On Thursday, in a 6-3 decision, the US supreme court ruled against affirmative action in American colleges and universities. The obvious concern now is whether the ruling will significantly reduce the number of Black, Latinx, and Indigenous students enrolled at elite institutions. But a more dire reality undergirds the court’s decision: it reflects a decades-long drive to return higher education to white, elite control.
That movement predates affirmative action by at least a century, because no entity impacts American life more than higher education. During the Reconstruction era following emancipation, Black people were allowed to advance in political and various other roles, but white powerbrokers drew a hard line at higher education. On 28 September 1870 the chancellor of the University of Mississippi, John Newton Waddel, declared: “The university will continue to be, what it always has been, an institution exclusively for the education of the white race.”
Waddel was not alone in his appraisal. Following the civil war, many white academic leaders and faculty members believed higher education was designed solely to educate white people. Waddel and other white academics maintained that the University of Mississippi’s faculty “never, for a moment, conceived it possible or proper that a Negro should be admitted to its classes, graduated with its honors, or presented with its diplomas”.
Over the past century, Black Americans’ struggles to secure equal educational opportunity have always been met with white resistance. The recent lawsuits filed by Students for Fair Admissions – an organization led by anti-affirmative-action activist Edward Blum – against Harvard University and the University of North Carolina are not about academic merit or even the mistreatment of white or Asian American students; they are an extension of this movement to ensure American higher education can be used to maintain social norms.
This is why, in defending affirmative action, the argument for campus diversity falls short. Rather than make wealthy, majority-white campuses more diverse, affirmative action was intended to acknowledge and address the nation’s history of racism and atone for past racial harms that disproportionately affected descendants of enslaved Black people.
This was made plain in 1963 – one of the most racially tumultuous years of the civil rights movement. By summer, John F Kennedy – a Harvard University alumnus in his third year in the White House – was forced to take immediate action about racial segregation, in part because it had become a foreign policy embarrassment to the United States that belied the nation’s stated commitment to democracy.
Kennedy sought assistance from many leading administrators in American higher education. “I write you personally to seek your help in solving the grave civil rights problems faced by this nation,” Kennedy wrote, on 12 July 1963, to select college presidents and chairs of trustee boards. “The leadership that you and your colleagues show in extending equal educational opportunity today will influence American life for decades to come.”
Kennedy explained to academic leaders that the nation’s problems affected “both white and Negro students and their families”. He asked academic leaders to implement “special programs” to address said problems, but did not specify what the programs should be. He deferred to academic leaders to ensure initiatives were “carried out” toward that goal.
Motivated by Kennedy’s appeal, Black and majority-white colleges and universities worked together to address racism. By October 1963, racial initiatives were discussed at meetings of the American Council on Education and the Association of American Universities. In April 1964, presidents and faculty from Black campuses met at the Massachusetts Institute of Technology, which hosted a two-day conference on “Programs to Assist Predominately Negro Colleges and Universities”.
The leaders of wealthy majority-white campuses committing to numerous programs, most of them focused on Black colleges and universities. The programs – supported by the Rockefeller, Ford, Carnegie, and other foundations – included new opportunities for Black college faculty to attend summer institutes and graduate schools and created exchange programs between faculty and students on Black and white campuses. Harlan H Hatcher, president of the University of Michigan, explained that his university’s partnership with the Tuskegee Institute “can help them in the development of a strong liberal arts program. They, in turn, will advise us on the [racial] programs.”
For Michigan and its peer institutions, considering race in college admissions was part of a broad range of affirmative action practices launched in the 1960s. Affirmative action was a comprehensive set of programs that sought system-wide change to expand educational opportunity. The goal was not to ensure that some Black people could attend a few dozen of the nation’s wealthiest institutions, but instead that there be widespread investment in creating a more equitable higher education system – investing in the Black colleges and universities that long served the people most disenfranchised because of the nation’s history of racism.
The blowback was immediate, however. By the 1970s, white academic leaders and foundation officers mostly abandoned their support of Black colleges and universities, and the lasting remnant of that era was racial consideration in admissions on select wealthy, majority-white campuses. That changed with the supreme court’s ruling this week.
The ongoing racial backlash in this country extends beyond affirmative action. We’re witnessing a battle over ideology, and higher education is at the center. The efforts to ban diversity, equity, and inclusion initiatives; dismantle the faculty tenure system; restrict how aspects of Black history are taught; and withhold billions from Black universities are also part of this sinister movement. The movement limits Black presence, Black thought, and even Black control of Black institutions to return all of academia to white, elitist control. Those seeking control have no desire for higher education – the environment most concerned with solving complex problems – to have any role in redressing the legacy of racism.
The dismissal of race and racism dialogue in higher education should alarm all Americans, because the supreme court decision is not about restricting unfair racial advantage in college admissions – it is about maintaining the social inequality that has long restricted most Americans, regardless of their race, while a few are allowed to preserve and maintain their privileged status in society. The result is a weakened university that does not solve racial problems but instead upholds them.
Eddie R Cole is an associate professor of education and history at the University of California, Los Angeles, and the author of The Campus Color Line: College Presidents and the Struggle for Black Freedom
Source: US Politics - theguardian.com
