BLACK, WHITE, MENNONITE:

African American STUDENTS AT GOSHEN COLLEGE, 1968-1983

by Dominique Burgunder-Johnson John Beard and Francis Griffith, as pictured in the 1975Maple Leaf. cover: Adrian Powell

Cover and book design by Hope Langeland.

Copyright © 2009 by the Multicultural Affairs Office 1700 South Main Street Goshen, IN 46526 574-535-7548 Fax: 574-535-7883 [email protected] 1

Contents

Preface...3

Foreword...5

Introduction...6

1943-1965: First Years of Black Student Enrollment...10

Late 1960s-Early 1970s: Increase in Black Student Enrollment...12

Late 1970s: Decline in Black Student Enrollment...20

Early 1980s: Ongoing Challenges...23

Late 1980s-Present: Ongoing Efforts...27

Conclusion...29

Endnotes...35

Bibliography...41 2 3 ------Preface Preface The Multicultural Affairs Committee is committed to continuing to committed is Committee Multicultural The Affairs Goshen College is trying to develop to become more like Jesus Goshen College is trying Jesus like become more to develop to that what is learned from implementing this grant will better this grant is learned enable implementing us what that from that I envision Finally, other of students color. retain and also enroll to ing how small liberal arts small liberal ing how colleges can best serve needs educational the Latino increasing populations.ofcollege immigrant rapidly expects The a Center for Intercultural Teaching and Learning and that believe (CITL). We Teaching Intercultural for a Center in understand will become a leader enable this grant Goshen College to institution. In addition, a major grant of $12.5 million from Lily Endow institution. a major In addition, of from $12.5 million grant ment, Inc. has given Goshen College opportunity unique the establish to and is congruent with the mission and goals of the college.” The diversity diversity The is congruentand of with goals college.” the and mission the chal stated previously the addressing to response plan college’s is the equity in achieving every our progress hinder at that lenges in the level ing Diversity Plan (2004-2010) that states, “The racial/ethnic diversity ing Diversity Plan “The states, (2004-2010) that strategic plan and values core plan is an extension of College’s Goshen to host anti-racist education and training events at Goshen College. This at events training and education host anti-racist to forthgoals put the work in the of effortsis only one the accomplish to ing one race over another. another. over race ing one Jesus models, but our humanityJesus short so falls often of exhibiting the others—with for same love within individuals, such as racism symptoms embedded favoring/privileg in our institutional and racism behaviors, in every in Christ, differ all the way his control Under head. is the who recognize partsWe ent that the kind love of of body the together…”). fit (Eph. “by 4:15 speaking truth the in a spirit up must grow we of love, of African Goshen College, at decades American several over students racism,and reality exposesdominance of the identifies combat efforts to in our society. has remained that Dominique eloquently tells the historical the eloquently story tells Dominique of African American stu- paper speaks Goshen College. Her dents at truth about experience the tomove closer radical GoshenCollege counter-cultural values. kingdom “cultural also an institutional inthe fall 2009will of beginning audit” Goshen College MulticulturalDirector Affairs NanceOdelet forhope the future. from learn pastand our that helpus provide thewill compelling stories ismy at It GoshenCollege. hope students intheirjourneys minority peacemakers. Dominique’s research voice gives to challenges faced by tance believers acommunity of to of helping us faithful, intentional be stream welltion, as the as Anabaptist the thatimpor acknowledges 4 We how know Jesus tradi lived and are heirs to the Christian - - 5 - - Foreword I dedicate this work to the individuals that were interviewed were individuals the that to this work for I dedicate I see this “historical” exposition. paper hope as My merely is that primary thanks paper’s the A million to Nolt, Jan – Steve editors It was only as I began to give presentations on my research that I that research It my on only as I began was give to presentations Thoughfocusesexperience on the paper this of African American Thanks for sharingare– for yourThanks storiesconfirming we withme and that indeed – all in this together! become a part of Goshen College’s and the Mennonite Church’s story. Church’s Mennonite the become a part and of Goshen College’s It such an enormous with of was connect you. each to blessing this paper. Bender Shetler, Hilary Mayhew, Bobby Meyer-Lee, Ann Hostetler, and and Bobby Hilary Meyer-Lee,Bender Shetler, Ann Hostetler, Mayhew, help this history Langeland beyond to and above gone Hope have – who tive to its climax. to tive White, Mennonite,” and even beyond the confines College.of Goshen confines beyond the even and White, Mennonite,” story the move to inspired bringing forward, will feel readers narra the students at Goshen during at students a specific historical period, hopedo I its that message applied can and be boundaries beyond the understood of “Black, still have the opportunity to answer. opportunity the still have answer. to College. Beyond acting as a historical resource, this paper bringsCollege. Beyond ques acting as a historical resource, surface the all members of Goshen Collegetions to the that community and are not alone in questioning their place within institution. the their place in questioning not alone are and “majority” the use or it to how might be of interest considered of Goshen and ethnic--minority had a place on Goshen’s campus, and 2.) To confirm campus,2.) To and Goshen’s on a place ethnic--minority and had they past, that were present, future and minorities the of Goshen’s for There were two parts to my research interest: 1.) To confirm was To I that 1.) interest: research parts my two were to There not only person the whether questioning as I a--religious, racial cultural, My motivations for researching the history the researching of African for motivations My American students selfish. not entirely maybe selfish. Okay, entirely Goshen College were at actual inhistory.” groups living from the direct attempt apart in embodiment it to give is unimportant and said, theirteaching what “meant just they tion that Anabaptists this active resistance illustrated church Franklin Littell’s historian no in Mennonite whotook Church part the North-American members of and black communitiescities the United States. throughout programs in churchesMennonites initiating and began urbanministry the church first ordained its black minister. first its black in1897, members membership. Baptizing in its proactive resistance inits ways Americans by seeking to include African slaves.own Mennonites tosome not chose the 18thand19thcenturies of early Americans. African against discrimination conformity by resisting the dominant culture’s mistreatment and of the Mennonitenon mission of its church embodying began America, were to the out Word living essential God. of and complete nonconformityplete conformity to Christ the world” Mennonites that believed “com Brown summarized, Hubert theologian order to remain faithful to Christ’s teachings inthe New Testament. As mission one as that would resist the ways the dominant of culture in Testament. the Mennonite thismovement, of out saw Church its Born the state church to achurch establish on theirreading based the New of movement Anabaptist broke with radical reformers the 16th-century of the to more and practiceSeeking exemplify fully the spirit Christ, of

ture. Coffman, In1896,Johnof thefounder S. college’s precursor, the to exemplify the church’s resistance mission of to the dominant cul 6 Goshen College, as a Mennonite institution, has also sought aMennonite as sought also Goshen College, has institution, Centuries later,Centuries many as Mennonites immigrated to North 3 Inthe decades that followed, the church more became Introduction 7

2 As an initial expression, aninitial As 5 Also during the 1940s, the 1940s, during Also 1

6 The early Theearly 4 by 1946 - - - - 7 - - - - -

- 15 -

10 The overwhelming The 14 Among Native-American, the 11 As Elkhart Gos into evolved Institute 8 Goshen eventually would name a commitment name a commitment would Goshen eventually 9 and in 2002, African and Americans up only 11.9 made 13

12 Goshen College not only reflected a larger in Goshen College its societal not only reflected trend Yet a troublesome fact lies in the shadows of shadows Goshen Col in the lies fact a troublesome Yet These historical and contemporary demographics are so prevalent that that contemporaryThese historical and prevalent so demographics are are an acculturating religious minority who have gradually taken on the the on taken religious gradually minority who have an acculturating are of their Americancharacteristics social political and environment.” demographic majority States, Church United in the of Mennonite the has been rural, ethnically and white, Europe historically currently, and an. As described “Mennonites Juhnke, historian James Mennonite by ary institutions, States. of United in the all college students percent been prevalent in the North-American in the been prevalent Church. In 1999, 76 Mennonite postsecond than private, public, at of blacks rather enrolled percent of African percentage low has American that but students also a trend Asian-Pacific, and Hispanic students who contributedto this who percent Hispanic students Asian-Pacific, and age, African of total the Americans than 3 percent up little made more body. student students. In 2006, the total North-Americanstudents. total In 2006, the minority popula student percent. 7 tion of a mere college was the worked abroad, and 10 percent international students—is a dispropor 10 percent and abroad, worked number low of North-Americantionately minority ethnic racial and coexisting behind the college’s distinctive features—such as features—such its distinctive Study- behind college’s coexisting the (SST),Serviceor lived significantnumber faculty Term who have of recognized for its continued expression of this commitment. expression itsrecognized continued for reality An overlooked often diversity. to commitment celebrated lege’s energetic progress.” as a part diversity to of become nationally its and institutional values hen College in 1903, Noah E. Byers, the college’s first President, President, echoed first E. Collegehen 1903, Noah in Byers, college’s the modelto institution the for hopes “high Christian ideals and Coffman’s Elkhart college should his belief stated a Mennonite Institute, that principles upon “operating be and founded a “Spiritadopt of Progress,” those of world.” the to counter the name of maintaining its theological standards. theological maintainingits the nameof erected in barriers that afraid isnot nity tosocio-cultural its down pull centered core to value,iscalled acollegecommu build Goshen College was central Galatians, of to Christ’s message. “Jewcommunity of and Greek,” Paul the as apostle inthe book asserted Building aninclusive standardsChrist. rather by identified those than practices to succumb resistance of to worldly and alternativemodeling, are by the Mennonite principles guided whose Church’sinstitution, to forces control. own beyondits Yet, hardly it excusable for seems an simplyfalling the as institution “victim” graphics could explained be and Mennonite demo North-American the wide-scale with alignment Theevidence of Goshen’s Americans. African retain of number alarger mitment to diversity, and aresponsibility has to GoshenCollege recruit resistancemission of to the mainstream, anexpressed com and with or Russian immigrant heritage and historical ties to the 16th-century to ties and historical the 16th-century immigrant heritage or Russian German, denomination aSwiss, a religious group and with anethnic interchangeably isoften used “Mennonite” the to term refer to both socio-cultural barriers, and thus show a full institutional commitment andshow institutional thus a full barriers, socio-cultural was it unwillingits toof students, the limits push American African expressed, and ways insome lege displayed, adesire to welcome more more inclusive community. thatwhile the col This suggests conclusion institution’s to create barriers these toof a some down let willingness on the depended Americans and retentionrecruitment African of student enrollment, from American 1968to1983, revealsAfrican that for isopen to us occupy.”should inquire or ifinfact the territory thatlike ethnic persons myselfand so hardly we or not whether know madebiological afeeling so been has that Anabaptism experienced Brown “Ihave said, inthe Mennonite Hubert Church, American rican movement anAf as Anabaptist inEurope. hisexperience Recounting 8 The of Goshen’s analysis historical following of period high As an institution designed to convey designed aninstitution the MennoniteAs Church’s 17 In living out its Christ- its out Inliving 16

- - - - - 9 - - and teachings of Christ. teachings and to conform to the dominant culture and was defined rather by the by the rather defined was and culture dominant the to conform to spirit the fully practice principle more of Anabaptists: the to founding tained increase in African beentained increase obtained American have may students desire the to through itsif, actions, shown its college had the resistance to the diversity rhetoric it presented to the public. the to With rhetoric diversity the this unwilling it presented to Church’s Mennonite the and shortness, Goshen fell of institution’s the A sus trends. national to than conform rather transform to mission in 1960. Jr., presented Dr.the time, King, Luther alecture at the college Martin leader, rights iated civil Dr. Vincent Harding. National Dr. Churches, Councilof Proctor; Samuel and Mennonite-affil Anderson; to singer included Marion the campus of author Griffin, in1964by John and a visit Howard Bill, Rights the Civil of criticisms Wallace’s George Governor urban conditions,aprotest Alabama against and Actions,” segregation aPeace to observe to Chicago trip Society Country the raceness about of realities aperformance included Movement’s influence. early conference Relations” Race displayed the “Christian Church-sponsored Goshen’salities. appearance formal campus at the 1955Mennonite race more to relations, give Goshenbegan attention to national re and stimulated blacks national of conversationthe visibility around black students of handful enrolled at Goshen. graduate. American African the Mennonite Church’s first black minister, the became college’s first of daughter Lark, andJuanita in1943, students, American African first Americans. enroll African inthe U.S.leges was the first inthe In1834,Oberlin west college to long afterotherwhite Americans col Goshen enrolledAfrican first its 10 everywhere, to actively recruit blackIn1964, whenuniversi students. to actively recruit everywhere, Movement pressured Rights response to Goshen,and the colleges Civil 1943-1965: FirstYearsofBlack , Intensifying national eventsIntensifying and federal in passed policies As the mid-20th-century U.S. Movement increased Rights Civil the mid-20th-century As 26 22

aYouth on “Integration: Forum discussion and Attitudes Student Enrollment Black Like Me Like Black 18 Over a century later, acentury Goshenenrolled Over its 19 21 Inthe decade that followed, lessa than Other events that raisedaware campus Other . 23 Prominent African American visitors American Prominent African 25 20 The most noted guest of guest The most noted

24 president the of Cry the Beloved Cry - - - - - 11 -

29 - - 28 -

- 30

34 Throughout 32 Thoughnot significantly dif 33 The success of intentional recruiting of intentional coun The the success efforts across Goshen College President Paul Mininger stated that the college college the that Mininger stated Paul College Goshen President The number The of African Goshen Americanattending students 27 31 ferent from national numbers, Goshen enrolled a considerably higher considerably a numbers, national Goshen enrolled from ferent colleges. number than other the of students Mennonite black the decade this number continued to increase at the college, the peaking at increase in to this number decade the continued 1971, with sixty-four African 5 over American representing students population. student of total the percent ties. years. numbers of the doubling previous a dozen, reached up 6.5 percent of all college students in the United States, United of marking in the college students all the up percent 6.5 beginning of a large-scale entry universi white into of students black enrollment, also evidenced in Goshen’s diversifying student demo diversifying student alsoenrollment, in Goshen’s evidenced Bygraphics. mid-1960s, the African made American undergraduates as well as to local area high local schools, area as to recruitas well to minority students. try in African increase national in a American resulted postsecondary In response to this communicated vision, representatives of college the vision, representatives this communicated to In response East, and Midwest in the churches Mennonite and urban areas to went Goshen administrator J. B. Shenk echoedsentiment, this B. expressing J. Goshen administrator 5 percent. to enrollment student black raise to desire institution’s the ties nationwide implemented affirmative action in their admission affirmativepoli their in action implemented ties nationwide cies, young people from to racial“various education groups.” offer should whom hisfirst-year roommatehad ever spoken. EveretteChicago, Ersery, remembered the firstperson being black to “straight the out ghetto.” up Dawson the late 1960s heGoshenduring cameto said rural Arvis nus alum American culture. Having African Chicago, grown inSouthside up Mennonite ethnically rural, Goshen’sof white, middle-class, majority inthe innermunities city, differentethos and experience the very met from non-Mennonite, lowerand insulatedcom socioeconomic, arriving black students, of ity action. The major vast previouslittle inter which there had been groups between social two campus on its brought together enrollment, Goshen student American can cant increase inAfri the signifi Through 12 Tony student during GoshenCollege American Brown, anAfrican as usual.”as business on carry to and made efforts show theirgoodwill, Folk Black of Education in Ballard white Allen universities at which,historian as the time, would meanfor Goshenwasunlike not the institution. many other toGoshen College consider what thischange instudent demographics force did not it students, American more ment to African recruiting Late 1960s-Early1970s:Increase in BlackStudentEnrollment While the success inenrollmentWhile numbers evidenced acommit - - - - says, “expected that the mere admission would Cal Robinson. Cal Green, Chuck OliverHardaway,Douglas, Portia Gadson, Pictured inthe 1970 35 Another black student Another from Southside Maple Leaf Maple 36

: Adrian Powell,: Adrian Herman The 37 -

- - 13 - - Ray 38

40 would be able to be to able would 39 – front: Ray Rosemary– front: Wentz, Smart, Maple Leaf Racism which of a diversifying body reality student one for was The BSU picture from the 1975 the from BSUThe picture Gloria Brenda Ingram, Singleton; Leamon middle: Blackwell, Jan Sowell, Debbie Art McKim; back: Griffin,Rivers, George David Sharp, Charles George Yoder, Boswell. both academic and social, and both in this circumstance.” succeed academic to this observation, Ersery Everette said, “I think they good had inten support the for necessary, of reference tions, but they frame no had these issues limited to those derived from “the those derivedthese issues cornfields, to limited from sociology Fellowship],” Youth classes MYF [Mennonite and Echoing as a whole. nation the by faced questions to answers provide and isolated study-carrels…baffled on unknown ground.” Funk ques Funk study-carrels…baffled isolated and on unknownground.” withon its qualifications community, tioned whether Mennonite the Funk, a white Goshen student, concluded that Mennonites awakened Funk, awakened Mennonites student, Goshen that a white concluded Civil the by “jolted our pews comfortable Rights were from Movement the late 1960s and early 1970s, and 1960s sensed late the but not also only students that “frightened” or seemed faculty some white “inconvenienced” the by campus. the entered large had number that of students black 14 sensed a superficial friendliness. asuperficial sensed inthe college’sshared ina1968article student newspaper, was illprepared.Goshen College Many black students at Goshen,as students.” encountered only“exaggerated the separation black and white between felt at Goshen that the academic Americans challenges many African institution’s evaluation system for to catering white standards. admissions students.” awaited where them on the campus have they accepted been special- as and concentration that thought of rigor “the for institutions ondary white postsec entering prepared black students wrote that had nothing Ballard institutions. these demic demandsof the aca in meeting black students faced confronted collegesacross were the country all-white the challenges involved whilebeing campus relationships. ininterracial dating infollowingStudents encountered years they said also challenges on treated like an“animal” several after asking white women for dates. “opinion on the GoshenCollege articles board,” saying he had been several posted Powell, student, American In 1967,Adrian anAfrican waspresent. tings still set insocial “anand whites undercurrent on campus, mistrust” of many relationships added, evenpositive blacks though existed between and acceptance” towardatmosphere “support of blackYet, students. he In a1968 circumstance unexpected Another previously Goshenand other 47

Record - 45 42 - At Goshen,a1971 At editorial, Dan Kauffman, a white a Goshen Dan Kauffman, editorial, Racism at took forms. Goshenalso more overt Racism pictured inthe 1968 as Savanick, Broaddus, Brown, and Rosetta Pleas Larry 41 Everette Ersery said he felt said ageneral Everette Ersery Record Maple Leaf Maple article criticized the criticized article . The RecordThe 46 44 Ersery Ersery - 43

, 15 ------In 51

54

50 This same year, Goshen year, This same 48 Tony Brown remembered positively that remembered Brown Tony 49 In 1970, the college held a student forum for all forum a student for college held In 1970, the 53 The Goshen College Student Senate in 1968 adopted the the adopted College Goshen The in 1968 Student Senate 52 Not only individuals but also the administration took actions to to actions took only individuals but alsoNot administration the Several individuals began to take active steps in response to to in response steps individuals began active take Several to respond to the new realities Goshen College faced. Initially Goshen College admin new faced. the the realities to respond as a bridge between campus. dichotomized on the groups students to discuss their feelings about campus race relations. There There relations. about discuss campus feelings to their race students time, the such as Vernon also members at faculty individual white were Schertz, who sought with act and build connections students black to Commission to examine and address issues of prejudice and discrimi and issues of prejudice examine address and to Commission campus. on nation black faculty members, and an increase in the percentage of stu black percentage in the members, faculty black an increase and dents.document The also established Human a student-faculty Rights document “The Posi Racial Crisis Human and Rights:of A Statement African recommended formally which American material, course tion,” limited perspectivelimited participating by program exchange in a student College in Jackson, between historically Goshen and Tougaloo black Mississippi. house, their solidarity tragedy. displaying the for sympathy and his own hoped challenge to student, white 1968, one Eli Hochstedler, ment at Goshen. In the days following the assassination of Dr. Martin assassination of the Dr. days following Goshen. In the at ment Goshen court the to Luther King, led faculty a march and students Jr., enroll surge the student black in from some of resulting concerns the the institution willingly gave black students the opportunity the students black institutionthe willingly gave use to perspective, their put on their concerns voice to channels diplomatic agenda,the engage and in constructive dialogue. not ask this many people to come to campus without allowances for for campus without to allowances come people to not ask this many differences.” their cultural College administrator J. B. Shenk noted, “Active recruitment of blacks Shenk “Active noted, B. J. College administrator in school policyThe […] school can cannothelp but a difference make student, challenged campus student leadership organizations to hold hold student, organizations to challenged campus leadership student reality racist the addressing for campus the accountable community both campus on local in the and community. 16 held an all-school Study Day Study centeredheld anall-school in Relations on the topic “Race of mittee to address students the interests minority American of istration created asubcommitteeEducation the International of Com Goshen in the 1970s, said she questioned if blacks had ever she questionedifblacks said done anyGoshen inthe 1970s, and society,tory Mildred Taylor-Myers, student at American anAfrican which “divorcednonite campus, ablack from culture.” hisown was adirect hisblack the identity lossof said result on aMen being of 1972 Ina status on campus. andally collectively aresult as theirminority of individu experienced at lossthey Goshenvoiced identity of the sense home.” Iwouldn’t it feel at “Without had for BSU tions suchas him,stating, Don that organiza black Desaussurecampus expressed the importance in 1971.Ina1975 was the precursorlaunched Union (BSU), to Student the GoshenBlack in1969. Society GoshenCollege’sof Afro-American dent OliverHardaway. stu American understudents the met leadership GoshenAfrican of 1968,black of Inthe spring Movement,Stokely Carmichael. sciousness Black Con of thenational by a leading Left,” member defined aterm by addressing County the concerns“New of Negro Elkhart to serve tions for at black Goshen.Powell unity he created said the organization Powell founded A.P., Powell, Inc (Adrian onethe first of organiza Inc.), In1968,Adrian groups. black Goshenstudents formedsolidarity pus, faculty member. American African same This year,Berry, the Roycollege’s Lee hired the institution first to evaluate life the academic Goshen’s and of social black students. America.” Record 61 As a student being taught only about the role onlyabout whites of inhis taught astudent being As students American group, aformallyAfrican established With toReacting feelings from isolation of on theirwhitecam peers

56 In 1969, the Black Education Committee was Study created In1969,the Black article, African American Goshen student Pleas Broaddus Goshenstudent Pleas American African article, Record 59 These gatherings eventually led creation These gatherings tothe article, African American Goshenstudent American African article, 58

60 This organization This organization 62 55

and 57 - -

------17

- 65 Though 64 : Mark Beachy, Jerome Perry, Jerome Perry, : Mark Beachy, Maple Leaf

Students also criticized of lack the social activities 66 63 Some black students alsoSome students a frustration black expressed with lack the Howell House, as pictured in the 1973 (seated), Robert Bowman (standing), Shawn Woodson Darrel Broaddus, Pattie Greg Alfreda McDowell, Stephanie Newsome (floor), and Betty Beachy (floor), (standing), Steve Cooper. Tate of effort their white peers and the administration put into trying put into of effortadministration the their peerswhite and to own expectations. black students a lot of freedom, it still held them in the realm of its realm it a lot in the still them students of held black freedom, contesting chapel requirements because they were not directed at any any at because not directed they chapel were requirements contesting As summarizedof their interests. Dawson it, give did while Goshen ing as, “depriving them of an inherent parting as, of them an inherent heritage.” “depriving of their cultural not Goshen socially only found Some students confining, black but also spiritually Arvis students black often remembered confining. Dawson it was tied to the Mennonite Church’s prohibition against dancing, prohibition Church’s Mennonite the it tied was to policy against specifically students danc identified theseveral school’s for social life on campus was the greatest problem for black Goshen black for problem campus social on greatest the was life for becausestudents it put danger in them of “social extinction.” thing significant.thing 1973 Goshen’s values. their own cultural to conducive programs and of said lack the opportunity Tate, Black Greg Student president, Union first gospel choir—formed in 1970; a Black Arts was designated focus Arts Black in1970; a choir—formed first gospel was allowed on the collegeradio station; Voices”—the “Ebony college’s a hour” “soul and Society, History; American Black Theology, and Black Culture African Literature, Arts, American African including African awareness, black culture studies were added to the curriculum— response student to diversifying body. its To black heighten cultural 18 campus interculturalcampus awareness. the educating andstudents of took did alot to allthe initiatives raise culture. Tony American African experience Brown felt that many black “work within theiridentity,” within “work Taylor-Myers as it. summarized dent community housing. for office space,black black asand an music, stu serve to “Afro-house” black library, radio on workshop,time the campus station ablack art stated for Union aneed paper, Student aBlack Society a American black culture, and for black faculty. Ina1975manifesto, the African- and pointed to for Students concerns. the need courses inblack history specific recommendations to the better college to accommodate their to open embracing being but tity that others. of have done more and take,” “give Mennonite its up iden giving fully not their home campus. to by immersion, becomemore to the “foreign” exposed, cultures on tended for that the collegeshould create white students opportunities forced into aconstant “cross-cultural” and con immersion experience that black students at Goshen weresuggested the program. The article tors consider did not the three for excluded black students well-suited abroad, experiences whileadministra incross-cultural to participate were unwilling to different engage cultures from campus, on their own cord exclusion three of black students from program prompted the SST a article challenging the principle that allowed who white the principle students, challenging article Accompanying their criticisms, black Goshenstudents offeredAccompanying theircriticisms, Goshen College soon acknowledged the need for the need acknowledged changes in soon Goshen College 68 Mildred Taylor-Myers the collegeshould said 70 Goshen needed to students allowto Goshenneeded allits 67 In1972,acontroversy over the 69 71

- Re - - - - 19 - To respond respond To 73 and Howell House was was House Howell and 72 To offer students a students cross-cultural inner- in the offer immersion To 74 city experience, with the in 1974 Goshen established relations formal Chicago Center. Urban Life was given for students to retake courses in which they received below- they in which received courses retake to students givenwas for was degree completionfive-year a for and normalgrades, option average developed. to the academic needs of academic the some students,black a tutorial to was program an allowance conducted, sessions were study group organized, directed Committee sponsored a nine-week “Human Relations Training Semi sponsored a nine-weekCommittee “Human Relations Training campus. on nar” understanding interracial promote to for the Goshen College Study Week in 1971; College Goshen the Study Week for together live established to as “Black students black House” 1972 for in the Black Study Education year, following The housing. in community rate ever.” than described the Goshen College black student as “dying at a much faster first year. was just above 20 percent and in 1975, 36 percent returned after their after black students of returning oneIn 1972,the number year at Goshen in the retention of black students also contributed to lowered enrollment. students. of minority a variety to efforts recruit years its about that beenNyce more thehad college affirmed intentional in previous and registrarJohn a reduced inthe incoming blacks of classes, number Goshen’s students. above thirty registrarofficedecrease linked theto enrollment American at Goshenbarely reached African the 1970s, of 3percentthan the total of student population. less enrollment in1971to had alreadythirty-five; fallen from sixty-four institutions, student enrollment at postsecondary nationwide inblack thedecline 1976marked initial While national shift. Goshen’s the mid-1970s. during declined reflected again campus this enrollment American numbersat collegesacross the country African Despite various efforts made to adjust to the surge in black students, 20 blacks within white institutions.” within blacks ifwhite concluded colleges Ballard that, few collegeshave of empowerment moved beyond that to point atrue Programs] studies andE.O.P programs. ethnic Yet Opportunity [Equal for change by creating thrust ‘autonomous’ initial the black students’ said of white colleges in this period, “most institutions have absorbed ognize the presence of black students on campus. Author Allen Ballard toleges consider areal transformation making institutional to rec fully inpower at those of white colrollment on the isthepart unwillingness Late 1970s:DeclineinBlack One explanation for explanation One the nationwide inblack student decline en 79 Ina1974 80

Student Enrollment Record article, an African American Goshen student Goshenstudent American anAfrican article, 77 Through the remainder 76 by 1974Goshen’s 78 A decline Adecline - - - 21 - - - - - al Relations, 1979 tor of Cross-Culturtor Sylvia Dyson, Direc - - Tony Brown, a Goshen Brown, Tony 84 Everette Ersery suggested, more generally, the Ersery Everette suggested, generally, more

82 81 The threat posed to the traditional culture Collegeof Goshen by culture posed traditional to the threat The The lack of an institution-wide dedication to embrace black The of an institution-widelack to embrace dedication article questioned whether majority’s the admitting fear—that

83 those in the administration who felt black students had to adjust to had to students black who felt those administration in the tion—underlay Goshen’s reserved efforts. Goshen’s tion—underlay 1970s, tension Collegebetween member identified faculty late a in the tion’s insufficient efforts to fully integrate African Americans. A 1978 A Americans. African integrate fully to efforts insufficient tion’s Record of institu the culture dominant the challenge would students black served students institu in black the increase the for rationale as one valuable in who they were and what they what and represent they in who valuable were ed.” he concluded, “The African American students were were students American African “The concluded, he anything offering as seen not were they that frustrated cording to Ersery, the institution’s mentality was that that was mentality institution’s the Ersery, to cording nothing and offer to everything had College Goshen result, a As students. black incoming the from gain to was “an opportunity, a gift if you will, a chance to get get to chance a will, you if gift a opportunity, “an was Ac in life.” their station improve and an education white Mennonite perspective” and recruited many many recruited and perspective” Mennonite white admission their that idea the with Americans African attempt to “merely assimilate” black students failed failed students black assimilate” “merely to attempt rural, “middle-class, a reflected institution the because Goshen. A decrease in the level of funding available for black student black for of available funding level in the Goshen. A decrease of lack a comprehen example of Goshen’s concrete one scholarships was diversity. pledge to sive at numbers explained declining the enrollment have alsostudents may black students the sense that an institutional commitment had been had sense the an institutional students black that commitment equality. racial to made wanted to nurture campuses, on to cross-culturalwanted “their coexistence first be should act recognition of institutionalized the racism foremost and needed colleges givewhite that to added He their structure.” built into percentas students identified Mennonite. the incoming of minority in1978,67 Thus, Americans. and Mennonite African more Christian and culture. ethos majority theircampus’ of ence and therefore with, more be to, to might willing the adjust standards black students whohad manymoremid-1970s, collegessought experi tions implemented approach strategy. anew intheirrecruitment Inthe education institu postsecondary efforts, these of apart As students. ity to attractcolleges inthecontinued Unitedefforts States, its more minor to commit fully willingness to diversity, white other Goshen,along with 22 article that, because Goshen did not know how know to Goshendid not confront because that, the problems article adjustments. own its make of some culture that had whobelieved andtheto institution those the majority full-time director.full-time woman, a as American anAfrican Dyson, 1978, the Center hired Sylvia have to Mennos, us as of not do the job.” someone trouble trusting member Vernon Schertz believed the program suffered because“We, Goshenfaculty the program’s of actualizing some White goals. primary ing practicalchallenge and ultimatelyto major a posing steps ill-defined However, the center’s fundingallowdirector, did not for afull-time leav and raise students, ity awareness cultures on campus. minority about provide students, programs “economically for minority of minor viable” to promote theprovide needs sensitivity academiccampus counseling, Cultural Center Relations in1977. inadequate funding. than two years later, the Task Force failed due to a lack of leadership and J. created Burkholder the “Task Force L. Students.” on Minority Less attempt President In1975,GoshenCollege students. to retain minority them. in torecruiting decrease theirefforts that arose with increased black student enrollment, they instead decided In altering its recruitment strategy, recruitment its In altering continued Goshenalso its Despite enrollment declining numbersrelated to anapparent un 93

89 In response, Burkholder established the Cross- established Inresponse, Burkholder 90 85 The Center’s primary tasks were tasks to The Center’s primary Lee Roy Berry held ina1978 Roy Berry Lee 87 86 Goshen began targeting targeting Goshenbegan

Record 92 88 In In

91 - -

- - - -

23 - -

- 97 - - -

95 More More 96 Regina Shands Stoltzfus, 94 article personnel life reporting residence that Record Wilma Bailey, an African American Wilma mem Goshen faculty Bailey, 98 Racism early in the Goshen 1980s, at evi still was a reality Early 1980s: Ongoing Challenges Ongoing 1980s: Early seen as racial minorities, rather than individuals, and that there was was seen minorities, than individuals, there as racial that and rather Americans. first ber early in the 1980s, said sensed she were students black that she was and where she was from because African was she from was she where American. and was she the Logan found generally he that, noted exceptions, outside of a few African be Goshen College somewhat at to hostile toward environment subtle racism was also present: Shands Stoltzfus remarked that one of one also Shands was that subtle present: Stoltzfus remarked racism biggestthe assumptions about the was made who faced she challenges “warned”been had she assigned that student black a white incoming an subsequently was she whom permitted refuse. roommate, to in a 1979 dent ing up in Cleveland. being encountering shocked at She remembered with blacks, prior no concluded had and who had students interactions clashes everybody made “cross-cultural that weary all sides.” on ment in the Mennonite church, said the Mennonite environment at at environment said Mennonite the church, Mennonite in the ment experienced she had one the from grow different quite Goshen was “culture shock”fewmonths. during his first “culture another African American early in the 1980s with student prior involve quite different from those he had known in New York. He remembered remembered York.He New thosehe had known in from different quite ofmajor ethnic first and as one the diversity of lack the differ racial experienced he ences through Goshen College a degree went and at of arrived Bronx. the Logan Goshen from at prior had experience with be Goshen to at encountered he Mennonites the but found Mennonites nate the significant cultural gap significant the betweenblacks and on campuscultural whites nate earlyin the 1980s. Logan During alumnus James these black years, While the college’s newWhile minority recruitment college’s the efforts more brought in experience, cultural not with this did elimi students black Mennonite 24 tion inearlieryears, related to black students feeling loss anidentity generally less respectfor black students. faculty students exacerbating as on the difficulties faced by minority lackof minority the identified also report Central Accreditation (NCA) role as concern. asignificant as models toulty serve granted tenure. more minorities. could do didall it not the out employment toGoshen College of seek Tonydents. Brown, teaching that at Gosheninthe late assessed 1970s, stu American African to concern inthe efforts retain major another decline. the levelued, Goshen’s of black student enrollment would continue to in a1979 and whites campus. on its minorities between the issues studythrough abroad attention lack of programs its coexisting with to commented on the ironyarticle Goshen’s of emphasis cross-cultural expressed almostadecadesentiment earlier, astudent ina differences and affirming ognizing among students. rather rec than should become“white” meant everyone essentially were felt and also that taken theon emphasis “equality” seriously age. inthe white-Mennonite himself im tothe institution “redescribe” black culture was inferior areal to and theirown sensed pressure from black culture with miliar and lifestyle. He felt that whites some believed identified theignorancewas studentswho of those wereLogan unfa black presence,significant campus. on and and cultural activities, social the lack of with their frustration the administrationwith black students of noted in1981,anumber held were Inameeting 1980s. theon early campus, voiced again during 101 Shands Stoltzfus did not think African Americans at Goshen Americans thinkAfrican did not Stoltzfus Shands Many of the issues and criticisms brought to Goshen’sMany and the issues criticisms of atten The low number of black The low number faculty at Goshen College remained 104 Record

106 article suspected that ifmany trends these of suspected contin article 105 Some black students Some black noted thislackfac of By 1983, only one black faculty member had been 1983,onlyone black had faculty member been By 100 99 One of the biggest challenges the biggest of One

102 107 Mirroring the Mirroring A 1985 North A1985North 103 Astudent Record -

------25 ------

110

The college The 113 109

112 The program ended in 1986, largely due to low enroll low to ended in 1986, largely program due The 111

108 By turn the efforts continued of decade, the despite to enhance Continuing to hear the issues raised by African by issues hear the raised to Continuing Americans on Federal changes made in the early 1980s that significantly early in the 1980s that made changes af Federal explanation for Goshen’s declining enrollment. In 1981, President Ron declining In 1981, President enrollment. Goshen’s explanation for some higher to provided education minority the access fected student campus. The college’s NCAcampus.college’s The Self-Study full-time three showed minority faculty. was 30. Furthermore,was numbers of low minority graduated students the of dismissed students from nearly 60 percent and years, within four minorities.college during half of second the 1980s were the students withdrew from Goshen College during of from 1979. While withdrew fall the students minorities of racial that 6 percent, was rate dropout student white the students at Goshen had decreased. A summary Goshen had at students Minor the by provided ity Student Report Retention a high that number indicated of minority experiencethe of minority campus, on students number the of black students to become more acquainted with urban congregations and and with congregations urban acquainted become more to students culture. black of lack and funding. ment directed the program. In addition to training young minority leaders for minority young for leaders training to In addition program. the directed an opportunity for white offered Church, program the Mennonite the Goshen College, Associated and Biblical Seminaries. Mennonite an African Broaddus, Darrell American College 1973 Goshen graduate, nite Church’s first black minister, the James James the Lark Program Leadership minister, black first Church’s nite effort a collaborative of the was Black Mennonite Caucus of the Church, also worked with the Mennonite Church’s efforts to foster more leader more foster effortsto Church’s withalso Mennonite worked the black train in 1979 to a program developing by ship in urban churches of Menno the in honor Latinoand Named Church leaders. Mennonite 1980, the administration deemed retention of minority deemed retention as the students administration 1980, the ofmain Cross-Cultural responsibility the Relations Office. campus, the Goshen College administration actively expressed its desire its expressed desire actively campus, College Goshen the administration minority In recruitment student keep retention. and working toward to

26 affected minority students. The cutbacks decreased fundingpoor cutbacks The students. to affected minority intuition andrise dropcosts especially The aid infinancial resulting for called ald Reagan a25 percent infederal cut for funds education. were strong not enough. beyond this yetblack theirefforts students totheirconcerns, discuss tions.” black students“maintaincomfortablerela to, one as student it, put by the decreasecollege wastoenroll the result aconscious effort of less the mostdecisive.haps A1981 factor, students was likely amajor an increase inminority and per goal of commitment institutional to articulated achieving its reserved forsons the lower attendance black students a of at GoshenCollege, students. the minority of two-thirds as affectedseverely while they of thewhites, one-third affected many as well. students and were to the future detrimental many of black collegesas 114 116 A1982 Although various members of the campus gave the campus membersof various differentAlthough rea Logan said the administration said with to willing meet seemed Logan Record report estimated that at changes Goshenthese report 117

Record article questioned whether the questionedwhether article 115

- - - 27 ------The MAO worked to worked The MAO 119

120 Former Goshen College President Shirley Goshen College President Former 121 Ongoing Efforts Ongoing Following up on this goal, the Special the goal, up this on Assistant Following to Late 1980s-Present: 1980s-Present: Late 118 In recent years, Goshen has remained active in its attempts to to in its attempts active Goshen has years, remained In recent vancement of diversity. Proposals for recruiting minor retaining for and Proposals of diversity. vancement Showalter formed the Multicultural Education Task Force (METF) to Force Task Education Multicultural Showalter formed the institutional ad the aid structures to for recommendations provide campus diversity. increase cial aid for minoritycial for students. aid goal of recruiting students from a “multicultural ethnic” ofgoal recruiting a “multicultural from students background form a of finan offer to Leadership Multicultural the Award created and Regina most recently as well, it continues to be consistently full, with beRegina consistently to it continues as well, most recently a waiting on list.students department admissions its The restated also it was discontinued around 2004. In the 1980’s, Goshen College also 1980’s, 2004. In the around it discontinued was Taughtby began offering the class “Race, Class, and Ethnic Relations.” strengthen the campus’s level of multicultural awareness. Zenebe initi awareness. of multicultural level strengthen campus’s the After left, he of Racism taught and Power.” and ated class the “Analysis Regina Shands those Stoltzfus among who taught was class, the until other programs—such as Alumni the Scholars Martin Forum, Luther enrichment course and grants—were to implemented King Study Day, increase cross-cultural implementa in the assisted and increase understanding leadership, Under Zenebe Abebe’s tion of affirmative the actionpolicy. people of color. Affairs Multicultural position the in Multicultural and President the were established 1992. in Affairs (MAO) Office action plan to increase the diversity of employees and set a goal to set and to of a goal diversity the employees increase plan action to positions filledby administrative and of its teaching 5 percent have tinued to expand areas of programming in the effort to attract more more effort the in ofattract programming to expand areas tinued to new a affirmative approved minorityadministration students. The Through the latter half of the 1980s and into the 1990s,con the Goshen into half 1980s and of the Through the latter 28 “strengthen GoshenCollege’s commitment to racial diver and ethnic to effort aninstitution-wide summarizing 2004-2010, adocument students atity Goshenwere inthe workingDiversityPlan: outlined to the DiversityPlan’s proposals. andorganizations programs have or are been created being inresponse for GoshenCollege’sOver a dozen intercultural institutional efforts. administration, was the MAC created in2004to provide leadership ing representatives from the President’s faculty, Council,students, and the Multiculturalby with the MAO Affairs CommitteeInclud (MAC). and interculturalsity learning.” The document’s proposals were written 122

- - 29 - - - - Tony Brown Brown Tony 125 Even Goshen’s first black black first Goshen’s Even 124

123 Conclusion An analysis of history the postsecondary of white institutions believed that as a result of that attitude, Goshen was unwilling to com to unwilling was Goshen attitude, of that asbelieved a result that tion’s attitude toward blacks as “they can come here […] but we’re a […] but blacks we’re as “they here can come toward attitude tion’s He that.” understand to they’re college and have Mennonite to going […] but taking that and operationalizing those taking ideas and specific […] but taking operationalizing and that assessed institu the He is another change issue.” create that steps College and came to the institution by his own initiative, rather than institution the his own by initiative,College to came rather and effortthrough an active to collegeseek him by the out. observed, “Being politically correct is an important Goshen thing at years only servedyears part time as or adjuncts. Lee of Eastern Berry, Roy member, Mennonite a graduate faculty was presence on campus. Since the first hiring campus. on first the Since of an presence African Americanfac majorityulty vast Goshen in 1969, the member at in subsequent hired such as Goshen College suggests unwillingness the of that these insti posed students black integrating to a full commitment make tutions to African considerable to a significantsustaining a obstacle American

of“lack it simply was of progress?” Regina Shands of this historical much how pattern Stoltzfus wonders, much how and deal with this,” to had “every how generation represents that the institution values intercultural relationships and diversity, but diversity, and relationships intercultural institution the values that As their inadequacy. of these efforts results limited the demonstrate have experienced a decline in black student enrollment. Since Goshen’s experienced Goshen’s Since enrollment. a decline student have in black has remained enrollment ago, student decades black own surge three show to attempts between ongoing Goshen has made 3 percent. 2 and level of racial and ethnic diversity on its campus. Yet, following the late late the following ethnic itson and diversity campus. of racial level Yet, early population, surge1960s and 1970s student most colleges in black During the second half of the 20th century, Goshen College, Goshen withDuring along half of second century, 20th the the efforts the continuous made to increase country, the colleges across 30 agreed, remarking, “Goshen, like many remarking, Mennonite wantedagreed, institutions, therefore infrastructure. didn’t provide the necessary allthatmit would it take and to attract Americans and retain African peace” to admit that they might be racist. be to admit might that they peace” Mennonites of the inability whoare of out “all arises about explained, Mennonite into bumping guilt.” without “white nity This “guilt,” she properly addressed at Goshenor elsewhere inthe Mennonite commu strategies to confront she them, didn’t but think the race could issue be Mennonites for build issues and to difficult theirability talkabout one’s demeaned seemingly own. persecution of the other’s respecting another’s because story stories, groupsthermore, these heat said, Goshenhad one ahard hearing time Fur and whites blacks inAmerica. between division the historic of haveAmericans had ahard understanding time one because another reasoned that white Mennonites and African Roy Berry Lee Church, the Mennonite of member American anAfrican nonite As Church. Men reflects also ongoing College issues found inthe North-American intolerancearena everyday of and racism.” intoleranceocean of […]From major isanother it the black perspective “The predominantlywhite of universityanisland is tolerancenot inan the institution. inherently forces historical racist of because that continue to influence really take active steps to combat racism, its had it to admit that was it found society. throughout that said before could GoshenCollege Logan differentcultural background isamicrocosmof ongoing racial tensions of one’s the definition expand cultural identity to includefrom those a students.” American can or interest the toneeds meet areasclimate urbanAfri of or curriculum diversity inrace and ethnicity, want did not but to cultural change its In addition to Goshen large, reflectingat society tensions in The resistance found at Goshenandnationwide colleges to 128 As the authors of As 127

130 Regina Shands Stoltzfus applauded applauded Stoltzfus Shands Regina The Agony of Education of Agony The 131 129 Berry believed that believed to Berry

126 Wilma Bailey Bailey Wilma remarked, - - - - 31 In - - - - 133 Everette Ersery Everette said that,

135 136

132 , Hubert argues Anabaptist the Brown that Historian affirmed Irvin this ob Horst B. 134 Black and Mennonite The North-American The to continues also Mennonite Church In contrast, the University of University the Virginia,In contrast, white a predominantly to institutional change, a seamless transition between institutional change, a seamlessto transition recruitment “Afrocentered” approach to its recruitment and retention efforts, its recruitment to retention and approach de “Afrocentered” commitment fined as importance“the administration’s of level senior embraced its Africanembraced American population. has university The been effortsrecruiting, itsrecognized successful at for nationally retaining, African graduating and Americans. has been Underlying an this success fully that in a way institution, not ability transform was beyond the to unable to be entirely Mennonite. be entirely unable to African suggesting still white, Americans, are Mennonites conversely blacks, Mennonites, white because to difference, that of their racial black, therefore and foremost when identifying are even as Mennonite, Mennonite school, seemed to have little awareness of experience the of little awareness school, seemed have Mennonite to African Americans States. United in the accorded an individual in our own group.” accorded Church, as Goshen, a Mennonite in the because attitude of this general the positive qualities of groups who are not of positive Swiss,the qualities of who are groups German, Dutch or outside our cir others from attract we seldom do […] Too background full the social them extend to privileges rarely we do, when we cles and blacks were unimportant.blacks were servation: appreciate to fail is, (that ethnic we Mennonites) “Frequently a European heritage,a European number low the of African that and Americans support assumption that institutions gave racist the in Mennonite to his book all people, to not simply those with be available should made tradition American in the Mennonite church, Tony Brown felt there was still was an there felt Brown Tony American church, Mennonite in the majority the among understanding being that Menno of Mennonites some, “historical, is linked to nite biological traditional, definition.” struggle with a definitionidentitynot is adopting that Mennonite of history tied to exclusively In his experience culture. and as an African

32 themselves as change agents, the cultivation of allies, students ‘own as the cultivation allies, of themselves change as agents, whoview Americans the commitment African of student recruitment, and retention, the coexistence and Eurocentrism in Afrocentrism of a particular responsibility for living out this call because, as Shands Shands as responsibility for because, thiscall out living a particular andmade a redefined it more religion has inclusive. Goshen College who radically thisredefinition thewas practiceChrist, because of precisely ethos, tobeyond social redefineits alimited Mennonitism the Mennonite willing should Church be plete conformity to Christ, for call Anabaptist nonconformity to the ways the world of and com black one be can Brown suggests, Hubert one that exclusivelybytraditional isnot As defined cultural standards. values are inconflicta morewith flexible Mennonite cultural identity, None pillars. the institution’s of orcal theological presently stated core have not does to Goshen College’s come of at the expense philosophi nity. to strengths the students commu enhance can and bring American and moreto to less exclusive, open be how African less ethnocentric, Tony that Brownconfront Goshenmust agreed the ongoing challenge practicesalterations inallareas life.” campus of indiscriminatory well as as attitudes intheirown and perspectives, adjustments major students and parents, and collectively, individually American and make and students listen staff members, African- carefully members, to tion in by followingintegration” suggested the “two-way at Goshencould GoshenCollege. couldapplied begin be still majority cultures other encouraging of to contributeto fully the culture the of educationalVirginia’saffiliated of the University institution, strategy inthemunicate university community.” ‘stewards with diversity’ of ers’, connecting the community to the university, to and the need com : “Two-way integration meansthat white administrators,: “Two-way faculty 139

A full institutional commitment institutional A full to racial diversity and ethnic private, differingsignificantly small, from a church-Though and Mennonite. The Agony of Educa of Agony The 140 Given the 138 - 137

- -

- - - 33

141 to stop saying it.” it.” saying stop to Stoltzfus said, it must be the institutions of the church that “grab hold hold “grab Stoltzfus that said, it must be institutions the of church the out those issues individual in their work context”;and concluded, she in making this a true“If need involved notwe statement, actively we’re 34 35 - - - - - En - Mennonites, Amish,Mennonites, and the (Scottdale, PA: Herald Herald (Scottdale, PA: Culture for Service: for Culture A History of Goshen Endnotes Black and Mennonite The Black Mennonite Church in North in America,The Mennonite Black Church (Baltimore: The Johns Hopkins University Press, Hopkins Press, University Johns The (Baltimore: (Nappanee, IN: Evangel Press, 1994), 2, 6. Press, IN: Evangel (Nappanee, (Scottdale, PA: Herald Press, 1986), 41-42. Press, Herald (Scottdale, PA: student enrollment for Fall 2005 from Goshen College’s Registrar’s Office. Registrar’s Goshen College’s 2005 from Fall for enrollment student in Americans White and 13. “African Colleges Universities,” and 11. Goshen College, “Diversity at Goshen College,” http://www.gos 11. Goshen College, Goshen College,” “Diversity at 20, 2006). March (accessed hen.edu/aboutgc/diversity.php on numbers available recorded most recently the to 12. According 9. Qtd. in Ibid, 9. Qtd. 4. http://www.goshen.edu/aboutgc/ GC,” 10. Goshen College, “About 20, 2006). March (accessed 7. Hubert 69. Brown, in Susan Miller, Fisher 8. Qtd. College 1894-1994 1886-1986 5. Ibid., 55-76. 6. Ibid., 117. American Civil War 2007), 29-32. 4. Le Bechler, Roy on the North American continent with a more direct connection to the the to North the connection on direct American with a more continent African continent. Lehman M. Nolt, Steven and O. 3. James context of this paper, the terms should not be understood to include include terms the not should to be understood context of this paper, arrived recently a more to those Americans connected black who are of decades) African the (withingroup past few the Diaspora residing ally assumed to be associated with the common culture, traditions, and and ally assumed be traditions, associated to culture, with common the African the linked to were heritage those by whose ancestors shared In the trade. Americas the to brought via slave transatlantic the slaves those individuals who are identified as being black United States identifiedciti as United beingblack those individualsStates who are of Africa, continent the zens to with historical a relationship albeit an alsogener individuals The are generations. by separated one indirect specific context of this paper, they are used to connote more tradition more connote usedto they are specificcontext paper, of this definitionsally understood terms. of the This include would definition changeably throughout this paper as synonymous terms to reduce changeably throughout this paper reduce terms as synonymous to Although larger in the societyredundancy. terms the “black” and variety a of interpretations, afforded in the American” are “African 1. Hubert L. Brown, 74-75. 1976), Press, “Africanterms 2. The American” will be used“black” inter and cyclopedia of African American Education, ed. Faustine C. Jones-Wilson et al. (Westport, CT: Greenwood Publishing Group, Inc., 1996), 364. 36 14. National Center for Education Statistics, “Fast Facts,” http:// nces.ed.gov/fastfacts/display.asp?id=98 (accessed April 12, 2006). 15. Qtd. in Hubert Brown, 28. 16. Ibid., 78. 17. Rom. 10:12 NIV. 18. Cynthia L. Jackson, African American Education (Santa Barbara: ABC-CLIO, Inc., 2001), 48. 19. Mennonite Church USA Historical Committee & Archives, “A His- torical Timeline of Minority and Urban Ministry in the United States, 1910-1997,” www.mcusa-archives.org/resources/mimorityministries- timeline.html (accessed January 22, 2006). 20. Number of students identified by photographs and correspond- ing hometown given in each edition of the Maple Leaf [Goshen College annual] from 1943-1978. The Goshen College Registrar’s Office had no available data on racial/ethnic minority student enrollment numbers prior to the late 1970s. 21. Fisher Miller, 199. 22. A theater production about the dynamics of black-white race relations in pre-apartheid South Africa. Maple Leaf, 1959. 23. Fisher Miller, 209, 229. 24. Maple Leaf, 1958. 25. Ibid., 1966, 1967. 26. Fisher Miller, 209. 27. Jackson, 257. 28. “GCCG and ‘Moral Leadership,” Record, May 17, 1968, 2. 29. “GCCG and Afro-Americans…Senate Role, Black Enrollment Is- sues in Human Rights Stand,” Record, May 17, 1968, 2. 30. Fisher Miller, 269. 31. “African Americans and White Colleges and Universities,” 96. 32. See note 20. 33. Fisher Miller, 229. 34. “Minority Students at Mennonite Colleges Fall Enrollments, 1971-78,” James Lark Leadership Education Program 1976-1979 (folder), V-4-39.3, Goshen College Urban Ministries Program, 1976-85, Box #4, Mennonite Historical Archives, Goshen, IN. 35. Arvis Dawson, interview by author, March 13, 2006. 36. Everette Ersery, e-mail to author, March 7, 2006. 37. Allen B. Ballard, The Education of Black Folk (New York: Harper 37 and Row, 1973), 80. 38. Tony Brown, interview by author, March 10, 2006. 39. “Goshen Students to Confront Issue of ‘Subtle Racism,’” Record, March 20, 1968, 3. 40. Ersery, e-mail. 41. “A Nation Divided—Will There Be a Sane Answer,”Record , April 12, 1968, 4. 42. Ersery, e-mail. 43. “More Negro Power,” Record, January 12, 1968, 5. 44. “A Nation Divided—Will There Be a Sane Answer,” 4. 45. Ballard, 78. 46. “Black Mennos Get Together at GC,” Record, March 18, 1971, 3. 47. Ersery, e-mail. 49. “GCCG and Afro-Americans…Senate Role, Black Enrollment Is- sues In Human Rights Stand,” 2. 50. Tony Brown, interview. 48. “Negro Group Forms on Campus,” Record, April 26, 1968, 1. 51. “GCCG and ‘Moral Leadership,” 2. 52. “Eli Hochstedler…,” Record, June 21, 1968, 4. 53. “GCCG and ‘Moral Leadership,’” 2. 54. “Berry Reacts to Student Forum,” Record, December 10, 1970, 2. 55. “Minorities: Ten Years After,” Record, November 14, 1975, 4-5. 56. “Goshen Students to Confront Issue of ‘Subtle Racism,’” Record, March 20, 1968, 3. 57. “Seminar Studies Racial Tensions,” Record, January 12, 1973, 3. 58. Lee Roy Berry, interview by author, March 10, 2006. 60. “Small Clubs: Struggle for Existence,” Record, February 14, 1969, 4. 61. “Freshman Don Desaussure Recalls UFW Experience,” Record, November 14, 1975, 5. 62. “Broaddus to Pilot Record,” Record, July 14, 1972, 2. 63. Mildred Taylor-Myers, interview by author, March 7, 2006. 64. “Black Student Union Takes ‘Wait and Watch’ Attitude,” Record, October 5, 1973, 4. 65. “Does GC Meet Needs of Students?,” Record, October 11, 1968, 2. 66. Dawson, interview. 67. Tony Brown, interview. 68. “Three Blacks Denied SST,”Record , December 15, 1972, 1. 69. Taylor-Myers, interview. 70. “BSU Active over Last Six Years,” Record, November 14, 1975, 4. 71. Taylor-Myers, interview. 72. “Black Arts,” Record, 11 March, 1971, 3. 73. “Seminar Studies Racial Tensions,” Record, January 12, 1973, 3. 38 74. “GC Seeks to Satisfy Student Minority Needs,” Record, September 19, 1969, 3. 75. “Proposed Urban Life Studies Approved,” Record, October 11, 1974, 1. 76. Jackson, 256. 77. “Black Enrollment Down; Less Active Recruiting Charged,” Re- cord, November 1, 1974, 7. 78. “Effort Increases Minority Enrollment,”Record , September 29, 1978, 5. 79. Report on Minority Students at Goshen College, James Lark Leadership Education Program Planning (folder), V-4-39.3, Goshen Col- lege Urban Ministries Program, 1976-85, Box #4, Mennonite Historical Archives, Goshen, IN. 80. “Black Recruitment Policies: Should They Be Changed?,”Record , November 15, 1974, 7. 81. Ballard, 153. 82. “GCCG and Afro-Americans…Senate Role, Black Enrollment Is- sues in Human Rights Stand,” 2. 83. Ersery, e-mail. 84. “Minority Stats Re-examined,” Record, October 6, 1978, 2. 85. Tony Brown, interview. 86. “Effort Increases Minority Enrollment,” 5. 87. Ballard, 68. 88. “Effort Increases Minority Enrollment,” 5. 89. “GC Reviews Service for Minorities,” Record, February 4, 1977, 6. 90. “JLB Issues Annual College Report,” Record, October 15, 1976, 9. 91. “Cross-Cultural Relations Center Going in Action,” Record, Octo- ber 7, 1977, 1. 92. “Shared Mennonite Rootstock: Will It Be Grafted or Hybrid?,” Record, February 4, 1977, 6. 93. “More Faculty and Staff Introduced,”Record , September 22, 1978, 3. 94. James Logan, interview by author, March 7, 2006. 95. Regina Shands Stoltzfus, interview by author, March 15, 2006. 96. “Blacks find campus alien,”Record , December 7, 1979, 2. 97. Shands Stoltzfus, interview. 98. Logan, interview. 99. Wilma Bailey, email to author, February 27, 2006. 100. “Recruiting Process Undergoes Face-lift,” Record, January 22, 39 1982, 4. 101. Logan, interview. 102. Shands Stoltzfus, interview. 103. “Quiet Racism Making an Imprint on College,” Record, Novem- ber 13, 1981, 2. 104. “Blacks Find Campus Alien,” Record, December 7, 1979, 2. 105. Tony Brown, interview. 106. “Ending Racism Requires Acknowledging,” Record, March 11, 1983, 5. 107. “Blacks Find Campus Alien,” Record, December 7, 1979, 2. 108. Report of a Visit to Goshen College, February 4-6, 1985, 3 (Go- shen College library, Goshen, IN). 109. See note 34. 110. “Program to Train Minority Leaders,” Record, March 16, 1979, 1. 111. “Broaddus to Organize James Lark Program,” Record, October 12, 1979, 7. 112. Wayne Steffen, ed.,Goshen College Self-Study Report 1994-1995 (1995), 57. 113. Minority Student Retention Report. 114. Jackson, 55. 115. “Recruiting Process Undergoes Face-lift,” Record, January 22, 1982, 4. 116. “Cutback, Elitism Generates Some Concern,” Record, November 13, 1981, 1, 5. 117. Logan, interview. 118. Steffen, ed., 15. 119. Ibid., 38. 120. Goshen College Multicultural Affairs Office, “Background,” flyer, 2006. 121. Ibid. 122. Goshen College Multicultural Affairs Office, “Diversity Plan: 2004-2010, Executive Summary,” 2005. 123. Shands Stoltzfus, interview. 124. David Janzen, interview by author, February 3, 2006. 125. Berry, interview. 126. Tony Brown, interview. 127. Bailey, e-mail. 128. Logan, interview. 129. Joe R. Feagin, Hernan Vera, and Nikitah Imani, The Agony of Education (New York: Routledge, 1996), 47. 130. Berry, interview. 131. Shands Stoltzfus, interview. 40 132. Berry, interview. 133. Tony Brown, interview. 134. Hubert Brown, 48. 135. Qtd. in Ibid., 29. 136. Ersery, e-mail. 137. Louis B. Gallien, Jr. and Marshalita Sims Peterson, Instructing and Mentoring the African American College Student (Boston: Pearson Education, 2005), 47-48. 138. Feagin, Vera, and Imani, 155-156. 139. Tony Brown, interview. 140. Hubert Brown, 116. 141. Shands Stoltzfus, interview. 41 Bibliography

“African Americans and White Colleges and Universities.” In Encyclo- pedia of African American Education, edited by Faustine C. Jones-Wil- son et al. Westport, CT: Greenwood Publishing Group, 1996.

“Background.” Handout, 2006. Available from Goshen College Multicul- tural Affairs Office. Goshen, IN.

Bailey, Wilma. E-mail to author. February 27, 2006.

Ballard, Allen B. The Education of Black Folk. New York: Harper and Row, 1973.

Bechler, Le Roy. The Black Mennonite Church in North America, 1886-1986. Scottdale, PA: Herald Press, 1986.

Berry, Lee Roy. Interview by author. March 10, 2006.

Brown, Hubert L. Black and Mennonite. Scottdale, PA: Herald Press, 1976.

Brown, Tony. Interview by author. March 10, 2006.

Dawson, Arvis. Interview by author, tape recording. Elkhart, IN. March 13, 2006.

“Diversity Plan: 2004-2010, Executive Summary.” November 16, 2005. Available from Goshen College Multicultural Affairs Office. Goshen, IN.

Ersery, Everette. E-mail to author. March 13, 2006.

Feagin, Joe R., Hernan Vera, and Nikitah Imani . The Agony of Education. New York: Routledge, 1996.

Fisher Miller, Susan. Culture for Service: A History of Goshen College 1894-1994. Nappanee, IN: Evangel Press, 1994.

Gallien Jr., Louis B. and Marshalita Sims Peterson. Instructing and Men- toring the African American College Student. Boston: Pearson Educa- tion, 2005. 42

Goshen College. “About GC.” http://www.goshen.edu/aboutgc/ (accessed March 20, 2006).

Goshen College. “Diversity at Goshen College.” http://www.goshen. edu/aboutgc/diversity.php (accessed March 20, 2006).

Jackson, Cynthia L. African American Education. Santa Barbara: ABC- CLIO, 2001.

Janzen, David. Interview by author. February 3, 2006.

Maple Leaf [Goshen College annual] 1943-1986.

Mennonite Church USA Historical Committee & Archives. “A Historical Timeline of Minority and Urban Ministry in the United States, 1910-1997.” http://www.mcusa-archives.org/resources/mimorin tyministriestimeline.html (accessed January 22, 2006).

Minority Student Retention Report, Winter 1981. Cross Cultural (folder). V-4-39.3. Goshen College Urban Ministries Program. Box #4, 1976-85. Mennonite Historical Archives, Goshen, IN.

Moulton, P. Phillips, ed. The Journal and Major Essays of John Wool- man. New York: Oxford University Press, 1971. National Center for Education Statistics. “Fast Facts.” http://nces.ed.gov/fastfacts/dis play.asp?id=98 (accessed April 12, 2006).

The Record. Goshen, IN: Goshen College, 1967-1983. Goshen College’s student newspaper.

“Report of a Visit to Goshen College February 4-6, 1985.” Available at Goshen College Library. Goshen, IN.

Report on Minority Students at Goshen College. James Lark Leader ship Education Program Planning (folder). V-4-39.3. Goshen College Urban Ministries Program, 1976-85. Box #4. Mennonite Historical Archives, Goshen, IN. 43

Shands Stoltzfus, Regina. Interview by author. March 15, 2006.

Steffen, Wayne, ed.,Goshen College Self-Study Report 1994-1995. Janu- ary 1995. Available in Goshen College Library.

Taylor-Myers, Mildred. Interview by author. March 7, 2006.