expressed by students in their responses to curriculum questions: (1) Black Studies must be interdisciplinary in its academic efforts; (2) the curriculum must portray an awareness of culture; (3) the BSD must emphasize the study of Afro-Americans; (4) vocational and technical curricula are not essential in the interdisciplinary approach to BSD; (5) the curriculum should be the basis upon which objectives and aims are achieved; and (&) Christianity, whether cultural-historical or economic-logical must retain an Important position in the curriculum structure. The implication of student perceptions is that the need is for a well-rounded academic program which is essentially interdisciplinary; however, even in its versatility the curriculum of the BSD must be focussed primarily, as a priority, upon the unique experiences, values, * 136 and aspirations of Black Americans. To achieve this objective requires a faculty structure which is diverse and versatile, capable of placing the Black American within the proper historical, cultural, technological, and political perspective. 9. Finally, will the administration formulate the appropriate policies which will yield the desired curricular objectives? Will they design the viable and valid structure and vehicle for the achievement of the curricular objectives? This group, more than any other, holds the key to success or failure of the stated or perceived objectives of the students, the faculty, and itself as well. It is important to note, however, that when the administration is viewed in conjunction with the value of students, one must attach many qualifiers since the . students constitute the "buyers” or the "customer.” On the basis-of the responses of the administration to this part of the instrument, the following conclusions can be made: (1) the emphasis, although it must be interdisciplinary, must be upon the Afro-American; (2) the cultural significance of the Black man must be a primary curricular objective; (3) it must be relevant with respect to employment; it need not designate vocational and technical studies as an agreeable goal;' (4) the objectives of the BSD must be realized through the design and contents of the curriculum plan; (5) the curriculum must provide for a continued evaluation of those individuals involved in expediting the Black Studies concept; and (6) Christianity, regardless of its real role, must be a viable curricular component as it. relates to Black culture. The administrator^ role is extremely significant even in curricular affairs. It is comforting to note, as a result of this study, that the administration in terms of its basic category of responses to this section of the questionnaire was precisely congruent with the students1 responses to the same portion of the questionnaire instrument. They determine the extent to which the delivery vehicle . is capable of achieving the goals and aims* Perhaps if these responses can be viewed as nonrhetorical, then a meaningful level of congruity— goal attainment— can exist between the faculty, students, and the administration of the BSD. Service Objective One of the results produced by the struggle for civil rights was the establishment of Black Studies programs whose supporters argued that there was a dire need for a lifeline between, the university and the Black community. The initial contention was that the white colleges— as well as the Black ones— were established for the purpose of various kinds of services to the white community. The service objective, then, became the major focal point of the justification of the existence of a Black Studies program at The Ohio State University. Thus, faculty, students, and administrators of the BSD perceived the service objective to be a valid means of self-actualization of the BSD. 10. The faculty, whose traditional role required a straight forward approach to the teaching functions— theorizing, conceptualizing synthesizing, and communicating knowledge and information— exhibited a significant amount of general agreement with the perceived service 138 objectives of the BSD. The pattern of responses by the faculty .led the writer to conclude the following: (1) as a service objective, the BSD must provide compensatory services— financial aid, tutoring, and counseling— to its students; (2) as a service objective, the BSD must abandon "the white ivory tower" role and harness university resources to be directed toward serving the. Black community; and (3) the BSD must be more sensitive to the needs— tenure, rank, promotion, and salary— of the Black faculty working within The Ohio State Univer sity. 11. The results of this portion of the questionnaire baffles the writer in that in all three academic groups the pattern of responses reflected identical, general agreement response categories. The student of the BSD takes a great deal of concern for his own basic welfare as a productive Individual within the academic setting. He admits that such weaknesses requiring tutorial services, counseling services, and financial aid do exist and if the service objectives were applied the needs would be remedied. Too, students recognize that the making of a competent and reputable professor from whom they will directly benefit depends, to a great extent, upon the benefits accrued to the faculty personnel through their faculty positions. And finally, the sensitivity of the students to the crucial nature of and the relationship between the BSD and the Black community is of paramount Importance because it signifies the accomplishment of a fundamental rhetorical goal articulated in the initial stages of the civil rights struggle in the United States in the 1960s. 139 12. The administration exhibited a pattern of responses of a general agreement nature which is Identical to the two previous academic groups. It is possible to draw some general conclusions with respect to the administrator’s perceived objectives in the service area. First, they perceive the student being the primary Interest of the faculty as well as the administration; second, they perceive the importance of Black faculty members to be equal, in potential, to that S of other faculty personnel on the campus; and third, the ultimate goal and purpose of the BSD is to acquiesce to the needs and exigencies of the Black community. Again, it is conceivable, since the administrators are:' responsible for the setting of policies and defining the directions-* pursuant to the policies, that the perceived service objectives- represented in the questions of this section of the questionnaire are- reachable and are implementable because of the administration's agreement. There was one question which yielded a general disagreement response for faculty, students, and the administration: "The primary emphasis of the BSD should be that of research." In each case, but taken as a whole, the BSD shunned the very source of its potential viability, growth, scholarly development as a sound academic pursuit of the truth as well as a logical forum for advocacy of the cause In the world. Perhaps a bit further in this chapter, the additional data will clarify this concern. 140 Section II; A Relationship Analysis Between Perceived and Stated Obj ectivea For the purpose of effective administration, it is a pre requisite to formally state and define the purposes, aims, and objectives of any newly organized firm, academic department, or governmental agency. This is an initial step designed to either attract or serve a primary clientele who at a later point may expand or alter these stated objectives. Importantly, the organization must remain stable but flexible enough to be innovative as a medium of social change reflecting the desires, needs, and values of the clientele, student enrollment, or consumer. The Black Studies Department of The Ohio State University, after approximately one year of operation, set forth its objectives in a statement of purpose. These purposes were authored by one member of the Department occupying the role of an administrator. Thus, the findings and conclusions relating to the relationship between the perceived and the stated objectives should be not only an intriguing endeavor but it should also provide the means by which the Department can better serve its clientele. Faculty Interrelatedness The faculty displayed agreement with purposes 1, 3, 6, 7, and 8 and on the basis of these findings the following observations can be made: first, since there is a high degree of congruency between the perceived objectives by the faculty and the first objective or purpose of the BSD, one can expect the concept of the interdisciplinary Black 4 141 Studies curriculum to reach fruition. This interpretation leads one to conclude that the students enrolled in the BSD will receive an in-depth and relevant exposure to the concept of Black Studies including the study of Africans, Caribbeans, and Black Americans. Second, the significant level of congruity between the faculty and seated purpose three signifies, contrary to the faculty's previous disagreement response to this statement in the perceived objectives check list, since they now agree with this objective one can anticipate a stronger emphasis upon research as a tool and method to accomplish and provide comprehensive learning programs for students of the BSD. The realisation of the fact that to accomplish this goal requires research is, in itself, a significant and crucial accomplishment.... Third, the congruity between the perceived purpose and the stated - purpose is relevant here because it provides the basis upon which the. ideological concept of PAN-AFRICANISM can grow and materialize in theory as in practice. Fourth, the congruous relationship between the perceived aims and stated objective seven suggests, despite the disagreement response exhibited by the faculty to this statement in the perceived objectives check list, that the BSD must carry out its responsibilities to the fullest extent to ensure viable and relevant productivity as functional citizens of the Black community by its. students. Fifth, the high level of compatibility between the perceived goals of the faculty and stated objective eight of the BSD communicates support for the Ideological concept of integration. This Interpretation leads one to conclude that a) the faculty, despite its previous. 142 disagreement disposition to this statement in the perceived objectives check list, can comply with and support social integration between the races and b) that it is suggesting that members of the white race can and should enroll in Black Studies without question. Sixth, the lesser or moderate congruency between the perceived purposes and the stated objective two suggests that while there is moderate enthusiasm for the concept of community service it is expected to be a secondary / programming effort. Seventh, the lesser extent of congruity between the perceived aim of the faculty and stated objective four of the perceived objectives check list indicates a lack of enthusiasm for the ideological thrusts of Black Nationalism, and, revolution; that this approach, theoretically and thereby practically speaking, would not be- a focus of their teaching efforts. And eighth, there also was low congruity between the perceived goals and the stated-objective five which suggests further that ideology would be a minimal effort in the classroom and as a result a reduction in the rhetoric of revolution by the students and ultimately the community. Student Interrelatedness It is extremely important that students enrolled in the BSD— the consumers— be satisfied with the thrusts and efforts of the BSD. They exhibited agreement and high congruity'with stated objectives 1, 3, 4, 5, 6, 7, and 8 while displaying moderate agreement with stated objective two. On the basis of these findings, the following con clusions are offered: (1) students are interested In their past, present, and the potential in the future in relationship to their own communities but within the broader context of the world. Thus, this congruous relationship implies depth of study and variety in curriculum. (2) students agree with the utilization of research as a tool of education and thereby one might think that the emphasis is placed upon Blacks studying their own life styles rather than the traditional social science approach. (3) there is a high level of enthusiasm by students for ideological growth. The ideological concepts are significant either as a tool of rhetorical utility or as a practical method of accomplish ing the Black Studies objective, (4) students, despite their previous disposition to this statement, see the value of technical and vocational development as a compliment to the intellectual and academic growth in providing them with the knowhow to be productive citizens in their own communities. (5) it is interesting to note that while students disagree with the concept of integration in the perceived objectives check list they portrayed an enthusiastic reception of the concept here. This finding leads one to conclude that integration when used by Blacks in the past was primarily a rhetorical tool designed to acquire those goals pursued by the civil rights forces. When approached from a practical point of view, they suggest that perhaps it is a highly desirable method of achieving an equitable society for all people. (6) students maintained their response status to the issue of community services and community-based efforts. While they were in the agreement range, they were primarily moderate indicating a hesitation concerning this approach. Perhaps, then, students only value the university's ability to provide administrative facilities, personnel, and finance to 4 144 educate and train Blacks who desire and who intend to return to the Black community to apply this knowledge and skill-, no doubt, in his own way commensurate with the community needs. Administration Interrelatedness The congruity between the perceived objectives of the adminis tration and the Htated objective of the BSD is identical to that of the faculty although its implications were interpreted somewhat / differently keeping in mind the role of the administrative staff of the BSD. (1) Administrative congruity with purpose one suggests that if the resources will permit there will be comprehensive and inter disciplinary curricula and learning programs for the BSD including the necessary research methods to realize both an intellectual as well as vocational curricula. (2) There is full agreement with the need for the development of an African identity theoretically and practically and that the administrative support will be available for this recognition. (3) The administration concurs strongly with the concept of integration and thus will support any Departmental activities which will solicit and involve Blacks and Whites alike. (4) The adminis tration demonstrated congruity lii moderation with the contention that university resources shall be harnessed and directed toward the multi various needs of the Black community. Thus, this implies that a greater effort by the BSD must be implemented to uncover and solicit the utilization of the available resources within the community. (5) Little or no support will be provided for Ideological efforts. Unless the necessary resources to realize the ideological goals are » 145 found within the community, the ideological efforts of the BSD will have to be rhetorical and oratorical forcing administrators to reverse their stand on ideological interests. A Concluding View In conclusion, then, a comparison of the administrative staff's perceived and stated objective relationship with the students' perceived and stated objective relationship shows a reliably higher level of agreement on objectives 1, 2, 6, 7, and 8 and reliably lower level of agreement with objective 3 than the students. There is significantly greater agreement by the administration with objectives 4 and 5 than that of the students. A comparison of the faculty's perceived and stated objectives relationship with the students' perceived and stated objectives relationship shows the 3ame level of agreement with objectives 7 and 8. The faculty showed reliably greater agreement with objective 2 and reliably less with objectives 1, 3, and 6. There is significantly greater agreement with objectives 4 and 5 by the faculty. These findings speak for themselves with respect to the possible implications as each group's role is assessed in relation to the objective under observation. Basically, three conclusions can be reached utilizing this approach to the interpretation: (1) Those objectives which are concerned with teaching, curriculum development, when eliciting a moderate agreement or lower level of congruity from the faculty must be interpreted as having little weight or at least will be downplayed in the contents of the BSD curriculum. Conversely, 146 those receiving a high degree of congruity will no doubt be fully embraced and receive the major focus in the curriculum. (2) As the consumer, the students occupy the role of deciding the fate or the functionality of the BSD. It is important that both faculty and administration study with a sense of seriousness those objectives-- perceived or stated— which students tend to disagree with. This will inevitably assist the administrators in defining the operational and curricular perimeters in which the BSD must function. Also, those goals which are most acceptable should be considered as marketable products offered on the basis of the administration’s ability to bear the cost burdens as well as the need satisfaction of the students. (3) Those objectives— both stated and perceived— which the adminis tration tend to accept and agree with will more than likely secure greater sponsorship and become a reality. Too, it is easier to justify, personally and administratively, those goals which meet with one's own value system as well as those which meet with the definition of competent administrative practice with respect to cost, efficiency, and goal-effectiveneos. CHAPTER VI CONCLUSIONS AND RECOMMENDATIONS The programs mid activities of the Black Studies Department of The Ohio State University are the major representations of the purpose and the objectives which the department must provide to its students so that the number of enrollees per quarter can justify the existence of the department from an effective administrative point of view. Recognizing this important fact, an additional ten questions to the original forty found in the perceived objectives check list were administered to each of the three groups under study. However, in order to enhance the quality and the preciseness of the recommendations to be made in this chapter, the decision was made to focus upon the student as the determinant of the existence of Black Studies. If' students are satisfied with their "educational products" and services, then the faculty and administrative staff have jobs and responsibilities to perform as well as some economic security. Conversely, if students are genuinely dissatisfied with their educational goods and services and Intend to do something about it, it is obvious that there is a possibility of a "shutdown" of Black Studies sending some of the department into an economic and academic nightmare. Their views and perceptions, along with the faculty and 147 148 the administration, constitutes the basis for the recommendations here. Student Perceptions. (1) More than 50 per cent of the students felt that the BSD courses and programs reflected their social-academic needs, expectations, and goals. (2) More than 75 per cent of the students felt that the BSD faculty was genuinely concerned about their students. (3) Slightly less than 50 per cent of the students felt that their grades had improved as a result of the course offerings of the BSD. (4) Slightly less than 50 per cent of the students indicated that they had a voice in determining the courses and policies of the BSD. (5) Only 25 per cent of the students felt that the BSD had made it possible for them to secure financial aid, counseling, and tutorial- services. (6) Less than 25 per cent felt that the BSD was living up to their expectations. (7) Approximately 75 per cent of the students felt that the BSD was contributing to a wholesome and relevant social- recreational atmosphere at The Ohio State University^ Faculty Perceptions; (1) Nearly 27 per cent of the faculty of the BSD had tenure at the time of this study. (2) Approximately 80 per cent of the faculty felt that research, publishing, and per formance were mandatory for the BSD. (3) Approximately 33 per cent, of the faculty indicated that most of their students' grades were C and below. (4) Nearly 27 per cent of the faculty felt that their white students performed at a higher competence level than the Black students in their classes. (5) Sixty per cent of the faculty indicated that the courses they taught were designed as a result of student requests. 149 (6) Eighty per cent agreed that policies and decisions are made in conjunction with the faculty members. (7) Eighty per cent of the faculty members felt that their appointment process included students, administrators, faculty members, and other parties on the campus. Administration Perceptions. (1) Approximately 63 per cent of the staff indicated that .they were directly involved in the formula tion of policies and decisions of the BSD. (2) Nearly 50 per cent indicated that they hold academic rank in another department. (3) Approximately 38 per cent indicated that they had tenure at Ohio State. (4) Twenty-five per cent of the administrators Indicated that they are directly accountable to the BSD Chairman. (5) Approxi mately 63 per cent felt that students, faculty, and other individuals participated in their appointment process. (6) Eighty-seven per cent of the administrators felt that money would, enable the BSD to meet the needs and objectives of the students more effectively. The culmination of these perceptions are extraordinarily significant and serious. Black Studies Departments.around the country have "folded" about as rapidly as they were established. For those that have managed to merely survive, it has been an awesome task, simply to reconcile the internal factions not to speak of remedying the curricular crisis, resolving the financial drought, or overcoming the battle for legitimacy and respect within the university community. Thus, based upon the data collected in this study from the academic groups participating during the spring quarter of 1973, the following list of recommended courses of action is suggested with the ultimate 150 objective of bringing about a keener sensitivity to the ongoing questions and concerns revolving around the total perspective of Black Studies for the purpose of benefiting from the mistakes and confronta tions to build, develop and establish a program of Black Studies, a concept of Black StudleB, and a service of Black Studies unsurpassed by any existing academic program of this contemporary period. Recommendations 1. The development and utilization of some means and methods of measuring the needs, expectations, and the immediate as well as the long-range goals of the students. Xf only those students who felt that the BSD was reflecting their needs, expectations, and goals enrolled in the department following this study, the BSD would have approximately one half of its spring quarter 1973 enrollment. The fact of the matter, given the severe budgetary and general economic problems of the university, is that there would be no Black Studies especially if the number o f .enrollees indicates that the cost burden for operations is significantly greater than the income and the output of the department. 2. Provide for a means by which students can have a more input in the design of the courses of a relevant as well as interesting nature. The contention is that if students perceive relevancy and interest in their courses, then one might postulate that his span of attention and depth of involvement will be significantly enhanced. 3. The BSD should take the lead in implementing the concept of student governance, in the administration of Black Studies. The risk 0 151 factor is not as important to the BSD since it is essentially still being boro and has the opportunity to prove or disprove the.validity of this approach. 4. The BSD was perceived initially by students as the answer to the need for assistance in all social-academic related areas. The preponderance of evidence indicates that the average BSD student is a resident of the big-city urban ghetto or the isolated rural hamlets. Thus, he enters the university with a number of serious deficiencies when compared with his coll.eagues. (More than 75 per cent of the students participating in this stiidy were from Cleveland, Columbus, and Dayton; the remainder were from unknown villages and townships.) It is of paramount importance, then that the BSD either develop student services components or at least establish a viable coordinating link with existing university student services administration to ensure the appropriate complementarity necessary to "produce" a quality educational product while at the same time realizing and perpetuating pride for Black identity. Specifically, providing financial aid in the form of scholarships, grants, and work study will tend to attract students especially if these same students, despite their academic ability, do have an economic or ability to pay problem. The same is true for tutorial and counseling services. It is important to remember that many of these students have argued that they cannot relate to white tutors anci counselors. It is insignificant whether this is factual; if the student perceives it as being a fact for him, then it .13 a fact for the BSD and it has the responsibility to remedy this need. 5. Although significant numbers of students felt that the BSD was providing wholesome and relevant social-recreational activities, courses, and programs it is important that whatever is required in order to be responsive— sensitively so— to the expectations of the student that it be unequivocal, concrete, and measurable. This is critically important when only one fourth of one’s constituency feels that the department is living up to their expectation, needs and goals. According to the evidence in this study, this recommendation should receive top priority and attention in terms of budget, personnel, philosophy, and curriculum. (See questions 44 and 46 for additional information concerning faculty perceptions.) 6. The BSD must recognize the importance of staff growth and development as well as their security and stability. Disgruntled personnel results in poor performance, in the case of the faculty; a poor quality of education for the student. Thus, it is strongly recommended that the faculty be provided with the viable opportunity to progress and remain stable through a functional tenure and promotions reward structure. 7. It is recommended that the BSD strive to develop stronger « relationships with as diverse communities as is ideologically possible. This is suggested primarily because of the discrepancy in the responses to the concept of INTEGRATION and the response to the implied concept of integration in first the questionnaire and later the stated objectives of the BSD, that these relationships be implemented on a practical basis rather than a rhetorical or oratorical level. This will 153 accomplish two primary goals: first, legitimize and huild the reputation necessary to retain a viable image in the academic as well as the extra-academic communities; and second, this opens a broader and more functional pipeline to real resources necessary to survive as an administrative organization. Thi3 does not, however, mean that the agree responses to the ideological questions cannot be pursued with equal vigor but perhaps on a practical rather than oratorical or public / relations manner. 8. It is recommended that the administration and governance of the BSD be brought closer to its constituents and participants so that the chance of conflict, misinterpretation, and other counterproductive behaviors can be minimised and avoided. 9. It is strongly recommended that the BSD strive for the development of an interdisciplinary curriculum whose ultimate objective is to engage in the full growth and development of the student with respect to his role as a productive citizen of the Black community. Essentially, the BSD curriculum should portray, without question, the purposes and the objectives of the BSD. 10. It is recommended that the BSD he fully cognizant of its role and responsibility to the Black community. In order to 'achieve the latter objective of this chapter, it is a requirement that the BSD mirror the Black community in terms of knowing its needs and remedying them as well as knowing its problems and successes and communicating them to that aspiring student who plans to re-enter the Black community as a productive citizen. It is crucial, in terms of the viable 154 functionality of the Black Studies Department, that the BSD dispel the "white ivory tower" statue and propel its responsibility to the Black community in structure, policy, curriculum, and programs The Black Studies of The Ohio State University occupies a unique opportunity Co be something of quality or to be nothing of import. In its tivree-year history, its traditional developmental problems of confrontation and conflict plagued its attempt to be y relevant, to be real, and to be reliable. Yet, it has displayed an amazing degree of continuity, stability but flexibility where the opportunity for failure seemed dominant over the chance for success. There isn*t any question that the emergence of Black Studies in America was a product of the binding forces of racism both Black and: "White, Whites segregated Blacks to preserve racial purity It was argued. Blacks battled to unbound these racial constraints and institutionalized the strategies into a concept known as Black Studies, Afro-American Studies, or African Studies.. The fact of the matter is that it is not merely enough to have:: a Black Studies. What is Important, however, is the instrumentality' of Black Studies in a diverse society whose role is leader of mankind.- Will it be a tool for the self-actualization of individuals? ' Will it be a tool of the dominant class to pacify those persons it was initially intended to serve? Will it become a "Black ivory tower" isolated from its kinship community? Or will it, like many of its kind, become part and parcel of The Ohio State University history? The answers to these and many other questions rest with the 155 abilities, the realities, and the professionalism of the Chairman of the Black Studies Department who serves as the nucleus surrounded by- community, students, faculty, administrators and society. A realistic sensitivity to these groups can and will in itself provide an ongoing means of measurement as to where the Black Studies Department is now and where and how it best move for the future. APPENDIX A QUESTIONNAIRE INSTRUMENTS 156 157 AEMINI ST RATIVE STAFF QDKSTIOKAIRE Below is a set of statements designed te ascertain the administrator's perceptions of the objectives of the Black Studies Department. Please check the appropriate (A.) or (B.) response for every statement. 1. The Black Studies Department (BSD) at The Ohio Stats University should be an African Studies Department A. Moderately agree B, Agree C. Strongly Agree D, Moderately disagree E. Disagree F,Strongly disagree 2. The BSD should prepare students to be teachers of Black history and Black culture A. Moderately agree B. Agree C. Strongly agree D. Moderately disagree E. Disagree F,Strongly disagroe 3. The DSD should have a Black nationalist Ideology A, Moderately agree B. Agree C. Strongly agree D. Moderately disegrce E. Disagree F.Strongly disagree h. The BSD should be supporting the goal of integration in its program thrusts A. Moderately agree B. Agree C. Strongly agree D. Moderately disagree E. Disagree F, Strongly disagree $, The BSD should prepare its students for revolutionary activities and .thoughts A. Moderately agree B. Agree C. Strongly agree D. Moderately disagree E. Disagree F. Strongly disagroe 6, The BSD should be an Afro-American studies department A. Moderately agree B. Agree C. Strongly agree D. Moderately disagree 1 E. Disagree F. Strongly disagroe 7. The BSD should bo a community-based department A. Moderately agree B. Agree C, Strongly agroo D. Moderately disagree E. Disagree F. Strongly disagree 6. Academic degrees should not be a prerequisite for holding a teaching position within the BSD A. Moderately agree B. Agree C. Strongly agree D, Moderately disagree E. Disagree F. Strongly disagree 158 9* The BSD should not strive to serve only .Black students A. Moderately agree B, Agree C. Strongly agree D. Moderately disagroe E. Disagree F. Strongly disagree 10. Tho BSD curriculom should be technical-vocational ’ ‘ A. Moderately agree B. Agree C,Strongly agree D. Moderately disagroe E. Disagree F* Strongly disagree 11. The BSD should prepare its students to teachers of Black Studies A. Modorately agree B, Agree C. Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree 12. The BSD should be involved in Black nation-building A. Moderately agree B. Agree C. Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree 13. Pan-Africanism should be the major ideological goals of the BSD A. Moderately agree B, Agree C. Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree ill. Tho activities of the BSD should be more political than academic A, Moderately agree B. Agree C. Strongly agreo D. Moderately disagree E. Disagree F. Strongly disagree 15. The goal of the BSD should be to grow in to a Black Studies college A. Moderately agree B. Agree C. Strongly agree D, Moderately disagree E, Disagree F. Strongly disagree 16. The goal of tho BSD should ba to grow in to a school A. Moderately agree B. Agree . C. Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree 17. The BSD should only award undergraduate degrees A. Moderately agree B, Agree C, Strongly agree . D. Moderately disagree _ E. Disagree F. Strongly disagree 18. The BSD should not be any different from any other academic department on campus A. Moderately agree B, Agree C. Strongly agreo D. Moderately disagree E. Disagree F. Strongly disagree 19* Tho BSD should provide for the needs and desires of its students in a, manner similar to the Black Colleges A.Moderately agree B. Agree C. Strongly agree D.Moderately disagree E. Disagree F. Strongly disagree t 159 20. The BSD's budget should provide for scholarships nnd grant aids to its Black students A. Moderately agree B. Agree C. Strongly agree D. Moderately disagree E. Disagree F, Strongly disagree . 21. The BSD'should provide tutorial services for its Black students A. Moderately agree B. Agree C. Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree 22. The BSD should provideonly for the academic needs of itsstudents A. Moderately agree B, Agree C. Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree 23. The BSD should be a service agency for the Black community A, Moderately agree B. Agree C, Strongly agree D. Moderately disagroe E, Disagree F. Strongly disagree' 2lj. The primary emphasis of the BSD should be that of research A. Moderately agree B. Agree C. Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree 2$* The curriculum of the BSD should be the guide to the achievement of the department's goals A. Moderately agree B, Agree C. Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree * 26. The BSD should provide a knowledge of Slack people and an understanding of their function in society A. Moderately agree B. Agree C, Strongly agree D. Moderately disagree E. Disagree F, Strongly disagree 27 • The BSD should provide for the examination of the impact of Blacks on the culture and individuals A, Moderately agree 3. Agree C, Strongly agree D, Moderately disagree E. Disagree F. Strongly disagree 26. The BSD should introduce anditrain students in the creative process of black art and raise his competence in using it for commercial purposes A, Moderately agree B. Agree C. Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree 29. The BSD should prepare students to work in industry and in education A. Moderately agree B. Agree C, Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree 160 30. The BSD should provide for a critical evaluation of the role and responsibilities of Blacks in the Black studies programs around the nation A. Moderately agree B. Agree C, Strongly agree Dm Moderately disagree E. Disagree F. Strongly disagree 31. The BSD should strive for cultural awareness through training of students in mass media A. Moderately agree B, Agree C, Strongly agree D. Moderately disagree E. Disagree F, Strongly disagree 32. To be meaningfully functional, the BSD should inter-disciplinary to include science and technology A, Moderately agree B, Agree C, Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree 33* The BSD should strive tobe a Black student center in a white academic community A, Moderately agree B, Agree C. Strongly agree D. Moderately disagree E. Disagree F. Strongly diBagree 3U. The BSD should include the study and recognition of Christianity in its curriculum and activities A. Moderately agree B, Agree C. Strongly agree D. Moderately disagree E, Disagree F, Strongly disagree 3!>. The BSD should strive to raise the Black student's academic performance through financial aid, counselling, and rigid grading and evaluation A. Moderately agree B. Agree C. Strongly agree D. Moderately disagr.ee E. Disagree F. Strongly disagree 36.' The BSD should strive to legitimise the Black professor within white academia through a demand for the appropriate degrees, tenure, and faculty rank A. Moderately agree B. Agree C. Strongly agree D. Moderately disagree E. Disagree F, Strongly disagreo 37. The BSD Ehould be an all-encompassing academic unit and support agency to include all existing Black programs at The Ohio State University A. Moderately agree B. Agree C. Strongly agree D, Moderately disagree E. Disagree F. Strongly disagree 38. The BSD should provide for the employmentneeds of its students A. Moderately agree B, Agree C. Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree 161 39. The BSD should provide for students to take a meaningful part in the governance process of the department to include program development personnel appointments, curriculum development, and budgetary request and preparation A. Moderately agree B, Agree C. Strongly agree D. Moderately disagree E, Disagree F. Strongly disagree liO. I am not sure where the BSD should go now and in the future in - predominantly ’whits higher education A* Moderately agree B. Agree C. Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree Itl. Please describe the nature and title of your position within the BSD at OSU ______ kZ» I am directly involved in the formulation of policies within the BSD A. Moderately agreeB. Agree C, Strongly agree D. Moderately disagree E, Disagree F. Strongly disagree U3. My administrative appointment carries academic rank A. Moderately agree B. Agree C. Strongly agree D. Moderately disagreeE. Disagree F. Strongly disagree bit. I currently have tenure with my administrative appointment A. Moderately agreeB. Agree C, Strongly agree D« Moderately disagree .E. Disagree F. Strongly disagree h$, Tho quality and effectiveness of ny performance is accountable only to the BSD chairman A. Moderately agreeB. Agreo C. Strongly agree ‘ D. Moderately disagree E. Disagree F. Strongly disagree 1(6. Pleaso indicate the following A. School attended ' B. Degree's awarded 1(7. My appointment process included students, faculty, and other parties A, Moderately agree B. Agree C. Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree • 162 * % 4 * k6. Additional money would enable the BSD to meet student needs and expectations more effectively A, Moderately agree B, Agree C. Strongly agree D. Modorately disagree E. Disagree F, Strongly disagree Why did you decide to go to work for the BSD? 50. V/hich of the following would be most acceptable to you as a Black administrator in the BSD , : A. an increase in the budget for the BSD B. combine all Black programs at 05U in to a Black collage or school C. development of additional Black programs at OSU If you have any additional observations, comments, commendations, or criticisms, please utilise the remainder of this sheet. Please print* Thank you for your participation and cooperation in this effort. 163 FACULTY QUESTIONAIRE Below is a list of statements designed to ascertain the teacher's perceptions of the objectives of the Black Studies Department. Please check tho appropriate (A.) or (B.) response for every statement* 1. Tho Black Studies Department (BSD) at The Ohio State University should be an African Studies Department A. Moderately agree B, Agree C, Strongly agree D, Moderately disagree E. Disagree F. Strongly disagree 2. The BSD should prepare students to be teachers of Black history and Black culture A, Moderately agree B. Agree C. Strongly agree D. Moderately disagree E* Disagree F. Strongly disagree 3. Tho BSD should havo a Black nationalist ideology A, Moderately agree B. Agree C. Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree h. The BSD should be supporting the goal of integration in its program thrusts ”, A. Moderately agree B. Agree C. Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree The BSD should prepare its students for revolutionary activities and thoughte A* Moderately agree B* Agree C, Strongly agree ' D. Moderately disagree E. Disagree F. Strongly disagree 6. The BSD should be an Afro-American studies department A. Moderately agree B. Agree C. Strongly agree D. Moderately disagree E. Disagree F.' Strongly disagree 7* The BSD should be a community-based department A. Moderately agree B. Agree C. Strongly agree D. Moderately disagree- E. Disagree F. Strongly disagree 8. AcRdumic degrees should not be a prerequisite for holding a teaching position vithin tho BSD I A. Moderately agree B, Agree C. Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree 164 9. Tho BSD should net strive to serve or.ly Black students A. Moderately agree B. Agree C, Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree 10* The BSD curriculum should be technical-vocational A. Moderately agree B. Agree C. Strongly agree D. Moderately disagree E. Didagrce F. Strongly disagree 11* The BSD should prepare its students to be teachers of Black Studies A. Moderately agree B. Agree C. Strongly agree D* Moderately disagree E. Disagree F. Strongly disagree 12* The BSD should be involved in Black nation-building A. Moderately agree B. Agree C. Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree 13. Pan-Africar.icrn should be the major ideological goals of the BSD A. Moderately agree B. Agree C. Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree ill, Tho activities of the BSD should be more political A. Moderately agree B. Agree C. Strongly agree . D* Moderately disagree E. Disagree F. Strongly disagree 1?. The goal of the BSD should be to grow in to a Black Studies college A. Moderately agree B. Agree C. Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree 16. The goal of the BSD should be to grow in to a school . . . A. Moderately agree B. Agree C, Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree 17. The BSD should only award undergraduate degrees A. Moderately agree B. Agree C. Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree 18. The BSD should not be any different from any other academic department on campus A. Moderately agree B. Agree C. Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree’ 165 19. The BSD should provide forthe reeds and desires of Itsstudents in a manner similar to the Black colleges A. Moderately agree B. Agree C. Strongly agree B. Moderately disagree E. Disagree F. Strongly disagree 20. The BSD should provide tutorial services for tho Black students A. Moderately agree B. Agree C. Strongly agree D. Moderately disagree E, Disagree F. Strongly disagree 21. The BSD's budget should provide for scholarships and grant aide for its Black students A. Moderately agree B. Agree C, Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree / 22. The BSD should provide only for the academic needs of its students A. Moderately agree B. Agree C. Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree 23. The BSD should be a service agency for the Black community A. Moderately agree B. Agree C, Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree • 2)i. The primary emphasis of the BSD should be that of research A. Moderately agree B. Agree C. Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree 2?. The curriculum of the BSD should' be the guide to the achievement of.the department's goals A. Moderately agree B. Agree C. Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree 26. The BSD should provide a knowledge of Black people and an understanding of their function in society A. Moderately agree B. Agree C. Strongly agree D. Modcratsly disagree E. Disagree F. Strongly disagree 27• The BSD should provide for the examination of the impact of Blacks on tho culture and individuals A. Moderately agree B. Agree C. Strongly agree D, Moderately disagree E. Disagree F. Strongly disagree 28. Tho BSD should introduco and train students in the creative process of black art and raise his competence in using it for commercial purposes A. Moderately agree B. Agree C. Strongly agree D. Moderately disagree E.. Disagree F. Strongly disagree 166 2 9• The DSD should prepare students to work in industry and in education A, Moderately agree B. Agree C. Strongly agree D, Moderately disagree E. Disagree F. Strongly disagree 30. The BSD should provide for a critical evaluation of the role and responsibilities of Blacks in the Black studies programs around the nation. A. Moderately agree B. Agree C. Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree 31. The BSD should strive for cultural awareness through training of * students in mass media A. Moderately agree B. Agree C. Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree ^ 32. To be meaningfully functional, the BSD should inter-disciplinary to include science and technology A. Moderately agree B. Agree C. Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree 33. The BSD should strive to be a Black student center in a white academic community A. Moderately agree B, Agree C. Strongly agree D. Moderately disagree E. Disagree F* Strongly disagree 3b. The BSD should include the study and recognition of Christianity in its curriculum and activities A. Moderately agree B. Agree C. Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree 35# The BSD should strive to legitimize the Black professor within white academia through a demand for the appropriate degrees, tenure, and faculty rank A. Moderately agree B. Agree C. Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree • 36. The BSD should strive to raiss the Black student's academio performance through financial aid, counselling, and rigid grading and evaluation A. Moderately agree B, Agree C. Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree 37. The BSD should be an all-encompassing academic unit and support agency to include all existing Black programs at The Ohio State University A. Moderately agree B. Agree C. Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree 167 30. Tho BSD should provide for the employment of its students A, Moderately agree B* Agree C. Strongly agree D. Moderately disagree E, Disagree F. Strongly disagree 39. The BSD should provide for students to take a meaningful part in the governance process of tho department to include program development* personnel appointments* curriculum developnent* and budgetary request and preparation A, Moderately agree B. Agree C. Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree !|0. I a m r.ot sure where the BSD should go non and in the future in predominantly vhitc higher education A, Moderately agree B. Agree C. Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree 111. I have tenure at The Ohio State University 4 . * A. Moderately agree B. Agree C. Strongly agree D. Moderately disagree E» Disagree F. Strongly disagree !i2. Research* performance* and publishing are mandatory in BSD A. Moderately agree B. Agree C. Strongly agree D. Moderately disagree E. Disagree F» Strongly disagree li3« Please indicate the average number os students you teach in the BSD this quarter ______i U u Most of my students' grades are (C) and below A. Moderately agree B. Agree C. Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree U*>. What is the average number of white students you teach in BSD at The OSU this quarter ______J|6. White students perform at a higher scholastic level than do tho Black students in the BSD A. Moderately agree B. Agree C. Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree li7. The courses 1 teach are designed as a result of student request A. Moderately agree B. Agree C. Strongly agree D, Moderately disagree E, Disagree F, Strongly disagree 1|8. Tho policies and decisions of the BSD are made in conjunction with the faculty members of the BSD A. Moderately agree B. Agree C. Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree 168 My appointment process included students, administrative staff, and faculty colleagues within the BSD . • A. Moderately agree B. Agree C. Strongly agree D, Moderately disagree E. Disagree P. Strongly disagree 50. Please indicate the following A. schools attended ' ______ B, degrees awarded ______C, academic specialties ______D, faculty rank ______E, other involvements on the campus If you have any additional observations, comments, criticisms, or commendations to make, please utilize the remainder of this sheet to do so. Please print. Thank you very kindly for your participation and cooperation in this effort. 169 STUDE'T QUSSTIOKAIRE Bslov is a set of statements designed to ascertain the student's perceptions of the objectives of the Black Studies Department. Please check the appropriate (A.) or (B.) responses for every statement. 1. The Black Studies Department at The Ohio State University should be an African Studies Department A, Moderately agree B. Agree C, Strongly agree D, Moderately disagree E. Disagree F. Strongly disagree 2. The BSD should prepare students to be teachers of Black history and Black culture A. Moderately agree B« Agree C. Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree 3. The BSD should have a Black nationalist ideology » • •. A. Moderately agree B. Agree C. Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree li. The BSD should be supporting the goal of integration in its program thrusts A. Moderately agree 3. Agree C. Strongly agree D. Moderately disagree E, Disagree F. Strongly disagree J>. The BSD should prepare its students for revolutionary activities and thoughts A. Moderately agree B. Agree C. Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree 6. The BSD should be an Afro-American studies department A, Moderately agree B. Agree C. Strongly agree V. D. Moderately disagree E. Disagree F. Strongly disagree 7. The BSD should be a ccnniunity-bascd department ' A. Moderately agree B. Agree C. Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree 8. Academic degrees should not be a prerequisite for holding a teaching position -within the BSD A. Moderately agree B, Agree C. Strongly agree D.Moderately disagree E. Disagree F. Strongly disagree 9. The BSD should not strive to serve only Blade' studonte A. Moderately agree B. Agree C, Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree 10* The BSD curriculum should be technical-vocational A. Moderately agree B. Agree C, Strongly agree D. Moderately disagree E, Disagree F. Strongly disagree 11. The BSD should prepare its students to be teachers of Blade Studies • A. Moderately agree B. Agree C. Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree 12* The BSD should be involved in Black nation-building A. Moderately agree B. Agree C. Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree 13* Pan-Africanism should be the major ideological goals of the BSD A. Moderately agree B. Agree C. Strongly agree D. Moderately disagree E, Disagree F. Strongly disagree lU. The activities of the BSD should be more political than academic A. Moderately agree B. Agree C, Strongly agree D, Moderately disagree E. Disagree F. Strongly disagree 15* Tho goal of the BSD should be to grow in to a school A. Moderately agree B. Agree C. Strongly agree D. Moderately disagree E, Disagree F. Strongly disagree 16. The goal of the BSD should be to grow in to a Black Studies College A. Moderately agree B. Agree C. Strongly agree * , D, Moderately disagree E. Disagree F. Strongly disagree 17* The BSD should only award undergraduate degrees A. Moderately agree B. Agree C. Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree 16. The BSD should not be any different from any other academic department on campus A. Moderately agree B. Agree C. Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree i 171 19. The BSD should perform any of those items which the Black college has failed to accomplish in the past A. Moderately agree B, Agree C. Strongly agree D, Moderately disagree E» Disagree F. Strongly disagree 20. The BSD should provide tutorial services for its Black students A. Moderately agree B. Agree C, Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree 21 • The BSD's budget should provide for scholarship end grant aids to its Black students A. Moderately agree B. Agree C. Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree 22. The BSD should provide only for the academic needs of its students A. Moderately agree B. Agree C. Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree 23. The BSD should be a service agency for the Black community . A. Moderately agree B. Agree C, Strongly agree D. Moderately disagree E» Disagree F. Strongly disagree 2li»- The primary emphasis of the BSD should bo that of research A. Moderatelyagree . B. Agree C. Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree 25* The curriculum of the BSD should be the guide to the achievement of the department's goals A. Moderately agree B. Agree C. Strongly agree D. Moderately disagree E.- Disagree F. Strongly disagree 26. The BSD should provide a knowledge of Black people and an understanding of their function in society A. Moderately agree B. Agree C. Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree 27* The BSD should provide for the examination of the impact of Blacks on the culture and individuals A. Moderately agree B. Agree C. Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree 28. The BSD should introduce end train students in the creative process of black art and raise his conpetcnce in using it for commercialpurposes A. Moderately agree B. Agree C. Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree 172 29. Tho BSD should prepare students to work in industiy and in education A. Moderately agree B. Agree C. Strongly agree D, Moderately disagree E, Disagree F* Strongly disagree 30. The BSD should provide for a critical evaluation of the rcle and responsibilities of Blacks in the Black Studies programs around the nation A, Moderately agree B, Agree C, Strongly agree. D. Moderately disagree E. Disagree F. Strongly disagree 31. Tho BSD should strive for cultural awareness through training of students in mass madia A. Moderately agree B. Agree C. Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree • 32. To be meaningfully functionalt the BSD should inter-disciplinary to include science and technology A. Moderately agree B* Agree C. Strongly agree- D. Moderately disagree E. Disagree F. Strongly disagree 33* The BSD should strive to be a Black student center in a white academic community. A. Moderatelyagree . B. Agree C. Strongly agree D. Moderately disagree E, Diaagrea F. Strongly disagree 31*. Tha BSD should include the study and recognition of Christianity in its curriculum and activities A. Moderately agree B. Agree C. Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree 35* The BSD should strive tolegitimize the Black professor within white academia through a demand for the appropriate degrees, tenure, and faculty rank A. Moderately agree B, Agree C, Strongly agree ■ D. Moderately disagree E. Disagree F. Strongly disagree 36. The BSD should strive to raise the Black student's academic performance through financial aid, counselling, and rigid grading and evaluation A, Moderately agree B, Agree C. Strongly agree D. Moderately disagree E. Disagree F, Strongly disagree 37. The BSD should be an all-encompassing academic unit and support agency to include all existing Black programs at The Ohio State University A. Moderately agree B. Agree C. Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree 173 38. Tho BSD should provide for the employment needs of its students A. Moderately agree B. Agree C. Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree 39* The BSD should provide for students to take a ir.eanir.Eful part in the governar.ee process of the department to include program development, personnel appointments, curriculum development, and budgetary request and preparation A. Moderately agree B. AgreeC. Strongly agree D« Moderately disagree E»Disagree F» Strongly disagree 1*0. I am net sure nhere the BSD should go now and in the future in predominantly vhite higher education A. Moderately agree B. AgreeC, Strongly agree D. Moderately disagree E*Disegree F. Strongly disagree bl» The courses and programs of the BSD reflect most of my social-academic needs, expectations, and goals A. Moderately agree B. AgreeC. Strongly agree D. Moderately disagree E,Disagree F. Strongly disagree b2. The faculty of the BSD seems to be genuinely concerned about their students A, Moderately agree B. Agree C. Strongly agree . D. Moderately disagree E*Disagree F. Strongly disagree b3* My grades have improved substantially after having enrolled in the BSD classes A. Moderately agree B. AgreeC. Strongly agree D. Moderately disagree E.Disagree F. Strongly disagree bb. What do you expect tc achieve as a result of taking BSD courses? b£* Students have a significant voice in determining courses and policies in the BSD A* Moderately agree B* Agree ' C* Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree b6* The BSD has made it possible for me to have more access to financial aid, counselling, and tutorial services. e A. Moderately agree B. Agree C, Strongly agree D. Moderately disagree E. Disagree F. Strongly disagree 174 li7» The BSD is not living up to my expectations and it appears not to know where it is headed A, Moderately agree B. Agree C, Strongly agree D, Moderately disagree E, Disagree F. Strongly disagree lt8. What can you do with your course work in Black Studies in terms of eir.ployrr.ent7 ' li9* The BSD hoE contributed to a more wholesome social and recreational atmosphere at Ohio State University A, Moderatoly agree B. Agree C. Strongly agree . D. Moderately disagree E* Disagree F. Strongly disagree $0, Please indicate the following A* year-clascification at 05U • B, academic major at OSU C, present home town • If you have any additional observations, comments, commendations, or criticisms,please utilise the remainder of this sheet* Please print* Thank you very kindly for your participation and cooperation In thie effort* r APPENDIX B CHRONOLOGY OF BLACK STUDIES, THE OHIO STATE UNIVERSITY / 175 176 Black Programs and the Ohio State University Ihis report constitutes a smeary" of the firdingsof Paul J. 01ccamp, Associate Dean, The College of Humanities, and Roger Barriteau, Graduate Student, Philosophy, both of the Ohio State University, in their study of -current problens, needs, and possibilities for Black Studies relevant to this carpus. 2t is based upon a consideration of the following sources: A. Hie report of the President of Beloit College, Wisaonsin, .. concerning the series of disturbances upon that carpus from February 26, until the present. B. A visit to and an examination of the materials used in the "Humanities in Africa and the Middle East", a conference presented at Ealdvin-. VIalle.ce College on February 13-14. , . C. A two-day visit to the Cornell university Campus, where Mr. Barriteau and I discussed their programs and problems with Vice-Provost Kennedy, Mr. Michael Thalwell (a black instructor in English in the program there), and about twenty block students including several members of the Afro-American Society. D. An examination of the curriculum used at Cornell and of other programs reccmrendod at Massachusetts, Amherst, Hampshire College, Mount Holyoke, Smith, and Harvard. * E. A study of presently existing programs and courses at the Chio State University as listed in the Fact Sheet, on Urban and Racial Affairs, produced by 03U Hews and Information Services. Conversations with Dean Arthur Lynn, and a survey of our own departments contributed to this area of our study. 177 F. Conversations with concerned faculty and students at Ohio State about vtiat they think the needs and present deficiencies are on this Carpus. G. An examination of the curriculum vitae of several blade men now involved in Black Studies Programs to ascertain uhat qualifications have been accepted as adequate in the academic sense by sore presently existing programs. Shis report has two parts: the first is a set of factual statements about our discoveries. The second is a set of reccnnendations v.hich we feel essential. PACT OKEi • •' Effective Black Studies Programs are new in operation at several American Universities, though most of than are at private rather than State Institutions. These programs have been academically successful to date. 2y "academically successful" v« mean that the content of the courses in the programs is of a sufficient calibre to justify the giving of academic credit upon the successful completion of tests, and it has proven possible in most cases to relate the courses offered to others in the academic offerings of these universities vhich are not directly concerned with black issues. It has proven impossible for almost all universities offering such programs to hire adequate black personnel to staff their programs. It seems to be a sad fact that at the present tine there are only three possible sources of Blade Faculty: (1) presently existing black institutions, such as Howard, (2) the "Third Vfcrld", or outside this country, i.e., Jamaica, Trinidad, etc., (3) the non-acadenic world of letters, i.e, black writers, rights worlzers, etc. Tailing advantage of the first source depletes the existing faculties of black colleges, since by and large they do not have the funds to maintain their people in the face of ’'raiding". The same is true of the Third World sources. There are not enough people in the third category to make up the deficiencies. The lack of Black Faculty in the presently erzisting programs is perhaps their most serious difficulty, especially in courses for which there is justification for the claim that a special black perspective is required. But for a few exceptions, there are no adequate programs for the recruiting of blade students. The exceptions are all private institutions with special sources funding far the effort that is required. The recruitment that does exist begins at too high a level, since by the final year of high school, which is when most efforts take place, most Blacks have camatted themselves for the next year. The exception to this rule is in the area of athletic recruiting. fVony of the universities which have programs also have a physical center for .Blacks, used for a variety of purposes, fran an entertainment center to a boarding house to a headquarters for Black Student Unions and Afro-American Societies. , « In most of the instances of student unrest which have taken place during the last two years at major caucuses, black students ban's played a peripheral role. When they have lei the demonstrations, violence has not usually resulted. It is a mistake to consider student unrest as a single species of disturbance.' The white groups have for the most part supported - black demands, but in the mast celebrated cases of upheaval, the causes have not centered upon black issues. There is a distinct and .widespread "rebetcric of confrontation" used by black groups, and 7* -.•has very successful. It is translatable into ordinary English with little effort, • The problems of private and Stata Institutions differ widely with regard to the institution of black programs. Generally speaking, the problems of the latter are greater, because legislatures must bs convinced of the necessity for funis, ard the police are always involved in a more immediate way than at private institutions, Columbia.and Harvard being in soma respects exceptions. The Blacks themselves seen largely satisfied with Programs where tliey exist, with the proviso that they are not convinced of the sincerity of the search for Black Faculty. Also, there is some doubt on their part that the programs are really intended to be a permanent part of the university curriculum. This is, of course, crucial to them. In cases such as the recent incident at Cornell, the problems were disciplinary rather than academic. There are very few black administrations in our universities, a n d . this is now becoming mere and more important to the black students, and appears mare and more in their demands. In seme areas, especially in private institutions, there is a definite move toward segregated black colleges. This move is being encouraged by many black student groups, of which the most notable is the Afro-American Society. In many discussions of the reasons for this, we were told by black students and administrators alike that it was the only way that Blacks could be educated without becoming "white men with black skins". Furthermore, it was widely felt that as long as Black Studies were a part of essentially white institutions, the "system" and "power structure" would prevent their becoming "really relevant" to the individual black man. One especially 180 perceptive student also pointed cut that wholly black institutions would be one way of removing the essentially defensive posture that Black Studies Programs take at present, and enable the development of a more objective and less expressive attitude in the presentation of the natcrial being taught. Even within white institutions where there are Black Programs existing, there is pressure for separate housing facilities. The reasons offered are many, but almost all of them center upon the feeling that black culture, standards of beauty, cosmetic problems, and the feeling of isolation of tiva Black nan or woasn at a white institution can only be understood by Blacks, and that they have special interests that warrant separation. Mienever black students band together to achieve curricular and faculty-administrative reforms, one inevitable result seems to be increasing isolation from the white part of the academic carranity. This can reach the point where, as at Cornell, large croups of either side literally do not speak to each other. Fear develops rapidly in such situations. CCKCUSICKS 0? THE FACTUAL STUDY (1) Black Studies Programs with acceptable content are feasible, justifiable, on present academic standards, and needed. (2) It would appear that Black Faculty will have to be trained by the institutions needing them, given the difficulties with other sources mentioned. (3) Development of such programs would require adequate recruiting procedure, additional scholarship funding, new loan arrangements, end adjustment in sons cases of- entrance standards, accarpaincd by remedial training. (4) Administrative contact with black students is in woeful shape, and must be inproved and naintainod if serious difficulties arc to be avoided. 181 (5) Black-orientcd curricula at ether universities have presently reached the stage where they could be adopted in to to by other universities seeking ■ to institute such programs, the only restriction being the faculty. (6) Kan-acadenic demands play, and will continue to play, an important role. In particular, a recognizable physical facility for the use of Blacks was emphasized by a significant majority of those with whan vis spoke. ■ BflKT TOO; . _ ■ ' ' y Becarnendatians . Till of the following recamnendations are based upon three assumptions which we think justified. These assumptions are: (A) There is no longer any reasenable excuse for delaying or sinply not instituting Black Studies Programs wherever they are required. (B) There are courses which ought to be taught in such a program which do indeed require Black Faculty to teach them. (C) The College of Humanities is particularly involved in Black Studies because of the nature of the disciplines included in it. History, English, literature. Linguistics, and Philosophy are examples which speak far themselves. Much of what can be done in the College of Humanities involves the redressing of a present lack of balance with regard to the content of many of our courses which at present are not, though they could be, relevant to black studies. ' . Maiy of the recamendations which follow necessitate action by Central Administration as well as cur College Administration. In seme cases, nutual cooperation is required, in others either all or most of the responsibility rests with Central Administration. Those reccnroendaticns in which the Central Administration must be involved arc asterisked.. 182 lie present program of courses at Ohio State is inadequate. Hie nutter of black students upon the carnus is completely out of proportion to the percentage of the population of Ohio which is blad: and which ncets present university' entrance requirements. According to the Chronicle of Kicher Education there are presently 767 blad: students out of almost 30,000 on the Coluniaus carpus of our university. Facilities for black students, but for an office for the IEACP in the Union and the' black fraternities, are non-existent. Counselling services for Blacks are inadequate, though improving. Femadial programs are either lacking or inadequately funded. Fruitful administration contacts with the Blacks, save for individual effort, are virtually ladcing except for the two ■ ccumittees appointed this Winter. The general attitudes of the two groups toward one another are characterized by suspicion and fear. In cases of confrontation, the opposing moves begin at very high levels of escalation, usually that involving the immediate calling of police, in most cases when it is unnecessary. There has been a consistent failure to distinguish the black students and their demands from other groups, such as the 5.D.S. It is therefore reccr.mendad tliat: (1) Immediate institution of a coordinated Black Studies Program be undertaken, with a view trx-ard having this program in operation by the Fall of 1969. If present curriculum comrdttee structures are too unwieldy to operate at this speed, then it is reccrmnded that a special committee for dealing with this problem be instituted.* , (2) we do not have the faculty to teach all of the courses that should be recccmendcd. Therefore, it is recommended that the College take pains to publicize this fact, say that white faculty will teach the courses until we 183 can get faculty for then, and in the meantime, undertake a specific recruitment program of blad; graduate students whan we will train in part •for oar own faculty. At the sane time, we should undertake an intensive effort to attract guest lecturers, visiting professors, and others from the Third Vtorld to fill in the gap until we get a permanent Black Faculty of significance. . (3) An effort to hire blade administrators, at least one at every level of administration in the University and in the Colleges, should be node. They should hold positions which are not designated as "Assistant to..." positions, This may seem trivial, but our study indicates that the title is of seme importance. Moreover, the creation of positions for blade administrators should be widely publicized. Suggested appointments will • help to allay suspicions and increase the integrity of Black Studies Programs in the eyes of blad: students.* (4) The College, and the University, should use all its publicity resources to make all progress in this area known to the canpus and the ccimunlty iimediately. * (5) A high school recruitment program for black students should be started immediately, and it should begin contacting those students in the sophorore year. In coordination with this program, student financial aids rust be developed and advertised in the high schools. (6) Student information and recruitment centers in the inner city areas should be established so that ghetto residents, especially parents, can becaro familiar with the opportunities available for their children. * (7) A physical location, perhaps an old fraternity house, or several rocrvs in a building upcn the carpus, should be set aside for a Black Center, though it should be stated in the conditions for the use of such a building that it is open to people of all races who wish to attend the functions held there. This admittedly poses scne problems, but they are not insoluble, and in practice the facility will be used by the Blades almost exclusively. (8) Eventually, a Director of Black Studies should be appointed for the University, But the university should prepare notv to defend the normal procedures for granting tenure. There has been same demand at scene colleges and universities to grant tenure-granting privileges to the senior staff of such programs, and this should be resisted. One reason it should not be given is that in the short run, the quality of instructional staff in the program will not be as high as that in other departments, divisions,centers, or programs. '.Tenure would institutionalize this. Bather, every effort should be trade to encourage the faculty of the program to qualify themselves by the nantal means, and then they should be given tenure, by the normal means: Also, it is not reeamended that there be a department of Black Studies. The relation of the subject-matter of the individual courses in such a program does not stand to "Black Studies" as, say, metaphysics, epistenology, esthetics, and ethics stand to "Philosophy". Bather, these courses differ in content to the degree that they only have one thing in txiii;ma (namely their content at it pertains to this Race). The appropriate analogy is not between a Black Studies Program and a department, but rather between a Black Studies Program end such existing entities as the Center for Medieval and Renaissance Studies. Resistance will be offered to this viewpoint, probably cn the grounds that is is a systematic effort to avoid the effective concentration of power. (A reasonable reply seems to be that such concentration can be achieved without a department of Black Studies.) * {9) Efforts should be made to prepare for confrontations in such a way that the level of escalation at which reaction sets in should not inrradlately involve the use of armed force. Such planning nust be cn the College level first, though obviously the Central Administration must participate. For this reason, it is recommended that the Dean of the College attempt to have a covmittee of the Deans of the Colleges and the requisite Central Administration figures constituted in order to establish uniform policies. When such policies are instituted,they should be publicized as widely as possible. The onus for escalation then falls upon the demonstrators, at least in sane cases. (10) The College and the University should involve thsnselves in Continuing Education programs for adults in the inner city to a greater extent than they do now. There is no reason why such programs should be confined to "practical" disciplines. Ghetto residents enjoy good art and literature as much as the next man. It is our feeling that the implementation of these recamendatlons is urgent to the point that they ought to be the first priority of the University for the next few years. Neither Mr. Barriteau nor iryself think that this is stating the case too strongly, and recent developments upon i other carouses seen to support our view. If they were all irplenented, Ohio State would be a national loader in progressive educational reform. Paul J. oiGcamg Roger Barriteau 186 ItirORHATION Oii BUCK STUDIES AUD PROGRAMS College of Humanities The Ohio State University • This Is a brief summary of the types of progress and courses now either In force or under study for implementation at the Ohio State University, la the areas of black studies and community aids. It is not a complete description, end if fur ther information Is desired the sources indicated below should be contacted. Community Alda; There are approximately three types of programs presently being carried out by the University in this general area. These night be called Improvement programs. Business programs, and Education programs. Improvement Programs? There are nany facets to the different programs included under this rubric. The names of some of the programs Indicate their nature. The University Advisory Commission for the Columbus Public Schools*. The Shaw University Project: The University's department of Speech is helping to establish courses and facilities in the area of communications, Including journalism, broadcasting, and so forth. Student and faculty exchanges are a part of the effort. Period: -five years, now in Its second year. Inner City Teaching Program: 36 student teachers used in inner city schools in Cleveland during 1969. Hew Dimensions: High school dropouts between ages of 22 and 30 recruited from the inner city will study for two years In the College of Education, end them the University will place them in inner city schools os primary participants in teaching; graduates will be encouraged to finish a degree. Financial aid will be given,* NDEA Counselling and Guidance Institute: 30 people are now enrolled here for special training In guidance end counselling for serving alacrity groups. Most of the participants are from the inner city. * * *• ^ Project Pronlse: Involves 21 inner city high school Juniors who show interest In beccaing teachers, and presently reaches about 735 children in four Columbus inner city schools. Higher Education Opportunity Program; In the summer of 1969, we had 170 Inner city high school graduates study upon the campus to prepare themselves for col lege study.* The College of Humanities is involved in the programs which are asterisked. For further Information write to John T. Mount, Vice President for Student Affairs. Business Programs: In July 1968, the Columbus Business league and Small Business Administration sponsored an 11 week university project for training small business managers. Two other similar courses followed. Special recruiting efforts have bean made to encourage blacks to enter such business professions as accounting. Scholarships are.provided by firms sup porting the venture. The Mayor’s Faculty Committee: Studies ways and means for improving job con ditions, housing, community relations, educational improvement. Formed in September 1967. Education Programs: Many new academic programs have been and arc being instituted. In the Collage of Humanities these include English 281, History 260, History 694, History 599.01, and Linguistics 211, 212, 213, end 214. (For further information about content, • etc., write to the chairmen of the departments involved.) In other colleges. courses oriented to the black student's needs are given In Sociology, Political Science, Anthropology, Geography, Journalism, Education, Economics, and others. A special course taught by the College of Humanities in conjunction with the Law School attempts to familiarize underprivileged students with the legal system and - its relation to social change, and it seeks to improve the student's skills in communication. Two faculty committees, the Committee on Afro-American Studies and a Committee on the Recruitment of Minority Group Personnel, are presently in session. Mr. Madison H. Scott is the "equal opportunity in employment" officer of the' university. His position is self-explanatory. Several new black counsellors and advisers have been hired, and the search for more goes on. Several studies of the black studies area have been carried out, including one by the College of Humanities, and recommendations have been forwarded as a part of these reports. One result will be a Committee on Black Studies which will begin it* duties this fall in this College. .It will make recommendations for the addition of courses in this area and for their staffing. The University is expanding its efforts to recruit black students, and the efforts of the division of Continuing Education are visible in several courses • offered for minority group needs. A new and stringent Open Housing rule is now in force. Penalties involve expulsion or suspension for violation. 189 Proposal to establish a Black Studies division within the College of Humanities at the Ohio State University In October of 1953 Vice President for Academic Affairs and Provost John E, Corbally, Jr. appointed two committees charged to investigate and make recossen- dations concerning Afro-Anerican studies, and the recruitment of Acadenic personnel. In the spring of 1969 the committees completed their studies and tendered two reports to Ur. Corbally, the Resort of the Committee on Afro- American Studies, and the Report and Reccmnenactions of the University Ccrmictea* on Recruitment of Academic Personnel, At the same time, iir. Roger Barriteau and Associate Dean Paul Qlscamp were doing an independent investigation of the Black Studies area for the College of Humanities. Their report was also completed in the spring of 1969. The central recommendation of the Committee on Afro-American Studies was that a Division of BlacU Studies be established, either in the College of Humanities or in the College of Social end Behavioral Sciences, and that at the sane time, an intensive search be made for a Director or Chairman of this Division, plus at. least five new black faculty members to be on campus at the latest by October of 1970. The committee also recommanded chat the Provost appoint a committee to search for these positions. In September of this year, Vice President and Provost James A. Robinson asked the College of Humanities to form a committee as recommended in Che earlier report, charged with the search for a Director, and the establishing of faculty recruit- neat committees in the several Departments in which Black faculty members were to be sought. The Black Studies Committee was appointed by the Dean on Monday, September 29, 1969, and was asked to recommend to the Faculty of the College of Humanities appropriate Implementation of the recommendations of the Committee on Afro-American Studies, The Black Studies Committee met first on Friday, October 3, 1969. It has . discovered that for various reasons, the definitions of a Division, a division, and a Department presently given in the Catalogue Style Manual, Courses of Instruction Section, were not suitable for the proposed Black Studies unit. The central reasons for this are that the proposed unit will not at the outset meet th« requirements as stated for a Department or a "big D" Division, while the definition of a "small d" division rules out the possibility of such a unit developing into either a "big D" Division or a Department, which is a possibility . we foel must be preserved. Accordingly, the Black Studies Committee has recom mended through the Dean to the Provost and the Council on Academic Affairs that they accept a revision of the definition of a "small d" division. The present definition of such a division is given on page 11-A of the Catalogue Style Manual, Courses of Instruction Section, paragraph two (see enclosure) ■, For that Paragraph we have proposed the following substitution; • i A division will be An academic unit which is established within a college, department or school, which cay not presently meet the requirements for departmental or Division status, but which nay do so in the future. I d the establishing of such a division, no prejudice with regards to its future development or status is to be cade. A chairman or director of such a division may have either formal or informal status, the choice 190 to be determined prior to the establishing of the division. If the choice is for "informal" status, no prejudice concerning change of this status is to be made in establishing the position. The division will be administratively responsible to the college, school or departmental office of which it is a part. A division will be entitled the X division The Council on Academic Affairs will not be able to consider this itea for two weeks because of its crowded agenda. But in the expectation that it will accept the revision, the Black Studies Committee places the following proposal before the faculty of the College of Humanities and requests its approval: 1. That the Black Studies division which meets the requirements of the ' revised definition of a "small d" division as set out above bo estab lished as an academic unit within the College of Humanities as of the date upon which the revised definition is accepted by the Council on Academic Affairs, 2. .That the position of Chairman of the Black Studies division, with formal rather than informal status, be established as of the same date. Enclosure Courses or Instruction A-ll Guidelines for the Consideration of the Establishment of Divisions at The Ohio State University The following guidelines will be used by the Council on Academic Affairs in the establishment of Divisions and divisions. A Division will be an academic unit which meets the academic criteria for the creation of a deportment*, but. which does not yet meet the efficiency criteria. The Council on Academic Affairs will grant Divisional status to college subunits when there is a high expectation that the Division will reach departmental or school status within five years, A Division will be titled the Division of X. Such incipient depar tnants' will be evaluated by the appropriate college and the Council on Academic Affairs annually, A division will be an academic unit which is established vithin a college, a department or a school with no expectation that it will become an autonomous department in the future. Such status will be granted to school arid department subunits where formal and permanent divisional recognition will enhance the visibility of such groups and at the same time maintain their relationship to tne school or departmental structure. A chairman in a division will have "informal status", and the division will be administered through the appro priate college, school, or departmental office. A division will be titled the X division. Unless originated by the Council on Academic Affairs, proposals for tha creations of Divisions or divisions will be forwarded to the Council by tha college or school within which the subunit will be located, and each proposal must have the approval of that college or school. Approved by the Council on Academic Affairs on May 20, 1968 6/10/68 *See .Courses of Instruction Exhibit A-10 • ’ . . 192 . ’ REPORT OF THE COMMITTEE ON AFRO-AMERICAN STUDIES I. THE COMMITTEE ; In October, 1968, Dr. John E. Corbally, Vice President for Academic Affairs and Provost, invited a number of students and faculty •members to serve on "an ad hoc committee to review University curric ular offerings in the area commonly referred to as Afro-American studies," and to make "suggestions.concerning any further developments in this area which might be of value." The committee met for the first time on January IS, 1969, to receive its charge from Dr. Corbally, After'some organizational problcmu, and a partially changing membership, the composition of the committee included five students and five faculty members. In addition, Dean Arthur D. Lynn, Jr., provided liaison with the Office of Academic Affairs. The committee chose two co-chairmen: Morris Beja, Associate ' Professor of English, and John J. Brothers, undergraduate student in Economics. Dr. Corbally had also created a committee to investigate the needs and procedures for recruiting Black faculty; obviously, the two • ■ * committees had shared interests, and there was constant contact between them. ‘ ® Our activities included familiarizing ourselves with much of the literature which had begun to appear in regard to the entire question of Black Studies; as one would suspect, in recent months that literature has been voluminous. W e also requested information from appropriate departments and colleges within the University about their current offerings 07 future plans for courses directly and indirectly related to Afro-American Studies, In addition, we corresponded with many other colleges and universities; we found that most do not yet have a program as such in this, area, although like us many are In the planning and development stages.' But there were notable exceptions, and from a number - 193 • )* , • * of institution* we obtained relevant reports and course descriptions. ^ In order to take full advantage of the experience of other institutions* however, the University arranged for four members of our committee -•all students--to visit five colleges in Washington, D. C., and New York City (City College of New York, Columbia, Federal City, Howard, and St. John’s, as well as various other centers of resources). What they learned on this trip (which was made between Winter and Spring quarters) was extremely valuable, both for them and the rest of the committee. As a result of our deliberations, we are recommending the creation of a Division of Black Studies. V 11. THE NEED FOR BLACK STUDIES As in all areas of study, any approach to a "rationale" for Ulark Studies is at leaot dual: in part it reflects intellectual and cul tural concerns with subject matter; but it also reflects the needs of the students to wh o m a program of study is primarily aimed, and for whosu sake indeed it exists. In terms of subject matter and academic "disciplines", the area of Black Studies is perhaps the single most important realm which the modern university has yet to confront. That American universities have not sufficiently dealt with it in the past is obvious; that they should and must confront it now is even more so. No aspects of American culture have been more important--more uniquely "American", in fact--than those grouped under the term "Afro- American". No ethnic group has been more profoundly and directly involved in America's history and in the complex fate it has been to be an American than have the Black people of our country. They now number twenty-five million: yet no other group's contributions to Iseo Appendix 1 American life have been no universally or consistently neglected by the dominant scholars and teachers of the schools. Afro-American culture, especially, has been virtually ignored by the academic world. This has been so despite the fact that it includes a vast and deep body of material waiting to be taught, learned; and studied. Just how deep it is, how complex, how varied, has been one of the secrets hidden from the average university student by his formal curricula. For all students, the present situation has been unfortunate; for the Black students, it has been an insult, a reflection of indifference: --or worse--upon the part of a white institution toward Black people and their accomplishments. For them, the issue is not merely "academic"; and the very question, "Is there a need for Afro-American Studies? ." seems a denial of their individuality, and of the importance of their particular American experience. W. E. B. Dubois1 prediction that "the problem of the twentieth century" would be that of "the color line" seems now more accurate than ever. Young people--above all young Blacks--have been in the forefront of exploring Its implications for American society. Their exploration has had many manifestations, but a consistent element in it has been a search for self-identity coupled with a search for humanity within the white, dominant society. Young Black people have become more eager than ever to know about their history and heritage-»in this country, in Africa, and in the world. They have sought their own roads toward growth and development as they have seen themselves all too often cut off from many realms within white America. To many young Blacks, one of the major sources of frustration and anger has been their education, from elementary school through ^Soo Appendix II. graduate school: for some of the more sensitive, that education has been at least irrelevant, at worst destructive. It has refused to acknowledge the very legitimacy of cultural expression by Black people. The drop-out rate of Black students is critical. Needless to cay, the cause lies not in lack of ability, nor even entirely in social ' and economic ills: much of the blame must be attached to the education itself, which in its overwhelming stress on white culture and values is often alien and imposed. In high schools and colleges the destructive «)uality of the process may become all the more intense, as students are mature enough to see it for what it is, and to be frustrated by it. Many things must be done to correct this situation. Not least among our tasks at the Ohio State University is the creation of a Black Studies program designed and administered with the relevant needs of Blacks especially in mind. , 111. RECOMMENDATIONS A. Administration ^ The committee makes the following recommendations ■ regarding a program of Black Studies and its administration: 1. That a unit called the Division of Black Studies be established. . 2. That the Division.of Black Studies become a part of one of the Colleges of the Arts and Sciences and administra- ‘ tivety responsible to the Dean of that College. (Either the College of Social and Behavioral Sciences or the , College of Humanities would seem to be.appropriate.) 3. That the chief administrative officer of the Division of Black Studies shall be the Director. 4. That the chief policy making body of the Division of. Black Studies shall be an Executive Committee comprised 196 of an equal number of faculty members and student members. 'The utudent members are to be elected by popular vote i from among the students officially enrolled on a full time basis in the Division. The Director of the Division shall be the Chairman of the Executive Committee. (Recognizing that the above administrative recom mendation is not provided for in the Rules for the University Faculty and is In effect experimental, we submit that said administrative procedure be subject to review by the Faculty Council at any time but that a mandatory review by an external committee of experts in the field, selected by the Provost, be held not later than three years from ' the time the Division of Black Studies is established.) 5. That provision be made for an adequate budget and for adequate and contiguous space allocations for administrative, faculty, and clerical offices. - 6. That a departmental library be established. t , * B • Curriculum . In examining the area of curriculum for a Black Studies .program, it noon became evident to the committee that detailed proposals could not, indeed should not, be stipulated in this report. To do so would be denying the privilege of such curricular development to those employed within the proposed Division. Nonetheless, knowledge of the curriculum structure and process on this campus, and the review of present offerings in the area of Black Studies as well as of programs in preparation or in operation cloewhere, lead us to make some recommendations. It is clear that additions to the present course offerings will he necessary to meet the needs of the Black Studies major. While Afro-American course* do exist in several disciplines--such t a* Sociology, Anthropology, History, and Linguistic*-'-it is recognized that too often they concentrate in the African area with insufficient attention given to the American sector. Courses recently established to meet this objection, such as the Economics of the Ghetto and Introduction to Negro Literature, provide a welcome and much needed addition to the curriculum, but they represent only a partial solution to the problem* of program development for a major in Black Studies. Hence, the committee perceives the need not only for expanded, offerings in the Black Studies area by individual departments, but'also y for the entablishment of a Division which would stimulate such efforts and develop a curriculum in its own right. In tine with these observations, and keeping in mind the 196 ; hours presently required for graduation, the committee makes the following specific recommendations; 1. That a major in Black-Studiea be developed as rapidly as possible, but in any case not later than the academic year 1970-1971, and that it include the following components: . a. A minimum of 15 hours in Black Studies at the basic education level,. b. An additional 25 hours of work in more advanced courses in Black Studies. 2. That the specific courses to be included in the program be developed by the Division of Black Studies. It is recommended that among these courses provision be t . , * made for practical experience within the Black community and for foreign study tours. Courses offered in other schools arid departments of the University ma y be approved for . inclusion in the program by the Executive Committee of the Division. . . 3. That students enrolled in the Black Studies program shall be required to have a second major in an additional existing field of study, 40 hours as presently defined by the Colleges of the Arts and Sciences, or as stipulated by other colleges in the University. 4. That graduate programs in Black Studies be developed in the future at as early a date as the criteria for graduate programs can be met. 5. That the Division of Black Studies, in conjunction with the Division of Continuing Education, develop y programs and courses of educational interest and benefit to the Black community, and that they be offered at times convenient to the community. The student-initiated proposal for a dual major reflects their recognition that a degree in Black Studies must be coupled with a specialisation in an additional discipline. This combined program enables the student to bring to the second major a distinctively Black point of view, thereby enriching its value and enhancing its relevance and usefulness to the Black community. Thus the Black Studies major will consist of 25 hours of course work beyond the first level degree requirements'. The range of.possibilities for meeting basic education % and bachelor degree requirements must be expanded to provide relevant courses in the area of Black Studies which would.also be an integral part of the major. The second major will, as is presently defined in the Colleges of the Arts and Sciences, consist of 40 hours of work, or' whatever is specified by tho undergraduate professional colteges. W c also recommend that a number of courses be developed in the area of Black Studies which will meet the Baaic Education and Degree Requirements in the area of the Social Sciences and the Humanities. The present 15-hour history sequence must be supplemented by a 15-hour sequence of Black History for the major in this proposed program. Similarly, for example, courses in Black Art, Music, Dance, Literature anti Theatre should be developed which can be used to meet the Humanities requirement. The foreign language requirement for the B.A. or B.S. degree ma y be met with an African language. Consideration should be given to the possibility' of offering alternatives to the present courses in Swahili, The additional 25 hours will be compiled in more advanced courses of the disciplines indicated above, or other relevant fields, developed under tho direction of the Division of Black Studies, Students declaring a major in Black Studies after completion of first level requirements in a non-Black Studies area will be required to take an additional 15-hour sequence in the basic Black Studies fields,. C. Faculty In order to assure that the program gets under way efficiently and without undue delay, we make the following recommendations in regard to the staff of the Division of Btack Studies;' I. That the Director of the Division and at least two faculty members be appointed by January, 1970.^ Said faculty members should be qualified in different aspects of the projected Black Studies program, i.e., from among the following: economics, sociology, history, literature, art, music, dance, African lan-. guages. In addition, the faculty members must be knowledgeable about and conversant with tho needs of **11 is recommended that the Provost appoint a search committee for these positions, and that the committee consist of: three faculty members, including Black faculty and a representative of the College to which the Division is attached, three students selected from the Committee on Afro-American Studies and/or the Committee for the Recruitment of Academic Personnel, and the Special Assistant to the Vice President for Student Affairs, this Black community. It ia recommended that a- budget allocation of $50,000 be made to finance these . three new positions'. That an additional complement of three faculty members be added to the Division by October 1, 1970. 'These persons, it is assumed, will be needed to teach the courses that will have been previously daveloped and approved, .• That faculty members holding appointments in other departments and ochooia may, upon the invitation of the Division of Black Studies, hold a joint appointment within the Division, 201 IV. CONCLUSION The Adoption of this suggested program would assure an intcllec tuaily rigorous course of study which will provide the student with an . educational experience relevant to his needs and the needs of the Black community. An a result, this program will contribute significantly to tha growth and development of the Black community as well as to the growth and development of the students themselves. In this way, it will direct the process of higher education to the present and future needs of the Black community for trained and committed leadership. Respectfully submitted, Edmond Boston (Undergraduate, Economics) S. Earl Brown (Prof., Geography) William Conley (Vice-President for Student Affairs) Karen Hamilton (Graduate Student, French) Alton Jones (Undergraduate, Psychology) Margaret Mordy (Chairman, Phys. Ed.) B. William Poland (Assoc. Prof., Music) Deborah .Stokes (Undergraduate, Social Work) ♦ Morris Beja (Assoc! Prof., English) ♦ John J. Brothers (Undergraduate, Economics)• ♦ Co-Chairmen A P P E N D IX I: The following is a lilt of institutions from which we had received relevant .materials at the time of the completion of this report: Antioch College University of California (Berkeley) Columbia University . . . . Cornell University Crane Jr. College * ' Federal City College • Harvard University • • *. ' • University of Iowa . • Oberlin College ' San Francisco State College " . ‘ • University of Southern California _ Southern University' University, of Wisconsin (Milwaukee) Yale University : Those materials, and indeed all materials collected by the committee* arc available to interested persons in Mr. Conley's office. 203 APPENDIX II There have been seventeen courses offered or projected foe future inclusion in the curricula of the Ohio State University which may be considered to have some direct relationship to Black Studies; Anthropology 415; Ethnology of Africa * Econoroica 694L: The Economics of the Ghetto . Education 638: History of Negro Education in tho. United States' English 281: Introduction to Negro literature in America 1 * ... * Geography ,408: Geography of Africa • History 260; Afro-American History (has become History 694) History 694: The Socio-Political History of the Afro-American History 694H: Contemporary Negro Consciousness (Honors) Humanities 294: Special Group Studies ' Journalism.693. 06; The Mass Media and Black America Linguistics 211-214: Swahili Political Science 200: Government of the United States-- the Case of Black Politics Political Science 563: Regional Patterns in International Politics: Africa Sociology 280: Race Problems in the United States Sociology 693* 06: Black America and White Racism Sociology 693. 06: The Black Community in America Speech 330: The Rhetoric of Black Americans ' In addition, the College of Education has four courses which are indirectly related, and the College of Administrative Science conducts Continuing Education small business’seminars.. For an evaluation of current offerings, see Appendix UIl APPENDIX 111 . . Tha following is a general evaluation by John J, Brothers of the courses now offered at Ohio State in the area of Black Studies. Mr. Brothers has himself been a student in seven of them, and he has conferred with students in others. F r o m their inception, courses dealing with Black Studies at this university have been under attack by Black students for failing y to do what they were supposed to do. that is to be a reflection of Black existence in this country. The charges were: they treated Blacks only as a problem; they were about White reactions to Black . existence rather than about what Blacks had done and thought them'* selves; courses were merely large sensitivity sessions with little henefit for Black students; Black students tended to b« used as '’textbooks'' for the Whites, in that White students learned some of. the fine points of Black existence but Blacks gained nothing themselves, as they were the object of moat of the questions and the centers of . ■ • i «. most of the discussions. The central question which these accusations raise is: for wh o m are the courses intended? Unfortunately, it would seem that most of the courses which might be considered directly related to Black Studies'we re created for White students, not Black, and therefore as presently structured they are not compatible with a Black Studies program. Of the present offerings, English 23), Geography 408, Anthropology 415, Political Science 563,- Swahili, and History 694 (Socio-Political History) might be included in a Black Studies curriculum without major revision--subject, of course, to further evaluation. 205 • . ‘ • • ' * * , * v Finally* there is th« question of the competency of the professor* teaching the courses. While the individual professor might be capable in the field of his specialty, that in no way necessarily equips him to relate in depth what the Black experience in that field has been. While i , good intentions are commendable, they do not replace competency. Many of the courses have been overly ambitious in scope, unstructured to a degree approaching confusion, and have had no fixed objective. Experience to date raises the question of whether a profcilcor who has not tahan-specific training in the Black Studies area can create and instruct a course of substance. It may be as unreasonable to expect a. professor in American History to teach Black History as it is to ■ expect a professor in American History to teach Chinese History. Professors, like everyone else, are products of thoir history and expe- . rience on this continent, but the history and experience of Blacks on thin continent have differed in the most fundamental manner from those of Whites. White professors are limited in teaching Black courses not only by their history and experience but also by the social ideology of the society of which they are a part, an ideology which they have helped to maintain by sino of omission or commission; for.they are the ones who created the textbooks which told every Black person born in the . country that he was a worthless human being without either history or culture wprthy of respect. It is highly questionable ^he|her a White professor can teach a relevant Black course. Experience to date casts extreme doubt on the ability of the White professor to.overcome his limitations. While it might be argued that given sufficient time they might learn to do so, it cannot be argued that a generation of Blacks should be sacrificed in order for them to do so. The limitations will remain as long as the racial climate of this country remains as it is. . ■ 206 * • • • • ( ' , ' ‘ Until t)i«r* ii a fundamental dianjs in the racial climate. White professors can be of but limited u*e in a S l a c ’x Studies Program. John J. Brothers REPORT OF THE CCVJiTTTEE ON AFRO-AISRICAN STUDIES Recommendationa A. Administration The committee makes the following reccrmendaticns regarding a program of Black Studies and its administration: . 1. That a writ called the Division of Black Studies be established. 2. That the Division of Black Studies become a part of one of the Collegest of the Arts and Sciences and administratively responsible to the Dean of that College. (Either the College of Social and Behavioral Sciences or the College of Humanities would seem to be appropriate.) 3. That the chief administrative officer of the Division of Black Studies shall be the Director. 4. That the chief policy making body of the Division of Black Studies shall be an Executive Committee comprised of an equal number of faculty members and student members. Tne student members are to be elected by popular vote from among the students officially enrolled on a full time basis in t'na Division. The Director of the Division shall be the Chairman of the Executive Committee. ' (Recognizing that the above administrative recommendation is not provided for in the Rules for the University Faculty and is in effect experimental, we submit that a mandatory review by an external committee of experts in the field, ■ selected by the Provo3i, be held not later than three years from the time the Division of Black Studies is established.) 5. That provision be made for an adequate budget and for adequate and contiguous space allocations for administrative, faculty, and clerical offices. 6. That a departmental library be established. ' * B. Curriculum In examining the area of curriculum for a Black Studies program, it soon became evident to the committee that detailed proposals could not, indeed should not, be stipulated in this report. To do so would be denying the privilege of such curricular development to those employed within tha proposed Division. Nonetheless, knowledge of the curriculum structure and ' process on this campus, and the review of present offerings in the area of Black Studies as well as of programs in preparation or in operation elswhere, lead us to make some recommendations. It is clear that additions to the present course offerings will be necessary / . . 208 to meet the needs of the Black Studies major. While Afro-American coursea do exist in several disciplines— such cs Sociology■, Anthropology, History, end Linguistics— it is recognised that too often thev concentrate inthe much needed addition to the curriculum, but they represent only a partial solution to ike problems of program• development for a major in Black Studies. Hence, the committee perceives the need not only for expanded offerings in the Block Studies area by individual departments, but also for the establish*■ ment of a Division which would stimulate such efforts and develop a curri culum in its c m right. ‘ : ' In line with these observations, and keeping in mind the 196 hours presently required for graduation, the committee makes the following specifio recotanendations: 1. That a major in Black Studies be developed as rapidly as possible, but in any case not later then the academic year 1970-1971, and that it include the following components: « a. A minimum of IS hours in Black Studies at the basic education level. b. An additional 25 hours of work in more advanced courses in Black Studies. 2. That the specific couises to be included in the program be developed by the Division of Black Studies. It is recommended that among these courses provision be made for practical experience within the Black community and for foreign study tours. Courses offered in other schools and departments of the University may be approved for inclusion in the program by the Executive Committee of the Division. 3. That students enrolled in the Black Studies program shall be required to haste a second major in an additional existing field of study, 40 hours as presently defined by the Colleges of the Arts and Sciences, or as stipulated by other colleges in the University. 4. That graduate programs in Black Studies be developed in the future at as early a date as the criteria for graduate programs can be met. 5. Thai the Division of Black Studies, in conjunction with the Division j of Continuing Education, develop programs and courses of educational I interest and benefit to the Bleak community, and that they be offered I at times convenient to the community. The student-initiated proposal for a dual major reflects their recognition that a degree in Black Studies must be coupled with a specialisation in an additional discipline. This combined program enables the student to bring to the second major a distinctively Black point of view, thereby enriching • 209 it3 value ar.d enhancing ita relevance co:d usefulness to the Bleak ccsmuni ty. ’ Tiius the BIcck Siuchas major will constat of 25 hours of course work beyond the first level decree requirements. Ti:e rcnge of possibilities for meeting basic education end bachelor decree requirements nr.tst be expanded to provide relevant courses in the area cf Bleak Studies which would also be cn integral part of the major. The second major will, as is presently defined in the Collage of the Arts and Sciences, consist of 40 hours of work, or whatever is specified by the undergraduate professional colleges. We also recomend that a mender of courses be developed in the area of Black Studies which will meet the Basic education and Degree Requirements in the area of the Social Sciences aid the Humanities. The present 15-hour history sequence must be supplemented by a 15-hour sequence of Black History for the major in thi3 proposed program. Similarly, for example, courses in Black Art, t-!usic, Dance, Literature and Theatre should be developed which can be used to meet the Humanities requirement. The foreign language requirement for the B.A. or 3. S. degree may be met with an African language. Consideration should be given to the possibility of offering alternatives .. to the present courses in Swahili. The additional 25 hours will be compiled in more advanced courses of tha disciplines indicated above, or other relevant, fields, developed under the direction of the Division of Black Studies. Students declaring a major in . Black Studies after completion of first level requirements in a non-Black Studies area will be required to take an additional 15 hour sequence in the Black Studies fields. C. Faculty In order to assure that the program gets under way efficiently and without . undue delay, we make the following recommendations in x-egard to the staff of the Division of Black Studies: 1. That the Director of the Division and at least two faculty members be 'appointed by January, 1070.& Said faculty members should be qualified in different aspects of the projected Black Studies program, i.e., from among the following: economics, sociology, history, literature, art, music, dance, African languages. In addition, the faculty members must be knowledgeable about and conversant with the needs of the Black Comma- . nity. It is recommended that a budget allocation of $60,000 be made to finance these three new positions. 2. That csx additional complement of three faculty members be added to tho Division by October 1, 1970. These persons, it is assumed, will be needed to teach the courses that will have been previously developed end approved. °It is recommended that the Provost appoint a search committee for these positions, and that the comxiitee consist of: three faculty members, including Black faculty aid a representative of the College to which the Division is attached, three students selected from the Ccrmitsee on Afro-American Studies and/or the Committee for the Recruitment of Academic Personnel, and the Special Assistant to the Vice President for Student Affairs. That ■‘faculty members holding appointments in other departments and 8chools may} uson the invitation of the Division of Black Studies. hold a joint appointment within the Division* 211 W/ C««A ( j X 17 April 1970 Mr. Charles 0. Ross 1701'-i?il,son Street Gary, Indiana 46404 * Dear Mr. Ross: In confirmation of the recent verbal offer to you of a position here as Chairman of the Black Studies division of the College of Humanities, I am happy to state the conditions of this position for mally. You will hold an Associate Professorship with tenure in the School of Social Work, and the Chairmanship of the Black Studies div ision of the College of Humanities. At the present time chairmen of divisions are appointed annually. However the Council on Academic Affairs is considering revision of the status of a division with the probable inclusion of a four-year term for divisional chairmen. I am assured by the Provost that when such a revision is approved it will be possible to nominate you retroactively for a four-year term. > Your nine-month salary for the academic year 1970-71 will be $20,088 of which $168 is contributed by the University to cover the $120 premium on a group life policy and the $43 pre.-r.iun for Major Medical insurance. We also offer you during your chairmanship of the div ision a special summer quarter contract annually at one-fourth your nine-month salary, at your option. All appointments are subject to the approval of our Board of Trustees. Your duties as Chairman of the Division will include developing with the students and faculty educational offerings of the division and coordinating the activities of the division with those of the other departments of this and other colleges where courses of interest ’to the' division are offered. The School of Social Work will expect you to participate In their programs and to teach at least one course each year within their curriculum. The nature end timing of this work will he agreed upon by Professor Mecnurst and you but we expect your administrative duties will assume first priority in the fi-rst years of your appointment. You will be administratively responsible to the Dean of the College of Humanities. Cbl'V^n ■>{HbiMi.iiti* > / 11bHft>wi Hall / J» IVuxI A17thwnue / CmIh.uMh* OJm.Oath / aKt.IW.ji Mr. Charles 0. Roes 17 April 1970 Page Two All members of the University Faculty are covered by the State Teacher's Retirement System. Material describing this, the insurance policies, and other benefits for faculty are enclosed. You might note especially that' 7.8 percent of your salary will be deducted each month and credited- to your retirement account. At the same time the University will contribute an amount equal to 12.9 percent of your salary to this fund. The disability and survivor benefit provisions of the Retirement System are described in the enclosed material as are the conditions governing withdrawal of funds contributed should you leave the University. . Provost Robinson, Dean-elect Adams, and Professor Medhurst join the Black Studies Committee in the hope that you will accept this offer and we look forward to working with you. There are many problems to be worked out, and many needs to be mnt, and we are sure that your leadership will contribute greatly to solving the problems and meeting the needs. I look forward to your reply. 4 Yours sincerely, . Charles L. Babcock Dean. CLB/pg Attachment ’ ' • cc-Provost Robinson . Dean Olscamp Professor Medhurst 213 1701 Wilson Street Gary, Indiana 45404 May 21, 1970 Dear* Charles L. Babcock College of Humanities . ‘ The Ohio Scate University \ • 110 Brown Hall l'ju West 17th Avenue Columbus, Ohio 43210 Dear Dean Babcock: • This is to formally indicate my acceptance of the position as Chairman of the Black Studies Division of Ohio State University. It is with great anticipation that I look forward to the opportunity to work with the Black Studies Committee, the College of Humanities, and the University community in developing a program that can surely make a tremendous contribution to the black struggle. You indicated in your letter of April 17 that the Council on Academic Affairs was considering policy changes to include a four-year term f for divisional chairmen. Has any further action been taken on this matter? If so, please indicate in formal contract offer. I will need until July 15 to complete responsibilities at the University of Chicago and other business matters. I will, therefor'*, look forward to joining the faculty any time after this date . My sincere regards to all. Very truiy youru, '• */ ' t * * •* • * ‘ * Charley O. Ross C0R:rfr 214 June 19, 1970 C Dr. Kuhn reported that The Board of Trustees meet and the following members were present: John G. Ketterer, Janes W. Shocknessy, John Hyde Dunlap, Jr., Jack G. Gibbs, and Frederick R. Eckley. The vote was unanimous to confirm Mr. Charles 0. Ross's appointment as Chairman and Director of the Black StudiesJDlvision. The meeting lasted . for about IS minutes. / THE OHIO STATE UNIVERSITY 215 COLLEGE OF HUMANITIES COLUMBUS, OHIO -13210 OFriCEOf THtDIAH TiuttKwHMDMUI llOBio.. Iliu ‘ . June 22, 1970 Members of the Black Studies Committee College of Humanities Dear Colleagues* With the appointment by the Trustees at the special meeting on June 19 of Professor Charles 0. Ross as first Chairman of the Black Studies Division of the College of Humanities, a principal goal of your committee and of the College has been completed. X believe you all know that I share with you the satisfaction that the first 1 choice from such a large and well-qualified list of candidates has accepted the chairmanship and is already much involved in -the busi ness of the division. . ■ With the appointment of Professor Ross, the departure of Dean Olscamp and the imminent arrival of Dean-elect Adams, it now becomes appropriate for me to dissolve the Black Studies Committee as it has been constituted under my deanship and to express to each member of the committee my official and personal thanks for the energy, time and high quality of work you have put into this assign ment. To say that the committee has been unique in its composition and in its accomplishment is something of an understatement. ; * r it has accomplished a great deal in planning a Black Studies program > is clear to all of us. Professor Ross and Dean-elect Adams, who now assume responsibility for the division and the program, provide our best hope for the continuation of what you have assured in its . beginning. To those of you who have received remuneration for your service on this committee, your check for June is attached to this letter. To all of you, again, my thanks. Sincerely yours Charles L. Babcock Dean CLBsbw cc: Vice President Robinson Dean-elect Adams Professor Ross T H E OHIO STATE UNIVERSITY n o KOHxtt ovai. n m v i COLUMDUS, OHIO 43210 [ w ua . »«»«» ^ movti 6HN|.J«| V irt An K n l } t r .U tJ s m it A C * i't .»1 h t t t U • M a y 4, 1970 Dean Charles L. Babcock ... ■ College of Humanities . * ■ 190 West 17th Avenue Campus . , • • Dear Charles: • ...... • ...• • M y response to your letter of April 9 has been unavoidably delayed ' by recent events. During the weekend I took the opportunity to study your budget requests for the Black Studies division in the College of Humanities for 1970-71. In the interest of moving forward with the plans we have been working ' on throughout the past year, I am approving about $170,000 directly to the division to launch this program in academic year 1970-71. This is in addi- * ► tion to investments we have already made and are making in related programs in the University and should enable us to make significant progress. W e will, of course, continue to encourage other divisions of the University • to give special consideration to using present resources for support of Black students and their studies. In allocating this $170,000, I approve its use for the following purposes set forth in your proposed budget: $143,000 Personal Services, i.e., Director, a possible Associate Director, six or seven faculty . ‘ previously authorized by me in a letter to you on September 16, 1969 217 Dean Babcock M ay 4, 1970 $ 12,000 for Operating and Travel 15,000 for Equipment It would help if you would reconsider and detail the use of and need for Specials and Wages. Obviously, some funds are needed in these categories but the budget document is not specific enough to appraise them. • The items I have not now approved include counsellors, Learning . Resources, and the Cultural Center. The first two of these will be covered by other offices within the University. As you know, the Office of Admissions is preparing an expanded program for enrolling Black students, orienting, counselling, advising, and tutoring them. The Office of University Develop ment, I should add, will be working closely with other offices to prepare new and different materials'on opportunities at Ohio State. Last week, University College submitted a Special Services Program proposal to the Department of Health, Education, and Welfare, which, if funded as requested in the amount of $250,000, will assist educationally disadvantaged students with their academic programs in their freshman year. Although these efforts will not be located administratively in the Black Studies division, they will support its objectives of serving disadvantaged students in every phase of the academic process. The counselling functions that the division proposes will be carried out, but elsewhere. I am sure the College of Humanities and the division both will have suggestions for these efforts. / Dean Babcock M a y 4, 1970 218 The Learning Resources request consists of $33,000 forOrai History, $33,650 for Regular Library, and $20,000 for staff. Vice President Bonner, to whom the Libraries report, and I have been working together to help the Library receive earmarked funds for regular purchase of books and periodicals pertinent to Black Studies. W e shall do our best to augment the Library budget to meet the needs of the division for 1970-71, These additional funds would, of course, supplement efforts already taken in this last year or so, through gifts and grants, to augment our Afro-American materials. As for the Oral Library, I find this most fascinating. I have, however, observed oral history projects professionally. I know something of what they cost in dollars and expert personnel. This University undertook to assist a very able historian to beyin such a project in another field. I can assure you that the proposed $33,000 underestimates annual expenditures for such a • » project. Tapes must be carefully kept and stored, but more importantly expertise in interviewing is required. When the division recommends a scholar with special training in this technique and when he has presented a well-developed proposal, we will undertake’to assist him in obtaining support for the Oral Library from both internal and external sources. This leaves the Afro-American Educational Center for discussion. I withheld approving several budget Items marked for establishing and running the Center, including personnel, rentals, and other expenses. When the division is actually functioning with a Director and a faculty, it will be more appropriate to submit a well-defined and carefully developed proposal 219 Dean Babcock May 4, 1970 for applying the division's knowledge and skills in ways consistent with a university's role. I am sure you will agree that the planning for any such programs must include inputs from the University, the division, and the community at large. The division knows my views on this subject, but I shall summarize them briefly. First, the objectives of the Center remain • to be clearly defined. I renew my invitation to see this program outlined and clarified in writing. Second, "extension" programs such as this appear to depend on the presence of qualified faculty and the existence of a solid , relevant academic program. The funds for this division and for related programs will come in part from special allocations made to the University by the Ohio Board of Regents President Fawcett and I applied for and obtained these funds last autumn and again in March. It will also be necessary to reallocate other Univer sity resources. W e have, of course, anticipated doing so since last autumn You will recall that I said many months ago that the original estimate of $60,000 made by the former Committee on Afro-American Studies was not close to what a viable program would require. • I have found the written materials you submitted more precise than anything presented in any meetings I have had with the Committee. For this reason, I suggest that for a while any questions or points of disagree ment be expressed in writing. M y colleagues and I will respond as quickly as feasible but deliberately and carefully. 220 Dean Babcock M a y 4, 1970 Because of the considerable public interest in this matter, I am releasing this letter later today. Sincerely, James A. Robinson JAR:eb Attachment GENERAL SUMMARY » • • The Black Studies division Budget Proposals for Mew Programs The attached set of budget proposals represents the funds necessary* to achieve the initial aims of the Black Studies division of the College of Humanities. They are the result of careful thought and deliberation over six months by the Black Studies Committee of the College. The division hopes that over the next year it will be possible to' develop ©arcurriculuia at the Ohio State University within the division which will speak to the needs of all our students, and particularly those of the black students and (2') the black community, in innovative and interesting ways!— In particular, we hope that "practical experience within the black community" will become a permanent part of the program, as recommended in the Afro-American Studies f ‘v Committee Report (page 6)v^-As provide the oppor- tunity w'e seek for our students, black and white, the budget contains . proposals for an "Afro-American Cultural Center." It would be the commit-r tee’s preference to see this center located off the campus in the heart of the urban area, because we believe that the chances for practical experience, improvement of relations with the predominantly black community there, and unique teaching opportunities within the regular curriculum and through Continuing Education would be thereby enhanced. Yet ve are not unmindful that, as, Vice President Robinson has stated, "The University is a cultural , center, indeed the site of many such centers"^ and if it proves impossible to establish the center in the urban area, then we would hope that ft could ** * be established on the campus and efforts made to Involve the black community in the events which take place there* The committee feels very strongly Chat 222 Attachment GEKERAL SUMMARY Page Two disagreements over the location of the center ought not to be allowed to prevent its creation. ■ ■ • It is clear that faculty with the qualifications needed for a Black Studies division arc presently very scarce, and the demand for then very high on a national scal£^^onetheless, providing that we retain a flex ible attitude and do not relax our search efforts, we are confident that . by the Spring of 1971 we. will be able to- staff the division as envisaged in the budget proposals. Me hope that hand in hand with thaytsfforcs to acquire faculty, the University will intensify its effort CoLrecruit underprivileged students, many of whom will be black. Me recognize that such efforts are presently underway, and we note especially Vice President / V. Mount's announcement that $2,250,000 of the projected $10,000,000 fund raising goal for 1970 is being earmarked for financial aid to assist needy students. In spite of this however, the University does not have a good reputation among black college students in the state, and when the number of black students on campus is considered in the light of the number of black citizens in the community of Columbus alone it is very low. The committee feels most strongly that if the University is to fulfill its educational and its humanitarian mission, greater concentration in this area of endeavor is required. It is understood that the recruitment of students is lodged in the Office of Student Affairs, and none of the committee's proposals is designed to alter this arrangement. But we do believe that many underprivileged students, and hence many black students, face special educational and psychological hurdles when they come to a large university^-an'd that these problems require special counselling. Attachment GENERAL SUMMARY Page Three * lienee the committee feels that the division should be able to provide professional counselling designed to meet these special needs, which is the justification for this budget request. In the opinion of the committee, there is a fertile and virtually untouched field for distinguished research in the areas of Black Studies. We are therefore vitally concerned with the development of a distinguished body of research materials, available to.scholars throughout the state and nation. Much of the material will have to be collected in unique ways, since the cultural traditions of blacks both in the time of slavery and since legal emancipation have in the large part been transmitted orally rather than in written form. Hence, the committee is especially concerned to emphasize the development of an oral history library, which will also include videotapes for supportive documentation, and films, in addition to the normal book and manuscript collection. As the curriculum of the division develops, the collection will be organized into the revelant subdisciplinary units, but its initiation should not await this event* The committee would like to note that it has formally requested space in the main library for the collection, but that Dr. Branscomb has in** formed us that space is not presently available. He would like to urge most strongly that the University do all it can to create new library facilities, not just for this division but for the rest of our academic community as well. Once the committee has some idea of the possibilities for funding, we plan to develop as comprehensive a Six Year Flan as possible in this embryonic stage of development. A complete Plan will of course be con*- ■ 224 Attachment GENERAL SUMMARY Page Four tingent upon the appointment of a Chairman and the development of the curriculum. In any event, wc now forsee that the needs of the division would be met adequately by the budget proposals given here for its initial year, and we believe that with support The Ohio State University may become one of the distinguished centers for Black Studies in the United States. .... ' * . 225 Attachment Section I - Detailed Schedule of Personnel Services (con't.) 5 students to aid in curricular development 8,000 Guard for Afro Center 7,000 Section IV - Detailed Schedule of Learning Resources Oral Library: Curator (includes travel budget) 15.000 2 clerks 10.000 Materials 2,000 Equipment 6,000 Total 33,000 Regular Library: • 2,000 volumes 0 $20,000 Retrospective buying @ 1,500 Current Books, Continuing Budget @ $1,500 23,000 Periodicals — 30 to 50 Current Subscriptions 0 .13 ea. 650 Back runs - 500 volumes Q $20 per volume 10,000 Total "10^650 Personnel Cataloguer 0 $10,000/yr. Acquisitioner @ $5,000/yr. Library Assistant @ $5,000/yr 20,000 Grand Total $86,650 Section V - Detailed Schedule of Space Required- Summary of Proposed Use of Space - Section V Dean Babcock's intention is to allocate rooms 236 and 236A of Dieter Cunz Hall as the administrative offices of the division. Room 236 is 20' x 8' and could serve as the reception area, with room for twosecretaries. Room 236A is 12' x 16' and would be used as the Chairman's office. In addition, Dean-Babcock is reserving three faculty offices in Dieter Cunz Hall for the fall quarter, 1970, should they be needed. Conversion of room 232 of Dieter Cunz Hall to provide space for advising, counselling, etc. will be requested by Dean Babcock. Attachment . . ■ . Page two Section V -Detailed Schedule of Space Required Summary ofProposed Use of Space - Section V The Afro-American Cultural Center: ■ 3 classrooms (700 sq. ft. - 800 sq. ft.) - $800 each chairs, 500 each educational equipment, 1,300 (wastebasket, lecturn, teacher's chair, blackboards, bulletin boards) Total ‘ 3,900 * • * y . A seminar rooms (300 sq. ft.) - $425 each tables 250 each chairs ' ' S00 each educational equipment Total 4,700 1 mimeographing room (120 sq, ft,) - mimeographing equipment Total 1.500 1 public events room (3,200 sq. ft.) - $5,000 chairs 200 stacking trunks for chairs . 500 educational equipment 680 tables Total ...... &|380 washroom facilities (240 sq. ft.) ,• storage space (150 sq. ft.) - cabinets, shelving 1,000 office space for two people (240 sq. ft.) 2,500 Office for guard (100 sq, ft.) - • . .400 Lounge area (240 sq, ft.) - $375 tables 1,075 chairs 250 lamps 200 misc. (ashtrays, etc.) Total 1,900 * Grand Total . . $22,280 *This total included in Section III - AA 010. i 227 t » History of the Black Studies Division, The Ohio State University, College of Humanities In October of 1968 Vice President and Provost John E, Corbally, Jr. appointed two committees charged to investigate and make recommendations in the areas of Afro-American Studies, and the recruit ment of Academic personnel. These committees tendered two reports to the university in the spring of 1969, called the Report of the Committee on Afro-American Studies, and the Report and Recommendations of the University Committee on Recruitment of Academic Personnel. At the same time, Mr. Roger Barriteau and Associate Dean Paul Olscamp were completing an independent study of the issues for the College of Humanities. Their report, Black Programs and The Ohio State University, was tendered to Dean Charles Babcock. r The central recommendation of the Committee on Afro-American Studies was that a division of Black Studies be established at the University. In the autumn of 1969, Vice President for Academic Affairs and Provost James Robinson asked the College of Humanities to form a committee charged with composing a proposal for the establishment of' such a division in the College. The Black Studies Committee was appointed by the Dean on September 29, 1969, and met for the first time on October 3, 1969. On October 16, 1969, a proposal to establish the Black Studies Division of the College of Humanities was taken before a general meeting ’of the faculty of the College, and it was passed / unanimously. . Shortly thereafter, the proposal was accepted by the Council on Academic Affairs and became an existing academic and A 22 8 i . administrative unit o£ the College of Humanities. Subsequently, the Black Studies Committee has directed its efforts to the search for a Chairman for the division, and to the formation of recruitment committees in several departments concerned with hiring joint appointments in those departments and the division. To date, eight candidates for the position of Chairman have been brought to the campus, and it is hoped that an offer will be made early in 1970. Recruitment committees have been formed in four ' departments, and this will shortly be expanded to four more. At the same time, the Committee is formulating the budget proposals for the division for 1970-1971, and working on the establishment of student recruitment procedures, community participation in the planning of the dividion's programs, and counseling problems. The Black Studies Committee is composed of a true cross-section . of the University community. Three members are students: Edmund Boston, William Kilgore, and Roger Barriteau. The first two men are undergraduates and Mr. Barriteau is a graduate student. Two members are full time regular faculty: Associate Professor John Muste, from the Department of English, and Instructor William Nelson, from Political Science. William Conley, Special Assistant to the Vice President for Student Affairs, represents official minority group interests and is the chief liaison between the College administration and the black students. The Committee is chaired by Paul Olscamp, Associate Dean of / the College of Humanities. Mr. Ray Hamilton, a counselor in the Colleges of the Arts and. Sciences, became a voting member of the committee on January 16, 1970. 229 i « SUGGESTED CATALOGUE DESCRIPTION OF THE BLACK STUDIES DIVISION The Black Studies division is a new academic and administrative unit of the College of Humanities, which came into being in October of 1969. Its purposes are to establish a branch of the curriculum of the university which speaks directly to the needs, aspirations and history of the black man in America, to establish learning programs which focus upon the actual lives and problems of urban and rural black Americans and actually involve the participation of these people, and to work with the counseling needs of black students in new ways. The division is presently (January, 1970) searching for a Chairman, and for several new faculty who will hold joint appointments in the division and in various departments. Wien these objectives are achieved, curricular development will immediately follow, which will entail both the integration of presently existing Afro-American courses * . into the divisional offerings, and the development of completely new courses. At the same time, library holdings will be increased, with special concentration upon the creation of an "oral history" center. It is hoped that by the end of Spring quarter, 1971, the division will have-a complete academic program, counseling facilities, and perhaps an Afro-American cultural center. The curriculum will center around the concept of a "dual major" in Black Studies, involving a minimum of 15 hours in Black Studies at the basic education level, and an additional 25 hours of work in more advanced courses, in addition to the 40 hours' work required by the student's other major. 230 » Spaights, Ernest, Special Assistant to the Chancellor for Educational Opportunity, University of Wisconsin,.Milwaukee, Wisconsin. Kilson, Martin P., Harvard University ...... r Clarke, John Henrik, 799 Broadway, New York, New York 10003 Bond, Horace Mann, Atlanta University Johnson, Norman, University of Pittsburgh, Department of Sociology Hare, Nathan, Black Studies Coordinator, San Francisco State College, San Francisco, California Shelley, Clarence, Director, Special Educational Opportunities Program, University of Illinois, Champaign, Illinois. Joyner, John B., Dept, of Speech and Theatre, University of Indiana, Bloomington, Indiana. Proctor, Samuel, Dean of Special Projects, University of Wisconsin, Madison, Wisconsin, Hubbard, Phillip G .. Dean of Academic Affairs, University of Iowa, Iowa City, Iowa. Cash, William, Coordinator of Human Relations, University of Michigan, Ann Arbor, Michigan. Perot, Antoine, Urban Institute, Washington, D.C. (faculty) / f APPENDIX C PROPOSED MAJOR PROGRAM IN BLACK STUDIES 231 232 PROPOSED MAJOR PROGRAM IN BLACK STUDIES August 12, 1971 Introduction ' The Black Studies Division is a new academic and administrative unit of the College of Humanities. Its purposes are to establish a program which speaks directly to the needs, aspirations, and history of the Black man in America and to establish learning programs which focus upon the actual lives and problems of urban and rural Black Americans. In accordance with these objectives, Uie Division encourages students to take courses with a solid academic content and to participate in community projects that will aid in the liberation of the Black man-. The Division's program also emphasizes the establishment of close ties with African people around the world who are engaged in the quest for liberation. Consequently, students in the Division are encouraged to spend time studying and working on the African continent and in other significant places where Black people are engaged in the common pursuit of freedom. With these goals in mind, the Black Studies major seeks to acquaint students with a wide body of knowledge bearing on the liberation experiences of Black people across the woTld. Accumu lated knowledge in the area of Black Studies is so vast that it could not possibly be codified in one academic discipline. The 233 I I Proposed Major Program--BSD Black Studies major program anticipates that students will take a wide range of courses across a broad span of academic areas serving to enhance their knowledge of the Black experience while simul- ” > taneously preparing them to cope with the practical realities endemic.in the quest for.rewarding post-college vocational careers. Thus, the Black Studies major is interdiciplinary in nature, drawing - on a wide array of academic resources of the University to provide a unique combination of intellectual and inspirational stimulation and vocational training for students interested in centering their educational pursuits around a total understanding of and involvement in the ongoing struggle for Black freedom. The proposed baccalaureate program in Black Studies is based on the B. A. and B. S. curricula of the Colleges of Arts and Sciences, The major program contains two parts. The first part (central theme) consists of at least (40) hours selected from the attached list of* available courses offered by the Black Studies Division or by other Departments. As a part of this (40) hour requirement a student must take .at least three (3) courses above the level of 200 desig nated as core courses by the Black Studies Division, at least one of which must be from the student's -area of interest. These courses, which should be scheduled early in the major program, will provide a foundation for later courses. For example, a student with an historical interest roust take as one of his three (3) core courses, a history course designated as a core course by the Black Studies 234 1 Proposed Major Program--BSD Division. The other two (2) core courses might be from political science and philosophy. Similarly, if a student were interested in education, his two (2) other core courses might be from liter ature and sociology. This provision for core courses assures that all student majors .in Black Studies' will receive training in areas which the Division deems essential to a rounded educational experi ence. Further it provides a central point around which students- can build comprehensive, cohesive and productive programs of study .within the realm of Black Studies. As a result, themes or tracks, examples of which are given later in this document, can be built to allow students to bring order and reason out of the many course options available to them through Black Studies. The second part of the Black Studies major (Coordinate Theme) consists of at least (20) hours taken wholly in one Department or divided between two Departments. This requirement provides the student with a healthy variety of course options, thus making the major program immensely flexible and infusing it with considerable academic strength. While the Central Theme will provide the princi pal paradigmatic thrust of the major, the Coordinate Theme may be vocationally directed to strengthen the student's preparation for his later career. It is hoped that courses of the Coordinate Theme will sharply intersect at various points with the Central Theme of the major, thus facilitating a broadening of tracks and themes to encompass broad sweeps of rationally connected knowledge across traditional academic boundaries. 235 Froposed Major Program--BSD At least (25) of the (60) hours of the major must be at the 300 level or above. No more than (15) hours of the total major may be in individual (-93) or group studies (-94) courses. The remainder of this document includes a listing of Black Studies courses and courses related to Black Studies, suggested tracks and themes which might be incorporated into the major program, a diagram illustrating the structural pattern of the * Black Studies major, and a proposed description of the Black * Studies Division to be entered into the University Bulletin. BLACK STUDIES COURSES AND COURSES RELATED TO BLACK STUDIES Area Course Course No. Credit Hours Anthropology Ethnology of Africa 415 5 Social Relations in SOS 4 Folk Societies . Art Drawing Based On Afro- 294(T.N.*) American $ African Setting Art History Problems in African Art 694(T.N.) 2-5 Comparative Study of 614 5 African 6 European Art Introduction to African 216 '■ Culture African Art I 610 5 African Art II 611 5 * indicates that temporary number assigned. 236 Proposed Major Program--BSD Area Course Course No. Credit Hours Black Education Development of Black 289.13 5 Educational Philosophy 5 Methods Black Theater Education 289.13 5 An Introduction to 289.13 5 Cultural Factors Affecting Black Education An Introduction to the 289.13 ' S Realities of Urban Education History of African 294.13 3 Education Introduction to 294.13 3 University for Black Students Education and the Third 594.13 S World: A Comparative Analysis Institution Viability $ 694.33 3 Black Education Counseling in Black 694.34 3 Settings Black Studies African Literature in 594(T.N.) 5 English Translation A General Survey of 594(T.N.) S Education in Africa Contcmntcmporary /African 500 5 Thinkers Early Afro-American 545 S Thinkers Group Studies 594 5 History of Southern 294(Hum., T.N.) 5 Africa 237 Proposed Major Program--BSD Area Course ■ Course No. Credit Hours Black Studies Introduction to Black 101 5 Studies Kwame Nkrumah 510 S Leadership fi Mass 294(Hum., T.N.) 5 Movements in Contemporary Africa Literature: African, 594 (T.N.) 5 Afro-American and , Carribean Literature Literature of Special 294(Hum.,T.N.) 5 Techniques of Black Music The Black Experience 594(T.N.) 5 Dmce Ghanaian Dance 589 i Economics Economics of the Ghetto 490 4 English Introduction to Afro- 281 5 American Literature Afro-American Folklore 581 5 Geography Geography of Africa 508 4 History Introduction to African 294(T.N.) 5 History West African History . 246 5 Africa in the 19th 247 5 Century American Negro History 260 3 The Slavery Controversy 661 5 in the U.S. Africa and the.Western 628 5 World of the 19th Century . 238 Proposed Major Program--BSD Area Course Course No. Credit .Hours History Reconstruction and the 662 3 New South: 1863 to Present Afro-American History 694(T.N.) 3 International Introduction to Africa 250 5 Studies I Journalism Mass Media and Black 694.A(T.N.) 3-5 i America i Music Black Choir 199.02 1 t j Political Science Black Politics 208 5 i Ethnics Politics 608 S Sociology Social Trends and Problems 202 5 i t t American Minority 280 4 t. Relations •i< ■ Comparative Race. 480 3 * i Relations Special Problems: .1 Race Relations 693.06 5 Speech Rhetoric of Black Americans 330 3 Communication and Social Behavior 520 3 Freedom 6 Responsibility in Communication 32S 3 239 Proposed Major Program--BSD SUGGESTED THEMES--BLACK STUDIES MAJOR The following thematic categories and the courses listed under each theme title, represent the suggested pattern of development of the Black Studies Major. These themes illustrate the Division's academic goals and therefore should not be regarded as conclusive. ' • I. Afro-American and African History (Pan-Africanism in the Black 'World'S *' w* A. Central Theme (At Least 40 Quarter Hours)': Department Number Title • Credit History 294 Intro, to African S (T.N.) History . History 694 Afro-American History S History * 260 American Negro 3 History History 661 The Slavery Con 5 troversy in the U.S. Black Studies 294 Leadership and Mass 5 (T.N.) Movements in Con temporary Africa Black Studies4 54S Early Afro-American S Thinkers Black Studies S10 Xwame Nkrumah 5 Black Studies 594 The Politics of Pan- 5 (T.N.) Africanism and Nationalism Political Science* 208 Black Politics 5 Total 4 3 *Core Course ti 2A0 Proposed Major Program--BSD B. Coordinate Theme (At Least 20 Quarter Hours}: Department Number Title Credit Hours History 230 American Civilization 5 History 566 The U.S. in the 20th S Century, 1933 to Present History 294 Group Studies s Geography 220 Introduction to 5 Geography Geography 400 Geography of the U.S. 5 and Canada Geography• 508 Geography of Africa 5 Total 30 i-American. and African Literature and Languages Central Theme (At Least 40 Quarter Hours): Department Number Title Credit Hours English * 281 Intro, to Afro- S American Literature Black Studies 594 African Literature-- 5 (T.N.) Prose, in English and Translation Black Studies 594 The Black Experience 5 (T.N.) in Literature-- African, Afro-American and Carribcan Literature English 581 Afro-American Folklore S Speech* - 330 The Rhetoric of Black 3 America 241 • Maior Prograra- -BSD . Central Theme (At Least 40 Quarter Hours) con't.i • »• Department Number Title Credit Hours Speech 520 Communications and 3 Social Behavior Linguistics* 211 Elementary Swahili 5 Linguistics 212 Elementary Swahili S Linguistics 213 Intermediate Swahili S / Total 41 • B. Coordinate Theme I (At Least 20 Quarter Hours): Department Number Title Credit Hours Political 208 Black Politics 5 Science Political 614 Urban Politics ' 5 Science Economics 200 Principles of S Economics Economics 490 Economics of the 5 Ghetto Total 20 •i Coordinate Theme II (At Least 20 Quarter Hours) «a Department Number Title Credit Hours English 260 Introduction to Poetry 5 English 266 The Writing of Poetry 5 4 English 667 Playwriting 5 English 670 American Folklore S • Total 20 242 Proposed Major Program--BSD III. Afro-American and African Art A. Central Theme (At Least 40 Quarter Hours): Department' Number Title Credit Hours Art* 294.09 Drawing Based on S Afro-American and African Settings Art 294.13 Painting Based on Afro-American and African Settings Art History* 216 Introduction to African Art Art History 610 African Art I 5 . Dance 589 Directed Teaching 2 Experience in Dance (Ghanian Dance) Black Studies* 294 Literature and Special S (T.N.) Techniques of Black Music Art History 611 African Art II 5 Art History 694 Problems in African 5 (T.N.) Art Music 594 Group Studies 5 (T.N.) Total 43 B. Coordinate Theme I (At Least 20 Quarter Hours): Department Number Title Credit English 260 Introduction to Poetry 5 English 266 The Writing of Poetry 5 English 667 Playwriting 5 English . 581 Afro-American Folklore 5 • Total 20 _____ 243 Proposed Major Program--BSD C. Coordinate Theme II (At Least 20 Quarter Hours) • Department Number Title Credit Hours Art 240 Elementary Ceramic 3 ~ t Art , Art . 273 Oil Painting - • 5 Art 272 Life Drawing 5 Art 441 Ceramic Composition 3 i ■ Art S70 Advanced Life Drawing 5„ i Art S73 Advanced Oil Painting 5 !» *4 t Total I . 26 IV. Afro-American Culture and Human Science * i A. Central Theme ■* (At Least 40 Quarter Hours); 0 :\ Department Number Title Credit Hours 5 i History* 260 American Negro History 3 i r .Sociology 430 Sociology of the 4 • *1 Family Anthropology 415 Ethnology of Africa 4 » i English* 281 Intro, to Afro-American 5 • Literature Black Studies 294 Hum, Literature and Special 3 (T.N.) Techniques of Black . ; .• Mus ic Art*' 294.09 Drawing Based on Afro- S American and African Settings Sociology 480 Comparative Race 3 Relations i Speech 330 The Rhetoric of Black 3 America i i . * * Proposed Major Program--BSD • A. Central Theme (At Least 40 Quarter Hours) con*t • • Department Number Title Credit Hours Political 608 Ethnic Politics s' Science Journalism 694.A Mass Media and Black . 5. ■ • (T.N.) • America Total 40 B. Coordinate Theme (At Least 20 Quarter Hours): • Department Number Title Credit Hours Biology 20S Ecology and Environ 5 mental Concern Microbiology 509 Microbiology in S Relation to Man Psychology 300 Introduction to Psychology 5 Psychology . 311 General Psychology 3 Motivation and Action Psychology 333 Human Behavior 3 Problems • Total 21 V. Afro-American and African Philosophy and Social Studies A. Central Theme (At Least 40 Quarter Hours): Department Number Title Credit Hours Black Studies 500 Contemporary African 5 Thinkers Black Studies 510 Kwame Nkrumah 5 Black Studies* 545 Early African and Afro- 5 American Thinkers 245 • Proposed Major Program- -BSD ■ - 1 1 t A. Central Theme (At Least 40 Quarter Hours) con’t.: t Department Number Title Credit Hours » Political . 208 Black Politics 5 Science* ■ Anthropology 415 Ethnology of Africa 5 4i Economics* .490 Economics of the Ghetto 4 i Sociology 280 American Minority 4. Relations i Sociology 480 Comparative Race s i Relations , .i f International 250 Introduction to Africa 5 j Studies *i 4 1 Journalism 694.A Mass Media and Black 5 •j (T.N.) America i History 260 American Negro History 3 Sk. ' Total 49 B. Coordinate Theme (At Least 20 Quarter Hours): • • Department Number i Title Credit Hours 1 ■ Statistics 421 Introduction to i 1 t Statistics 3 i Mathematics 254 Calculus and 5 j Analytic Geometry i Statistics 520 Mathematical 5 . Statistics 1 i Statistics 521 Mathematical ... ■ : Statistics II Statistics 651 Survey 6 Sampling Theory 5 i Total 23 t i 246 Proposed Major Program--BSD BLACK STUDIES CORE COURSES (SAMPLE) * American Negro History History 260 • ■ ft The Black Experience in Black Studies 594 Literature: African, TOTAL Afro-American 4 Carribcan OF C * Drawing Based on Afro- Art 294.09 American and African . IS E Settings HOURS N * Early Afro-American.and BSD 545 African Thinkers OF T ft Black Politics Political Sci. 208 CREDIT R A THEMATIC ICATEGORIES L T H M BLACK STUDIES COURSES E And COURSES RELATED To BLACK STUDIES A MINIMUM OF 25 HOURS of CREDITI A Minimum of 20 Hours COORDINATE Credit: Either From One Department, or TIIEMB From Two Departments. 247 Proposed Major Program--BSD PROPOSED BLACK STUDIES BACCALADRPATH PROGRAM University Bulletin Entry The Black Studies Division, a new academic and administrative unit of the College of Humanities, came into being in October of 1969. Its purposes are to establish a branch of the University curriculum which speaks directly to the needs, aspirations, and history of the Black man in America and to establish learning programs which focus upon the lives and problems of urban and rural Black Americans and actually involve the participation of these people. There will also be considerable emphasis on strengthening the ties of Black Americans with African peoples throughout the world. Since the curriculum will be interdisciplinary in character, it will include experiences and courses designed to help students gain a greater understanding of Black history, art, politics, sociology, economics, and urban problems, as well as Black philo sophy, music, and literature. The Division has emphasized the urgency of developing closer working relations between a.cademic units and Black communities with the aim of helping to identify and solve important social problems. In addition, it will establish close tics with other African peoples around the world; students may spend some time studying and work ing on the African continent and in other significant places where Black people are in the process of nation-building.' Students are 248 Proposed Major Prop.rain--BSD intimately involved in the decision-making process for the Division by serving in both staff and policy-making capacities. Students majoring in Black Studies must satisfy the general requirements for a Bachelor of Arts Degree and the following requirements for a major: 1. A Central Theme consisting of a minimum of (40) hours in courses offered by the Black Studies Division singly or in cooperation with other departments. At least three courses taken to satisfy this (40) hour requirement must be courses designated as core courses by the Black Studies Division. One of these core courses must be in the student's area of special interest in Black Studies. 2. A Coordinate Theme consisting of a minimum of (20) hqurs taken wholly in one Department or divided between two * Departments. 3. At least (25) of the (60) hours of the major must be at the 300 level or above. No more than (15) hours of the total’ major may be in individual studies (-93) or group studies (-94) courses. i • Curriculum themes around which students might wish to build their major programs in Black Studies are as follows: Afro-American and African History; Afro-American and African Literature and Languages; Afro-American and African Art; Afro-American Culture and Human Science; and Afro-American and African Philosophy and Social Studies. A student with a central concentration in Afro-American Proposed Major Program--BSD Culture and Human Science might for example, combine a Central Theme composed of courses in history, sociology, anthropology, music, art, political science, journalism 'and speech C©»g-> History 260, American Negro History; Anthropology 415, Ethnology . of Africa; Black Studies 294, Literature and Special Techniques of Black Music; Journalism 694.A, Mass Media and Black America), with a Coordinate Theme composed of courses in Psychology and Biological Science (e.g., Psychology 300, Introduction to Psychology; Biology 205, Ecology and Environmental Concern; Microbiology 509, Micro biology in Relation to Man). , This program is exemplary of the Black Studies Division’s goal to provide students with broad knowledge of Black social, economic and political life and culture while affording them opportunities to receive training in specialized areas directly related to their post-college vocational careers. The areas of concentration in Black Studies available to students specified above are by no means exhaustive, but are merely suggestive of the curriculum combinations that can be developed to meet the particular needs of Black Studies Majors. Persons interested in any aspect of the Black Studies program should contact the Black Studies Division, 232 Dieter Cunz Hall, The Ohio State University, Columbus, Ohio 43210. APPENDIX D BLACK STUDIES DEPARTMENT M.A. PROPOSAL * t 250 BLACK STUDIES DEPARTMENT M. A. PROPOSAL The Ohio State University Department of Black Studies 232 Dieter Cunz Hail 1841 Millikin Road Columbus, Ohio 43210 William E. Nelson, Jr Chairman 252 TABLE OF CONTENTS Page I. Introduction ...... X II. The Need .' 1 A. Need for an M. A. in Black Studies ...... 1 B. Aims and Purposes of an M. A. in Black Studies . 2 C. The M. A. Program and Black Studies Facilities . 3 D. Conclusion...... '4 • t * . III. Courses • • • • . * • • • • • ...... S * •4 IV. Degree Requirements ...... 6 A. C o u r s e s ...... 6 B. O p t i o n s ...... 6 ’ C. Fields of Specialization ...... 7 V. Sample Programs ...... 8 A. Black Literature...... 8 B. Afro-American and African Politics...... 13 C. Philosophy in the Black World ...... 17 1). Black Community Development...... 19 VI. Staff ...... 23 VII. Study and Research Facilities ...... 33 Appendix A - Library Resources . . Appendix B - Course.Listings Appendix C - Course Enrollments . Appendix D - Proposed Initial Courses Appendix E - Letters of Evaluation / . 253 BLACK STUDIES DEPARTMENT M. A. PROPOSAL ‘ I. INTRODUCTION The Department of Black Studies proposes a program leading to a Master of Arts in Black Studies., It is hoped that this program will be implemented commencing as early as possible. The following sections of this document describe the features of. the proposed M. A. program in ■ Black Studies. . * II. THE NEED The M. A. program in Black Studies will involve an intensive concentration in specific fields within the area . of Black Studies and related course work in one or more ■ outside academic departments. A. Need for an M. A. in Black Studies . V The M. A. in Black Studies may be justified on the following grounds: 1. Since the B. A. in Black Studies exposes students to a wide variety of subjects, the M. A. would develop more concentrated insight into specific aspects of the Black experience. This would give students- more than a basic ■ - knowledge of the subject. Efforts will be made to produce skilled specialist in Afro-American history, literature, politics, and other major areas in the field of Black Studies. ' 2. There is a demand throughout the country for high calibre teachers and instructors in high schools, colleges and universities in the area of Black Studies. An M. A. in Black Studies would strengthen and improve the quality of - instruction in this academic area. Such an M. A. would satisfy the demand for well-trained and skilled Black teachers, lawyers, business executives, government workers, etc. to assist in bringing about rational solutions to the! multi-faceted problems that urban Black communities face. It should be noted that Black Studies is a rapidly grow- . ing field offering many opportunities for specialization. There is a market for trained graduate students in this field since the Black community needs trained Black pro-, fessionals to work in all areas. 3. An M. A. in Black Studies would be an excellent way of establishing scholastic contacts with major in stitutions throughout the world. These contacts, would ' strengthen the international scope of education already in evidence at this university. Hopefully, they would create opportunities for student and faculty exchanges between the Black Studies Department and similarly focused programs at major universities across the world. Students with an interest in African studies will be especially en couraged to consider research and study on the African continent. 4. The Department would be considerably aided by the establishment of an M. A. program in its efforts to attain maximum scholarly excellence. An M. A. in Black Studies will allow the Department to continue to attract the best faculty available in specific areas. The presence of graduate students and an ongoing graduate program will help to stimulate quality academic outputs in the areas of teaching and research. Such activities will invariably strengthen the intellectual and inspirational qualities previously established through the undergraduate major program. Aims and Purposes Of an M. A. in Black Studies The aims of an M. A. in Black Studies would be two fold: 1. Academic - The academic aims of the M. A. program . in Black Studies center around the goal of providing for students at QSU a wider exposure to the discipline of Black Studies. 2. Practical - The practical aims of the M. A. pro gram seek to ensure that education is not divorced from the practical needs of American life. In line with this 255 objective, students would be expected to do field work as a requirement of the program. Specifically, the academic aims of the M. A. program in Black Studies would: 1. Give students a wider insight into specific areas of the Black experience in America and across the world. By doing so, it is hoped that they will acquire a better understanding of themselves and of the world in which they live. 2. Encourage the publication of research findings by students and faculty which add significantly to the body ' of knowledge about the Black man and about world society as a whole. 3. Provide students with the technical skills they need to effectively apply their knowledge of the Afro- American experience to the problems faced by Black people in their local communities. 4. Instill within students a desire to lend their assistance to efforts designed to help the Black community find solutions to its present and future problems. Specifically, the practical aims of the M. A. program in Black Studies would: 1. Emphasize the functional nature of education as a viable tool in the life of the individual, such as.is being done more and more in other departments. 2. Help rectify some of the immediate socialevils in American society, particularly racial misunderstanding. 3. Assist in building a healthy society of the future by acquainting other Americans with the realities of the Black experience. , . ,4. P.eaffirm the ties that exist between Afro-Americans, Afro-Caribbean and the African continent. C. The M. A. Program and Black Studies Facilities The Black Studies Department is adequately equiped to provide the training necessary for an M. A. degree. This 256 statement is supported by the following facts concerning the academic capability of the Black Studies Department. 1. The undergraduate program has been a very great success and students are already encouraged to proceed further. , 2. A sizeable proportion of the faculty has terminal graduate degrees (see appropriate section of this proposal) and have either published or are actively engaged in research and community work. ■ . 3. The diversity of the Black Studies faculty will be an asset both to students and to the faculty itself, pro- • viding imputs from Africa, the Caribbean and the United States, 4. The library holdings including microfilm in the main library and the Black Studies Library are adequate (see appropriate section). In addition, students will be encouraged to use the holdings in African and Afro-American Studios of nearby campuses such as Michigan State, North- ’ western and Ohio University. Their field work may also take them to areas where the library holdings are more specialized to meet their needs. D. Conclusion A graduate program in Black Studies such as the one out- ‘lined above is not unprecedented. Rutgers University has already established a Ph.D. in Black Literature; strong M. A. programs in African and Afro-American Studies have been * established at Howard University, Boston University and Ohio University. Graduate programs in Black Studies are presently being seriously considered at many other major i universities throughout the country. A decision in favor of the establishment of an M. A. program in Black Studies at Ohio State would place our University in the mainstream of 257 an academic movement whose impact on American education will no doubt be among the most profound in this country. III. COURSES Courses presently offered by Black Studies that may be taken for graduate credit in other departments are in dicated below; 525 European Colonial Politics in Africa (5 credit hours) 527 The Politics of Pan-Africanism and Nationalism (5 credit hours) t 530 African Political Systems: A Comparative Analysis (S credit hours) 533 Order and Disorder: Blacks in Quest of Social Justice (5 credit hours) i 536 The History of Rhodesia (5 credit hours) 537 The History of South Africa (5 credit hours) • 538 The History of West Africa (5 credit hours) 546 Human Migrations in Southern Africa (5 credit hours) « 551 Selected Topics in Afro-American and Related Literatures (5 credit hours) 552 Contemporary Afro-American Culture (5 credit hours) 638 Seminar in Central African History (5 credit hours) / 258 .. IV. DEGREE-REQUIREMENTS The M. A. will require four quarters of full-time work. ♦ • Normally the last quarter will be reserved for satisfying requirements in addition to course work (comprehensives, theses, field work, research or community activity). If a student wishes to work beyond" four quarters, he may only do so with the express permission of the Department, , A. Course Work As a general rule, students shall take not more than three courses at the 600 level. The other courses shall be at the 700 level or above. Various areas of specialization within the Department may require additional courses; however, for general M. A. purposes, every student is required to do a five (5) hour 700 level course which combines field work, research and community activity. ■’ . B. Options The options are therefore as follows: Plan A. Thesis - 45 hours of course work fincluding S ‘ hours~ot'~fTeld work) plus 5 credit hours' thesis. At least 35 of the 45 hours must be taken in Black Studies, of which 20 hours "must be within the Black Studies area of specialization of the student. The remaining 10 hours must be taken in one. other university department (outside of Black Studies) or dividcTTietween two departments. . • The thesis will be of adequate length and breadth and will be a reasoned, well-documented account of research which the candidate has personally undertaken. It should contain footnotes 259 and bibliography or, where appropriate, a distinct indication with regard to the source of information. Topics chosen should fall within the purview of Black Studies and be approved in advance by the adviser with whom the student is working. All three advisers (including one from outside the department) must- be in agreement as regards-the suitability of the thesis. Plan B. Comprehensive - 50 hours of course work (including 5 hours of field'work) plus a written comprehensive examination, plus an oral. At least 40 of the SO required hours must be taken within the Black Studies Department. The remaining 10 hours may be taken in one department (outside of Black Studies) or divided, between two departments. Twenty-five of the 40 required hours taken in Bfack Studies must be taken within the student's area of specialization. The comprehensive will last four hours and will take •the form of a written examination. Students will be examined on (a) their area of specialization; (b) other relevant Black Studies areas as they pertain to their course work, and (c) work taken in departments outside of Black Studies.. Plan C. Pi eld Work - 45 hours of course work (including 5 hours ofTield work) plus an adcfitional 10 hours of field work, plus an oral. At least 35 of the 45 hours must be taken in Black Studies of which 20 hours must be within the Black Studies area of specialization of the student. The remaining 10 hours must be taken in one other university department (outside of Black Studies) or divided’between two departments. "Field work" may be any ■ • number of Black community activities. The only specific re quirement is that the work meet the approval of and be supervised by a faculty member of the Black Studies Department. Students will be expected to plan, coordinate, and conclude their pro jects to the satisfaction of the faculty adviser. Such work could involve active community involvement, work in schools (under * the supervision of a teacher) and so on. On completion, the student will be expected to provide a written documented account of his aims, methods and accomplishments. C* Fields of Specialization Students enrolled in the M. A. program in Black Studies may specialize in the following academic fields: ,260 A. Afro-American and African Literature B. Afro-American and African Politics C. Philosophy in the Black World D. Black Community Development E. Afro-American and African History ‘ . * * ■ ' '' V. EXAMPLES OF PROGRAMS ' The following curriculum programs are presented to illustrate the kind of cohesive tracts available to students enrolled in the M. A. program in Black Studies. Please observe that these programs arc only examples. The attached detailed course syllabi (Appendix D) indicate courses that will be initially taught. The remaining courses will be taught in the second and third year as required by students and taking our faculty into consider ation. • * ’ * 1 A. Afro-American and African Literature With regard to the M. A. in Black Studies, students specializing in Black literature are expected to follow the normal rules and procedures for the M. A. as stipula ted above. ' * Students specializing in Black Literature are encouraged to take a comparative approach to their subject which will involve study of African Literature, Afro-American Lit erature and Caribbean Literature. ■ " Courses The student may choose from the following courses so that he fulfills one of the three options: Course Level Course Title S Description 600* ** Afro-American Prose: (5 Cr. Hrs.) -A concentration of fiction and essay writing by Black writers in the II. S. # 600** Afro-American Poetry and Drama: (s Cr. Hrs.) Concentration of verse and drama written by Black writers in the U. S. 600*1 African Prose: (5 Cr, Hrs.) Novels, short stories and ess.ays by African writers. 600** African Poetry 6 Drama: (5 Cr. Hrs.) Critical appraisal of Sub-Saharan African poetry and drama and its social * To be offered during the first year. . ** To be offered during thesecond year. *** To be offered during the third year. # To be offered immediately. 262 Coutse Level Course Title f, Description and philosophical foundation. 600*** Comparative Black Literature: (5 Cr. Hrs.) A comparison of theories and attitudes toward various types of Black Literature. * 700** Research in Black Literature: (S Cr. Hrs.) Examination of critics and their attitudes to various thpes of Black Literature. 700** Seminar; Afro-American Poetry - 1920: a t (5 Cr. Hrs.) Attention to the period just before the "Harlem Renaissance." 700** Seminar; Afro-American Poetry 1920 to Present: (5 Cr. Hrs.) From the 1920's and the "revival" to the present con temporary poetry of Don L. Lee, Sonia Sanchez, Nikki Giovanni. 7 00*** Seminar: Afro-American Drama: (5 Cr. Hrs.) Intense consideration of the development of Afro-American drama from William Wells Brown to Imamu Baraka. 700*## Seminar: The African Novel: C5 Cr. Hrs.) Concentration on specific African writers'- * To be offered during the first year. ** To be offered during the second year. *** To be offered during the third year. #J? Courses which have been developed. 263 Course Level Course Title 6 Description Abrahams, Achebe, Ekwensi, Ngugi and attitudes in their work. 700***j Seminar: African Prose - Oral; (5 Cr. Hrs.) Relation of the oral art of African peoples (in translation) to their culture. 700** Seminar: African Poetry - Oral: ( S ' Cr. Hrs.) Examination of the "sung verse" of Africa from the standpoint of genre. 700** Seminar: African Poetry - Written; C5 Cr. Hrs.) Form and style in African poetry in English, French and Portuguese. 7 0 0 *** Seminar: African Drama: (5 Cr. Hrs.) African drama and ritual. Study of J. P. Clark, Wole Soyinka, plays from L'Ecole William Ponty and H. I. E. Dhlorao. 700 *** Seminar: Caribbean Verse and Drama: (5 Cr. Hrs.) Poetry and drama in English and French (in translation where necessary) 700** Black Non-Fiction and Short Story: (5 Cr. Hrs.) The essay, autobiography and short story as composed by Black writers. 700*** Seminar: Caribbean Novel: (5 Cr. Hrs.) Important novelists in the Caribbean - ** To be offered during the second' year. *** To be offered during the third year. # To be offered immediately. Course Level Course Title 5 Description Mittelholzer, Lamming, Naipaul, Selvon, Roger Mais. 800** Black Folklore: (5 Cr. Hrs.) Folklore of Black people throughout the world. Africa as its source and how it manifests itself elsewhere. • * * 800 *^/f Studies on Major Black Writers: (5 Cr. Hrs.) Intense focus on’one of two major Black writers from any part of the world. .800 ** Seminar: The Afro-American Novel - 1940: (5 Cr. Hrs.) Consideration of specific Afro-American novelists from William Wells Brown to Richard Wright. 800 ** Seminar: The Afro-American Novel - 1940 to Present: (5 Cr. Hrs.) Contemporary Afro-American novel with specific attention to changing attitudes: James Baldwin and Ellison as opposed to Cecil Brown, Arnold Kemp and recent writers. 800 Afro-American Literary Movements: (5 Cr. Hrs.) Black Revolutionary Arts and the Harlem Renaissance (repeatable to 10 hours) Students specializing in Black Literature must include the following course in their curricula programs. *To be offered during the first year. **To be offered during the second year. ##Courses which have been developed. 265 Course Level Course Title 5 Description 800* Introduction to Comparative Black Liter ature: (5 Cr. Hrs.) Research tech niques and bibliographical problems with respect to Black Literature. " B. Afro-American and African Politics ' Courses 1 ’ The options stipulated above may be satisfied through a careful selection of courses drawn from the following list of courses. Course Level Course Title 5 Description S04* Black Politics; (S Cr. Hrs.)* Economic, ■* political and social constraints on the development of Black political power; the efforts made by Black people in recent times to organize for effective political action. 60Q*#I Black Political Movements and Organizations: (5 Cr. Hrs.) An in-depth analysis of the aims, functions, problems, and impact of Black political movements and organi zations in America from slavery to contem porary times. Among the movements and organizations that will be studied, are Black *To be offered during the first year. i f Courses which have been developed. 266 Course Level Course Title 6 Description protest organizations and revolutionary Black movements.. 600** Black Political Mobilization: (5 Cr. Hrs.)-' This course will focus on the ingredients for the successful mobilization of the Black community in political elections.1 Extensive treatment will be given to the electoral behavior of Blacks in Gary, * Cleveland, Newark, Chicago and other major American cities. ‘ 600*1 Government and Politics in Africa: (S Cr. Hrs.) A study of contemporary African ' political institutions, African political behavior and the dynamics of the African political process. 600*** Black Politics in Higher Education: (5 Cr. Hrs.) Problems evolving from the * quest for equal education opportunities for Blacks in American colleges and* universities. Among the subjects that will be considered are: 1) Black student protest movements, 2) political factors .affecting the operation of Black Studies programs, 3) the recruitment and relation *To be offered during the first year. **To be offered during the second year. ***To be offered during the third year. . ‘ #To be offered immediately. * . 267 Course Level Course Title 6 Description of Black students and faculty, and 4) the political role and function of Black administrators. 600*Jf£ Black Community Politics: Welfare and Poverty: C5 Cr. Hrs.) Welfare and poverty are examined from the position of their impact on the social, economic and political development of the Black t • s' ■ community. Questions regarding the causes of Black poverty, the efficiency and effectiveness of the welfare system, and the utilitarian value of government- sponsored poverty programs will be • meticulously'explored. I 700** Seminar in Black Politics: A thorough discussion of basic issues and problems affecting the exercise of political power by Black people in the American political system. Students will be re- t * quired to collect information through . * ' f field work in the Black community which shed significant light on the issues and problems discussed in class. *To be offered during the first year. **To be offered during the second year, if $ Courses which have developed. 268 Course Level Course Title S Description 700*## Political Development of Sub-Saharan Africa: (5 Cr. Hrs.) Study of the process of political change in Sub- Saharan Africa; problems of political development; research problems, con cepts and methodology in African politi cal development. .700** Education and Nation-Building in Africa * : 1950 and After: (S Cr. Hrs.) Historical development of Education in Africa (South of the Sahara) since 1950. Focus on economic, social and cultural reconstruc tion, 700*** Institutional Racism: (5 Cr. Hrs.) An analysis of the nature, function and • ' impact of institutional racism in America, Specific institutions will be studied with an eye to documenting the role they play in the cpmpetition for political power between Blacks and whites in America 800** Community Control: (5 Cr. Hrs.) This course will probe intensely into the back- ground of racial colonialism in America. The central focus will be an analysis of *To be offered during the first year, **To be offered during the second year. ***To be offered during the third year. ##Courses which have been developed. Course Level ' Course Title § Description steps taken by Blacks to assume control • ♦ * over important resources and institutions in the Black community. Economic and political problems associated with the control by Blacks of community resources and institutions will also be examined. 800*1 Seminar in U. S. - African Relations: (S Cr. Hrs.) The seminar will focus on American activities in Africa, the di mensions of U. S. policy towards Africa and the internal and external factors which impinge upon private and official decisions. , . C. Philosophy in the Black World • The fundamental concern of this field is the examination ' of key ideas, concepts, and theories that have shaped the perception of Black people with respect to their role in the world order. While a major in Philosophy at the undergraduate level is not required, some familiarity with philosophical methods and approaches is highly desirable. Students special izing in Black Philosophy may choose either of the three options offered by the Black Studies Division. Courses available in the field of Black Philosophy are as follows: *To be offered during the first year. #To be offered immediately. 270 Course Level Course Title 6 Description 600** The Ideas of Blackness and Black Power: (5 Cr. Hrs.) Their origins,, propagation, and importance for the organization of Black social and political life will be • examined in detail. 700*## Black Political Philosophy; (5 Cr. Hrs.) A critical examination of a wide range of literature and a variety of ideas in the political philosophies of the 'Black World.' 700***# Convergence and Divergence: A Study in Comparative Political Philosophy: (5 Cr. Hrs.) A rigorous comparision of the thoughts of major Black and white political philosophers on such ideas as community, power, and justice. 700 *# Explanation and Justification in.Black Political Thought: CS Cr. Hrs.) An analysis1 of the ideas of explanation 1 and justification; special emphasis will be placed on the uses of explanation and justi- fication by Black and white political philosophers in their theorizing about political and social life. 700 Selected Topics and Texts in Black Political Thought: (5 Cr. Hrs.) A critical analysis *To be offered during the first year. **To be offered during the second year/ ***To be offered during the third year. ' #To be offered immediately. ##Courses which have beed developed. 271 Course Level Course Title f< Description of selected Black thinkers' treatment of such ideas as freedom, equality, authority and obligation. 700*# Basic Theories in Black Political Philoso phy: ‘(5 Cr. Hrs.) A critical and analyti cal study of basic theories concerning the organization of political society in the philosophic thought of the 'Black. World.1 800 * Seminar in Black Political Philosophy: Theoretic: (5 Cr. Hrs.) The Purpose of this seminar is reflection and theorizing by the participants on a problem to be assigned by the instructor. 800 ** Seminar in Black Political Philosophy: Applied: (5 Cr. Hrs.) The purpose of this seminar is to have the participants engage in research activities and apply them in a concrete situation. Some given theoretical principle, or set of principles, in the political philosophies of the 'Black World' will be used. D. Black Community Development Proposed course tract for Master's degree students who choose Black Community Development as their major area of concentration: *To be offered during the first year. **To be offered during the second year. STo be offered immediately. • Course Level Course Title 5 Description SQ4* Black Politics: (5 Cr. Hrs.) Economic, political and social constraints on the development of Black political power; the efforts made by Black people in recent times to organize for effective political action. ‘ • 522* Contemporary Afro-American Culture: (5 Cr. Hrs.) Afro-American Culture in 20th century America. • 4 • 600*11 • Introduction to Black Community Develop ment: (5 Cr, Hrs.) ' The nature, extent and significance of urban development; history and modes of urban community living; present trends and future de velopments. 60tf Black Community Politics: Welfare and ‘ Poverty: (5 Cr. Hrs.) Welfare and poverty are examined from the position of their impact on the social, economic and political development of the Black community. Questions regarding the causes of Black poverty, the efficiency and effectiveness of the welfare system, *To be offered during the first year. i t C ourses which have beed developed. 273 Course Level Course Title 6 Description ■i* and the utilitarian value of govern ment-sponsored poverty programs will be meticulously explored. 633 State-Local Government Finance (Econ. Dept.): (4 Cr, Hrs.) Economic ana lysis of revenues and expenditures of state and local governments; vertical and horizontal relationships between agencies and units; specific problems in these areas. 692* Urban Economics (Econ. Dept): (4 Cr. Hrs.) Application ot economic theory to urban problems; topics include slums residential segregation, intra-city location of economic activity, urban renewal, urban sprawl, transporation and governmental organization. 700*** The Black Family: (S Cr. Hrs.) A study of the social realities faced by Black people as a class, community and family by the American dominant society the psychological and social effects of second class status on the Black family *To be offered during the first year. *To be offered during the third year. 274 Course level Course Title g Description community and nation. ■700 ** Special Programming in the Black Community; (5 Cr. Hrs.) Investiga tion of particular problematic issues, affecting the development of viable social programs in the Black community 700 *** Black Rural and Urban Migration; A Comparative Study: (5 Cr. Hrs.) Com parison of significant forces in the Black community and American society as a whole that caused migratory patterns to develop; comparative ex amination of problems faced by Blacks in rural and urban settings^ 700 Citizen Participation; I; (5 Cr. Hrs.) An analysis of strategies and techniques for stimulating greater involvement* by Black citizens in the development and implementation of policy decisions affect- in the Black community. 800 ** Citizen Participation: II; (S Cr. Hrs.) . i • ...... A continuation of the 700 level course,: with an emphasis on field research in the Black community. *To be offered during the first year. **To be offered during the second year. ***To be offered during the third year. i‘«fCourses.which have been developed. 275 E. Afro-American and African History The options mentioned above may be satisfied through selection of courses listed below: Course Level Course Title 6 Description 736## Eastern Africa in the Nineteenth Century: (S Cr. Hrs.) A n depth examination of migration, trade and • state formation in East Africa. 7381# African Protest Movements: (5 Cr. Hrs.) An intense critical socio-historical examination of the nature of African armed revolts. 740## Africa and America in Black American History: C5 Cr. Hrs.) A study in Afro-American history involving beginnings in Africa and the • cultural and historical experience of Blacks in America. ## Courses which have been developed. 276 » * . 4 VI. STAFF One of the fundamental requirements of a solid graduate program is to have- a well qualified body of professors who would guide and counsel students through the various options and courses the program intends to offer. The academic back grounds, the scholarly achievements and the professional expertise of our faculty members leave no doubt that they will be able to prepare and form scholars in their different fields. ‘ j Our graduate faculty would fall in the following cate gories: Category II: 0. Ronald Dathorne, William E. McCray, William £. Nelson, Robert stun Category I: George A. Davis, E. I. Ekanem, Nganga Njoroge, Charles E. Nesbitt, Hortense E. Thornton, Winston A. Van Horne As of the Autumn Quarter 1972, the faculty in Black Studies will consist of the following persons: Graduate Faculty SAMUEL BARBER (Assistant Professor), M. A. degree in Music from the University of Cincinnati. Though Professor Barber's field of specialization is choral conducting, he is also versed in piano, music education and has a special interest in Afro- American and African music. He joined the Division in 1971 after serving as a teaching assistant at the University of Cincinnati. Before that Professor Barber was a Music instructor-director in Snow Hill, N. C., a choir director at Hills Chapel Baptist Church, Cincinnati, the Director of the Dream Choral in Cincinnati and a Minister of Music of Brown Chapel Church, Cincinnati. He has also conducted in Milton, (Ohio) Richmond, (Indiana) Latonia, (Kentucky) and New York City. Professor Barber is presently a doctoral candidate in Music at the University of Cincinnati. * ' ^ / OSCAR RONALD DATHORNE (Professor), Ph.D. in English from - the University of, Sheffield (England) and diploma in Education from the University of London. An outstanding and internation ally known authority in his field, Professor Dathorne special izes in African, West Indian and Afro-American Literatures. 9 « A novelist in his own right, he has written Dumplings in the Soup (Cassell, 1963) and The Scholar Man (Cassell,.1964). He has edited several other books including African in Prose (Penguin, 1969), African Poetry (Macmillan, 1968), Caribbean Verse (Heinemann, 1968). Two more books are in press: Modern African Literature and Four Way Dictionary; and two in prep aration: A-Z of African Literature and The Black Mind. Be sides, Professor Dathorne has contributed articles and lectures throughout the world on Black literature. His teaching and administrative experience has been as multifarious as his writing talents, taking him to Ahmadu Bello University (Zaria, 278 . Nigeria), the University of Ibadan (Nigeria), Western Nigerian Training College, UNESCO in Paris, Fourah Bay College (Sierra Leone) Njala University College (Sierra Leone), Yale Univer sity, Howard University, The University of Wisconsin and The Ohio State University.. * V ■* ' ... GEORGE A. DAVIS (Assistant Professor), Ph.D. in Social Studies Education and Geography from The Ohio State Univer sity. Professor Davis is a member of the American Association of University Professors, the Association of American Geog raphers, the Association of Social and Behavioral Scientists, Kiwanis, The National Council for Geographic Education, Phi Delta Kappa and the National University Extension Association. His areas of special interest arc Geography of Black America, Social Studies Education, Education within Penal Institutions' and Urban Education. Before joining the Black Studies faculty Professor Davis had taught at Ball State University, C. 0. M. G. A. Leadership Conference, Southern University, the Training Institution of Central Ohio and the Ohio State Penitentiary. He has been invited as a guest lecturer in his field by numerous institutions in the country. Professor Davis* pub lications include This is Man, Man and Society, Man and Change. Man and His World and The Geography of Black America. E. I. EKANEM (Assistant Professor), Ph.D. in Political Science from the University of Kentucky. Professor Ekanein is 279 also a barrister-at-law from the London School of Law and a Ford Foundation Fellow. He taught at Shaw University and served as the Director of International Studies (Africa) and the coordinator of the Political Science Department of the same institution. Professor Ekamen's area of specialization is African Politics. - *. LOVETT ELANGO (Assistant Professor), M. A. in Interna tional Relations; Johns Hopkins University, Ph.D. candidate in African History, Boston University. Professor Elango was involved in the Anti-Poverty Program, Summer 1965 in Washington and has had a wide background which includes service in The Cameroon and Jthe Black Ecumenical Commission. EMMANUEL HANSEN1 (Assistant Professor), M. A. in Political Science, Makerere University, M. A. in Political Science, Indiana University, Ph.D. candidate in Political Science, Indiana University. Professor Hansen has published an article in Transition, ’'Ghana: Backyard to Revolution.” His teaching experiences include positions at The University of. Dar-es- salaam, Tanzania and Indiana University. WILLIAM E. McCRAY (Associate Professor), Ph.D. in Drama from Now York University. Professor McCray's achievements■in his field have won him the following scholarships and distinc tions: Western, Southwestern, Ida Northrup, Welcome G. Hitchcock, Hdward R. Shaw and Barbara W. Foley scholarships, New York University, lie is listed in the Who's Who in South and Southwest Dictionary of International Biography, lie has published on drama, dance and Black problems in general in News Leader. Grambling College Liberal Arts Bulletin and Viewfinder. Professor McCray has also performed with and co-directed Orchesis Club, the modern dance group of' Grambling College from 1963 to 1972, serving Black communi- ■' ties of the entire State of Louisiana with benefit perfor mances. WILLIAM E. NELSON, JR. (Associate Professor), Ph.D. in Political Science from the University of Illinois at Urbana, Chairman of the Black Studies Division. A member of Alpha Kappa Mu, Pi Sigma Alpha and Pi Gamma Mu, Professor Nelson was passed with distinction in general examinations (Univer sity of Illinois). He was awarded a Research Assistantship in the Institute of Government and Public Affairs, a Teach ing Assistantship in Political Science and Regional Fellow-' ship in Political Science. His fields of interest are Urban Politics, Black Politics, Ethnic Politics and Politics of Poverty and Social Welfare. Professor Nelson has been on the faculty of the Political Science Department since 1969. He has contributed articles in Black politics, has just finished a major work entitled Electing Black Mayors: Political Action in the Black Community (co-authored with Philip Meranto) and is presently working on three other books: Black Libera tion: Essays on the Possibility of a Black Revolution in ' America; Black Mayoral Leadership and Black Politics in Higher Education (with Winston Van Horne). CHARLES E. NESBITT (Assistant Professor), Ph.D. in Adult Education from The Ohio State University. Professor Nesbitt is a member of the Alpha Phi Alpha Fraternity and has served in administrative and advisory capacity on several community., and adult education programs. His areas of specialization and interest are: Adult Basic Education, Adult Counseling, Curriculum Development and Urban Education. He has done research on "Adult Basic Education," "Adventure Trails on Adult Basic Education" and "Workshop Report and Resource Document" and written the "Bolivar Arms Study Group" and., a "Handbook for Adult Basic Education." Professor Nesbitt's other publications include articles on adult and-urban education in Uraoja Sasa Report, Urban League and O.S.U. Man power Development Project. Before joining the Division he was a teacher in the Little Rock Public Schools, a supervisor of Adult Basic Education for Columbus Public Schools and an administrative assistant of the Adult Basic Education Institute of The Ohio State University. NGANGA WA NJOROCE (Assistant Professor), Ph.D. degree in Educational Administration from Ohio University. Professor Njoroge's fields, of specialization are in Comparative Education 282 and Education Administration dealing particularly with the role of education in the development of African countries. Before joining the Black Studies faculty he developed the African Studies Program at Pennsylvania State University (Capitol Campus) and taught Swahili at Ohio University. ROBERT J. STULL (Assistant Professor), M. A. in Ceramic and Special Studies in Visual Perception from Ohio State Uni versity. Besides his artistic training in the United States'i Professor Stull studied Photography and Ceramics in Japan in 1955 and i956, and 1965 to 1967 with a Fulbright Research Fellowship. He has had numerous exhibitions in the United States, France and .Japan and given lectures and demonstrations around the country. His publications, both in English and French, include: Afro-American Art and Craft (Van Nostrand, 1971), Four Black Artists (Indiana University, 1969) and Seven Black Artists (Detroit Artists Market, 1969). Before accepting his new position in the Black Studies Division, Professor Stull taught at The University of Michigan, the Greenwich l^ouse Pottery in' New York City and the School of Art, at The Ohio State University. He was in charge of the Graduate Program at The University of Michigan, Department of’Art. HORTENSE E. THORNTON (Associate Professor), Ph.D. in English from Howard University. Professor Thornton has been on the English Department's faculty since 1966 and joined the 283 Black Studies Division in the fall of 1972. She- is the course director of English 281, has served as Visiting Professor of Afro-American Literature at Ohio University, and has lectured on various topics in Black Literature at Denison University, The Ohio State University, and in the Columbus community at large. She has also conducted workshops and professional growth courses in Black Literature for teachers in the Columbus Public Schools. Her current research, for which she was awarded a National Endowment for the Humanities Research Grant,-, is focused on the Harlem Renaissance. An article on Zora Neale Hurston will be published in a book of essays on women • in fiction by Bowling Green University Press. A book on Jessie Fauset is in progress. WINSTON A. VAN HORNE (Assistant Professor), Ph.D. in. Political Science from U. C. L. A. Professor Van Horne is a member of Phi Beta Kappa and a Scott University Fellow. Before joining The Ohio State University Political Science Department faculty in 1970, he served as teaching assistant and instructor at U. C. L. A. His teaching and research interests cover the following fields and subjects: Political . Philosophy, Linguistic Philosophy, Black Political Thought; the idea of deception; death, its moral and political signif icance; social order and disorder, and the importance of race. \ Professor Van Horne has also completed a study On The Salvation 284 of the Soul: An Introductory Essay on the Theologies and Politics of Plato and Augustine. Two other manuscripts on ’'Death and Resistance: The Political Significance of St. Augustine's Theology of Death" and "The Shortcomings of the Diunital Approach to Race Relations and Some Thoughts on Black Power" are being considered for publication. MARY ANN WILLIAMS (Assistant Professor),' M. A. in, , . V Theatre from The Ohio State University. Professor Williams will contribute to our program in the field of Black Theatre. Indeed, besides her broad grasping of the different aspects of her field of specialization - acting, directing and play- \uriting among others--she has developed a particular interest in the dramatic expression of Blacks. She directed a Black program (Blacks Speak: Listen!) in 1972 with the Comparative' Literature Program at The Ohio State University and another performance (I Come and I will Not Go Back) in 1970 in Centerville. Her academic achievements won her the election to Who's Who Among Students in American Universities and Colleges in 1966. She spent the academic year i966-67 in Switzerland adding an international dimension to her educa tion. Before coming to The Ohio State University, Professor Williams worked in various capacities in the Departments of English, German, Public Relations and Theatre at Wilmington College. 285 Additional Faculty SIMEO 0. ESIPIKU (Instructor), Ph.D.* Candidate in Social Work, The Ohio State University; M. A. from State University of New York at Buffalo. Professor Esipiku’s invaluable con tribution in teaching Kiswahili makes him one of the major assets of the Black Studies program at The Ohio State Uni versity. LINDA B. JAMES (Graduate Lecturer), M. S. in Psychology from the Kansas State Teachers College. Professor James is a member of the Xi. Phi Honorary Leadership Society, Psi Chi Honor Society in Psychology and is listed in the Who's Who Among Students in American Colleges and Universities. She won the Lillian Dudley and Meyers Scholarships and the Junior and Senior Year Special Education Fellowships at Kansas State Teachers College. Before joining the Black Studies Division she was a guest lecturer in the Black Studies Department of Notre Dame University and the Department of Psychology at the University of Nebraska. 4 * ' • • • « • CURTINA MORELAND (Instructor), Ph.D. Candidate in Political Science from The University of Illinois. Professor Moreland's interest and specialization are in comparative Black politics, Black political thought, urban politics and • t international relations. She won the John Oliver Killens Creative Writing Award, a scholarship to Fisk University and a graduate fellowship to The University of Illinois. She was v a delegate to the Model United Nations and is listed in the Who’s Who in American Collages. Before joining the Black. t> Studies faculty in 1971 she was a teaching assistant at The University of Illinois and served as a special assistant to Congressman James Felder. * VII. STUDY AND RESEARCH FACILITIES The study and research facilities of the Division and the University as a whole are more than sufficient to sustain a solid M. A. program in Black Studies. Among the most important study and research supports available to'graduate students in Black studies is a large and variedt collection of volumes on Black subjects maintained by the. University library * i system. In 137C Ohio State libraries contained ca. 4,200 volumes on the combinations of the Afro-American, ca. 2,500 pamphlets on anti-slavery, in microcard edition, and ca.. thirteen years of facts on.civil rights in the'South.* Addi tionally, the University had the "Afro "American Laboratory". * containing over 500 books, films, filmstrips, portraits, and artifacts relating to the Afro-American in North America. University libraries have added to these holdings since 1970 at the rate of ca. 500 volumes a year. This has increased the general collection of Black volumes to 21,500. Further *Inforraation on library holdings used in this section is taken from a memo by Mrs. Mary Walters, University Requisition Librarian, dated August 11, 1972. 287 the University has recently purchased on microfilm the Atlanta University African and Afro-American collection containing 1,700 volumes, and the Black Experience in America since the 17th century which contains 5,000 volumes. The University A * is also in the process of buying the microfilm edition of the Schomburg Collection containing in excess of 27,000 items. In summary, The Ohio State University libraries contain ca. 28,200 volumes on the Afro-American and ca. 50,000 volumes on the African in Africa and America. , * , The Black Studies Library has become a major distribution center for Black materials on campus. Presently the Black Studies Library has a total housing capacity of 8,000 volumes. ‘ It utilizes the latest in library equipment including two microfilm readers and a microfiche reader. A computer ter minal has been installed in the library to facilitate the easy location of Black works throughout the campus. As a part of the rapidly emerging program to make the Black Studies Library a major study and research facility, the undergraduate, Main, History, Graduate, English and Speach and Journalism libraries have all agreed to transfer into the Black Studies Library selected monographs and serials dealing with Black sugjects. The Black Studies Library now has some 3,000 titles available for circulation. A perusal of statistics on cir culation indicate an average circulation of approximately 450 titles per month. It is important to note in this context that 288 * these average circulation figures have shown a steady increase over the past academic year as the resources of the Black Studies Library have received wider publicity across the campus; Several current arid proposed programs in the Black Studies Division offer additional study and research opportunities for graduate students in Black Studies. The Black Studies oral listening library is a repository for oral materials relating , to the Black experience. Tapes of participants in the Black Studies Lecture Series are available in the center and inay be • used as basic resource data for a variety of research projects in which Black Studies graduate students may be involved. The Division is now planning a major expansion of the Center’s resources through the establishment of an oral history research project. This project will involve personal interviews with Black persons across the State of Ohio.whose knowledge of local and national history might serve to shed penetrating light on the consequences of Black social, economic and polit ical activity for the development of American society. Oppor tunities for the meaningful involvement of Divisional graduate students in this research enterprise are pratically unlimited. Room for the intensive involvement of graduate students is also readily available in the Community Extension Center project recently initiated by the Black Studies Division. This Center, located at 657 S. Ohio Avenue, offers educational, recreational arid cultural programs to the residents of Columbus' central city ghetto. It is hoped that branches of the Center can eventually be established in every major city in Ohio. Graduate students will be used as teaching, administrative and research associates as well as community organizers in conjunction \fith the work of the Center. Consequently, this project will supplement the pedagogical tools used in the classroom with the.actual involvement of students in the day- to-day realities of urban life. The Division recently sub* mitted a grant application to the National Endowment for the Humanities which proposed to use the Community Extension Center as a base for the development of an extensive program of com munity education focusing on the humanities. If this proposal is funded, it can be expected that graduate students will be among the key resource persons active in the execution of the project design. • ■ Future plans call for the establishment of exchange pro grams that will place our graduate students on the African continent for a full year of research and intellectual develop ment. Our discussions with Dr. Osborn Smallwood, Director of International Programs, suggest that such plans are not only realizable within the immediate future, but would add an in valuable dimension to the educational training of students ' associated with our various academic programs. APPENDIX E MASTER OF ARTS IN BLACK STUDIES MASTER OF ARTS IN BLACK STUDIES THE OHIO STATE UNIVERSITY Department of Black Studies College of Humanities 232 Dietor Cunz Mall 1 S U Millikin Road Columbus, Ohio 43210 May, 1973 William li. Nelson, Jr. Chairman. 292 MASTER OP ARTS IN BLACK STUDIES Degree Requirements The M. A. in Black Studies will require four quarters of full-time work. .Normally, the last quarter will be reserved for satisfying requirements in addition to course work (co'mprehensivos( theses, field work, research, or community activity). If a student wishes to ^'/ork beyond four quarters, he may only do so with the express permis sion of the Department. , / A. Course Distribution * As a general rule, students shall take not more than three courses at the 000 level. The other courses shall Fc at the 700 level or above. Various areas of speciali zation within the Department may require additional courses; however, for general M.A. purposes, every student is re quired to do a five (5) hour 700-level course which combines field work, research, and community activity. B. Options d * , ■, , ‘ i The options are therefore as follows: * • * • ■ Plan A - Thesis. 4 5 hours of course work (including five hours~of fteTtTvoricT plus f'ive credit hours' thesis. At least 35 of the 45 hours must be taken in Black • ” - Studies, of which 20 hours must be within the Black Studies " area of specialization of the student. The remaining ten hours must be taken in one other University department (out side of Black Studies) or divided between two departments. The thesis will be of adequate length and breadth and will be a reasoned, well-documented account of research which the candidate has personaly undertaken. It should contain • footnotes and bibliography or, where appropriate, a distinct indication with regard to the source of information. Topics chosen should fall within the purview of Black Studies and be approved in advance by the adviser with whom the student is working. All three advisers (including one from outside the Department) must be in agreement as regards'the suita bility of the thesis. . • ■ .• 293 Plan It - Non-Thesis. 50 hours of course work fin- eluding five hours oi: field work) pius~~a “wi-itton compre hensive examination, plus an oral examination. At least 40 of the SO required hours must be taken within the Black Studies Department. The remaining ten hours may bo taken in one department (outside of Black Studies) or divided between two departments. Twenty- five of the 40 required hours taken in Black Studies must . . be taken within the student's area of specialization. The comprehensive will last four hours and will take the form of a written examination. Students will be-ex amined on (a) their area of specialization; (b) other relevant Black Studies areas as they pertain to their course work; and (c) work taken in departments outside of Black Studies. ... ' . ■ Plan C - Field Work. 45 hours of course work (includ ing five hours of field-work) plus'an additional ten “hours of field work and an oral examination. At least 35 of the 45 hours must be taken in Black Studies, of which 20 hours must be within the Black Studies area of specialization of the student. The remaining ten hours must be taken in one other University department (outside of Black Studies) or divided between two depart ments. "Field work" may be any number of Black""c"ommunity activities.’ The only specific requirement is. that the work meet the approval of and be supervised by a faculty member of the Black Studies Department. Students will be expected to plan, coordinate, and conclude their projects to the satisfaction of the faculty adviser. Such work could in volve active community involvement, work in schools (under the supervision of a teacher), and so on. On completion, the student will be expected to provide a written documented account of his aims, methods, and accomplishments. C. Fields of Specialization Students enrolled in the M.A. program in Black Studies may'specialize in the following academic fields: A. Afro-American and African Literature B‘. Afro-American and African Politics 294 C. Philosophy in the Black World . • D. Black Community Development E. Afro-American and African History Students requiring more information should contact the Chairman, Dr. William E. Nelson, Jr. at the above address (Tel. 614/422-3700). . * . COURSES TO BE INITIALLY TAUGHT The following courses will be initially taught: A. Afro-American and African Literature 7S1 Studies in the African Novel 853 Afro-American Literary Movements: The ' Harlem Renaissance ■ V 854 Seminar in Major Black Authors B. Afro-American and African Politics ✓ 630 Black Political Movements and Organizations 725 Political Development of Sub-Saharan Africa C. Philosophy in the Black World 783 Modern Black Pulitica1 Thought 789 Studies in Traditional AfricanPolitical Thought D. Black Community Development 633 Black Community Politics: Welfare and Poverty 712 Development of the Black Community , 718 Citizen Participation E . Afro-American and African History 736 Eastern Africa in the Nineteenth Century t « 738 African Protest Movements 740 A Comparative Cultural History of Africa and Black America 296 SAMPLE PROGRAMS M.A. (BLACK STUDIES) Afro-American and African Literature PLAN B Course . . Hours, BS 630 'Black Political Movements and Organizations S BS 718 Citizen Participation S. BS 725 Poliitical Development of Sub-Saharan Africa 5 BS 751 Studies in the African Novel 5 BS 785 Modern Black Political Thought ■ ^ BS 789 Studies in Traditional African Political Thought . 5 BS 853 Afro-American Literary Movements: The Harlem Renaissance 5 BS 854 Seminar in Major Black Authors 5 ENG8S0 Studies in English or AmericanLiterature 5 ENG990 Bibliography and Method English 5 Total 59 Hrs Afro-American and African History PLAN A Course Hours BS 718 Citizen Participation 5 BS 736 Eastern African in the Nineteenth Century 5 BS 738 African Protest Movements ’ 5 . - BS 740 A Comparative Cultural History of Africa and Black America 5 BS 7S1 Studies in the African Novel 5 BS 8S3 Afro-American Literary Movements: The Harlem Renaissance. 5 BS 854 Seminar in Major Black' Authors 5 Thesis 5 HIST868 Seminar in American History 5 HIST999 Research in History 5 V Total 50 firs SAMPLE PROGRAMS M.A. (BLACK STUDIES) Philosophy in the Black World • PLAN B Course Hours BS 630 Black Political Movements and Organizations 5 BS 718 Citizen Participation * 5 BS 725 Political Development of Sub-Saharan Africa S BS 736 Eastern African in the Nineteenth Century 5 BS 738 African Protest Movements ' 5 BS 740 A Comparative Cultural History of Africa and Black America 5 BS 783 Modern Black Political Thought 5 BS 789 Studies in Traditional African Political Thought 5 PHIL728 History of Logic S PHIL770 Advanced Studies in Philosophy 5 Total 50 Hrs. Afro-American and African Politics PLAN A . Course Hours BS 630 Black Political Movements and Organizations S BS 718 Citizen Participation 5 • BS 725 Political Development of Sub-Saharan AFricU 5 BS 738 African Protest Movements '5 BS 740 A Comparative Cultural History of Africa and Black America 5 BS 783 Modern Black Political Thought 5 B5 789 Studies in Traditional African Political Thought * 5 Thesis 5 POL SC791 Problems in Research Design 5 • POL SC846 International Relations S Total 50 Hrs. 298 ; * SAMPLE PROGRAMS \ . " M. A. [BLACK STUDIES) Black Coiiimunity Development PLAN C Course Hours BS 630 Black Political Movements and Organizations 5 BS 633 Black Community Politics: Welfare and Poverty '■ 5 BS 712 Development of the Black Community , 5 BS 718 Citizen Participation S BS 718 Citizen Participation 5 BS 718 Citizen Participation 5 BS 725 Political Development of Sub-Saharan Africa S BS 783 Modern Black Political Thought 5 BS 853 Afro-American Literary Movements: The, Harlem Renaissance 5 sw 785 Seminar in Social Work Research Critique 5 sw 786 Group Research Froject 5 Total SS Hrs. »* .* T 299 FACULTY Chairman . William E. Nelson, Jr., Ph.D. (University of Illinois) Associate Professor Political Science Graduate Faculty Samuel Barber, Ph.D. Candidate (University of Cincinnati) Assistant Professor' Music Oscar Ronald Dathorne, Ph.D. (University of Sheffield) Professor Literature George A. Davis, Ph.D. (Ohio State University) Assistant Professor Geography and Social Science E. I. Ekanem, Ph.D. (University of Kentucky) Political Assistant Professor Science Cecil G. Gouke, Ph.D. (New York University) Economics . Professor William E. McCray, Ph.D. (New York University) Drama Associate Professor Charles E. Nesbitt, Ph.D. (Ohio State University) Black Assistant Professor Community Development Nganga Wa Njoroge, Ph.D. (Ohio University) Education Assistant Professor Robert J. Stull, M. A. (Ohio State University) Art Associate Professor Winston A. Van Horne, Ph.D. (U. C. L. A.) Political Assistant Professor Science Other Faculty ' - ’ ■Lovett A. Elango, Ph.D. Candidate (Boston University) Assistant Professor African History Simeo 0. Esipiku, Ph.D. Candidate (Ohio State University) Instructor Social Work Tullia Hamilton, Ph.D. Candidate (Emory University) Assistant Professor History Emmanuel Hansen, Ph.D. Candidate (Indiana University) Assistant Professor Political Science Curtina Moreland, M. A. (University of Illinois) Instructor Political Science Mary Ann Williams, M. A. (Ohio State University) Theatre Assistant Professor • 1 . FACT SHEET ON BLACK STUDIES 1. Budget - 1972-73 323,500 2. Staff 17 faculty (for biographical sketches, see appendix to M. A. proposal) - Five Secretaries 26 Graduate and Undergraduate teaching and administrative staff 3. Students (annual enrollment) "1970-71 -- 170 1971-72 --698 1972-73 -- 1,908 > S'. Majors ' (Approximately) - 32 Graduates 1 Prospective Graduates, Juno 1973 - 5 A. Externally Funded Programs Program Funding Source Amount Participants A- NEH (Social Relevance) Federal 47,00B.00 1,000 B., The Ohio Program in Humanities (Law Jj Justice) 9,000.00 200 Federal, C. Cooperative Federal, 28,000.00 20 Students Works tudy State (j Local * . D. Business Internship Private 7,500.00 3 E. Pro-Job Counseling Private 2,422.00 20 • • 5. The Community lixtenr-iun Center Number of Permanent Staff - 3 . Number of Courses - 18 Number of Seminars and Workshops 3 Recreational Programs 1 (For detailed descriptions sco attached documents) • - . * • ; • \ • ■» > r • - *f- t~ tm. •* ' ’***“ ” ' ' " i?1 • ‘ " 302 The Black Studies Lecture Series (sec accompanying document) Other Departmental Activities a. Political Planning Day ITeTd in February," 197?. Involved Black political activists from across the State of Ohio to map out effective strategies for the 1972 elections. b* Community Luncheon Series On go i n g p r o’g r amsigned-1 o stimulate dialogue between the faculty, staff and students of the Black Studies Department and prominent members of the Columbus Black community. c. Black Art Seminar TKis program involves elementary and junior high school youngsters in activities designed to stimulate their . .interest in fine art and enhance their capacity for artistic expression. The program is coordinated by Professor Robert Stull and meets weekly at the Paul Lawrence Dunbar Cultural Arts Center. d. Black Theatre As a consequence of the Department’s interest in the development of Black culture in the community, a new theatrical group has been formed called the Ebony Players. Directed by Hiss Mary Ann Williams, the group recently performed to an enthusiatic and re sponsive audience at the Paul Lawrence Dunbar Cultural Arts Center. e. Black Culture on Campus The Department has"been deeply involved in the planning for a Black Cultural Center on campus. When established the Center will operate as an administrative arm of the Black Studies Department. Currently, the Department is actively participating in the formation of several .student Black cultural groups, A dance and theater group is being developed by.Professor McCray and Williams with the assistance of Mr. Olu Makinelc.. A performance of one of Mr. Makincle’s special works was recently held at the Student Laboratory Theatre in Royer Commons. Professor Robert Stull is now involved in the creation of a Black oriented art society centering around visual communications, ■rjrpe** ■ 303 Campus and Community Consultation the Chairman us well as all members of the faculty are engaged in extensive consultation work as lecturers, tutors, and resource persons for a variety of campus and community groups. These public service endeavors are considered vitally important aspects of the overall responsibilities of the Department. r APPENDIX P ■ BLACK STUDIES INPOEHATION CUIDE 0 f 304 305 t"’ 306 ca HISTORY ...... @ PURPOSE ...... BLACK STUDIES CURRICULUM .... © Black Studies' Course* Cra Black Studies Major BLACK STUDIES DIVISION PROGRAMS It a Black Studies Library . Black Studies Lecture Serin © Black Studies Blues Workshop QJJ Film Seriw African Art Exhibits The Black Choir CC=3 Proud Black Image* United Black World Week © Malcolm X Day Celebration African Study Tour Urban Development Center © Orientation for Incoming Student* ■L w b >J'n ORGANIZATIONAL CHART...... 13 PERSONNEL ...... 14 rf°l © which earlier had shown significant promise, began to full anart ai the seams. By the end of the 1968 school HISTORY year. Black student unrest had practically disappeared from the arena of campus politics. The Black Studies Division was born out of the The Black student uprising of 1968, while short struggle end sacrifice of Black students at Ohio State lived, was not without its visible results. In the wake University. Its origin dates back to the decision by of the mass arrest of Black students, university Black students in 1068 to unite around the issue of officials began, for the first time, to show a serious the need for fundamental changes in univeraity Interest in addressing themselves to Black concern*, policies affecting the lives of Black people. That As il to undo a hundred years of history overnight, > changes were desperately needed was beyond dispute. vigorous campaign was launched to hire new Black Throughout Its S3 year history, the University had faculty for the I9G9-7Q school year. Additionally, the enforced policies of institutional racism which kept University committed itself, at least in theory, to the Black enrollment to a bare minimum and denied the establishment of a Black Studies Program, and sought few Blocks enrolled equal opportunities In practically to underscore this commitment with the appointment every aspect of campus life. One looked In vain for of a committee to make initial probes into the area evidence of the tremendous contributions made by o f Black Studies and advise the Provost regarding Black Americans in the areas of music, art, politics, appropriate steps for implementing plans for a Black economics, and many others, in the University's Studies unit course offerings. Not a single Black, professor was to When school began In Fall 1969, Black students be found in the entire College of Arts and Sciences: generally agreed that the conciliatory moves made by this disin.il record was paralled by the near total the University alter the 1968 uprising wore not exclusion of Blacks at the Drufeisorial level in most enough to obviate the need for an effective Block other colleges in th e . University. Segregation in student protest organization. Consequently, they campus social activities was rampant. White fratern decided to form the Afro-American Society (Afro- ities remained white; Black fraternities remained Am) to pick up the mantle of leadership abandoned Black and largely unrecognised by university officials by the BSU in 1968. The leadership corp* of as legitimate student organizations. In general, the Afro-Am represented a mixture of experienced Black image presented by Ohio State to the Black com student leaders, and a younger group of dynamic munity was one of profound antipathy to Black Black spokesmen entering into the mainstream of' involvement, mack creativity. Black awaiuiitn*, and campus politic: for the first time, fcveptunlly, th*> Black social and intellectual development. lattur group become the predominant ! STtfBlTS Ff T * T'i ' *: blcbie t/fc. fjijflX *-T T ' j i VM \ . K r '•! ‘ ..M r d b l i / M • O 309 PURPOSE The goals of the Black Studies Division ere broadly To provide Black students with sufficient Intel defined in the following statements. lectual and vocational toots, group conscious ness, and sense of dedication to enhance their ability to work in the Block community n To provide comprehensive learning pro productive end resourceful community citizens grams which answer the need for • greater understanding by Black people of the Black To work with all people ganulnely interested in Expei ience, past, present, and future. buildinga human and equitable society for all people. To harness available university resource* and direct them toward the satisfaction of the multifarious social, economic and political needs In meeting the many demands which these goal* of the Black community. present, the Black Studies Division is not wedded to ancient formulas governing university education. To conduct intensive research in areas of critical Students are encouraged to participate In workshops, importance to the advancement and survival of seminars and community projects which focus upon Black people. the actual lives end problems of urban end rural Black Americans. Innovative learning experiences which To assist in the development of institutions bring students into direct personal contact with the through which Black people can effectively myriad forces shaping the culture, political status promote the struggle for Black liberation. living environment, and human destiny of tha Black man in America are stressed. Recognizing, too, lhat To assist In the development of Ideological all Black people are African people, and that unity concepts and strategies necessary for the success among all African people is a piecondition for the of Black liberation struggles across the world. success of the Black liberation struggle in America, emphasis is placed on Developing close ties with the To promote love for, and greater understanding nations and peoples of Africa. Presently, plant arc of, the mother continent-Africa-and a stiong being formulrted to esioblish a program enabling sense of idantificlation with African people Black Studies students tn work and study on the across tho world. African continent '■teaeiw n mn>ri»MflMiiW*ai»i irdUeMr.YaithaxWi ■ vaiddbduediriiy 310 BLACK STUDIES CURRICULUM A. COURSES Coen* end* A n t Cnnt Numbtt Noun Anthropology •Ethnology ol Alrict it s 6 •Social Be Latin ru in Folk Social iea S05 6 Art •Drawing Bated on Afro American and African Salting* 294** S 'Painting Based on AlioAmarican and African Sallingi » « • • 6 Black Education •Davalopmtnl of Black Edu utlonal Philosophy tndMtthodl 2BI.11 6 "Black Theater Education 23J.11 5 •An fniioductiun to Cultural Ftclon Affecting Black Education 2a a .ii 6 •An Introduction to ttia Realities ol Urban Education 139.11 1 •Hittory ol African Education 29*.11 1 •Introduction to the Unntrmy for Black Studtnb 29d .ll 1 •Education and i h e l Mid World: A Comparative Analytic 59*.11 6 •Inttitutional Viability and dlack Education S14.ll 1 Counialing in Black Stttingi 694.M 1 BLack Studrta Introduction to Black Studiot 101 6 Elamantary Siwhili 201 6 Elementary Swahili 202 6 Intannadiatf Sun hill 2D3 ’ 5 Intermediate Swahili 20* S Tbt Black Woman: Her Bolt in tht Libaration Struggle 210 6 Inircduciton 1 0 African litcrarura 261 6 Tht Alro-Ameiiran Cultural and Intaltcctual Tradition 262 * Survey ol Air lean and Alnean-Otrind Mutic In tha Wester* World 2TI 6 Croup Studiot 29* 6 Frrcdcm Venus Eguelity: Blachtand ihepotiliul Drdar 126 6 BUthi and tht Legal Byitant 321 6 introduction to Atrican Politico 127 5 African Territories at *aticn5t4tfi:Sttfct<1ftw SM ifi Dane* •GhanitADaM* SB* 1 Ettnonki Economist of the Chart* 4J0 4 Engtnh •Introduction to Alio American Uttracana 211 6 •Afro-American Folklore M l • Geography •Geography * f A lik * 60* 4 311 An* Own* Cm'" CitM NamMr Hm» Hittwy ' 'Iniioduction lo Alikin Hirtdfy 204** f •Aliirilnttn ISlliCwiuiy 242 f •Amnitin Nfjro Hiitoiy 160 A *1lirSlntlyCoimi]niiyinlhlU.S. 6GI 1 Altici»rdlti«WiitnnWoildollhi1!hliC*iiliini 62* I *Rrconi1iu1iiMiiidll'tNiwSoDih: ISGOlofnstM 662 1 ■Alio Amnion Hittom 6M** 1 limr Mutlc • Click Choir , t » « 1 Political Scitm ‘ Slick Politic* 20* I •Eihntehlilic* J 601 I Socifiloir *Soci«1 Tuntfi and Piotlsmi 202 I ■Amiiiun Minority Rclttloi* 206 4 'C om pim 'nt O k i fiiliilo i* 460 3 •Spitiil Picbliitti: Rtei fltlitlom 6)106 6 Opudi 'Rftitoric of Block AjnrrteM 330 3 * CioB'iffinmnd with SlubStudln ** Ttmponiy numbti « ii)i« 4 , -'ii r-irdvr-'ii 312 B. BLACK STUDIES MAJOR. the Block Studies Division. Ono of these core courses must ire in the student's area of special interest in . One of the signal achievements of the Black Black Studies. Studies Division during the 1370-71 school year was The Black Studies major also consists of an the establishment of an undergraduate major in Black additional 20 hours taken wholly in one department Studies. The Elack Studies major is interdisciplinary [other than Black Studies) or divided between two in nature, drawing together courses in a variety of departments (other than Black Studies). In satisfying academic disciplines into a cohesive program designed this 20 hour requirement, students ere encouraged to to broaden the student's knowledge about the Black select a coordinate theme designed to balance aca experience while preparing him to meet requirements demic and intellectual interests in Black Studies with fur careers in various fields of employment. courses tltni aro vocationally directed, thus assuring A major in 3lrrck Studies consists of a minimum of that they will be prepared to meet the challenges of 40 hours in the general erea ol Black Studies. In post-university careers. fulfilling this 40 hour requirement, students are At least 25 of the 60 hours required for a major in advised to select a central theme (e.g., Afro-American Black Studies must be at the 300 level or above. No and African History, Afro-American and African more than 15 hours of the total major may b e In Literature) and to pursue course work in areas which individual (-93) or group studies (-94) courses. relate to the substantive concerns of this theme. At The following sample program* Illustrate the kind least 3 courses taken to fulfill this 40 hour require- of curriculum themes around which students may mem must be courses designated as core courses by wish to build a major in Black Studies. I. Afra-AmeritM and Air)can History (foe Africanism lo th t Block World) A. Control Thome I At Lust A D Quarter Heun)t Dspattasaat Number Tilts Credit Hears Hiirory m Introduction to African History i History 694 Afro American History 1 History* 260 American Negro History 3 History 661 Tha Staoeiy Co.iliO.Sisy In tho US. t Slock Studios 417 1 radttihlp and l.tm Mnrrmento in Cahutnporaty Africa S ai.-tk Studios* 54 G Early Alto Amoricon Tiiir.krn 1 fiiock Studios 510 Kwome flkmmofi 1 Block Studios 527 Tho Politics ol fon-Afficonijm and NationaliM) s Political Sciatica* 2BB Black Pontic* s T ort 41 I . Coordinate Thomo (At toost JB QittrtcrH m h i ) s Deaannxot Nemhar Title Credit Harm History 210 American Chilinlhm 5 History 56B The U.S. in tha ZOUs Century, 1913 to Prw nt t History 294 Group Studies t Geography 220 Introduction to Geography f Geography 400 Geography ol the UB. trd Canada b Geography 501 Geography of Africa f Tout i | It. AfroAKtrican and Africsoi liiireTw * end I t o p a A A. Control Theme {At IrostdtClaartoo Hoots): OeperMteot Number Tide Credit Hoori Engtirh* 291 Introduction to Alto Amuicon Lltntwto I Black S tv dies 251 Introduction to African Literatvra I Block Studies 451 The Slack f open trier in Utoranire-Afrinn, AfroAir.tiicen and CaeitOron literature 1 English 5BI AtroAnrericen Folklore 1 Speech* 330 The Rlinonc of Black America 3 Speeds 520 Communications and Social Beharrigr 3 Stack Studios 201 Etcmrntaoy Swahili 1 Block Studies 202 Elementary Swahili I Black Studies 201 Inttimedrata Swahili 1 * Coro tom e. Told 41 r 313 I . Coordinate Ib em tl (At Lent IB OuarttrHoi.it): Crtdil H iu n Department Number T ill* Political Science JOB Black Politics I Political Science G14 Urban Politics I Economics 700 Princpln at Economics I Economic* 490 Economiri ol the Ghetto 5 Total 21 C. CoardlntttTliirr.il I (A tL eu t2B Duanet Hewi): Department Number Trlta Credit Haun E olith 7G0 Introduction to Poetry g Erglith 2GG The Writing of Poetry | Engliih £67 Playurritlng I EnglWi G70 American Fulklai* J TuttTlI III. AtraAmerlcan and African Ait A. Ctmrtl Theme (Al I t n t 40 Quacttr Hoaitlt Department Number T)d* A rt* 754X9 Drawing Bated on Afro American and Alrican Sitting! Art 234.1] Painting Bated nit Alro American and Alrican Sttlinga Art Hlitorg* 216 Introduction to African Art Art Hiltorg 610 Alrican Art 1 Dane* 589 Directed T :::K n ; E»p::i:ncJ in Den:: IGhanijn Dsnce) Black Studrtt* 2/1 Survey ol Alrican and African-Derived Mulic in tht Western World An Klttory Eli Alrican A ll II Art Hittory 694 Probltmt In African A n Untie 594 Group Studiat Total 4 I Coordlnttt Theme I (At iaatt 30 Duarter H a n tk Department Number T ill* Credit Haun E n |ii* 760 Introduction to Poetry coglllb 766 Tha Writing of Poetry Enfluh 667 Piaywtithg E"|fr*6 SSI AfroAm erinn FolMon fatal 36 C. Caordinilt Them! II (A t Ltail 20 Ouacltr Hours): Department Mambtr TiUn Cridlt Noun A it 240 Elementary Ceramic Art } Art 273 OP Painting S A it 772 l i f t Drawing I Aw 441 Ceramic Competition 1 Alt S70 Advanced Lila Drawing 1 Art 571 Advaneri Oil Painting 5 ■ r s s r a 314 IV , AlroAmtrieio Cultara and Hemal Sdanra A. Central Thrma (At L actt 40 Otiarlir Hourt): Dapirtmeot Nontbaa TWe Hittory* 260 American Nrgro Hirtory Sociology 430 Sociology ol Iha Family Anthropology 415 Ethnology ol Africa Engliih* 281 Introduction lo Alro-Ameflcen Liteiatura Black stir din 271 Sumy «l African and Alriean-Detivcd Music In tha Wanna World Art* 234,09 D n -m j EiveJ on Atio-Aniericiri Scttinga Sociology 4&0 Comparative flaca Aitationa SpMCh 330 Tht Rhetoric ot Black Amatiti Political Scbnca s o t Elhnic Politic! Journal icia 694.A Mata Madia and Black America TolM 42 I , Caanliiuu Thtmt (At la m 21 Ooirtiy Hem): Daptr1n»nt tttrmbir THIa CnM Haora Biology 205 Ecology ind Environmental Co m am - Microbiology 509 Microbiology in (trillion 1 0 Win Psychology 300 Introduction to Pathology Psychology 311 Gcmnl Ftyihotogy Motivation and AetiM Psychology 333 Homan Behavior Problama Total i f V, Afro-American and African PhBnnplty and Sodal Stadia A. Canlral I litn t I At Ltai* 40 Quarter Huurt): Department Nombu TMa CttdHKatra Black Slud-tt SCO Comtcipporary African Thhtlan Black Stutfitl 510 Kmma Nkiumah Black Sludltl* 545 Early Alrican and AlioAmtricefi Thin ken Prriiliul Sciana* 293 Black Politita Anthropology 415 Ethnology ol Alrici Econontla* 4CO Economica ol Iha Ghetto Sociology 200 American Minority Delation! Sociology 4SO Comparative Pace Relatione International S|u diet 250 Introduction To Africa JoumjHrm 504 A Mast Media and Black Amerfca Hiaioty 250 American Negro Hrctory Tctal 4 t I . CaardinataTlMina(AtLnait20OoaitcrKaiin): Orpnrtmevri Hunker TWe Crtdk H am StatirUca 421 Intiodu n)on to Statiiiiea Methoiniliia 254 Cstculur and Analytic Ceontnliy Statluira 529 Mithamelical Rtaliitia 1 Stitittlca 521 Mathimatiral Slatittica II S u tiu io 651 Suivty & Scrupling Theory T a llin ■ConCooiwa OF OF HOURS TOTAL CREDIT History 260 History Black Studies 451 Studies Black BSD 545 BSD 208 Set. Political CATEGORIESTHEMATIC And CREDIT SLACK STUOIES COURSES RELATED COURSES Minimum at Minimum !0 A MINIMUM HOURS 25 OF SLACK STUOIES COURSES COURSES SLACKSTUOIES A from Oho from nr Orportmntf Tam Dtpunwni. •American Negro History •American Negro African Afro-American and on 'Drawing Based •The Black Experience in Literature: African, •The Experience Black •Black Politics •Early African Thinker* and Afro-American Afro-American £i Carribeta Afro-American £i Settings COORDINATE S HI* THEME 316 BLACK STUDIES DIVISION PROGRAMS A. Black Studies Library The following Blues personalities have conducted workshops in the Ohio Union's Terrace Lounge: The recent trend in establishing library collections Howling Wolf; Albert King; Muddy Waters and John representative of ethnic groups in America, such as Lee Hooker. the EBSt Asian, Hebrew and Slavic libraries at OSU, is a significant step in the recognition of the distinctive D. Film Series character, needs and interests of races and groups which make up the United States, In keeping with A selection of films dealing with various aspects of this development, the Olack Studies Division has Black history, politics, religion, and other facets of established the Black Studies Library as an integral Black life will be presented. part of the University's library program. This facility, located in Room 316A of the main library, is now Advance notice will be given regarding the title and being stocked with a large number of volumes (both dates of films included in this series, on open shelves and microfilm!, periodicals, speeches, tapes, films and other materials by and about Black E. African A rt Exhibits people across the world. The library has recently purchased on microfilm, lor example, the entire As in the past year, the Black Studies Division in Atlanta University Black Culture Collection contain cooperation with Profvssor E. Okechuka Odite, will ing over 20,000 volumes, sponsor Art Exhibits. Mrs. Eleanor Daniel and her staff are anxious to give These exhibits will include works of students enrolled assistance to oil persons wishing to utilize the in Pro lessor Odita's Black Art classes at well as works leciiiiiesuf tliuBlack Studies Library, provided by private tenders for public display. Special requests have been made for African and F. The Black Choir Alro-American artifacts and art work to further, enhance (he service capabilities of the Black Studies Black voices will again sing foud, proud and mel Library. ' odious this year-as the Black Studies Division, in cooperation with the Office of Student Affain, B. 81ack Studies Lecture Series sponsors the Black Choir. Last year the Black Choir was one of the most dynamic organizations on The Black Studies Lecture Series is designed to bring campus, making numerous appearances across tha to the campus distinguished speakers involved in State.of Ohio. This year a new dimension Is added various phases of the Black struggle. These speakers with Professor Samuel Barber of the Blcck Studies will represent e wide range uf areas-politics, art, Division and the Music Department joining the team theatre, education, history and philosophy, etc. of Black Choir leaders as adviser and musical director. Students may receive academic credit for their | Speeches delivered in this ceries will be taped and participation in the Black Choir by enrolling in made available as resource infonnation at later dates. Professor Barber's course, Music 109.02. i ‘ . Last year the Black Studies Lecture Series brought to the campus and the Columbus Black community such The Black Choir was formed os a campus organization renowned speakers as Howard Fuller of Malcolm X through which the vest array of musical skills and University, Alex Haley, co-author of Tho Autobio talents possessed by Black students could find public graphy of Malcolm X, Rev. Albert Clcage, Pastor of expression. By any yardstick, the venture has proven The Shrine of the Black Madonna in Detroit and a resounding success. With continuing support from author of The Black Messiah. and Sonja Sanchez, campus and community patrons, the Block Choir will Black poetess and authoress. Inevitably go down in history as one of the m ost. valuable by-products of the Block struggleat OSU. C. Black StudiesBlues Workshop G. Proud Black Images During the months uf October and November the BSD will present a Blues workshop. This program Black culture on OSU’s campus issynonymous with reflects the ever increasing efforts of the BSD to meet the name Proud Black Images. Founded last year. the political, social and academic needs and exigen Proud Black Images is a literary journal serving as an cies of Black people via the cultural media. outlet for the expression of Black literary talent. 317 Since ihe'publication of its first edition, the journal J. African Study Tour has broadened its horizons to the national scene, attracting both contributors and patrons from all over The Black Studies Division is working jointly with the the country. Division of International Frograms to sponsor study tours in Africa for interested students. Specific details Both volumes published last year have become about this program will be announced at a later time. classics overnight; they are now out of print and almost impossible to obtain on the private market K. Urban Development Center The Black Studies Division Is working with the staff The Black Studies Division is cunently Investigating of Proud Black Images to assure that the high the possibility of establishing an Urban Development standards of quality and excellence exhibited in Extension Center in the Culumbus Black Community. previous issues are maintained. Students Interested in becoming a part of this outstanding literary produc The purpose of the Center would be to assist Black tion should contact Garfield Jackson of the Proud puopte in areas uf education, health services, political Black Images staff. awareness, employment, and many others. It It hoped, additionally, that the Center would serve as* key recreational end cultural outlet in the Black H. United Black World Week community. Center personnel will work cooperatively with other community action agencies to bring the The Black Studies Division w ill again sponsor activi total available resources in the Columbus area— ties during United Black World Week In February, including University ri-sourcos-to bear on the critical 1972. problems faced by Columbus Black* It was during United Black World Week 1971 that the L Orientation for Incoming Students now renowned Black Choir of Proud Black Images was formed. The Black Studies Division is now cooperating with the Orientation Program of the University in sponsor ing a range of activities intended to »ase the problem* I. Malcolm X Day Celebration ol adjustments fused b y incoming Black freshmen and to increase their familiarity with the resources, The Black Studies Division plans to again Join hands agencies, and opportunities available at the Univers with Black people el! over the world in commemorat ity. In conjunction with this program, special counsel ing the* birthdsy-May 19- ol one of the greatest ing services are provided fur students interested in Black warriors to ever walk the earth—Malcolm X. any aspect of the Division's program." 'r-Jj- j l f 4 4 ^ , r m k - r - h . wv-.hCi.v -3a a . « i " \ k Jr.e'th-- ' AW -S’’^ / -V* w fesi. - * * * ■ / % ] . i# 3 ORGANIZATION OF THE BLACK STUDIES DIVISION Black Sludict Executive Commiitca Chairman A Director Program Development Attociatt Oiteclor Alra-Anteriean & Afro-American & African Am African Academic Black Sbtditt Major Canicnbm African & Afro-American Thaatrical Production African ft Aire-American Study aad Travel FUTURE CONCERNS Afro-American ft African Planning Bncorcb ft Action Pa I Alrican Planning Action esd Roman!) 319 BLACK STUDIES PERSONNEL • ACTING DIRECTOR; William E. Nelton.Jr., Ph.C, Political Science, University of llllnolt • . • FACULTY; Samuel Garber, Accitint Professor Ph.D. Candidate-Musie, Univtnliy ol Cincinnati 0. R.Dathomi.Professae, • ADMINISTRATIVE PERSONNEL; Ph.D., Black Litiiafuia, . / University ul Sheffield, D i| M Drua S. Buy, Assistant Director lor Program Davelogntonl M.A., Guidance and Coumaling E. I. Ekantm, Assistant Professor, The Ohio Stata Univanity Ph.D. Candidate-Political Scianca University ol Kentucky • SECRETARIES; Simca Eiipiku, Instructor La Raeti I. Franklin, Study, Ph.D. Candidate-Social Work (African languages) Tuskegtr Institute and - Tht Ohio Stall Unhrenlty Tha Ohio Stan Univanity Jian Mloulou, Aitlitant Ptofmor Sylvia Noil, Studv, Licence' as Letters, Univetsile’ da Bordeaun The Ohio State University and Dlpiuin*' dVtiudin Supsrieures da Philosphia Central State Uahranity.. Unimtlta' da Bordeaux Brenda Vlebb, BA, Curtina Moiaiand, Instructor ■ Butinas Education l M.A., Political Scianct, Morrii Brown Collaga Univanity ol llllnolt __ • GRADUATE ADMINISTRATIVE ASSISTANTS; Nganga Njoroge, Assistant Professor Ph.D. Candidate-Educetiatt .'tcqueiin Collahin, Graphic Art Ohio Univanity Nathaniel Fullwood, Higher Education Administration R. T. Zwinoira, Assistant Professor • UNDERGRADUATE ADMINISTRATIVE ASSISTANTS; M.A., History, Univanity ol Susse*, England Robert Brown. Business Administration G. Jeanne Cook, Elementary Education • SPECIAL FACULTY APPOINTMENTS; James Dupree, Black Studi** Dennis Jones, University College E. Okochukwu Odita, Asocial* Professor Steven Pruitt, Elamantaty Education Ph.D., Art-History Indiana Univanity • UNDERGRADUATE TEACHING AIDE*: Winiton Van Horn*, Assistant Prcfeesoc Gary Thompson, Political Scianca Ph.D., Political Science IVcilay Stone, Politico! Sciatica Univanity o! Caltlornla at Lot Angriea « GRADUATE TEACHING ASSISTANTS: VinoliaFubara, Social Work . Trudier Harris, Litaraturi Otlortt, McNeil, History Leona Samuels, History Faytha Weaver, Art-Histary Alvin Whyte, Education BIBLIOGRAPHY Clift, Virgil A., Anderson, Archibald W., and Hullifish, Gordon H, Negro Education in America. New York: Harper and Brothers, Publishers, 1962. Corson, William R. Promise or Peril. New York: W. W. Norton, Co., 1970. Cross, K, Patricia. Beyond the Open Door. San Francisco: Jossey- Bass Publishers, Inc., 1971. Cross, K. Patricia. "Planning for New Students to Higher Education in the '70s." Princeton, N.J.: Educational Testing Service, March 1971. Crowl, John A. "Black Studies: The Bitterness and Hostility Lessen, But Criticism Persists," 1970. Dcnforth Foundation. "Black Studies: Perspectives 1970," Danforfch News and Notes, Vol. 5, No. 2, March 197C. Federation Ad Hoc Committee Report. The Student Activism. Trenton, N.J.: January 1970. Ferguson, George. Statistical Analysis in Psychology and Education. New York: McGraw-Hill Booh Co., 1966. Filley, Allan C., and House, Robert J. Managerial Process and Organizational Behavior. Glenview, Illinois: Scott Foresman and Co., 1969. George, Claude S. Management in Industry. Englewood Cliffs, N.J.: Prentice-Hall, Inc., 1964. Green, Donald Ross. Biased Tests. Monterey, California: McGraw-Hill Publishers, 1971. Juvenile Delinquency and Youth Development Grant No. 64203. Negro Self-Concept: Implications for School and Citizenship. Medford, Mass.: Tuft University, 1964. Kerllnger, Fred N. Foundations of Behavioral Research. New York: Holt, Rinehart and Winston, Inc., 1964. 320 0 321 Longenecker, Justin G. Principles o£ Management and Organizational Behavior. Columbus, Ohio: Charles E. Merrill Publishing Co., 1969. Michigan State Department of Education. "A Second Report on the Treatment of Minorities in American History Textbooks." Lansing, Michigan: April, 1971. Newman, William H., and Summer, Charles E. The Process of Management: Concepts, Behavior, and Practice. Englewood Cliffs, N.J.: Prentice-Hall, Inc., 1964. Nichols, David C., and Mills, Olive. The Campus and the Racial Crisis. Washington, D. C.: American Council on Education, 1970. Relevance and Quality of Education for Minorities. Fresno, California: Office of Education, 1968. Simon, Herbert A. Administrative Behavior. New York: Macmillan and Free Press, 1957. Smith, G. Kerry. The Troubled Campus. San Francisco, California: Jossey-Bass Publishers, Inc., 1970. Sutton, William Stanley. Evolution of the Black Studies Movement. Athens, Ohio: Ohio University, June 1972. Western Interstate Commission on Higher Education. Graduate Education and Ethnic Minorities. Boulder, Colorado: February 1970. Zirkel, Perry Allen, and Greene, John Francis. The Measurement of Self Concept of Disadvantaged Students. New York: National Council on Measurement In Education, February, 1971.