Nineteen Fifty-Six Vol. 2 No. 1 We're Back Outside

NINETEEN
SEPTEMBER 2021

DE
BL
STU

AR
ACK
DENTS,
You do matter. The numerous achievements and talents
of Black students deserve to be recognized. As of Fall
2020, 10.95% of students on campus identified as Black or
African American. Black students are disproportionately
underrepresented in various areas on campus. Nineteen
Fifty-Six is a Black student-led magazine that amplifies the
voices within the University of Alabama’s Black community.
It also seeks to educate students from all backgrounds on
culturally important issues and topics in an effort to produce
socially-conscious, ethical and well-rounded citizens.
2

NINETEEN
EDITORIAL STAFF
EDITOR IN CHIEF
MANAGING EDITOR
VISUALS & DESIGN EDITOR
PHOTO EDITOR
ASST. PHOTO EDITOR
ENGAGEMENT EDITOR
ASST. ENGAGEMENT EDITOR
FEATURES & EXPERIENCES EDITOR
CULTURE & LIFESTYLE DIRECTOR
Tionna Taite
Nickell Grant
Ashton Jah
Tyler Hogan
Madison Carmouche
Madison Davis
Jolencia Jones
Ashlee Woods
Farrah Sanders
ISSUE CONTRIBUTORS
WRITERS
PHOTOGRAPHERS,
VIDEOGRAPHERS,
& DESIGNERS
SOCIAL MEDIA & MARKETING
PR SPECIALISTS
Jolencia Jones, Malea
Benjamin, Leah Jones,
Rachel Parker, Ta’Kyla
Bates, Shamiel Moore
Leah Jones, Alice Choup,
Tonya Williams, Lyric
Wisdom
Karris Harmon, Asia
Smith
Danielle S. McAllister,
Farrah Sanders
COPYRIGHT
Nineteen Fifty-Six is published by the Office of Student Media at The University of Alabama. All content and
design are produced by students in consultation with professional staff advisers. All material contained herein,
except advertising or where indicated otherwise, is copyrighted © 2021 by Nineteen Fifty-Six magazine. Material
herein may not be reprinted without the expressed, written permission of Nineteen Fifty-Six magazine. Editorial
and Advertising offices for Nineteen Fifty-Six Magazine are located at 414 Campus Drive East, Tuscaloosa, AL
35487. The mailing address is P.O. Box 870170, Tuscaloosa, AL 35487. Phone: (205) 348-7257.
Cover photography by Tyler Hogan.

LETTER FROM THE EDITOR
SEPTEMBER 2021
“
I am America. I am
the part you won’t
recognize. But get used
to me. Black, confident,
cocky; my name, not
yours; my religion, not
yours; my goals, my own;
get used to me.
- Muhammad Ali
”
Nineteen Fifty-Six is back and we’re
only going to get better. In less than
a year, Nineteen Fifty-Six garnered
16,173 total digital magazine views.
During 2020-2021, we released five
digital issues, one special edition
issue and one print issue. We are
excited to continue to serve as
a voice for Black students at the
University of Alabama.
Truly, Nineteen Fifty-Six serves
as proof that Black students at the
University of Alabama have a lot
to say. Last year alone, 55,455 words
were typed. 14,486 people were
reached. 1,568 photos were captured.
54 stories were written. This all took
place during the pandemic and the
very first year of the magazine’s
creation. These numbers are
evidence of our ability to persevere
and rise over any obstacles that
come our way.
Now that “we’re back outside”,
students have even more
opportunities to have their voices
heard. Whether hosting community
events or simply attending them,
students have taken advantage of the
opportunity to express themselves
and advocate for important issues.
I am excited to present the
September magazine issue entitled
We’re Back Outside. It has been
a blessing to work with new and
returning students on our first
magazine issue for this semester.
TIONNA TAITE, EDITOR IN CHIEF
4

CONTENT
CULTURE
8 Legacy Learning:
A History of Alabama HBCUs 14 The Originators
LIFESTYLE
11 Why PWIs Need Black
Professors
15 We Outside: Adjusting Back to
Campus Life
18 Black Activists
19 Divine History
23 Through the Doors: A New
Tradition
24 Revisiting ONYX
26 Overcoming the Need to
Conform to Whiteness
27 Black Students Continue to
Face Barriers after Undergrad
29 Effects of Institutional Racism
FEATURES
EXPERIENCES

T O C
S
SEE MORE OF NINETEEN
FIFTY-SIX MAGAZINE
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1956magazine

CULTURE
CULTURE
CULTURE
CULTURE
CULTURE
CULTURE
CULTURE
CULTURE
CULTURE
CULTURE
CULTURE
CULTURE
CULTURE

HBCU
RACHEL PARKER
LEGACY LEARNING
A History of Alabama HBCUs
Historically Black College or University (HBCU)
holds many connections and meaning within
the Black community when concerning
uplifting and advancing Black people. According to
the Higher Education Act of 1965, an HBCU is defined
as, “any historically black college or university that
was established prior to 1964, whose principal mission
was, and is, the education of black Americans, and that
is accredited by a nationally recognized accrediting
agency or association determined by the Secretary of
Education.”
When thinking of an HBCU, many may mention
prominent ones such as: Howard University, Florida
A&M University, or Hampton University. Though
these institutions are influential, they are many more
that hold their own special place amongst alumni and
supporters.
Specifically, within the state of Alabama there are
15 HBCUs, the most of any state. These educational
institutions are Talladega College, Alabama A&M
University, Alabama State University, Stillman College,
Bishop State Community College, Gadsden State
Community College, Concordia College Alabama, H.
Councill Trenholm State Technical College, J.F. Drake
State Community and Technical College, Lawson
State Community College-Birmingham, Miles College,
Oakwood University, Selma University, Shelton State
Community College, and Tuskegee University.
Along with having the most HBCUs of any state, there
are also notable alumni that have called these campuses
home, such as Rosa Parks (Alabama State University),
singer Lionel Ritchie and writer Ralph Ellison (Tuskegee
University) and former Birmingham mayor Richard
Arrington (Miles College).
Along with the prestigious reputations are the storied
history that connects and forms the story of resilience
embedded into the makeup of Alabama HBCUs.
In the aftermath of the Civil War, there were four
million formerly enslaved people, with 440,000 in
Alabama. Initially being forbidden to receive an
education, with this new environment Black people’s
yearning for education only continued to grow as they
viewed education as a means of advancing themselves
and others.
With the help of the Freedman’s Bureau, an organization
enacted by Congress to provide services and relief to the
8

emancipated Blacks and refugees in
Alabama along with other Confederate
states, along with other black and white
churches and missionary societies,
they began to establish Black colleges
that offered primary and secondary
education.
Even though the church was
influential in establishing these Black
colleges there were still a few with
ulterior motives of converting to
their specified brand of the Christian
faith and viewing uneducated African
Americans as “menace” to be rid of
in society. Despite this Black colleges
were given a boost in support with
The Morrill Act of 1890, “stipulated
that states practicing segregation in
their public colleges and universities
would forfeit federal funding unless
they established agricultural and
mechanical institutions for the black
population.”
From this the first colleges to be
recipients of this funding were
Alabama A&M University and Tuskegee
Institute. Advancing these Black
colleges began to play pivotal roles
in the history and issues concerning
Black people in their progression and
protection as seen with Alabama State
University.
Alabama State University, located in
Montgomery, AL, was established
by nine former slaves, known as the
“Marion Nine” in 1867. Their initial
founding and goal of educating the
Black community expanded beyond the
campus with their involvement in the
Civil Rights Movement, specifically the
Montgomery Bus Boycott. Answering
the call for participation, ASU students
and employees showed their support
through their involvement. Even
with officials retaliating in anger
by decreasing their funding, the
university strived beyond this action
and continues to thrive today.
In addition to their civil rights roots,
HBCUs also served a purpose of
recognizing and establishing their
identity in their first steps into
adulthood as experienced by La-Kisha
Emmanuel, a PhD History student at
NYU, with a focus on U.S. History.
Emmanuel spent her undergraduate
years at Stillman College in Tuscaloosa,
AL. From her time there it was an
enlightening experience on subjects
she hadn’t focused on before stating,
“Because of it being a predominantly
black campus it gave me things I didn’t
realize I needed and gave me moments
of reflection that I also needed.”
Reflection that led to her wanting
to pursue a PhD and with a focus on
Black women. From a political science
course discussing the culture of Brazil,
highlighting the discrimination based
off skin color and truly understanding
the systematic and structural racism,
allowed Emmanuel to reflect and draw
the connections from then until now
through her focus in History.
“I needed to reflect on what I valued
about black culture and what I valued
about being around other black people
and how diverse we can be within
ourselves. It was coming from a place
where sometimes you have to learn
from other black people how to love
yourself, and I think that’s why, even
now, I chose history and chose to study
black woman, because they teach me
every time, I read something about
them how to love myself a bit more,”
states Emmanuel.
Along with a history of activism and
lessons in self-reflection, HBCUs also
bring economic advantages. According
to data from The United Negro
College Fund, Alabama HBCUs have a
total economic impact of $1.5 billion,
including spending from the students
along with faculty, academic programs,
and employees. Also, the locations
of these institutions play a vital role
for their surrounding communities.
Being placed in areas where economic
growth has been stagnant, the financial
work of HBCUs becomes beneficial in
strengthening that economy.
Furthermore, their influence spreads
within and beyond the campus grounds
with an increase in employment with
a total of 15,062 local and regional
jobs. Also, there is a 1.3 increase in
public and private-sector employment
because of HBCU spending, creating
accommodations and an atmosphere
that is appealing and enriching for
faculty, students, and employees.
Lastly, as HBCUs equip their students
with educational and professional
skills to excel, they receive financial
benefits with an estimated $656,000
additional income because of the
college credential.
From rocky beginnings, Alabama
HBCUs have made a legacy of resilience
and community that spans beyond
their undergraduate and/or graduate
studies. Through obstacles and
milestones, these institutions have
solidified their place in history and
continue to make their own for future
generations
to come.
9
THE CAMPUS OF ALABAMA STATE UNIVERSITY,
MONTGOMERY, AL - FOUNDED 1867

READ ISSUES ONLINE AT
1956MAGAZINE.UA.EDU
10

TA’KYLA BATES
HY PWIs
EED BLACK
ROFESSORS
11
Ta’Kyla Bates
Why PWIs Need Black Professors
As students sit in an African
American Literature class at
8 am, “Humble” by Kendrick
Lamar is playing in the background.
“Tell me your top five poets, and they
can be rappers,” Jeremiah Carter,
African American Literature professor
at the University of Alabama said.
One of the few white students raises
her hand, she names off her five,
ending her list with Kanye.
“Which Kanye?” Mr. Carter said.
“West,” the girl said.
The classroom erupts into laughs
and headshakes. Carter looks around
the classroom as the Black students
continue to laugh in disbelief. A sense
of unity is exhibited in those laughs.
“Old Kanye or new Kanye?” a Black
student turned and said to the girl.
Giggling is still happening along with
Carter snickering now. Of course, she
says old Kanye, because just like Kanye
we too, “miss the old Kanye.”
When a Black student attends a
historically Black college or university
(HBCU) there is a certain sense of
camaraderie that comes with taking
classes there. Everyone looks like you,
everyone has seen “Martin,” “Living
Single” or “Girlfriends” more than just
once. Female students don’t have to
search too high or low for someone to
braid their hair.
That camaraderie becomes harder,
but not impossible, to find at a
predominantly white institution (PWI).
Interactions like the one in Carter’s
African American Literature class
are important for Black students to
experience. It gives them hope that
they are not navigating this tricky
time period known as “college” alone.
It provides them with the hope that
they may have the homegirls that mom
talked about. Or that they will find
a group of friends to head to Fresh
Foods with.
With so many Black students now
attending a PWI, these interactions are
more important now than ever to show
younger Black students how they can
exist in predominantly white spaces.
According to Grand Valley State
University, approximately 87.1% of
undergraduate Black students attend
a PWI, or a predominately white
institution. As of the fall semester, the
University’s Black student population
is 12.69%. This is up 1.69% from the
2020-2021 school year.
On the other hand, 7.55% of the faculty
and staff identified as Black in the
Fall of 2020. So to do the math, that’s
4,712 Black students having access to
150 Black teachers at the start of the
2020-2021 school year. This sounds
reasonable, but these teachers aren’t
necessarily the teachers Black students
will have.
When Black students in certain fields
of study see teachers that look like
them, it helps them want to achieve
their goals even more.
Specifically, looking at African
American Literature classes, of the
six classes offered here, two of those
classes are taught by Black professors.
Throughout school, textbooks
involving African American History
were written by white people. They
were telling the stories of Black people
experiencing slavery, the Harlem
Renaissance, and the civil rights
movement. Black stories are told at the
expense of a white man’s pen.

There’s unity and community among
Black people and there is a sense of
familiarity for Black students seeing
each other on campus. A sense that
they are living somewhat of the same
experience. Having Black professors
teach about Black experiences makes
a lecture class seem genuine. There is
honesty and truth behind the readings,
the discussions, the lectures, that seem
more like an experience rather than an
experiment. Black professors and Black
students have an understanding of
trust and mutual understanding, that
they are fighting the same fight.
“Black students fare better in
traditionally white colleges and
universities when they see professors
with whom they can identify,” wrote
Penelope J. Moore and Susan D.
Toliver in “Intraracial Dynamics of
Black Professors and Black Students’
Communication in Traditionally White
Colleges and Universities.”
This sentiment is echoed by Keia Ervin,
a sophomore at the University, who
feels inspired seeing teachers that look
like her.
“It feels empowering to see a Black
professor, especially if they have a
doctorate degree. It allows me to see
that I am able to work in the industry
that I want to because my professor
looks like me and she made it to where
I want to go,” Ervin said.
At the University, there are a multitude
of organizations dedicated to Black
students and other minority groups
on campus. One in particular is the
Black Faculty and Staff Association,
established in the early 1970s. BFSA’s
mission is “to serve as an advocate for
educational equity, with emphasis on
African American students and the
professional needs of its members.”
BFSA helps Black students have a
place on campus to live and learn in an
environment where they feel as though
they have the same opportunity as
other students on campus. In the fall of
2015, BFSA created the Black Scholars
Program that encourages Black
students to join the University Honors
College.
“The mission of the Black Scholars
Program is to provide an opportunity
for African American and multicultural
students who have excelled
academically, to develop, prepare
and gain entry into the University of
Alabama Honors College and other
leadership programs at UA,” said the
BFSA.
Freshman Francina Goode, a member
of the African American Gospel Choir
and BFSA Scholars, said that Black
organizations at the University have
given her “a sense of recognition.”
“I can finally be myself in these
organizations, which is something that
I can’t do everywhere else. Being a part
of BFSA is an achievement in which we
will all be recognized,” Goode said.
The University of Alabama builds
on diversity, equity, and inclusion
through events on campus such as
ONYX or student-led organizations
like the Black Student Union. There
are communities where Black students
can come together to celebrate their
culture outside of the classroom. Yet,
they should also be able to celebrate
within the classroom.
UNDERGRADUATE BLACK STUDENTS ATTEND
A PREDOMINATELY WHITE INSTITUTION
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IFESTYLE
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SHAMIEL MOORE
THE ORIGINATORS
Fashion, music, dances, and
hairstyles. These are trends
that we see regularly that
constantly change over time. Social
media helps spread new and throwback
trends. Yet, it is sometimes hard to
track down where these popular
trends come from. Often these trends
originate from Black culture. Black
creators set the standard for many
things. Yet, the credit is rarely given to
these innovators.
TikTok has at least one million users
everyday. They share content such as
comedy skits, cooking videos, pranks,
and music reviews. Dancing videos
also generate a large amount of views
and shares. The problem is, these
dances are usually not made by the
popular white users performing them
and going viral. Rather, Black creators
develop these dances only to have their
content stolen from white users.
“I think TikTok wouldn’t be so big
if the Black culture did not inspire
it with dances,” says senior human
development major Natanya Vance.
“At one point, Black influencers who
danced went on a small strike to see
how people would do when it came to
not having a trend to follow, and it was
terrible.”
The problem does not just stem from
non-Black influencers taking content.
But also the fact that these non-Black
influencers are also making a large
profit off of Black content. Meanwhile,
Black creators have to deal with lower
views, account bans, and constant video
reports on TikTok.
Black people also created most fashion
trends we see today. Baggy jeans,
sneakers, and even large hoop earrings
were made popular by Black people.
“Protective styles, how Black people
developed their own sense of style…
baggy clothing wasn’t that prominent
until [Black trendsetters such as]
Kris Kross,” said Makayla Lucas, a
sophomore biology major.
A Creative at Work: Skai Beauty
Being a creator on Tik Tok plays such a big role in the
person I am today. Creating content, people duplicating it, or
supporting it shows me that I can really do anything I put my
mind to. I also think that as a Black creator, it really means
you have to have confidence to really endure the struggles we
have to experience.
My most viral dance was “Captain Hook” by Megan Thee
Stallion, and that was honestly such an empowering
movement. To see celebrities doing my dance was bittersweet.
Celebrities such as Ciara, who inspired me to dance as a child,
were doing it. However, I knew there was a possibility none of
these people knew who created it because I don’t believe I
ever got the credit I deserved. I also created other dances
such as “Crayola” by 9lokknine and “In the Party” by Flo Milli.
Seeing my content being stolen constantly without credit
from these bigger white creators was devastating. Knowing
all the energy that I put into my creations that were being
stolen and claimed as someone else’s was a big reason why I
stopped creating for a while.
It made my engagement go down and
it really made me rethink if being a
social media dance influencer was
something I even really wanted to do.
I understood the TikTok strike, but at
the same time I felt like "why should
we have to stop creating because
people are stealing content?" Are we
really letting these people silence us?
The time I posted the dance to
Megan Thee Stallion’s song “Thot
Shit” I wasn’t even aware of the strike
that was going on because I had
been on a TikTok hiatus. However, I
didn’t think the backlash made sense
because either way the strike was
about unity. But, I understood the
logic behind it. It’s just that most
people on the internet are copying
what these Black creators are doing.
I never want to be silenced about the
work I’ve created or the stamp that
I’ve left in the world.
Story by “Skai Beauty”
TikTok - @SKAIBEAUTY
TikTok - @SHAKURMULLINGS
14
14

ASHLEE WOODS
WE
ADJUS
DURIN
When students across the
country left campus for
spring break in March
2020, few expected to be inside their
house for the next several months.
But that’s exactly what happened.
In a matter of a couple of months, the
COVID-19 pandemic made its way to
the United States. Life as we had known
it changed. Classes were now held over
Zoom. You could not hug, high-five,
or even sit near anyone. Concerts,
sporting events, and local festivals
were canceled. Most students could not
even return to their dorm to retrieve
the things they left behind until well
into the summer. Still, students were
expected to finish the semester in the
midst of a global crisis.
A year later, the world is still fighting
this pandemic. Several variants--- Delta
and Lambda to name a couple--- have
developed. However, people all over
the United States are looking to go
back to life before the pandemic. Some
restaurants no longer require guests
to wear masks. Many vaccinated people
are dropping face coverings for a tiny
ounce of freedom.
Students have returned to Tuscaloosa
in a bustling fashion as the University
is fully operational for the fall. Many
students are in their first in-person
class since spring 2020. For some, this
is their first time stepping onto the
Quad, entering the Ferguson Student
Center, or attending a football game at
full capacity. Much like the rest of the
country, the University has aimed to
give students a slice of normalcy in this
weird time.
The state of Alabama is still feeling the
effects of the pandemic. Currently, about
39% of residents are fully vaccinated.
50% of residents have received at least
one dose of the vaccine. Although the
current student vaccination rate is at
58%, many students still feel uncertain
about the abrupt return.
“Returning to full operations on
campus has been pretty challenging,
especially since it has all happened
so fast,” Leah Jones, a sophomore
majoring in News Media said.
“I have some personal struggles that
also contributed to my behavior during
my online classes. So, having to go from
that to waking up early and putting in
the effort to be on time for my commute
to campus has been a struggle I am still
working on. The decision to not change
to online classes again despite the rise
in COVID cases was also worrying,
but it has been going better than I
expected.”
For many, a return to normal-like
operations has been beneficial.
15

OUTSIDE:
TING BACK TO CAMPUS LIFE
G COVID-19
Students have been able to catch
up with friends, leave an unhealthy
environment, or continue the pursuit
of their degree. The pandemic is
nowhere near the end, but students
have found having a group of likeminded
people around them has been
helpful.
“I think it is nice and very beneficial to
be able to be around people that can
relate to your issues,” Jones said.
“That is one negative thing about
doing school online, it was very
isolating. Most of us UA students did
not sign up to attend school virtually
from our rooms, so being able to be
around people that can understand you
is nice.”
The pressure to perform under these
tense circumstances still exists for
Black students at the University. This
return to normal life is just as big an
adjustment as adjusting to COVID-19
was. With this in mind, several student
organizations are dedicated to helping
students adjust to on-campus life
during the pandemic.
One of these organizations is My
Mind Matters. The Black student-led
organization was created in 2020 to
help aid the mental health of minority
students at the University.
“My Mind Matters is dedicated to every
Black and minority student at UA that
felt like there isn’t a space for their
experiences,” the organization wrote
on their Twitter page. “We are centered
around creating that space for us.”
The organization has different events
like yoga nights and mental health
forums to facilitate discussions around
important mental health issues. An
organization like this is important to
help students navigate this newfound
freedom during the pandemic.
Life is much different than it was at
the start of 2020. The price of freedom
now comes with a higher cost. A cost
that many are not willing to pay.
Many people still have not seen their
family since 2019. Others will never see
some family ever again. The residual
struggles of COVID-19 still plague the
Black community today.
But, as situations look dire, minority
students at the University are
committed to creating a community
that navigates these trying times
together.
16

FEATURES
FEATURES
FEATURES
FEATURES
FEATURES
FEATURES
FEATURES
FEATURES
FEATURES
FEATURES
FEATURES
FEATURES
FEATURES

JOLENCIA JONES
BLACK
ACTIVISTS
Throughout the years,
minorities have been
fighting for change
through various forms of activism.
It is important to acknowledge those
who stood up against inequality and
aimed to create change for future
generations. This timeline shows
some of the key activism moments
that defined the future.
In 1955, Claudette Colvin refused to
give up her seat on a Montgomery
bus and was arrested. nine months
later, Rosa Parks was also arrested
for refusing to give up her seat. This
led to the Montgomery Bus Boycott
which lasted from December 1955 to
December 1956. This brave behavior
from these two women led to the
U.S. Supreme Court prohibiting
segregation on public transportation.
One of the most prominent activists
to date is Dr. Martin Luther King
Jr. due to his contributions during
the civil rights movement. King
became the spokesperson during
the Montgomery Bus Boycott. He
also served as the president of the
Southern Christian Leadership
Conference which was created to
promote nonviolent protests. In
1963, he shook the world with his
infamous “I Have A Dream” speech
during the March on Washington. In
1964, he was awarded the Nobel Peace
Prize.
Before John Lewis served as a
member of the United States House
of Representatives for Georgia's 5th
district, he started his activism as a
college student in Nashville. Lewis
became a member of the Nashville
Student Movement, which organized
multiple nonviolent sit-ins that
eventually led to desegregation at
lunch counters in the city. Within a
few years, he became the chairman of
the Student Nonviolent Coordination
Committee and became part of the
“Big Six” which organized the March
on Washington. In 1965, he led the first
march from Selma to Montgomery
which helped lead to voting rights for
African Americans.
Marsha P. Johnson was a LGBTQ activist
that led a gay libertation movement. In
1970, Johnson created an organization
that would provide housing and food
to transgender youth and marched in
the first gay pride parade in New York.
Johnson was also an AIDS activist
through the organization AIDS
Coalition to Unleash Power (ACT UP).
This group focuses on finding ways to
acknowledge and end the HIV/AIDS
epidemic.
Tarana Burke has been very active
in recent years behind the scenes
fighting for women. In 2006, she
founded the #MeToo movement. This
movement is more than a hashtag as
it highlights women sharing stories
of sexual assault. Through this
movement, many women found a voice
for themselves and a support system.
In 2017, she became one of Time
magazine’s Person of the Year.
Over the years, the Black Lives Matter
movement has sparked controversy
simply because of its name. This
movement was founded by Patrisse
Cullors, Alicia Garza, and Opal Tometi
in 2013 after the death of Trayvon
Martin. The name is a reminder that
Black lives deserve respect and justice
at all times.
All of these activists have made an
impact on the country and even the
world. Their courageous behavior
affects the way people live their lives
to this day. It’s never too late to stand
up for what’s right and change the
world.
18

RACHEL PARKER
Influential figures within the Black community
such as Dr. Martin Luther King Jr., Mary
McLeod Bethune, and our current Madame
Vice President Kamala Harris all have one thing in
common. They are each members of historically
Black Greek letter organizations.
These Black Greek organizations are composed
of four sororities and five fraternities listed
as Alpha Phi Alpha Fraternity, Inc., Alpha
Kappa Alpha Sorority, Inc., Delta Sigma Theta
Sorority, Inc., Omega Psi Phi Fraternity, Inc.,
Kappa Alpha Psi Fraternity, Inc., Zeta Phi Beta
Sorority, Inc., Sigma Gamma Rho Sorority, Inc.,
Phi Beta Sigma Fraternity, Inc., and Iota Phi Theta
Fraternity, Inc.
The collection of these nine organizations
were named the Divine Nine and are under the
governing body of the National Pan-Hellenic
Council (NPHC). Although each organization has
their own individual identifiers that each member
exemplifies, they all share a common ground in the
origins and mission towards the Black community.
Founded in 1908 on the campus of Howard
University, nine college women formed the
organization, Alpha Kappa Alpha Sorority, Inc.
Dreamed up by Howard University student Ethel
Hedgeman, she envisioned a group of like-minded
women coming together and utilizing their talents
to uplift and strengthen their communities.
During this time, AKAs began making strides
in advocating for the Black community through
various ventures such as pushing for antilynching
legislation, promoting investments in
Black businesses with the AKA Investment Fund,
and focusing on enriching the academic and life
skills of high school students with the ASCEND
program.
Each of these ventures showcased the dedication
envisioned by Hedgeman by continuing to serve
19
19

the Black community with the involvement of
dedicated Black women. The reach of Alpha
Kappa Alpha Sorority, Inc. expands across
careers and globally as members influence
others in their work and demeanor.
“They were very well put together,
very well spoken,” said Tanya Brown,
a member of the Omicron Omega
graduate chapter of Alpha Kappa Alpha
Sorority, Inc. “They were people who
were very influential in our communities
and they were always giving back.”
Seeing this representation was influential
for Brown who’s mother advocated for civil
rights. Brown’s older brother also reinforced
the values of the Divine Nine as a member of
Omega Psi Phi Fraternity, Inc.
Brown also noticed these exemplary attributes
in teachers she looked up to in middle school
and high school. She noticed the common trait
these teachers shared was that they all were
AKAs. This is one of the things that initially
sparked her interest in the sorority. After her
initial observations and research, she knew
that becoming a member of Alpha Kappa Alpha
Sorority, Inc. would be a good fit for her. Although
she is an AKA, Brown still views all Divine Nine
organizations as interconnected.
“It’s like a family,” Brown said. “We have the
same parents and same genealogy, we're just
uniquely different.”
In addition to the exceptional qualities she noticed
in her middle school and high school teachers,
service was also another influence for Brown. The
work that AKAs do within their communities has
a purpose that is bigger than themselves.
“You feel good about yourself and who you are in
understanding that there's a bigger purpose to
20
20

“The reason I chose my fraternity
is because I knew it was the best
choice for me and my mission of
futhering the community. Not
only is my organization a complete
powerhouse, but it also never fails
to equip me with tools that I need
to grow.”
Yechiel Peterson
Alpha Phi Alpha Fraternity, Inc.
Kappa Alpha Chapter
“I joined for the endless
opportunities for me to grow as an
individual and to better serve my
community. Being a part of a Greeklettered
organization has also given
me the opportunity to serve in
leadership roles on campus.”
Leecora Rodgers
Zeta Phi Beta Sorority, Inc.
Iota Eta Chapter
“I joined Phi Beta Sigma Fraternity,
Inc. because it offered me a chance
to grow as a person. My involvement
in the community, mentoring youth
and providing service to the less
fortunate is what has ultimately
helped with my growth.”
Fa’Marion Mobley
Phi Beta Sigma Fraternity Inc.
Theta Delta Chapter
“I joined Kappa Alpha Psi Fraternity
Inc. as it was a lifelong goal for
me. It has brought me into contact
with lifelong brothers and allies.
It has also allowed me to create
countless memories during my time
at the Capstone which I will always
cherish.”
Bradley Coats
Kappa Alpha Psi Fraternity Inc.
Eta Chi Chapter
“I joined because I recognized the
members of the fraternity were men
of distinction who valued friendship,
manhood, and perseverance; these
things are similar to what my own
father raised me on. Now I have
brothers and friends for life who
share similar aspirations and morals
as myself.”
Booker Pitts IV
Omega Psi Phi Fraternity Inc.
Beta Eta Chapter
“The best part of joining my
organization would be gaining
new friends, being able to serve my
community, and having these sisters
and memories for life.”
Morgan McCall
Alpha Kappa Alpha Sorority, Inc.
Theta Sigma Chapter
“I chose to join because I value my
organization’s three basic principles:
Sisterhood, Scholarship, and
Service. Growing up, I had a chance
to witness amazing women in my
life implement these principles
within this organization and I knew
that I wanted to be a part of making
a similar contribution.”
Ashleigh Hartnett
Delta Sigma Theta Sorority, Inc.
Lambda Zeta Chapter
“I knew that I would be joining an
organization full of hardworking,
unique women who would push me
to be the best version of myself.
Being in this organization has
helped me grow as a leader, and has
given me more opportunities to
serve my community.”
Aysia Washington
Sigma Gamma Rho Sorority, Inc.
Zeta Chi Chapter
21
21

life when you're doing those things, and how that
expands across more than just you,” Brown said.
Further aligning with the desire to serve is
the organization Alpha Phi Alpha Fraternity,
Inc. Alpha Phi Alpha, as the first Greek-letter
fraternity created for African Americans, was
founded in 1906 at Cornell University in Ithaca,
NY. Initially utilized as a study and support group
for members who experienced racial prejudice,
the organization grew in their mission to uplift
the community.
Alpha Phi Alpha’s service and character were what
initially drew professor Jeremiah Carter to join
the organization. Joining the graduate chapter,
Delta Epsilon Lambda of Alpha Phi Alpha, Carter
viewed his involvement in the organization as a
part of a bigger picture.
“I wanted to play my part in feeding and giving
knowledge and also constantly being in the
position to… help my community. I just really kind
of saw Alpha Phi Alpha as a part of me playing my
part,” Carter said.
The commitment to serving the community is what
Carter noticed from the men he interacted with
that were members of Alpha Phi Alpha. Whether
educators or ministers, their communication and
treatment towards others was admirable and
reflective of Alpha Phi Alpha’s core principles of
fellowship and good character. This was shown
through one of their community service ventures,
Lights of Alpha, where the members spent time
with young men by guiding them and discussing
life lessons.
Another member of the Divine Nine spoke about
her experiences and the importance of service.
Felicia Lewis, a retired educator, is a member of
the Lambda Zeta chapter of Delta Sigma Theta
Sorority, Inc. Lewis was the first in her family to
join a Greek-letter organization. Just like Brown,
influential educators whom she admired were all
members of Delta Sigma Theta. This led her to
research the organization and ultimately become
a member. Lewis proudly wears the letters of her
organization and emphasizes they are a family.
“I went from having two sisters to hundreds at
that point and now thousands,” Lewis said. “I feel
like being a part of this organization, I'm never a
stranger anywhere that I might go.”
During her time at the University of Alabama,
Lewis accomplished her goal in becoming a
member of Delta Sigma Theta. She felt the
organization was the best fit for her and also built
upon her personal goals to help others.
“Serving others and helping in the community
has always been my lifelong goal and to become a
part of Delta Sigma Theta, where that was already
taken place, I figured it was a good fit for me.
Because I could continue to do what was in my
heart to do,” Lewis said.
Lewis said the service was the most important
part for her. This connects with the initial values
of Delta Sigma Theta Sorority, Inc. Established in
1913 on the campus of Howard University, Delta
Sigma Theta was founded by 22 women who
were originally members of Alpha Kappa Alpha
Sorority, Inc. Due to differing views, the 22 women
left to form their own organization, Delta Sigma
Theta Sorority, Inc.
The members of Delta Sigma Theta have served
in the National Library Project, opened a
Mission Hospital in Kenya, and furthered career
development for Black women.
“If you have a heart and mind to give your time
and talents, then this is probably where you want
to be, but it's got to be in your heart,” Lewis said.
From talking with three members of the Divine
Nine, the resounding message is clear. They are
dedicated to serving the community among so
many other honorable things.
“Everybody comes for a different reason, but we
all stay for the same reason,” Carter said.
That reason is shown through the unique
actions of each organization and the common
goal of service. The Divine Nine’s commitment
to honoring the unique values of each of their
founders helps each organization thrive.
Photography by Tyler Hogan
22
22

JEFFERY KELLEY
THROUGH
THE DOORS:
A NEW TRADITION
On Sunday, September 19, UA’s Black Alumni Association
held their first annual “Through the Doors” welcome
pinning ceremony for the University’s new Black
freshman class members.
The students, their parents and alumni gathered in the
ballroom of the University of Alabama’s Student Center
as the African American Gospel choir opened the event
with a performance of “Lift Every Voice and Sing.”
After the song, Ocie Fulford, the Black Alumni
Association's parliamentarian, took the stage to begin
the ceremony.
“Today, we recognize the progress we have made since
the historical moment 58 years ago when Vivian Malone-
Jones and James Hood began their own journeys at the
Capstone,” Fulford said. “We honor their endurance and
perseverance, and we celebrate the achievements of all
our Black students and alumni since.”
The crowd applauded as he spoke, punctuating the
sentiment of his welcome.
The ceremony continued with other speakers, Dr.
Christine Taylor, vice president and associate provost for
the UA Division of DEI, Stacey Hill, a previous president
of the Black Alumni Association and Derek Cunningham,
the current president of the Black Alumni Association.
They spoke to the students about the importance of
their place at the University, the history that has been
made and their futures while offering kind words of
encouragement.
Then Monica Jones, Vivian Malone-Jones’s daughter, led
the pinning ceremony.
The ceremony closed with Tionna Taite, Nineteen Fifty-
Six’s editor in chief, giving the freshmen a call to action.
“It’s all about the finish line and the fact that you stay
focused to accomplish your goals,” Taite said. “Don’t
let anyone cause you to get off track by dissuading you.
Because, they don’t know what your journey will entail.”
“Finally, it’s with great hope and anticipation of success
that we welcome the class of 2025 here at the Capstone,”
Fulford said.
Photography by David Walton, UA Division of Student Life
23
23

1956 PHOTOGRAPHY + DESIGN
ONYX RECAP
As the sun began to fall on Friday, August 20th, 2021,
ONYX was in session. These ladies posed at the
Student Center, excited for the upcoming festivities.
These friends and many other students gathered to engage,
enjoy free food, giveaways, performances, and discover ways to
get involved with minority student organizations.
NPHC and the Black Student Union organized performances for attendees to enjoy.
This created for a lively experience for the students and organizers.
The excitement of the night created a sense of community
among minority students and allowed them to see all that the
University of Alabama had to offer them. This annual event is a
staple for students and will be for the foreseeable future. It is
so great to be back outside.
Photography by Tyler Hogan and Madison Carmouche for Nineteen Fifty-Six Magazine
24

EXPERIENCES
EXPERIENCES
EXPERIENCES
EXPERIENCES
EXPERIENCES
EXPERIENCES
EXPERIENCES
EXPERIENCES
EXPERIENCES
EXPERIENCES
EXPERIENCES
EXPERIENCES
EXPERIENCES

MALEA BENJAMIN
OVERCOMING THE NEED TO
CONFORM TO WHITENESS
Navigating life as a Black
student at a predominately
white institution (PWI)
can be extremely intimidating.
Generally walking around campus
may seem daunting, but what stands
out the most are the statistics. The
Office of Institutional Research and
Assessment collected data for the race
and ethnicity of students on campus.
In Fall 2020, 75.09% of the student
population was reported to be white
whereas only 10.95% of the student
population was reported to be Black
students. Even more alarmingly,
Black students made up only 2.7%
of the Honors College in 2020.
Those who come to the University
of Alabama from a high school that
is predominantly white might know
some of what to expect. However,
that doesn’t mean it gets any easier.
For students who come from more
diverse high schools, attending a PWI
may be more of a culture shock than
it was for others.
Regardless of background, how does
one know how to navigate a space
like this? Looking around and seeing
major leadership positions on campus
primarily occupied by white students
can be discouraging, especially as
a freshman. This often leads eager
Black students on a search to figure
out how best to fit in. How should
I talk? Do I straighten my hair to
seem more presentable or do I leave
it natural? Who should I surround
myself with? These are all questions
that many Black students have to
answer when trying to create their
UA success story.
Jayda Russell, a senior majoring in
news media, said that although she
did not experience much change
in demographic environment, the
experience was different as a Black
student.
“Luckily, a lot of [predominately
white] spaces were welcoming but,
sometimes you still do feel out of
place as a Black student on campus
even though there are a few Black
spaces to feel welcome,” said Russell.
Russell then went on to describe her
experiences being a Black woman in
her classes when racial discussions
take place. She said there were often
moments when there was some
pressure regarding racial discussions
in the classroom, especially in history
classes. She said she was once one of
five Black students in the class and
there was a book about an enslaved
person’s life.
“I felt like I had to speak just because
of my heritage. But, [when] I didn’t
this prompted all the students in the
room to look in my direction when
the discussion questions were asked,”
said Russell. “It’s a lot of pressure
similar to this, but I’m able to keep
pushing.”
Students from schools that are more
diverse experience a different type
of culture shock. Cameron Butler, a
freshman majoring in architectural
engineering, has only been on
campus for a month. Yet, he already
has had social experiences on campus
that felt awkward and discouraging
as a Black student.
“I feel like I have had a hard time
interacting [with white students],”
said Butler. “Sometimes, I’m the only
Black kid in certain classes, which
makes me feel like I’m the odd one
out.”
Butler then goes on to add that some
of the programs designed specifically
for diverse students, don’t always
do enough. “Although there are
programs, events and organizations
like BRIDGE, ONYX, BSU, and NSBE,
I still feel like there are other things
that are heavily populated with white
students like SGA which I feel like it’s
harder for me to get in.”
For older students who have had
various experiences on campus, the
feeling does not get better with time.
Breanna Jordan is a senior majoring
in criminal justice and english.
“Since I was a student in a majority
Black high school, I quickly learned
that code switching would be one of
the most useful habits,” said Jordan.
“Even now, I have two different racial
friend groups, and I code switch
between the two of them.”
Black students have to make
extra strides just to fit in at
the University of Alabama.
Although the struggles may
remain, these students
overcome the need to
conform to whiteness.
Photography by Madison Carmouche
26

TIONNA
BLACK STUDENT
FACE BARRIERS AF
During her first year of medical
school, University of South Alabama
student Tiara Dean notices that
there are only 11 Black students out
of 74 students in her entire doctor of
medicine program.
This is the largest class of Black
students the University of South
Alabama College of Medicine has
ever had. At that moment, Dean is
reminded of how far is still left to go
for Black students across America.
Black students are disproportionately
underrepresented in graduate school,
according to a report by the Council
of Graduate Schools. The problem
results in barriers for Black students,
including a lack of resources, classes
that are not racially diverse and a
shortage of mentors.
After receiving a bachelor’s degree,
Black students who continue their
education at a predominantly
white institution will likely face
unique barriers due to a lack of
representation.
From 1971 to 1986, the amount of Black
faculty decreased from 8.1% to 6.9%
and continued to decrease into the
21st century, according to a report in
the Journal of Negro Education. The
lack of Black faculty representation
causes Black students to feel excluded
at predominantly white institutions
and negatively impacts retention
rates, according to a report by the
Association of American Colleges &
Universities.
Clayton State University student
Mercedes Pleasant is pursuing
a master’s degree in strategic
communications. Clayton State
University has a diverse student
body with 62% Black students; yet,
Pleasant said minority students still
experience barriers.
Pleasant would like her university
to provide more free mental health
resources for minority students.
“Many minority students battle
silent mental health battles
because it is typically stigmatized
in our community,” Pleasant said.
“Proper mental health education
and awareness could help minority
students cope with some of the issues
we face in higher education.”
Rachel Parker, a doctoral student at
the University of Alabama, shares
one of the biggest barriers she
experiences is impostor syndrome.
She says mentorship programs are
one of the resources she uses to
overcome this barrier.
27 27

TAITE
S CONTINUE TO
TER GRADUATION
“The Tide Together Graduate
Mentor Program has been a really
big help in finding like-minded
students along with academic and
personal encouragement,” Parker
said. “I would like more mentorship
opportunities that focus on career
navigation for minority and firstgeneration
students.”
The COVID-19 pandemic also poses
additional challenges for minority
students pursuing higher education.
Although she will be a second-year
student in the fall, Dean said she
did not have many opportunities to
connect with her classmates.
“A strong relationship with my peers
is something that definitely could
have helped me adjust to being in a
new and challenging environment,”
Dean said.
Pleasant said the pandemic was
stressful for her both mentally
and physically. “I caught COVID in
December and was removed from a
course because my professor thought
I was inactive,” Pleasant said. “I was
really on bedrest for two weeks.”
Many students agreed there are a
few tips they wish they knew before
beginning their journey after
undergraduate.
“It’s okay to not be at the top of
your class. At the graduate level, the
competition is so much tougher,”
Dean said. “Don’t be afraid to sacrifice
that top spot for more rest, fun and
relaxation.”
Parker wishes she realized sooner
that there is more than one way to
effectively study. She also emphasizes
the importance of “managing time
for reading and writing research
papers in order to properly cite and
flesh out ideas.”
Pleasant was not aware of the huge
commitment graduate school is
compared to undergraduate school.
“I wish I would have known the time
and dedication it takes to actually
obtain a master’s degree,” Pleasant
said. “Juggling adulthood, working
and being a full-time student can be
stressful but rewarding.”
Through offering insight and sharing
their unique experiences, Black
students are starting a conversation
to eliminate future educational
barriers by calling for more resources
and racial diversity.
28

LEAH JONES
THE EFFECTS OF
Insitutional Rascism
Institutional racism is a term we
have been hearing in today's
political climate more than
ever over the span of the last few
years. However, many people do not
know what it is and how it affects
Black Americans to this day. This is
mainly because institutional racism
has a long, complicated history that
American school systems have not
even scratched the surface on. Black
Americans have consequently been
left with the burden of learning this
history by ourselves and teaching it
to others.
According to “What Racism Looks
Like: An Infographic” by the Frank
Porter Graham Child Development
Institute at the University of North
Carolina at Chapel Hill. Institutional
racism is “distinguished from the
explicit attitudes or racial bias
of individuals by the existence of
systematic policies or laws and
practices that provide differential
access to goods, services and
opportunities of society by race.”
In other words, rules and regulations
within an institution like
governments, schools, and hospitals
allow discrimination to take place
against a certain racial group.
Black Americans are victims of
institutional racism through a variety
of practices. One common practice
is redlining. Redlining occurs when
communities of color are specifically
targeted and denied financial services,
medical services, and other types of
services. Redlining made obtaining
a mortgage especially difficult for
Black Americans, as it was used to
deem Black neighborhoods unfit by
government organizations like Home
Owners Loan Corporation.
“Today, approximately 3 in 4
neighborhoods—74%—that the
HOLC deemed ‘hazardous’ in the
1930s remain low to moderate
income, and more than 60% are
predominantly nonwhite,” Danyelle
Solomon of the Center for American
Progress said.
Black Americans are victims of
institutional racism through
other practices like displacement
and occupational segregation.
Displacement causes already
disadvantaged communities to be
forced out due to gentrification.
Occupational segregation results in
Black Americans experiencing effects
such as workplace discrimination.
The broad term that is institutional
racism is hard to understand in
our society because it is not taught
in schools. In fact, inadequate
education is one of the ways we
29 29

are most impacted by this form of
racism. Redlining and displacement
force a disproportionate amount of
Black children into lower income
areas. These areas typically have
underfunded schools that cannot
afford to pay for many of the necessary
resources students need. These
resources include qualified teachers,
college prep, school supplies, and so
much more.
“More than 35% of public school
revenue comes from property taxes
that favor and stabilize funding
in wealthier areas, while other
communities must rely on more
volatile state revenues. This is one
reason why predominantly nonwhite
school districts across the country
annually receive $23 billion less
than their predominantly white
counterparts,” Roby Chatterji of the
Center for American Progress said.
However, society as a whole faces the
consequences of institutional racism
in education, as the topic is almost
completely absent from public school
curriculum.
Public schools usually cover— or
gloss over— the entire history of
racism and Black history in sparse,
often rushed, chapters.
“Not just Black people need to learn
about [racism]. Teaching it in schools
validates it because [most students]
see what is taught in school as
important,” Jones said.
It is overwhelming to know such
a complex history affects every
outcome in our lives as Black
Americans. As we walk around the
University of Alabama, the effects of
racism are present in the mere 10.95%
of Black students. It is present in the
campus buildings with new names
that were recently changed due to
backlash from the previous building
name’s racist history. It is present
in the neighborhoods that our
families grew up in that are slowly
disappearing as new, modern homes
are being built in them as an effort to
‘revamp’ the city.
It is unfortunate that Black
students are left with the
responsibility to not only educate
non-Black people on the history and
effects of institutional racism, but
also live through it. It is now the
duty of society to right the wrongs
that have been occurring throughout
history for through reform. And
there is no better place for it to start
than the education system.
“I did not really learn anything about
the specifics of institutional racism
besides that it happened. Schools
do not really go past segregation or
really define discrimination,” Layla
Jones, a junior at the University of
Alabama said.
Teaching racism as if it is an issue
that was resolved in the past has led
students to be misguided on what
Black Americans experience in the
past and present. Public schools are
directly contributing to non-Black
people denying the current existence
of racism.
30

1956MAGAZINE