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The Historical Development of the Student Government Association As a Student Sub- Culture at the Florida State University: 1946-1976 Allison Hawkins Crume

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The Historical Development of the Student Government Association As a Student Sub- Culture at the Florida State University: 1946-1976 Allison Hawkins Crume Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2004 The Historical Development of the Student Government Association as a Student Sub- Culture at the Florida State University: 1946-1976 Allison Hawkins Crume Follow this and additional works at the FSU Digital Library. For more information, please contact [email protected] THE FLORIDA STATE UNIVERSITY COLLEGE OF EDUCATION THE HISTORICAL DEVELOPMENT OF THE STUDENT GOVERNMENT ASSOCIATION AS A STUDENT SUB-CULTURE AT THE FLORIDA STATE UNIVERSITY: 1946 – 1976 By ALLISON HAWKINS CRUME A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Philosophy Degree Awarded Summer Semester 2004 Copyright © 2004 Allison Hawkins Crume All Rights Reserved The members of the Committee approve the dissertation of Allison Hawkins Crume defended on May 5, 2004. ______________________________ Robert A. Schwartz Professor Directing Dissertation ______________________________ Valerie J. Conner Outside Committee Member ______________________________ Joy L. Gaston-Gayles Committee Member ______________________________ Victoria-Maria MacDonald Committee Member Approved: ________________________________ Carolyn Herrington, Chair, Department of Educational Leadership and Policy Studies The Office of Graduate Studies has verified and approved the above named committee members. ii To Donny, my husband, my partner, my friend iii ACKNOWLEDGEMENTS Completing my doctorate was more than an educational journey for me. It was an explorative odyssey in which I learned a great deal about myself. There are so many people who helped me along the way and who provided the support I needed. My mentor, guide, and major professor throughout these past few years, Robert Schwartz offered integral feedback, suggestions, and comic relief. I am grateful that you agreed to be my major professor even if I had to convince you a little. I especially appreciate the times when you told me to go relax because I often needed permission. I am also appreciative to my other three committee members whose insight was greatly beneficial. My outside professor, Valerie Conner, reconnected me with my historical roots. Her stories made me realize how relevant history is to our lives. Joy Gaston-Gayles and Victoria-Maria MacDonald also served on my committee providing needed feedback and support. Thank you to the faculty members of the Higher Education program who made me work harder and strive to succeed. A special thank you to Beverly Bower who continued to serve as an advisor and teacher even after my coursework was finished. In addition the important staff of the Educational Leadership and Policy Studies department who kept us all in check. A big hug to Jimmy Pastrano for all the times you helped make things a little easier. Thank you to the Hardee Center for Women in Higher Education. I had the opportunity to have some great mentors during my time at FSU. I would especially like to thank Nancy Turner, Chris Roby, Mark Striffler, and Kim McMahon for their time and patience. As a result I have a better understanding and appreciation for our profession. One of the most important support networks in the program for me was my cohort of peers. Thank you to Daniel Chen, Margo McClinton, and Ashley Tull for listening, commiserating, and supporting me. I look forward to our professional successes in the future. Other friends who helped me balance out the stress were Kristina Goodwin, John Mabley, and Simmie Raiford. Thank you to Paige Crandall, Tom Hollins, and Joe Oravecz for sharing their stories and insight. It made everything a little less intimidating. There were several people and departments that helped me with this study. Thank you to the Florida State University Student Government Association, Alumni Association, and Oglesby Union. Thanks to the student organizations and campus political parties who allowed me to observe them and participate in their activities. A sincere thank you to all the participants who gave their time to helping me better understand the student government at FSU. I would not have completed this process without the love and support of my friends and family. My ya-ya girls, Natalie, Mary, and Katherine thank you for everything! Laurie, thank you for understanding and always taking my side, I appreciated it. My family was instrumental in my finishing this study. Mom and Dad, I could never thank you enough for helping me see that it was attainable. All your coaching and listening really pulled me through. Rodney and Mallory thank you for keeping me grounded. It has always been so much fun being your big sister. Thank you to Granddad and Grandmom Mundy for helping me believe in myself! My dearest Donny, I definitely could not have done this without your unending love and support. What a roller coaster we have been on for the past three years, I am looking forward to the future. iv TABLE OF CONTENTS List of Tables …………………………………………………. ix Abstract …………………………………………………. x I. INTRODUCTION …………………………………………………………….. 1 Student Influences ………………………………………………….. 2 Student Government ………………………………………………… 2 Focus of the Study ………………………………………………….. 4 Rationale for the Study ………………………………………………….. 5 Research Question …………………………………………………. 5 Definition of Terms …………………………………………………. 5 Limitations …………………………………………………. 6 Significance of the Study and Implications ……………………………….. 6 Summary …………………………………………………. 7 II. REVIEW OF THE LITERATURE ………………………………………….. 8 Early Forms of Student Government ……………………………………… 8 The Nineteenth Century …………………………………………………. 9 The Effects of World War I …………………………………………………. 10 Twentieth Century Changes …………………………………………………. 10 National Student Federation .………………………………… 11 Campus Governance .………………………………… 11 The HUAC …………………………………………………. 12 The Myth of the Silent Generation …………………………………………. 13 Campus Diversity …………………………………………………. 14 Free Speech …………………………………………………. 15 Student Activism and Radicalism ………………………………………….. 16 SGA as a figurehead .………………………………… 16 SGA as a vehicle for change .………………………………… 17 Federal Legislation ………………………………………………….. 17 Feminism and Equal Rights …………………………………………………. 18 Changing Campus …………………………………………………. 20 The Modern Era …………………………………………………. 21 Student Government Purpose and Structure…..…………………………. 22 Student Government Elections .………………………………… 23 Activity and Service Fee .………………………………… 23 Future Directions on Student Government………………………………… 23 Research on Student Government …….……………………………….. 24 Summary …………………………………………………. 25 Conclusion ………………………………………………….. 25 v III. METHOD AND PROCEDURES……………………………………………. 26 Setting …………………………………………………. 26 Participants …………………………………………………. 26 Data Collection …………………………………………………. 27 Archival Research …………………………………………………. 27 Oral History Research ………………………………………………. 27 Authenticity of Data …………………………………………………. 28 Internal Validity …………………………………………………. 29 External Validity …………………………………………………. 29 Data Analysis …………………………………………………. 29 Summary …………………………………………………. 30 IV. FINDINGS – HISTORICAL DEVELOPMENT………………………………. 31 Institutional Background …………………………………………………. 31 Foundation …………………………………………………. 31 Florida Female College …………………………………………………. 32 Femina Perfecta …………………………………………………. 33 Campus Governance Emerges.……………………………………………. 33 Structure ………………………………………………… 33 SGA Advisors ………………………………………………… 34 Executive Council ………………………………………………… 34 Officers ………………………………………………… 34 Senate ………………………………………………… 35 Judiciary ………………………………………………… 35 Student Forums ………………………………………………… 36 Membership ………………………………………………… 36 Committees ………………………………………………… 36 Rules and Regulations ………………………………………………… 36 Extracurricular Activities ………………………………………………… 37 Men Join the Campus ………………………………………………… 38 World War II and Coeducation.…………………………………………… 38 Reaction to Coeducation ………………………………………………… 40 Divided Campus Governance……………………………………………… 40 Student Government Association ………………………………… 40 Campus Governance and Coeducation ………………………………………… 41 Coeducational UGA ………………………………………………… 42 Executive Branch ………………………………………………… 42 Legislative Branch ………………………………………………… 43 Judicial Branch ………………………………………………… 44 Class Officers ………………………………………………… 44 Desegregation ………………………………………………… 45 Emergence of the SGA ………………………………………………… 46 Executive Branch ………………………………………………… 46 vi Legislative Branch ………………………………………………… 46 Judicial Branch ………………………………………………… 47 SGA Accomplishments ……………………………………………. 47 Student Publications ………………………………………………… 47 Extracurricular Activities ………………………………………………… 48 Campus Governance and the Race Question ………………………………….. 49 Integration ………………………………………………… 49 Black Student Union (BSU) ………………………………………………… 51 Racism in White Greek Organizations.……………………………………. 51 Student Government Association (SGA) ………………………………… 52 SGA Staff and Administration …………………………………….. 53 Student Disillusionment ………………………………………………… 54 Allocation of A&S Fee ………………………………………………… 55 Student Publications ………………………………………………… 57 SGA Accomplishments ………………………………………………… 58 Summary ………………………………………………… 59 V. FINDINGS – STUDENT GOVERNMENT AS A SUB-CULTURE …….. 60 Purpose of Student Government ………………………………………… 60 Reasons for Involvement ……………………………………………….. 63 Relationships with the University Community …………………………… 64 Representation on University Committees ……………………… 64 State, Regional, and National Affiliations …………………………..…… 64 State Level ……………………………………………….. 64 Regional Level ………………………………………………. 65 National Level ………………………………………………. 65 SGA Elections …………………………………………………
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