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"Brown University Students Biography."
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A hope in the unseen : an American odyssey from the inner city to the Ivy League
At Ballou Senior High, a crime-infested school in Washington, D.C., honor students have learned to keep their heads down. Like most inner-city kids, they know that any special attention in a place this dangerous can make you a target of violence. But Cedric Jennings will not swallow his pride, and with unwavering support from his mother, he studies and strives as if his life depends on it--and it does. The summer after his junior year, at a program for minorities at MIT, he gets a fleeting glimpse of life outside, a glimpse that turns into a face-on challenge one year later: acceptance into Brown University, an Ivy League school. At Brown, finding himself far behind most of the other freshmen, Cedric must manage a bewildering array of intellectual and social challenges. Cedric had hoped that at college he would finally find a place to fit in, but he discovers he has little in common with either the white students, many of whom come from privileged backgrounds, or the middle-class blacks. Having traveled too far to turn back, Cedric is left to rely on his faith, his intelligence, and his determination to keep alive his hope in the unseen--a future of acceptance and reward that he struggles, each day, to envision.
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The Journey of an African American Teacher Before and After Brown v. Board of Education
The percentage of African American educators in the U.S. has declined over the past 65 years while the public school populations have become more diverse. Reasons for this decline are posited from a review of the literature, including \"Brown v. Board of Education of Topeka Kansas,\" and the expanded opportunities for African Americans during this time period. To better understand and gain insights into possible reasons for the decline in African American educators, an oral history was completed of Miss Eileen Miller (1921-2010). Miss Miller, an African American teacher from Wheeling, West Virginia, taught in that city before, during, and after school desegregation. A discussion of her remembrances is situated in the literature and illuminates her life and career. While much is gained from the literature during the period, Miss Miller's story may well stand as an exemplar of the desegregation experience and as such deserves a place in the history as a talented educator who gracefully and powerfully managed her teaching career through many changes.
Journal Article
Passing on the Radical Legacy of Black Studies at the University of Massachusetts: The W.E.B. Du Bois Department of Afro-American Studies, 1968-1971
The story of the Black Student Movement at the University of Massachusetts (UMass), as demonstrated by the records of 1968-1971, my own administrative files, and interviews of several UMass Black Studies student activists of the period, enables us to understand more clearly the radical legacy of the origin of the W.E.B. Du Bois Department of Afro-American Studies. Arguably, most salient in this legacy are four lessons and achievements. The first lesson included the resistance, resiliency, and resourcefulness of the principal graduate co-founders of the department, Michael Thelwell and Bernard Bell, in seeking to manage threatening conflicts to radical yet peaceful reforms in education and in validating non-traditional students, faculty, and curricula. The second was our uneven and, ultimately, moderately successful efforts to emulate and unite synergistically Du Bois' standards of political activism and scholarly excellence while valorizing the recruitment and retention of high-risk students and a few uniquely qualified noncredentialed scholar/activist faculty. And the third and fourth achievements were the agency of the Black Student Movement in founding, respectively, the most unique department and consortium of five Black Studies departments in the nation.
Journal Article
New Discovery of an Earlier Black Female Member of Phi Beta Kappa
E. Franklin Frazier, the eminent black sociologist, names [John Brown Russwurm] as \"the first Negro college graduate in the United States\" in the revised edition of The Negro in the United States (1957). Richard Bardolph's The Negro Vanguard (1961) selects Russwurm as \"the race's first American college graduate.\" Then, in 1972, an earlier candidate came to light. In Philip Foner's 1972 work The Voice of Black America, Foner writes, \"The first Negro college graduate was Edward Jones, who received his degree from Amherst College on August 23, 1826.\" Foner's research found that Jones graduated from Amherst two weeks before Russwurm graduated from Bowdoin. Unfortunately a fire destroyed the Washington Academy's records in 1803. Washington and Lee University carries Chavis as a member of the class of 1799, but quite legitimately cites him only as \"the first college-educated African American in the United States.\" Unless more conclusive documentation turns up, Chavis' status as a college graduate must remain questionable, and the honor of the first African American to graduate from college has to stay with Middlebury's Alexander Twilight.
Journal Article
Theory and Activism in a Core Course: Beyond Service Learning
The interaction between feminist theory and practice is a challenging concept in contemporary women's studies courses. The course Feminism: Theory and Practice attempts to provide the opportunity for students actively to engage contemporary theory through group action as a reiteration of the activism inherent in feminist theoretical perspectives across disciplines.
Journal Article
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The Parti Quebecois is launching an alternative version of the country's 150th birthday celebrations to counter what its leader calls Canadian propaganda. The Parti Quebecois is launching an alternative version of the country's 150th birthday celebrations to counter what its leader calls Canadian propaganda.
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