Racial Realities
Black And Beautiful
“Black and Beautiful” is a newspaper article contained in volume 67 of The Ursinus Weekly. Published on January 11th, 1968, this article serves as a form of student activism geared towards dismantling the white supremacy in the 60s and 70s. Written by Byron Jackson, a political science major, and an Ursinus graduate of the class of 69, wrote this article in order to emphasize the necessity to find a solution to the problem of race relations at the time. Jackson writes about the “Black Revolution” that had been in its prime at the date of release of this article. He highlights that “the former Negro now calls himself and desires to be called the Afro-American” and emphasizes that “the Negro is searching for his identity because without it, he cannot have a cohesive force to take of what he has so long been deprived.” Essentially, Jackson is speaking on the idea that, as we’ve discussed in class, African Americans were facing oppression across the nation attempting to gain equality in a white dominated society. Lastly, in reference to the race relations problem he and most African Americans were facing at the time, Jackson suggests: “no one has found the correct solution yet, and who knows if ever there will be a solution”, showing signs of doubt that the conflict of white supremacy vs black power will ever end.
Can a Black Man Find Happiness at Ursinus?
The article was a student-conducted interview between Richard Whaley, the interviewer and creator of the article, and Nathaniel Dupree, a black political science major at the time. In this interview, the two discuss Nathaniel's general happiness on campus as he attempts to assimilate into college life. The article goes into questions such as first impression of Ursinus, professors and their treatment of students, and much more. Dupree goes into detail about his experiences on weekends, and his opinions on why students transfer from Ursinus to another institution. Specifically, Dupree talks a lot about being a minority on Ursinus' campus, and how he feels regarding that as it relates to social life and academics. This undoubtedly encompasses student retention, as he was one that happened to stay among a student body who others often left. However, Dupree also highlights the racial realities faced by black students(and more than likely minority students too) at the time, in their struggle to settle on Ursinus' campus.
Confrontation: Black vs. White
The article is a brief recounting of black students at Swarthmore College in their fight for acceptance. In their protest, they ask for programs of education and to promote the realization of the Black struggle. The Afro-American students Society of Swarthmore sets goals to increase openings for black youth, expose and realize the history of Swarthmore and its connection to racism, and to create educative programs regarding black people, their history and struggle, and to increase even black staff. This event, as Byron Jackson writes, connects directly to the Ursinus College Black Student Alliance, in their quest for approval or denial. The two groups share the goal of increased black participation, even by black women as well, in their educative process and furthermore talk on the existence of black students on campus, and how the organizations future will affect it.
Tradition vs Change
In this newspaper article, the author writes about the initial treatment that black students being admitted to Ursinus were facing. In specific, he argues about the age of the student and the rights that they have earned and continue to earn. However, Jackson talks about how to more effectively recruit black students, whom recieve a large white shock when they come to an administration like Ursinus. Additionally, Jackson emphasizes that the institution not only "lure" black students into their institution, but that they also carve a path to a degree for prospective black students. He talks about the necessity of the student in general to not stagnate, and to continue to make themselves better off. He lastly mentions programs like Upward Bound that would help the culturally deprived and disadvantaged black students.
Minority Student Concerns and Suggestion
Three typed pages listing "concerns of current minority students" followed by suggestions for the following year. While exact date of creation and author are unclear, the sources were found in Richard P. Richter's 1988-1990 Minorities files, giving us a general approximation. The concerns of these students at the time include noticing obvious socioeconomic differences between themselves and other students, struggling to succeed academically during their first semester, and feeling limited to “other (Black/Hispanic) students” for social purposes. Suggestions for the following year include working to increase minority representation in the student body, a follow up to the Bridge Program beyond a student’s first year, a statement of sensitivity from the President or a Dean to aid student adjustments and differences, a scholarship targeted towards students of color, and a specific student recruiter focused on students of color. This last suggestion coincides with similar suggestions from others for new full-time roles, which President Richter seemed resistant to in previous memos.
The Black Stereotype - A Dead Era
In this article of the Ursinus Weekly, Byron Jackson goes into small detail about the movement for student rights. The article attempts to bridge the gap between the acquisition of student rights, and the striving of black people towards their deserved place in society. Essentially, Byron Jackson tries to debunk the idea that black students fighting for their rights are all Black Nationalists. Simply put, the scenario described had involved Black Nationalists fighting for their rights under the guise of being students. However, Jackson attempts to falsify this claim, because as he states "each individual black person is his own person." In other words, Black Student Activism had been given a bad look as it related to black peoples movement in general towards equality, this stereotype reached black students, and Jackson here attempts to remove it. This would effect black students for generations, as they would be seen as parts of the Black Power movement, taking away from their fight for individual freedom.
"Admission of Negro Girls Provides Difficult Situation"
On May 23, 1968, Linda Richtmyre writes in The Ursinus Weekly
illustrating the necessity to actively acknowledge and the act of seeking after "the prospect of inclusion of any Negro girls in the next freshman class." There were difficulties seeking out such inclusion through Office of Admission. The financial aid offices of bigger universities would often offer financial grants to promote their diversity, which raised concern to students at Ursinus. The author made apparent of the difficult situation Ursinus and its students try attracting a very marginalized group of people in America: black and female. There was a concern in how the students could "recruit" black women to Ursinus.