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American Presidents and Their Attitudes, Beliefs, and Actions Surrounding Education and Multiculturalism

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American Presidents and Their Attitudes, Beliefs, and Actions Surrounding Education and Multiculturalism American Presidents and Their Attitudes, Beliefs, and Actions Surrounding Education and Multiculturalism A Series of Research Studies in Educational Policy Second Installment: Examining Presidents Andrew Jackson, Woodrow Wilson, & Dwight D. Eisenhower By H. Prentice Baptiste & Blanca Araujo Introduction rights. Many advances have been made The Presidents due to the hard work, determination, and The presidents of the United States struggles of different individuals and The presidents have almost always have had a lasting impact on the history of groups. People have fought to have equal been portrayed as wonderful, brave, and the United States. From the founding of rights in the workplace as well as in the honest human beings. We always hear this nation to the new century, the presi- schools and communities. Groups have about how good and moral these men are dents have set the tone of the nation in formed and together have changed laws or have been. Rarely do we hear about their matters of race. For centuries, the ideology that denied them the same rights given stance on racism and civil liberties. The of the country has been one in which only to others. media neglects to be honest with us or one perspective that of the white, Euro- From slavery and civil rights, to the makes us believe that presidents have al- pean man has been dominant. The presi- Chicano and women’s movements, laws ways done what is best for the nation. The dents have had the power to change this and political decisions have had a big in- media chooses selectively what is known perspective but have failed to do so for fluence on the power and advancement of about these men although their decisions many reasons, such as greed, weakness, these groups. Through the advancement of as chief executives have had a lasting im- timidity (Brands, 2003; Steinfield, 1972). multiculturalism in United States society, pact on the history of our nation. This article focuses on three presi- the presidents have many times played a Kenneth O’Reilly (1995) reveals that dents — Andrew Jackson, Woodrow Wil- major role in its success or failure. instead of being the agents of progress in son, and Dwight D. Eisenhower — and their Presidents have served as inspirations racial relations, American presidents have legacy to a nation still fighting towards as well as warnings. They have provided a long and consistent history of supporting racial equality. bad examples as well as good (Remini, slavery, obstructing civil rights and delib- 2002). And in their leading the country, they erately fanning racism. Almost every presi- The United States Presidents have also led a nation to become a more dent has been known to have sacrificed black just and pluralistic society or have en- votes for white votes. Through word as well and Multiculturalism dorsed a society which values only one race, as deed, over and over again, American For many years, certain groups in the one color, and one perspective. They have Presidents have reflected the racism of the United States have been fighting for equal led a nation to become richer by valuing wider society from which they sprang. The other cultures or they have continued the victims have been white, red, brown, and yellow, as well as black (Steinfield, 1972). H. Prentice Baptiste is a professor legacy of racism that many of them have helped institutionalize. It is this role of According to Steinfield (1972) virtually ev- of multicultural and science education the president that will be examined in this ery American President has been racist and and Blanca Araujo is a doctoral student, article, in particular the roles of Jackson, has shown his racism in many ways. both with the Department of Curriculum Wilson, and Eisenhower. With few exceptions, the deeds and and Instruction dreams of our presidents, and the choices at New Mexico State University, they made and did not make on matters of Las Cruces, New Mexico race, deepened the racial rut, a rut that MULTICULTURAL EDUCATION 36 has existed in the United States since enrolled at the University of Virginia, George Washington’s administration where he studied law. He got bored with (O’Reilly, 1995). From slavery to affirma- law after a short time of practicing it and tive action, the presidents have had the enrolled in the graduate school of the John choice to change the nation to a more just Hopkins University in Baltimore. He and free one. Unfortunately, most presi- earned a doctorate and became a scholar dents have chosen to turn their back on of national reputation (O’Reilly, 2003). In racial matters and to continue the in- 1902, he accepted the presidency of grained ideologies of a white, Eurocentric Princeton University (Clements, 1992). perspective. Through these choices, racism As president of Princeton, he turned and division continue to be a potent part of away Black applicants (Freund, 2003). This American ideology, thought and action. made Princeton the only major Northern university that refused to admit Blacks Andrew Jackson (Loewen, 1995). To Wilson’s mind, the para- mount issue in this matter was not the Andrew Jackson was born on March admission of Blacks, but rather the social 15, 1767, in South Carolina. His parents peace and harmony of the university which, had left Ireland in search of a better life. he feared, would have been disturbed (even Andrew’s dad died suddenly after working though Blacks had been attending this uni- hard to build a home for his family and versity peacefully for years). He did not bringing in enough crops to feed them. At want to create complications for the many the time, Andrew’s mom was pregnant Southern students who attended Princeton with Andrew. Jackson attended common Andrew Jackson (Garrett, 1982). It is said that while he backcountry schools. He was often in was president at Princeton, no Black ever trouble as he was hot-tempered and he liked what he considered the American produc- received a degree from that university to frighten and bully other children. He re- ing class as contrasted to the non-produc- (Garrett, 1982). mained uninformed most of his life. He ing financial and commercial class (Cole, Pledging “New Freedom” and guaran- refused to take his studies seriously be- 1993). His policies did often side with the teeing “fair and just treatment for all” was cause he liked reckless freedom Osinski, working class. Woodrow Wilson’s platform as he ran for 1987; Remini, 1988). Andrew Jackson was seen as a very president. It became evident that “all” re- Jackson never really acquired an ad- temperamental man. He had an absolute ferred only to whites as he took office as equate education, even for the late eigh- determination to win at whatever cost. As the President of the United States in 1912. teen century, and this severely hampered a consequence, he was capable of extraordi- Wilson was an outspoken white su- his efforts as President to achieve some of nary feats of courage and daring, feats of premacist and his wife was even more so his most cherished goals (Remini, 1988). perseverance in the face of incredible odds. (Loewen, 1995). It was during his term in He relied more on his instincts and intu- Nothing less than victory was acceptable to office that the position of Blacks, Native ition as he is considered one of the most him. Defeat was unthinkable (Remini, Americans, and immigrants deteriorated. poorly educated of the American presidents 1988). Ironically, Jackson was also seen as He used his power as president to segre- (Osinski, 1987). It was well known that a very cautious and prudent man. He was a gate the federal government and to reduce Andrew was the most roaring, rollicking, conservative and deliberate man whose am- the land that belonged to Native Ameri- game-cocking, horse-racing, card-playing bition and determination to succeed condi- cans. He permitted a White House screen- mischievous fellow that ever lived in tioned everything he did (Remini, 1988). ing of the racist film Birth of the Nation Salisbury (Osinski, 1987). He acquired an which is said to have sparked a major Ku unsavory reputation, a reputation as a Woodrow Wilson Klux Klan revival (Freund, 2003; O’Reilly, leader of a hooligan gang (Remini, 1988). 2003; Loewen, 1995). Woodrow Wilson was born on Decem- Yet there was a quality about him that Wilson is seen by many as a great ber 28, 1856, in Stauton, Virginia. As a boy. commanded attention, respect, and occa- leader, but that leadership did not include Woodrow moved to Augusta, Georgia, and sionally fear (Remini, 1988). issues in support of anyone who was not then to Columbia, South Carolina, when he In 1828 Andrew was elected the sev- white. Wilson has been seen by many his- was fourteen (Brands, 2003). Through his enth president of the United States. He was torians as a man of words and peace. He own family, Wilson received an early and the first (and arguably the only chief execu- led the nation to World War I and fought convincing introduction to orthodox South- tive in American history) not to consider sla- hard for a vision of collective action and ern attitudes about race (Clayton, 1972). very a moral evil (O’Reilly, 1995). He traded peace through the formation of the League His father was pro-slavery and a supporter in men, became master of the Hermitage in of Nations. Although he fought hard for of the Confederacy. Wilson grew up amid Tennessee and owned eighty-three slaves. world peace, the same cannot be said of the Civil War and Reconstruction (Freund, He became the southwest’s biggest slave the nation he was leading.
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