Haverford College did not begin as the institution that it is today. A group of concerned Quakers constructed the secondary school on the premise that it would provide a fine education for Quaker young men. On its founding day in 1833, the Haverford School's notion of a "liberal and guarded education for Quaker boys" became a reality. Jumping forward in time to 1870, a decisive change was on the horizon: the faculty and students had voted to go coed. However, the Board of Managers did not concede and Haverford remained single sex for over a century after the students and faculty had spoken. It wasn't until 1980 that a freshmen class comprised of both men and women entered Haverford. Yet it is the decade prior to 1980 that is the topic of this paper. The series of about 10 years before a Haverford female student would unpack her belongings in her room to settle down for four years of an intense and demanding education, both in and out of the classroom, was a time of much reevaluation and consideration on the part of the students, administration, and faculty.
The 70's were vibrant and passionate years in the context of the debate over coeducation as students, faculty, and administrators voiced their opinions often in
Haverford and Bryn Mawr's weekly newspaper, The News, forums, interviews, formal discussions, reports, and Collections (school wide meetings) on both Bryn Mawr's and Haverford's campus. The essence of the coeducational debate fell between two camps. One side argued that continued cooperation with Bryn Mawr was the best choice for both schools. The other said that it was time for Haverford to prevent its identity from merging with Bryn Mawr's and to step out on its own as a coed institution. The battle lines were drawn and the debate continued with zeal for most of the decade.
Economics played an important role in the debate. Haverford's President John Coleman saw that Haverford's financial state was in jeopardy if it did not expand in size. He also saw that by prohibiting 50% of the population in an expansion would decrease the caliber of students at Haverford. Bryn Mawr's president Wofford felt passionately that the fate of Bryn Mawr rested on the decision of Haverford. His concerns were exacerbated by the seemingly coercive patterns Haverford's Board of Managers set by claiming to let the issue of coeducation rest but then by addressing the possibility again each year.
“College campuses are not dominated by widespread racial/ethnic segregation and the racial/ethnic clustering that does occur isn’t impeding intergroup contact.” (578, Hoeffner and Hoeffner). Throughout the essay, the writer continues to provide facts and sources on the information that diversity is not a problem on college campuses. She quotes evidence that states that college students are getting a “variety of positive educational outcomes that result from being educated in a diverse environment.” (578, Hoeffner and Hoeffner).
With regards to the opinion that the existence of HBCUs is in fact, a mellowed form of racism, one must first remember the history behind the origins of HBCUs Many people believe that these institutions have outlived their purpose because we live in a fully integrated society and these institutions stand as hallmarks of segregation. However, by thinking this way is not an analyzing the complete picture because one must bear in mind that HBCUs are old and hallowed institutions of higher learning established in a time when talented, desiring and tenacious Afric...
The historically black colleges and universities (HBCUs) are fledgling to compete with Predominately White Institutions (PWIs). HBCU were established to serve the educational needs of black Americans. Before HBCU college was create blacks were generally was denied admission to traditionally all white institutions. Since black Americans was prohibited from whites schools HBCUs became the principle means for providing postsecondary education. There are several reasons why all blacks’ schools does not compete with predominately white schools. HBCU’s most of the time do not keep their accreditation, their tests scores are very low, and do not get as much funding
Thomas Paine was one of the great supporters of the American Revolution. He was a journalist and used his pen and paper to urge the public to break free from Great Brittan. He wrote anonymously, yet addressed the public as he spoke out about his beliefs. The first pamphlet he published, influencing independence from Brittan, was called Common Sense
Thomas Paine wrote a series of pamphlets anonymously in 1776, targeted at the average member of society, showing his belief in the American Revolution. He was an extremist and most of his ideas stemmed from The Enlightenment. Throughout the series, he discusses society and government in a comparative way. He chose to remain anonymous at the time of writing these, and its understandable why. In his writings, the first chapter alone, he challenges monarchy and the corruption within, and also challenges the idea of kings and monarchy.
Common Sense written by Thomas Paine in January of 1776, enlightened its readers and ignited the colonists towards the American Revolution. Common Sense was the first document that established a suggestion towards a constitutional form of government. The foundation of the main points in Common Sense were the upbringing of the Declaration of Independence. The Declaration of Independence was written by Thomas Jefferson in July of 1776 approximately 7 months after Thomas Paine’s work of Common Sense. The Declaration of Independence stated the Americans freedom from Great Britain. The Declaration of Independence was derived from Common Sense and due to this, they have various similarities. The similarities
Thomas Paine published his political pamphlet entitled, Common Sense, on January 10th, 1776 in Philadelphia (Claeys). At this time, his pamphlet did a great job of rallying Americans together and even gave the war a purpose: to seek full independence from...
Throughout Common Sense, Paine advocated for a republic that was built on equality and property. Thomas Paine was a British colonist who believed it was time to truly be independent from Britain, in his writing Common Sense he spoke bluntly and plainly to win over more colonists for freedom. He takes no time to say that his beliefs are logic and reason based. He begins chapter 3 by writing, ‘In the following pages I offer nothing more than simple facts, plain arguments, and common sense; and have no other preliminaries to settle with the reader, than that he will divest himself of prejudice and prepossession.” Paine tells his audience that there is no hidden agenda in what they are about and they can make their decision through their own common sense.
Sander, Libby. "The Chronicle of Higher Education: Students Try to Break Taboo Around Social Class on Campus." BATTEN CONNECTION. ( ): n. page. Web. 12 Dec. 2013. .
2. Goodeve, Thyrza. “The Art of Public Address.” Art in America (1997): 1-20. Art Full Text (H.W. Wilson). Web. 25 Nov. 2013
McCandless, Amy Thompson. "Preserving the Pedestal: Restrictions on Social Life at Southern Colleges for Women."
The issue of whether HBCU’s are still needed have been occurring constantly in today’s nation. HBCU’s have been in existence for almost two centuries now. Their principal mission is to educate African Americans, and they have. HBCU’s graduate more than 50% of “African American” professionals and public school teachers. But, HBCU’s have been facing challenges such as their decrease in diversity, financing, and graduate rates which has caused a speculation of their importance in today’s communities. I believe that HBCU’s are still needed.
Imagine this; the year is 1836. You are a 17-year-old student interested in learning more about the world around you; however, such an opportunity won’t come your way because you are black. Due to this fact you have no hope of furthering your education past the reading, writing, and arithmetic their slave masters taught your parents. A mind is a terrible thing to waste. The minds of many African American’s go to waste due to individual ignorance of their people and thus of themselves. Historically Black Colleges and Universities were put into effect to educate the black mind and eliminate the ignorance. The discussion of whether Historically Black Colleges and Universities are still necessary in the 21st century has taken place in recent years. Within the discussion many debate that due to the fact that the world is no longer like it was in the 1800’s, the time period in which Historically Black Colleges and Universities were created, the purpose of them no longer exists. However, the cultural significance of Historically Black Colleges and Universities seems to be overlooked by those who argue their importance and relevance in a time where blacks have the option of attending predominantly white institutions (PWIs). The purpose and grounds on which Historically Black Colleges and Universities were developed are still being served. The need to increase efforts to not only rouse, but support Historically Black Colleges and Universities is necessary now more than ever in order to preserve our past, fulfill the purpose of our present, and ensure our future.
Brown II, M. C., & Ricard, R. B. (2007). The honorable past and uncertain future of the nation’s HBCUs. Thought & Action, 117.
Some schools, such as Harvard University and Washington University in St. Louis, provide gender-neutral housing under special conditions such as location and a student’s class year (Koma, 2014). This decision isolates LGBTQ students from the rest of their peers based on gender identity. Furthermore, several colleges are beginning to discuss about gender-neutral housing because people who favor the idea stressed that it was not about allowing couples to room with each other (Koma, 2014). As a result of these problems, most schools refrain from providing gender-neutral housing mainly because of religious and other public affiliations. Therefore, students and faculty members should promote gender-neutral housing in a positive sense through committees and active discussions about the topic of gender