From Black Power to Black Studies: How a Radical Social Movement Became an Academic Discipline

Index

academia, influenced by black studies, 219 academic black studies, 100–101 academic discipline, example of social movement outcome, 266 activists: arguments among civil rights and nationalists, 28–34; black student, 24–28; transition into mainstream institutions, 223–24 Adams, Russell, 148–49 administrators, 212–13; response to protest, 9, 89 affirmative action, demanded by student activists, 69 Afro-American Institute, 37 Afrocentric Idea, 202, 218. See also Karenga, Maulana Afrocentrism, 2, 67, 216–19: debates over, 239–40 Aid to Families with Dependent Children, 173 Alexis, Jack, 70 Alioto, Joseph, 67 Alkalimat, Abdul, 32, 103, 103, 229 antiracism and/or antidiscrimination, as justi fication for black studies, 53, 104–8, 140 area studies, model for black studies, 95, 119 Asante, Molefi, 216–19 Asian American Studies, 221 Association for Study of Negro Life and History, 44 Atlanta University Center, 137 Baraka, Amiri, 102, 219 Bay Area soapbox tradition, 37 Beckham, Edgar F., 260 Beloved, 202 Bennett, Lerone, 96, 102, 152 Black Atlantic, 202 black college students, 24–28 black faculty members, 6, 182–84 black higher education, criticisms of, 29, 32 black history: demanded in Ohio public school system, 37; demanded in Merritt College, 38 Black Liberator, 41–42 black nationalism, definition, xvii black nationalists: and black college education, 30–34; criticism of civil rights movement, 28–34; organizations operated by, 34–42 Black Organization of Students at Rutgers University, 145 Black Panther Party, 4, 35, 38, 40, 207; communal aspects of, 39–40; daily life in, 39; Jimmy Garrett, 51; interactions with San Francisco State College students, 51–54; New York branch, 39; strategies of, 38–39 black power. See black nationalism Black Power—The Politics of Liberation, 5 black psychology, 41 Black Scholar, 168 black separatism, among some activists at San Francisco State College, 52–53 Black Student Organization for Communication . See BSOC black students: conflicts with white students, 64–68, 97–98; desegregation of, 24–28; enrollments, 27–28, 51, 70; interactions with black nationalists, 51–55, 96–98; organizations of, 51–55, 96–98; protests, 55–58, 68–75, 96–100; —effect on grant submissions, 158– 61; —and program creation, 172–81 Black Student Union. See BSU black studies courses: creation at San Francisco State College, 61–64; departments where Index black studies courses (continued) course is taught, 191–95; first courses in Experimental College, 62–64; Ford Foundation grants for course development, 138–40; historical predecessor, 43; Merritt College precursor, 38; precursors offered by black nationalist groups, 42. See also Experimental College black studies’ critics, 2, 33–34, 102–4, 104–5, 119–20, 121–22, 141, 152, 226, 237–39 black studies curriculum: creation at San Francisco State College, 63, 87; as topic needing more attention, 252 black studies discipline, 167–206; accommodation with academia, 1–2, 215–25; development of, 176–206; maturation of, 2–3; precursors, 43; summary of stages of development, 4–7, 10–15 black studies major, low enrollments: as general trend, 247; at Harvard, 122; persistence of, 247; at University of Chicago, 122; at University of Illinois at Chicago, 115–16 black studies movement: conditions facilitating , 22–44; at Harvard University, 98–100; at San Francisco State College, 58–64, 68–86; at University of Chicago, 101–4; at University of Illinois at Chicago, 97–98; viewed as too radical by critics, 33–34 black studies precursors, 43–44 black studies professors: appointment status 189–91; beliefs about prominent books, 200– 203; courses taught by, 191–95; demography, 183; discipline of Ph.D. held by, 187; effects of gender on workload, 193–94, 268; graduate schools that train, 187–89; perceptions and attitudes toward field, 195–200 black studies programs and departments: definition used in this study, 240; factors predicting creation of, 174–81; framed as beneficial for black and white students, 140–43, 162; spread of, 169–81; spread within institutional category, 171; stability of, 93–129 black studies students: excess attention given to by professors, 115; topic needing more attention, xiv black survey respondents, low response rate of, 271 black think tank. See Institute for the Black World black university, 32, 246 black youth gangs, 96 Bok, Derek C., 123 Booth, Wayne, 103 Boston University, 118 boundaries, between black studies and other disciplines, 189–95 Bourdieu, Pierre, xi, xiii Boutelle, Paul, 97 Brown, H. Rap, 27 Brown v. Board of Education, 27, 136 Brown, Willie, 72–73, 78 Bruce, James, 102, 110 BSOC (Black Student Organization for Communication...