Faculty Response to Racial Tensions

AMITAI ETUONI

THE RESPONSE d most faculty members t tht mounting drive for bl.cL o
studies programs i,not surprisingly, marked by amfusion : tbe term black s studies encompasses programs and aspirations whose variety hardly pcrmit M undifltrtnti?ttd respome. Some oftbc canapcions, especirlly those that cholleap acadcmk freedom and socictal Val=, wiU likely continue to a f o w broad and bitter opposition. Others that seek to enrich scholarship througb research and audy in such subjects as the sociology o the ghetto f and tbc history of the Negro-American community uc winning wide s p u pozt. Still o t k r poorpmr v i m Mack s t w h. 9 I wpontt black social communities on white campurn, an approach whicb somc consider rrsegmgatioo but which may also be viewed as a sociologkal prercqubia for ultimately succadul integration at other 4 knlr ud lvcf u w In sbort, thoughtful r a d o n rcquircs a diffcmntia&d rrrpwac
T b e analysis here prese~ts some of the mues f d t y mcmhcn mul CD. sider ia four different arcas: admisjion of sttudeotr from b d v a m q r d backgrounds; compcluOtory education for those dncncci without full qualifications;specialization m ahnic s t u h a ; and rpr# fortlrrtcs for the social life of students o a minority group. Frtorr thu wlll mnunroe thc f directions of faculty m o s s i each of these uttl YAWtrpkmd p ae n The analysis here i based on materials other than a dudy d the way s faculties have reacted to these four key aspects o programs for students f from disadvantaged backgrounds In the situatirm o codderahk flux, we f doubt the usefulness of reprting a study that would h w X p a n t d professors prefer one vtnim of black studies while Y pcrccnr prefer a* other Our analysis derives from sociorogral research and theory m relatad
The confrihutlma o Carolyn 0 Atkinson to thiq w c ctowlr approximamj f pr thosc of a coauthor; her modcsty stopped her from daring the try I I W I elm m u fully ncknowlcdg tbc comments o Sarajant He&. M u m y Mllocr Manin Wen#f linsky. all mcmbcn of the Center for Policy Rucueh.od o Harn A W m t m f For elaboration o the theoretical points m x k I Amitu Eunwi\ JIrr A c r n r f & Sucktv A Theory of Societal and Polirrcal Prorr*ar ( N e w orh t r a Press. 1968)
EtzM i Faculty Response to Racial Tensions
issues in the fields of race relations. social mobility. societal change, ant! cduc~ional reorganization. An these arcas h a w implications for our i n q u i p a d a fund of theoretical malerial and empirical findings with which to inftxm it. W r we attempt t outline criteria by which onc inay conceptualize, oe o diiErrrntiatc, and assus tbe ccwLse(luences of the ideas, programs, and act o s of this new movement, wc must stress that a h k t al) the conceptions in a d d thus far e m p k b k k srudies rather than study by blacks. The ~I&M priority is given to the demands of black students (and faculty) for the inclusion of certain kinds of courses in the curricula offered by preQ m i n ~ t l ywhite colleges and universities. Secondary attention-often at tbe cad of a long list of curriculum demands-is given to seeking the admiision of more black students to these institutions. As these lines arc written, students at City Cdlege of City University of New York arc dG nianding that half of the entering class in 1970 be black and Puerto Rican. This kind d demand. which may become more widespread, has only recently reached tbe top of the List o demands even at this institution. f In our judgment. only a minority of the black high school graduates who enter college will major or conantrate in black studies. Rather, the main inruc concerning the mrprity of black students will be the substance and quality of the geotrd ducation they receive, not tbe one or two courses they may ekct from the Mock studies program. Hence, rhr major need of the bbck ctimmunity and fhr smitry is IO p i p a n d considerably rhcnumbers
1 A fypud lid. rhc damn& uf M k rtuJrnu at thr Ullivsnity o Wiamdn, c f klbrr ( 1 ) An a u t m a n # M w t studies department QloQdbd a n d organued by M w h r~uknir.ad faculty w h k h w d d enabk studarb to m w 4 B A. in b k k d u d i t s. ( 2 ) A black cbrirmm of thc black s t w b a deputmcot who would be r9provaf by I ComminCC o Mack f and flclllty. ( 3 ) That l u d 0 black t S b dmmd t0 t ubrul.l Orxt f8n. ( 4 ) Ih 20 r # C b k aoUted k ta tbe iaitrltioa of the bkck s t d a &parunem rtth the appmvd d hlac). *tu&nb. ( 5 ) That umcsay. dadrd u M, reprisal 01 chutncment. ba giwo all su c t dw who pmticipte YI boycotts or other such actions in rcferena t ~ u demands. ( 6 ) o r I b. t a black co-dinaor of tbe Shdcnt Financial Ads Oflke (rcholurhips. loans. aC.) be lppdnted wifh tbe approval o black studcots. (7) That black counselon f be hired by the Student P h i a l Aids Omce with che approval of black students. ( 8 ) That rcbolarships be provided for all athletes OF until the t m tbat they receive ie cbtk cctgse. Some &ktsr h v c to go for a Gfth year. (9)That the existing black amnm be transferred into OK black studies department. (IO) That it be established that black atudcotr with the black faculty h-ive the powcr t him.ad fire all admim o lrtnton and ttocherr who am involved in anything relata! to black students. ( I 1 ) That it k atablisbad t b ~ c a l of tbe black cultural center be in the hands of to w b W #tudena.( ) That dl a x p l k d C h h k d [State University1 duJenta who wish 80 attend the Univenity k admitted immcdjatdy. ( 13) T h t proof 13 dellmd by black studmts that the rbove demands h a w hecn met be g i v m IO b t u h sludents by tbr dmiai.trrrion (Wruhinpon Posr, Feb 14. 1969 ).

Etzioni / FaculV Response to Racial Tension5
wnocs m Washington and applicants to Ftderal City College who were what kinds of c o u ~ s and curriculum they thought FCC should Lkwbp.Tbe results ' were ;IS follows:
FCC should devdop a curriculum that includes primarily traditional ~ l f c in rhe liberal ~ lurd sciences, such as algebra, zoology, hisiory, s r d soon. Seniors, 22.3 percent:. eppliconrs. percent N should develop a curriculum that includes primarily courses on " community needs and urban problems, such as race and cultural relations, urbrn legal probkm, and 50 on.
Seniors. 14.7 percent; applicants. 15.4 percent
FCC should develop I currkdum that includes primarily courses in prcparatioa for the world of work such BS data processing, medical technology. and so on. Senion. 24.9 percent; applicants. 21.7 prrccnl FCC should develop a curriculum uhich imludts coursed on issues and problems o contemporary society as well at clauically academic courses. f Seniors. 35.5percent: applicattts. 27.3 percent FCC should ckvelap a curriculum that includes primarily courses that emphasize Afncln history and culture. Seniors. 2. S percenr: applicants,.3.5 percent
A h g h our i f r a contacts md ohwrvations offer DO hard evidence. noml thcy i the logic of the situatim sugyxt that these findinp arc n atypical. d u They imply that if a student is rhk lo chimse among programs, he i more s tdlttfy to opt for one which is also strongly instrumentally oriented rather
tbrn chiefly expressive. f Mack studks provide tht education h a t is desired ~JXI To h needed?
what degree do they accomplish this, and through which of the varying conceptions o black studies? The fotlowinp sociololjcd criteria may serve f a guidelines for reviewing and comparing various conceptions o black s f
atudies. Education. it i often said, ought to prepare students for life i the society s n i t which they will graduate. But our society is changiog both of its own no accord and i response to the pressure exerted by its underprivileged memn bers through growing political awareness and action. Thus, the qwstion / mwt be asked: for which society are students to be p r e p a d - t h c society that the &mer CommisJioo saw as "racist" and as moving toward a bifur7 Helen Asth end Aw B h n t i. The Rolr oj Col1epc-Comrnnnify Relatiotuhfpj h U r k a Higher Education. 3 :8. Appendix.
cation i t separate.Dd uoaqual pa-; an A h A m e h n statehod; dt no society cloxly approximating the a s s i m i l r t i o r r i n model, in whicb the black minority eventually blends into and b n x a h d i i from the white majority? None o tbese altcmatiVar d r either 8 r d b d c f e s or a normatively justifiable view of the society for which curntlt rtudcllEl can and ought to prepare themselves. This is not tbeplrct to discuss i detail tbe m r future d Arnen society; nor would it be wise to build an educabal pogram oa specific assumptions about the future. Yet s ~ m e muks a tbb highly intricate and speculative subject will clarify a franrwak within which the following discussion can be assmscd: 1. The society win be an afnuent one. A GNP d $4.5 biUioa wi a percapitaGNPof$12,000perye;u~~ pmdktdfarbt p 2 U X L a 2. Racial and other forms o discrimmation wm f e ( dicugpr. o but will probably declinc. especially in the u c 8 d a o a w k The number of @paying pbs available t pnroas ha o backgrounds Win increase. 3. Most of there positions wl require vocrtiocul. il u professional JUS kind provided by iwrumentd d r of the e A projection for 197s shows 88.6 milllon profeahd md ployees in the U i e States (a growth o 64 ntd f (5opQfdb to I-), with only 13.7 million positions for ckricll (a gtorth d 40 percent), 6.1 m l i n for saks personnel (+3 perocfil). 15.3 lrlltiaa br ilo 9 operatives-sernirkikd workers (4- 29 peraat), d 3.8 dllins Ipr laborers (+3 percent). To some extent, the mere possessiOn o a cdkge f r l amil (b tLw ours k rl Crsderw be m advrntPgc in the labor market. But to society and to imply that bow well one is brinnt mrttar W so laq u c ht has a degree b a dPngtrous half-truth. Depcs matter, bw lo & a m p ttncr. reoomrnendation Icttm, the instmaion tbat mudbd thed so on And the larger tbe proportion o tbc popuhtm hwbg f &grees and the more that degreeb are gruMed 8to* who remain in residence or participate i a m rtudkr n a id wirhour acquiring f l instrumental training. the g w r r t likelihood dut ul k graduate schools, civil service, corporations. and other employem d Qvelop secondary screening mechanisms and tie heir rewar& t other crjrrh o and achievements High school diplomas as a cndtntial mderreat 8

*Herman Kahn and Antuny I. Wiener. I h. Yeur 2000 (Pkw Y e : M.rrll()r

To. 1967). p.

E k k d / F d t y Respon5c to Racial Tensians
' , aod the be&nings of the process for college degrces d r d y ViiMe. Huw quickly tbia can happen may be seen from the
'Tbr rbo finished these C W ldesigned by Hutchins at Chicago] re~ a b d I B.A. Bot othh colkgh. particularly gr8duate schools, rarely recognkd this u a 1fue B.A. and often required the Chicyo Cdlege m to take 8 ycu, urd somchma two, of additional courses before c l
thry admitted him to gaduart work.@ 'To some cxtmt, the developmat o additional screening mechanisms can f
Iw ntlvded by tbe politial pnssure on employers, and underprivileged trarp and tbcu ;;Jlies can be exptacd to continue that pressure. But the prsdictma mast remain that substantial diikrences in inttrumctual qual$cmronr rill d@cantly affect the &oation d rcsoums in the future acicty. d whicb Etudtnls from disadvantaged backgrounds both desire and

CkClW.tr#rw-.

WchutUmadCaar)Eber3kn 7& stress bn on tbe inrtrume0t.l function d undergraduate education mav r a k k qusaiaa. Are wt the m k c the seats of general education, Jgs with instrumental traiahg occurring prbnady in the graduate and profcsm a d d m h ? Uadtrgndtme colleges do provide somc m h instrui t g mt.ld plcp.ntioc- ( 'fbtir graduates are hired as teachen and social r n r b n m t b e b m h d t k B A &greesawar&dtbcm. ( 2 ) Thtyserve as rbaalr for prdemhd s&ndt (couna L nuthematics for 1cnur engbem). ( 3 ) They cammunicatc values, information, and '"diriplioe" t u are prrfequish forsuamr in &e txwng wckty ( 4 ) h Pot OadtrgdWrs wbo p on t gdurtt work. a major m philosophy, o , F or Frmch (rad a fortb) is prcpmltssional if study i continued o s in t k or a related area. ( 5 ) Many educatioMkts like to discuss the h e gcucd aducation programs o Narvard. the University o Chicago, and f f c k n i md to imitate tbcm; yet the insmmeatal aspbas of tbe Same d a ba t a d h g materials increase wbm they arc used at Waync State. Bowling oI#R,San Jase State, o whenvn workingcirss studtats -ateenrolled m r Irugc ambers. Tbe instrumental h c t h becoam even more predominant io tbr case of students from disadvantaged backpmnds, apea'dly if they hove 8 sabcuhun Oftheir OWtL CW course important wtprtjlive ekwnts a n included m h l arts eduatha, but for most students sach education is mucb more instrumental

ment in this dkection.

_. +--

- e * -

Etzhni / Faculty Response to Racial Tensions
do m-ll instrumentally in tbe society. Manv programs have attempted to

pma WAC bridging education-precollege tummer classes, additional renmdul d during the semester, counseling, tutorink. dnd so on-and b e encodntered problems. As studies o Head Start (and the Coleman f I l r r o r t ) indkate in I difierent coatext. it is not yet clear that effective techq u e s and formats for bridging education have k e n found; some programs RCC too regimented, and othen help to instill stigma nther than overcome it Nevertheless, redesigning, strengthening. and expanding these programs must be prime goals of any attempr to protide effcctive and meaningful t d u c l t h for students from disadvantaged backgrounds. Although mast members o the black studies movement disregard bridgf ing education, they do focus on the exprcssive needs of black students. Advocates o b k k studies suggest, if we summarize their statements, that: f ( I ) corrected prqxctive toward self and society i essential for instrus mental achievement, f 2 ) a corrected perspective toward self and society is meaningful as an end in itself; and ( 3 ) black studies arc the way to make such a correction T e validity of these positions depends to a tar,oe extent h cn bow thev arc advabced To take thc first statement first, the findings and u u l y s e s o wcial Ecrntists overwhelmingly support the statement that f building liclfafidcncc-otcrconiing an image of self as inferior, hackr a d. ( v uroaapctent-is prerqukhe to the successful dcveloprnent o f mu.nw:mtBI skills Such 1 comcti0n of percpectivc and the cducation it arub cbv mot sutntitute foc mtrumcntal trrtininp: both krnda o education f M ~ 6 c c \ u r y Stnce m ~ s Negroes will seck a phce in Aiiierti.in aciety t with varymg dryrces of uttidJction and succcss. they mwt bcconic prcpial t o live in rt L k s p g 3n cducrtw~nbmvd on Lhr assumptmn that tkcy wll choose io retreat from the American w c k t y seems unsupported hj existing evidence and indications Moreover, expressive and instruniontnl cducdion tend to enhance each ot&r. For instance, just as a person w h o dcfinc\ himself a$ a failure will do fess well on an examination than someone with self-confidence, 50 will pcnon who docs well on several exsrninations become less likely to maint.ia a self-view of failure. And while one needs t he proud rather than o v h u n e d of his heritage, it is also important for black students to hc. able to point to a large number o success m d l s , like black scientists. pilots, f beds of Federal agencies. and so on. For those already committed to the view that social groups must advance on both "kgs,"it may be dif6cult to conceive of an approach that focuses on expressive (or "psychic," or symbolic) efforts. Actually, such an a p

lhkcurrpUrnd*~crbir

proad has many roW and folbwws. T u h MadS Chha t k t l c L 8 b, strong clement of nnti-techwlogy, prOnsychiSaa'' " derigasag d k against poverty m 1964-65 placed considerable emphasis OII and educdting for community action rather than On providiDgpbr, bwuar, and income In part, a budget squeeze necessitated M ccmCmud -progrua (community action costs much less) ;i pub political theory suggested that n community action would provide the power base rtquirtd to a d v r a ~ e other goals. In part, though, a social psychological thsoiy,80 "AmeriCnntntba of Fanon." suggested that correcting N g o s perspectives on self aad ere' society would provide the necessary leverage for changing Felt and society, , and community actio0 was to change the perspective. Just as tbe devebpmmt of China (or m other nation) mds commity ment olrd technology, the American pnor need 8utowmy and jobs, and similarly, black StDdeats TKtd exprtssk educttiOn d h s t r u m h l t r l trrhing, both b e c a w ea& is an end in i t d f and because each suppmts t b other. Some may hold that emphasis on iastnurrtnW train@ mplm t u bcvL b people must become black white mea. working at mamingbcu p b b bureaucratic posts or on the assembly line and m w to tlw ~ d ~ p fetishism of suburbpn society. The reason lks dsewhtn Thr: pbr a v a w to the untrained o poorly traioed arc much ti#b@ertb.n chow for fbc skilled r and professional; one rdktk way to be freer in out p # n r a d near-fuhm society is to be instnnnentally qualified. Nor L t e y r e m to upp par hn that a well-trained person would therefore be &mad d h*r hackprorrad subculture,and conrmubity. Or that such a p o would rn timit hle abl(( na and consumption so as to kave time and energy for cukurd rahrider.prbvc

action, and reHection.

Thw the dixussh comes to the question o the most c W v e f cal mtext f r both tbc cortccth d penpedive ad insto ti n So far as expressive education is mnccmtd, the earlier the comct aisop, tion i presented, the l&s damage wl hc produced in the first place. win s il correction 19 needed. however. the earlier it i s thcrrnms8tdf*r and less painful it will be Hence. w n e ethnic sttudks should be introduod
11 Lifton puts it thut T h e mcthdds of the Orcat tenp Porrsrd. to k sure,bd compelling extemal logic. purrmi into ma the hum^ labor with ubi& -1 China abounds a i a subshtute f r the l a r p machinery rhr lacks. m tharby -1o d ing both national and local self-sul&irncy.o n%tbe olfidrl 1 l q. n hm &. r with two k g i ' But 11 t u m d out that tbe %p' t = lw& pychic. ud W pmyctuc lepi arc d the F a t e d iniportaace. they catmot wbstitlrr for edwr or technologid o-iallv in 1hc mnkinp of -1" (Rohsrt 1 Lihm. RIYO lutionury lmmorrofiry m w York Vintage Book-, Random Hnusc. 1968I.p 863). e

ct & aurhhm. SEbOdr rbosc studtnts arc largely from disadvantaged
broLplpundsm g t &vote more time to ethnic studies, while largely middleih rbae scbods mi& include this topic in classes on American history
a roeicty. (Or prbapr the same curriculum wuld be used throughout the a k d o a d ryltem, witb djusbncnts for class and ethnic variation.) The.ihutirmwould find tbe cdlegts needing only to "finish" a proass tbrs & u W d mwb earlier. A major contribution t that end would be for o colkgca a d la l arts coIIegcs that train teachcn to give ini n qtrcd.ftartunr t the prpurtion of teachen of and teaching materids ' o
dorpmadkpk~etbnic~. Until mcb atepa an tab, undergraduate colleges wiIi have to provide rhLuprdvc eduf.rioa for their students. Such aQcatloa cantakevarious loram, m i fnwr gq in general 11ktal arb causa (such as C e )oarw1C a o e p s Contmprary Civilization and the University of -go's plop^) to a majorscgwnt of courses on American society, t q e c i a k d o ounet for stdmh interested m pursuing study i grtattr dcpth. n Th:I#d is tor ethnic stmiks ratbcr than sdely blrcttstudies, because -Amctt.rm, JapaimeAinerknns, and other cthaic groups have d rimilar t thow of W students. Again, lower& WASPs have o almpatalltl na!do u wtn, apecial3yfor bridgine cducatb, and other -Jewish, I y b w y dtmud rt~w~ces ethnic as IkL.oomc t rake t&irpbce i the cuniculum. I t is neither practical nor o n C h M t t I n t rtt tindsddhnic rtudies be provided in ollc set of coyner,. p m &partmat, or cdcge; thc point is that tbc w d s are broader l , I r op3, t black students. A general i o n in sucb programs , ccrualy be in rcEotd witb tbt Amerkm tradition o f
lEbaarl/l'raJlrRepmut(oRacialTenshms

iarpcbe

rchodr amleven primary scbools and becomc a standard part
To protectthe imtituhns, which arc already uoder m t f i n a n d and a ragar#pasunr,thrrstpiodpitrrhwldbc;rppliatho~z
~~h+ve~,ethnjcprognm,lud(2)todisadvantrgpdgroups.(3) Re-
aourccs should be allocated to any ethnic program rwgbly in accord with t ''demand'' for it omthe pmd students and faculty. k To return to the functions of ethnic d i e s , they will at best provide the ' u@tivcbascsforthcneededammo * n o penpbctive. For example, a OOMC in black history which rtudies pc.ecdoaial Atricr rad the civd rights ; mOvement carujot aloae be expectad to haw major psycbodpmic con.='1

H8du8tC

The Gmpus and the kachl Crisis
quences. Rather. such consequences might be achieved by such m 8s i a whok program of Mack studies for undergraduates, black teachers tea& ing instrumental subjects to black classes, and segregated social g r o u p i e colleges w t i the white university. ihn To assess these suggestions, we seek to apply two sOcid0gic.l principles --the limits of pluralirm. and the dynamics d group integration.

TbeLMbdPlrJa

The often-used dlchotorny between an integrated society and doc L which two proups live almost mmpktely uparatc from uch obw tr dichotoniy which prevails in t h e discussion o this area l a ) ck.Mll ellrrr f the possibilities. On the contrary. most modern socictics art plsome levels and universalistic on others. Some diflercgroups are highly intokrablc; others a n less so; nil1 otkn an MI and acceptable but even valuable for thc society as a whcdc rad ad o Ir f members. Without embarking here on a general ut society. a hw highly schematic p i t do have direct b r i n g on dw arrrts a hmd. ons t 1. Socktal d8enntiations are the more intoltnhk n their becomes greater and if the cleavagc is expanding. Thc d d e r e a r a the races in the United States on thcx drmcnsioes UT srPrlkr thrn q Latin countries and seem to be shrinking, a t t b w r a k lowly 2. Differentiations are the mom intokrabk as the extent to wMcb are encompassing b c c m greater; th8t is. a low pchirion kt me (economic, for exampk) supports similar paitjam ia others (polyal power. education ). Broad-rope, parallel diffcrmthhns rewterdiadt both the correction o a disadvantage in one area by d r W o d dkmmmtt f in others and the blurring of group lines. Plurdbm tbtn ten& to )ronrmr unlimited. all-encompassing, and dangcrous. and th rockty is diviQd sharply drawn, self-conscious camps. 3. The specific sectors into which the differentiation ynoag group d members has pmetratcd arc significant hem. Tbae are roughly four rucb areas, which will be discussed in tbe paragraphs ha! foUon. Culrurol pluralism i enriching rather than damaging to the societal fa& s ric. Progress in this area is xhicvcd by remgnbhg maoy dternativtr y
I f See. for example. a lenethy report of Bayard Rmtins *icvr by Tbmu 5 Brooks, I\ Strategist without a Movcmtnt. New. York finvr M p t u t i n r. Feb. 16, 1969; Robert S. Brownc. The Case for Two hneric8Black. Chw N c w Y o r l Times Mogozinr, Aug. 11. 1968: N a h n Hare, The Case tor slprr a t h : Black Perspective, NlWJM*rek, Feb. 10, 1969; R o y Wikins. The CW against Separatism: Black Jim Crow, hcwswcrk, Feb. IO. 1969.

lhe~mpuSndtheRa&lClbb
tbe disadvantaged with extra teoources to help tbem utcb up t aqrullag d o opportunities, I proctss wc call 'ZLniversalizatim." I' Fioally, them k a hard corc of vlrimotc voluu, rrttbrolll symbols, Oac venal rules, and mooopdizatjon of the legithate usc of fora w i h CO+ hc stitutes the limits o phirrlism, the universal sodeut beads whicb ds the f member groups *to ont supra-unit or Jocicty. W b a di&entiation significantly penetrates i t this ma, the society wiU tend toward disbradhy no Such a situation led to our and othcr nations' Civil w m. An individual or 8 group may be committed to partkd8.r v d w whkb h v e s as having priority over membership in the rution; it m y even s d iw tosecede and form a e m state i Africa o tbc Deep South-a the ghc#oa n r. d o u r citics. But it ir aa empirical observrurm thrtmcha' group can hardly e x p a the support of the society it rab t divide o o r kave. On the ama~y. sharp retaliatory memure8 alv t be upccoed m o secessionist activities-c the most ateply &Id d wrjr other citizens. It also foilows that those wbo seek cuh\aJ ad dI. tonomy and economic aninrsalizatinn weaka their positiar when they use the language of nationhood. Tbtir pahue d Y the legitimate societal Bolls of subculture, equplir). d acprMLI, d improvement of tbe q d t y of life through a * dtbtm&Uy's structure, but rather the severing o t universal f k bob6 (0 form thcir own nation simply alienates most members. This view of society as much more able to Q some levels than on others, as i effect wckmmiq rcpuwkr m a a e n and insisting on integration in others, has two major kwL o i @ b t h f for the asJessment ofblack studies. It has c f a tbt *kr d tB. Iocicry for which stwknls are educated, and f tbe Vitr of t a & which-like a micro-mciety~as o m plutrlLan n d rmivarlbab its Three of the implications arc illustrated here. First, the terchiag d b&k studies a a n e @ h d h r k 8 , (I ofits basic values, and a kgitimation o symbdr wbicb IL oarkr to tbm f I ,
y manben (all white mcn arc devils) is secessionist. T e i h pcivc teaching of bhck s t d k s - a s advancing black values, as adding a a r b component to American pluralism and thus making it less constricr)vt--is in accord witb the pluralistic-inttptim model. l k &mad tbat all students be exposed to the same curriculum is udmilrtionist; the demand that any group of students be given a totally wparate program o studies i secessionist. The provision of black studies f s rkb tbe requirtmeat that those who major in them also take some courses t ensure their familiarity with the general bases of American civilization o is in line with pluralistic integration. It is easy to offer psychological and sociological explanations for the extremist positions talren by some leaders of the black studies movement. But this discussion is concerncd more with-the consequences of various positions than in their motivational and experiential bases. Pluralistic prog a m s pn tbose which aim at the limitation o interracial confticts, the f recognition d shared values and rules on the campus and in the society at large. It i hoped that the total rejection of the white world and the demand s for total autonomy arc only transitory stages, a step on the road from being oppressed and suppressed to that of membership i tbe society as a semin autonomous community, proud of its own positive values. secoad,. groups orientation to national symbols (such as the Constitui tion md the dag) and core valws (for example, & e v e of the individual) is a key indicator of its position on this general issue. Secessionist are those program, cliuscs,and othr activities tbat e ~ c ~ u t a g e black Americans to reject summarily such \alucs. Assimilationists deqund homogeneity o f commitment. Pluralist mtegrationists &ctrnvkJlllt f b t values and rymbds are n o w more aocessible to sqme Americans than others but, rather thra r e p i n g thct uruwnr) valdity. dta gthccommit- m m t to thtw values to furthcr kgitmiatc t a Amtricaas be accorded equal access. Thus, thc critical oricntatitm is not damptotd by srating t a we believe in tbt Blll o Right.\ and the Constitution, our critical ht f orientation is aimed. first of all, at the existing societal institutions Some o the core values themselves c a y he chalkngcd, for instance. the f excessive emphasis on individual opportunity and material afFluem. Such

. W e we the tcrm uousionist ratber than separatist because. althougb rU 1 formr of sccess~~oirrn definition shdlcngc the unify* bund5.and core v d w by of the society, there arc many forms of wpriti,m tbat do wt have that CCW.m c c s. and could in our VKW be coosidered pludli\c r8rhcr than a W h b t i o p h t

iateglntion.

The campus and

thc R x W Crisis

a challenge is in accord with mrnbcrship in a society 8s bog a# b rooght for all rncmbcrs and not only for one suhcomrnunhy. Browne prwnts a case for "two Amencas-anc black, one white." But typical to most, tliough not all, o these statements, he d l y sects an equal f and Icgitintatc subcommunity status rather than a sepantist state or society.
The separatist would argue that t h e Negro's foremost grkvaooe c 0.111 be wlvcd by giving him neccss to more gadgeo--altbough thin b cvtainlv a part of the cdution-but thar htr greatest lysd is of the spirit, that he must have an opportunity to reclaim his group individuality pad haw that iirdrvidualitv rccognirett I C equl with 0 major cult@ t h groups in the world.'?
We we no sociological reason th8f "a complrtt divorce d the two racu"
isnecessary. Third, the campus. like the society, haq w m c u n i m u l rvks wbkb UI morally and judiiciatly binding on all mcrnhen I h c auLniIvionnr r# D particular reason to exempt b l y k stucfie\ from the llaivtmd r u k s in the concept of academic freedom, for exampk. the pmectkm d rrvLm from being fired because o theii views The srscssionrst nIrs an waomf mous black program, even colkge, in which m c a n r b t - t \ s birck nkKI are the criteria for hiring, firing, and so on. Here i not only 8 dcmvd for s blacks to control programs in which blacks are studyuag but dlo t s l c o eet the "correct" kind of blacks.'. This approach annot be toitrotcd hy a unL versity if it is to survive as a fm insthution T&e pluralist would sgy th.1 if these rules have a discriminatory effect, lhcy would bs ahtred for AU students, but such an effect cannot s c m to justify Jpcial dLptnsrticrPr for any subgroup.

-4Grollp-

Tbc preceding analysis also su~ests that informal rltctiw d blach into segregatcd friendships, i u ups, ani cowting is lo be rywatd t be common, especially when o ifferences are a&kd t r a d ona, o as wben lower-class black students join a midrtk4ao a t camp.'* campus, like the s o c k ! , i not a lam small-group, m which thc basir d s cohesion and solidarity b a close relationship ammg nch rvld every member. O the contrary, n afnOWt of hk#'pCrOadud group separation, so long as it is voluntary, may be quite useful to integraNew York Times Momtint. Aug. l l. I%H James E. Cheek. 8 Negro. rcferrcd to "reverse racism' i tbu m n t (Chronicle uf Hixhrr Edworilw. M a y 6 1969). I* For a'rrport fmm Corncll OD this point. yc F m t Dunbar. 'm Ma&
Studies Thing," New York T i t n o Muypsinr, April 6, 1969.

&.

groups have been reduced. Intimate d group^ arc usually formed among pcnons very similar m many attributes; even among whites, homogeneity tends to prevail. T i hs brm law of sociology can hardly th! expected not to apply to black-white rewions. We do expect some interrxial intimate groups, but they will be & I n 0 common than iatraracial groups at this stage. s t p a t e intimate relations provide a sociological foundation for the tmotiml sccurity that is generally nwded for studeot life, a life that is quite tension-provoking i our achievement-orientcd society and especially so n far persons from ctsadvantaged backgrounds who have more ground to The black shdics movement can be viewed as an attempt to meet tbe d for emotiooal security. and the more such security i provided in s social circks, the Iess the likelihood that pressures for ls demanding cures iiculrr o wparate dassrooms or colleges will be brought to bear. Simi r lady, the amre that effective bridging educatioa is provided, the less thrcatcain8 tbe regular classroom will appear. Last but not least, tbe separate black smid group, under indigenous (&r than appointed) black leadcrs and in the framework o Afrof American or Mack centers, provides the m s powerful vehicle for tbe corot d o n o the perspectives o black students and for integration on the next f f k v d and i the oext phase. Psycbodynamks suggests that individuals who n ut isolated from their natural groups and removed from their leaders tend to rigidify their pnnions. Conversely, if the groups perspectives change. especially if the change h guided by the groups own kadentiip, the indibdual members find the necessary emotional support to let go of their Ow p i t i o n s and make the transition to ncw MKS. This transitional phase LL &ways problematic in that once the old perspecrive is unlocked. it may & chaaged not in a consrructivc direction but nthcr toward a ncw distorlion. Without group chaoges. however, deep changes are unlikelv IO occur. It d o h l l o w s that tbcsc intimate social groups are hest abk to provide s the noncognitive cltmcnts d the n e d d rranslwmatim. If the urii\enity provides the buildings for such e f r s or uI:iw~ the instructors (as it fot for does for otbrr extracUrricuIar activities). whether it grants no crcdit or some credit for these extracurricular activities--these are scconduy matters that can probably be best decided on thc basis of local circurnst:inccs. The
30 At Northwestern University. Negroc%, p;rrlicularlv :hose from the ii:vcr cifv. had long tended lo stick lagelher wciallf !(hronk/r t j f H t g h r Edrcc.crri-m. hlay 20. 1968. p. 4 ).
The Campus and the Racial Crisis
main point k keeping the classroom devoted m i l t cognitive work md any o as an mteprdted student society. while the more expressive work is carried out in the black social groups. The U S. Department o Health, Education, and Welfare recently chalf lenged the setting-up of black dormitories and threatened the withdrawal d Fcdcral funds from colleges which allowed their buildipgs to be used m such a way. Yet, first, there are many ways in which a separate black social life can t&urhh--black social ccntrrs. a free choice o roommates. even f separate s u b h r s - - o t h e r than making race a hasis for admission to a b u i l d ing. Secood, HEW will haw to ncxaminc it5 guidelines t we if h e y arc o hued on assunilatiants o pluraiistic intcgrautmi\t a u u r n p r m Pluralmm 't r is in accord with tbe core values o the American traditional society p1 rall f as sociobgically viabk Assimdation, which ch-casiamllv IS mplud ia t & liberal civil rights tradition. Scerns t o habe W ~ I Co f the I Y L K ~ ~ J V Cd sociolc~&a,l connotations blach separatists excoriate I t fdlowr that the shortest route toward a genwcly pluralwtw. t society m y be one which entails a step which may sixm k k w d to aJsimilationist integrationist. Namely, in axodana with the uniwsal NLtr d academia ( h c may themselves be transformed for all students 1, b k k wih social centers m a y be mated i addition to othcr exist* &nK: oms. kd n within the limits o univenal rharcd core values, a plurahy of subculturrs f m a y be more fully legitimated and supported.

TarnrdBlrcLShdkr So far, we have deliberately focused our discussion on bridging eduo doo, undergraduate b k k studies, d social centers Graduate prolpnar and research specialization in black studies should be fully supponcd M mll.There i already a signikant body ofscholarship in &is area.?' Taac s is no need to be a purist hem. Perhaps somc subamas within tbe r* e of black studies are not as rich in volumm as is. k us say. Shrkespeueao t Literature. but many olher areas an: not better endowed than b k k mldier and quite a few are less so. Moreover. scholarship tlouriz&s when schdan are availabk, which requires ' c a r. funds. libraries, musenms,.d50 'his" I on--Tesources which until recently were very scarce for Mack studies. As noted earlier, not every college ought to provide the same set d courses and programs o undergraduate and graduate black s t u c k ; after f all, many colleges have no graduate programs and samc uc much llcutl

SlSct,

Dcpivad," Sociology
for example, A m l d M Row. "Gnduak T of Edurorlon, Sprim 1966, pp. 201-8.

m for the C u l W y

&O
to rbe $x%tostb.oakn. must leave to a futurr publication the quek We -t kid8 Of C O k s S may htXOdUCe di&XWlt a f tbe W r y b
zypdbkkitudkr. Tbe creirtioa o gndurrtt rod undergraduate black (and other ethoic) f a d c& maay jobs for persons of disadvantaged backgrounds; ir must, beace, ?bo be viewed as a step toward eliminating inequality o f h i g h tduc3tion, in which t m i an increme in students from disodh s VYbQed bockgounds but very lit& canmcnsurate increme in faculty and 1 kuch staff. ?ns&utiom might thus botb expect and welcome a wbose I rrkyrrtcm with its owa i c m diflercntiPtion o quality, variation i form i at l f n versus expressive emphasis), and so forth. (tuexampk, UItimahly though, black srudics (as distinct f social centers) will m bave a mainJy cognitive a d largely iDstnrwntd role; rind the main task d iapoducing lugr:llumbenof students of dh&anta@ backgrounds into the rocicty and educating them to help transform it will be performed by bcidgiq educatiorr aad black social groups and not by udusive curriala 01 -g uaivusal bases of thc campus o the Society. A largcr inr i dmissions o Jtudents from u n d e r p d m backgrounds, eflecn f lirc bridging education, ethnic studies, and ethnic social W ~ C N will make wtivenitia more rerporuive to tbe undcrprivircgulparts of the d t y and 0 tbc mrprity of the SNdentS ShMIgly cdmmitted t social jusrice. These o dorms may w d not satisfy cnrybody and sboukj not be introduced inthe.bQe Odr nW UtcaJioasandcondict. &Itthe pnceding sociological f im r P *ria do wggcst that such reforms do Mt undennme any basisof ' rocltty o the acsdemic community and, W, may be regarded as w! r rcspodvc to kgitimilc netds but also i accord with a vital, selfl n

&xmirJgrod#y.

kyinlrwL.rl f r c t 0 n a D d C ; o n r i d ~ t&tJna) M w tht rcadiocrS rrd actions d faculty t the demand for Mack INdIa have k n aaalyzeci. o Thg by no means a k w the range dpardbk r e ~ p o a u s the areas o rn or wolvemebt. For iort;rocc. thcrc runria t quatiorrr o faculty k f 10 tbc commuaity off the campus; t r k d canmunity service in shapiig ko mtversity p l i with regard to expansion o the campus into law-income f rtigbborboob; the wrys universities may have to be reorganized i the n trulty's view if thy art t provide community servkcs or bridging c d q o l&m.These rrdotbu subjecls 1#1pajll t be u pe in a future disfuswrf, o e td Y the dialogue cootinues and serves as a propening factor in university morpdzation commcnrwatt m scop~ deph with those of challenges rad

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rdasbdrwefaoc.

EUROIMMUN

Medizinische Labordiagnostika AG
Allergen quality control at EUROIMMUN AG
The variability of test systems in allergy diagnostics due to a lack of international standards for allergens and antibodies is a known problem, which often leads to deviating test results and complicates their comparability. In order to ensure a high quality of allergy tests, the allergens must be puried and prepared with great care. The use of native allergen extracts is the main factor that inuences the characteristics of in vitro allergy tests, since these preparations consist of a complex mixture of various substances. To ensure the quality and purity of the allergen extracts used in its test systems, EUROIMMUN performs an extensive quality control. In the rst step, a gel electrophoresis (SDS-Page) is carried out to analyse the components of an allergen extract (right g.). Gel electrophoresis is a method for separating proteins according to their molecular weight, which allows the purity of the individual components to be determined. In the second step, the activity of the allergenic proteins in the extract, i.e. their capability to bind to specic IgE antibodies, is measured using a westernblot. In addition to the component analysis, a function test is performed. To do this, the allergen extract contained in the respective mixture is applied to the solid phase used in the test system. Subsequently, the obtained results are compared with previous data. Furthermore, we regularly carry out correlation studies to compare our products with other test systems. Exemplary correlation data for selected allergens with respect to the Phadia CAP system are presented in the tables below.
Allergen 200.0 kDa 116.3 kDa 97.4 kDa 66.3 kDa 55.4 kDa Bet v35 36.5 kDa 31.0 kDa Calcium-binding protein Cyclophilin Pathogenesisrelated protein Profilin Calcium-binding protein 35 kDa 10-15% Bet v8 Pectinesterase Isoflavone reductase 65 kDa Biochemical name MW IgE reactivity

Bet v6

35 kDa

Bet v3

24 kDa

21.5 kDa 14.4 kDa

Bet v7

18 kDa

Bet v1

17 kDa

6.0 kDa

Bet v2

15 kDa

10% (22%)

Bet v4

7-8 kDa

20% (5%)
SDS-PAGE (Coomassie stained) of a birch pollen extract (E)

pos pos pos neg

Westernblot performed with 3 positive samples and 1 negative reference serum
Extract from the allergen quality control certicate Birch t3
Excellent correlation with the CAP system from Phadia
Timothy grass (g6; n = 94)

Birch (t3; n = 97)

Dermatophagoides pt. (d1; n = 44)

Phadia CAP

EAST class
EUROIMMUN EUROLINE Dermatophagoides far. (d2; n = 45)
EUROIMMUN EUROLINE Cat (e1; n = 45)
EUROIMMUN EUROLINE Horse (e3; n = 34)

EUROIMMUN EUROLINE

EUROIMMUN AG 23560 Luebeck (Germany) Seekamp 31 Phone + 58550 Fax 5855591 E-mail euroimmun@euroimmun.de

a 97.kD 6. a 3 kD a