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tv   Legacy of Slavery at Universities  CSPAN  July 1, 2017 9:30pm-9:45pm EDT

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american history tv was at the organization of american historians annual meeting in new orleans where we spoke with professor leslie harris about the legacy of slavery in colleges and universities. she discusses higher education in the 20th century. this interview is about 10 minutes. leslie harris, what was the relationship between early colleges in america and the in addition of slavery? leslie: slavery was fundamental to early colleges. money that went into founding early colleges as craig while there has discussed in his book, came from people who were participants in the slave trade or who were merchants of slave producers. the american economy. it is not surprising that those funds were part of the basic funds for colleges and university. people were the main labor force in many parts of early america/
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they -- america. they contributed to all of the things you needed to do to get things ready for students. after colleges and universities were founded, many places had people as servants or cooks upkeep andneral maintenance of the school. the a jerk -- the other major thing is the intellectual work. colleges and universities throughout the whole civil war period debated slavery. was it a good system or not? many colleges had faculty who developed proslavery ideology. was part, not all of, but a major part of the curriculum during this time. along with discussing slavery they also talked about race. were african-americans equal to non-african-americans?
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mean, and many of our colleges and universities a race the ideologies. if you develop non-race ideologies debated those issues. as universities and colleges are part of the fabric of the country, slavery was a part of that as well. colleges reflect did the society they were a part of. slavery was in travolta those institutions. >> how did -- slavery was in guel to thosetri institutions. on themilies that worked campuses, sometimes they would continue to work after the civil war. especially colleges in small towns. before oxford moved to atlanta, many descendents worked on the campus of rural georgia.
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university of virginia has a similar relationship with us families that have in enslaved before. they need to work on the campus afterwards. it is interesting to see how families of labors become connected to the is the titian. -- institution. after the war it was the continuation of exclusion of people of african recs -- african descent. 1950's -- until the 1950's, that is when larger numbers of african americans were admitted. before the civil war, only a few african-americans were admitted and they were driven out. after the civil war, at some elite universities you would have a few students admitted. excludedersities people of african descent from historically white in additions.
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because of that you have the rise of historically black colleges and universities. black accesspart, to higher education was constrained. that exclusion of african-americans and students and faculty's from universities with the 1950 supreme court case , which students did to be admitted to law school. this was before brown and before the process of integration began. it took almost another 20 years for colleges and universities to really open their doors to people of african descent. many of the first colleges admitted black students after brown versus board of education. emory university admitted its first african student in 1951. there is a lag between this -- between the supreme court cases and universities in bracing those students. werewhen students
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admitted, they had a difficult time completing the course. he did not complete his degree because of the hostility of the student body and professors in his presence. huge number of a african-americans who were admitted to this or until the 1980's. it is only to the 80's and 90's --t many schools began to they believe that integrating school was positive. it was positive for them and for the nation. it takes quite a bit of time until the late 20th century until schools began to die as -- divest themselves into the segregation that is the legacy of slavery. >> tomorrow you are sharing at a panel, what are your expectations? leslie: i think we will deal with what happen in 2016. for many people -- it is true we are at a high point in terms of integration, diversity and all of our colleges and universe
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these. we have a -- universities. inhave this year long moment 2015 and 2016 where students were uprising saying, what was happening for them -- their experiences were not doing accepted in the student body. they were frustrated by a lack of diversity. they are right, to some degree, a number of nonwhite phd have flatlined. percentage of african-american phd's have that line. that, as ancerned diverse student body, they are not being educated by diverse faculty that can help them understand the diverse world they are part of. the other thing i think they are concerned about is, it is not just nonwhite faculty members, it is all faculty members who
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have to figure out how do we best educate the students for the world that we live in, and for the world they will step into as adults? i think there is some frustration there. some frustration with old legacy. probably the thing people have noticed is renaming certain buildings on college campuses. people have different feelings about whether or not that should happen. i'm sure we will talk about that. i think that is important for some people, but only the tip of the iceberg. it is only the beginning to really inking about what our institutions stand for, the we are educating, who our student body is, who our faculty is an who our staff is. many times on a historically such asp is, -- campus faculty, but you look at the staff and they are african-american. for some students that is a concern. collegesre some ways
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have honored the history? -- honored this diverse history? are lots of ways. they have done class renaming. sometimes when new buildings are built they will name people who have helped integrate the school. in the 1990's or early 2000's, before there was discussion made a pointmory about renaming natural landmarks on the campus for people who had worked on the campus in the 20th century. there was one gardener who had the presidents house is to commemorate his labor. unc chapel hill has a beautiful labor of about the people from the time of slavery. even knowe, we do not their names, but we know that because of their labor the university exists.
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some people are offering classes where the research is still being done. emory, otherrvard, institutions are involving students in working in the archives, excavating new materials and making new displays. some are permanent displays about the history. there are a lot of things people are thinking about. we are still thinking through what is the meaning beyond academic research. are there different ways the bureaucracy of the university should work? thathere different courses should be required to all students to get a sense of the history? are there ways to make these ideas part of the normal ideas that are taught for all students? there is a lot of debate about that. i'm sure we will talk about that tomorrow. >> what do you think is the most important aspect of this discussion? in addition to
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discovering the history and understanding where we have been, using that history to think about how we, as a student, what meaning of access is, what meaning of diversity is for colleges to say, and how are we preparing our students for a diverse world? student bodies have always been concerned with how education concerns them to be citizens. universities train lawyersm judges,- lawyers, presidents, medical professionals, as well as everyday citizens in all walks of life. our mission is to make sure people are ready to make the divers -- meet the diverse challenges of living in today's world. the history is important, but as an example of what we may not want to do in the future, or how we may want to do things different in the future is to give students the best education we possibly can. >> thank you for speaking with us. you are watching american
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history tv, all weekend, every weekend on c-span3. to join a conversation right us on face it at he's been history. panfacebook at cs history. coming up on the fourth of july holiday, author john discusses his book "talking black -- talking back, talking black." >> i wanted to see if i could make the general public have a more positive view of the dialect that most black americans use in casual situations. at 7:15 a.m. eastern, author and pulitzer prize winner david mccullough with his book "the american spirit: we are and what we stand for." down, youget knocked don't lie there, you get back up and continue on.
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something we all need to be reminded of, and are reminded of the examples set in the story of our own country. at 1:30 p.m., utah senator with his book "written out of history: the forgotten found in fathers who wrote big government." >> i don't think anybody for thought what happened -- forgot what happened. unless you read the arguments of the anti-adderall is and the arguments of the federal -- federalist, they appear to do tilt. >> jenna bush hager and barbara bush with their book. >> we felt unbelievably protective of them. people thought it was odd how protective we are, but it is not . we saw ourselves and then when
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our grandpa became president. when they left the white house it was the same age we wear when our dad became president. being a teenager with your dad as president is not that easy but it is incredibly rewarding. >> at 8:45 p.m., condoleezza rice discusses her book " democracy: stories from the long road to freedom." >> people do not invade their neighbors, they do do -- they do not traffic child soldiers. they do not traffic in the human sex trade where women and up in brothels in eastern europe and southeast asia. terrorists asrbor a matter of state policy. as democracies, we do not fight each other, it is called the democratic peace. >> go to put tv.org for the complete schedule. org for a complete
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schedule. all weekend we are showcasing the history of portland, oregon. to learn more about this visit c-span.org/state -- c-span.org/city tour. we continue with our look at the history of oregon. we are in portland, oregon at the lewis and clark library. we will see a range of collections including material representative of the types of things they brought with them on their expedition. material that informed their decisions on the type of expedition they undertook. we will see contemporary accounts of the expedition followed immediately after they returned to washington. we will also see the legacy of the expedition,

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