The Wake

After black student leaders took over Morrill Hall demanding better academic and student services in 1969, the department for African American and African studies was born. Almost 40 years later, on March 7, over 55 people gathered to discuss the past, present and future of the university’s departments of ethnic studies in the face of strategic positioning.

At the “Transformative Education: Ethnic Studies for the 21st Century” forum,

several undergraduate and graduate students raved about the university’s ethnic studies programs, before a panel of faculty and chairs voiced concerns about the future of the departments. “Ethnic studies can help the university more broadly conceive itself as a part of the community,” explains Joseph Bauerkemper, graduate student in American Indian Studies.

Unfortunately, “there are an enormous amount of issues on the plate” when it comes to ethnic studies, says Louis Mendoza, professor and chair of the Department of Chicano Studies. “I will not be settled with the under-representation of our students on this campus or of our faculty,” he says. Citing a lack of tenured faculty, recognition for service-learning, and resources in general, Mendoza said, “We’ve been underdeveloped.”

Keith Mayes, assistant professor in the department of African American and African studies, says students “had to take over buildings” to persuade the university to create his department. “Are we still an oppositional discipline?” he asks. “If we have arrived, then that means that we have certain kinds of institutional support,” he says.

“The University of Minnesota has not provided the departments with the resources that they need to grow and prosper,” says Patricia Albers, professor and chair of the department of American Indian studies. She explained that the university does not provide resources, in part, because the departments “can’t argue in terms of the numbers.”

“We are constantly under the gun for not having sufficient enrollment,” Albers says. She argues that students are not introduced to ethnic studies because any class that “teaches a Toni Morrison novel” can fulfill the diversity liberal education requirement. Students on the undergraduate panel said they were not encouraged to take ethnic studies classes during first-year orientation.

“We haven’t been able to draw the kinds of numbers we need to build faculty and expand our influence,” Albers says. “I’m still totally disappointed that while we are seeing these radical demographic changes [in the student body] … the institution is not doing its job by representing these people in their decisions,” she added.

Despite apparently low numbers in ethnic studies departments, students were at the forum to show their support and to express their appreciation for the ethnic studies programs.

Alicia Steele, a senior in African American studies and a member of the student panel at the forum, says, “It was nice to be able to find a place [African American studies] where I could be angry and learn to understand my frustration with oppression, my frustration with ignorance.”

Amy Ojibway, a sophomore in American Indian Studies, agreed, saying, “It’s a really great way to learn how to channel our anger and be productive with it.” She explains that after she graduates she plans to go back to her community and bring her new skills, including the revitalization of Native language. She says the program is great for non-Native students as well. “It’s just a great way to understand … it’s a shock for a lot of students,” she says.

“It’s a safe environment for class discussion and sharing our influential experiences,” says Jennifer Lee Kelley, a senior in Asian American Studies. She explains that discussions are especially beneficial between ethnic students and students of a less diverse background to enhance and understand “interaction and perception.” Ethnic studies encourage a “non-arrogant, aware American public,” she says.

Martha Ockenfels-Martinez, a senior in Chicano Studies and Global Studies, calls Chicano studies and service her “personal passion.” The department “has allowed me to be able to incorporate that into my academic life,” she says.

“Behind all the success lies the will and enthusiasm of students,” says Josephine Lee in Asian American Studies.

While the wrath of strategic positioning effectively cut General College out of the university’s master plan, the prophecy is still unclear for the four ethnic studies programs. “I’ve been at the academy for 40 years, and I’m not optimistic,” Albers says.

The forum was sponsored by the Departments of African American and African Studies, American Indian Studies, Asian American Studies and Chicano Studies in collaboration with Más(s) Color and the Council on Public Education-Place Based Learning Committee. It was co-sponsored by the Multicultural Center for Academic Excellence, the Community Scholars Program, the Graduate School, the Immigration History Research Center and the College of Liberal Arts.