Shabana Mir
- Published in print:
- 2014
- Published Online:
- July 2014
- ISBN:
- 9781469610788
- eISBN:
- 9781469612614
- Item type:
- book
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/9781469610801_Mir
- Subject:
- Religion, Religious Studies
This ethnographic study of women on Washington, D.C. college campuses reveals that being a young female Muslim in post-9/11 America means experiencing double scrutiny—scrutiny from the Muslim ...
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This ethnographic study of women on Washington, D.C. college campuses reveals that being a young female Muslim in post-9/11 America means experiencing double scrutiny—scrutiny from the Muslim community as well as from the dominant non-Muslim community. It illuminates the processes by which a group of ethnically diverse American college women, all identifying as Muslim and all raised in the United States, construct their identities during one of the most formative times in their lives. The author, an anthropologist of education, focuses on key leisure practices—drinking, dating, and fashion—to probe how Muslim American students adapt to campus life and build social networks that are seamlessly American, Muslim, and youthful. In the book, we hear the women's own often-poignant voices as they articulate how they find spaces within campus culture as well as their Muslim student communities to grow and assert themselves as individuals, women, and Americans. The author concludes, however, that institutions of higher learning continue to have much to learn about fostering religious diversity on campus.Less
This ethnographic study of women on Washington, D.C. college campuses reveals that being a young female Muslim in post-9/11 America means experiencing double scrutiny—scrutiny from the Muslim community as well as from the dominant non-Muslim community. It illuminates the processes by which a group of ethnically diverse American college women, all identifying as Muslim and all raised in the United States, construct their identities during one of the most formative times in their lives. The author, an anthropologist of education, focuses on key leisure practices—drinking, dating, and fashion—to probe how Muslim American students adapt to campus life and build social networks that are seamlessly American, Muslim, and youthful. In the book, we hear the women's own often-poignant voices as they articulate how they find spaces within campus culture as well as their Muslim student communities to grow and assert themselves as individuals, women, and Americans. The author concludes, however, that institutions of higher learning continue to have much to learn about fostering religious diversity on campus.
Micere Keels
- Published in print:
- 2020
- Published Online:
- May 2020
- ISBN:
- 9781501746888
- eISBN:
- 9781501746895
- Item type:
- book
- Publisher:
- Cornell University Press
- DOI:
- 10.7591/cornell/9781501746888.001.0001
- Subject:
- Education, Higher and Further Education
Frustrated with the flood of news articles and opinion pieces that were skeptical of minority students' “imagined” campus microaggressions, the author of this book set out to provide a detailed ...
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Frustrated with the flood of news articles and opinion pieces that were skeptical of minority students' “imagined” campus microaggressions, the author of this book set out to provide a detailed account of how racial-ethnic identity structures Black and Latinx students' college transition experiences. Tracking a cohort of more than five hundred Black and Latinx students since they enrolled at five historically white colleges and universities in the fall of 2013, the book finds that these students were not asking to be protected from new ideas. Instead, they relished exposure to new ideas, wanted to be intellectually challenged, and wanted to grow. However, the book argues, they were asking for access to counterspaces—safe spaces that enable radical growth. They wanted counterspaces where they could go beyond basic conversations about whether racism and discrimination still exist. They wanted time in counterspaces with likeminded others where they could simultaneously validate and challenge stereotypical representations of their marginalized identities and develop new counter narratives of those identities. This critique of how universities have responded to the challenges these students face offers a way forward that goes beyond making diversity statements to taking diversity actions.Less
Frustrated with the flood of news articles and opinion pieces that were skeptical of minority students' “imagined” campus microaggressions, the author of this book set out to provide a detailed account of how racial-ethnic identity structures Black and Latinx students' college transition experiences. Tracking a cohort of more than five hundred Black and Latinx students since they enrolled at five historically white colleges and universities in the fall of 2013, the book finds that these students were not asking to be protected from new ideas. Instead, they relished exposure to new ideas, wanted to be intellectually challenged, and wanted to grow. However, the book argues, they were asking for access to counterspaces—safe spaces that enable radical growth. They wanted counterspaces where they could go beyond basic conversations about whether racism and discrimination still exist. They wanted time in counterspaces with likeminded others where they could simultaneously validate and challenge stereotypical representations of their marginalized identities and develop new counter narratives of those identities. This critique of how universities have responded to the challenges these students face offers a way forward that goes beyond making diversity statements to taking diversity actions.
Adrianna Kezar and Jaime Lester
- Published in print:
- 2011
- Published Online:
- June 2013
- ISBN:
- 9780804776479
- eISBN:
- 9780804781626
- Item type:
- book
- Publisher:
- Stanford University Press
- DOI:
- 10.11126/stanford/9780804776479.001.0001
- Subject:
- Business and Management, Organization Studies
This book explores a mostly untapped resource on college campuses—the leadership potential of staff and faculty at all levels—and contributes to the growing tradition of giving voice to grassroots ...
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This book explores a mostly untapped resource on college campuses—the leadership potential of staff and faculty at all levels—and contributes to the growing tradition of giving voice to grassroots leaders, offering a unique contribution by honing in on leadership in educational settings. In an increasingly corporatized environment, grassroots leadership can provide a balance to the prestige and revenue-seeking impulses of campus leaders, act as a conscience for institutional operations with greater integrity, create changes related to the teaching and learning core, build greater equity, improve relationships among campus stakeholders, and enhance the student experience. The text documents the stories of grassroots leaders, including the motivation and background of these “bottom up” beacons, the tactics and strategies they use, the obstacles they overcome, and the ways they navigate power and join with formal authority. This investigation also showcases how grassroots leaders in institutional settings, particularly more marginalized groups, can face significant backlash. While we like to believe that organizations are civil and humane, the stories in this book demonstrate a dark side with which we must reckon. The book ends with a discussion of the future of leadership on college campuses, examining the possibilities for shared and collaborative forms of leadership and governance.Less
This book explores a mostly untapped resource on college campuses—the leadership potential of staff and faculty at all levels—and contributes to the growing tradition of giving voice to grassroots leaders, offering a unique contribution by honing in on leadership in educational settings. In an increasingly corporatized environment, grassroots leadership can provide a balance to the prestige and revenue-seeking impulses of campus leaders, act as a conscience for institutional operations with greater integrity, create changes related to the teaching and learning core, build greater equity, improve relationships among campus stakeholders, and enhance the student experience. The text documents the stories of grassroots leaders, including the motivation and background of these “bottom up” beacons, the tactics and strategies they use, the obstacles they overcome, and the ways they navigate power and join with formal authority. This investigation also showcases how grassroots leaders in institutional settings, particularly more marginalized groups, can face significant backlash. While we like to believe that organizations are civil and humane, the stories in this book demonstrate a dark side with which we must reckon. The book ends with a discussion of the future of leadership on college campuses, examining the possibilities for shared and collaborative forms of leadership and governance.
Teddy Nemeroff and David Tukey
- Published in print:
- 2011
- Published Online:
- November 2015
- ISBN:
- 9780231151689
- eISBN:
- 9780231525282
- Item type:
- chapter
- Publisher:
- Columbia University Press
- DOI:
- 10.7312/columbia/9780231151689.003.0007
- Subject:
- Social Work, Communities and Organizations
This chapter discusses the stages in conducting a sustained dialogue in a campus. In stage one, Deciding to Engage, students should develop a plan for establishing dialogue groups on their campus and ...
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This chapter discusses the stages in conducting a sustained dialogue in a campus. In stage one, Deciding to Engage, students should develop a plan for establishing dialogue groups on their campus and gather participants for those groups. Once individual groups are formed, the group leaders should explain the process to each participant. Then, the groups move into stage two, Mapping and Naming, where participants share their personal experiences. The group leader will notice a change in the character of conversations as the dialogue progresses into stage three, Probing Problems and Relationships, where participants are beginning to understand each other’s problems concerning race, gender and the like. With this understanding of the problem, the group then moves into stage four, Scenario Building, where members generate possible solutions to the problem. In stage five, Acting Together, group members enact the suggested solutions.Less
This chapter discusses the stages in conducting a sustained dialogue in a campus. In stage one, Deciding to Engage, students should develop a plan for establishing dialogue groups on their campus and gather participants for those groups. Once individual groups are formed, the group leaders should explain the process to each participant. Then, the groups move into stage two, Mapping and Naming, where participants share their personal experiences. The group leader will notice a change in the character of conversations as the dialogue progresses into stage three, Probing Problems and Relationships, where participants are beginning to understand each other’s problems concerning race, gender and the like. With this understanding of the problem, the group then moves into stage four, Scenario Building, where members generate possible solutions to the problem. In stage five, Acting Together, group members enact the suggested solutions.
Rodney A. Smolla
- Published in print:
- 2011
- Published Online:
- March 2016
- ISBN:
- 9780814741030
- eISBN:
- 9780814788561
- Item type:
- book
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9780814741030.001.0001
- Subject:
- Law, Constitutional and Administrative Law
American college campuses, where ideas are freely exchanged, contested, and above all uncensored, are historical hotbeds of political and social turmoil. In the past decade alone, the media has ...
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American college campuses, where ideas are freely exchanged, contested, and above all uncensored, are historical hotbeds of political and social turmoil. In the past decade alone, the media has carefully tracked the controversy surrounding the speech of Iranian President Mahmoud Ahmadinejad at Columbia, the massacres at Virginia Tech, the dismissal of Harvard's President Lawrence Summers, and the lacrosse team rape case at Duke, among others. No matter what the event, the conflicts that arise on U.S. campuses can be viewed in terms of constitutional principles, which either control or influence outcomes of these events. In turn, constitutional principles are frequently shaped and forged by campus culture, creating a symbiotic relationship in which constitutional values influence the nature of universities, which themselves influence the nature of our constitutional values. This book uses the American university as a lens through which to view the Constitution in action. Drawing on landmark cases and conflicts played out on college campuses, it demonstrates how five key constitutional ideas—the living Constitution, the division between public and private spheres, the distinction between rights and privileges, ordered liberty, and equality—are not only fiercely contested on college campuses, but also dominate the shape and identity of American university life. The book demonstrates that the American college community, like the Constitution, is orderly and hierarchical yet intellectually free and open, a microcosm where these constitutional dichotomies play out with heightened intensity.Less
American college campuses, where ideas are freely exchanged, contested, and above all uncensored, are historical hotbeds of political and social turmoil. In the past decade alone, the media has carefully tracked the controversy surrounding the speech of Iranian President Mahmoud Ahmadinejad at Columbia, the massacres at Virginia Tech, the dismissal of Harvard's President Lawrence Summers, and the lacrosse team rape case at Duke, among others. No matter what the event, the conflicts that arise on U.S. campuses can be viewed in terms of constitutional principles, which either control or influence outcomes of these events. In turn, constitutional principles are frequently shaped and forged by campus culture, creating a symbiotic relationship in which constitutional values influence the nature of universities, which themselves influence the nature of our constitutional values. This book uses the American university as a lens through which to view the Constitution in action. Drawing on landmark cases and conflicts played out on college campuses, it demonstrates how five key constitutional ideas—the living Constitution, the division between public and private spheres, the distinction between rights and privileges, ordered liberty, and equality—are not only fiercely contested on college campuses, but also dominate the shape and identity of American university life. The book demonstrates that the American college community, like the Constitution, is orderly and hierarchical yet intellectually free and open, a microcosm where these constitutional dichotomies play out with heightened intensity.
Tom Kimmerer
- Published in print:
- 2015
- Published Online:
- January 2017
- ISBN:
- 9780813165660
- eISBN:
- 9780813166681
- Item type:
- chapter
- Publisher:
- University Press of Kentucky
- DOI:
- 10.5810/kentucky/9780813165660.003.0010
- Subject:
- Biology, Plant Sciences and Forestry
The late nineteenth century saw the rise of public parks in cities. Boston Common and New York’s Central Park became the models for urban public spaces and access to nature within crowded cities. ...
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The late nineteenth century saw the rise of public parks in cities. Boston Common and New York’s Central Park became the models for urban public spaces and access to nature within crowded cities. Southern cities were slower to recognize the importance of public parks, and finding land within urban areas for park development was difficult. In Lexington there was still a substantial number of old mansions shaded by venerable trees as the city grew. These mansions and their woodland pastures became the urban parks. As a result, most older urban parks in Lexington are still shaded by the trees that were there before the creation of the city. This is unique to Lexington, as other cities in the region lack remnant woodland pastures in their parks. Parks, along with churches, colleges, and corporate campuses provide opportunities to restore the original woodland pasture trees and enhance the city’s urban forest.Less
The late nineteenth century saw the rise of public parks in cities. Boston Common and New York’s Central Park became the models for urban public spaces and access to nature within crowded cities. Southern cities were slower to recognize the importance of public parks, and finding land within urban areas for park development was difficult. In Lexington there was still a substantial number of old mansions shaded by venerable trees as the city grew. These mansions and their woodland pastures became the urban parks. As a result, most older urban parks in Lexington are still shaded by the trees that were there before the creation of the city. This is unique to Lexington, as other cities in the region lack remnant woodland pastures in their parks. Parks, along with churches, colleges, and corporate campuses provide opportunities to restore the original woodland pasture trees and enhance the city’s urban forest.
Stephen H. Webb
- Published in print:
- 2015
- Published Online:
- September 2015
- ISBN:
- 9780190243920
- eISBN:
- 9780190243951
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780190243920.003.0013
- Subject:
- Religion, Religion and Society
While there has been significant reflection on the landscapes and arrangements of college campuses, very little scholarly attention has been paid to their soundscapes. This chapter considers how the ...
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While there has been significant reflection on the landscapes and arrangements of college campuses, very little scholarly attention has been paid to their soundscapes. This chapter considers how the presence (or absence) of certain kinds and qualities of sound (or noise) at a college or university might enable or inhibit vocational discernment. The question is an urgent one, given the wide range of vocal and auditory metaphors and images that are employed around the topic of vocation. After considering the importance of hearing and listening in higher education generally, this chapter focuses on the importance of our auditory faculties for vocation. It concludes with some practical advice on how institutions of higher education might undertake a “sonic audit” of their campuses and engage in a variety of “sound experiments” in order to help institutions increase their students’ capacities for—quite literally—listening to their surroundings and hearing their callings.Less
While there has been significant reflection on the landscapes and arrangements of college campuses, very little scholarly attention has been paid to their soundscapes. This chapter considers how the presence (or absence) of certain kinds and qualities of sound (or noise) at a college or university might enable or inhibit vocational discernment. The question is an urgent one, given the wide range of vocal and auditory metaphors and images that are employed around the topic of vocation. After considering the importance of hearing and listening in higher education generally, this chapter focuses on the importance of our auditory faculties for vocation. It concludes with some practical advice on how institutions of higher education might undertake a “sonic audit” of their campuses and engage in a variety of “sound experiments” in order to help institutions increase their students’ capacities for—quite literally—listening to their surroundings and hearing their callings.
Lisa Wade and Caroline Heldman
- Published in print:
- 2012
- Published Online:
- March 2016
- ISBN:
- 9780814772522
- eISBN:
- 9780814723814
- Item type:
- chapter
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9780814772522.003.0006
- Subject:
- Sociology, Marriage and the Family
This chapter focuses on college students' experiences adapting to the “hookup” culture that pervades many campuses. The first year of college is a life stage transition and this transition requires ...
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This chapter focuses on college students' experiences adapting to the “hookup” culture that pervades many campuses. The first year of college is a life stage transition and this transition requires the negotiation of a new script for sexual expression dictated by hookup culture. Research indicates that two-thirds to three-quarters of students hook up at least once during college. A “hookup” is a nonromantic encounter with a friend or acquaintance that involves an unspecified degree of sexual interaction. In the observations of 44 first-year students, almost two-thirds reported at least one hookup, acquiring up to 13 new sexual partners in their first year. These hookups involved nonrelational sex with strangers, acquaintances, or friends, usually under the influence of alcohol. The study also confirms previous findings about the presence and normalization of men's sexual coercion of women on contemporary U.S. campuses.Less
This chapter focuses on college students' experiences adapting to the “hookup” culture that pervades many campuses. The first year of college is a life stage transition and this transition requires the negotiation of a new script for sexual expression dictated by hookup culture. Research indicates that two-thirds to three-quarters of students hook up at least once during college. A “hookup” is a nonromantic encounter with a friend or acquaintance that involves an unspecified degree of sexual interaction. In the observations of 44 first-year students, almost two-thirds reported at least one hookup, acquiring up to 13 new sexual partners in their first year. These hookups involved nonrelational sex with strangers, acquaintances, or friends, usually under the influence of alcohol. The study also confirms previous findings about the presence and normalization of men's sexual coercion of women on contemporary U.S. campuses.
Tom Eamon
- Published in print:
- 2014
- Published Online:
- September 2014
- ISBN:
- 9781469606972
- eISBN:
- 9781469612478
- Item type:
- chapter
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/9781469606989_eamon.10
- Subject:
- History, American History: 20th Century
This chapter discusses peace groups, and how they grew on college campuses. The more privileged sons of North Carolina—the ones who could afford to go to college and thus gain long-term student draft ...
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This chapter discusses peace groups, and how they grew on college campuses. The more privileged sons of North Carolina—the ones who could afford to go to college and thus gain long-term student draft deferments—began to feel threatened as the war expanded. So far, the war had been fought disproportionately by youth from the working class. They, their families, and North Carolina's large military community felt a sense of betrayal when reading of or witnessing on the screen the loud protestations from Chapel Hill or California. North Carolina elites, corporate and political, also seethed. Many of their college-age sons and daughters inched toward sympathy for the demonstrators, fearing that they or their loved ones might be drafted to fight in an ever-expanding tropical hell.Less
This chapter discusses peace groups, and how they grew on college campuses. The more privileged sons of North Carolina—the ones who could afford to go to college and thus gain long-term student draft deferments—began to feel threatened as the war expanded. So far, the war had been fought disproportionately by youth from the working class. They, their families, and North Carolina's large military community felt a sense of betrayal when reading of or witnessing on the screen the loud protestations from Chapel Hill or California. North Carolina elites, corporate and political, also seethed. Many of their college-age sons and daughters inched toward sympathy for the demonstrators, fearing that they or their loved ones might be drafted to fight in an ever-expanding tropical hell.
Peter J. Holliday
- Published in print:
- 2016
- Published Online:
- June 2016
- ISBN:
- 9780190256517
- eISBN:
- 9780190256548
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780190256517.003.0003
- Subject:
- Classical Studies, History of Art: pre-history, BCE to 500CE, ancient and classical, Byzantine
This chapter examines how the classicizing Beaux-Arts architecture at the 1893 World’s Columbian Exposition in Chicago inspired Southland communities to fashion civic identities. California civic ...
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This chapter examines how the classicizing Beaux-Arts architecture at the 1893 World’s Columbian Exposition in Chicago inspired Southland communities to fashion civic identities. California civic leaders embraced its model in the design of their public buildings and administrative or civic centers (e.g., Pasadena, Long Beach); in some developments, planners adapted its principles in an idealistic attempt to harmonize public and private, urban and rural by embracing the principles of the City Beautiful Movement (Beverly Hills, Palos Verdes), and on a smaller scale but no less significantly, the region’s colleges and universities incorporated the Movement’s principles into their campus plans (UCLA, USC).Less
This chapter examines how the classicizing Beaux-Arts architecture at the 1893 World’s Columbian Exposition in Chicago inspired Southland communities to fashion civic identities. California civic leaders embraced its model in the design of their public buildings and administrative or civic centers (e.g., Pasadena, Long Beach); in some developments, planners adapted its principles in an idealistic attempt to harmonize public and private, urban and rural by embracing the principles of the City Beautiful Movement (Beverly Hills, Palos Verdes), and on a smaller scale but no less significantly, the region’s colleges and universities incorporated the Movement’s principles into their campus plans (UCLA, USC).
Anne Warfield Rawls and Waverly Duck
- Published in print:
- 2020
- Published Online:
- January 2021
- ISBN:
- 9780226703558
- eISBN:
- 9780226703725
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226703725.003.0007
- Subject:
- Sociology, Social Psychology and Interaction
This chapter reports on observations of racism and racial framing in interaction made by college students at several universities on the east coast and in the midwest. The students represent many ...
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This chapter reports on observations of racism and racial framing in interaction made by college students at several universities on the east coast and in the midwest. The students represent many backgrounds and racial identities. But in the US they are all forced to identify in terms of the Black/White racial binary. Asian American students, who are identified as neither, face a constant perception that they are not American, while West Indian and African students are forced into a Black American category unfamiliar to them. This is not only a problem for minorities. White students are virtually surrounded by racism they cannot escape. It happens in their dorm rooms, in the cafeteria, classrooms, the library and walking across campus. We refer to this as “Race Pollution.” In addition to observations of Black/White racism in the US, we present observations of racism against Asians and Asian Americans that illustrate the tacit assumptions about being “foreign” that are at work. We also explore some of the complications of Latinx/Hispanic and West Indian/African identities, and consider how racism toward Latinx /Hispanic Americans, refugees, and immigrants is positioned not only against the Black/ White binary, but also against an old seventeenth-century Anglo/Spanish antagonism.Less
This chapter reports on observations of racism and racial framing in interaction made by college students at several universities on the east coast and in the midwest. The students represent many backgrounds and racial identities. But in the US they are all forced to identify in terms of the Black/White racial binary. Asian American students, who are identified as neither, face a constant perception that they are not American, while West Indian and African students are forced into a Black American category unfamiliar to them. This is not only a problem for minorities. White students are virtually surrounded by racism they cannot escape. It happens in their dorm rooms, in the cafeteria, classrooms, the library and walking across campus. We refer to this as “Race Pollution.” In addition to observations of Black/White racism in the US, we present observations of racism against Asians and Asian Americans that illustrate the tacit assumptions about being “foreign” that are at work. We also explore some of the complications of Latinx/Hispanic and West Indian/African identities, and consider how racism toward Latinx /Hispanic Americans, refugees, and immigrants is positioned not only against the Black/ White binary, but also against an old seventeenth-century Anglo/Spanish antagonism.
John Brigham
- Published in print:
- 2016
- Published Online:
- October 2016
- ISBN:
- 9780198723301
- eISBN:
- 9780191789700
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198723301.003.0006
- Subject:
- Law, Criminal Law and Criminology, Legal Profession and Ethics
This chapter examines the ‘rape culture’ paradigm that has become state policy in the United States. For at least the last decade, the idea of a ‘rape culture’ has dominated consideration of sexual ...
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This chapter examines the ‘rape culture’ paradigm that has become state policy in the United States. For at least the last decade, the idea of a ‘rape culture’ has dominated consideration of sexual assault. On college campuses, and in prosecutors’ offices and police departments, the idea that rape is a central feature of male power has become the orthodoxy. The focus here is on how this radical belief has flourished since the passage of the US Violence against Women Act of 1994. It considers the relationship of the belief to larger disciplinary cultures, sexual regimes, due process rights, and perceptions of men. Although especially overt in the United States, there are echoes of such state feminism and the suppression of supposed rape culture in other common law countries.Less
This chapter examines the ‘rape culture’ paradigm that has become state policy in the United States. For at least the last decade, the idea of a ‘rape culture’ has dominated consideration of sexual assault. On college campuses, and in prosecutors’ offices and police departments, the idea that rape is a central feature of male power has become the orthodoxy. The focus here is on how this radical belief has flourished since the passage of the US Violence against Women Act of 1994. It considers the relationship of the belief to larger disciplinary cultures, sexual regimes, due process rights, and perceptions of men. Although especially overt in the United States, there are echoes of such state feminism and the suppression of supposed rape culture in other common law countries.
Matthew Johnson
- Published in print:
- 2020
- Published Online:
- September 2020
- ISBN:
- 9781501748585
- eISBN:
- 9781501748592
- Item type:
- book
- Publisher:
- Cornell University Press
- DOI:
- 10.7591/cornell/9781501748585.001.0001
- Subject:
- History, Cultural History
Over the last sixty years, administrators on college campuses nationwide have responded to black campus activists by making racial inclusion and inequality compatible. This bold argument is at the ...
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Over the last sixty years, administrators on college campuses nationwide have responded to black campus activists by making racial inclusion and inequality compatible. This bold argument is at the center of this book. Focusing on the University of Michigan, often a key talking point in national debates about racial justice thanks to the contentious Gratz v. Bollinger 2003 Supreme Court case, the book argues that UM leaders incorporated black student dissent selectively into the institution's policies, practices, and values. This strategy was used to prevent activism from disrupting the institutional priorities that campus leaders deemed more important than racial justice. Despite knowing that racial disparities would likely continue, the book demonstrates that these administrators improbably saw themselves as champions of racial equity. What the book contends is not that good intentions resulted in unforeseen negative consequences, but that the people who created and maintained racial inequities at premier institutions of higher education across the United States firmly believed they had good intentions in spite of all the evidence to the contrary. The case of the University of Michigan fits into a broader pattern at elite colleges and universities and is a cautionary tale for all in higher education. As the book illustrates, inclusion has always been a secondary priority, and, as a result, the policies of the late 1970s and 1980s ushered in a new and enduring era of racial retrenchment on campuses nationwide.Less
Over the last sixty years, administrators on college campuses nationwide have responded to black campus activists by making racial inclusion and inequality compatible. This bold argument is at the center of this book. Focusing on the University of Michigan, often a key talking point in national debates about racial justice thanks to the contentious Gratz v. Bollinger 2003 Supreme Court case, the book argues that UM leaders incorporated black student dissent selectively into the institution's policies, practices, and values. This strategy was used to prevent activism from disrupting the institutional priorities that campus leaders deemed more important than racial justice. Despite knowing that racial disparities would likely continue, the book demonstrates that these administrators improbably saw themselves as champions of racial equity. What the book contends is not that good intentions resulted in unforeseen negative consequences, but that the people who created and maintained racial inequities at premier institutions of higher education across the United States firmly believed they had good intentions in spite of all the evidence to the contrary. The case of the University of Michigan fits into a broader pattern at elite colleges and universities and is a cautionary tale for all in higher education. As the book illustrates, inclusion has always been a secondary priority, and, as a result, the policies of the late 1970s and 1980s ushered in a new and enduring era of racial retrenchment on campuses nationwide.
- Published in print:
- 2005
- Published Online:
- March 2013
- ISBN:
- 9780226305530
- eISBN:
- 9780226305134
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226305134.003.0007
- Subject:
- Political Science, American Politics
This chapter expands the inquiry from college campuses to civil society, concluding that hate speech regulation has permeated other elite institutions such as the media and has trickled down to ...
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This chapter expands the inquiry from college campuses to civil society, concluding that hate speech regulation has permeated other elite institutions such as the media and has trickled down to influence mass opinion and common understandings of constitutional norms. The chapter reconnects the hate speech story to extra-judicial law and the power of legal meaning-making, arguing that informal law or mass constitutionalism is as powerful as the formal Constitution, providing vehicles for change that exist without the intervention of courts. Contemporary hate speech regulation arose almost from happenstance, but the lesson remains true for those who seek legal change: Although the courts help to establish legal meaning with their decisions, it is just as important to win the battle in civil society by influencing the public's construction of legal and constitutional norms.Less
This chapter expands the inquiry from college campuses to civil society, concluding that hate speech regulation has permeated other elite institutions such as the media and has trickled down to influence mass opinion and common understandings of constitutional norms. The chapter reconnects the hate speech story to extra-judicial law and the power of legal meaning-making, arguing that informal law or mass constitutionalism is as powerful as the formal Constitution, providing vehicles for change that exist without the intervention of courts. Contemporary hate speech regulation arose almost from happenstance, but the lesson remains true for those who seek legal change: Although the courts help to establish legal meaning with their decisions, it is just as important to win the battle in civil society by influencing the public's construction of legal and constitutional norms.
Deborah Gray White (ed.)
- Published in print:
- 2008
- Published Online:
- July 2014
- ISBN:
- 9780807832011
- eISBN:
- 9781469604763
- Item type:
- book
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/9780807889121_white
- Subject:
- History, African-American History
The field of black women's history gained recognition as a legitimate field of study only late in the twentieth century. Collecting stories that are both deeply personal and powerfully political, ...
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The field of black women's history gained recognition as a legitimate field of study only late in the twentieth century. Collecting stories that are both deeply personal and powerfully political, this book compiles seventeen personal narratives by leading black women historians at various stages in their careers. The authors of these narratives illuminate how—first as graduate students and then as professional historians—they entered and navigated the realm of higher education, a world concerned with and dominated by whites and men. In distinct voices and from different vantage points, the personal histories revealed here also tell the story of the struggle to establish a new scholarly field. Black women, alleged by affirmative-action supporters and opponents to be “twofers,” recount how they have confronted racism, sexism, and homophobia on college campuses. They explore how the personal and the political intersect in historical research and writing, and in the academy. By comparing the experiences of older and younger generations, the book makes visible the benefits and drawbacks of the institutionalization of African American and African American women's history.Less
The field of black women's history gained recognition as a legitimate field of study only late in the twentieth century. Collecting stories that are both deeply personal and powerfully political, this book compiles seventeen personal narratives by leading black women historians at various stages in their careers. The authors of these narratives illuminate how—first as graduate students and then as professional historians—they entered and navigated the realm of higher education, a world concerned with and dominated by whites and men. In distinct voices and from different vantage points, the personal histories revealed here also tell the story of the struggle to establish a new scholarly field. Black women, alleged by affirmative-action supporters and opponents to be “twofers,” recount how they have confronted racism, sexism, and homophobia on college campuses. They explore how the personal and the political intersect in historical research and writing, and in the academy. By comparing the experiences of older and younger generations, the book makes visible the benefits and drawbacks of the institutionalization of African American and African American women's history.
Daniel S. Greenberg
- Published in print:
- 2007
- Published Online:
- March 2013
- ISBN:
- 9780226306254
- eISBN:
- 9780226306261
- Item type:
- book
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226306261.001.0001
- Subject:
- Society and Culture, Ethical Issues and Debates
In recent years the news media have been awash with stories about increasingly close ties between college campuses and multimillion-dollar corporations. America's universities, the story goes, reap ...
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In recent years the news media have been awash with stories about increasingly close ties between college campuses and multimillion-dollar corporations. America's universities, the story goes, reap enormous windfalls patenting products of scientific research that have been primarily funded by taxpayers. Meanwhile, hoping for new streams of revenue from their innovations, the same universities are allowing their research—and their very principles—to become compromised by quests for profit. But is that really the case? Is money really hopelessly corrupting science? This book reveals that campus capitalism is more complicated—and less profitable—than media reports would suggest. While universities seek out corporate funding, news stories rarely note that those industry dollars are dwarfed by government support and other funds. Also, while many universities have set up technology transfer offices to pursue profits through patents, many of those offices have been financial busts. Meanwhile, science is showing signs of providing its own solutions, as highly publicized misdeeds in pursuit of profits have provoked promising countermeasures within the field. But just because the threat is overhyped, the book argues, does not mean that there is no danger. From research that has shifted overseas so corporations can avoid regulations to conflicts of interest in scientific publishing, the temptations of money will always be a threat, and they can only be countered through the vigilance of scientists, the press, and the public.Less
In recent years the news media have been awash with stories about increasingly close ties between college campuses and multimillion-dollar corporations. America's universities, the story goes, reap enormous windfalls patenting products of scientific research that have been primarily funded by taxpayers. Meanwhile, hoping for new streams of revenue from their innovations, the same universities are allowing their research—and their very principles—to become compromised by quests for profit. But is that really the case? Is money really hopelessly corrupting science? This book reveals that campus capitalism is more complicated—and less profitable—than media reports would suggest. While universities seek out corporate funding, news stories rarely note that those industry dollars are dwarfed by government support and other funds. Also, while many universities have set up technology transfer offices to pursue profits through patents, many of those offices have been financial busts. Meanwhile, science is showing signs of providing its own solutions, as highly publicized misdeeds in pursuit of profits have provoked promising countermeasures within the field. But just because the threat is overhyped, the book argues, does not mean that there is no danger. From research that has shifted overseas so corporations can avoid regulations to conflicts of interest in scientific publishing, the temptations of money will always be a threat, and they can only be countered through the vigilance of scientists, the press, and the public.
Joseph J. Fischel
- Published in print:
- 2016
- Published Online:
- January 2017
- ISBN:
- 9780816694754
- eISBN:
- 9781452954363
- Item type:
- chapter
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816694754.003.0006
- Subject:
- Society and Culture, Gender Studies
The conclusion offers four postscripts to the four corresponding chapters of the book. It suggests that my assessment of sex panics (Ch. 1), constructivist critique of the sex offender (Ch. 2), ...
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The conclusion offers four postscripts to the four corresponding chapters of the book. It suggests that my assessment of sex panics (Ch. 1), constructivist critique of the sex offender (Ch. 2), relational defense of sexual autonomy (Ch. 3), and figuration of adolescence (Ch. 4), offer productive ways to evaluate 1) contemporary anti-sexual violence activism on college campuses, 2) 2013 Supreme Court rulings on sex offenders and same-sex marriage, 3) recent legal theoretic criticisms of sexual autonomy, and 4) revivified attention to the child in queer studies.Less
The conclusion offers four postscripts to the four corresponding chapters of the book. It suggests that my assessment of sex panics (Ch. 1), constructivist critique of the sex offender (Ch. 2), relational defense of sexual autonomy (Ch. 3), and figuration of adolescence (Ch. 4), offer productive ways to evaluate 1) contemporary anti-sexual violence activism on college campuses, 2) 2013 Supreme Court rulings on sex offenders and same-sex marriage, 3) recent legal theoretic criticisms of sexual autonomy, and 4) revivified attention to the child in queer studies.
Rodney A. Smolla
- Published in print:
- 2011
- Published Online:
- March 2016
- ISBN:
- 9780814741030
- eISBN:
- 9780814788561
- Item type:
- chapter
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9780814741030.003.0001
- Subject:
- Law, Constitutional and Administrative Law
This book explores five constitutional ideas that have shaped the identity of American universities and thus illustrate the connection between the U.S. Constitution and the American college campus. ...
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This book explores five constitutional ideas that have shaped the identity of American universities and thus illustrate the connection between the U.S. Constitution and the American college campus. As an introduction, this chapter considers the influence of the European university on the modern American university, with particular emphasis on the ideas of Albert Einstein. It then discusses five fundamental tensions within American constitutional law that have exerted a profound impact on the shape and definition of American universities: the debate over whether we have a “living Constitution”; the division between the public and private sphere; the distinction between “rights” and “privileges”; the notion of “ordered liberty”; and competing conceptions of equality.Less
This book explores five constitutional ideas that have shaped the identity of American universities and thus illustrate the connection between the U.S. Constitution and the American college campus. As an introduction, this chapter considers the influence of the European university on the modern American university, with particular emphasis on the ideas of Albert Einstein. It then discusses five fundamental tensions within American constitutional law that have exerted a profound impact on the shape and definition of American universities: the debate over whether we have a “living Constitution”; the division between the public and private sphere; the distinction between “rights” and “privileges”; the notion of “ordered liberty”; and competing conceptions of equality.
Alfred L. Brophy
- Published in print:
- 2016
- Published Online:
- August 2016
- ISBN:
- 9780199964239
- eISBN:
- 9780190625931
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199964239.003.0006
- Subject:
- History, American History: 19th Century, Political History
In 1858, a University of Mississippi student assaulted one of the slaves owned by F.A. P. Barnard, the university’s chancellor. Barnard then expelled the student. But the student complained that ...
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In 1858, a University of Mississippi student assaulted one of the slaves owned by F.A. P. Barnard, the university’s chancellor. Barnard then expelled the student. But the student complained that Barnard had violated one of the key rules of the slave system: he took testimony of a slave against a white person. Barnard sought vindication from the Ole Miss trustees. He asked them to hold a trial on the student’s allegation. This chapter tells the story of that trial, which ultimately supported Barnard. This highlights the vulnerable status of enslaved women on college campuses. Earlier, when Barnard taught at the University of Alabama, it was rumored that one of his slaves had been prostituted to students.Less
In 1858, a University of Mississippi student assaulted one of the slaves owned by F.A. P. Barnard, the university’s chancellor. Barnard then expelled the student. But the student complained that Barnard had violated one of the key rules of the slave system: he took testimony of a slave against a white person. Barnard sought vindication from the Ole Miss trustees. He asked them to hold a trial on the student’s allegation. This chapter tells the story of that trial, which ultimately supported Barnard. This highlights the vulnerable status of enslaved women on college campuses. Earlier, when Barnard taught at the University of Alabama, it was rumored that one of his slaves had been prostituted to students.
Rodney A. Smolla
- Published in print:
- 2011
- Published Online:
- March 2016
- ISBN:
- 9780814741030
- eISBN:
- 9780814788561
- Item type:
- chapter
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9780814741030.003.0001
- Subject:
- Law, Constitutional and Administrative Law
This book explores five constitutional ideas that have shaped the identity of American universities and thus illustrate the connection between the U.S. Constitution and the American college campus. ...
More
This book explores five constitutional ideas that have shaped the identity of American universities and thus illustrate the connection between the U.S. Constitution and the American college campus. As an introduction, this chapter considers the influence of the European university on the modern American university, with particular emphasis on the ideas of Albert Einstein. It then discusses five fundamental tensions within American constitutional law that have exerted a profound impact on the shape and definition of American universities: the debate over whether we have a “living Constitution”; the division between the public and private sphere; the distinction between “rights” and “privileges”; the notion of “ordered liberty”; and competing conceptions of equality.
Less
This book explores five constitutional ideas that have shaped the identity of American universities and thus illustrate the connection between the U.S. Constitution and the American college campus. As an introduction, this chapter considers the influence of the European university on the modern American university, with particular emphasis on the ideas of Albert Einstein. It then discusses five fundamental tensions within American constitutional law that have exerted a profound impact on the shape and definition of American universities: the debate over whether we have a “living Constitution”; the division between the public and private sphere; the distinction between “rights” and “privileges”; the notion of “ordered liberty”; and competing conceptions of equality.
