Ethnic Studies a moral question

For the past 31 years, Boston College students of many different backgrounds have petitioned the administration for the improvement of particular academic disciplines concerning persons of color. This began in 1969, with the emergence of the Black Studies Program, which came about as a result of what some would say was; (1) related to Father General Pedro Arrupe's letter to Jesuit colleges and universities on the "Inter-Racial Apostolate," or (2) a result of negotiations between students and the administration after students shut down and took control of Gasson Hall. For BC to create such a program was a progressive move on the part of the University and BC should be applauded for becoming one of the first universities in the nation to create a Black Studies Program. However, we must remember, although it is a "hard pill to swallow," that the program was born out of protest and demands by students, in addition to the university living up to its Jesuit mission at the recommendation of Pedro Arrupe. Understanding this would assist us in our understanding of what black studies would face throughout its 30-year tenure. Over the years, students would petition the university to: (1) add more professors to the program, (2) add the program's courses to the universities' course catalogue, (3) to give the program more funding so that it could promote itself. Students understood that it was not enough to just create a Black Studies Program, but that it should also be given the same level of dignity and respect as any other academic discipline. Although there was no evidence of the malicious intent to not improve Black Studies, the University not moving forward with the improvement of the Black Studies Program could be characterized as benign neglect. When examining this dilemma one, must take into consideration: (1) the student protest and struggle that occurred in order to create the program, and (2) the culture of racial sensitivity created in America by the legacy of slavery, followed by Jim Crow-ism in the south and institutionalized racism in the north. Taking the latter into consideration, it becomes a moral obligation for students and administrators alike to give proper attention to the constant and steady improvement of the Black Studies Program.

In 1978, BC created its now nationally recognized Irish Studies Program. How appropriate was it that a university, whose original population was predominantly people of Irish descent, create a program that would promote and display Irish culture and history. As the late 1980s and early '90s approached, faculty and students of many different backgrounds saw the need for the creation of Asian Studies, and Latin American studies programs (1995) at BC to continue to enlighten and expose its students to other cultures. With the inception of these four programs, the history and cultures of people who in American society are historically either left out of the story or misrepresented were allowed to flourish and be heard.

The Black Studies Program, the oldest of the four, first became a minor in Black Studies in 1985. In 1993, the Black Studies Program achieved class enrollment of more than 1,400 students and 16 undergraduate minors. Ten years later we witness a program with only four minors and an enrollment of approximately 1,100 students (Black Studies Self Study, 11/2002). While Black Studies is doing better than many minors and some majors, it is really important that this program be re-strengthened. As students of BC we have a responsibility to our predecessors, those who took a risk in shutting down Gasson Hall to demonstrate their support for Black Studies. Like previous students, we must assess whether it is sufficient for these programs to merely exist, or if BC should do as its competitors and add the improvement of these programs to the agenda of its upcoming "Ever to Excel" campaign. It is not recommended that we employ the same methods of previous students, but there are other ways of achieving what they achieved. Additionally, we must attempt to explain why this student concern is feasible and can be achieved alongside other major student concerns.

Among our top priorities as students of BC, are academic advising, a modernized student center, and a larger recreational complex. The costs of giving Asian/Asian Amer. Studies, Black and Latin American Studies each: (1) a full time director, (2) a tenure-track professorship, and (3) a graduate assistant; is miniscule compared to the cost of aforementioned major student concerns. Therefore all students must continue to urge the administration to build upon what they started and move to improve these programs in its latest strategic planning efforts.

In meetings, key administrators have expressed their concern for Asian /Asian Amer. Studies, Black and Latin American Studies programs and have agreed that they need to strengthen the undergraduate minors within the programs. Unfortunately this does not always get translated onto paper through university academic policy and formal budget request. It has taken the College of Arts and Sciences almost 20 years to put a dean of AHANA descent in the school. Most recently, they have appointed an intern in the College of Arts and Sciences and we must commend BC for once again achieving its mission. Highlighting this fact is in no way an attack on the administrators who operate the college; however we must bring attention to such matters as to prevent them from occurring in the future. While they are searching for a new dean for Arts and Sciences, we must move forward with the improvement of our ethnic studies programs as a moral question. "In BC's effort to promote social justice, truth, and create 'Men and Women for Others,' is it prudent to include the Asian /Asian Amer. Studies, Black and Latin American Studies programs in the universities' next strategic planning funding process?" The answer is clearly, "yes," whether it be done over a period of five years or 10 years, it must be done.