It's a reading quiz related to two chapter. Please complete the remaining part of them
Quiz_ Reading Quiz 1 2021/9/1 Quiz: Reading Quiz 1 https://bcourses.berkeley.edu/courses/1507262/quizzes/2364485/take 1/5 Reading Quiz 1 Started: Aug 27 at 11:48am Quiz Instructions This quiz is untimed, open-book and open-note. It is due Friday, September 3rd, 2021 (unless you have an accommodation with DSP). Good luck! P.S. You'll be able to see the correct answers on Friday, September 10th (they'll be hidden again on Saturday, September 11th). 1 ptsQuestion 1 sociology anthropology literature/creative writing history geography What academic discipline is Rojas associated with and working in? 1 ptsQuestion 2 anecdotal/casual personal observation quantitative (statistical data) interviews archival records all of these What type of evidence does Rojas foreground when making his main claims about the establishment of Black studies? 2021/9/1 Quiz: Reading Quiz 1 https://bcourses.berkeley.edu/courses/1507262/quizzes/2364485/take 2/5 1 ptsQuestion 3 it profiles multiple individual protestors and foregrounds their voices it focuses on historical evidence it investigates the long-term outcomes of protests it talks about the ethnic composition of the student body all of these How is Code Switch’s approach different from Rojas’s? 1 ptsQuestion 4 after 1980 after 1990 the late 1960s to the early 1970s after 2000 none of these When does Rojas say the creation of Black studies programs peaked? 1 ptsQuestion 5 statistically linked to the ethnic composition of the student body How does Rojas characterize the field of Black studies? 2021/9/1 Quiz: Reading Quiz 1 https://bcourses.berkeley.edu/courses/1507262/quizzes/2364485/take 3/5 a large field with many tenured and tenure-track professors taught primarily by people who identify with the activist tradition that originated the field interdisciplinary / with “extremely porous boundaries” all of these 1 ptsQuestion 6 Name one scholar Rojas mentions who has also tested the social control theories proposed by political scientists: 1 ptsQuestion 7 the 1960s and ‘70s enrollment levels of students of color community engagement and inclusion the long-term participation of student protestors in university governance changed admissions policies all of these How does the Code Switch podcast measure/assess the success of the SF State student protests? 1 ptsQuestion 8 Who is Jimmy Garrett? 2021/9/1 Quiz: Reading Quiz 1 https://bcourses.berkeley.edu/courses/1507262/quizzes/2364485/take 4/5 a student activist who was also a member of SNCC and the Black Panthers a 1960s SF State administrator a demography expert an author featured on many early African American studies syllabuses all of these 1 ptsQuestion 9 the Vietnam war and anti-war protests the institution of the GI Bill the adoption of standardized testing (such as the SAT) in college admissions a mainstream push for multiculturalism in academia all of these What other events were contemporaneous with the SF State student strikes and early racial justice activism? 1 ptsQuestion 10 Which research (Code Switch or Rojas) was more compelling to you, and why? Edit View Insert Format Tools Table 12pt Paragraph 2021/9/1 Quiz: Reading Quiz 1 https://bcourses.berkeley.edu/courses/1507262/quizzes/2364485/take 5/5 Quiz saved at 10:52am p 0 words Submit Quiz 0801886198.pdf From Black Power to Black Studies Rojas, Fabio Published by Johns Hopkins University Press Rojas, Fabio. From Black Power to Black Studies: How a Radical Social Movement Became an Academic Discipline. Johns Hopkins University Press, 2010. Project MUSE. doi:10.1353/book.140. https://muse.jhu.edu/. For additional information about this book [ Access provided at 25 Aug 2020 16:34 GMT from University of California, Berkeley ] https://muse.jhu.edu/book/140 https://muse.jhu.edu https://muse.jhu.edu/book/140 The Third World Strike of 1968–1969 stands out as one of the most memo- rable moments in American educational history. From November 1968 to March 1969, a dedicated and well-organized student insurgency waged a bitter and protracted fight against the San Francisco State College administration. Student activists staged massive rallies, clashed with police, shut down the cam- pus, and engaged in lengthy negotiations with administrators. Not only did the strike result in the creation of a new academic discipline, black studies, but it was also a pivotal event in California history. Politicians such as Ronald Rea- gan, Jesse Unruh, S. I. Hayakawa, Willie Brown, and Ron Dellums all used the strike as an opportunity to launch or further their careers. Among student strikes, the Third World Strike at San Francisco State College equals or sur- passes most others in its length, intensity, and repercussions. The Third World Strike raises important historical and sociological ques- tions. Historically, it shows how nationalist politics arrived on college cam- puses, resulting in black studies. The story of how Black Panther party mem- bers targeted the campus for mobilization shows how broader trends in black politics penetrated a college and destabilized its administration. The strike’s history reveals how campus activists transformed the black student association into an effective political unit. In this heady atmosphere, black students created a college curriculum focused on black topics. The genealogy of black studies offered in this chapter traces the connections between broader trends in black politics and the birth of a new academic discipline. c h a p t e r t h r e e Revolution at San Francisco State College Sociologically, the Third World Strike shows how movements develop inside organizations and how bureaucracies respond to challengers. Mobilized black students used San Francisco State College’s resources to create the prototype black studies program in 1967, which was formally established as a degree- granting program in the fall of 1969. The creation of black studies shows how movement participants inside a bureaucracy use the organization’s own re- sources as a tool for developing institutional alternatives. The strike is also interesting because while at first the school’s administra- tion was thrown into disarray, the college president managed to end the strike and reclaim a substantial amount of control over the campus. This chapter seeks to understand how San Francisco State College’s administration responded to student revolt and the implications for how sociologists should analyze inter- actions between movements and organizations. By comparing the actions of San Francisco State College presidents who responded to the Third World Strike and other disruptions, I show how college president S. I. Hayakawa ended the strike by subtly using his persona to manage critics, while developing stricter disciplinary policies and appointing loyalists within the administration. These actions, I argue, effectively countered the students’ ability to delegitimize the college presidency, which eventually allowed Hayakawa to prevail in the conflict. In addressing both the emergence of nationalism on campus and the ad- ministration’s response to turmoil, this chapter presents a detailed narrative addressing the origins of black studies and how S. I. Hayakawa’s actions under- mined the coalition staging the strike. The chapter begins with an account of the Third World Strike’s institutional context. After briefly recounting San Francisco State College’s history and the politics of the California state college system, I describe the events culminating in the demand for black studies and the ensuing strike. The discussion addresses the arrival of Black Panther activ- ists, the student-created institutions that acted as incubators, the first black studies courses, and how black student protest eroded the authority of admin- istrators at San Francisco and other California colleges. The chapter’s middle sections describe the chain of events leading to the Third World Strike: conflicts between black and white students, the innovation of the black studies idea, and the expulsion of Black Panther George Murray from the campus. Attention is paid to the infamous “Gater incident,” a fight between black students and the student newspaper’s editor. The event itself was brief: black students, led by Black Panther and undergraduate George Murray, initiated a fistfight with the newspaper staff. Although the altercation 46 From Black Power to Black Studies lasted just a few minutes, it triggered a series of events that culminated in the Third World Strike. The remainder of the chapter shows how these currents converged in a per- fect storm of student revolt, administrative impotency, and massive external political pressures. The extreme stress of state politics and sustained student agitation left the administration unable to cope with revolting black student groups. The strain was so great that the president resigned during the strike, leaving the campus adrift during a highly volatile time. Surprisingly, by March 1969, the unpopular acting president, S. I. Hayakawa, persuaded the student coalition to accept amnesty in return for officially terminating the strike. I focus on how Hayakawa’s bureaucratic maneuvering allowed him to accom- plish this feat. This chapter’s concluding section discusses the strike’s implications for the analysis of movement-bureaucracy interactions. The Third World Strike’s out- come suggests that researchers need a better account of what administrators with limited powers, such as college presidents, can do in response to an insur- gency. It is not enough to observe that revolts occur when bureaucracies face external pressures and internal challenges or when workers within the organi- zations forge contacts with movements outside the organization.¹ Crises like the Third World Strike show that administrators can have a dramatic impact on how conflict plays out. An administrator’s manipulation of organizational and personal resources, such as his or her reputation, can be important factors in how conflicts conclude. Leaders employ the available resources and strate- gies to cope with problems and alter the terms of conflict. An organization’s leader can exploit its relations with the public, rewrite policies, and cultivate loyalists who will implement the leadership’s edicts. Hayakawa’s unusual abil- ity to use his “tough love” persona as a resource in the strike is a remarkable example of how a skillful social actor can convert his public image into a strong position. Hayakawa’s acquisition of power through image management and bureaucratic manipulation suggests that any account of how movements ex- tract concessions from organizations must include a description of how lead- ers exploit their bureaucratic environment.² The Setting: The California State College System San Francisco State College, at first glance, might not seem like the kind of school that would experience a cataclysmic struggle between students and ad- Revolution at San Francisco State College 47 ministrators. Until the 1950s, the college was known for its adult education and vocational programs. In the late 1800s, San Francisco State College was created from the San Francisco Normal School, an all-female teacher training college, when the Normal School faculty split because some teachers wished to avoid the city’s corrupting influence. One school relocated to San Jose and eventu- ally became San Jose State University. The institution left behind became San Francisco State College. In the early twentieth century, San Francisco State College allowed men to enroll and, with the assistance of the state legislature, expanded to offer liberal arts degrees and other professional degrees.³ The college’s modern incarnation began in the 1950s, when it moved to its current location near Lake Merced in San Francisco. After the war, the coedu- cational school became the home of highly regarded graduate programs such as its music program, where jazz saxophonist John Handy worked, and a writ- ing program employing prominent novelists such as Kay Boyle. The college in the 1950s was sometimes described as a sort of educational ideal because it attracted eager adult students from a sophisticated city.As historian Alex Chan- dler notes, few would have expected the laid-back, hip college of the