Conversations with Ricardo's daughter: The minority experience at the University of Arizona between 1925 and 1994 from a critical race theory perspective. Item Type text; Dissertation-Reproduction (electronic) Authors Rochlin, Jay Michael. Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 08/10/2021 22:16:40 Link to Item http://hdl.handle.net/10150/187090 INFORMATION TO USERS This manuscript ,has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. 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Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI A Bell & Howell Information Company 300 North Zeeb Road. Ann A~bor. MI4S106-1346 USA 313/761-4700 800:521-0600 CONVERSATIONS WITH RICARDO'S DAUGHTER: THE MINORITY EXPERIENCE AT THE UNIVERSITY OF ARIZONA BETWEEN 1925 AND 1994 FROM A CRITICAL RACE THEORY PERSPECTIVE by Jay Michael Rochlin Copyright © Jay Michael Rochlin 1995 A Dissertation Submitted to the Faculty of the CENTER FOR THE STUDY OF HIGHER EDUCATION In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY WITH A MAJOR IN HIGHER EDUCATION In the Graduate College THE UNIVERSITY OF ARIZONA 199 5 OMI Number: 9531111 Copyright 1995 by Rochlin, Jay Michael All rights reserved. OMI Microform 9531111 Copyright 1995, by OM! Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. UMI 300 North Zeeb Road Ann Arbor, MI 48103 2 THE UNIVERSITY OF ARIZONA GRADUATE COLLEGE As members of the Final Examination Committee, we certify that we have read the dissertation prepared by Jay Michael Rochlin entitled Conversations with Ricardo's Daughter: The Minority Experience at the University of Arizona Between 1925 and 1994 from a Critical Race Theory Perspective and recommend that it be accepted as fulfilling the dissertation Doctor of Philosophy DavJ3)9 S - .y - .r - 9.s- Date fJ-IS Date Date Date Final approval and acceptance of this dissertation is contingent upon the candidate's submission of the final copy of the dissertation to the Graduate College. I hereby certify that I have read this dissertation prepared under my direction and recommend that it be accepted as fulfilling the dissertation re 3 STATEMENT BY AUTHOR This dissertation has been submitted in partial fulfillment of requirements for an advanced degree at The University of Arizona and is deposited in the University Library to be made available to borrowers under rules of the Library. Brief quotations from this dissertation are allowable without special permission, provided that accurate acknowledgment of source is made. Requests for permission for extended quotation from or reproduction of this manuscript in whole or in part may be granted by the copyright holder. SIGNED: f~ 111. ~~ ~~ 4 ACKNOWLEDGMENTS There are many people to whom lowe thanks for support and encouragement during my entire doctoral program and before. I especially want to acknowledge: Abe Rochlin, my dad, who for his entire life has inspired three generations of relatives and friends by his honesty, integrity, deep humor, and the quiet way in which he lovingly accepts and respects all people simply for who they are; The 47 individuals who allowed me to come into their lives with my tape recorder and sometimes very personal questions. To a person, they shared significant, hopeful, and sometimes painful memories with the optimistic wish that their life stories will inspire 9thers to continue the educational process; Sheila Slaughter, my committee chair, provided constant encouragement and believed in the unique presentation of the study while demonstrating, by example, the importance of maintaining the highest academic standards; Celestino Fernandez and John Taylor, my committee members who supported the idea for the study since its inception; Gail Rochlin, my wife, who served as a guide, editor, best friend, and who took on more than her share of household responsibilities during the dissertation process; Seth Rochlin, my son, who served as the ultimate reality check and who, early in my doctoral program, let me know that he learned the difference between "typing doctors" and "shot doctors" and was relieved that his dad would someday be the former; Bruce Crowell, who has been part of my life as a mentor, role model, friend and advisor for more than 25 years; Martin Ahumada, who was and is an inspirational teacher and friend and who convinced me that this project was possible; Bob Tmdall, who inspires anyone with whom he comes into contact to greater accomplishments than they had imagined; Marge Anderson and Gerald McCoy, two teachers who taught me the power and beauty of both the written and spoken word. Keith Kumm, a friend for a quarter of a century and Dan Huff, my partner in writing, photography, and philosophy; Fred and Harriet Rochlin, who have always inspired be by their limitless curiosity about everything around them; Karin Ranta, who transcribed nearly 2,000 pages of taped interviews; Kent Rollins, the most supportive boss that any individual could hope for and the staff of the Arizona Alumni Association who offered humor and perspective every step of the way. 5 DEDICATION This study is, in many ways, about pioneers. It is about people who dared to explore new territory. I dedicate this book to two women who demonstrated for me, the strength it takes, and the rewards a person can gain, and share, by daring to take the uncharted course. I couldn't tell. It was just how Grandma talked. But my dad, aunts and uncles tell me that very few sentences came out of her mouth without a fairly random mixture of Spanish, English, and Yiddish. Fleeing persecution and seeking a better life, Annie Rochlin left Russia as a teenager. The thought of Annie, and an entire generation of Russian Jews saying goodbye to their parents for the last time, knowing it was forever, still gives me chills. She entered the U.S. in New York, crossed Canada, met Jake, and re-entered the U.S. at Vancouver. I've never seen immigration papers. She, Jake, and their three children, one of whom was my dad at age five months, arrived in Nogales, Arizona in August, 1917. In Nogales she and her family learned Spanish, then English, opened up a small store and found a home. To me, she was the perfect pioneer woman for the American southwest. Claire Rochlin grew up in Brooklyn and was in love with New York City. Even though she was a child of Jewish immigrants, she thrived on the lights, crowds, Macy's, Broadway and Fifth Avenue. Her life took a different tum when she met and married a good looking soldier from Arizona. In 1949, Claire moved to Nogales, Arizona, a tiny border town in Arizona to begin a life with Abe. At least they had long distance telephone service, but you had to holler to be heard. She took to the community and it took to her. People still tell me stories about how she would make them laugh and just by being around her, they would feel good to be alive. She raised her family, gave more than she took . and left those who knew her richer, more willing to love, and always ready to laugh. Neither Annie nor Claire lived to read this dissertation. But they both already knew and lived everything that is in it. 6 TABLE OF CONTENTS ABSTRACT ........................................................ 7 CHAPTER 1: INTRODUCTION. .. ................ ............... 8 CHAPTER 2: A QUESTION OF COLLEGE .......................... 17 CHAPTER 3: THE COLLEGE IDEA ................................. 27 CHAPTER 4: SOCIAL CLASS AND THE UNIVERSITY ............... 79 CHAPTER 5: ENCOUNTERS WITH RACISM ...................... 147 CHAPTER 6: ACTMSM . .. .. .......... 228 CHAPTER 7: OUTLOOK FOR THE FUTURE/CONCLUSIONS ....... 263 CHAPTER 8: EPILOGUE ......................................... 286 APPENDIX A: REASON FOR THE STUDY .......................... 315 APPENDIX B: STUDENT PERSISTENCE/RETENTION ............... 319 APPENDIX C: RACISM ........................................... 326 APPENDIX D: CRITICAL RACE THEORY ........................... 337 APPENDIX E: METHODOLOGy ................................... 342 APPENDIX