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⁴ Oral history interviews are invaluable sources for providing important detail, nuance, and crucial information in an historical study, and oral history interviews will be utilized in the larger project on the Third World student movement, of which this article is one part. In this article, however, I wish to provide the context of the student demands with as much fidelity to the students’ vision at the time that I am able to provide given the extant historical record, which is substantial. The interviews found in this source (Orrick) and others that were conducted during or shortly after the strike are therefore preferable to more recently conducted interviews since this study analyzes the distinct vision of the counter college that the students put forth at the time. Interviews conducted by myself and others do not shed substantially new light or provide new information on the calls for a radically new institution of higher education articulated by the students during the protests.Google Scholar

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⁷ Hekymara, Kuregiy, “The Third World Movement and Its History in the San Francisco State College Strike of 1968–1969,” (Ph.D. Dissertation, University of California Berkeley, 1972), 140; US Census data, http://www.bayareacensus.ca.gov/counties/SanFranciscoCounty70.htm. Ethnic/Racial categories as they appeared in the original survey; census categories in parentheses where the student category would fit. The U.S. Census records statistics for the Hispanic population separately from other racial and ethnic populations, thus accounting for the extra 9.7% found in the third column of Table 1, and the extra 7.3% found in the third column of Table 2.Google Scholar

⁸ The City University of New York Report of the Fall 1970 Undergraduate Ethnic Census, Box 176, Folder 2, Centro Archives; 1970 Census of Population and Housing, Series PC (S1) Supplementary Reports, Race of the Population for Standard Metropolitan Statistical Areas, Urbanized Areas, and Places of 50,000 or more, Table 67, p. 325.Google Scholar

⁹ Ballard, Allen, The Education of Black Folk: The Afro-American Struggle for Knowledge in White America (New York, NY: Harper & Row Publishers, 1973), 102.Google Scholar

¹⁰ Barlow, William and Shapiro, Peter, An End to Silence: The San Francisco State College Student Movement in the ‘60s (New York, NY: Pegasus, 1971), 234.Google Scholar

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¹³ Ibid., 117.Google Scholar

¹⁴ SFSU's Centennial History: Long Narrative of SF State, http://www.sfsu.edu/~100years/history/long.htm Google Scholar

¹⁵ Smith, Robert, Axen, Richard and Penony, DeVere, By Any Means Necessary: The Revolutionary Struggle at San Francisco State (San Francisco: Jossey-Bass Inc., 1970), 9; Newsweek, November 7, 1966, 100.Google Scholar

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¹⁸ Umemoto, “On Strike!”, 26.Google Scholar

¹⁹ “Third World Liberation Front: School of Ethnic Area Studies,” TWLF Folder, SF State Strike Collection.Google Scholar

²⁰ I.C. as quoted in Karen Umemoto, “On Strike!”, 39.Google Scholar

²¹ Ibid., 45.Google Scholar

²² Bunzel, John H., “'War of the Flea’ at San Francisco State,” The New York Times Magazine, 9 November 1969, SM28. Also quoted in: Daily Gater, 5 November 1968. Subsequent to the strikes, Stokely Carmichael changed his name to Kwame Toure.Google Scholar

²³ “Proposal for the Establishment of a Chinese Ethnic Studies Department,” ICSA Folder, SF State Strike Collection.Google Scholar

²⁴ Ibid.Google Scholar

²⁵ Ibid.Google Scholar

²⁶ “Intercollegiate Chinese for Social Action—Position Paper,” ICSA folder, SF State Strike Collection.Google Scholar

²⁷ “Third World Liberation Front: School of Ethnic Area Studies,” TWLF Folder, SF State Strike Collection.Google Scholar

²⁸ Ibid.Google Scholar

²⁹ Ibid.Google Scholar

³⁰ Ibid.Google Scholar

³¹ Ibid.Google Scholar

³² “STRIKE, By the Third World Liberation Front,” TWLF Folder, SF State Strike Collection.Google Scholar

³³ Ibid.Google Scholar

³⁴ Ibid.Google Scholar

³⁵ Ibid. Italics mine.Google Scholar

³⁶ Ibid.Google Scholar

³⁷ The Reminiscences of Terry Collins, Interview with Ronald Grele, Student Movements of the 1960s Project, Columbia University Oral History Research Office, Butler Library, 82.Google Scholar

³⁸ Black Fire, October 24, 1969.Google Scholar

³⁹ Smith et al., By Any Means Necessary, 307.Google Scholar

⁴⁰ “On the Record…: Joint Agreement of Representatives of the Third World Liberation Front and the Black Students Union and the Members of the Select Committee,” Resolutions Committee Folder, SF State Strike Collection.Google Scholar

⁴¹ “Where Does CCNY Stand on the ‘Five Demands'?,” Statement by President Buell Gallagher, 18 April 1969, Five Demands Conflict Collection, Box 4, Archives and Special Collections, Morris Raphael Cohen Library, City College, CUNY, (Five Demands Conflict Collection).Google Scholar

⁴² Dyer, Conrad M. “Protest and the Politics of Open Admissions: The Impact of the Black and Puerto Rican Students’ Community (of City College),” (Ph.D. Diss., City University of New York, 1990), 134.Google Scholar

⁴³ Maria Canino et al. “Puerto Rican Studies: Roots and Challenges,” Box 177, Folder 3, Centro Archives.Google Scholar

⁴⁴ Rosen et al., “Open Admissions,” p. 96; “Where Does CCNY Stand on the “Five Demands?,” Statement by President Buell Gallagher, 18 April 1969, Five Demands Conflict Collection, Box 4.Google Scholar

⁴⁵ Minutes of the Board of Higher Education of the City of New York, July 9, 1969.Google Scholar

⁴⁶ Lavin, David E., Alba, Richard D., and Silberstein, Richard A., Right Versus Privilege: The Open-Admissions Experiment at the City University of New York (New York, NY: The Free Press, 1981), 2.Google Scholar

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⁴⁸ Traub, James, City on a Hill: Testing the American Dream at City College (Reading, MA: Addison-Wesley Publishing Company, 1994), 43.Google Scholar

⁴⁹ Gorelick, Sherry, City College and the Jewish Poor: Education in New York, 1880–1924 (New Brunswick, NJ: Rutgers University Press, 1981), 6.Google Scholar

⁵⁰ Dyer, “Protest and the Politics of Open Admissions,” 62. This quote comes from the title of a special edition of City College's student newspaper The Campus that was published in 1968.Google Scholar

⁵¹ Traub, City on a Hill, 47.Google Scholar

⁵² Jimenez, Lillian, “Puerto Ricans and Educational Rights: A History of the 1969 City College Takeover,” Centro Journal 21, no. 2 (Fall 2009): 157.Google Scholar

⁵³ Dyer, “Protest and the Politics of Open Admissions,” 65–69.Google Scholar

⁵⁴ Jimenez, “Puerto Ricans and Educational Rights,” 168.Google Scholar

⁵⁵ Delouche, Kadisha, Participant Transcript, Legacy of Struggle Collection, Archives and Special Collections, Morris Raphael Cohen Library, City College, CUNY, Box 1 (Legacy of Struggle Collection). Kadisha Delouche was known as Dorothy Robinson at the time of the strike in 1969. Emphasis in original.Google Scholar

⁵⁶ Ibid.Google Scholar

⁵⁷ Dyer, Protest and the Politics of Open Admissions,” 98.Google Scholar

⁵⁸ Ibid.Google Scholar

⁵⁹ Ibid., 99.Google Scholar

⁶⁰ Giovanni, Nikki, “One Day I Fell Off the Roof (A View of the Black University),” in The Black Woman: An Anthology, ed. Toni Cade Bambara (New York, NY: Mentor, 1970), 135.Google Scholar

⁶¹ Dyer, “Protest and the Politics of Open Admissions,” 137. Gallagher submitted his resignation following the conclusion of the occupation. The campus was still embroiled in conflagration, and Gallagher felt that the contentious atmosphere was impeding negotiations, so he asked permission from the BHE to suspend classes during negotiations. They steadfastly refused, and Gallagher resigned.Google Scholar

⁶² Dyer, “Protest and the Politics of Open Admissions,” 102.Google Scholar

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⁶⁴ Ibid., 135.Google Scholar

⁶⁵ Editorial, “Bad Bargain at City College,” NY Times, May 26, 1969, A18.Google Scholar

⁶⁶ Dyer, “Protest and the Politics of Open Admissions,” 137.Google Scholar

⁶⁷ Minutes of the Special Meeting of the Board of Higher Education of the City of New York, May 4, 1969.Google Scholar

⁶⁸ YAWF Flier, Five Demands Conflict Collection.Google Scholar

⁶⁹ The Open Admissions system that was implemented in the Fall of 1970 differed from the more stratified system that was proposed in the 1968 Master Plan. The 1968 Plan would have accepted the top 25% of high school graduates to a senior college, the next 33% to a junior college with the possibility of transfer to a senior college, the next 33% to a junior college for vocational courses (nontransfer) only, and the remaining students to educational skills centers (as well as an expansion of SEEK and College Discovery). The 1970 plan allowed the top 50% of high school graduates to attend senior colleges, and the remaining students were granted admission to a junior college (and SEEK and College Discovery continued).Google Scholar

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⁷² Author Unknown, “Relationship of Puerto Rican Studies and Other Ethnic Studies,” Centro Archives, Box 168, Folder 6.Google Scholar

⁷³ Chabran, Myrtha, “Chicano Studies: The Barrio at the University,” Box 168, Folder 7, Centra Archives.Google Scholar

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⁷⁵ Rosen, David, Brunner, Seth, and Fowler, Steve, “Open Admissions: The Promise and the Lie of Open Access to American Higher Education,” Study Commissioned by The Nebraska Curriculum Development Center, University of Nebraska, 1973.Google Scholar

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⁷⁸ For example, a handful of books published in the past few years: Andrew Hacker and Claudia Dreifus, Higher Education?: How Colleges Are Wasting Our Money and Failing Our Kids—And What We Can Do About It (New York, NY: St. Martin's Griffin, 2010); Taylor, Mark C., Crisis on Campus: A Bold Plan for Reforming Our Colleges and Universities (New York, NY: Alfred A. Knopf, 2010); Arum, Richard and Roksa, Josipa, Academically Adrift: Limited Learning on College Campuses (Chicago, IL: University of Chicago Press, 2011); Professor X, In the Basement of the Ivory Tower: Confessions of an Accidental Academic (New York, NY: Viking Penguin, 2011).Google Scholar

⁷⁹ Lewin, Tamar, “Citing Individualism, Arizona Tries to Rein in Ethnic Studies in School,” NY Times, May 14, 2010, A13.Google Scholar

⁸⁰ Ferreira, Jason, “All Power to the People: A Comparative History of Third World Radicalism in San Francisco, 1968–1974,” Ph.D. Dissertation, (Department of Ethnic Studies, University of California at Berkeley, 2003), 173.Google Scholar

⁸¹ This acronym shows the capitalization preferred and adopted by the students at Berkeley.Google Scholar

⁸² For a discussion of the competing agendas influencing the implementation of Black Studies, see: Biondi, The Black Revolution on Campus, Chapter 8, “What Happened to Black Studies,” 251–77.Google Scholar

⁸³ For a general discussion of the current state of ethnic studies vis-à-vis the Third World student movement, see: Lye, Colleen, “US Ethnic Studies and Third Worldism, 40 Year Later,” Inter-Asia Cultural Studies 11, no. 2 (2010): 188–93.CrossRefGoogle Scholar