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"Time, tide, and formation wait for no one": Culturaland social change at the United States Naval Academy, 1949-2000 Item Type text; Dissertation-Reproduction (electronic) Authors Gelfand, H. 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 10/10/2021 07:31:17 Link to Item http://hdl.handle.net/10150/280180 INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overiaps. ProQuest Information and Leaming 300 North Zeeb Road, Ann Arbor, Ml 48106-1346 USA 800-521-0600 "TIME, TIDE, AND FORMATION WATT FOR NO ONE": CULTURAL AND SOCIAL CHANGE AT THE UNITED STATES NAVAL ACADEMY, 1949-2000 by H. Michael Gelfand Copyright © H. Michael Gelfand 2002 A Dissertation Submitted to the Faculty of the DEPARTMENT OF HISTORY In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY In the Graduate College THE UNIVERSITY OF ARIZONA 2002 UMI Number; 3073225 Copyright 2002 by Gelfand, H. Michael All rights reserved. UMI UMI Microform 3073225 Copyright 2003 by ProQuest Information and Learning Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17. United States Code. ProQuest Information and Learning Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor. Ml 48106-1346 2 THE UNIVERSITY OF ARIZONA ® GRADUATE COLLEGE As members of the Final Examination Committee, we certify that we have read the dissertation prepared by ^^TChael Gelfand entitled "Timp. Tide, and Fomation Wait For No One CuUuraT and Social Change at The United States Naval Academy, 1949-2000 and recommend that It be accepted as fulfilling the dissertation requirement for the Degree of nnrtnr nf Phi1of;onhv —te^nara uinnlprfete^-fn Date IgT— \, joh±Lo2^ Ton Ho In Date / /' ' K^vin Gosner 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^ecoamend- mat it be accepted as fulfilling the r^uiic~nt. y / / 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 specif permission, provided that accurate acknowledgement 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: 4 ACKNOWLEDGEMENTS To my dissertation committee members, Leonard Dinnerstein, Kevin Gosner, and Tom Holm, I extend my sincere thanks for their advice, guidance, personal support, meals, and humor. They knew exactly what to say at precisely the right moment. I thank the History Department chair, Richard Cosgrove, for his help, and my colleagues, Sharon Bailey, Jodie Kreider, Jerry Pierce, Laura Shelton, and Meghan Winchell, for their fellowship. I also extend my appreciation to my students at the University of Arizona for their continued interest in my work. The entire Naval Academy conmiunity welcomed me and led me through the best research experience that a historian could hope to have. In particular, I extend my personal thanks to: Adm. Charles Larson; Adm. John Ryan; Adm. Gary Roughead; Adm. Samuel Locklear; Dr. William Miller; Dr. Richard Werking; Dean David Vetter; Coach Dave Smalley; Capt. Sandy Coward and Croom Coward; Adm. and Mrs. Randolph King; Cdr. Ward Carroll; Dr. John Bodnar; Dr. Doug Brattebo; Dr. Shannon French; Dr. T. S. Michael; Cdr. Elizabeth Stemaman; the USNA 7"* Company; Dean Stephen Arendt and the Naval Academy Preparatory School conununity; the USNA Oregon Parents' Club; Jean Ebbert; Margon Edney; Peter Randrup; alumni, especially from the Classes of 1952, 1970, 1980, 1999, 2000, 2001, 2002, and 2003; and the midshipmen, officers, faculty, staff, and adminisu-ators who offered advice, ideas, stories, and friendship to me. I thank Dr. Robert Artigiani and the USNA History Department for sponsoring me. My deep appreciation goes to the entire Nimitz Library Reference, Circulation, Special Collections, and Archives staff. They generously assisted and befriended me and gave me a home at the Naval Academy. My single greatest debt at Annapolis is to Adm. Leon Edney, who has served as my supervisor, advisor, and friend throughout my dissertation. I also thank all of my friends, family members, and interviewees, as well as archivists and USNA alumni, around the country who provided ideas, information, meals, and accommodations throughout the research and writing phases of this dissertation. For their particular help, I thank: Neal ArmsU'ong, Terry and Jack Barker, Nancy and Charles Belin, Heather and John Beiin, Robert Berger, Myra Dinnerstein, Evan Engle, Mario and Sam Espy, Marti Gelfand, Rick Goddard, Paul Green, Nancy Henkle, George Herring, Mike Hetke, Phil Higdon, Jarita Holbrook, Charles Hudson, John Inscoe, Doug Lusko, Charlotte and George Marshall, the Newhouses, Eric Peterson, Will Percy, Robert Pratt, Nick Ravden, Leonard Sapera, Michael Schaller, Jane Slaughter, Geoffrey Smith, Lester Stephens, Marty Tagg, Susan F. B. Tate, Rob Trotter, Diane Vanderbeck, Mark Witzel, and Michael Wong. I extend my sincere thanks to Phyllis Dizzia and Neil and Betty Dizzia, who have sustained me with funds and housing which made this project feasible. I also thank my friend Nancy Shunfenthal who provided lucid advice and encouragement. Finally, I thank my parents, Elayne and Gerald Gelfand, for their support, laughs, guidance, and confidence in their loving son. 5 DEDICATION Hundreds of people around the United States have contributed in ways small and extensive to the completion of this dissertation. To all of my family, friends, advisors, and interviewees, members of the Naval Academy community, and archivists, I extend my sincere thanks for your kindness, assistance, and encouragement and dedicate this project to you. Thank you. 6 TABLE OF CONTENTS LIST OF TABLES 7 ABSTRACT 8 INTRODUCTION: TIME, TIDE, AND FORMATION WAIT FOR NO ONE" 9 CHAPTER 1: 38' 58'.8 NORTH, 76' 29 .3 WEST: AN INTRODUCTION TO THE U. S. NAVAL ACADEMY 22 CHAPTER 2: ACHIEVING THE HIGHER IDEALS OF DEMOCRACY: RECRUITING AND MINORITY MIDSHIPMEN THROUGH 1964 112 CHAPTER 3: ACHIEVING THE HIGHER IDEALS OF DEMOCRACY; RECRUITING AND MINORITY MIDSHIPMEN, 1964-2000 155 CHAPTER 4: THE SPIRITUAL BALLGAME: ANDERSON V. LAIRD AND THE END OF MANDATORY CHAPEL ATTENDANCE 202 CHAPTER 5: REVOLUTIONARY CHANGE AT AN EVOLUTIONARY PACE: WOMEN AND THE NAVAL ACADEMY, 1845-1975 257 CHAPTER 6: REVOLUTIONARY CHANGE AT AN EVOLUTIONARY PACE: WOMEN AT THE NAVAL ACADEMY, 1976-1980 311 CHAPTER 7: REVOLUTIONARY CHANGE AT AN EVOLUTIONARY PACE: WOMEN AT THE NAVAL ACADEMY, 1980-2000 368 CHAPTER 8: "AN INESCAPABLE TRAIT OF MIDSHIPMEN": MIDSHIPMEN'S ACTIVISM AND PRANKS, 1949-2000 416 CONCLUSION 458 APPENDICES 468 REFERENCES 477 7 LIST OF TABLES Table I, Statistics on Female Midshipmen at USNA 375 Table 2, Attrition of All Female Midshipmen v. Female Varsity Athletes 380 Table 3, Forms of Harassment Female Midshipmen Reported in 1992 394 8 ABSTRACT The United States Naval Academy, located in Annapolis, Maryland, has trained officers for the U. S. Navy since 1845 and for the U. S. Marine Corps since 1887. This dissertation examines cultural and social changes at the Academy since 1949, and connects transformations at Annapolis to social trends in the larger American society. Through the use of a variety of source material, including archival research, oral history, and participatory observation at the Naval Academy, this manuscript presents thematic case studies related to gender, pranks, race, recruiting, religion, and midshipmen activism. 9 INTRODUCnON: TIME, TIDE, AND FORMATION WAIT FOR NO ONE Military historian John Keegan noted in 1995 that among all military colleges in the Western world, the United States Naval Academy (USNA) is exceptional. Keegan wrote that "only at Annapolis, the naval cadet academy, cramped in its sylvan Ivy League setting on the banks of the Chesapeake, have the American armed forces managed to combine the liberal arts ideal with the rigours of training for the service life."' The Naval Academy, one of the nation's five service academies, has prepared professional military leaders since its founding in Annapolis, Maryland, in 1845.' As the most revered source of officers for the Navy and, since 1887, the Marine Corps, the Naval Academy is both a prominent engineering-oriented institution of higher education and a prestigious military organization.^ Because it receives funding from the United States government, the Naval Academy promotes both federal and American societal goals as it fulfills its education ' John Keegan, Fields of Battle: The Wars for North America (New York City, NY: Vintage, 1997), pgs.
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