From Black Power to Black Studies
How a Radical Social Movement Became an Academic Discipline
Publication Year: 2010
Published by: The Johns Hopkins University Press
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pp. 8-9 | DOI: 10.1353/chapter.1628
List of Figures and Tables
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pp. 10-11 | DOI: 10.1353/chapter.1629
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pp. 12-15 | DOI: 10.1353/chapter.1630
I first became aware of black studies as an undergraduate at the Universityof California at Berkeley in the early 1990s. At the time, students were pushingfor a multiculturalism requirement. The purpose was to instill in undergradu-ates a working knowledge of the history and culture of various American eth-nic groups. In response to student activism, Berkeley became one of the first...
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pp. 16-17 | DOI: 10.1353/chapter.1631
My main source of emotional support has been my spouse, Elizabeth H.Pisares. I thank my dissertation committee: Ross M. Stolzenberg, Charles E.Bidwell, Terry Nichols Clark, and Michael Dawson. I thank the following schol-ars for their support and feedback: John Brehm, Michael T. Heaney, BryanCaplan, Cathy Cohen, Edward O. Laumann, Andreas Glaeser, James A. Davis,...
Note on Terminology
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pp. 18-21 | DOI: 10.1353/chapter.1632
Black studies is a field in constant motion, and this encourages teachersand researchers to use a wide range of terms for their academic discipline. I useâblack studiesâ because it was the term used by student activists when the fieldwas created, it is easily recognizable, and it is readable. Occasionally, I use syn-onyms, such as Africana studies or African American studies, for variety. When...
1 The Movement That Became an Institution
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pp. 22-42 | DOI: 10.1353/chapter.1633
On November 5, 1968, black students at San Francisco State College gavePresident Robert Smith a list of ten demands. The first demand was that thecollege immediately create a Department of Black Studies. Other demands in-cluded the appointment of Nathan Hare, a Chicago-trained sociologist, asdepartment chair and the reinstatement of George Murray, a Black Panther...
2 The Road to Black Studies
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pp. 43-65 | DOI: 10.1353/chapter.1634
Black studiesâ history is remarkable because its establishment in 1968 was asudden event. Before the 1960s, there was a substantial amount of black schol-arship and intellectual work, but it was rarely taught in college courses. Sincethe nineteenth century, black intellectuals had developed a corpus of histori-cal, literary, and sociological work, but few colleges and universities explicitly...
3 Revolution at San Francisco State College
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pp. 66-113 | DOI: 10.1353/chapter.1635
The Third World Strike of 1968â1969 stands out as one of the most memo-rable moments in American educational history. From November 1968 toMarch 1969, a dedicated and well-organized student insurgency waged a bitterand protracted fight against the San Francisco State College administration.Student activists staged massive rallies, clashed with police, shut down the cam-...
4 The Life and Death of Black Studies Programs
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pp. 114-150 | DOI: 10.1353/chapter.1636
The Third World Strike and other events like it created a new academic field.Black students across the country demanded academic programs oï¬ering blackhistory, arts, and social science. Professors and administrators used black stud-ies for many reasons: to pursue novel intellectual agendas, diversify a collegeâsfaculty and course oï¬erings, oï¬er social support for black students, encourage...
5 The Ford Foundation’s Mission in Black Studies
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pp. 151-187 | DOI: 10.1353/chapter.1637
A new academic program requires hundreds of thousands of dollars for fac-ulty salaries, staï¬,oï¬ce space, and equipment. Because an academic programhas significant financial needs, university administrators can deliberate foryears as they weigh a proposalâs intellectual merits and develop new budgets.Black studiesâ sudden appearance during the 1968â1969 school year took col-...
6 Constructing the Discipline
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pp. 188-227 | DOI: 10.1353/chapter.1638
Chapters 3, 4, and 5 examine specific universities, academic programs, andnonprofit organizations. Prior chapters show how activists targeted universi-ties and introduced black studies. I also explore the long-term consequences ofblack student activism, the conditions inside universities that helped blackstudies programs survive, and how philanthropists responded to the rise of...
7 Black Studies as the Loyal Opposition
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pp. 228-247 | DOI: 10.1353/chapter.1639
This book began with two questions. First, how did black studies accommo-date to the university? Second, how does the institutionalization of black stud-I answered these questions by showing how black studies grew out of thedisillusionment with the civil rights movement and the subsequent surge ofblack cultural nationalism. Upset that blacks did not immediately gain the so-...
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pp. 248-257 | DOI: 10.1353/chapter.1640
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pp. 258-293 | DOI: 10.1353/chapter.1641
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pp. 294-300 | DOI: 10.1353/chapter.1642
Page Count: 304
Illustrations: 6 halftones, 2 line drawings
Publication Year: 2010