Word: afros
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Dates: during 1960-1969
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...report's discussion of why improved treatment of Afro-American studies is so important to black students is well reasoned, but it covers little new ground. Using the traditional "negative-judgment" argument, the report says...
...absence of course offerings in many areas of Afro-American culture is emphatically a matter of more than academic or pedagogical concern to black students. Indeed, it seems likely that the absence of such offerings is the single most potent source of the black students' discontent at Harvard. The lack of such courses can strike the black students as a negative judgment by Harvard on the importance of these areas of knowledge and research and, by inference, on the importance of the black people themselves...
...report offers some new evidence to white Harvard when it tries to explain the blacks' search for "relevance" in Afro-American courses...
...search for the black professors will also raise a moral dilemna for Harvard. Since most of the nation's Afro-American specialists are now teaching at small black colleges in the South, any success that Harvard has in attracting black professors will come at the expense of a debilitating brain drain from the Southern colleges. The attrition may be fatal for colleges like Miles and Tougaloo; and for many Southern blacks, those colleges are the only educational openings available...
MANY OF THE committee's recommendations--especially those for the social center--need only Faculty approval for quick implementation. But other proposals face immediate practical problems. The hardest task will be finding the ten professors in Afro-American studies that the report requests. All of the country's major colleges are involved in a fierce drafting rivalry for the same ten men Harvard wants. The supply is so drastically limited that even with an inundative recruiting campaign, Harvard will have a hard time finding its ten professors...