Dissertation Final Draft

CORE Metadata, citation and similar papers at core.ac.uk Provided by Illinois Digital Environment for Access to Learning and Scholarship Repository Copyright 2015 Tamara Lynette Hoff THE HISTORY OF AFRICAN AMERICAN WOMEN AT THE UNIVERSITY OF ILLINOIS, 1901-1939 BY TAMARA LYNETTE HOFF DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Educational Policy Studies with a concentration in African American Studies with a minor in Gender and Women’s Studies in the Graduate College of the University of Illinois at Urbana-Champaign, 2015 Urbana, Illinois Doctoral Committee: Associate Professor Christopher M. Span, Chair Professor James D. Anderson Associate Professor Yoon K. Pak Associate Professor Linda M. Perkins, Claremont Graduate University ii Abstract The period known as the “nadir” of the African American experience—roughly between 1880 and 1920—happens to coincide with the matriculation of the first African American students at the predominantly white University of Illinois at Urbana- Champaign (U of I). Most research conducted on the African American student experience at the U of I focuses on the Civil Rights-Black Power years, but few studies have examined the experiences of the earliest students—specifically African American women students—during the early twentieth century. These women created and sustained their own organizations—Alpha Kappa Alpha Sorority, Inc., Gamma Chapter, and later, Delta Sigma Theta Sorority, Inc., Alpha Nu Chapter—to address the educational, social, and cultural needs of African American women students on campus. In conjunction with African American male students, they established a Negro Intelligentsia lecture series, along with an African American student magazine, The College Dreamer, to promote African American culture on campus and to showcase the intellectual achievements of African American students across the country. In addition, African American women students participated on the Interracial Commission of the Young Women’s Christian Association (YWCA) to educate the campus and Urbana-Champaign community on issues concerning race and to improve race relations on campus. This dissertation explores the multifaceted ways in which the earliest African American women students cultivated a collective consciousness while laying the foundation for their sense of agency, leadership development, and subsequent campus/community involvement. It also examines how the Gamma Chapter of Alpha Kappa Alpha Sorority, Inc. served as a conduit through which the University, as well as iii the chapter members, recruited more African American women to attend the U of I. Moreover, this dissertation investigates the historical experiences of African American women, the obstacles they encountered, and the manner in which they confronted those obstacles in pursuing higher education at the U of I. It provides a framework for understanding the subsequent activism of African American students at the U of I during the Civil Rights-Black Power years. iv Dedication I dedicate this research in loving memory of my dear friend, Dr. Ashley S. C. Walls, whose untimely passing truly left a void in the lives of all who loved her and cherished her friendship. Ashley supported this project from the outset and always reaffirmed that this research was essential to the understanding of black women’s history in higher education. Thank you, Ash, for believing in me and being the sister-friend with whom I could always discuss my interest in black women’s educational history. Your spirit and passion for sisterhood, scholarship, and service left an indelible mark on my heart. This one’s for you! v Acknowledgments What a stimulating journey this process has been both intellectually and personally. My knowledge and love of historical research has grown tremendously while completing this project, and for that, I have several people to thank. But first, I thank God for the strength and endurance to continue this project to completion. There were many days and nights that prayer alone kept me encouraged. At other times, the voice of my adviser saying, “Just keep writing!” and “Where’s my dissertation?” stimulated both laughter and motivation exactly when I needed it most. To Christopher Span, better known as “CSpan,” I am truly grateful for your support, patience, and mentorship. It means more than you know. I am most appreciative of my dissertation committee for being so integral to my development as a scholar and historian. After taking James Anderson’s class as an undergraduate on race and cultural diversity in education, I made an appointment with him in his office and said, “Dr. Anderson, I want to apply to graduate school in Educational Policy Studies, and you have to help me!” And, as they say, the rest is history. I sincerely believe I would not have pursued a Ph.D. in Educational Policy Studies if I had not taken his class as an undergraduate. What a testament to the power educators have in influencing their students’ life paths! Thank you, “Doc,” for always challenging me to keep asking questions and think more critically beyond what seems obvious. I owe a lot of my intellectual curiosity to your teaching. Yoon Pak and Linda Perkins have both been instrumental as mentors. Dr. Pak never hesitated to share her wisdom on the graduate school process. From providing feedback on chapters, cover letters, and research statements, she has always demonstrated vi her interest and investment in student success. Dr. Perkins’ wisdom and expertise in black women’s educational history have been critical to my understanding of the women in this study. Her body of work on black women in higher education has served as a guide for my own research interests. Thank you, Dr. Pak and Dr. Perkins, for your guidance and support during this process. I thank my entire dissertation committee—Drs. Christopher Span, James Anderson, Yoon Pak, and Linda Perkins—for investing your time and energy into my academic development. I hope I have made you proud so far! I must also thank the archivists at the University of Illinois at Urbana-Champaign for their assistance in locating essential archival records. Bill Maher directed me to a wealth of admissions and student affairs documents that provided personal information on black women students, as well as insight into student life and culture. Jameatris Rimkus spent multiple hours locating student files and records for this project. Ellen Swain provided encouragement and affirmation that this research was critical to the history of student life and culture at the U of I. I appreciate the support you all have lent to this project from the very beginning. To my friends, fellow graduate students, and newly minted Ph.D.s, I thank you so much for making my graduate experience a memorable one. Nameka, Sammer, Brandon, April, Royel, Tiffany, Mia, Tony, Ivory, Carey, Chanee, Kevin, Pekun, Kim, Janine, Cecilia (Cee Cee), Dominique, Melvin, Montrischa, Jasmine, Candice, and Durell, I truly appreciate sharing this experience with all of you. I could not have asked for a better group of colleagues. Thank you for all the laughs, late night coffee shop writing sessions, and reminders to “Just finish!” For those who I may have missed, please charge it to my head and not my heart. vii I would be remiss not to acknowledge my sorority sisters of Alpha Kappa Alpha, especially those initiated into the “Glamorous” Gamma Chapter. You have been some of my biggest cheerleaders, and I appreciate you so much! I hope you enjoy reading about the history of black women students at the U of I as much as I enjoyed researching them. Last, but certainly not least, a special thank you to my family, whose lives first piqued my interest in black women’s history. My great-grandmother, Alberta Thompson Chandler Wise, my grandmothers, Mildred Chandler Hoff and Marguerite Taylor, and my mother, Linda Mae Hoff, provided my earliest encounters with and understanding of black feminism. A special thank you to my father, Derrick Massey, my siblings, Tomeka and Anthony Hoff, and my aunt Toni Lumpkin, whose love and support mean the world to me. To my nephew Lyndon Hoff Darden, niece Lyric Hoff, and cousin Matrice Lumpkin, I expect greatness from you and nothing less! To Keyonn Pope, who always lent a listening ear and encouraged me when I needed it most, I thank you so much. Your love and support over the years definitely sustained me during this process. We did it! I greatly appreciate all of my family’s prayers over the years and hope I’ve made you proud! viii TABLE OF CONTENTS Chapter 1 The Emergence of African American Student Life at the University of Illinois ........................................................................................................... 1 Chapter 2 African American Women in Higher Education and the Pioneer Group at the U of I, 1901-1914 ........................................................................... 22 Chapter 3 African American Women Organize, 1914-1919 ............................................ 82 Chapter 4 The New Negro Movement and the New Negro Student, 1919-1929 ....................................................................................................................... 113 Chapter 5 The New Deal and the Expansion of Educational Opportunities for African American Women, 1929-1939 .............................................. 144 Chapter 6 Conclusion .....................................................................................................

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