28 20 962 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/437a6c67a121e7d675a09e637ba2df75.pdf b3a176f5c31567313fa288f995337523 PDF Text Text I I Swarthmore College Swarthmore, Pennsylvania 7 January 1970 Memorandum To: From: Fa cuI ty and Students Ad Hoc Black Admissions Committee The attached Memorandum to President Cross comprises AHBAC's recommendations concerning- Black admissions policy at Swarthmore. It is felt that the report will be of interest to the faculty and students. Gilmore stott Chairman �SWARTHMORE COLLEGE Swarthmore, Pennsylvania 5 January 1970 Memorandtun To: From: Subject: President Robert D. Cross Ad Hoc Black Admissions Committee Recommendations con6erning Black admissions policy The faculty action of last January which established AHBAC included in its responsibilities: "To review admissions standards and procedures involved in evaluating black applicants, to recommend standards and procedures to be applied to black applicants, and in particular to propose means for implementing black admissions policy. Specifically, the committee shall also review and make recommendations concerning the College's geographical pattern of recruitment of black and other minority group students. II "To prepare reports as it sees fit." Last spring, at the request of the Curriculum Committee, AHBAC provided comments and recommendations concerning the report of that Committee's Sub-Committee on Post-Ehrollment Education. This Memorandum constitutes a report in response to the charge from the faculty which is quoted above. Endorsed by all members of the Committee, the report is based on a working paper concerning policy prepared last summer by Don Mizell '71 at the request of AHBAC. We point out, also, that the report was prepared after consultation of numerous written materials in the field of Black admissions, and conversations between the Committee and the following consultants: Dr. Donald M. Henderson, Director, Experiment in Higher Education, Southern Illinois University, East st. Louis, Illinois 62201 425 Dr. Andress Taylor, Department of English, Federal City College, Second Street, N. W., Washington, D. C. Robert Kirkpatrick, Assistant Dean of Admissions, Wesleyan University, Middletown, Connecticut Harold Davis, Office of Admissions, Wesleyan University The Committee makes this report so as to provide a way of implementing the policy of the faculty as it is stated in the actions concerning Black admissions taken last January. If questions occur about procedures to be used in carrying out these recommendations, we ask that such questions be discussed with the Committee, and that comments about policy issues which may arise be brought back to the Committee. We encourage discussion of our report, and would respond to proposals that may be brought to us which ask for further deliberation or review~ �-2- The educational system still makes the mistake of judging students by their past, ~egardless of how miserable or hopeless it may have been, rather than on their fUtu~e or promise. Sociological sophistication and misplaced compassion may sometimes be as damaging as insensitivity and prejudice. A system of higher education resigned to failure because its potential clientele is the product of ghettoes, slums and/or broken homes becomes an accomplice in victimizing stUdents. The colleges and universities, more than any other level of the American educational systam, , have exhibited inertia, lack of inventiveness, and lack of openness to pedagogical innovation. Horace Mann Bond, Dean of Education at Atlanta University, was justified in saying there is no question that "the universities will be sorely pressed to attempt to comply with the demands of the Black students while clinging to their traditional procedures and formulations: It The Committee is not in a position to chart out what specific changes in method or content of instruction may be called for as students from this different kind of experience and background come in larger nUmbers to colleges such as our own. we do point out that inclusion of a new type of student implies serious consideration of new approaches to educational method and content. We emphasize that we sharply distinguish between this advice, and any euphemism for a predicted "lowering of standards II. The College now has some rather clearly defined standards of admission, but very few precisely stated standards of educational accomplishment. Such standards as exist, for example percentage going on to respectable graduate schools, are certainly not incontrovertible. The new situation is a ~amic situation, bringing with it opportunities to reexamine the goals of a Swarthmore education and those all-important standards of educational achievement which now remain largely undefined. This will enable us to revitalize an educational tradition which, despite acknowledged virtues, has grown too static. The new type of student asks new questions, does not take for granted the relevance of our standard forms of approach to the problems of understanding and of action as seen from his perspective, In broad outline, we understand this perspective to imply the following: this new type of student will demand a more integrated and problem-oriented curriculum -- a curriculum which combines theoretical and practical concerns and brings knowledge and methods acquired in diverse academic disciplines to bear upon the solution to specific problems confronting these stUdents. We encourage faculty receptivity to these new stimuli which we expect from the inclusion of a larger Black student group. At the same time we expect that these students, faced with the more traditional approach to liberal education now largely represented by the Collegels fac\ll.ty, will benefit from a confrontation with that approach. We believe that this will create a new and dynamic mixture of the College community which has a great potential for a more challenging and stimulating educational experience. Our admissions officers and counsellors should actively advise the faculty not simply on how we can teach these young people to learn our way, but on how their perspectives can change and enliven our way. With a new Office of Research Support, we expect its functions would include the seeking of evidence on the effectiveness of educational methods, both old and new, with respect to students of different backgrounds. Such control and feedback is of the utmost importance i f we want our program to be successful. �-3Those few colleges which have explored new criteria for determining the potential of, Black students (generally lower-class) for success in studies at White colleges, -have been pleasantly surprised with their academic performance. Doxey Wilkerson, educational research specialist at Yeshiva University, has observed that IfThe early experiences of these colleges show that the black students they considered high risks have quite frequently performed as well as did their regularly admitted classmates. Clearly, many of these students lack the money, the test scores or the high school preparation to compete on an equal footing for space in college. There is far less evidence to indicate that they lack the ability, the talent or the desire to succeed at college -- even according to the standards by which college is so generally determined. '~oreover, evidence mounts to prove that the 'cultural deprivation' hypothesis is bankrupt. Like its predecessor, the doctrine of 'genetic inferiority', it is untenable as an explanation for the prevailing academic retardation among students from the ghetto. When provided with learning experiences appropriate to their developmental needs, these students, despite their impoverished economic background, do learn effectively. Their academic failure must be attributed in large measure to inappropriate learning experiences in school. If (from Compensatory Education for the Disadvantaged) In addition Kenneth Clark, in a study done for National Scholarship Service and Fund for Negro Students, found that SAT scores either fail alto~ gether to predict academic performance of Black students at integrated colleges, or else underestimate their performance as compared to W hites. We should not, however, dismiss tests as completely irrelevant, as they do give some minimal indication of basic skills for reasoning with words and numbers that a student has acquired, presumably as a consequence of having gone to school. If he appears to be deficient in these skills and if we believe such skills have some relevance to success in college, then it is important that we become aware of these deficiencies, so that we can take specific remedial action as early as possible. We add the caution, however, that the standard pre-college tests do not offer information about these students' total potential, and offer no more than limited information about academic potential; such tests therefore should not be used to deny admission to a disadvantaged Black student, though they may serve as a guide for the nature and direction of our support programs. If -- as is argued by most of our consultants and the various sources we have explored -- tests reflect a strong cultural bias, i.e. White-middle class, then they are not adequate for measuring the potential of candidates whose experiences fall outside the tests' orientation. What, then, are some functional alternatives. The Committee's information indicates that colleges have to re-examine some fundamental assumptions about talent, creativity, and ability, and how these factors are related to admissions decisions. One question we should consider is whether we seek candidates whose records and credentials point only in the direction of academic achievement, or whether we are interested in those candidates whose priorities are more creatively oriented. �-4" The committee believes we will find greater success, including 'academic success , if we concentrate ,on the latter type candidate. There is latent academic talent and creativity tha~is not shown at the high school level, because such accomplishments are not as much acknowledged and praised by peers as other endeavors. If a Black candidate has heretofore been applying his talent and creativity effectively in other areas, this does not mean he cannot do satisfactory academic work at Swarthmore. The current admissions process slights emotive and motivating factors in favor of intellective factors; but the former ' are equally important, frequently more important, to the success of the Black s tudent. We suggest that our predictive criteria' .should consist of both intellective and non-intellective factors; and that our predictive criteria have broader concerns than academic achievement alone. The goal should be more than possession of superior aptitudes and abilities, and more than superior academic achievement; it should include actualization of the self in accomplishment. In the long run we want to identif.y those who in their own way will succeed. We wish to promote the self development of young people who will create and contribute to the improvement of the system -- not merely conform to it. That is to say, we are interested in the potentially scholastically competent who are also creatively oriented. Wallach (a Swarthmore graduate) and Wing, in a book called The Talented Student, comment: "Scores on achievement tests respond to systematic, intense, enlightened instruction and encouragement ••• but ••• such an authoritarian atmosphere, firm in discipline and over-control in children in more 'privileged' families may stifle creativity ••• (whereas) ••• the greater independence and non-conformity of the disadvantaged who succeed academically enables them to grasp the meanings and implications of experience •• " Locating such talent necessitates taking into consideration the ecological field in which the candidate must operate, and the obstructive forces preventing him from realizing his full capabilities. Kenneth Clark writes: "Academic aspiration, achievements and creativity are not only a function of intellect but in a more complex and definitive way, a function of the individual's image of himself, what he has been told about himself, what is expected of him, and what he has accepted as the essence of his identity from childhood through adolescence. There is a complex relationship between expectation and social ego learning." If a student is rewarded for accomplishments as a leader but finds no such responses as a scholar (given the remnants of the internalized inferiority complex derived from insecurities about the integrity of differences projected by White culture), he will consequently excel at being a leader, which of course does not eliminate the possibility of academic talent. Dr. Don Henderson points out that often the student lacks perspective on what colleges can mean. This lack of perspective, and consequent need for an extended period of adjustment, have all too often been mistakenly interpreted as lack of motivation, as low aspiration or absence of self-confidence on the part of the stUdents. It seems likely, then, that a talented student who is operat. ing from this vantage point may only seem to be an unlikely prospect for Swarthmore. ---- �-5" kind of qualities should we look for in a candidate coming from a background sC? different from the usual applicant? The Committee proposes that the most productiv~ method of assessing talent is by evaluating the person as a whole. A student who displays confidence, self-assurance, self-assertiveness in situations of his own choosing; a student who has high levels of energy channeled effectively in whatever endeavor; who is vigorous and spontaneous, persistent and resourceful in the face of social obstacles; who can be realistic about himself, seeing himself objectively and analytically so as to assess the si tua tion when "things go wroni"; such a . student is a good prospect for Swarthmore. This, generally speaking, would be the candidate who achieves via independence as opposed to the one who achieves via conformity. We should seek to answer questions such as: how has he fared relative to his environment's needs and standards? what has he achieved? what is his image of himself? what impression does he make on others (recommendations should, however, be used cautiously unless the person evaluating the candidate has a good knowledge of Swarthmore)? ~\fe should look for personality factors such as a) motivation, b) toughness, c) sense of self-adequacy and self-knowledge, d) ability to argue a point effectively (either orally or in writing), e) creativity, f) originality, g) an inquiring habit of mind, h) sense of identity, i) sense of destiny, j) likability, k) imagination, 1) aspiration -- placing no pre-conceived priority on one of these qualities over the others. 3ecommendation 1: The criteria indicated above should be given priority in reaching decisions concerning Black admissions. There should be heav,y reliance on interviews and letters of recommendation which give evidence of the personality factors which have been described. Adhering to the criteria described above rather than to conventional 'standardized' criteria will we believe produce a student who has the capacity to make it here, but who may initially be deficient in some skills. It is our view that active recruitment of such lower-income academically disadvantaged youth does not need to lower standards at all, if a transitional adjustment period is provided prior to the undertaking of regular course work. There is no need to lower standards if we postpone application of the standards until the students have made a reasonable adjustment, after which the regular standards can be applied. We propose, therefore Recommendation 2: Establishment of a summer pre-enrollment program which would be required of all students judged to be in need of it. The summer program would be designed to increase proficiency in reading, writing, concept mastery, and argumentation; to ease difficulties of social and academic adjustment; and to instill confidence for the coming year. The program ought to emphasize understanding of the Black experience, in an attempt to combat same of the destructive information the student has internalized about himself; and this process will enhance the student's ability and willingness to learn. By making the program directly relevant to the student's experience, he not only gains information but also sharpens the skills necessary for college studies. l~t �-6If it "is feasible, we would favor undertaking such a . .sununer preenrollment program in cooperation with Haverford and Bryn Mawr. It is felt that a combined p~ogr~· might well be more stimulating and more socially interesting than a program limited to our own students. In budgeting for such a program, we point out that for same students an allowance, to help compensate for summer employment foregone, would be desirable. Because the problem of I stigma I. cannot exist until the rest of the student body is present, a fairly structured, intensely academic program can be implemented. We recommend that it be de-centralized and personalized, emphasizing tutorial instruction. 1{hen the fall term begins, support would shift to a flexible program built around individual tutoring, under the supervision of the counsellor to Black students. While the sununer program would have a strong academic emphasis, counselling on a personal level would be provided to counteract the negative anddestructive elements in the lives of the students; indeed, some argue that this emphasis is likely to be more productive in preparing the student for college than any other effort. It is imperative that during the adjustment period the students have capable and continuing support in bridging the gap between themselves and the Swarthmore system. The difficulties to be encountered are products of varying combinations of factors, and within a given sub-group ~he circumstances and contributing factors may vary as much as they do between subgroups. Individual counselling is essential. Finally, some words of caution:., 1) Swarthmore must not ask of them a degree of change far greater than any Swarthmore is willing to make to respond to their needs. . 2) We must discard the notion of these students being pathological deviants. They are different. They have strengths and vleaknesses. Let us recognize the strengths and eliminate the weaknesses. We suspect it will be found that this group does not exist as a unitary group but as a multi-variant group. 3) We must avoid seeing them as potentially middle-class stUdents. They are different, but they can gain the skills necessary to succeed here in whatever manner they deem feasible. We can analyze some of the compensatory programs already in operation to determine the specific character of ours. If we see the cogency of the above proposals, we must be aware that reaching and recruiting this kind of student will necessitat.e some changes in admissions procedure. Experiences of Black students prior to college are generally quite different £rom those of White stUdents. This fact strongly implies that these differences hinder a fair admissions process so long as the process selects candidates with a single set of criteria in mind. A more constructi veapproach would be to compare the strengths and qualifications of Black students within the Black applicant group. We therefore propose: Recommendation 3: That changes in admissions procedures be made which are necessary to ensure admittance of the best qualified applicants identified by this process. Applicants in this group should be compared with each other, and the criteria applied should be relevant to the experiences of the applicants. �-7Such an approach would be a positive step toward assessing the adequacy of the aforementioned variables for predicting success for this type cf student. By selecting a student on the basis of his qualifications compared to those who have had fairly ·s~ilar experiences, we can be assured of enrolling the most promising candidates. At the same time we would further explore an area that has as yet to yield hard and fast data on more relevant criteria for judging Black students. We should not, however, simply select students on the basis or how they look when compared to others in the applicant pool. We should also be concerned with how a student fared relative to the conditions he was faced with. Finding a balance between inte~ and intra-evaluational criteria will probably result in a stronger Black student population. The committee recognizes there are certain limitations on the number of unconventionally qualified students that can be admitted. This circumstance should not, however, place limitations on the total number of Black students admitted to the College, many of whom will be part of the larger pool of conventionally qualified candidates. We propose: Recommendation 4: That the practice of admitting unconventionally qualified Black students be continued. Recommendation "5: That conventionally qualified Black applicants be offered admission regardless of the target number for Black students for a particular year specified in faculty actions of January 1969. Our new directions may, however, meet with frustration if we are unable to attract Black students to attend Swarthmore. This is a definite possibility, since 1) Swarthmore lacks charisma in the Black community, and 2) other colleges are making increasing efforts to recruit. We therefore propose: Recommendation 6: That there be more comprehensive recruitment to increase Black admissions candidates; and that there be use of student help to make this possible. This Admissions Office should utilize more fully the resources of the Black student population through their organization, SASS, to encourage such students to attend here. Designated individuals, for missions agreed upon, should be paid for their services. The rationale is simple: Black students have an intimate knowledge of the kinds of experience of young high school Black students, and subsequently of their concerns and questions about college in general, and White colleges in particular. Moreover, they can convey their impressions of what it is like to be Black at Swarthmore in a much more effective and persuasive manner than would be possible for someone who is not a Black student. Wesleyan, Northwestern, Br,yn Mawr, Antioch and Harvard have adopted this method and the results have been impressive. Recruiting forays into the South, Southeast and Northern urban. ghettoes ought to produce many more applicants per year. We should contact at least 3,000 students a year. But physical recruiting is only one aspect: correspondence with prospective students, hosting them when on campus and evaluating them in interviews are all avenues that students ought to be involved in, for greater results. �.... .. " -8In addition, alumni and lihite students might be used more extensively when Black candidates turn up in their respective areas. When "possible we should encourage the students and their guidance counselors to visit the campus, making funds ~ avail~ble for on-campus meals and lodging. This latter especially will enhance our visibility and charisma in the Black community. If we are dealing with a candidate from a school with which we have had no previous contact, and if we find the candidate unacceptable for admission, we ought to explain why, so that we keep lines of faith and communication open with the people who recommended him, in order to have a source for future reference • . , ~, As a postscript to the matter of recruitment, we mention as a point of information that during the past summer Don Mizell '71 wrote, at AHBAC's request, a promotional brochure for Black admissions, entitled "Black at Swarthmore". The brochure received AHBAC's unanimous endorsement, and is to be published by the College and the Office of Admissions in the near future. The students we are referring to will have greater financial need than we are currently able to provide, since -- with significant numbers of high need students -- the total scholarship need is likely to move up sharply. We therefore propose: Recommendation tIns endeavor. 1: That increased scholarship funds be made available to support Further, there are many potential transfer students who, if given the opportunity, could make a meaningful contribution to the life of the College. We believe there are ways of increasing the number of such transfers in ways that would avoid "raiding" predominantly Black institutions. lie therefore propose: Recommendation 8: A new policy which will facilitate the admission of Black transfer students, waiving the financial aid restriction in cases where this can be done with the agreement of the institution from which the student comes. It is obvious that the issues covered in this report are interrelated; any proposals that this committee would make that did not acknowledge this fact would be short-sighted. We must recognize that a commitment to the principle of educating economically disadvantaged Black students will necessarily mean some restructuring of the entire admissions procedure; it will mean a greater expenditure of money to make our efforts successful (if we are serious); and it will require a psychological readiness on the part of those at this college to deal with the new experience that is inevitable if we implement our plans. If we are only half-serious or half-committed to providing a quality educational opportunity to those who might otherwise be denied it, we should be frank to say so. But we must be aware that elitism threatens to take chances both with the quality of education and with the welfare of our society. William P. Cline Uwe Henke Franciena King '72 Asmarom Lagesse Don Mizell '71 Jean Perkins Alan Robin '70 Gilmore Stott (Chairman) Delmar Thompson '72 Aundrea ifui te '70 � I I Swarthmore College Swarthmore, Pennsylvania 7 January 1970 Memorandum To: From: Fa cuI ty and Students Ad Hoc Black Admissions Committee The attached Memorandum to President Cross comprises AHBAC's recommendations concerning- Black admissions policy at Swarthmore. It is felt that the report will be of interest to the faculty and students. Gilmore stott Chairman �SWARTHMORE COLLEGE Swarthmore, Pennsylvania 5 January 1970 Memorandtun To: From: Subject: President Robert D. Cross Ad Hoc Black Admissions Committee Recommendations con6erning Black admissions policy The faculty action of last January which established AHBAC included in its responsibilities: "To review admissions standards and procedures involved in evaluating black applicants, to recommend standards and procedures to be applied to black applicants, and in particular to propose means for implementing black admissions policy. Specifically, the committee shall also review and make recommendations concerning the College's geographical pattern of recruitment of black and other minority group students. II "To prepare reports as it sees fit." Last spring, at the request of the Curriculum Committee, AHBAC provided comments and recommendations concerning the report of that Committee's Sub-Committee on Post-Ehrollment Education. This Memorandum constitutes a report in response to the charge from the faculty which is quoted above. Endorsed by all members of the Committee, the report is based on a working paper concerning policy prepared last summer by Don Mizell '71 at the request of AHBAC. We point out, also, that the report was prepared after consultation of numerous written materials in the field of Black admissions, and conversations between the Committee and the following consultants: Dr. Donald M. Henderson, Director, Experiment in Higher Education, Southern Illinois University, East st. Louis, Illinois 62201 425 Dr. Andress Taylor, Department of English, Federal City College, Second Street, N. W., Washington, D. C. Robert Kirkpatrick, Assistant Dean of Admissions, Wesleyan University, Middletown, Connecticut Harold Davis, Office of Admissions, Wesleyan University The Committee makes this report so as to provide a way of implementing the policy of the faculty as it is stated in the actions concerning Black admissions taken last January. If questions occur about procedures to be used in carrying out these recommendations, we ask that such questions be discussed with the Committee, and that comments about policy issues which may arise be brought back to the Committee. We encourage discussion of our report, and would respond to proposals that may be brought to us which ask for further deliberation or review~ �-2- The educational system still makes the mistake of judging students by their past, ~egardless of how miserable or hopeless it may have been, rather than on their fUtu~e or promise. Sociological sophistication and misplaced compassion may sometimes be as damaging as insensitivity and prejudice. A system of higher education resigned to failure because its potential clientele is the product of ghettoes, slums and/or broken homes becomes an accomplice in victimizing stUdents. The colleges and universities, more than any other level of the American educational systam, , have exhibited inertia, lack of inventiveness, and lack of openness to pedagogical innovation. Horace Mann Bond, Dean of Education at Atlanta University, was justified in saying there is no question that "the universities will be sorely pressed to attempt to comply with the demands of the Black students while clinging to their traditional procedures and formulations: It The Committee is not in a position to chart out what specific changes in method or content of instruction may be called for as students from this different kind of experience and background come in larger nUmbers to colleges such as our own. we do point out that inclusion of a new type of student implies serious consideration of new approaches to educational method and content. We emphasize that we sharply distinguish between this advice, and any euphemism for a predicted "lowering of standards II. The College now has some rather clearly defined standards of admission, but very few precisely stated standards of educational accomplishment. Such standards as exist, for example percentage going on to respectable graduate schools, are certainly not incontrovertible. The new situation is a ~amic situation, bringing with it opportunities to reexamine the goals of a Swarthmore education and those all-important standards of educational achievement which now remain largely undefined. This will enable us to revitalize an educational tradition which, despite acknowledged virtues, has grown too static. The new type of student asks new questions, does not take for granted the relevance of our standard forms of approach to the problems of understanding and of action as seen from his perspective, In broad outline, we understand this perspective to imply the following: this new type of student will demand a more integrated and problem-oriented curriculum -- a curriculum which combines theoretical and practical concerns and brings knowledge and methods acquired in diverse academic disciplines to bear upon the solution to specific problems confronting these stUdents. We encourage faculty receptivity to these new stimuli which we expect from the inclusion of a larger Black student group. At the same time we expect that these students, faced with the more traditional approach to liberal education now largely represented by the Collegels fac\ll.ty, will benefit from a confrontation with that approach. We believe that this will create a new and dynamic mixture of the College community which has a great potential for a more challenging and stimulating educational experience. Our admissions officers and counsellors should actively advise the faculty not simply on how we can teach these young people to learn our way, but on how their perspectives can change and enliven our way. With a new Office of Research Support, we expect its functions would include the seeking of evidence on the effectiveness of educational methods, both old and new, with respect to students of different backgrounds. Such control and feedback is of the utmost importance i f we want our program to be successful. �-3Those few colleges which have explored new criteria for determining the potential of, Black students (generally lower-class) for success in studies at White colleges, -have been pleasantly surprised with their academic performance. Doxey Wilkerson, educational research specialist at Yeshiva University, has observed that IfThe early experiences of these colleges show that the black students they considered high risks have quite frequently performed as well as did their regularly admitted classmates. Clearly, many of these students lack the money, the test scores or the high school preparation to compete on an equal footing for space in college. There is far less evidence to indicate that they lack the ability, the talent or the desire to succeed at college -- even according to the standards by which college is so generally determined. '~oreover, evidence mounts to prove that the 'cultural deprivation' hypothesis is bankrupt. Like its predecessor, the doctrine of 'genetic inferiority', it is untenable as an explanation for the prevailing academic retardation among students from the ghetto. When provided with learning experiences appropriate to their developmental needs, these students, despite their impoverished economic background, do learn effectively. Their academic failure must be attributed in large measure to inappropriate learning experiences in school. If (from Compensatory Education for the Disadvantaged) In addition Kenneth Clark, in a study done for National Scholarship Service and Fund for Negro Students, found that SAT scores either fail alto~ gether to predict academic performance of Black students at integrated colleges, or else underestimate their performance as compared to W hites. We should not, however, dismiss tests as completely irrelevant, as they do give some minimal indication of basic skills for reasoning with words and numbers that a student has acquired, presumably as a consequence of having gone to school. If he appears to be deficient in these skills and if we believe such skills have some relevance to success in college, then it is important that we become aware of these deficiencies, so that we can take specific remedial action as early as possible. We add the caution, however, that the standard pre-college tests do not offer information about these students' total potential, and offer no more than limited information about academic potential; such tests therefore should not be used to deny admission to a disadvantaged Black student, though they may serve as a guide for the nature and direction of our support programs. If -- as is argued by most of our consultants and the various sources we have explored -- tests reflect a strong cultural bias, i.e. White-middle class, then they are not adequate for measuring the potential of candidates whose experiences fall outside the tests' orientation. What, then, are some functional alternatives. The Committee's information indicates that colleges have to re-examine some fundamental assumptions about talent, creativity, and ability, and how these factors are related to admissions decisions. One question we should consider is whether we seek candidates whose records and credentials point only in the direction of academic achievement, or whether we are interested in those candidates whose priorities are more creatively oriented. �-4" The committee believes we will find greater success, including 'academic success , if we concentrate ,on the latter type candidate. There is latent academic talent and creativity tha~is not shown at the high school level, because such accomplishments are not as much acknowledged and praised by peers as other endeavors. If a Black candidate has heretofore been applying his talent and creativity effectively in other areas, this does not mean he cannot do satisfactory academic work at Swarthmore. The current admissions process slights emotive and motivating factors in favor of intellective factors; but the former ' are equally important, frequently more important, to the success of the Black s tudent. We suggest that our predictive criteria' .should consist of both intellective and non-intellective factors; and that our predictive criteria have broader concerns than academic achievement alone. The goal should be more than possession of superior aptitudes and abilities, and more than superior academic achievement; it should include actualization of the self in accomplishment. In the long run we want to identif.y those who in their own way will succeed. We wish to promote the self development of young people who will create and contribute to the improvement of the system -- not merely conform to it. That is to say, we are interested in the potentially scholastically competent who are also creatively oriented. Wallach (a Swarthmore graduate) and Wing, in a book called The Talented Student, comment: "Scores on achievement tests respond to systematic, intense, enlightened instruction and encouragement ••• but ••• such an authoritarian atmosphere, firm in discipline and over-control in children in more 'privileged' families may stifle creativity ••• (whereas) ••• the greater independence and non-conformity of the disadvantaged who succeed academically enables them to grasp the meanings and implications of experience •• " Locating such talent necessitates taking into consideration the ecological field in which the candidate must operate, and the obstructive forces preventing him from realizing his full capabilities. Kenneth Clark writes: "Academic aspiration, achievements and creativity are not only a function of intellect but in a more complex and definitive way, a function of the individual's image of himself, what he has been told about himself, what is expected of him, and what he has accepted as the essence of his identity from childhood through adolescence. There is a complex relationship between expectation and social ego learning." If a student is rewarded for accomplishments as a leader but finds no such responses as a scholar (given the remnants of the internalized inferiority complex derived from insecurities about the integrity of differences projected by White culture), he will consequently excel at being a leader, which of course does not eliminate the possibility of academic talent. Dr. Don Henderson points out that often the student lacks perspective on what colleges can mean. This lack of perspective, and consequent need for an extended period of adjustment, have all too often been mistakenly interpreted as lack of motivation, as low aspiration or absence of self-confidence on the part of the stUdents. It seems likely, then, that a talented student who is operat. ing from this vantage point may only seem to be an unlikely prospect for Swarthmore. ---- �-5" kind of qualities should we look for in a candidate coming from a background sC? different from the usual applicant? The Committee proposes that the most productiv~ method of assessing talent is by evaluating the person as a whole. A student who displays confidence, self-assurance, self-assertiveness in situations of his own choosing; a student who has high levels of energy channeled effectively in whatever endeavor; who is vigorous and spontaneous, persistent and resourceful in the face of social obstacles; who can be realistic about himself, seeing himself objectively and analytically so as to assess the si tua tion when "things go wroni"; such a . student is a good prospect for Swarthmore. This, generally speaking, would be the candidate who achieves via independence as opposed to the one who achieves via conformity. We should seek to answer questions such as: how has he fared relative to his environment's needs and standards? what has he achieved? what is his image of himself? what impression does he make on others (recommendations should, however, be used cautiously unless the person evaluating the candidate has a good knowledge of Swarthmore)? ~\fe should look for personality factors such as a) motivation, b) toughness, c) sense of self-adequacy and self-knowledge, d) ability to argue a point effectively (either orally or in writing), e) creativity, f) originality, g) an inquiring habit of mind, h) sense of identity, i) sense of destiny, j) likability, k) imagination, 1) aspiration -- placing no pre-conceived priority on one of these qualities over the others. 3ecommendation 1: The criteria indicated above should be given priority in reaching decisions concerning Black admissions. There should be heav,y reliance on interviews and letters of recommendation which give evidence of the personality factors which have been described. Adhering to the criteria described above rather than to conventional 'standardized' criteria will we believe produce a student who has the capacity to make it here, but who may initially be deficient in some skills. It is our view that active recruitment of such lower-income academically disadvantaged youth does not need to lower standards at all, if a transitional adjustment period is provided prior to the undertaking of regular course work. There is no need to lower standards if we postpone application of the standards until the students have made a reasonable adjustment, after which the regular standards can be applied. We propose, therefore Recommendation 2: Establishment of a summer pre-enrollment program which would be required of all students judged to be in need of it. The summer program would be designed to increase proficiency in reading, writing, concept mastery, and argumentation; to ease difficulties of social and academic adjustment; and to instill confidence for the coming year. The program ought to emphasize understanding of the Black experience, in an attempt to combat same of the destructive information the student has internalized about himself; and this process will enhance the student's ability and willingness to learn. By making the program directly relevant to the student's experience, he not only gains information but also sharpens the skills necessary for college studies. l~t �-6If it "is feasible, we would favor undertaking such a . .sununer preenrollment program in cooperation with Haverford and Bryn Mawr. It is felt that a combined p~ogr~· might well be more stimulating and more socially interesting than a program limited to our own students. In budgeting for such a program, we point out that for same students an allowance, to help compensate for summer employment foregone, would be desirable. Because the problem of I stigma I. cannot exist until the rest of the student body is present, a fairly structured, intensely academic program can be implemented. We recommend that it be de-centralized and personalized, emphasizing tutorial instruction. 1{hen the fall term begins, support would shift to a flexible program built around individual tutoring, under the supervision of the counsellor to Black students. While the sununer program would have a strong academic emphasis, counselling on a personal level would be provided to counteract the negative anddestructive elements in the lives of the students; indeed, some argue that this emphasis is likely to be more productive in preparing the student for college than any other effort. It is imperative that during the adjustment period the students have capable and continuing support in bridging the gap between themselves and the Swarthmore system. The difficulties to be encountered are products of varying combinations of factors, and within a given sub-group ~he circumstances and contributing factors may vary as much as they do between subgroups. Individual counselling is essential. Finally, some words of caution:., 1) Swarthmore must not ask of them a degree of change far greater than any Swarthmore is willing to make to respond to their needs. . 2) We must discard the notion of these students being pathological deviants. They are different. They have strengths and vleaknesses. Let us recognize the strengths and eliminate the weaknesses. We suspect it will be found that this group does not exist as a unitary group but as a multi-variant group. 3) We must avoid seeing them as potentially middle-class stUdents. They are different, but they can gain the skills necessary to succeed here in whatever manner they deem feasible. We can analyze some of the compensatory programs already in operation to determine the specific character of ours. If we see the cogency of the above proposals, we must be aware that reaching and recruiting this kind of student will necessitat.e some changes in admissions procedure. Experiences of Black students prior to college are generally quite different £rom those of White stUdents. This fact strongly implies that these differences hinder a fair admissions process so long as the process selects candidates with a single set of criteria in mind. A more constructi veapproach would be to compare the strengths and qualifications of Black students within the Black applicant group. We therefore propose: Recommendation 3: That changes in admissions procedures be made which are necessary to ensure admittance of the best qualified applicants identified by this process. Applicants in this group should be compared with each other, and the criteria applied should be relevant to the experiences of the applicants. �-7Such an approach would be a positive step toward assessing the adequacy of the aforementioned variables for predicting success for this type cf student. By selecting a student on the basis of his qualifications compared to those who have had fairly ·s~ilar experiences, we can be assured of enrolling the most promising candidates. At the same time we would further explore an area that has as yet to yield hard and fast data on more relevant criteria for judging Black students. We should not, however, simply select students on the basis or how they look when compared to others in the applicant pool. We should also be concerned with how a student fared relative to the conditions he was faced with. Finding a balance between inte~ and intra-evaluational criteria will probably result in a stronger Black student population. The committee recognizes there are certain limitations on the number of unconventionally qualified students that can be admitted. This circumstance should not, however, place limitations on the total number of Black students admitted to the College, many of whom will be part of the larger pool of conventionally qualified candidates. We propose: Recommendation 4: That the practice of admitting unconventionally qualified Black students be continued. Recommendation "5: That conventionally qualified Black applicants be offered admission regardless of the target number for Black students for a particular year specified in faculty actions of January 1969. Our new directions may, however, meet with frustration if we are unable to attract Black students to attend Swarthmore. This is a definite possibility, since 1) Swarthmore lacks charisma in the Black community, and 2) other colleges are making increasing efforts to recruit. We therefore propose: Recommendation 6: That there be more comprehensive recruitment to increase Black admissions candidates; and that there be use of student help to make this possible. This Admissions Office should utilize more fully the resources of the Black student population through their organization, SASS, to encourage such students to attend here. Designated individuals, for missions agreed upon, should be paid for their services. The rationale is simple: Black students have an intimate knowledge of the kinds of experience of young high school Black students, and subsequently of their concerns and questions about college in general, and White colleges in particular. Moreover, they can convey their impressions of what it is like to be Black at Swarthmore in a much more effective and persuasive manner than would be possible for someone who is not a Black student. Wesleyan, Northwestern, Br,yn Mawr, Antioch and Harvard have adopted this method and the results have been impressive. Recruiting forays into the South, Southeast and Northern urban. ghettoes ought to produce many more applicants per year. We should contact at least 3,000 students a year. But physical recruiting is only one aspect: correspondence with prospective students, hosting them when on campus and evaluating them in interviews are all avenues that students ought to be involved in, for greater results. �.... .. " -8In addition, alumni and lihite students might be used more extensively when Black candidates turn up in their respective areas. When "possible we should encourage the students and their guidance counselors to visit the campus, making funds ~ avail~ble for on-campus meals and lodging. This latter especially will enhance our visibility and charisma in the Black community. If we are dealing with a candidate from a school with which we have had no previous contact, and if we find the candidate unacceptable for admission, we ought to explain why, so that we keep lines of faith and communication open with the people who recommended him, in order to have a source for future reference • . , ~, As a postscript to the matter of recruitment, we mention as a point of information that during the past summer Don Mizell '71 wrote, at AHBAC's request, a promotional brochure for Black admissions, entitled "Black at Swarthmore". The brochure received AHBAC's unanimous endorsement, and is to be published by the College and the Office of Admissions in the near future. The students we are referring to will have greater financial need than we are currently able to provide, since -- with significant numbers of high need students -- the total scholarship need is likely to move up sharply. We therefore propose: Recommendation tIns endeavor. 1: That increased scholarship funds be made available to support Further, there are many potential transfer students who, if given the opportunity, could make a meaningful contribution to the life of the College. We believe there are ways of increasing the number of such transfers in ways that would avoid "raiding" predominantly Black institutions. lie therefore propose: Recommendation 8: A new policy which will facilitate the admission of Black transfer students, waiving the financial aid restriction in cases where this can be done with the agreement of the institution from which the student comes. It is obvious that the issues covered in this report are interrelated; any proposals that this committee would make that did not acknowledge this fact would be short-sighted. We must recognize that a commitment to the principle of educating economically disadvantaged Black students will necessarily mean some restructuring of the entire admissions procedure; it will mean a greater expenditure of money to make our efforts successful (if we are serious); and it will require a psychological readiness on the part of those at this college to deal with the new experience that is inevitable if we implement our plans. If we are only half-serious or half-committed to providing a quality educational opportunity to those who might otherwise be denied it, we should be frank to say so. But we must be aware that elitism threatens to take chances both with the quality of education and with the welfare of our society. William P. Cline Uwe Henke Franciena King '72 Asmarom Lagesse Don Mizell '71 Jean Perkins Alan Robin '70 Gilmore Stott (Chairman) Delmar Thompson '72 Aundrea ifui te '70 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Recommendations concerning Black Admissions Policy Description An account of the resource Ad Hoc Black Admissions Committee Date A point or period of time associated with an event in the lifecycle of the resource 01/05/1970 Format The file format, physical medium, or dimensions of the resource PDF Alan Robin Aundrea White (Kelley) Black admissions Delmar Thompson Don Mizell Faculty Franciena King President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/60a0c980c0b07f6278ff7af585dcd57e.pdf c3408bbef234cd9ac0ae6c2aebafe588 PDF Text Text .r:::;'C i (, :~ . L0J~ Ct::;::;Cf .J I;-. :~lL ·.·tlOE A6.cltt'l0'lc:til 7ro ~o-"a.l ~ "Fo, C~'~ ll\f..lla...~l~ , .~DIfrIO il! . i.. . Ig,J?'"J , I ~ ~ . oth"r• ';: .". ~~~~ d<··~"", ,,·,,, .r1 ~ '.~ o ~ <" rv b ~ th e, ,c' C:'i ~ ion 3 d .. r-T11 1ttee , ·r~';· ~ C'c v ~~'-:CO '.. v ~ v . _~~V~. .~'~ ~ ~:~. ~ .II ~ ·· ".-.; ~ ("~ · ,.l~{ '. t,) ., l"lfl .: 01...- it to l m:r:-L :b..;~, t .. ll!1 ,)tL~:r , a ::Ei.:·L.iol', .; . . . Cl.HCh ... . 2) Th ,: ·~in·61v;:;ion. :-;f .51'1C};: r( o ;:h: :: t [tIl r c l,: v :·:·I.t Lv, O :of cl, :c1sLE ion ;,;.}!~ jn::r r·r.:)c ~·; f] ~' in 'th ~ , co11QE:: . vJh11(; in th e ' future 1W fecI that this ::;)ASS dc:nand 1-;111 be met by th e: ::. p point·,1c'nt of Bl f~ c:{ . f ::-teu1 ty t ,,'. dministra tors i or cou..1'J.sclors t until such ttrr.c ~lS the ;. re ex1sts Z1m~i sufficient bl!:~cJ{ rcrrcscntation 1n the faculty t 'o accomplish adequa.t~ representation of Black interests. this demsndmust b2 ;n,-; t by the . inclu~io:r. of Bla ck 8tudents or outside resource people. acceptable to both SASS and the administr-"tion. . This is to ensure that no decision concerning Black people ~-.. " ]'"Id .-:. ".. •; .,. • .• • - ,. " : . "', '; ' " j .• We Jrecagn1Z6 the ttoed f;:T. f eU.lt ·. t:; j·_~:.:. l it:1 t·· c i ~ <: U · :::.: -al , ell: " :r:!o( ; r ll:t .. ' r ·,, ~; t " . ~; (1 s t u'.l,: n t o;: .-:- r 11": t ·:,: r ~.' f': t~ • ;\;U , . ,; ; " " '" .. h_ \:'. 1 . t· _ ·.. t th'" 1 ~., e1) It ;.r .:• u.,. ·t: .<" l.!L... ...."'.,;.• • ,.L (.,.. ~,··· t 't"n\. f 0 1":I l ·r." ....ro ~ . O <';':' l '~~ ,. r. .. · J. . I" • r , , : __ " ", .• f in or:>~ T' fer t :':i.: b L .c \: f~. O i..; r int. .. r, ' ;.;t. to b.; ;~", t: I) 11' ortkr to \.: :~-.:::J.nd th~ (ivjrsity 0fth ;.' , t1~(1: r;"t " ol·: 1>.1. , t1c· !,~ .:;· lld to ir~cr: ..Lsc ·" .... . .. +Bl ·e:'7 l>nro11'-lr "r:t "'·~O· ""!. ,c ··11tcJ ., .: " ~"":r'ov :'-' ''''L .~11cr:·; .,:· -~: ;:' d oJ:.:.., r~.'. t~li..(...'r bud?c t 'for th :: :::ic,·~ l.s t: io]'lf~ of'~'i c ( ; 'iii > r~.L r to . fir '.0.1 . it to .-;:':·.:.nc} i t i X',,; C l'1.'.i tf11: ' o ~;· .. r :! tio n~: to i:'!clt\d;:; t t ,. tJoutl-; :c.11;; t ,';! :' 't;~ : t>t J ... . ' . .... _. \., _ ",, 1.. ' •• _, -~ : to , ~ ... . . - 4- ~ of reaching that deCision. , l'; e feel th ", t when this c19riflc9.tion or' S;SS d em~nds is met then the r2structuring Of th e c6ll c ge nec e ssary fo~ the insured inclusion of Black interest will have be en accomplished. Furthermore, recognizing th e n e ed for increas ed stUd ent particip"ltion in d q cisions of the coll ege community. we request that th e f 3 culty establish a student week early in the second semester to both decide how incrcs sed student particpetion can be implem e nted and to continue the discussions on the implications of :::.dopting the ?bove an::.;, all proposals pert?ining to bla ck S1dmissions9.nd stUdent life. Dan Nussbaum Ron Krall Tom Hammond �The actions of SASS have dramatized the inqd€qu~cies of the decision-making processeslat Swarthmore, gener~ting in the minds of many concerned :xx members of the community tho n8ed for a probing re-evalu ~ tion of the procedures which Sw~rthmore has utilized for institutlonal change. · The srecific suggestions for the structure of future decision-msking should be c? rcfully a,nd thoughtfully considered. Rs.th e r th?n a h"'sty '=lnd ill-conceived proposal for the restructuring of such decision-ma){ing PDocosses, a co ' mittmcnt rt eedsto be made now, on tho p~rt of faculty, administration ~nd students to the gen er91 theory of the mrthods of insti tutional ch-'nge which Viould be more r .G sponsive to the needs of · the community. ie: That a legi tim3.te,' process be - stablished- fOr decisione making. constituted such th .e ..ti t . recognizes the right on the P9.rt of those groups whlch 'Hill b2 qffecto(l by the decislon, to t'3.ke p'?yt in the process. Thus f9.culty. administr'=!t:;on and students. chosen by their respective constituencies, ~ould be represented in the decisionmaking body. The import3.l1ce of such an und .:::rst.s,n ding of the proce ss i:N:X:~X:}IRo1: of institutional change is that it rrovides for the community a: d ec ls-ion-mak-ln g pro-ct:"S~~Wh- can- -be ~ trusted , -- whjeh i-8 neit-her arbi tr9_ nor obscure, ::md ·N hich provides channels for the ry legitimate expression of the various points of view of these affected'by the decisionG \ Duncan Hollomon j . I •., j • �.' , .. ~Je urge the students and faculty to consider this pro[osal: ', .•: That a consti tutional Conventi~n be convened .in FebruDry -. .to review ~md det : :rmine 81.1 'lspects of th '~ depisj.on-m'Jking ; processes o'f the College. 'The comrosi tion 9f the convention · shall insure a just representation of all elements. of the community. Trle · members·shall be elected by.their conEltituencies: 2.5 students ~t · 20 · facul ty, 10 admini stra tion and members of the board ",f managers. : .. ,. .... .. ..:. . ,.:. .Ron Th·o mas ." ""LaurenBrub, !,ker S ,..J _ :: . :., .. <. .L i.-;"/ ~ , , ~' , • , ~. 1 , ." '". .~ . , .", ~ ~ : v ; . ,- ; "r ~\ ; ... : :' '7 .. "i;':! . . ., .... : . ,. ,, ' . Roger Wood . John Edgar ." Tom Hammond , Sue Snider: ~ :'~;_ i."~_ 'Lyle · Snid.er . Anne Nel'J"man Mike ~1iller . :' . .. . 1 -J ; : . ., f " ._1,./ I , '> , _. • i '~ i ' . .;'. ',. , ! . • .'. ' ~~ }, j .. ': • '• .' .< , . � .r:::;'C i (, :~ . L0J~ Ct::;::;Cf .J I;-. :~lL ·.·tlOE A6.cltt'l0'lc:til 7ro ~o-"a.l ~ "Fo, C~'~ ll\f..lla...~l~ , .~DIfrIO il! . i.. . Ig,J?'"J , I ~ ~ . oth"r• ';: .". ~~~~ d<··~"", ,,·,,, .r1 ~ '.~ o ~ <" rv b ~ th e, ,c' C:'i ~ ion 3 d .. r-T11 1ttee , ·r~';· ~ C'c v ~~'-:CO '.. v ~ v . _~~V~. .~'~ ~ ~:~. ~ .II ~ ·· ".-.; ~ ("~ · ,.l~{ '. t,) ., l"lfl .: 01...- it to l m:r:-L :b..;~, t .. ll!1 ,)tL~:r , a ::Ei.:·L.iol', .; . . . Cl.HCh ... . 2) Th ,: ·~in·61v;:;ion. :-;f .51'1C};: r( o ;:h: :: t [tIl r c l,: v :·:·I.t Lv, O :of cl, :c1sLE ion ;,;.}!~ jn::r r·r.:)c ~·; f] ~' in 'th ~ , co11QE:: . vJh11(; in th e ' future 1W fecI that this ::;)ASS dc:nand 1-;111 be met by th e: ::. p point·,1c'nt of Bl f~ c:{ . f ::-teu1 ty t ,,'. dministra tors i or cou..1'J.sclors t until such ttrr.c ~lS the ;. re ex1sts Z1m~i sufficient bl!:~cJ{ rcrrcscntation 1n the faculty t 'o accomplish adequa.t~ representation of Black interests. this demsndmust b2 ;n,-; t by the . inclu~io:r. of Bla ck 8tudents or outside resource people. acceptable to both SASS and the administr-"tion. . This is to ensure that no decision concerning Black people ~-.. " ]'"Id .-:. ".. •; .,. • .• • - ,. " : . "', '; ' " j .• We Jrecagn1Z6 the ttoed f;:T. f eU.lt ·. t:; j·_~:.:. l it:1 t·· c i ~ <: U · :::.: -al , ell: " :r:!o( ; r ll:t .. ' r ·,, ~; t " . ~; (1 s t u'.l,: n t o;: .-:- r 11": t ·:,: r ~.' f': t~ • ;\;U , . ,; ; " " '" .. h_ \:'. 1 . t· _ ·.. t th'" 1 ~., e1) It ;.r .:• u.,. ·t: .<" l.!L... ...."'.,;.• • ,.L (.,.. ~,··· t 't"n\. f 0 1":I l ·r." ....ro ~ . O <';':' l '~~ ,. r. .. · J. . I" • r , , : __ " ", .• f in or:>~ T' fer t :':i.: b L .c \: f~. O i..; r int. .. r, ' ;.;t. to b.; ;~", t: I) 11' ortkr to \.: :~-.:::J.nd th~ (ivjrsity 0fth ;.' , t1~(1: r;"t " ol·: 1>.1. , t1c· !,~ .:;· lld to ir~cr: ..Lsc ·" .... . .. +Bl ·e:'7 l>nro11'-lr "r:t "'·~O· ""!. ,c ··11tcJ ., .: " ~"":r'ov :'-' ''''L .~11cr:·; .,:· -~: ;:' d oJ:.:.., r~.'. t~li..(...'r bud?c t 'for th :: :::ic,·~ l.s t: io]'lf~ of'~'i c ( ; 'iii > r~.L r to . fir '.0.1 . it to .-;:':·.:.nc} i t i X',,; C l'1.'.i tf11: ' o ~;· .. r :! tio n~: to i:'!clt\d;:; t t ,. tJoutl-; :c.11;; t ,';! :' 't;~ : t>t J ... . ' . .... _. \., _ ",, 1.. ' •• _, -~ : to , ~ ... . . - 4- ~ of reaching that deCision. , l'; e feel th ", t when this c19riflc9.tion or' S;SS d em~nds is met then the r2structuring Of th e c6ll c ge nec e ssary fo~ the insured inclusion of Black interest will have be en accomplished. Furthermore, recognizing th e n e ed for increas ed stUd ent particip"ltion in d q cisions of the coll ege community. we request that th e f 3 culty establish a student week early in the second semester to both decide how incrcs sed student particpetion can be implem e nted and to continue the discussions on the implications of :::.dopting the ?bove an::.;, all proposals pert?ining to bla ck S1dmissions9.nd stUdent life. Dan Nussbaum Ron Krall Tom Hammond �The actions of SASS have dramatized the inqd€qu~cies of the decision-making processeslat Swarthmore, gener~ting in the minds of many concerned :xx members of the community tho n8ed for a probing re-evalu ~ tion of the procedures which Sw~rthmore has utilized for institutlonal change. · The srecific suggestions for the structure of future decision-msking should be c? rcfully a,nd thoughtfully considered. Rs.th e r th?n a h"'sty '=lnd ill-conceived proposal for the restructuring of such decision-ma){ing PDocosses, a co ' mittmcnt rt eedsto be made now, on tho p~rt of faculty, administration ~nd students to the gen er91 theory of the mrthods of insti tutional ch-'nge which Viould be more r .G sponsive to the needs of · the community. ie: That a legi tim3.te,' process be - stablished- fOr decisione making. constituted such th .e ..ti t . recognizes the right on the P9.rt of those groups whlch 'Hill b2 qffecto(l by the decislon, to t'3.ke p'?yt in the process. Thus f9.culty. administr'=!t:;on and students. chosen by their respective constituencies, ~ould be represented in the decisionmaking body. The import3.l1ce of such an und .:::rst.s,n ding of the proce ss i:N:X:~X:}IRo1: of institutional change is that it rrovides for the community a: d ec ls-ion-mak-ln g pro-ct:"S~~Wh- can- -be ~ trusted , -- whjeh i-8 neit-her arbi tr9_ nor obscure, ::md ·N hich provides channels for the ry legitimate expression of the various points of view of these affected'by the decisionG \ Duncan Hollomon j . I •., j • �.' , .. ~Je urge the students and faculty to consider this pro[osal: ', .•: That a consti tutional Conventi~n be convened .in FebruDry -. .to review ~md det : :rmine 81.1 'lspects of th '~ depisj.on-m'Jking ; processes o'f the College. 'The comrosi tion 9f the convention · shall insure a just representation of all elements. of the community. Trle · members·shall be elected by.their conEltituencies: 2.5 students ~t · 20 · facul ty, 10 admini stra tion and members of the board ",f managers. : .. ,. .... .. ..:. . ,.:. .Ron Th·o mas ." ""LaurenBrub, !,ker S ,..J _ :: . :., .. <. .L i.-;"/ ~ , , ~' , • , ~. 1 , ." '". .~ . , .", ~ ~ : v ; . ,- ; "r ~\ ; ... : :' '7 .. "i;':! . . ., .... : . ,. ,, ' . Roger Wood . John Edgar ." Tom Hammond , Sue Snider: ~ :'~;_ i."~_ 'Lyle · Snid.er . Anne Nel'J"man Mike ~1iller . :' . .. . 1 -J ; : . ., f " ._1,./ I , '> , _. • i '~ i ' . .;'. ',. , ! . • .'. ' ~~ }, j .. ': • '• .' .< , . � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Additional Proposals for Consideration Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Dan Nussbaum et al Date A point or period of time associated with an event in the lifecycle of the resource 01/11/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/484311f343416177be604f3227de425a.pdf d6708fd6a68d2bd80f6198b79128c442 PDF Text Text ./ " ACTIONS OF TEE FACULTY CONCERNINt; BLACK Am :ISSIONS Al~D OTHEl:'. ~F.LEV~\TT TOPICS ,.. General state1l'ent at the beginning ot' the crisis (1-9-69) 1) The Facuity,. .. in the midst of acting on the problems of black admissions and a black curriculum, finds itself faced with a resort to force and a refusal to make use of rational procedures. The faculty deplores the use of force and plans to continue the orderly consideration of the problems to which it was addressinE itself ~hen the Admissions Office was occupied. It invites all members of the College community to '-lork toward the resolution of, the present crisis. (1-9-69) AHBAC and the black Deans Paralleling a student resolution, the faculty proposed that c9mmittees be established to select a black counselor (later specified as an administrative officer). to select a black member of the admissions staff, and to advise on problems connected with admission of black students. 2) Pursuant to a proposal from the student meetine in Clothier, the faculty views formation of these committees favorably, and reco~ends that President Smith meet \-lith the appropriate student p;roul?s to Hork out the details concerning the make-up of the committees, the functions of the committees, the method of selecting, and other relevant topics. (1-9-69 ) It later seemed advisable to specify more completely the composition and duties of one of these committees. AHBAC u as the result; it Has originally charged with recruiting a black adnissions officer, but this responsibility ,JaS later ,vithdra1;>7n. As anended, the resolution noV! reads as folloHs. .... 3)A.To facilitate the establishment of this committee, the faculty recom-' mends the prompt establishment of an Ad Hoc Elack Admissions Committee. n. \'le propose that this committee consist of 3 faculty members. 5 students including representation of SASS, 2 administrators~ the representatives of each group to be chosen by that group. If possible, at least one of the faculty members and one of the administrators shall be black. If such representation is not possible, an interim faculty-administration committee shall be set up to propose to the faculty and administration black adults to serve as substitutes for faculty and administration if necessary on the Ad Hoc Black Admissions Com."Tlittee. C.The chairman of this committee Hill be chosen from the committee by the committee. D.Among the responsibilities of the Ad Hoc Black Admissions Committee are the following: To review admissions standards and procedures involved in evaluating black applicants, to reco~nend standards and procedures to be applied to black applicants, and in particular to propose neans for implementing black admissions policy. Specifically, the committee shall �\ . • -2also revieH and make recommendations concerning the college's geographical pattern of recruitment of black and other minority grou~ students. To consider ,and recommend changes in the membership of the standing Adroissioris ~oli~y Committee. To prepare reports as it sees fit E.lt is understood that this committee be free to make use of outside consultants. ~\ F. (Still being discussed) (1-11-69 "lith amendI"ents) Concerning the two appointments recorrmended earlier, the faculty clarified its resolution as folIous. 4) The College take immediate steps to recruit and appoint at the earliest possible date an Admissions Officer lo1ho shall be black. He shall have the other duties commensurate ~~ith that post and shall be responsible, in consultation with the rest of the admissions staff, for the application of admissions policy to black applicants, in the same way that other admission officers charged with special responsibility for certain categories of applicants now operate. The College will make this appointment only after obtaining the advice and counsel of representatives of the SHarthmore AfroAmerican Student's Society. (Feb.) That the ColleEe take immediate steps to recruit and appoint a black administrative officer available primarily to all black students for the purpose of providinp; confidential adviee and guidance. It is to be understood that this officer is not to be accountable to the other deans for providing ther.1 vrith confidential, privileged infornation. The Collefe will fill this position uith a person who is acceptable to the College and the majority of black stude~ts acting through their chosen representatives. (Feb.) 5) 6)A.That these officers shall be as high in rank as possible anrl (B) that the administration shall make every effort to appoint both of them to begin full-·time work by September, 1969. (Feb.) Recruitrrent of black applicants 7) The College recognizes that it is necessary to ~aintain a viable black student community. Realizing that such a community ulti~ately depends on the decision of the students ' both to enroll and to continue their education at Sl~arthmore, the ·- ::ollege will strive to enroll a minimum of 25 black students in each fresh~~n class. It is hoped that this number can be increased to 35 after a three-year peiiod. (1-10-69) 'i'hat the College vigorously extend its recruitment of the best black secondary school eraduates and continue to encourage SHarthmore black students to assist in this process. (1-10-69) TI1at the College should set as its goal the enrollment of a significant nUffiber (approxi~ately 10) of black students whose qualifications are outside normal admissions criteria for the year 1969-70. (1-D-69) 3) 9) �--3- Support programs and others 10) The faculty resolved that the collere enter into negotiations with institutions at present conducting summer enrichment or reinforcement programs for ent~ring , freshmen, so that students accepted by Swarthmore for the acadel!1i'c y~ar. 1969-70 who need this preparation may attend such a program. (1-12-69) It resolved that the college recruit, and encourage the enrollment of, black students from community and junior colleges, and re~~in open to black transfer students from four-year colleges. Financial aid ~lill be available to such studen~~ where ~ppropriate. (1-12-69) It resolved that the collere en~eavor td enhance opportunities tor alL black students to attend collere: that it should in consultation ',"7ith the Ad Hoc Black Admissions Committee a) b) c) continue to support and maintain an Up~'lBrd Bound Program. consider the use of its facilities during the summer for the establishment of a program sit-,iIar in nature to the ABC program. establish a committee of interested faculty and students to explore the possibility of establishing a one-evenin g-a-Heek seninar program on the campus for atle, socio-economically deprived 11th and/or 12th grade students fronl local secondary schools. continue its participation in programs, e.g., the College Bound Corporation of Philadelphia, vIhose efforts are exp ended on behalf of increasing the number of secondary school graduates in the area that go on to college. undertake negotiations ~vith several r>rivate secondary schools to arranee that black students applyinp.: to SvlBrthnore for Septemb er. 1969, t'1ho need further preparation, may attend such a school on a scholarship basis for one year prior to enterine a college. (1-12-69) 11) 12) d) e) Black interests on campus 13) The following resolution Nas passed ; The faculty urges the student council and other organizations to be constantly a"lBre of the need to provide support for activities tJhich , ltlhile open to the entire student body, vJould be largely black in orientation. (1-12-69) Funding 14) The faculty urged, in the form of a resolution, that ~he President and the board secure funds to carry out the recowmendations of the faculty. based on the SASS communicatio~ of 23 December and the report of the Admissions cOT:1mittee ; the faculty recognizes that such a course requires a reappraisal of oudgetary and fund-raising priorities. (1-12- 69) and ~ Fa~l ty 15) a. ad.mi~:!:?..!:..l:"~00n--.E~_r_~~£~!Y~_..E!l_K~£_u.l-!y_~_c:.!-ions The f <lculty af finls the statement of the President in his letter of 31 vecember 196[; that "This c ollege has never been and mus t never be governed by demands or moved by threats. " �. 1 b. Faculty resolutions rr.ade on the basis of the SASS document of 23 December 1968 and the report of the Admissions Policy Committee have been accepted because the faculty believes they are right. ThePreSid~nt announces his strong support of the actions taken by the c. faculty, of which he is the presiding officer, and \'dll strongly recommend them to the board of managers. He is confident that the board shares the same values and concerns that have motivated the President and the faculty in their actions. (1-12 - 13-69) 16) The college does not · con~\emplate d~sciplinary action for the SASS actions that are presently known to it. Enile it does not anticipate cause for disciplinary action. it cannot guarantee amnesty for matters on which it has no information. (1-12·-69) l-Jith reference to resolution 16, concernin~ aMnesty: By' presently knoT-m to it,' the faculty refers to its knoHledge of SASS' orderly occupation of the admissions office and of the shutting off of windows and exits. The faculty is encouraged by the verbal assurances undertaken by representatives of SASS upon their first entering the admissions office -- to wit: that property would not be harmed, files would not be rifled, and people not detained arainst their will. Assuninr there are no other grounds for offense, SASS has no cause for concern. (This stateITent of Amplification was approved by Dean Cobbs and Gil Stott.) Governance of the College 17) The President and faculty welcome an opportunity to provide any informat.ion they can that identifies and describes the decision-mal:inp: organs of the college on every level, and "dll do so Hithin a matter of days after the resumption of normal college activity. (1- 12 - 13-69) In the a\ ttons of the faculty · responding to the SASS cor:mmnication of 23 Decemger and to the report of the COlrJ:littee on f_ dmissions Folicy. the faculty h1s authorized the participation of black people in shapin~ policies on matters relatinr directly to the special interests of black students. The faculty is determined to adhere to this principle wherever i t applies. (1-12 - 13-69) 18) � ./ " ACTIONS OF TEE FACULTY CONCERNINt; BLACK Am :ISSIONS Al~D OTHEl:'. ~F.LEV~\TT TOPICS ,.. General state1l'ent at the beginning ot' the crisis (1-9-69) 1) The Facuity,. .. in the midst of acting on the problems of black admissions and a black curriculum, finds itself faced with a resort to force and a refusal to make use of rational procedures. The faculty deplores the use of force and plans to continue the orderly consideration of the problems to which it was addressinE itself ~hen the Admissions Office was occupied. It invites all members of the College community to '-lork toward the resolution of, the present crisis. (1-9-69) AHBAC and the black Deans Paralleling a student resolution, the faculty proposed that c9mmittees be established to select a black counselor (later specified as an administrative officer). to select a black member of the admissions staff, and to advise on problems connected with admission of black students. 2) Pursuant to a proposal from the student meetine in Clothier, the faculty views formation of these committees favorably, and reco~ends that President Smith meet \-lith the appropriate student p;roul?s to Hork out the details concerning the make-up of the committees, the functions of the committees, the method of selecting, and other relevant topics. (1-9-69 ) It later seemed advisable to specify more completely the composition and duties of one of these committees. AHBAC u as the result; it Has originally charged with recruiting a black adnissions officer, but this responsibility ,JaS later ,vithdra1;>7n. As anended, the resolution noV! reads as folloHs. .... 3)A.To facilitate the establishment of this committee, the faculty recom-' mends the prompt establishment of an Ad Hoc Elack Admissions Committee. n. \'le propose that this committee consist of 3 faculty members. 5 students including representation of SASS, 2 administrators~ the representatives of each group to be chosen by that group. If possible, at least one of the faculty members and one of the administrators shall be black. If such representation is not possible, an interim faculty-administration committee shall be set up to propose to the faculty and administration black adults to serve as substitutes for faculty and administration if necessary on the Ad Hoc Black Admissions Com."Tlittee. C.The chairman of this committee Hill be chosen from the committee by the committee. D.Among the responsibilities of the Ad Hoc Black Admissions Committee are the following: To review admissions standards and procedures involved in evaluating black applicants, to reco~nend standards and procedures to be applied to black applicants, and in particular to propose neans for implementing black admissions policy. Specifically, the committee shall �\ . • -2also revieH and make recommendations concerning the college's geographical pattern of recruitment of black and other minority grou~ students. To consider ,and recommend changes in the membership of the standing Adroissioris ~oli~y Committee. To prepare reports as it sees fit E.lt is understood that this committee be free to make use of outside consultants. ~\ F. (Still being discussed) (1-11-69 "lith amendI"ents) Concerning the two appointments recorrmended earlier, the faculty clarified its resolution as folIous. 4) The College take immediate steps to recruit and appoint at the earliest possible date an Admissions Officer lo1ho shall be black. He shall have the other duties commensurate ~~ith that post and shall be responsible, in consultation with the rest of the admissions staff, for the application of admissions policy to black applicants, in the same way that other admission officers charged with special responsibility for certain categories of applicants now operate. The College will make this appointment only after obtaining the advice and counsel of representatives of the SHarthmore AfroAmerican Student's Society. (Feb.) That the ColleEe take immediate steps to recruit and appoint a black administrative officer available primarily to all black students for the purpose of providinp; confidential adviee and guidance. It is to be understood that this officer is not to be accountable to the other deans for providing ther.1 vrith confidential, privileged infornation. The Collefe will fill this position uith a person who is acceptable to the College and the majority of black stude~ts acting through their chosen representatives. (Feb.) 5) 6)A.That these officers shall be as high in rank as possible anrl (B) that the administration shall make every effort to appoint both of them to begin full-·time work by September, 1969. (Feb.) Recruitrrent of black applicants 7) The College recognizes that it is necessary to ~aintain a viable black student community. Realizing that such a community ulti~ately depends on the decision of the students ' both to enroll and to continue their education at Sl~arthmore, the ·- ::ollege will strive to enroll a minimum of 25 black students in each fresh~~n class. It is hoped that this number can be increased to 35 after a three-year peiiod. (1-10-69) 'i'hat the College vigorously extend its recruitment of the best black secondary school eraduates and continue to encourage SHarthmore black students to assist in this process. (1-10-69) TI1at the College should set as its goal the enrollment of a significant nUffiber (approxi~ately 10) of black students whose qualifications are outside normal admissions criteria for the year 1969-70. (1-D-69) 3) 9) �--3- Support programs and others 10) The faculty resolved that the collere enter into negotiations with institutions at present conducting summer enrichment or reinforcement programs for ent~ring , freshmen, so that students accepted by Swarthmore for the acadel!1i'c y~ar. 1969-70 who need this preparation may attend such a program. (1-12-69) It resolved that the college recruit, and encourage the enrollment of, black students from community and junior colleges, and re~~in open to black transfer students from four-year colleges. Financial aid ~lill be available to such studen~~ where ~ppropriate. (1-12-69) It resolved that the collere en~eavor td enhance opportunities tor alL black students to attend collere: that it should in consultation ',"7ith the Ad Hoc Black Admissions Committee a) b) c) continue to support and maintain an Up~'lBrd Bound Program. consider the use of its facilities during the summer for the establishment of a program sit-,iIar in nature to the ABC program. establish a committee of interested faculty and students to explore the possibility of establishing a one-evenin g-a-Heek seninar program on the campus for atle, socio-economically deprived 11th and/or 12th grade students fronl local secondary schools. continue its participation in programs, e.g., the College Bound Corporation of Philadelphia, vIhose efforts are exp ended on behalf of increasing the number of secondary school graduates in the area that go on to college. undertake negotiations ~vith several r>rivate secondary schools to arranee that black students applyinp.: to SvlBrthnore for Septemb er. 1969, t'1ho need further preparation, may attend such a school on a scholarship basis for one year prior to enterine a college. (1-12-69) 11) 12) d) e) Black interests on campus 13) The following resolution Nas passed ; The faculty urges the student council and other organizations to be constantly a"lBre of the need to provide support for activities tJhich , ltlhile open to the entire student body, vJould be largely black in orientation. (1-12-69) Funding 14) The faculty urged, in the form of a resolution, that ~he President and the board secure funds to carry out the recowmendations of the faculty. based on the SASS communicatio~ of 23 December and the report of the Admissions cOT:1mittee ; the faculty recognizes that such a course requires a reappraisal of oudgetary and fund-raising priorities. (1-12- 69) and ~ Fa~l ty 15) a. ad.mi~:!:?..!:..l:"~00n--.E~_r_~~£~!Y~_..E!l_K~£_u.l-!y_~_c:.!-ions The f <lculty af finls the statement of the President in his letter of 31 vecember 196[; that "This c ollege has never been and mus t never be governed by demands or moved by threats. " �. 1 b. Faculty resolutions rr.ade on the basis of the SASS document of 23 December 1968 and the report of the Admissions Policy Committee have been accepted because the faculty believes they are right. ThePreSid~nt announces his strong support of the actions taken by the c. faculty, of which he is the presiding officer, and \'dll strongly recommend them to the board of managers. He is confident that the board shares the same values and concerns that have motivated the President and the faculty in their actions. (1-12 - 13-69) 16) The college does not · con~\emplate d~sciplinary action for the SASS actions that are presently known to it. Enile it does not anticipate cause for disciplinary action. it cannot guarantee amnesty for matters on which it has no information. (1-12·-69) l-Jith reference to resolution 16, concernin~ aMnesty: By' presently knoT-m to it,' the faculty refers to its knoHledge of SASS' orderly occupation of the admissions office and of the shutting off of windows and exits. The faculty is encouraged by the verbal assurances undertaken by representatives of SASS upon their first entering the admissions office -- to wit: that property would not be harmed, files would not be rifled, and people not detained arainst their will. Assuninr there are no other grounds for offense, SASS has no cause for concern. (This stateITent of Amplification was approved by Dean Cobbs and Gil Stott.) Governance of the College 17) The President and faculty welcome an opportunity to provide any informat.ion they can that identifies and describes the decision-mal:inp: organs of the college on every level, and "dll do so Hithin a matter of days after the resumption of normal college activity. (1- 12 - 13-69) In the a\ ttons of the faculty · responding to the SASS cor:mmnication of 23 Decemger and to the report of the COlrJ:littee on f_ dmissions Folicy. the faculty h1s authorized the participation of black people in shapin~ policies on matters relatinr directly to the special interests of black students. The faculty is determined to adhere to this principle wherever i t applies. (1-12 - 13-69) 18) � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Actions of the Faculty Concerning Black Admissions and Other Relevant Topics Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Faculty Date A point or period of time associated with an event in the lifecycle of the resource 01/13/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Black admissions Faculty post-enrollment support http://s3.amazonaws.com/sc-lib-ds-bl1969/original/66cfd7f4000728f9cb90c2a821944211.pdf 35f2e94222779da15abf29d7a4a16089 PDF Text Text AOALL Eoa OPEN DISOUSSION Now 1s th~ t1me for open discussion of our situation as students. HUman events demandcontinuous reappraisal. The continuing claims of each group must be examined objectively. Objective appraisal of our condition is what we need now. A Student Week without classes will serve the purpose 'of engaging all members of the college . in an open discussion. It will be a varied and useful week in which we can take stock of life here, propose changes, and implement changes. ~, This proposal is not an expression of dissatisfaction, overt or covert, rather it is a recogni fum of the need to change with changing times. Conditions change rapidly, and as we participate in the present we must also participate in our own futures. This Week is the measure of our hope for the future. This is not, however, an appeal to sentiment. Student Week will be of practical benefit to the community in these ways: 1. Co-ordinated expression of opinion will provide concret prop osals for changes students desire. With these popular proposals clear action could be taken to implement them. 2. Student Week would give interest groups a chance to express their needs to the whole student body and achieve changes not otherwise possible 3. It would cover important topics not covered adequately by Superweek and new situations which have arisen. 4. It would bring together people who would not ordinarily meet to discuss topics of shared interest last~ 5. It would draw students who were not here year into discussion --_. .. -----.__ ._- 6. It would offer other groups a clearer picture of student life and opinion 7. Finally and most important a student-planned and run Student Week would stimulate awareness of our position as students and demonstrate our willingness to think and act constructively �Student Week answers the needs of our situation. The time for positive action is now. Certain criticisms have been made of the plan for Super Week. The substance of these criticisms is this: . 1. Student Week will not lead to action It will be chaotic 3. Now is a bad time for a Student Week 4. The Faculty and Adminstration will not approve any student proposals --2: First,the expressi9n of opinion and the achievment of student consensus on particu~ar proposals is the only basis for action. Student Week will provide the basis for any action which should be taken in the eyes of the students. This will not be a Super week it will be a week of student participation on which all action depends. The week will not be chrutlc. A framework for discussion and a tentative program of events for Student Week is included in this statement. These suggestions, which can be changed to include any other important interests, will insure the orderly and productive quality of the week. Third~ this is a good time for a week of discussion and action. This is the time that was chosen last year after extensive study. The beginning of the year is the time when we should look forward to plan for this year and years to follow. Finally, it is up to us to initiate active criticism of ourselves and the school. Until student opinion is heard it cannot be heeded. Now is the time. Student Week will be useful if there is rational organization of activity during the week. This is a tentative program of discussion which will lead to a set of proposals. After proposals have been a greed on there will be discussion of means of implementation. The schedule is: 1. A general meeting at the beginning of the week when issues pertinent to the whole student body will be discussed and topics of further discussion set 2. Students will meet in smaller groups for the discussion of these topics 3. Some issues are not of interest to the whole student body but cannot be overlooked. Interested students will organize groups for disccusion of these issues and the formulation of proposals 4. Specific proposals derived from meetings will be voted on by the entire student body 5. A final general meeting will be held to discuss implementation of approved proposals �Possible topics fordiscussion in Student Week are: l.P.B. and Eollection 2.Grading 3.Majors 4.Distribution Requirements 5 .Role -~ of-, Stud en t Oouncil 6.Dorm Life --and Off-Campus living 7.Role of the trustees 8.Social Activities 9.Admissions policy IO.Relations with the surrounding communities and outside world ll.Student Power 12.0onflicts of interest 13. Apermanent Student Week This is a tentative lllt designed to privide an initial frame work for discussion; No topics will be excluded from discussion if they are of broad tnterests. THERE WILL BE A DORM MEETING TONIGHT IN EACH DORM TO DISCUSS THIS PROPOSAL. IF OPINION vfARRANTS THERE WILL A SECOND GROUP OF DOID1 MEETINGS AND A VOTE ON THE PROPOSAL WITHIN A T,rfEEK. AT MEETINGS STUDENTS SHOULD DISCUSS THE SUBSTANCE OF THE PROPOSAL, THE TENTATIVE PROGRAM AND BEST DATE FOR THE WEEK ( IT HAS BEEN TENTATIVELY SCHEDULED FOR THE SECOND v-l EEK AFTER THANKSGIVING, BUT THIS COULD BE CHANGED AS STUDENTS WISH.) This Week will be student-planned,student-run and address itself to student problems as well as school problems. The time is now. � AOALL Eoa OPEN DISOUSSION Now 1s th~ t1me for open discussion of our situation as students. HUman events demandcontinuous reappraisal. The continuing claims of each group must be examined objectively. Objective appraisal of our condition is what we need now. A Student Week without classes will serve the purpose 'of engaging all members of the college . in an open discussion. It will be a varied and useful week in which we can take stock of life here, propose changes, and implement changes. ~, This proposal is not an expression of dissatisfaction, overt or covert, rather it is a recogni fum of the need to change with changing times. Conditions change rapidly, and as we participate in the present we must also participate in our own futures. This Week is the measure of our hope for the future. This is not, however, an appeal to sentiment. Student Week will be of practical benefit to the community in these ways: 1. Co-ordinated expression of opinion will provide concret prop osals for changes students desire. With these popular proposals clear action could be taken to implement them. 2. Student Week would give interest groups a chance to express their needs to the whole student body and achieve changes not otherwise possible 3. It would cover important topics not covered adequately by Superweek and new situations which have arisen. 4. It would bring together people who would not ordinarily meet to discuss topics of shared interest last~ 5. It would draw students who were not here year into discussion --_. .. -----.__ ._- 6. It would offer other groups a clearer picture of student life and opinion 7. Finally and most important a student-planned and run Student Week would stimulate awareness of our position as students and demonstrate our willingness to think and act constructively �Student Week answers the needs of our situation. The time for positive action is now. Certain criticisms have been made of the plan for Super Week. The substance of these criticisms is this: . 1. Student Week will not lead to action It will be chaotic 3. Now is a bad time for a Student Week 4. The Faculty and Adminstration will not approve any student proposals --2: First,the expressi9n of opinion and the achievment of student consensus on particu~ar proposals is the only basis for action. Student Week will provide the basis for any action which should be taken in the eyes of the students. This will not be a Super week it will be a week of student participation on which all action depends. The week will not be chrutlc. A framework for discussion and a tentative program of events for Student Week is included in this statement. These suggestions, which can be changed to include any other important interests, will insure the orderly and productive quality of the week. Third~ this is a good time for a week of discussion and action. This is the time that was chosen last year after extensive study. The beginning of the year is the time when we should look forward to plan for this year and years to follow. Finally, it is up to us to initiate active criticism of ourselves and the school. Until student opinion is heard it cannot be heeded. Now is the time. Student Week will be useful if there is rational organization of activity during the week. This is a tentative program of discussion which will lead to a set of proposals. After proposals have been a greed on there will be discussion of means of implementation. The schedule is: 1. A general meeting at the beginning of the week when issues pertinent to the whole student body will be discussed and topics of further discussion set 2. Students will meet in smaller groups for the discussion of these topics 3. Some issues are not of interest to the whole student body but cannot be overlooked. Interested students will organize groups for disccusion of these issues and the formulation of proposals 4. Specific proposals derived from meetings will be voted on by the entire student body 5. A final general meeting will be held to discuss implementation of approved proposals �Possible topics fordiscussion in Student Week are: l.P.B. and Eollection 2.Grading 3.Majors 4.Distribution Requirements 5 .Role -~ of-, Stud en t Oouncil 6.Dorm Life --and Off-Campus living 7.Role of the trustees 8.Social Activities 9.Admissions policy IO.Relations with the surrounding communities and outside world ll.Student Power 12.0onflicts of interest 13. Apermanent Student Week This is a tentative lllt designed to privide an initial frame work for discussion; No topics will be excluded from discussion if they are of broad tnterests. THERE WILL BE A DORM MEETING TONIGHT IN EACH DORM TO DISCUSS THIS PROPOSAL. IF OPINION vfARRANTS THERE WILL A SECOND GROUP OF DOID1 MEETINGS AND A VOTE ON THE PROPOSAL WITHIN A T,rfEEK. AT MEETINGS STUDENTS SHOULD DISCUSS THE SUBSTANCE OF THE PROPOSAL, THE TENTATIVE PROGRAM AND BEST DATE FOR THE WEEK ( IT HAS BEEN TENTATIVELY SCHEDULED FOR THE SECOND v-l EEK AFTER THANKSGIVING, BUT THIS COULD BE CHANGED AS STUDENTS WISH.) This Week will be student-planned,student-run and address itself to student problems as well as school problems. The time is now. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource A Call for Open Discussion Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource [none] Date A point or period of time associated with an event in the lifecycle of the resource [1969] Format The file format, physical medium, or dimensions of the resource PDF Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/e6e5da9c263479ff631405e7ad097f1e.pdf d9921f54cf737d47f9086dc4811d7dc8 PDF Text Text IV.D SUGGESTION FOR DISCUSSION The following are propos9.ls which came out of the committee discussions on Friday. These are by no means final; their purpose is solely tG serve as a basis . for Saturday's dis~usslon. We hope that the entire range of student opinion is repre'sented in these proposals. Saturday's agenda will revolve9.roun'd discussion, amendment,and correction of the following propositions. During the ~lenary session o~ Saturday evenirig, we hope to have to entertain as little ' new business as possible ; therefore, Saturday's discussionshould 'concentrate on the formulation of sp~cific proposals based on the following re~ommendations. - I. We sUPPbr:t a subl?t9.ntial increase in the number of students who are capable of contributing to the college and receiving from it, but whose potenti9.1 is less easily measured ' by traditional measures. We therefore propose an acceptance of ten to twenty such studerits. by Sept. 1969. including transfer students, especially students from junior colleges. We express our intention~, of find~ng out between now and Sept ~ what has happened in otlher' sChools which have tried this experiment, and exploring the opinions of Black educators. We propose that steps be irmiediately taken to hire a Black counselor, that ' elected representatives of the Black community participate in thi~ choice, and that these representatives be empowered to veto the choices of the college administration with regard to this selection. The committee to select a Black counselor should be divided equally between faculty 8.nd BI<J.ck student members. ' The BI9.ck student members sHtould have 9. veto. Alternative propos9.l: We 'propose that the f!3.cul ty '3,ppoint members of a committee to decide the type of qualifications required in ~Black counselor and. to decide the needs of the ' administration in selecting this counselor. In the implement9.tio~f this propos'3.l, we suggest: ' a. that students be included in 'the committee; b. th.9,t SASS hswe a weighted vote on the -commi ttee, c. th 9 t SASS h9.ve the final review of c'3.ndidates. II. II.A. III. We realize that the aim of incre9.s~ng Blsck enrollment at Swarthmore may necessitate the admission of significant numbers of §o-called 'Irisk" Black students. Objections to this proposal point out that such students may find particular difficulty, especially 9.t first,iri successfully dealing with the SWarthmore program. We believe these objections can be effectively dealt with by the following proposals: a. that a program of extensive tutoring for those stUQ dents wh o ' need it be org9.nized, b. that the flexibilities possible under the CEP proposals be us e d to help risk students experiencing difficulties work out programs to accomod9.te partlcul . lT weaknesses in prep8,r a tion, S c. that the option of ~ five year program, allowing XE three courses a semester be established for students needing a reduced work load, d. that petitions be circulated among majors, seniors in the area, and faculty wives, Who would be w -iJ:ling to devote time to help risk students, and that these results be presented to faculty, 9.dministration, and SASS. e. that a strenuous effort be made to secure aditional funds and th a t these lfiunds be applied to incree.sreng risk student admissions. �IV. We strongly reco mme nd th~ t th e f easibility of esta blishing a p e rman e nt f o ur- ye ~ r a ccre dit e d hi gh s ch ool b e c onsid e r e d by Swa rthmore , perha ps in conjunction with otili e r colleges, for und e rprivilege d day stude nts. a nd tha t ste ps b e tqken i mme di a t e ly to i mple me nt this proposa l. Th e Admis s i ons Office sho u ld hire curre ntly e nroll e d SWa rthmore Bla ck stude nts, a nd a lumni to r e cruit EDllfl:{ a r plicants from Black schools a nd n e i ghborhoods. V. �(21) VI. Swarthmore sho. ld creat-e·ua.LJfi-a~e Black co n;munity, which is u socially and aC9.d emlc'3.I;t..Y stimuL~ting for the Black community. By Itsocially stimuL':n. . i.Tl 9 ' ;~ 'W(; ~~'!.u:i:;o _increasing the number of Black student'S-, ·aHu.-·n~r".lIrg··BY.L-a'l...1\. t--o~rs, according to SASS's demends; by "academically stimulating" ~e refer to the . installa tion of BIS1.ck studies, Mack creative c~t1.""'1.;,5"'·}lrogr9.ms. and oth e r Black orieQted courses into ther c gulgr college curriculum, fis well as the hiring of Black f9culty · members. VII. We urge President Smith to implement i mmediatily the r e commend 0 tions endorsed by th e faculty on the formation of a commi ttee ~fot selection of 9. Black counselor, and 9 . committee to advise on problems connected with admi~sion with Black students. . We urge Preside nt Smith to meet ~~ Z as soon as pos s ible with appropriate stud~nts gboup~ which we conc e ive to be Student Council and S ASS members to work out the details concerning the make-up of the ,Committe$s, their functions, and th e method of selection and other relevant topiCS. The Ad Hoc XMMXM~~XMX Black Admissions Committee will be empower e d by students, faculty, and administration to implement proposals which have been approved by faculty and students, and to formulate further proposals for Black admissions policy. We sugge st th9.t the · Ad Hoc Black Admissions Committee adopt the following order of business: First, coordination of'the Black admissions policy based on the SASS recoI1mendations and facuity resolutions. Second,the AHBAC will formulate a new membership for the permanent Admissions Policy Committee. It is expected that this t a sk will not be undertaken until implementatiom of th e new Black admissions ' policy has b egun. We sugge st . that the r 'c: lation of the . AHBAC to the permanent APC b e reviewed no lat ~r th a n one ye s r from now. If it is felt at this time that the ne ~ structure. of the APC guarqntees adequaterepresent s tion of Black inter~ sts in the area of Black - adm-~4-en-s~-1-t..--w-i~1--I~~-€!.as.o.tlB..bl.e.........to...-d.isband_t.b.e AHBAC. , It is understood th S', t 8.ny deCision o:f action of AHBAC will be subject to the review of SASS, SC, faculty, administration, or any oth e r int e rested parties in the community as h gve legitimat e concern in the MEEXEX~ future d e cision makinf processes of the coll ege . Further changes in the decision making str ucture of the coll ege may modify the particula r functions a nd oper 9 tions of th e AB~lC, but it is deemed inf eas ible to specify th e exact procedure for accountability9t this time. -- - �·' " '-; WHERI to WE GO FROM HERE ? Va rious positions emerging from Friday's workshops ,-, I. ' Resolved that the discussionQf restructuring the university and student's assertion bftheir rights to participate on all levels ~ of de-c-is:i:on~making which affect them be defferred to a later date, perhaps "Stuaent Week", so that the immediate issue of the black students! demands will be our sole ' concern. II. Resolved that the above dichotomy is both uprealisti~ and unaccGptable; that consideration of the four demands ~st recently issued by SASS (Thursd ay noon) necessarily entails a discussion of restructuring the decision-making process ~of the colle go. ' _ Resolved that there exist student p artic i pation, both black a nd white, in the decision-making processes, specifically but not exclusively in faculty meetings, at least within the qurrent crisis. Resolved that a new dticision-making body _composed of A. 50% students and 50% faculty 1. nQcess arily including the President of the college and the President of Student Council 2. with necessary repre s e ntation ,of , bl a~k student~ a. elected a t lar ge b. appoin\ed by SASS 3. one fi gure of 20 students and 20 faculty has been proposed B. 41% students, 40%faculty, and L: ~% administration G. 1/3 students, 1/3 faculty, and 1/3 administration be immediately empowered to deal with the present crisis T. III. IV. That t he aboyebody pr-oceed '1;0 act a s a cons.ti tutional , conve nti on t. institute a permanent Senate. , (the composition of which would follow one 0.£ tho above gL ,idlines) subject to a f i nal referendum of t he entir e student body and faculty . Resolved that this r e sultant pe r m anent Senate submit its decisions to the Board of Managers A. That t he Sonate may override a possible veto by t he Board of '. i ., Managers with a two-thirds ~ote • . . ,; -< : !, ;, ; .: ~: VI. :- " �Proposa l s Concernin~ The Actions of SASS and the Course of College Life I. 1. We co not support ?ny ''"lerson;:-l att8ck;::, inclu('inp. those on Mr • .: Harf8,doh, which is to say 1{e e nJl It suY)port the (1e n~ 8nd as' "ing th2t hE" bE" fired if the (1ernan0s aren't r1et. 2. A. WE" ormlt support SASS' confrontation tactics. 2. B. SAS,S f .action, its cone eT!1nation of the admini stration as racist and totally unresl)onsive, its decision ' to make non-negotiable' oe r:na n~s, is an unjustified action. Their refusal to leave the 'ao ~ issions office, ano threats con~erning this 'a s ' only' thE" berinning are blactmail and in (1irect oDposition to constru~tive comm unity decision-making, which SASS hps said is one of its goals. ~et SASS out of the A(1missions Office if this means either i rn)TIe0·iately agreeing' to t he ir demands or the use of ~'outs 'ioe force. . 3. We oon't see any need to 4. We want to mak e s ure that non-SASS Black stUdents are reuresented or heard. 5. We suppo r t the r~fus21l by the faculty to be r: oved by threats. II. · Pro and Con a0 ~ inistration and the 1. We ask that there be no imm ed iate disruption 'of colleke life, that classes pnel exa ms procpecl. Discussion of the crucial is sue s shnuld continUe, with formal action tb be taken soon but at a lat~r. ti m e~ 2. A continuat'ion of discus s ions until t h e crlS1S situation has reached a workinr solution (postDonem ent~of all college business); that is, until the pdmissions office is vacated in accordance with SASS f present demands ana, - -~-- that- the-r- --exis· - 'l:f.tcr~ and - wrrI e studen't"" :i)5rt e -1.Cl pa iOf lin the decision-making urocess. � IV.D SUGGESTION FOR DISCUSSION The following are propos9.ls which came out of the committee discussions on Friday. These are by no means final; their purpose is solely tG serve as a basis . for Saturday's dis~usslon. We hope that the entire range of student opinion is repre'sented in these proposals. Saturday's agenda will revolve9.roun'd discussion, amendment,and correction of the following propositions. During the ~lenary session o~ Saturday evenirig, we hope to have to entertain as little ' new business as possible ; therefore, Saturday's discussionshould 'concentrate on the formulation of sp~cific proposals based on the following re~ommendations. - I. We sUPPbr:t a subl?t9.ntial increase in the number of students who are capable of contributing to the college and receiving from it, but whose potenti9.1 is less easily measured ' by traditional measures. We therefore propose an acceptance of ten to twenty such studerits. by Sept. 1969. including transfer students, especially students from junior colleges. We express our intention~, of find~ng out between now and Sept ~ what has happened in otlher' sChools which have tried this experiment, and exploring the opinions of Black educators. We propose that steps be irmiediately taken to hire a Black counselor, that ' elected representatives of the Black community participate in thi~ choice, and that these representatives be empowered to veto the choices of the college administration with regard to this selection. The committee to select a Black counselor should be divided equally between faculty 8.nd BI<J.ck student members. ' The BI9.ck student members sHtould have 9. veto. Alternative propos9.l: We 'propose that the f!3.cul ty '3,ppoint members of a committee to decide the type of qualifications required in ~Black counselor and. to decide the needs of the ' administration in selecting this counselor. In the implement9.tio~f this propos'3.l, we suggest: ' a. that students be included in 'the committee; b. th.9,t SASS hswe a weighted vote on the -commi ttee, c. th 9 t SASS h9.ve the final review of c'3.ndidates. II. II.A. III. We realize that the aim of incre9.s~ng Blsck enrollment at Swarthmore may necessitate the admission of significant numbers of §o-called 'Irisk" Black students. Objections to this proposal point out that such students may find particular difficulty, especially 9.t first,iri successfully dealing with the SWarthmore program. We believe these objections can be effectively dealt with by the following proposals: a. that a program of extensive tutoring for those stUQ dents wh o ' need it be org9.nized, b. that the flexibilities possible under the CEP proposals be us e d to help risk students experiencing difficulties work out programs to accomod9.te partlcul . lT weaknesses in prep8,r a tion, S c. that the option of ~ five year program, allowing XE three courses a semester be established for students needing a reduced work load, d. that petitions be circulated among majors, seniors in the area, and faculty wives, Who would be w -iJ:ling to devote time to help risk students, and that these results be presented to faculty, 9.dministration, and SASS. e. that a strenuous effort be made to secure aditional funds and th a t these lfiunds be applied to incree.sreng risk student admissions. �IV. We strongly reco mme nd th~ t th e f easibility of esta blishing a p e rman e nt f o ur- ye ~ r a ccre dit e d hi gh s ch ool b e c onsid e r e d by Swa rthmore , perha ps in conjunction with otili e r colleges, for und e rprivilege d day stude nts. a nd tha t ste ps b e tqken i mme di a t e ly to i mple me nt this proposa l. Th e Admis s i ons Office sho u ld hire curre ntly e nroll e d SWa rthmore Bla ck stude nts, a nd a lumni to r e cruit EDllfl:{ a r plicants from Black schools a nd n e i ghborhoods. V. �(21) VI. Swarthmore sho. ld creat-e·ua.LJfi-a~e Black co n;munity, which is u socially and aC9.d emlc'3.I;t..Y stimuL~ting for the Black community. By Itsocially stimuL':n. . i.Tl 9 ' ;~ 'W(; ~~'!.u:i:;o _increasing the number of Black student'S-, ·aHu.-·n~r".lIrg··BY.L-a'l...1\. t--o~rs, according to SASS's demends; by "academically stimulating" ~e refer to the . installa tion of BIS1.ck studies, Mack creative c~t1.""'1.;,5"'·}lrogr9.ms. and oth e r Black orieQted courses into ther c gulgr college curriculum, fis well as the hiring of Black f9culty · members. VII. We urge President Smith to implement i mmediatily the r e commend 0 tions endorsed by th e faculty on the formation of a commi ttee ~fot selection of 9. Black counselor, and 9 . committee to advise on problems connected with admi~sion with Black students. . We urge Preside nt Smith to meet ~~ Z as soon as pos s ible with appropriate stud~nts gboup~ which we conc e ive to be Student Council and S ASS members to work out the details concerning the make-up of the ,Committe$s, their functions, and th e method of selection and other relevant topiCS. The Ad Hoc XMMXM~~XMX Black Admissions Committee will be empower e d by students, faculty, and administration to implement proposals which have been approved by faculty and students, and to formulate further proposals for Black admissions policy. We sugge st th9.t the · Ad Hoc Black Admissions Committee adopt the following order of business: First, coordination of'the Black admissions policy based on the SASS recoI1mendations and facuity resolutions. Second,the AHBAC will formulate a new membership for the permanent Admissions Policy Committee. It is expected that this t a sk will not be undertaken until implementatiom of th e new Black admissions ' policy has b egun. We sugge st . that the r 'c: lation of the . AHBAC to the permanent APC b e reviewed no lat ~r th a n one ye s r from now. If it is felt at this time that the ne ~ structure. of the APC guarqntees adequaterepresent s tion of Black inter~ sts in the area of Black - adm-~4-en-s~-1-t..--w-i~1--I~~-€!.as.o.tlB..bl.e.........to...-d.isband_t.b.e AHBAC. , It is understood th S', t 8.ny deCision o:f action of AHBAC will be subject to the review of SASS, SC, faculty, administration, or any oth e r int e rested parties in the community as h gve legitimat e concern in the MEEXEX~ future d e cision makinf processes of the coll ege . Further changes in the decision making str ucture of the coll ege may modify the particula r functions a nd oper 9 tions of th e AB~lC, but it is deemed inf eas ible to specify th e exact procedure for accountability9t this time. -- - �·' " '-; WHERI to WE GO FROM HERE ? Va rious positions emerging from Friday's workshops ,-, I. ' Resolved that the discussionQf restructuring the university and student's assertion bftheir rights to participate on all levels ~ of de-c-is:i:on~making which affect them be defferred to a later date, perhaps "Stuaent Week", so that the immediate issue of the black students! demands will be our sole ' concern. II. Resolved that the above dichotomy is both uprealisti~ and unaccGptable; that consideration of the four demands ~st recently issued by SASS (Thursd ay noon) necessarily entails a discussion of restructuring the decision-making process ~of the colle go. ' _ Resolved that there exist student p artic i pation, both black a nd white, in the decision-making processes, specifically but not exclusively in faculty meetings, at least within the qurrent crisis. Resolved that a new dticision-making body _composed of A. 50% students and 50% faculty 1. nQcess arily including the President of the college and the President of Student Council 2. with necessary repre s e ntation ,of , bl a~k student~ a. elected a t lar ge b. appoin\ed by SASS 3. one fi gure of 20 students and 20 faculty has been proposed B. 41% students, 40%faculty, and L: ~% administration G. 1/3 students, 1/3 faculty, and 1/3 administration be immediately empowered to deal with the present crisis T. III. IV. That t he aboyebody pr-oceed '1;0 act a s a cons.ti tutional , conve nti on t. institute a permanent Senate. , (the composition of which would follow one 0.£ tho above gL ,idlines) subject to a f i nal referendum of t he entir e student body and faculty . Resolved that this r e sultant pe r m anent Senate submit its decisions to the Board of Managers A. That t he Sonate may override a possible veto by t he Board of '. i ., Managers with a two-thirds ~ote • . . ,; -< : !, ;, ; .: ~: VI. :- " �Proposa l s Concernin~ The Actions of SASS and the Course of College Life I. 1. We co not support ?ny ''"lerson;:-l att8ck;::, inclu('inp. those on Mr • .: Harf8,doh, which is to say 1{e e nJl It suY)port the (1e n~ 8nd as' "ing th2t hE" bE" fired if the (1ernan0s aren't r1et. 2. A. WE" ormlt support SASS' confrontation tactics. 2. B. SAS,S f .action, its cone eT!1nation of the admini stration as racist and totally unresl)onsive, its decision ' to make non-negotiable' oe r:na n~s, is an unjustified action. Their refusal to leave the 'ao ~ issions office, ano threats con~erning this 'a s ' only' thE" berinning are blactmail and in (1irect oDposition to constru~tive comm unity decision-making, which SASS hps said is one of its goals. ~et SASS out of the A(1missions Office if this means either i rn)TIe0·iately agreeing' to t he ir demands or the use of ~'outs 'ioe force. . 3. We oon't see any need to 4. We want to mak e s ure that non-SASS Black stUdents are reuresented or heard. 5. We suppo r t the r~fus21l by the faculty to be r: oved by threats. II. · Pro and Con a0 ~ inistration and the 1. We ask that there be no imm ed iate disruption 'of colleke life, that classes pnel exa ms procpecl. Discussion of the crucial is sue s shnuld continUe, with formal action tb be taken soon but at a lat~r. ti m e~ 2. A continuat'ion of discus s ions until t h e crlS1S situation has reached a workinr solution (postDonem ent~of all college business); that is, until the pdmissions office is vacated in accordance with SASS f present demands ana, - -~-- that- the-r- --exis· - 'l:f.tcr~ and - wrrI e studen't"" :i)5rt e -1.Cl pa iOf lin the decision-making urocess. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Suggestion for Discussion Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource [none] Date A point or period of time associated with an event in the lifecycle of the resource [01/13/1969] Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Black admissions post-enrollment support Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/b1fceea2f358a88120a7037ffdd08e0f.jpg 6cf553d65bd180918ead1e3792008200 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Student Statement of support Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource [none] Date A point or period of time associated with an event in the lifecycle of the resource [01/1969] Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/69b3a650980918b0286070986d398f2f.jpg 8c28e89bbd82beb0732399f0c331aa4f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Student Council statement, 02/23/1969] Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Student Council Date A point or period of time associated with an event in the lifecycle of the resource 02/23/1969 Format The file format, physical medium, or dimensions of the resource JPG Student Council http://s3.amazonaws.com/sc-lib-ds-bl1969/original/0cd30ebe278e4ea954b9b4c72dba00d7.jpg 5f3267bcf99b68a7c740e2c9e8255b03 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Student Council Statement 01/06/1969] Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Student Council Date A point or period of time associated with an event in the lifecycle of the resource 01/06/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Black admissions post-enrollment support Student Council http://s3.amazonaws.com/sc-lib-ds-bl1969/original/63b8c483c416a63db75035d1f6341f02.jpg 184cee6f9611a3a433baad19e5964bd7 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Student Council statement, 01/08/1969] Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Student Council Date A point or period of time associated with an event in the lifecycle of the resource 01/08/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Black admissions Faculty post-enrollment support Student Council http://s3.amazonaws.com/sc-lib-ds-bl1969/original/ded54afcf475319447342da0941525f2.pdf 71ae7b8548ac29257781474a2b9f600d PDF Text Text ND Some thoug~ts f regarding Asmaron Legesse's open letter. It is my feeling that our concern for our Black students has not the discussion will continue starting January 31st. The resolution:s made up to the night 12-13 January 1969 were made because the "faculty beli e v e s. the y are right". However, we may find ourselves torn in the near future weighing the pros and cons of wha t is good or bad for our particular College and the whole student body. diminished,~~nd It might have been wise for SASS to reali ze what had already been achieved in such a short p e riod of time in a real sense of justice and relieving us for the moment of th e burden of their grievance s . Lif e shows us that in dealing with huma n b ei ngs you can never carry things to the abs olute. Some gra dual important g a ins are worth more than carrying things ·to the point of b e ing self-defeat.ing. They should, therefore, help us in our work, rather than making an impossible task for a group of men with a sense of justice and good will. I deplore besides, that I have been made aware for the first. time of the s epa ration of black and white and I h a ve seen th e gap gTOW larger among good people I know, due to the recent events of the militants in educational institutions. The id eals of a Qua ker college keeping wi thin its true Chris tian spirit and its democ r atic b e liefs is to se e and deal with its students as equals , regardless of color. The differe nce is r ather ma de regarding the potential of prospec ·ti ve students for Swarthmore, and that s '.iv-hy the students of SASS were chosen and not others. When they were accepted at our College they all knew they were entering a v e ry fin e college , and. there were no grievances then. This very fine coll ege is the product of ideals and hard work of many group s of people who devoted their energy , intelligence, and the best in th em to achieve it. It i s not. and c annot b e perfect, but we can strive towa rds it, as we should strive towa rds bettering ourselves, looking ahead and making all p e rtine nt change s r but n ever discarding th e r ea l values which h ave b ee n r are , . and will b e wo rth whil e k eep ing. A sma ll private college has the right to pu rs ue its ideal to prese rv e its academic e xce llence and the changes should b e takep gradua lly, ~ith car~fbl, unpa ssionate, inte lligent study, fr ee of pres s ur es and threa ts, and taking into conside ration · how it will af fec t not only th e academic sta nding bu·t the stude nt body tak en as a whol e . I Regarding our good President 's ·tragic d e ath, I agree we cannot bl ame SAS S, and I c erta inl y do not bl ame th em , but stude nts should . b e aware of the respons ibility in creat ing the . circums t ances prev ious to hi s d ea th. We will n e v e r know the truth, y e t, as a huma n b e i ng , it still crosses my mind wheth er th e h ea r tfe lt conflict , �the manyfold f~sponsibilities it entailed, the stress and burdens put upon him by ours~lves, could not hav~ been a 60ntributing factor to his untimely death. In my mind this is not a breach of moraii ty. '. "Violence" was not used by SASS. But they expressed their · right of taking "action" again if they deemed it necessary, which is very disconcerting since I cannot understand how any student or anybody can have such a right to ventilate their grievances. Those words ring in my ears as "belligerant" in tone. Besides, we all pave gri~vances of one. sort or another and belong to minority groups; I have yet to find a majority group in USA. Shouldn '"c ',N e, therefore, rather think in terms of the underprivileged of our great family than in terms of black and white? Shouldn't we now and then pause to count our blessings and the progress made, meditate on further progress for the good of all, rather than stress grievances of a group, demands, numbers, deadlines, threats, actions, etc.? There are few colleges that have cared so much about their students as Swarthmore College. The sit-ins, even if they are carried orderly, disrupt the normal functions of the college and are out of order. The student who applies to Swarthmore College and is accepted by Swarthmore College should know that they are not allowed. Also, they should know that we are against being moved or governed by "demands" or "threats". There are thousands of colleges in the country to choose from if they don't agree in some aspects of our college. If they disrupt i"cs normal funct,ions they should know that they can be asked to leave, and if they do not, they could be deprived of their diploma. In no way should force be used. We should have enough foresight and imagina-tion to be ahead of the students and not lagging behind in their just "demands" for an evolution and not a revolution of the college. As for the students of the recent sit-in, I t~ust they will use t_heir good judgment, maturity and goodness in them not to take action again, continue their studies peacefully if they want to get their degrees, and to help all of us in our work and common concerns. We will stand firm to our "co~itment to justice" and our "commitment. to academic excellence" - for all. May many small colleges see us as a gooq example, and may we save them many troubles so that their energies may be focused on further development of their institution and its just needs. I � ND Some thoug~ts f regarding Asmaron Legesse's open letter. It is my feeling that our concern for our Black students has not the discussion will continue starting January 31st. The resolution:s made up to the night 12-13 January 1969 were made because the "faculty beli e v e s. the y are right". However, we may find ourselves torn in the near future weighing the pros and cons of wha t is good or bad for our particular College and the whole student body. diminished,~~nd It might have been wise for SASS to reali ze what had already been achieved in such a short p e riod of time in a real sense of justice and relieving us for the moment of th e burden of their grievance s . Lif e shows us that in dealing with huma n b ei ngs you can never carry things to the abs olute. Some gra dual important g a ins are worth more than carrying things ·to the point of b e ing self-defeat.ing. They should, therefore, help us in our work, rather than making an impossible task for a group of men with a sense of justice and good will. I deplore besides, that I have been made aware for the first. time of the s epa ration of black and white and I h a ve seen th e gap gTOW larger among good people I know, due to the recent events of the militants in educational institutions. The id eals of a Qua ker college keeping wi thin its true Chris tian spirit and its democ r atic b e liefs is to se e and deal with its students as equals , regardless of color. The differe nce is r ather ma de regarding the potential of prospec ·ti ve students for Swarthmore, and that s '.iv-hy the students of SASS were chosen and not others. When they were accepted at our College they all knew they were entering a v e ry fin e college , and. there were no grievances then. This very fine coll ege is the product of ideals and hard work of many group s of people who devoted their energy , intelligence, and the best in th em to achieve it. It i s not. and c annot b e perfect, but we can strive towa rds it, as we should strive towa rds bettering ourselves, looking ahead and making all p e rtine nt change s r but n ever discarding th e r ea l values which h ave b ee n r are , . and will b e wo rth whil e k eep ing. A sma ll private college has the right to pu rs ue its ideal to prese rv e its academic e xce llence and the changes should b e takep gradua lly, ~ith car~fbl, unpa ssionate, inte lligent study, fr ee of pres s ur es and threa ts, and taking into conside ration · how it will af fec t not only th e academic sta nding bu·t the stude nt body tak en as a whol e . I Regarding our good President 's ·tragic d e ath, I agree we cannot bl ame SAS S, and I c erta inl y do not bl ame th em , but stude nts should . b e aware of the respons ibility in creat ing the . circums t ances prev ious to hi s d ea th. We will n e v e r know the truth, y e t, as a huma n b e i ng , it still crosses my mind wheth er th e h ea r tfe lt conflict , �the manyfold f~sponsibilities it entailed, the stress and burdens put upon him by ours~lves, could not hav~ been a 60ntributing factor to his untimely death. In my mind this is not a breach of moraii ty. '. "Violence" was not used by SASS. But they expressed their · right of taking "action" again if they deemed it necessary, which is very disconcerting since I cannot understand how any student or anybody can have such a right to ventilate their grievances. Those words ring in my ears as "belligerant" in tone. Besides, we all pave gri~vances of one. sort or another and belong to minority groups; I have yet to find a majority group in USA. Shouldn '"c ',N e, therefore, rather think in terms of the underprivileged of our great family than in terms of black and white? Shouldn't we now and then pause to count our blessings and the progress made, meditate on further progress for the good of all, rather than stress grievances of a group, demands, numbers, deadlines, threats, actions, etc.? There are few colleges that have cared so much about their students as Swarthmore College. The sit-ins, even if they are carried orderly, disrupt the normal functions of the college and are out of order. The student who applies to Swarthmore College and is accepted by Swarthmore College should know that they are not allowed. Also, they should know that we are against being moved or governed by "demands" or "threats". There are thousands of colleges in the country to choose from if they don't agree in some aspects of our college. If they disrupt i"cs normal funct,ions they should know that they can be asked to leave, and if they do not, they could be deprived of their diploma. In no way should force be used. We should have enough foresight and imagina-tion to be ahead of the students and not lagging behind in their just "demands" for an evolution and not a revolution of the college. As for the students of the recent sit-in, I t~ust they will use t_heir good judgment, maturity and goodness in them not to take action again, continue their studies peacefully if they want to get their degrees, and to help all of us in our work and common concerns. We will stand firm to our "co~itment to justice" and our "commitment. to academic excellence" - for all. May many small colleges see us as a gooq example, and may we save them many troubles so that their energies may be focused on further development of their institution and its just needs. I � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Some thoughts regarding Asmaron Legesse's open letter Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Elisa Aseusio Date A point or period of time associated with an event in the lifecycle of the resource [01/1969] Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Courtney Smith's death Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/5435f69c51c43546caca3a24ba049470.pdf 4eb097ab7f0aa67b3b555a66032285c6 PDF Text Text j , To the Swarthm ore College Faculty: We have received no ~cceptable' propos al fro n Pr es i de:lt Cro ss i After t~nm..onths;r':o:t:; patfent " di5c1ission~ we have com to dOlAbt ' : e the sincerity ~H -:the Admi~'i'~tr ation' s co rumi ttm -to f ufif l l 'i n'g " ent /' < Q operated on the ' principia' of" gOdd faith. proved untenable. 1 This policy' h ",-5 , I" ":~ - ' .,' t ; The black community can wait no longer. It ,0. \\l e are dealing with our survival as black people in a white m eu • ili Black people are c~rrently .. debating the fe asibility of attending white colleges, ioe. that a white-defined and whitecontrolled educational experience implicitly denies t he legitimacy of the black experience. It therefore c annot provi de a In li g11t meaningful educational experience for black people .. of the lack of sensitivity displ ayed by the College re carding our needs as being distinct and leg5'bmate: 1;: e have co m to ".:, e: ieve . e this analysis holds some credence~ At this point . we ar e not at all sure if we as black people do indeed belo ng at Swart hmore College. We emphasize that the black student popul ation has no grievance with the faculty members of this college community. However, we can no longer in good conscience cooperate \!Ji th the College in any area ~ntil the needs requisite to our cont~nued existence here have been met. -This involves fulfillment of academ requirements, for we ic believe that we would indeed be compromising the princi ple at stake if we continue to participate in normal College processes, while we are in fact fighting for a meaningful, viable exi stence here. As of 11:00 aum. today, black studerr~s refuse to participate �,-wi th business as usual at the College until our needs - re met, a At thts~ trme _ .this means we will not attend any . cl asses, take any exams or comply with any other Gollege requirements until such time as we feel ?ooperation with the College to be in the overall best interests of the b~,ack commup.i ty at S\'lart hmore. S.A~S. S . ; :,f ,, " , .. f ~ . , ' , . " 1 . :'; .' ." .' - . ~ : � j , To the Swarthm ore College Faculty: We have received no ~cceptable' propos al fro n Pr es i de:lt Cro ss i After t~nm..onths;r':o:t:; patfent " di5c1ission~ we have com to dOlAbt ' : e the sincerity ~H -:the Admi~'i'~tr ation' s co rumi ttm -to f ufif l l 'i n'g " ent /' < Q operated on the ' principia' of" gOdd faith. proved untenable. 1 This policy' h ",-5 , I" ":~ - ' .,' t ; The black community can wait no longer. It ,0. \\l e are dealing with our survival as black people in a white m eu • ili Black people are c~rrently .. debating the fe asibility of attending white colleges, ioe. that a white-defined and whitecontrolled educational experience implicitly denies t he legitimacy of the black experience. It therefore c annot provi de a In li g11t meaningful educational experience for black people .. of the lack of sensitivity displ ayed by the College re carding our needs as being distinct and leg5'bmate: 1;: e have co m to ".:, e: ieve . e this analysis holds some credence~ At this point . we ar e not at all sure if we as black people do indeed belo ng at Swart hmore College. We emphasize that the black student popul ation has no grievance with the faculty members of this college community. However, we can no longer in good conscience cooperate \!Ji th the College in any area ~ntil the needs requisite to our cont~nued existence here have been met. -This involves fulfillment of academ requirements, for we ic believe that we would indeed be compromising the princi ple at stake if we continue to participate in normal College processes, while we are in fact fighting for a meaningful, viable exi stence here. As of 11:00 aum. today, black studerr~s refuse to participate �,-wi th business as usual at the College until our needs - re met, a At thts~ trme _ .this means we will not attend any . cl asses, take any exams or comply with any other Gollege requirements until such time as we feel ?ooperation with the College to be in the overall best interests of the b~,ack commup.i ty at S\'lart hmore. S.A~S. S . ; :,f ,, " , .. f ~ . , ' , . " 1 . :'; .' ." .' - . ~ : � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [SASS statement to faculty, 03/11/1970] Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Swarthmore Afro-American Students' Society Date A point or period of time associated with an event in the lifecycle of the resource [03/11/1970] Format The file format, physical medium, or dimensions of the resource PDF 1970 sit-in Faculty post-enrollment support SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/be5b106fbfb27ea142b0a9f449116b29.pdf c451c5d7d2d6b3646410de712e06f195 PDF Text Text <!" -- of A chronology of event s g ives only a suporfic:Lal description a cris i s . nore deepl y meani ngful is an unders t a n d tng of tllie extstent tension' caused by conflicting int e rests, id81ogies, or pldlosoph:i.88 which not only shape the events but also · provide their -; 0· .. 1.'. J . i C n "1CC> S' -L aJ ··: 'P .•.. (""•.~ ... • '"' • .. ~ ? or three Years SASS has a ttempted to find insid e the procedura l fr C:i/i:,-:·1 ,- c.~~k acc er;. t a "bJ e rc,wedJ.es to a bqsj,,:- dil emma: the 8 chi eve melJ.-c of sS:: ; .. c12f :L·.:C sd. c sa1s \Jithin the s-:.ru ct ~lre of an unfo rttmately in s~;n8.t·::].",' ,,,, ~::~ s ·~·i -"~"J.f-; "~on. D ·:~T i. ng this S2WJ.1e p e riod, 2y.T 8.r;,; :t~.more ! 8 a d m:Ln·~ . ,)~;rc-_t J. OE l;:)s r ~~sp0m:'ed ,;~. th an eve:::,-rear:~y formula (.If s ophistic 8,tion. ,-',:-.:··· (>:::," .lC lrm (-NJ.t'h a smile), fal se (;Onser..3 ~3.' C-:.A."t ab ove all . ." self- :3er-vi:r..g I' E::sj.stance . ' . ..~. SASS , i n it s present c r isis i nvo l v i ng Bl ack Admj.ss ions y has been forced to re-examins t.U ..3 history, v;ri'~h t he surpris i ngly simple bl)t pGr-c r:;L·(; Ol).3 d~.s(; cve~.'y ~ t.i:)_(3 past actions of SASS and the Ad!:ti n .i s tra tion E'.r.c-; ar. "G, c3,LLy 1ll;-,.~l if G2~ C'.t,:i.,ons of co nflict:Lng inte re sts '1'h8r e£'c.:':"'8 , tod ay ' s (; r i. i3~;.S mus t -L1 e ,\ -j .e"J~Y~ a s the la,test but 1~.,:~2 t c onspi r ;l;;..:ms cc,:-:"LLs i on of bs-sic underly ing pl1 i10 GOpllies 0 0 It has bee n .i_ nd e8d mo"!,tify ing t o re 8Ji~:e t hat i n :p2.St cont a ct with the Ad m:Ln.i.st:'::2'-~7~ on, SASd 'iia s th e on J y ps-:rty n ot f ul'ly '_~<~g " nizant of it s ,::;:.;rn interests a nd t)~le methocis le a d:i.ng t,,:, '~cF_: tr (.~d ­ vancement ~ As a r es;)"lt 9· SA3 S r 0j2sate d ly four,fi. i tS f: lf i::~ "'. (! ,~.­ fensive pos i tion ~, na~1..'V! ays dcf r:md i.llg its l egi t im2.cy a s 8. b3.::'··:'~,:i ·:'.ni:lg group ••• always dcf;;mdiEg it s pTC})(lSa"Ls as rat i onal and d f·;;-J,(;G.: a.;: :i.(;o • • ahJays def end i ng the urgency of its goals. Beginning with a le g itimate, narrow o J jective 9 Bl ack Aduis s i .o ns and Personnel, SASS has been for-ced into an esc alat i oll sf its respons i bil j.t i es The justif i able attempt a t m() ,i :l:C· i ~:8.t:L.,n ::,f l~.j. ·-· mi ssions Poli cy has reve 8 l ed an oppre ssiv 8 P'';i'i 9 ::' ccmf'ig tl"::"J..t :i.U.ll th?t a ff'ects the very £l_aJuze. ,9f thE?J}'~§l_ti.,tll~t; ~;. ollo • . . , and tha t is the i.ss ue . 0 Brought into sharp relief is the v ery b as ic que s tion i nvo l ving the possibility of a rel evant 9 humanis-ej.ceducation at Swarthmore . SASS ' s exp e rienc e has demonstrated that the institution's man ipulat i ,)n of im2_r:e 2.nd appe a rance obscures an un just polar iz at i on of decis i on- making power: complete power for the Administrators none for the coll e c~ive stud ent b ody . SASS has no a l t (::rna t i v8 but to pursue a course l eading to rej ection after r ej e c t ion of the Ldmj.nistra tion ' s ar·b i trary assumpt ion of a monopoly on l 2,ng,;cage, dc·finitions, pol2..cy and i nitiative. Terms such as "ra tional, democratic b ehavj.or i ' , "separatists", "risk stud ents", "co:!J.scns us" must be cre at ::"vely disc a rded as curre n tly defin eu. 'l'he control and inte g rity of one IS definitions and l ancuage ie 82se nt i a l to me aningful challenge to a stat i c , uni magi n a tive institut i on. Instructive i n SASS's experience i s the surfe.cing ob structioni st chnr a ct er of the administration , the full implic a tions o f whi ch must be apP['c rent to the entire community: College off i cials �- 2 have accura tely recognized cur c hal1c l' [:te; f'nnd:'l;) ent l.J 1 b?cs ic ? and involving an impending participa tion i n po ,l:jr . 'fhe ent i re col1e ge ce,rr:r::LEJj.ty ; ms t Tr"? CO&.,1j. z,e th&l~ oiLlS v s efforts a re provi d in . ~ l e verage fur further examina tio n , expl oratlon, and crestive achi e vement in needed modification of ' ins ti t utiona l puli cie s . 'h . E2. c h Irrembe r o f the col18 ~?; e COIL121lUni ty is asked to consider this deeper slgnif ic a nc e b efore yielding to admi nis tration attempts to isolate SASS as a pure;ly se l fish, sc;paratj,st 1 il B:I_ a,~k mi l i t8.Yl t" , int erest group . n.f"lthcr t han S,t3S vers v.s c-::.dIJ1~Lll ist ratit)n ? th e p]:'Qpe r pol2.ri ty i s t tl.? p 0 2sess ion of pc,ve r inj.t iat j vo) --,- h a-\res and have nots. Th e r ef o re , SASS 1 ~) SUcC(;~')S is cl earl y ]n the i ::uw-;c1. ~.g__te interests o f al l f aculty , o peratiolJ.al e~:iploy8es and St ud Ci1tS . S"I-varthmore Afro-iL'Ilerican Students' soci e ty � <!" -- of A chronology of event s g ives only a suporfic:Lal description a cris i s . nore deepl y meani ngful is an unders t a n d tng of tllie extstent tension' caused by conflicting int e rests, id81ogies, or pldlosoph:i.88 which not only shape the events but also · provide their -; 0· .. 1.'. J . i C n "1CC> S' -L aJ ··: 'P .•.. (""•.~ ... • '"' • .. ~ ? or three Years SASS has a ttempted to find insid e the procedura l fr C:i/i:,-:·1 ,- c.~~k acc er;. t a "bJ e rc,wedJ.es to a bqsj,,:- dil emma: the 8 chi eve melJ.-c of sS:: ; .. c12f :L·.:C sd. c sa1s \Jithin the s-:.ru ct ~lre of an unfo rttmately in s~;n8.t·::].",' ,,,, ~::~ s ·~·i -"~"J.f-; "~on. D ·:~T i. ng this S2WJ.1e p e riod, 2y.T 8.r;,; :t~.more ! 8 a d m:Ln·~ . ,)~;rc-_t J. OE l;:)s r ~~sp0m:'ed ,;~. th an eve:::,-rear:~y formula (.If s ophistic 8,tion. ,-',:-.:··· (>:::," .lC lrm (-NJ.t'h a smile), fal se (;Onser..3 ~3.' C-:.A."t ab ove all . ." self- :3er-vi:r..g I' E::sj.stance . ' . ..~. SASS , i n it s present c r isis i nvo l v i ng Bl ack Admj.ss ions y has been forced to re-examins t.U ..3 history, v;ri'~h t he surpris i ngly simple bl)t pGr-c r:;L·(; Ol).3 d~.s(; cve~.'y ~ t.i:)_(3 past actions of SASS and the Ad!:ti n .i s tra tion E'.r.c-; ar. "G, c3,LLy 1ll;-,.~l if G2~ C'.t,:i.,ons of co nflict:Lng inte re sts '1'h8r e£'c.:':"'8 , tod ay ' s (; r i. i3~;.S mus t -L1 e ,\ -j .e"J~Y~ a s the la,test but 1~.,:~2 t c onspi r ;l;;..:ms cc,:-:"LLs i on of bs-sic underly ing pl1 i10 GOpllies 0 0 It has bee n .i_ nd e8d mo"!,tify ing t o re 8Ji~:e t hat i n :p2.St cont a ct with the Ad m:Ln.i.st:'::2'-~7~ on, SASd 'iia s th e on J y ps-:rty n ot f ul'ly '_~<~g " nizant of it s ,::;:.;rn interests a nd t)~le methocis le a d:i.ng t,,:, '~cF_: tr (.~d ­ vancement ~ As a r es;)"lt 9· SA3 S r 0j2sate d ly four,fi. i tS f: lf i::~ "'. (! ,~.­ fensive pos i tion ~, na~1..'V! ays dcf r:md i.llg its l egi t im2.cy a s 8. b3.::'··:'~,:i ·:'.ni:lg group ••• always dcf;;mdiEg it s pTC})(lSa"Ls as rat i onal and d f·;;-J,(;G.: a.;: :i.(;o • • ahJays def end i ng the urgency of its goals. Beginning with a le g itimate, narrow o J jective 9 Bl ack Aduis s i .o ns and Personnel, SASS has been for-ced into an esc alat i oll sf its respons i bil j.t i es The justif i able attempt a t m() ,i :l:C· i ~:8.t:L.,n ::,f l~.j. ·-· mi ssions Poli cy has reve 8 l ed an oppre ssiv 8 P'';i'i 9 ::' ccmf'ig tl"::"J..t :i.U.ll th?t a ff'ects the very £l_aJuze. ,9f thE?J}'~§l_ti.,tll~t; ~;. ollo • . . , and tha t is the i.ss ue . 0 Brought into sharp relief is the v ery b as ic que s tion i nvo l ving the possibility of a rel evant 9 humanis-ej.ceducation at Swarthmore . SASS ' s exp e rienc e has demonstrated that the institution's man ipulat i ,)n of im2_r:e 2.nd appe a rance obscures an un just polar iz at i on of decis i on- making power: complete power for the Administrators none for the coll e c~ive stud ent b ody . SASS has no a l t (::rna t i v8 but to pursue a course l eading to rej ection after r ej e c t ion of the Ldmj.nistra tion ' s ar·b i trary assumpt ion of a monopoly on l 2,ng,;cage, dc·finitions, pol2..cy and i nitiative. Terms such as "ra tional, democratic b ehavj.or i ' , "separatists", "risk stud ents", "co:!J.scns us" must be cre at ::"vely disc a rded as curre n tly defin eu. 'l'he control and inte g rity of one IS definitions and l ancuage ie 82se nt i a l to me aningful challenge to a stat i c , uni magi n a tive institut i on. Instructive i n SASS's experience i s the surfe.cing ob structioni st chnr a ct er of the administration , the full implic a tions o f whi ch must be apP['c rent to the entire community: College off i cials �- 2 have accura tely recognized cur c hal1c l' [:te; f'nnd:'l;) ent l.J 1 b?cs ic ? and involving an impending participa tion i n po ,l:jr . 'fhe ent i re col1e ge ce,rr:r::LEJj.ty ; ms t Tr"? CO&.,1j. z,e th&l~ oiLlS v s efforts a re provi d in . ~ l e verage fur further examina tio n , expl oratlon, and crestive achi e vement in needed modification of ' ins ti t utiona l puli cie s . 'h . E2. c h Irrembe r o f the col18 ~?; e COIL121lUni ty is asked to consider this deeper slgnif ic a nc e b efore yielding to admi nis tration attempts to isolate SASS as a pure;ly se l fish, sc;paratj,st 1 il B:I_ a,~k mi l i t8.Yl t" , int erest group . n.f"lthcr t han S,t3S vers v.s c-::.dIJ1~Lll ist ratit)n ? th e p]:'Qpe r pol2.ri ty i s t tl.? p 0 2sess ion of pc,ve r inj.t iat j vo) --,- h a-\res and have nots. Th e r ef o re , SASS 1 ~) SUcC(;~')S is cl earl y ]n the i ::uw-;c1. ~.g__te interests o f al l f aculty , o peratiolJ.al e~:iploy8es and St ud Ci1tS . S"I-varthmore Afro-iL'Ilerican Students' soci e ty � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [SASS statement 01/09/1969] Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Swarthmore Afro-American Students' Society Date A point or period of time associated with an event in the lifecycle of the resource [01/09/1969] Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Black admissions SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/2e9874367a44bc76021d5e007b345194.jpg e30e0496f19b2d9b26195eaafb27382b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [SASS statement 03/11/1970] Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Swarthmore Afro-American Students' Society Date A point or period of time associated with an event in the lifecycle of the resource 03/11/1970 Format The file format, physical medium, or dimensions of the resource JPG 1970 sit-in SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/b10a848078925e5960157210bc12e42e.jpg 14e2b8ab3c3ed5237f4d56317db35735 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [SASS statement 01/11/1969] Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Swarthmore Afro-American Students' Society Date A point or period of time associated with an event in the lifecycle of the resource 01/11/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Black admissions SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/abdc59038afc72df4a6ff482e5fbad1e.pdf e78666dec50c7e009d76e07be85393a1 PDF Text Text 1 - 19-/91/ ) 1 _ _ RESULTS t ' OF - SASS-FACm~TY CLARIFICATION COt-iHITTEE HEETINGS DURING THE HEEK OF JANUARY 19, 1969 additions in italics; deletions in brackets. Based on facult~: actioQs: DEANS Part of faculty action on ,AHBAC and resolutions of January II, afternoon. See Clarification Document I~i[I, )V, V,- pgs. 2-4. steps to recruit and appoint at the earliesuoss~ble_ date------------- ----- an Admissions Officer "'ho shall be black. He shall have the other duties commen-- surBte "'ith that post and shall be responsible, in consul~ation with the rest of th e _ admissions staff, for the application of admissions policy to black applicants M 7itQ Ill~~~lege taJ~_~~llne c1iate ~ ~ ~r ~ a.+-. 2) -16 ~;;:;zc ~ That the college take i mme diate steps to recruit and appoint [subject to revieH by SASS ] a black administ~ative officer who shall serve as a [black ] counselor available primari ly to all black students for the purpo se of providing confidential advice and guid iill' e. I-t is to be un der.st ood that this counselor is not to be responsible \to the - --- cleans for providing them ,:lith ~ confidential, privileged in-other formation_ ~ It is 3) (1) BLACK INTEREST COUHITTEE (an addition) See Clarification Document X, pgs. 9-11; and Admissions Policy Committee Report pgs . 10 and 11 . It ) The faculty \velcomes th e establishment of a Black Interest Commi ttee to express th e opinions of the black community about campus-"lide. cultura l events \"h ich pertain e s-pecially to black people. We urge all groups responsible for such events (1) to make public their ~roc edures and resources, (2) to offer for review by the Black Interest Committe e prop os'ed pro g~ms pertinent to black people, (3) to make funds and dates available to th e Black Interest Committee for pro grams to be chosen enc~urage advic e from the communitys ~(:f') tJ:.-r- . J _; I " �,., BLACK ADMISS IONS COl'lNITTEE Part of fa,c ulj;y action on AHBAC. 5) B. See Clarificat ion Docume nt VIII, p gs . 5-7. ..c-- /Jrf'l 'U ~ , 6) .o.",c. ~ ~ ~ ~a., ?-t ~4" .. ~ CULt ~,~. ~ ~.u_ SA-S"C" CJ, ~ ~ ~ - ~ ~ '( ..44.t .... Jl 'i r~~ ~ ~ the Ires p onsibilities J[;:g1'e Ad Hoc Black Admissions Committee are the (u.......~ follovling: 2) Periodically to review [present] ad mi ssions standards and procedures involved in evaluating black applicants ..•. ,~~_~ He propose that this cornmittee consist of representation of SASS, 2 administrators: be cho sen by th at group.~ :!ffl-~~~~~:;~"~i:;ld~ ~,~~ a~t=-l~~~~~~~l~~~~~~~,,*~~~~~ e ~ one of th e administratorsVV~.lj' b e black. If fri'lS jls not possible, int e rim procedu re s Hill be a gre~ d upon by SASS and the f a culty. (He assume that stud en t rep e entation will be in '''SR'rdance '>ith the s,t"'d en ~S :l:' : ion of a.:.''.:a y d 12. ~~... ~~f ~ O-~Il • ~ , l, 'I~ 1 ,,''''__........ 7) To prepare reports as it sees fit. ' _Such reports mi ght cover, f?...!:...e xamp le. p1;;e-enrollmen t programs , the size 9£ th e black student community, -and the applic a tion o f black admissions policies by the admi s sions staff. f 'J, 8) of black stud ~n ts wlil be im- l � 1 - 19-/91/ ) 1 _ _ RESULTS t ' OF - SASS-FACm~TY CLARIFICATION COt-iHITTEE HEETINGS DURING THE HEEK OF JANUARY 19, 1969 additions in italics; deletions in brackets. Based on facult~: actioQs: DEANS Part of faculty action on ,AHBAC and resolutions of January II, afternoon. See Clarification Document I~i[I, )V, V,- pgs. 2-4. steps to recruit and appoint at the earliesuoss~ble_ date------------- ----- an Admissions Officer "'ho shall be black. He shall have the other duties commen-- surBte "'ith that post and shall be responsible, in consul~ation with the rest of th e _ admissions staff, for the application of admissions policy to black applicants M 7itQ Ill~~~lege taJ~_~~llne c1iate ~ ~ ~r ~ a.+-. 2) -16 ~;;:;zc ~ That the college take i mme diate steps to recruit and appoint [subject to revieH by SASS ] a black administ~ative officer who shall serve as a [black ] counselor available primari ly to all black students for the purpo se of providing confidential advice and guid iill' e. I-t is to be un der.st ood that this counselor is not to be responsible \to the - --- cleans for providing them ,:lith ~ confidential, privileged in-other formation_ ~ It is 3) (1) BLACK INTEREST COUHITTEE (an addition) See Clarification Document X, pgs. 9-11; and Admissions Policy Committee Report pgs . 10 and 11 . It ) The faculty \velcomes th e establishment of a Black Interest Commi ttee to express th e opinions of the black community about campus-"lide. cultura l events \"h ich pertain e s-pecially to black people. We urge all groups responsible for such events (1) to make public their ~roc edures and resources, (2) to offer for review by the Black Interest Committe e prop os'ed pro g~ms pertinent to black people, (3) to make funds and dates available to th e Black Interest Committee for pro grams to be chosen enc~urage advic e from the communitys ~(:f') tJ:.-r- . J _; I " �,., BLACK ADMISS IONS COl'lNITTEE Part of fa,c ulj;y action on AHBAC. 5) B. See Clarificat ion Docume nt VIII, p gs . 5-7. ..c-- /Jrf'l 'U ~ , 6) .o.",c. ~ ~ ~ ~a., ?-t ~4" .. ~ CULt ~,~. ~ ~.u_ SA-S"C" CJ, ~ ~ ~ - ~ ~ '( ..44.t .... Jl 'i r~~ ~ ~ the Ires p onsibilities J[;:g1'e Ad Hoc Black Admissions Committee are the (u.......~ follovling: 2) Periodically to review [present] ad mi ssions standards and procedures involved in evaluating black applicants ..•. ,~~_~ He propose that this cornmittee consist of representation of SASS, 2 administrators: be cho sen by th at group.~ :!ffl-~~~~~:;~"~i:;ld~ ~,~~ a~t=-l~~~~~~~l~~~~~~~,,*~~~~~ e ~ one of th e administratorsVV~.lj' b e black. If fri'lS jls not possible, int e rim procedu re s Hill be a gre~ d upon by SASS and the f a culty. (He assume that stud en t rep e entation will be in '''SR'rdance '>ith the s,t"'d en ~S :l:' : ion of a.:.''.:a y d 12. ~~... ~~f ~ O-~Il • ~ , l, 'I~ 1 ,,''''__........ 7) To prepare reports as it sees fit. ' _Such reports mi ght cover, f?...!:...e xamp le. p1;;e-enrollmen t programs , the size 9£ th e black student community, -and the applic a tion o f black admissions policies by the admi s sions staff. f 'J, 8) of black stud ~n ts wlil be im- l � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Results of SASS-Faculty Clarification Committee Meetings During the Week of January 19, 1969 Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Faculty Date A point or period of time associated with an event in the lifecycle of the resource 01/19/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Black admissions Faculty post-enrollment support http://s3.amazonaws.com/sc-lib-ds-bl1969/original/39b8846f5664a99603ba8d7b019b3de1.pdf 8f92d6c5fd635e0d68f8ca4488f9275b PDF Text Text REFERENCE; PAMPHLET FILE [ 1 - / Q-/9(,9.! Typing and distribution courtesy of the p~~~E L1BRAR~. SWARTHMORE, PA, _ " RESOLUTIONS OF THE STUDENT BODY . ..;. The 600-700 stu.dents who have attended the stU;lant plenums feel that tbh resolutions passed by that group should be considered tha ',expressions of the "student body". although a good number of individual students disagree with those resolutions. I,Te realize that not all students are present at the meetings and " , that conservative ones are more likely to be absent, but we ~eel that this is also true of student referenda, '..rhich are accepted as the voice of the student 'body. ln also hope that the faculty realizes that the amount of discussion of issues Te which occurred at the meetings does not reflect the amount of student consideration that has gone into the resolutions. (Amplificaion) January 9 1 )That 'ttl'e support SASS demands as proposals. 2)That ",re do not support SASS demands as demands. Amplifications: INe feel that these resolutions mean that the student body supports the substantive content of the demands, but not their presentation as demands. 3)W urge the faculty to decide immediately on implementation of the goals e embodied in SASS demands and that "substantive implementation" is defined as the establishment of a committee for selection of a black administrator or counselor and of a committee to establish specifics of a new admissions procedure. January 11 The actions of SASS have dramatized the inadequacies of the decision-making processes at Swarthmore, generating in the minds of many concerned members of the community the need for a probing re-evaluation of the procedures which Swarthmore has utilized for institutional change. The specific suggestions for the structure of future decis ion-making should be carefully and thoughtfully cmnsidered. Rather than a hasty and ill-conceiVed proposal for the restructuring of such decisinn-making prodesses, a commitment needs to be made nmv, on the !=6-rt of the faculty, administration, and students, to the general theory of the methods of institutional change l,rhich would be more reSpOnsive to the needs of the community, i.e., That a legitimate process be eEtablished for decision-making, constmtuted such that it recognizes the right on the part of those groups which will be affected by the decision to take part in the process. Thus faculty, administration, and students~d represent their respective constituencies in the decision-making body. The importance of such an understanding of the process of L~stmtutional change is that it provides for the community a decision-making process which can be trusted, 't-J'hich is neither arbitrary nor obscure, and "rhli:ith provides channels for the legitimate expression of the various points of view of those who will be affected by the decision. " January 1;3 1 )We support the inclusion of blac1<: people at all relevant levels of decision, making in the College. 1J hile in the future we feel that this SASS demand will be r met by the appointment of black faculty, administratmoB, or counselors, until suvh time at there exists sufficient black representatbn in the faculty to accomplish adequate representation of black interests. this demand must be met by the inclusion of black students or outside resource peo"le acceptable to black students. This is to ensure that no decision concerning black people can be made without black interest being represented in the process of reaching that decision. �<'-. • • • :' . STUDENT BODY RESOLUTIONS (CONT.) Page 2 Amplificafun: This statement was passed partially to express the view that the question of student power is not involved explicitly in the pr~sent crisis. The studBBts feel that consideration of this issue should be postponed until next semester. . 2)Until the tac:ulty has finished with the agenda of SASS demands to the fac1,ll,.. ty's satisfaction, -and until SASS has responded to all the decisions made by the faculty, we propose a)that all academic busines#>f the College be suspended and b)that at this time this boQy will decide whether academic College business should be resumed. Amplification: The students realize that the plenum is in no position to enforce its viewpoint on the question pf academic business. This resolution, therefore, should just be taken as a statement of the student BOdy's feeling on the question of academic business and not as an attempt to dictate that classes not be held. 3)At this time the Ad Hoc Black Admissions eommittee should be composed of four students elected by SASS, one student elected by the student body, one faculty member endorsed by SASS, two faculty members elected by the faculty, and t",,!O members of the administration. Amplification:This composition was proposed so that the viewpoint of the student boQy 1.muld be represented ~thout enabling the black perspective to be overruled by a 6-4 vote. January 13 1 )~ve underst~ll:lt as the Vice-president of SASS has stated, hhat SASS now represents the interests of all membelS of the black Swarthmore community, and we also understand that black members of said commumity who are not members of SASS may vote on issues concerning their interests. In order to insure that in the future , all black members of the Swarthmore community are represented in the decj,sion-making pro'cesseS t we ask SASS to guaran....tee that non-SASS black members of the community of Swarthmore be informed of all meetings of SASS, always be allowed to vote on issues decided at such meetings, and be informed of all decisions made at such meetings, without regard to the extent of their previous participation. 2)That all money won by the College Bowl Team (and that will be won) be used to implement the programs regarding black admissions adopted by the College. 3)The students believe that the injustice of barring student observers from faculty meetings has b ecome particularly obvious in the recent crisis. We feel t that this faculty action violates thf stated desire to increase student-facul~ communication on the issues. \;le therefore protest tee faculty's decision in favor of closed meetings, and '\-1e urge that the faculty meetings in the future be open to observers. with student participation a110wed by a ma~ority vote of the faculty. Amplification:W do not mean to deny the right of the faculty to hold closed e meetings when necessary (e.g. when personalities are discussed), but merely with to express our ~eeling that meetings should ~eneral be open. The following seven resolutions were considered together: 4a)W urge that the academic business of the College be suspended until SASS e has voluntarily vacated the AdmisSbns Office. (Defeated:206 yes, 315 no, 27 abst.) 4b)Giv~'p the good faith shown by the faculty in acting promptly and completely in its eyes on the two sets of SASS demands, the student body endorses a return to classes Tuesday, since the faculty so desires. We feel that such problems as remain can best be solved through open discussion in a regular academic atmosphere. (Defaated:201 yes, 355 nOt 40 abst.) �STUDENT BODY RESOLUTIONS (CONT.) Page 3 4c )1t/e endorse the clarified demands of SASS. We cnnsider that all academic business should continue to be suspended until these demands have been met to the satisfaction of 'SASS. We request the faculty to convene at . their earliest con~ venience to consider and act upon these demands. (Passed: 306 yes, 264 no, 34 ab.) 4d)In ord~r tt .reach a speeqy solution to the crisis, the students will return to class unle~s a)SASS comes out of the Admissions Office to negotiate, and b)the admi~istration does not re-enter the Admissions Office until negotiations are concluded. (Defeated:117 yes, 346 no, 101 abst.) 4e)In the light of SASS' clarification of demands, we urge the faculty to meet tomotXow and in the light of this, that there be no classes tomorrow. We will meet again in plena~ s~ssion to decide o~urther actions when the faculty and SASS have responded to these developments. tDefeated:179 yes, 30~ no, 75 abst.) 4f)Having already expressed support for SASS demands .. of 23 December and 9 January, we would like at this time to tnpport the faculty's response to these proposals as re?resenting a satisfaacory attempt to act on these demands inthe best interests of all parties. If SASS continues to have objections to the faculty action and to present new demands, we urge that, in good faith, SASS open discassions of these points direct~ with the faculty , out side of the Admissions Office. We cannot guarantee our continued support for the actions of SASS through suspension of adademic business if such ac~ions do not reflect good faith. (Passed:281 yes, 280 no, 33 abst.) 4g)\Ne recognize that the decision to hold a class is a personal matter between the faculty and the students involved in the class. ~-1e also recognize that an individual's decision to attend classes is a personal decision based on a number of criteria. HOTtTeVer, we urge the faculty and students who do meet in classes to consider collective~ whether OD not t~ want to hold class in light of the present crisis situation. (Defeated:208 yes, 305 no, 60 abst.) Amplification:Tbe voting procedure on these motions definite~ needs clarification. After all seven propesals were presented, it was decided that the order in which they were voted on Hight prejudice the outcome (i.e. if from radIi:cal to conservative, the more radical would be favored). Therefore, it was decided that the proposals would be arranged in order along the cnntinuum from radical to conservative and that voting would be from both ends inward (i.e. most radical first, most conservative second, next most radical third, etc.) Thus the voting did not indicate exact student support foo eacti proposal, in that students who wanted strong statements one way or the other ceased to vote in favor of the more modBBate positions,once an extreme kad been passed. It was decided to hold a run-off between the two positions 't-rinning majority support (c and f). The run-off was held twenty minutes after the voting on the first seven and some people may have left. The vote was 4c) 315, 4f) 230, abstain 31. January 14 vie propose that the money from the one fast allowed this year by Saga be devoted to black scholarship, support, etc. General Amplification:Questions of good faith have also been raised. We feel that the vast majority of students have been acting in good faith in that they feel igath~~~sth~t~veestbseen dnin~~2ince~SASS ente~edtthe Admissions Office has been or swar~luuore CO~lege. ~ur nermore, we know or no stUdents who favor the destruction of the College and are acting toward that end. Two members of the student coordinating cmmmittee are willing to attend the faculty meeting to answer questions if the faculty so desires. � REFERENCE; PAMPHLET FILE [ 1 - / Q-/9(,9.! Typing and distribution courtesy of the p~~~E L1BRAR~. SWARTHMORE, PA, _ " RESOLUTIONS OF THE STUDENT BODY . ..;. The 600-700 stu.dents who have attended the stU;lant plenums feel that tbh resolutions passed by that group should be considered tha ',expressions of the "student body". although a good number of individual students disagree with those resolutions. I,Te realize that not all students are present at the meetings and " , that conservative ones are more likely to be absent, but we ~eel that this is also true of student referenda, '..rhich are accepted as the voice of the student 'body. ln also hope that the faculty realizes that the amount of discussion of issues Te which occurred at the meetings does not reflect the amount of student consideration that has gone into the resolutions. (Amplificaion) January 9 1 )That 'ttl'e support SASS demands as proposals. 2)That ",re do not support SASS demands as demands. Amplifications: INe feel that these resolutions mean that the student body supports the substantive content of the demands, but not their presentation as demands. 3)W urge the faculty to decide immediately on implementation of the goals e embodied in SASS demands and that "substantive implementation" is defined as the establishment of a committee for selection of a black administrator or counselor and of a committee to establish specifics of a new admissions procedure. January 11 The actions of SASS have dramatized the inadequacies of the decision-making processes at Swarthmore, generating in the minds of many concerned members of the community the need for a probing re-evaluation of the procedures which Swarthmore has utilized for institutional change. The specific suggestions for the structure of future decis ion-making should be carefully and thoughtfully cmnsidered. Rather than a hasty and ill-conceiVed proposal for the restructuring of such decisinn-making prodesses, a commitment needs to be made nmv, on the !=6-rt of the faculty, administration, and students, to the general theory of the methods of institutional change l,rhich would be more reSpOnsive to the needs of the community, i.e., That a legitimate process be eEtablished for decision-making, constmtuted such that it recognizes the right on the part of those groups which will be affected by the decision to take part in the process. Thus faculty, administration, and students~d represent their respective constituencies in the decision-making body. The importance of such an understanding of the process of L~stmtutional change is that it provides for the community a decision-making process which can be trusted, 't-J'hich is neither arbitrary nor obscure, and "rhli:ith provides channels for the legitimate expression of the various points of view of those who will be affected by the decision. " January 1;3 1 )We support the inclusion of blac1<: people at all relevant levels of decision, making in the College. 1J hile in the future we feel that this SASS demand will be r met by the appointment of black faculty, administratmoB, or counselors, until suvh time at there exists sufficient black representatbn in the faculty to accomplish adequate representation of black interests. this demand must be met by the inclusion of black students or outside resource peo"le acceptable to black students. This is to ensure that no decision concerning black people can be made without black interest being represented in the process of reaching that decision. �<'-. • • • :' . STUDENT BODY RESOLUTIONS (CONT.) Page 2 Amplificafun: This statement was passed partially to express the view that the question of student power is not involved explicitly in the pr~sent crisis. The studBBts feel that consideration of this issue should be postponed until next semester. . 2)Until the tac:ulty has finished with the agenda of SASS demands to the fac1,ll,.. ty's satisfaction, -and until SASS has responded to all the decisions made by the faculty, we propose a)that all academic busines#>f the College be suspended and b)that at this time this boQy will decide whether academic College business should be resumed. Amplification: The students realize that the plenum is in no position to enforce its viewpoint on the question pf academic business. This resolution, therefore, should just be taken as a statement of the student BOdy's feeling on the question of academic business and not as an attempt to dictate that classes not be held. 3)At this time the Ad Hoc Black Admissions eommittee should be composed of four students elected by SASS, one student elected by the student body, one faculty member endorsed by SASS, two faculty members elected by the faculty, and t",,!O members of the administration. Amplification:This composition was proposed so that the viewpoint of the student boQy 1.muld be represented ~thout enabling the black perspective to be overruled by a 6-4 vote. January 13 1 )~ve underst~ll:lt as the Vice-president of SASS has stated, hhat SASS now represents the interests of all membelS of the black Swarthmore community, and we also understand that black members of said commumity who are not members of SASS may vote on issues concerning their interests. In order to insure that in the future , all black members of the Swarthmore community are represented in the decj,sion-making pro'cesseS t we ask SASS to guaran....tee that non-SASS black members of the community of Swarthmore be informed of all meetings of SASS, always be allowed to vote on issues decided at such meetings, and be informed of all decisions made at such meetings, without regard to the extent of their previous participation. 2)That all money won by the College Bowl Team (and that will be won) be used to implement the programs regarding black admissions adopted by the College. 3)The students believe that the injustice of barring student observers from faculty meetings has b ecome particularly obvious in the recent crisis. We feel t that this faculty action violates thf stated desire to increase student-facul~ communication on the issues. \;le therefore protest tee faculty's decision in favor of closed meetings, and '\-1e urge that the faculty meetings in the future be open to observers. with student participation a110wed by a ma~ority vote of the faculty. Amplification:W do not mean to deny the right of the faculty to hold closed e meetings when necessary (e.g. when personalities are discussed), but merely with to express our ~eeling that meetings should ~eneral be open. The following seven resolutions were considered together: 4a)W urge that the academic business of the College be suspended until SASS e has voluntarily vacated the AdmisSbns Office. (Defeated:206 yes, 315 no, 27 abst.) 4b)Giv~'p the good faith shown by the faculty in acting promptly and completely in its eyes on the two sets of SASS demands, the student body endorses a return to classes Tuesday, since the faculty so desires. We feel that such problems as remain can best be solved through open discussion in a regular academic atmosphere. (Defaated:201 yes, 355 nOt 40 abst.) �STUDENT BODY RESOLUTIONS (CONT.) Page 3 4c )1t/e endorse the clarified demands of SASS. We cnnsider that all academic business should continue to be suspended until these demands have been met to the satisfaction of 'SASS. We request the faculty to convene at . their earliest con~ venience to consider and act upon these demands. (Passed: 306 yes, 264 no, 34 ab.) 4d)In ord~r tt .reach a speeqy solution to the crisis, the students will return to class unle~s a)SASS comes out of the Admissions Office to negotiate, and b)the admi~istration does not re-enter the Admissions Office until negotiations are concluded. (Defeated:117 yes, 346 no, 101 abst.) 4e)In the light of SASS' clarification of demands, we urge the faculty to meet tomotXow and in the light of this, that there be no classes tomorrow. We will meet again in plena~ s~ssion to decide o~urther actions when the faculty and SASS have responded to these developments. tDefeated:179 yes, 30~ no, 75 abst.) 4f)Having already expressed support for SASS demands .. of 23 December and 9 January, we would like at this time to tnpport the faculty's response to these proposals as re?resenting a satisfaacory attempt to act on these demands inthe best interests of all parties. If SASS continues to have objections to the faculty action and to present new demands, we urge that, in good faith, SASS open discassions of these points direct~ with the faculty , out side of the Admissions Office. We cannot guarantee our continued support for the actions of SASS through suspension of adademic business if such ac~ions do not reflect good faith. (Passed:281 yes, 280 no, 33 abst.) 4g)\Ne recognize that the decision to hold a class is a personal matter between the faculty and the students involved in the class. ~-1e also recognize that an individual's decision to attend classes is a personal decision based on a number of criteria. HOTtTeVer, we urge the faculty and students who do meet in classes to consider collective~ whether OD not t~ want to hold class in light of the present crisis situation. (Defeated:208 yes, 305 no, 60 abst.) Amplification:Tbe voting procedure on these motions definite~ needs clarification. After all seven propesals were presented, it was decided that the order in which they were voted on Hight prejudice the outcome (i.e. if from radIi:cal to conservative, the more radical would be favored). Therefore, it was decided that the proposals would be arranged in order along the cnntinuum from radical to conservative and that voting would be from both ends inward (i.e. most radical first, most conservative second, next most radical third, etc.) Thus the voting did not indicate exact student support foo eacti proposal, in that students who wanted strong statements one way or the other ceased to vote in favor of the more modBBate positions,once an extreme kad been passed. It was decided to hold a run-off between the two positions 't-rinning majority support (c and f). The run-off was held twenty minutes after the voting on the first seven and some people may have left. The vote was 4c) 315, 4f) 230, abstain 31. January 14 vie propose that the money from the one fast allowed this year by Saga be devoted to black scholarship, support, etc. General Amplification:Questions of good faith have also been raised. We feel that the vast majority of students have been acting in good faith in that they feel igath~~~sth~t~veestbseen dnin~~2ince~SASS ente~edtthe Admissions Office has been or swar~luuore CO~lege. ~ur nermore, we know or no stUdents who favor the destruction of the College and are acting toward that end. Two members of the student coordinating cmmmittee are willing to attend the faculty meeting to answer questions if the faculty so desires. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Resolutions of the Student Body Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Student Body Date A point or period of time associated with an event in the lifecycle of the resource 01/14/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Black admissions Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/b419da0259896fcdb225278aa8a3fcf9.jpg 3ab4178b1afbb7ab93e98819f698f949 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Radical Caucus statement 01/1969] Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Radical Caucus Date A point or period of time associated with an event in the lifecycle of the resource [01/1969] Format The file format, physical medium, or dimensions of the resource JPG Black admissions Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/36208766e8a95915ae7951a5feb02164.pdf 362546b5cd374b24390fc0e5d3922a01 PDF Text Text �� �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Professor Unsurprised by FBI Surveillance Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Paul Levy Kitsi Burkhart Publisher An entity responsible for making the resource available Philadelphia Bulletin Date A point or period of time associated with an event in the lifecycle of the resource 03/21/1971 Format The file format, physical medium, or dimensions of the resource PDF Faculty FBI http://s3.amazonaws.com/sc-lib-ds-bl1969/original/610e00a42105585ba09b28eab1f14843.pdf f2ee9c834f5e89d17840602342f03f90 PDF Text Text An Opt:m Let"lier tv he 0uartbnore Faculty F am: l! rederic L . 'ryo . In the Friday faculty meeting we are to discuss a policy statement condemning the use of direct action to solve col10ee disputes Since we haye a'rrsQ,(l;v passed two such statements. I t.hink it advisable to ask the StUdeni.. Activit.y Commit.tee to initiate such a statement and to spend our tirne ( and our breathing spell may be relatively short) on the' foilmving more constructive actions: . 10 In our faculty actions last wcel<: we com!:,itted ourselves olio supply a desc".:"iption of "tl}e decision makinG processes rt of the c011e,;e I suggest that Courtney ~,r'lit11 's speech on 'ftthe an!ltomy of tho college" be dust.ed off and published as an agenda for detailed research by a joint student/faculty caJlmitteeo Such a committee would look deeply into all decision and policy makin~ processes within the administration, faculty!, Board of Manac;;ers. and the student boc1,:lo It would send out questionaires to participants in decision J'naking. interview people enga, ad in policy making: determine. the legal res 1 )onsibilities of variou3 college organs. and present a detailed report to ~\the entire colleGe communityo There are a number of important reasons to favor such action: ao By publishing Courtney's speech on the an,-,tomy of the colleGe, we are fulfilli.ne; one of our obligations and, at the same ti' e~ c('mmittinG ourselves to even more intensive self studyo b .. There j s a "cris:i s ot legitimacy" i..11 this college, most of which can probably be dispelled by a fuller understand LnG of ti,e actual duties ... pownrs and re-· ) sponsibilities ( both fonnal and infonnal) of the val'ious groups vii thin t.lfe adninistl'a= tion, faculty, student body, and 13oard o Much of the inchoate ciiscussion "who 1..8 the college ll is 'oo.sed on cmsiderable misunders:,anding about the actual situa iono c~ Such a document would ~ive the students a much clearer idea of the actual powers that they have but do not exe}cise(l And it would aid students to charme] their grievances within, rather than outside the re~uJar'\decision making "structureo The document wou.ld also aid the faculty in makin~ decisions 'constructively to ~~,",~'.g~ t.he system u / do The proposed ilsuper week H or "student week ll cold be postponed until " the faculty/student committee l'l..as issued its report.o Student emotions are still too hiGh to have a i'ruitful"student week II in the next few months eo The final docuInen-r, wouJd be invaluable to the man who is appointed our new pennanent Presidento g ... (1east important) Such a DI'oject has considerable theoretical interest to econor.lists j socioloi:,rists Sl and po] itical scientists and could be quite educat,icnaJ to the particinants on the committee drav'i.nG up the reporto 20 We sti)~ have the recornmenda tions of the Student Life Ccrnmittee and ExSAC to act upon.... Vle've dawdled over these' matters for a fulJ semester and can rightfully be accused of footdra~(..,ingo I may be misreading a c.:oncensus but. it seems as thow;h most of' these matters hilv€) been talked to death and that most faculty members have very firm v ~ opinions on the pros and cons of dormitory autonomy l.. S9 should Get. 'i:,hese old mat· ers out of tr~ wayo ~. . 3~ We must begin to :i.mplement our resolutions on Black admissions and to continue our discussi, ns on the way in which 1I0pportunityll(risk) students can be supported q,cadernically while they are !!closing the ""ap .. !! The forma·tion of the AdrIo ... Black Adlllis:non. Committee can be done quickly, ~Rather than pass or reject SASSesuclarified demands ll I. \ ;!JUnk , '1 ' • : 4-.' . ake info (a1 ~ n )'ements with ~ studentsp -It should be clear GO all lihat the specifics of th€lir demands are no'~ as j1!l portant as the sub .::rt-C:l ce tha t more Black students should be admitted" Facult7 action on these demands is alse. ccmplicated by the necessity to follow certain sl:iate reguJ...'ltions concernine quo·t.aso !,JaXimmD "'''13 lbilLty js '.mnerative and policy mal ing on detailed mat.ters is not the way to achieve surh flexibiJ.ityo 4 We must take some sort of action en the Black studies report .. Since the Black students re udiated their sigrJ.3'l,ures we have three alternatives: a., 'TO' debate tLe eport:-:- it stands; b o To send thE: C'Port uackto cOI1Jllit'ooe until a concensus is :t'eached~ to cc.'l,unittee until majority and minori ty .2Y'l it -i Sil.::! <"cOl -b . e ffi acu1 1 . favor t.l ..a~:f a~~' ~ 'tlllr~ I- wou l;d be 8. useful precedent tc 11<: ve ~, ~ ~~-- ~I f/I<A--, V) ~ ~ .~. e.vv~ \ ' ''~ ~ . iy~~ 'J i-J J �,. 1-1(' _a 1 the rt)o S G raioed a ,ain 1.1'4 ou {) t.ructll e 01 lllJt her resolution onderm ~g ent to expe 1 students who ~ "aculty act~OI1 0 the rr.eaSl.. res ~ Vl: leduc' !t.; tho nossi biJ Lt, of d' e o time deba"Ging anol;. .er law a rj rei � An Opt:m Let"lier tv he 0uartbnore Faculty F am: l! rederic L . 'ryo . In the Friday faculty meeting we are to discuss a policy statement condemning the use of direct action to solve col10ee disputes Since we haye a'rrsQ,(l;v passed two such statements. I t.hink it advisable to ask the StUdeni.. Activit.y Commit.tee to initiate such a statement and to spend our tirne ( and our breathing spell may be relatively short) on the' foilmving more constructive actions: . 10 In our faculty actions last wcel<: we com!:,itted ourselves olio supply a desc".:"iption of "tl}e decision makinG processes rt of the c011e,;e I suggest that Courtney ~,r'lit11 's speech on 'ftthe an!ltomy of tho college" be dust.ed off and published as an agenda for detailed research by a joint student/faculty caJlmitteeo Such a committee would look deeply into all decision and policy makin~ processes within the administration, faculty!, Board of Manac;;ers. and the student boc1,:lo It would send out questionaires to participants in decision J'naking. interview people enga, ad in policy making: determine. the legal res 1 )onsibilities of variou3 college organs. and present a detailed report to ~\the entire colleGe communityo There are a number of important reasons to favor such action: ao By publishing Courtney's speech on the an,-,tomy of the colleGe, we are fulfilli.ne; one of our obligations and, at the same ti' e~ c('mmittinG ourselves to even more intensive self studyo b .. There j s a "cris:i s ot legitimacy" i..11 this college, most of which can probably be dispelled by a fuller understand LnG of ti,e actual duties ... pownrs and re-· ) sponsibilities ( both fonnal and infonnal) of the val'ious groups vii thin t.lfe adninistl'a= tion, faculty, student body, and 13oard o Much of the inchoate ciiscussion "who 1..8 the college ll is 'oo.sed on cmsiderable misunders:,anding about the actual situa iono c~ Such a document would ~ive the students a much clearer idea of the actual powers that they have but do not exe}cise(l And it would aid students to charme] their grievances within, rather than outside the re~uJar'\decision making "structureo The document wou.ld also aid the faculty in makin~ decisions 'constructively to ~~,",~'.g~ t.he system u / do The proposed ilsuper week H or "student week ll cold be postponed until " the faculty/student committee l'l..as issued its report.o Student emotions are still too hiGh to have a i'ruitful"student week II in the next few months eo The final docuInen-r, wouJd be invaluable to the man who is appointed our new pennanent Presidento g ... (1east important) Such a DI'oject has considerable theoretical interest to econor.lists j socioloi:,rists Sl and po] itical scientists and could be quite educat,icnaJ to the particinants on the committee drav'i.nG up the reporto 20 We sti)~ have the recornmenda tions of the Student Life Ccrnmittee and ExSAC to act upon.... Vle've dawdled over these' matters for a fulJ semester and can rightfully be accused of footdra~(..,ingo I may be misreading a c.:oncensus but. it seems as thow;h most of' these matters hilv€) been talked to death and that most faculty members have very firm v ~ opinions on the pros and cons of dormitory autonomy l.. S9 should Get. 'i:,hese old mat· ers out of tr~ wayo ~. . 3~ We must begin to :i.mplement our resolutions on Black admissions and to continue our discussi, ns on the way in which 1I0pportunityll(risk) students can be supported q,cadernically while they are !!closing the ""ap .. !! The forma·tion of the AdrIo ... Black Adlllis:non. Committee can be done quickly, ~Rather than pass or reject SASSesuclarified demands ll I. \ ;!JUnk , '1 ' • : 4-.' . ake info (a1 ~ n )'ements with ~ studentsp -It should be clear GO all lihat the specifics of th€lir demands are no'~ as j1!l portant as the sub .::rt-C:l ce tha t more Black students should be admitted" Facult7 action on these demands is alse. ccmplicated by the necessity to follow certain sl:iate reguJ...'ltions concernine quo·t.aso !,JaXimmD "'''13 lbilLty js '.mnerative and policy mal ing on detailed mat.ters is not the way to achieve surh flexibiJ.ityo 4 We must take some sort of action en the Black studies report .. Since the Black students re udiated their sigrJ.3'l,ures we have three alternatives: a., 'TO' debate tLe eport:-:- it stands; b o To send thE: C'Port uackto cOI1Jllit'ooe until a concensus is :t'eached~ to cc.'l,unittee until majority and minori ty .2Y'l it -i Sil.::! <"cOl -b . e ffi acu1 1 . favor t.l ..a~:f a~~' ~ 'tlllr~ I- wou l;d be 8. useful precedent tc 11<: ve ~, ~ ~~-- ~I f/I<A--, V) ~ ~ .~. e.vv~ \ ' ''~ ~ . iy~~ 'J i-J J �,. 1-1(' _a 1 the rt)o S G raioed a ,ain 1.1'4 ou {) t.ructll e 01 lllJt her resolution onderm ~g ent to expe 1 students who ~ "aculty act~OI1 0 the rr.eaSl.. res ~ Vl: leduc' !t.; tho nossi biJ Lt, of d' e o time deba"Ging anol;. .er law a rj rei � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource An Open Letter to the Swarthmore Faculty Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Frederic Pryor Date A point or period of time associated with an event in the lifecycle of the resource [01/1969] Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Faculty http://s3.amazonaws.com/sc-lib-ds-bl1969/original/2375e083fe2de1c36394b5704010d061.jpg 1efbb29eb06c9835a9781c6a00aa2b11 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Open Letter to the Parents of Black Students of Swarthmore College Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource William and Eileen Cline et al Date A point or period of time associated with an event in the lifecycle of the resource [03/14/1970] Format The file format, physical medium, or dimensions of the resource JPG 1970 sit-in post-enrollment support