Inclusive Scholarship: Developing Black Studies - Ford Foundation

Inclusive Scholarship: Developing Black Studies in the United States 75
11 Kenneth B. Clark and Lawrence Plotkin, The Negro Student at Integrated Colleges,
New York: National Scholarship Service and Fund for Negro Students,
1963.
12 In terms of adaptability to the institutions and expectations concerning higher
education, these class differences are important to note. The sense of class
alienation may have been as important in many instances as the sense of
racial alienation.
13 See Cleveland Donald, Jr., “Cornell: Confrontation in Black and White,” in
Cushing Strout and David Grossvogel, eds., Divided We Stand: Reflections
on the Crisis at Cornell, New York: Doubleday, 1970, pp. 151–204. This
essay provides a rare insight into the workings of Black student politics at a
time of university conflict.
14 It is probable that four-year liberal arts colleges avoided disruptions over Black
Studies for several reasons. Even with active recruitment, the number of
Black students remained small. Much student protest, White and Black,
was against the gigantic, seemingly insensitive and unresponsive university
bureaucracy. The smaller four-year college provided an experience on a
human scale and encouraged the impression that grievances were listened
to and taken into account.
15 New York Times, various articles from roughly September 29, 1968, to March 3,
1970. Nathan Hare left San Francisco State in 1970.
16 “Report of the Committee Appointed to Review the Department of Ethnic
Studies,” 1973. Unpublished. University of California, Berkeley. The history
department was quite strong, consisting of Leon Litwack, Lawrence Levine,
Winthrop Jordan, and others.
17 Armstead L. Robinson et al., Black Studies in the University, New Haven: Yale
University Press, 1969, p. viii. Robinson was at the time a senior at Yale
College. After earning his Ph.D. in history, he went on to become one of
the most respected young Black scholars. He currently heads the Afro-
American Studies Program and the Carter G. Woodson Institute at the
University of Virginia.
18 In addition to Friedel, Social Sciences 5 was taught by Peter Wood, Martin Kilson,
and Daniel Fox, with guest lecturers.
19 Henry Rosovsky subsequently served as Dean of the Faculty of Arts and Sciences,
from 1974 to 1984.
20 Henry Rosovsky, “What Happened at Harvard,” The American Scholar
XXXVIII (Autumn 1969), pp. 562–572.
21 Reported in Trans-Action VII (May 1970), p. 14.
22 Vincent Harding, “Achieving Educational Equality: Stemming the Black Brain
Drain,” Current CV (March 1969), pp. 37–40.