LEGACY, 1963-1993 Thirty Years of African-American Students at Duke University THE % *j mmim m I iw-ar TJ ■Lw HuKi! In 1 JprBy '^* 1 m n ^^^^^■^w' H; ' " OK eHa ■■■■■■■■■■■■■■■•? T;'""" *<-l »*-»1 ♦i Duke University Office of the University Vice President eS Vice Provost Digitized by the Internet Archive in 2011 with funding from Duke University Libraries http://www.archive.org/details/legacy19631993th00duke Legacy, 1963-1993 Copyright © 1995 Duke University All rights reserved. All photographs and documents associated with the history ol Duke University are from the Duke University Archives. All of the stall generously gave time and assis- tance to make this book as accurate as possible. Any errors that may exist should be attributed to us and not to them. The section "The First Five Undergraduates" was written by Bridget Booher and was first published in the September-October, 1992 issue of the Duke Magazine. Research and compilation of manuscript by Tracy Ainsworth and Gail A. Williams Copyediting, cover and text design, desktop publishing, and print production by Neylan G. Allebaugh The African ornaments used throughout the book were designed by Michelle Dixon ol Santa Barbara, California. They are derived Irom the art ol the Ashanti, Masai, Zulu, Bushongo, and many other tribes. The data tor the two appendixes was produced, cheerfully and in just the right for- mat, by George Smith of Alumni Development Office and Judy Pope of University Development Office. Many thanks for their able assistance. Front cover illustrations: The first three graduates — Wilhelmina Reuben-Cooke, Nathaniel White, Jr., and Mary Mitchell Harris Thirtieth Anniversary logo, designed by Gail A. Williams Back cover illustrations, from top left, clockwise: The banner on the door, Allen Building Takeover, February 13, 1969 The statue of James B. Duke, with "Support the Vigil" sign in hand, Silent Vigil, April 5-11, 1968 Students marching to the president's house, Silent Vigil Meeting outside Allen Building in teargas cloud, Allen Building Takeover Legacy, 1963-1993: Thirty Years of African- American Students at Duke University Published by Duke University, Office of the University Vice President ej Vice Pnnvjt, 1995 This book is dedicated to the life and work of Julian Francis Abele, the architect of the Duke campus, whose black identity became widely known only as recently as in 1988. Julian Francis Abele 1881-1950 ACKNOWLEDGMENTS Anyone who has published a book knows that it is a collaborative enter- prise. Certainly a book such as this one has benefited greatly from the co- operation, assistance, wisdom, and generosity of many people. It is not possible to name all of the people who have contributed, in one way or another, to the work that has gone into this book. I would like to mention several people whose vision and support made the book possible. Credit lor the idea of a commemorative event in recog- nition of the first thirty years of black students at Duke grew out of a con- versation I had with Professor Jerome Culp of Duke University Law School at the ACC tournament in the spring of 1992. President H. Keith H. Brodie enthusiastically supported the idea and appointed the planning committee that I chaired. Those persons who have made special contributions to this book have been mentioned elsewhere in the book. I would like to make note here of the invaluable help and support received from Mr. Laney Funderburk, as- sociate vice president and director of alumni affairs, Mr. John Burness, senior vice president for public affairs, Mr. William King, the archivist for Duke University', and Professor Emeritus Jack J. Preiss for the much- needed thoughtful review and feedback on the manuscript tor this book. The contributions of Dr. Brenda Armstrong and the dav-to-dav atten- tion to this project by my executive assistant Michael L. Hunt were indis- pensable to the successful completion of this project. — Leonard C. Beckum CONTENTS Foreword / John Hope Franklin I Introduction / Leonard C. Beckum 3 A Letter from the President / Nannerl O. Keohane 5 Thirtieth Anniversary Committee Statement 6 Comments on the Thirtieth Year Commemoration 7 I HISTORY OF INTEGRATION A Timeline of Key Events I 3 A Brief History of Duke University 18 A Look to the Past / Jack J. Preiss 1 9 Policy Changes 21 The First Five Undergraduates 3 I Student Activism 37 2 THIRTIETH ANNIVERSARY COMMEMORATIVE EVENTS List of Events 49 Welcoming Reception 5 I Thirtieth Anniversary House Course, "Race and Education" 52 House-Course Speaker Series 54 3 PROFILES OF A FEW ALUMNI, FACULTY, & ADMINISTRATORS 59 Brenda Armstrong / Leonard C. Beckum Ben|amin Franklin Chavis, Jr. / Kenneth Chestnut / Samuel Dubois Cook / Philip R. Cousin, Sr. / Maureen Cullins Johnny Dawkins / Janet Smith Dickerson William C. Turner 4 WHERE WE ARE NOW Institutional Policies 71 African-American Student Life 73 Black Faculty Initiative Update 75 Afterword 77 Appendix A: List of All Blacks Who Received Undergraduate Degrees at Duke 79 Appendix B: List of All Blacks Who Received Graduate Degrees at Duke 92 Thirtieth Anniversary Committee HONORARY CHAIRPERSONS The Honorable Dan T. Blue, Jr., Law '73; Speaker, N.C. House of Representatives Julius L. Chambers, Chancellor, North Carolina Central University Samuel DuBois Cook, President, Dillard University; Trustee, Duke University Johnny Dawkins, 86, Philadelphia 76ers Basketball Team Wilhelmina Reuben-Cooke, '67, Associate Dean of Law School, Syracuse University; Trustee, Duke University Benjamin Rutfin, Vice President tor Corporate Affairs, R. J. Reynolds/Nabisco Corporation Man' Duke Biddle Trent Semans, '39, Chairperson, The Duke Endowment Board of Trustees PLANNING COMMITTEE Brenda E. Armstrong, M.D., '70, Associate Professor of Pediatrics Leonard C. Beckum, Ph.D., Chairperson, University Vice President and Vice Provost Dan T. Blue, III, '95, B. N. Duke Scholar, School of Engineering John F. Burness, Senior Vice President for Public Affairs Sana Coleman, '94 Maureen D. Cullins, '76, Acting Director, The Office tor Intercultural Affairs Jerome M. Gulp, Professor of Law Janet Smith Dickerson, Vice President for Student Affairs M. Laney Funderburk, Jr., '60, Associate Vice President/Director, Alumni Affairs Angela C. Gore, '94, Co- President of Reginaldo Howard Memorial Scholarship Organization William J. Griffith, '50, Vice President Emeritus Michael L. Hunt, Executive Assistant to University Vice President and Vice Provost George W. Jordan, III, '93, Co-President of Reginaldo Howard Alemorial Scholarship Organization Jon J. Phelps, Director, Bryan Center William C. Turner, Jr., Ph.D., '70, Director, Black Church Affairs Gail A. Williams, Career Specialist, Career Development Center Janice G. Williams, '71, School Social Worker, Durham Public Schools 'All titles and affiliations are listed as of Julv 1993. Foreword JOHN HOPE FRANKLIN Jamu B. Duke ProfeMor Emeritus oj History In the long sweep ot human history, Duke University is a mere fledgling institution, even it one takes into considera- tion its predecessor, Trinity College. The presence of African Americans as matriculants dates back only thirty years, a mere yesterday. But it was a "yesterday" long in the making. More than a halt century ago, when I was teaching at what is now North Carolina Central University and was a frequent user of the Duke University Library, Dr. Nannie Tillev or one of her assistants would regularly call to inform me ot any changes in the hours of the library due to holidays or university vacations. This was to me a "good sign" that Duke could, even would, make the transi- tion from exclusion to inclusion. The forces that brought about racial inclusion were legal, political, and economic — among others. When the United States Supreme Court outlawed segregation in the public schools in Brown v. Board of Education and in higher education in SweaJtl v. Painter and other landmark cases, the doors of all schools were opened, if only to a small degree. When African Americans and others who believed in equal opportunity began to urge elected officials at every level to open the doors of public colleges and universities, they made it clear that they would support their views at the ballot box. When it became clear that at least some white students were not so much interested in race as in acade- mic qualifications and human qualities, admission policies at Duke and other all-white colleges and universities be- came more amenable to the principle of racial inclusion. When various economic dispensations opened the univer- sity to less-privileged students, the arguments against the admission of African Americans were significantly weak- ened. At some point along the way, the more serious acad- emics at Duke and elsewhere began to realize that the ex- clusion ot African Americans solely on the basis of race was not only specious and anti-intellectual but contrary to the very principles on which the university was founded. In the three decades that African Americans have been a part of the life of Duke University as students, profes- sors, and officers, this educational enterprise has moved closer to the true mission of any institution ot its kind. It no longer needs to expend its energy denying the obvious and supporting untenable positions that fly in the face of truth and reason. In 1965, when I was riding the bus one Sunday morning from Durham to Greensboro, a white mother, father, and their two small children boarded the bus at a rural stop. The children immediately ran to the back of the bus and climbed on to the broad back seat and were obviously delighted to watch the receding landscape as the bus moved forward. I remarked to myself that at last those children as well as their parents were free to sit where they pleased. The Civil Rights Act of the previous year had not only made it possible tor blacks to sit any- where, but removed the constraints from whites as well. LEGACY, 1963-1993 Vb When Matthew A. Zimmerman, Jr., was one of the first two African-American students admitted to Duke Univer- sity, he was part of the liberation of Duke University that the faculty' and trustees had initiated two years earlier. He made legitimate the presence of African Americans on Duke campus that Julian Abele had begun when he de- signed the West campus a generation earlier. The process begun on those occasions has continued so that now on the thirtieth anniversary of that liberation, Duke University is as free as were those two children who climbed on the back seat of the bus back in 1965. <^{? LEGACY. 1963-1993 Introduction LEONARD C. BECKUM I 'niiYr.iily I 'ice President ej \'uv Piwo.it Chair, Thirtieth Anniversary Committer On behalf of the Thirtieth Anniversary Committee, I wel- come vou to our commemoration of thirty years of African- American students at Duke University. These pages are filled with the accomplishments of African-American stu- dents who have contributed to the university's national reputation for academic and athletic excellence, public ser- vice, and personal achievement. African-American alumni who challenged the institution to confront the issues of racial justice have extended their leadership into law, poli- tics, medicine, education, and other fields. We raise these individuals as shining emblems of African-American excellence at Duke, but we also recog- nize the greater importance of the collective spirit. The Silent Vigil, the Allen Building Takeover, and the creation of a Black Student Alliance demonstrate the importance of group unity and solidarity. In many ways, the history of African-American students at Duke has mirrored the historv of African Americans in society at large. This institution's record and its response to the struggles for integration and inclusion also gives us moments of pride, such as when we read Booker T. Washington's statement in his classic autobiography, Up from Slavery, that Trinity College was the first white institution in the South to invite him to speak on campus, or when we recall the fact that the students of the Divinity School petitioned tor the admission of Negroes to the university as early as in the 1940s. Throughout 1993, we hosted a wide range of events de- signed to promote exploration of issues important to African Americans. We have celebrated the talents of African-American academics, artists, musicians, poets, and performers. We have created an academic context for the discussion of race by developing a house course for under- graduates. We have brought prominent speakers to cam- pus to educate, inspire, and challenge both the Duke com- munity and the larger community. Let us look upon the thirtieth anniversary not merely as a self-congratulatory event, but as an opportunity to pause — to evaluate the suc- cesses and accomplishments of the past, and to envision the future. This publication is our attempt to provide a historical record of the Thirtieth Anniversary Commemoration and to begin to give voice to a story which demands to be told, the history of African- American students at Duke Univer- sity. We have tried to be as thorough as possible in our re- search and presentation but acknowledge that much has been left out. The history of African Americans at Duke is far too rich in accomplishments, contributions, and strug- gles to be included in this small booklet. LEGACY, 1963-1993 **> The work of administrators such as Deryl Hart, Barnes Woodhall, Tommy Langford, and Taylor Cole, as well as that of professors such as Peter Klopter, Fred Herzog, Waldo Beach, and Harmon Smith contributed to significant steps taken by this university toward integra- tion. The fact that their numerous efforts go unmentioned in this book should in no way suggest a slighting of their spirit or work, but rather should illustrate the limitations of a project such as this one. We hope one day to undertake a project of much larger scope, one that will allow for a more comprehensive analy- sis of African-American participation at Duke. This com- memorative summary of the first thirty years in which stu- dents have been at Duke does not address the history and struggles of the employees whose presence at Duke pre- dates the admittance of the first black students and contin- ues to have its own story. £$ LEGACY, 1963-1993 A Letter from the President NANNERL O. KEOHANE It is good to have the opportunity to share in the commem- oration of the first African-American students at Duke University, and in the celebration of their achievements. The call for civil rights in the early sixties presented a clear challenge to the university's traditional mores, and an even clearer appeal to the fundamental principles of truth and service on which the university was founded. In taking up that challenge and acknowledging the strength of that appeal, we became a stronger institution, better prepared for a position of leadership in the region, the country, and the world. When the decision was made to welcome African-American students, the university began to remove the academic, social, and cultural barriers to success for these students at Duke. As a result of this deliberate trans- formation, the university became more intellectually vi- brant, culturally diverse, and socially conscious. From the Hope Valley Protest and the Allen Building Takeover to the Black Faculty Initiative, the history of African Americans on the Duke campus has been punctu- ated by reminders that the struggle for justice is far from complete. These events were a stimulus for many of the university's most difficult, yet most necessary, changes. In saluting the first thirty years of African-American students at Duke University, we are challenged to build upon a legacy of remarkable achievement. We celebrate the triumph of those first students, many of whom remain active, proud contributors to university life. Their sacrifices, their accomplishments, their example of en- durance, productivity, and allegiance to Duke, are price- less gifts to this university. As President, I join with everyone in the Duke commu- nity' in commemorating the history launched by these pio- neers, and accept the responsibility for continuing their work. Together we can ensure that Duke University will be a place where future generations of African Americans, and indeed all students, will enjoy a rich, diverse, and chal- lenging educational experience. LEGACY, 1963-1993 **> Thirtieth Anniversary Committee Statement In 1992, then-Prudent H. Keith H. Brodlc charged a university committee to commemorate the thirtieth anniversary of African-American students at Duke. One of the first tasks of this committee was to write a mission statement. THIRTY YEARS OF AFRICAN-AMERICAN STUDENTS AT DUKE UNIVERSITY The Board of Trustees of Duke University made the mo- mentous decision to open its doors to the first African- American graduate students in 1961 and to undergraduate students in 1962, perhaps without knowing the far-reach- ing impact that this decision would have in shaping the history of the university. These decisions, in keeping with Duke's vision to provide the best academic preparation for the leaders of the future, acknowledged the changing fab- ric of the cadre ot leaders who would take Duke and our world to the threshold ot greatness. In opening its doors to African Americans, Duke accepted its role as a leader in the South as well as in the nation in forging an agenda lor the pursuit of academic excellence, the tostering ol social awareness, and the promotion ot diversity' in a multicul- tural society. The integration of the university has been no easier than that ot society in general. The entrance of African-Ameri- can students at Duke tested and shaped Duke's character in all aspects ot university' lite — academics, student aftairs, cultural diversity, political consciousness. The trustees' de- cision to open Duke's doors to all students regardless of race created an environment that confronts the formidable challenge ot appropriate incorporation of diversity in all aspects of university lite. Through thirty years of increas- ing numbers of African-American students, Duke has moved toward a university ethic that accepts the challenge of bringing together students from multiple cultural back- grounds and experiences tor further education and ad- vancement ot knowledge. Duke has accepted the mandate to prepare its students to live and work in a world where the contributions of African Americans and other peoples of color are acknowledged and celebrated. We begin a yearlong commemoration of the thirty years of African-American students at Duke University. In so doing, we will celebrate the significant achievements of African-American students, faculty, and employees and their contributions to this university. We will address the continuing challenges that lace Duke and other major in- stitutions as they struggle to put into practice the concep- tual ideal ot diversity. We will provide for the university a lasting documentation of the history' of African Americans at Duke and their accomplishments that enhanced Duke's unique contributions to social and economic progress. We will provide numerous opportunities tor all members ot the university community to come together to celebrate the significant achievements ot the first thirty years of black students in all aspects of university life. We will reflect upon our struggles both past and present, honor those who made substantial sacrifices to insure that Duke will con- tinue to be an open institution where diverse voices and expressions will be tolerated and encouraged. We will con- sider the challenges that the incorporation of African- American students and other students of color present to us as we face Duke's next century. The first African-American students at Duke have pro- vided us an enduring legacy of achievement through strug- gle and challenge. Their legacy of pride will stay with us as a blueprint tor generations to come. <±S? LEGACY. 1963-1993 Comments on the Thirtieth Year Commemoration H. KEITH H. BRODIE, M.D. President of Duke University, 1985-93 James ft. Duke ProfeMor of Psychiatry In 1993, for the first time, Duke University officially commemorated the his- toric decision of our trustees to open this acad- emic community to all ap- plicants regardless of race, creed, or national origin. In the fall of 1961 the first African-American stu- dents admitted tor gradu- ate and professional edu- cation at Duke were welcomed to campus, and in the fall of 1963, our hrst African-American undergraduates arrived. The special events scheduled throughout calendar year 1993 have served to remind us that these important steps toward removing the barriers that have hindered persons of color in our society tor generations were taken at Duke only a generation ago. When I asked Dr. Leonard Beckum to chair the Thirtieth Anniversary Committee, it was with the hope that we might all take a lesson from the too-short history of African-American students at Duke, a lesson that social justice even in our own community can never be taken for granted. I believe that Dr. Beckum and the com- mittee have succeeded in doing more — in highlighting lor us how our university and our nation are enriched and ex- panded by African Americans in every area of endeavor. MARY DUKE BIDDLE TRENT SEMANS Chairman, Duke Endowment; Trustee Emerita The thirtieth anniversary of African-American students at Duke is indeed a date to celebrate. Our mood must be one of "dancing in the streets." Duke took a required step on the way to becoming a world-class institution, and integra- tion made the university "whole." I firmly believe that the founding family would be pleased. LANEY M. FUNDERBURK, JR. Associate Vice President, Department of Alumni Affairs ana Development The activities and publicity surrounding the thirtieth an- niversary of the admission of African-American under- graduate students to Duke University in 1963 provided a wonderful outreach to African-American alumni. The Reg- gie Howard Scholarship Dinner was my particular assign- ment and I was pleased with the positive response to the dinner and to the appeal for funds to support the Howard Scholarship. The African-American alumni who attended the Howard Dinner and met the Howard family and Duke's senior administrative leadership were very im- pressed with the university's commitment to them and to the program. Other campus events planned by the commit- tee recognized African-American alumni and their achieve- ments and invited alumni to campus to celebrate their rela- LEGACY, 1963-1993 SM> tionship with Duke University. I believe this was the most important outreach to African-American alumni during my twelve-year tenure as director of alumni affairs, and the most meaningful. MAUREEN D. CULLINS, 76 Adjutant Vice President eSDean It was a special honor to work with the committee that planned the commemoration of thirty years of African- Amer- ican students at Duke University. This past year's events have brought into sharp relief the many changes that have taken place for students of color and those things that have yet to change. Duke was and continues to be a challenge to those of us who appreciate the university's potential for sin- cerely engaging the issues of race and race relations. As an alumna of the class of 1976, I have seen the university from both the perspective of an undergraduate student and that of an administrator. The confluence of these perspectives gives me confidence in the university's continued commitment to enhancing the educational experiences for all students. It is mv hope that the university will continue the dialogue begun by the commemorative anniversary events and continue Duke's tradition of excellence. Thanks for the opportunity to comment on what I thought was a great piece of work. LISA BORDERS-MARBURY, 79, Prudent, DUBAC JANICE G. WILLIAMS, 72, DUBAC Planning Committee The thirtieth anniversary was a historical and unique event. The opportunity to participate in this occasion was de facto recognition of and appreciation for the contributions to Duke's heritage by the African-American constituency. We have consistently maintained that our talents, efforts and en- ergies have been given as "a labor of love" tor the university. Acknowledgment by our institution was both heartwarming and exhilarating. We sincerely applaud and reciprocate the of embrace or our community! BRENDA E. ARMSTRONG, 70 Addociate Profedsoroj Pediatrics Unfinished business . . . That's what these past thirty years are all about. Finishing what we started in 1963 when the first African-American students crossed the threshold of Duke University with the same hopes for a collegiate expe- rience as their majority counterparts. As a member of the third class of African Americans at Duke in 1966, I had no idea that the experience that I embarked upon would dra- matically change my life. I didn't know that it would set my course, ignite (or unleash) such passion about the enti- tlement of African Americans at Duke, and link my own personal history so inextricably to this institution. My undergraduate years at Duke, 1966—70, were turbu- lent ones, personally and institutionally- Perhaps without realizing the significant "culture clash" that the attempt at integration would bring, Duke began the process of in- creasing its numbers of African Americans, the first "un- derrepresented" minority group at Duke University. What followed in the matriculation of over one hundred African- American students in that period were the predictable de- velopments of a second world. The world of African-Amer- ican students, who created a social, cultural, and political base through which they moved, interfaced with and con- fronted a hostile larger community at Duke. The emer- gence of the African-American community, and the failure to respond to the social, cultural, and political environment that spawned its development, set in motion the events that would lead to the most significant period of campus ac- tivism in Duke's history. It provided the impetus for the Hope Valley Study-In at Dr. Knight's office. It created "Black Week," the yearly weeklong celebration of the magnificence of Africa and African-American culture at <±s? LEGACY, 1963-1993 Duke. It was the inspiration tor the Silent Vigil that united many seemingly disparate yet impassioned voices for un- derprivileged people at multiple levels of the university hi- erarchy. It was the voice of all the pain that we experi- enced at the death ol Martin Luther King; and it was the genius that seized the momentum from Black Week 1969 to bring Duke's African-American community together as one to make a stand at Allen Building on February 13, 1969, a stand that would change the course of Duke's des- tiny and indelibly mark our place tor all time in this institu- tion s history. JON J. PHELPS Director, AMOciate Vice Prejwent for Student Affairs As some of us realized at the time, the civil rights revolution of the 1960s was the most important sociological transfor- mation in America since the Civil War — or perhaps ever. Thank God there were leaders like Mary Semans and Jack Preiss and Peter Klopfer and Dan Tosteson and Harmon Smith and Ned Opton and Paul Hardin and Sam Cook and Brenda Armstrong and Ben Ruffin and Frank Ashmore and Bill Turner and so many others, who made sure that Duke University stayed abreast of those crucial times. And thank God again for this archival history of our proudest period — the first time that we helped lead the rest of the world into a whole new era. LEGACY, 1963-1993 9X> Chapter 1 History of Integration A Timeline of Key Events 1961 • March 8, 1961. The board of trustees announces that students will be admitted to the university graduate and professional schools without regard to race, creed, or na- tional origin. • September 1961. Ruben Lee Speakes is the first Afriean- Amencan student to enroll in classes in the Divinity School; Speakes is admitted as a special student, as he has already received a divinity degree elsewhere. • September 1961. Walter Thaniel Johnson, Jr., and David Robinson are the first African-American students to enroll in the Law School. 1962 • September 1962. Matthew A. Zimmerman and Donald Ballard are the first two African-American students to en- roll in the Divinity School as official degree candidates; James Eaton, Ida Stephens Owens (Physiology Ph.D. '67), and Odell Richardson Reuben (Theology Ph.D. '69) are the first African-American students to enroll in the Graduate School of Arts and Sciences. • June 2, 1962. The board of trustees announces that un- dergraduate students will be admitted without regard to race. 1963 • September 1963. Five African- American undergraduates enter as first vear students: Wilhelmina Reuben-Cooke, Mary Mitchell Harris, Gene Kendall, Cassandra Smith Rush, and Nathaniel White, Jr. • September 1963. Delano Merriwether is the first African American to enroll in the School of Medicine. • Academic year 1963-64. Mary Mitchell Harris is the first African-American student on the dean's list. 1964 • April 12, 1964. Samuel D. Proctor is the first African American to preach at Duke Chapel. • November 17, 1964. Dr. Martin Luther King addresses the university community at Page Auditorium. 1966 • Dr. Samuel DuBois Cook becomes Duke University's first African-American faculty member. He enters the po- litical science department as a visiting professor and subse- quently is appointed a full professor. Integration ^> 1 3 1967 • Wilhelmina Reuben-Cooke is the first African-American May Queen. U f «do T . MoreH 3. I«67 Durham itlornincj JFcroli) vlegro Coed Named Duke'May Queen l«ol. Slot*. Spoit*, Mori efi. Cloiul*J & toJ.o ._-...._. U^.T=2."= Bypass Opponents Say Vote One Way To Alter Proposal Group Adopts Name, Storts Petitions Drive • Bishop Philip R. Cousin becomes the hrst Arrican-Amer- lcan faculty member at the Divinity School. • Mary Mitchell Harris, Nathaniel White, Jr., and Wil- helmina Reuben-Cooke receive their undergraduate de- grees, as the first African- American Duke students to do so. • Academic year 1967—68. C. B. Claiborne, '69, is the first African-American member of the Duke University basket- ball team. • Hope Valley Study-In, November 13, 1967. Thirty-five members of the Afro-American Society stage a daylong study-in protest in the lobby of President Knight's office, denouncing the use of segregated facilities by university organizations, and the membership of key university officers, including President Knight, in the segregated Hope Valley Country Club. 1968 • The Afro-American Society is established as the first black student association. Later, the name of the organiza- tion is to change first to Association of African Students and then, in 1976, to Black Student Alliance. • A Silent Vigil, April 5—11, 1968. Following a memorial service for Dr. Martin Luther King, Jr., one day after his assassination, hundreds of students — black and white — gathered in the quad to protest Duke's discriminatory policies. The primary issues that emerged were union- ization, wages, and working conditions of the maids, janitors, and dining hall workers. By the time the vigil ended on April 11, an agree- ment was reached for increases in salary for the workers. 14 $4) LEGACY, 1963-1993 • October 1968. African- American students present the administration with twelve points of concern. Concerns in- clude black enrollment levels, the low number of black fac- ultv members, and the continuing membership of key uni- versity officials in segregated facilities. 1969 • Black Week speakers include poet Carl Wayne Carter, Jr., local black community leader and organizer Howard Fuller, activists Dick Gregory and Fannie Lou Hamer, at- torney Maynard Jackson, author LeRoi Jones, activist Ben Rulfin, actress K. Eleanor Rux, and historian James Turner. • Allen Building Takeover, February 13, 1969. Sixty members ol the Afro-American Society occupy the Allen Building lor eight hours and present the university' admin- istration with a list ol demands. Some seventy Durham city policemen, twenty-five highway patrolmen, and twelve Durham County sheriff's deputies were on campus making arrests and using tear gas, with National Guard troops on standby off-campus. • Black Studies Program is instituted at Duke after much discussion and delay. Walter Burford is to be named pro- gram head in 1970. • Office of Black Affairs is established. Later, its name is to change to Office of Minority Affairs, and, in 1993, to Office of Intercultural Altairs. 1974 • The university's first predominantly black fraternity, the Omega Zeta chapter of Omega Psi Phi, is founded. One year later, the university gives the fraternitv housing in Wannamaker IV. • Delta Sigma Theta is established at Duke as the first rec- ognized black sorority. • Alpha Kappa Alpha is established at Duke. 1975 • Alpha Phi Alpha is established at Duke. • September 24, 1975. One hundred students protest and present the administration with grievances and demands for action toward amelioration of these conditions. Their priorities include departmentalization of the Black Studies Program and increasing the number of black faculty' teach- ing black studies courses. 1976 • September 1976. The Association of African Students is renamed the Black Student Alliance, giving the group a stronger political mission. The BSA communicates the needs of black students to university administration and to the entire Duke student body- Integration ty£ 1 5 • Reginaldo Howard becomes the first African American elected to the position of ASDU President. He is killed in an automobile accident before the beginning of his term, and the Reginaldo Howard Scholarship is established in his honor. A $l,000-per-year stipend tor four years is awarded annually to ten matriculating African-American students. The scholarship is supported by Duke's general operating funds. „=>day, February 16, 1984 BLACI STAFF PHOTO Reginaldo Howard, the first black elected ASDU presi- dent, died before tils term began. Scholarship has improved fiiture By BRENDAN DALY The Reginaldo Howard Scholarship, Duke's only ment- based financial award exclusively for black students, will raise more than the the minimum $25,000 needed to re- tain an endowed scholarship at Duke, according to Univer- sity officials. Since its inception in 1976, the scholarship - a four-year, $l,000-per-year stipend offered to 10 matriculating black students each year - has been supported by Duke's general operating funds. The general funds will continue to pay for the scholarship until its endowment reaches the level needed for self-sufficiency, according to Myma Jackson, special gift officer of the University development office The scholarship will be completed," Jackson said. "There really is no deadline tto raise the money]. The University requires a scholarship to have $25,000 within 10 years ofl-Q- tha "-^In^hm ia fi ret a nrl n u)»H hut T think thfV 1978 • Kim Matthews becomes Duke's first black female athlete when she joins the women's basketball team. 1979 • Iota Xi Chapter of Kappa Alpha Psi Fraternity Inc. is founded at Duke. • Benjamin Chavis is admitted to the Divinity School while serving the fourth year of a jail term following his controversial conviction in the Wilmington 10 firebombing case. The conviction is to be overturned bv a federal court of appeals in 1980. He recalled being brought to Duke bv prison officials in leg chains and doing classwork in Greek and New Testament while in detention in a Hillsborough facility. Prison rules dictated that all lights go out at 10 p.m. This meant that Chavis would have to move his stud- ies to the bathroom, the only lighted place after curfew. Chavis received his master's degree from Duke in 1980 and went on to get a Ph.D. in Theology from Howard University. 1982 • Duke University Black Alumni Connection (DUBAC) is created as an affinity alumni group of the larger Duke Alumni Association. 1983 • The Mary Lou Williams Center for Black Culture is es- tablished. The center is named for jazz musician Mary Lou Williams, who had been a popular artist-in-residence on campus for several years. 1986 • On May 3, 1986, the board of trustees votes to divest Duke's investments in South Africa. 16 4* LEGACY, 1963-1993 1988 • April 21, 1988. The Academic Council passes a resolu- tion to adopt the Black Faculty Initiative, to mandate the hiring ol more black faculty in each department. • Duke receives a $500,000 anonymous grant lor minority scholarships, provided that the funds are matched by Duke over the next five years. • October 24, 1988. The Graduate School sponsors the Black on White Symposium to address racism in education in general; there is a special locus on racism at Duke. 1989 • Ashanti, a support group tor Duke women of color, is estab- lished to promote unity among women of color on campus. • Julian Abele Outstanding Achievement Award is estab- lished for professional students and faculty. 1990 • The Black Male Support Group is established lor African-American males on Duke campus. This group was founded by Art Williams, '90, though it became opera- tional alter he graduated. • Leonard C. Beckum is hired as the first African-Ameri- can officer of the university, and is given the title universi- ty vice president and vice provost. 1991 • Martin Luther King, Jr., holiday is designated by Presi- dent H. Keith H. Brodie as an official holiday for the uni- versity and medical center, effective January 1992. • Janet Smith Dickerson is hired as the first woman and first African-American vice president of student affairs. • A portrait of Julian F. Abele is hung in the Allen Build- ing. He was the chief architect of the Duke campus, but his black identity was not commonly known until 1988. 1992 • Thirtieth Anniversary Committee is established by President H. Keith H. Brodie to oversee the commemoration of thirty years of African- American students at Duke University. 1993 • Alpha Phi Alpha becomes the first black fraternity to re- ceive housing on West Campus. • Spectrum House is established as a multicultural dorm on West Campus for students who express an interest in celebrating the various backgrounds, races, and ethnicities of the university community. • Throughout the year commemorative events celebrate thir- ty years of African-American students at Duke University. Integration ty£) 17 A Brief History of Duke University Duke University was created in 1924 by James Buchanan Duke as a memorial to his father, Washington Duke. The Dukes, a Durham family who built a worldwide financial empire in the manufacture ot tobacco and developed the production of electricity in the two Carolinas, long had been interested in Trinity College. Trinity traced its roots to 1838 in nearby Randolph County when local Methodist and Quaker communities joined forces to support a perma- nent school, which they named Union Institute. After a brief period as Normal College (1851-59), the school changed its name to Trinity College in 1859 and affiliated with the Methodist Church. The college moved to Durham in 1892 with financial assistance from Washington Duke and the donation of land by Julian S. Carr. In December 1924, the trustees gratefully accepted the provisions of James B. Duke's indenture creating the family philan- thropic foundation, The Duke Endowment, which provid- ed, in part, for the expansion of Trinity College into Duke University. As a result of the Duke gift, Trinity underwent both physical and academic expansion. The original Durham campus became known as East Campus when it was re- built in stately Georgian architecture. West Campus, Gothic in style and dominated by the soaring 210-foot tower of Duke Chapel, opened in 1930. East Campus served as home of the Woman's College of Duke Universi- ty until 1972, when the men's and women's undergraduate colleges merged. Since then, both the men and women un- dergraduates have attended Trinity College of Arts and Sciences and the School of Engineering. Academic expansion of the university included the es- tablishment of new graduate and professional schools. The first B.D. degree was awarded in 1927, the first Ph.D. in 1929 and the first M.D. in 1932. The School of Law, founded in 1904, was reorganized in 1930 and given its own building on West Campus. The business school was founded in 1969 and named the Fuqua School of Business in 1980. Modern times have seen Duke realize its founders aspi- rations to become a major center of learning. The Duke University Aledical Center has achieved international prominence, and many Duke schools and departments are consistently ranked among the nation's best. The university frequently wins attention for its research achievements and academic innovations, and its faculty often is called upon to provide leaders for national and international academic and professional organizations. Duke continues to work to honor its founder's charge to attain "a place of real leader- ship in the educational world" and "to uplift mankind ... to develop our resources, increase our wisdom and promote human happiness." 18 <±S? LEGACY. 1963-1993 A Look to the Pajt JACK J. PREISS Profudor Emtritui of Sociology Having been through and survived the thirty years at Duke covered by the legacy, I feel it is appropriate to take stock of its substance. What is the bequest of the past and what does it portend? Unquestionably, the legal and ethical pivot of the na- tional struggle for racial equality was the 1954 Supreme Court decision that separate public educational facilities based upon race were inherently unequal. The ensuing years were to play out the ways in which this educational focus could be extended to other significant dimensions of life such as housing, economic opportunity, and employ- ment. When I arrived at Duke in 1959, many faculty, ad- ministrators, and students felt that as a private university Duke should be exempt from the legal directives of the 1954 decision. The excerpt from the president's report quoted here [on page 22] reflects the ambiguity that exist- ed on campus. Consequently, it was to take eight years of discussion, debate, and research to produce the 1961—62 trustee resolutions integrating the student body. As a member of one of the self-appointed committees that produced the report on racial segregation and the faculty resolution to the board of trustees [see section "Policy Changes"], I can revisit that report and make a brief assess- ment of how far Duke has come in meeting its challenges. From a pragmatic standpoint, it was clear that once the student body was desegregated few of the exclusionary policies and practices on campus and the Medical Center could survive. But the elimination of some of these prac- tices took longer than they should have and some, such as hiring and promotion procedures governing nonacademic employees, have been and still are difficult to pinpoint and dislodge. The appearance of black undergraduates in 1963 ac- complished the first major phase of desegregation at the university. Their numbers increased slowly, as was to be expected, due to the limitations of hardbound tradition and the necessity of strong financial support. By 1968 there were enough black students to create a visible organized presence. Thus began a long and continu- ing struggle to maintain a racial identity in a structure and atmosphere which ostensibly attempted to eliminate racial differences. Although the students sought to remove barri- ers to functional equality, they also wished to maintain a social and cultural cohesion as a black entity. Pressure to increase the number of black students and faculty, and to develop a black studies program have been ongoing agen- das to the present. The black presence in most academic and professional areas of the university, including administration, has ex- panded, but the position of blacks in the nonacademic cate- Integration <^> 1 9 gories has shown less improvement. The university has maintained a consistent negative response to attempts, par- ticularly in the Medical Center, to unionize nonacademic employees. While such unions do exist, primarily Local 77 on the academic campus, they have had a difficult time bargaining with the administration, and there is meager job security in place. Since most ot the lower paying jobs are held by blacks, labor relations at this level have had a strong racial component. It can be said that the general state of racial relations on the campus has been relatively quiescent in recent years — certainly compared with the turbulence and high drama of the 60s and 70s. I believe we are now in a period of institu- tionalization and, in some areas, of regression. The Duke campus, in microcosm, reflects a national mood of contusion and a less progressive stance on racial matters. There also appears to be growing division within the total black com- munity' itself, based more upon socioeconomic differences than racial identity, per se. The university administration is now experienced in dealing with racial issues and seems ca- pable of early prevention ot potential confrontations. Join- ing their white counterparts, many black students appear more focused on the self rather than upon the group as com- pared with their predecessors. Given the current amalgam, it is difficult to foresee any major movement or cause which might energize the campus in the near term. One interesting aspect of this scene is that the racial spectrum has become more complex over the past decade. Whereas the black-white dimension was the only significant focus ot race relations at Duke (and throughout the country) thirty years ago, there are now at least two other minorities which share the scene. Substantial num- bers ot Asian-American and Latin-American students are beginning to make their voices heard. They appear to be going through the same kinds of organizational steps charted earlier by African Americans, though so far with considerably less turmoil. Perhaps, from here on, the rela- tionship among the several minority racial groups — black, yellow, Indian, etc. — will be as important as their individ- ual and possibly collective interaction with the decreasing white majority. A crucial question is whether the current group of ad- vantaged minority students, faculty, and administrators at Duke and elsewhere will shoulder the leadership responsi- bility' and the commitment to assist the struggles of their racial brethren who constitute the majority of the socioeco- nomic underclass in this country'. This would have to be done in a backlash of conservatism and retrenchment which seems to be increasing nationwide. The jury is still out on that challenge. 20 dyf LEGACY, 1963-1993 Policy Changes May 26, 1950 I am a Negro, a veteran and would desire to attend as a day student. Further, I am employed at A & T College, Greensboro, N.C., and with a family I find it increasingly difficult to get too far away from home, hence it would be a decided advantage to get the training that I desire in the state. — Virgil C. Stroud, an applicant to Duke University May 30, 1950 Replying to your letter of May 26, you perhaps are familiar with the past history of Duke University and its policy concerning requests similar to yours. There has been no change in policy. — A. Hollis Edens, President of Duke University May 17, 1954 Brown v. Board 01 Education We conclude that in the field of public education the doctrine of "separate but equal" has no place. Separate educational facilities are inherently unequal. -Chief Justice Earl Warren, 347 U.S. 483 (1954) Integration ^> 2 1 November 10, 1955 REPORT OF THE PRESIDENT [EDENS] TO THE FACULTY, Nov. 10, 1955 (Minutes of the Univ. Faculty, Nov 10, 1955-June 3, 1960, page 7) SEGREGATION I should like to pause here and mention only briefly the question of segregation, or desegregation it you wish, as it affects Duke University, I know many of you are concerned about this question both as its national and sectional implications as well as to its effect upon Duke University. As you well know, there are no regulations in the Charter or By-Laws of the University' concerning this matter. These have not been necessary or desirable because until recently the laws ol the state were controlling. Now the Supreme Court's ruling does not appear to have affected the status of privately supported institu- tions. What the future will be in this respect no one knows. It would be inappropriate and even foolish for me to argue the question here. The fact remains, however, that at present Duke University and simi- lar institutions have discretionary power to admit negroes or not to admit them. This poses the problem with which many of you are concerned. The web of opinions, emotions and convictions is complicated, and there is no easy answer. At least this is the opinion of members of the Board of Trustees. To say that this question and related questions are constantly under discussion and review would be to state the obvious, it seems to me. It is also equally obvious that no change has been made in the traditional policy of Duke University'. There are many fringe areas of this problem which confront us daily. They have to do with contact between the races in academic, religious and cultural activities, and there is no clear guide tor action. Therefore, we must act in this area with good judgment as we can in each situation, remembering to take into consideration the spirit in which each incident is presented and bearing it will have upon the larger problem. I cannot promise you a comfortable year in dealing with these terribly important mat- ters. I can only promise you my best effort to act with good judgment for the long-range good of the University. 22 cff? LEGACY, 1963-1993 Lecember 19, 1958 f oac^ad Sett ion Th" nivi.gi.ty Oshcol. [>n The- follcwini; iBtter will :o fonnrde*) -.o Prnldent Edens prior to the re.r.lar February pectins of tho Duke Univara.ty Hoard of Tr-wtoio. Jhilc It <i>-iae . ATter tho Chr-s-iua* venation all ikm^ps of the St.aert go^i' »tll tx.* tivu". *n opportu- nity to si^n '-his latter o«»fore it ie svrit. TO TKE TZISTfifii CP DUICF. UNIVEflSlP: Dear Sirs: Cr.ce Again as tha season of fcooCl will ^jpTOAohac, M l"*al Ssund in con- science to express to you our lasp concern *nd parplxtlty over ihe raci*l$y rwttnrtive aCmisnic-r.* policy o- tho Divinity ichocl. Ufl foci UitJ poilC? to he »t odde with tho faith we shall bo prccUunin^ this C'nris- ts« - i:>d throurh- «it -.he r«*r. .18 *non it is at odds v,ith tho stated eiita of the Methodist Church In whicl-t must of ue serve end with thene of ".he two Annu&i. CouCuronuc*. u «h.ch moat of us ^lll pursue cur vacation, «• have tsld you In Ihe rsr.st of th« anruiah of spirit it caui.ee us ta be rsconvs ending tc cur people a ft cf values vihicn i; not Accented &y the r.reat and prosrs^siv; university of which *« arc raemhers. Once egfrin *« ask you respectfully Lc oenslder this «X6cr cXrcsh. It is not n«:3ssary sitae *c robuario »cftto those caiulderatiuns "hich r.t fc*i'« pi'o- noe^d to yci; in previous y **!'«.. 7hu case h« bioo st*-ed 1-. rcnre ther enough cat:.!!. 8ut »e aV that your prayerful concern b* given to the and that every polio -"-ni practice of our 1 univernitj rrk-y b« worttiy of t-i« foLth sr-.i. the Ci-urch tc .'hl;li ..*■ ar« alitsd. n«ffr>octfully yours, ..ll.ii- Lare r*r*siCer>t nf tSe i-^:^:.i "in:^" .-?p:es .". Lri.'w'cci ChiLrsan of th« 5oci_l action RESPONSE Special Edition, The Divinity School, Durham, North Carolina, December 19, 1958 The following letter will be forwarded to President Edens prior to the regular February meeting of the Duke Univer- sity Board of Trustees. While it does not necessarily reflect the opinion of the Divinity School Student Body, it does express clearly the convictions of its signers and of the members of the Editorial Board of Response. After the Christmas vacation all members of the Student Body will be given an opportunity to sign this letter before it is sent. TO THE TRUSTEES OF DUKE UNIVERSITY Dear Sirs: Once again as the season of good will approaches, we feel bound in conscience to express to you our deep concern and perplexity over the racially restrictive admissions poli- cy of the Divinity School. We feel this policy to be at odds with the faith we shall be proclaiming this Christmas and throughout the year. We know it is at odds with the stated aims of the Methodist Church in which most of us serve and with those of the two Annual Conferences in which most of us will pursue our vocation. We have told you in the past of the anguish of spirit it causes us to be recom- mending to our people a set of values which is not accepted by the great and progressive university' of which we are members. Once again we ask you respectfully to consider this matter afresh. It is not necessary that we rehearse again those considerations which we have proposed to you in the previous years. The case has been stated in more than enough detail. But we ask you to note that none of the ar- guments that have been advanced for liberalizing policy loses its force with the passage of time. On the contrary, they grow more urgent as more and more of our communi- ties begin to feel the pressure of the problem in the local level and look to the great institutions like Duke for the wise leadership they have come to expect. We ask you if the time has not come to admit qualified Negroes to the Divinity School. We ask you, as we did last year, for a chance to discuss this with the members of your Committee on the Divinity School. And always we ask that your prayerful concern be given to the end that every poli- cy and practice of our university may be worthy of the faith and the Church to which we are allied. Respectfully yours, William Lane, Pres. Student Body James W. Lavengood, Chair, Social Action Committee R. Web Leonard, Editor of Response Integration ^> 23 DUKE UNIVERSITY BOARD OF TRUSTEES RESOLUTIONS Liarch 8, 1961 RESOLVED that qualified applicants may be admitted to degree programs in the Graduate and Professional Schools in Duke University, effective September 1, 1961, without regard to race, creed or national origin. June 2, 1962 RESOLVED that qualified applicants may be admitted to degree programs in the undergraduate colleges of Duke University without regard to race, creed or national origin. 24 &$ LEGACY. 1963-1993 May 1962 The following document, sent to the faculty with a cover Liter from ■lack ./. Preiss, /.> from the J hike University Archived. It is the hr.'t document describing the resolution to admit African -American un- dergraduates t(< Duke University. Dear Faculty Member: The attached report concerning racial segregation at Duke University makes it clear that the area of undergraduate admissions is crucial lor basic change in current policies. At an open meeting ol the University community on May 4, 1962 a motion was adopted to present a resolution to the whole Faculty supporting the recent action of the Undergraduate Faculty Council. No concrete evidence ot overall faculty expression is now on record. It is believed that such expression can contribute to the achievement ol a desegregated University. Accordingly, the following resolution will be presented at the next faculty meeting, June 1, 1962. "Resolved: That the faculty of Duke University here- with endorses the resolution adopted by the Undergradu- ate Faculty Council April 12, 1962 recommending that at the earliest practicable date qualified applicants may be ad- mitted to degree programs in the undergraduate colleges of Duke University without regard to race, creed or national origin. That a copy of the supporting resolution be sent to the President of the University with the request that it be forwarded to the Board of Trustees." You are strongly urged to attend the faculty meeting in person and to support this faculty resolution. However, if you are unable to attend this meeting, and wish to register your support, please sign below and send as soon as possible to: Jack J. Preiss Department of Sociology and Anthropologv I will be unable to attend the June 1st faculty meeting and wish to register my approval of the resolution presented above. Signed: , w ^1>K7. 'fL. Dear Faculty Member: The attached report concerning racial segregation at Duke Uni- versity makes it clear that the area of undergraduate admissions is crucial for basic change in current policies. At an open meeting of the University community on May 4, 1962 a motion was adopted to present a resolution to the whole faculty supporting the recent action of the Undergraduate Faculty Council. No concrete evidence of over-all faculty expression is now on rec- ord. It is believed that such expression can contribute to the achievement of a desegregated University. Accordingly, the following resolution will be presented at the next faculty meeting, June 1, 1962. That the faculty of Duke University herewith endorses the resolution adopted by the Under- graduate Faculty Council April 12, 1962 rec- ommending that 'at the earliest practicable date qualified applicants may be admitted to degree programs in the undergraduate colleges of Luke University without regard to race., creed or national origin.' That a copy of the supporting; resolution be sent to the President of the University with the request that it be forwarded to the Board of Trustees." You are strongly urged to attend the faculty meeting in person and to support this faculty resolution. However, if you are unable to attend this meeting, and wish to register your support, please sign below and send aB soon as possible to: Jack J. Preiss Department of Sociology and Anthropology I will be unable to attend the June 1st fac- ulty meeting and wish to register my approval of the resolution presented above. Integration %%> 25 The following is the text of the report thai Dr. Preiss dent to the ideally in late J lay 1 962, to urge the faculty member,' to vote for the resolution to begin admitting black undergraduates to Duke University on June I, 1962. INTRODUCTION The following report is a highly condensed summary of what is belie\ed to be the first comprehensiye survey of racial segregation at Duke University. The report points out specific areas in which segrega- tion exists, and indicates the relationships among these areas in terms of policy changes. At the same time, the pos- itive aspect ot the report, particularly opportunities tor non-faculty employment, is encouraging. Clearly, existing opportunities are not being utilized. This may be due to habit or lack ot knowledge of what can be done under ex- isting policies. Although this summary does not make action sugges- tions, it is obvious that such suggestions are necessary. These may range trom simple administrative action in local areas (removal of restrictive signs on rest rooms) to rather complex stage processes (integrating hospital wards). The next task is to get some objectives and to achieve them with the resources and channels at hand in the University community. A united ettort by all concerned would cer- tainly contribute to the complete and permanent removal of racial segregation as an instrument ot policy at Duke University. CAMPUS ACTIVITIES AND FACILITIES Statutory Factor,' 1. There are no statutes restricting use of University facili- ties and attendance at programs and public events on racial grounds. Responsible Group.' and Persons 1. The several directors and managers of the physical plant facilities, the dining halls, athletics and the Superintendent of the hospital are responsible for use patterns at their re- spective facilities. 2. It is likely that the President and the Board of Trustees would review any major proposed policy changes, particu- larly in relation to East Campus. Present Policies 1. Use of West Campus facilities, including Page, Chapel, and dining rooms, is apparently free from racial discrimi- nation. 2. A sign labeled "Colored Entrance" indicates a section for Negroes at the outdoor stadium: a) This section is in a poor location. b) Negroes with tickets may sit wherever the ticket ap- plies, although there is some question whether Negroes would be sold tickets at the Stadium in other than the Negro section. 3. Use of East Campus facilities is restricted by designating some areas as "public" and some as "private." a) "Public" buildings, such as the Auditorium, can be used on an integrated basis. b) "Private" buildings, such as the Union and dormitory dining halls do not permit use by the Negroes. c) Faculty members with Negro guests may be served meals in a special dining room. d) It is believed that the Board of Trustees has specified this restriction on use of facilities to East Campus officials. A. In the hospital there are several areas where racial dis- crimination functions: a) One employee lounge and several restrooms in outpa- tient clinics are segregated. b) Negro employees occupationally eligible to use the pro- fessional cafeteria do not eat there. c) Negroes attempting to sit in the main lobby are asked to move to a smaller, less attractive area. 26 cS? LEGACY, 1963-1993 d) Hospital wards are segregated. e) The main hospital Christmas parties are segregated, al- though some departmental parties are not. Policy Change* Contemplated by Official) 1. No plans were mentioned as in process or imminent, al- though some restrooms in Bell Bldg and the hospital have been desegregated this past year. Assessment 1. Although West Campus is quite tree of segregation, Ne- groes have not used these facilities to any extent. 2. The Negro section at the outdoor Stadium is predicated on the assumption that Negroes prefer to sit together and that such separation avoids "incidents." No such prefer- ences or "incidents" could be documented. 3. The distinction between "public" and "private" cate- gories on East Campus seems aimed primarily at race, since unauthorized white persons use these dining facilities regularly without challenge. 4. The major hospital issue centers around patient integra- tion on the wards, particularly in terms of the economic consequences. a) Other areas of segregation could be eliminated in simple fashion within the hospital administrative structure. EMPLOYMENT PRACTICES Statutory Factors 1. There are no statutes restricting employment of persons by the University on racial grounds. Responsible Group.' anJ Persons 1. The President and Board of Trustees have authority to control policy and to review any faculty appointment. 2. Non-facultv appointments can be controlled by the Ad- ministrative Committee of the University; a) Hiring may be done at the department level and by unit heads in areas such as dining halls, building maintenance and the library. b) Most appointments are made in cooperation with Uni- versity and hospital personnel office. Prc.icnl Policies 1. In general, there is no stated policy precluding appoint- ment to faculty and non-faculty positions on racial grounds. a) However, since Negroes are not now admitted to under- graduate college, it is unlikely that a Negro faculty mem- ber would be approved. b) Hiring a Negro to a non-teaching faculty position is possible, although no policy decision has been requested to date. c) There would be no objection to hiring Negroes to non- facultv positions throughout the University. 2. The hospital and dining halls employ considerable num- ber of Negroes, a few in supervisors' positions with white subordinates. 3. The library hires no Negroes in deference to "custom. 4. At the present time, no Negroes hold clerical jobs falling under the jurisdiction of the University personnel office; a) Apparently this is due to lack of applicants who can qualify, although qualified Negroes would be recommend- ed only if department heads or supervisors gave prior indi- cation that a Negro would be considered. Policy Channel Contemplated by Officials 1. No policy changes are being considered at the present time. Assessment 1. There is considerable opportunity for employment of Negroes in non-faculty positions, although this opportuni- ty is largely unused. 2. Administrators in areas where no Negroes are currently employed might well note the success of those areas where Integration ^> 27 integrated employment is now functioning. 3. The policy against faculty integration is unlikely to be changed as long as Negroes are not admitted as under- graduates. HOUSING Statutory Factors 1. In the deeds of lots sold by the Uniyersity to faculty and staff there is a covenant which prohibits sale, lease, or rental of conveyed land and premises to Negroes. a) The United States Supreme Court has declared public enforcement of such covenants to be unconstitutional, b. Changes in deeds require a referendum among lot own- ers and approval by the Board of Trustees. 2. There is no statute restricting student University' hous- ing with regard to race. Responsible Groups and Persons 1. The Board of Trustees has control of the handling and disposition of University' property. 2. The Administrative Committee of the University' and/or the Executive Committee of the Board of Trustees can take policy action (including denial of requests) prior to submission to the full Board. 3. Policy on University- student housing can be set by the President and appropriate Vice Presidents and Deans. Present Policies 1. The restrictive covenant on University- deeds is retained. a) Several attempts by a group of lot owners to have the covenant removed have been unsuccessful. b) The University Council has decided it has no jurisdic- tion in the matter. c) The University has, in several instances, waived the covenant to allow a purchaser to qualify' for a FHA loan. 2. On West campus, there is no racial restriction on Negro guests and visitors in student housing areas. 3. On East campus, the designation of dormitories as "pri- vate' areas bars Negroes as visitors and guests, a) Violations of this policy would be followed up by East Campus officials in terms of informing violators and invok- ing higher administrative channels it necessary. Policy Changes Contemplated by Officials 1. No policy changes in either faculty- or student housing areas are now being considered. Assessment 1 . The legal situation with regard to faculty- lot areas is am- biguous, although it would appear that any violations of the racial covenant could not be prevented. a) In view of the legal situation, the Board of Trustees may decide to eliminate the covenant from deeds in future de- velopments. 2. As in the faculty employment situation, changes in the student housing policies will be necessary- upon admission of Negroes to the undergraduate colleges. ADMISSIONS Statutory Factors 1. There are no statutes which restrict student admission to the University at any level on racial grounds. Responsible Groups and Persons 1 . The Board of Trustees sets policy in this area. 2. The President of the University-, upon request of groups and individuals, may at his discretion request policy action by the Board. 3. Implementation of admission policies is: Graduate, Dean and Assistant Dean; Undergraduate, Registrar and Direc- tors of Admissions. Present Policies 1 . A policy action to admit students to all Graduate Schools without regard to race was instituted in 1961. 28 <^r? LEGACY, 1963-1993 a) At present there are Negro students in the Law School and the Divinity School. 2. Negroes are not now permitted to enroll in the Under- graduate Colleges. Policy Changes Contemplated by Official) 1. Several officials interviewed believed policy changes were "inevitable" but disclosed no plans tor making such changes. 2. On April 12th, the Undergraduate Faculty Council re- quested the President to transmit to the Board of Trustees a resolution calling tor elimination of racial restrictions on undergraduate admissions. a) At the moment, the President s decision on the request is not known. AMCMment 1. The late and effect of the Undergraduate Faculty Coun- cil resolution cannot be determined at this time. a) It may be that further demonstration ot faculty support and interest will be necessary. 2. It is clear that area ot admissions is the keystone for pol- icv changes in other areas. a) Without a change in admissions policy on the under- graduate level, only limited changes could be achieved in housing and use ot facilities, particularly on East Campus, and in faculty hiring. 1988 ACADEMIC COUNCIL RESOLUTION ON THE RECRUITMENT OF BLACK FACULTY Excerpt Whereas blacks remain underrepresented among Duke faculty and efforts to achieve the goal set by the Academic- Council ot doubling the number ot black faculty by 1990 have been ineffective to date; Whereas the responsibility tor correcting the underrep- resentation of black faculty is shared by the entire univer- sity community; Be it resolved: That the Administration requires each hiring unit within the university (Departments and programs in Arts and Sci- ences and in the School ot Medicine, and the other profes- sional schools) to increase the number ot black faculty (at regular rank) over its present number (as of September 1, 1987) by at least one, before the fall of 1993, and that it provide incentives, financial and other, to make it possible for each department and hiring unit at Duke to do so. Integration ^J> 29 Circa 1965— They made history as the first fu'e African- American undergraduates at Duke University. Wilhelmina Reuben-Cooke Mary Mitchell Harris Gene Kendal Cassandra Smith Rush Nathaniel White, Jr. The First Five Undergraduates We thank Bridget Booher, the author, and Duke Magazine for permission to reprint this article that first appeared in the September-October 1992 issue of Duke Magazine. WILHELMINA REUBEN-COOKE, '67 From childhood, Wil- helmina Reuben-Cooke had recognized the power and importance of education. The eldest of six children, Reuben- Cooke learned about so- cial issues and the appli- cation of ideas from her parents' after-work con- versations. Her father, Odell Reuben, Ph.D. '70, was president of Morris College in Sumter, South Carolina, and her mother was on the faculty there. As it turned out, she and her father were both on cam- pus at the same time, earning their respective graduate and undergraduate degrees. At the suggestion of her father's graduate school adviser, Professor Emeritus of Christian Ethics Waldo Beach, Reuben-Cooke applied. Until then, she had planned to enroll at either her mother's alma mater, Fisk, or at Oberlin, where her father earned his master's. But a visit to Durham changed all that; she fell in love with the Duke Gardens and campus. As a first year student, the highly motivated South Car- olina native immersed herself in the social and academic whirl. By the time she graduated in 1967, Reuben-Cooke had been selected Phi Beta Kappa, had held leadership po- sitions with the YWCA and the university's religious coun- cil, and was listed in "Who's Who Among Students in American Universities and Colleges." To crown her achieve- ments, the political science major was elected May Queen by a majority of her Woman's College peers. (There was no slate of candidates; each student nominated whomever she wanted and Reuben-Cooke won with the most write-in votes.) She also signed in 1967 the open letter protesting the membership of key administrators and faculty at the then all-white Hope Valley Country Club. After graduation, Reuben-Cooke began work on a doc- torate in American studies at Harvard but took time off to get married. Her sights then changed to law school. She taught and then practiced communications law in Wash- ington, D.C., until 1986. Now a law professor and associ- ate dean of Syracuse University Law School, Reuben- Cooke has maintained her ties to Duke: She was appointed to a six-year term on the board of trustees in 1989. When I decided to come to Duke, I knew it wouwn t he an easy task. The majority of students were from the South, and most of them hat) never dealt with African America/hi as peers. I assumed my so- cial life woulihi t be great, an J I knew my expectations about college would be tempered by reality. But I hat) a sense of personal commit- ment; it was the si.xties and the quest for change arid civil rights was gaining momentum. It deemed to all of us that we bad a role to play. What I discovered was that I never hat) any regrets [about choosing Duke]. I was socially active ant) hat) a lot of friends. Ant) Integration ty£> 31 an Important part of that experience was being forced to meet people and to develop relationships that I probably wouldn t hare made in another context. That created in me a dense of optimism about the ways people can grow and change. 1 still ask my.'e/t how I managed to do everything I did. I guess it goes back to the wag I grew up. Jig parents believed that you should be involved in your community. So that would hare been my way ot lite no matter where I went to sehool. You hare a responsibil- ity to create the environment you desire; you can i criticize what you don t participate in. Duke made it a comfortable possibility tor me. And it was fun! I'm making it sound so deadly serious, but it was always fun One of the things that concerned me about Duke at the time was that I wondered how politically active we really were. I was at Har- rard when I heard that students had taken over the Allen Building [in 1969]. To embrace issues and feel strongly about them wad a tjood thing tor Duke. And it was part of a general awakening across the nation. Those were tumultuous times. For a sehool not to hare had demonstrations and marches would hare said something nega- tive about the intellectual commitment of the institution. In terms of numbers and comfort levels, that continues to be a question. Not only did I not hare any African-American professors, but I only had one elass in which there was another black student. And that does make a difference in your learning. The basic dy- namic of a white institution is that the comfort or "safety " lerel L< far different for students of color than it is for the majority. That 's the beginning point, and it colors everything. As a trustee, I hare been impressed with the concern for diversity. We should be looking not only at increasing numbers of African- American students, but also at how we educate overall. We should be moving towards a society where all kinds of people work together. The demographics of the twenty-first century wilt be far different than today s. And part of our responsibility is to educate students on how to lire and work with other people. These are the challenges we face. MARY MITCHELL HARRIS, '67 Mary Mitchell Harris made up her mind in the tenth grade that she wanted to attend Duke. An honors stu- dent at Durham Hill- side High School, Har- ris wasn't dissuaded by a well-intentioned guid- ance counselor who told her she might want to make alternative plans. By the time Harris was valedictorian of her se- nior class, the trustees had voted to desegregate and Harris was offered admission. Both my parents worked at American Tobacco, so I was aware of the Duke family and their influence on the tobacco industry. But I never considered what it would be like to attend the university. Once I was there, it was like being in a world inside a world I'd known all my life. Jly only connection was with the people who worked in the dining and residence halls. And that connection was friendly, but loose and detached. The transition was a lot easier than I thought it would be. I did spend a few nervous moments wondering if the strength of my ele- mentary and high school academics would stand up at Duke. But I made the dean s list the first year. By my second year, I had fallen in lore and [my fiance's and my] grades were slipping. So we deeded to get married and stabilise our lives. Marriage was a big surprise to me and the people who knew me. It s one of those decisions that rushes its way into your life without it really being your choice. But at the time, it wasn t that unusual for people to marry young. I was pre-med throughout my undergraduate career, although I 32 <±SS> LEGACY, 1963-1993 changed from biology to psychology my /umor year. I don '/ remem- ber clodded interacting that much with the social iddued of the time. There wad an anthropology course that addressed the origins of hu- manity, and I recall that the profeddor included supportive state- mentd about the rote of Africans. We (hthi t have open conversations about racial issues, not even informally. I guedd myj'udt being there was enough of a dtatement. It really wad. What conversations we did have focused more on com- monalitie.i, thingd that we shared that weren t in the context of rare. Thingd like. "Oh, you mean thid happened to you when you were ten year,' old too? Friendships were based on the pleasant didcoveried we made about thingd we all went through. Last fall I derided to , 35 were ready [tor desegregation] and that it was the board of trustees that delayed it from happening a.' loin/ as it did. We were a novelty effect because we were new; you know, "II 'bat are they really Like?" My bottomline approach became, as a func- tion of that, that I had blab expectation.' tor my friends [regardless of color], , 37 a demand: "The Duke University Afro-Americans DE- MAND that our administration IMMEDIATELY an- nounce and explicitly institute a policy ol total prohibition of patronization of segregated facilities/establishments by ANY university organization." Dr. Knight replied in a let- ter denouncing their "explicit threat of disruption," and stating that "the university will accept no ultimatum." The demonstrators were peaceful throughout the day, but on several occasions blocked passers-by from going through the lobby. Several times the students were in- volved in discussions with the administration. Their state- ments were recorded by local and national media. That night, the Student Faculty Administration Com- mittee passed a resolution recommending a university-wide policy prohibiting use of segregated facilities. A SILENT VIGIL, APRIL 5-11, 1 968 Prompted by the tragedy of Martin Luther King, Jr.'s as- sassination on April 4, 1968, and after a memorial service at the Duke Chapel Hill on April 5, hundreds of stu- dents — black and white — began gathering in the quad in grief and in protest of Duke s discriminatory policies. This is how the weeklong demonstration, A Silent Vigil, began. Early in the week, students marched to the president's house under the direction of Howard Fuller and Ben Ruff in and peacefully occupied it. As the strength of the vigil increased in numbers and spirit each day, many students, faculty members, and com- munity leaders united around the common concern for im- provement of the workers' conditions at Duke. The primary focus that emerged and defined this protest was the employment conditions of the maids, janitors, and dining hall workers. Demands were made for unionization, increase in wages, and improvement of working conditions. 38 d$ LEGACY, 1963-1993 By the time the protest ended on April 11, the trustees had agreed to an increase ol the workers' wages, among other concessions. "There u nothing more remarkable than the ingenuity that the various demarcation** of the color line reflect. If only the same creative energy conic) he used to eradicate the color line; then its days would indeed he numbered. " — John Hope Franklin, The Color Line: Legacy for the Twenty-first Century Integration ^> 39 ALLEN BUILDING TAKEOVER FEBRUARY 13, 1969 Afro-American Society occupied the Allen Building on February 13, 1969 for eight hours. Sixty members pre- sented the university administration with a list ot thirteen demands. The administration summoned the Durham Po- lice, who arrived at the Allen Building with tear gas. The takeover resulted in three student arrests, charges of police brutality, and the treatment of forty-five people in the Duke Hospital Emergency Room. Students boycotted classes for three days after the takeover. Thirteen AAS leaders were tried under the university's pickets and protests policy. All thirteen were eventually acquitted. The following are the thirteen grievances and demands that the students presented to the administration: 1. The establishment of a fully accredited department of Afro- American studies. 2. The right to establish a black dormitory on campus. 3. Representation of the black student population to reach twenty-nine percent of the student body by 1973, since that figure represented the percentage of blacks in the area and "since Duke claims to be representative of the Southeast." 4. The reinstatement of black students who, "because of the stifling social and educational environment at Duke, were unable to achieve the required academic standing and were forced to leave the university. 5. "Financial reassurance tor black students." Decreased scholarships had threatened to limit the number of return- ing black students. 6. A black advisor selected only by direct consultation with black students. 7. The earmarking of black student fees for a black stu- dent union rather than to the student union. 8. The establishment of academic achievement in high school, rather than standardized test scores, to be the crite- rion for black students for admission to the university be- cause, "we believe the criteria for entering black students are oriented toward white middle-class students, and there- fore are inadequate for determining academic potential." 9. The right tor non-academic employees to have the power to determine the basis for their working conditions, rights, and other employment matters. 10. "An immediate end to tokenism of black representa- tion in university power structures." 11. "An immediate end to police harassment of black students and protection ot all black students at Duke." 12. A demand to the end of grading for black students. 13. Total amnesty tor all black students involved in the takeover ot the Allen Building. The Chronicle Monday. September 8. 1975 -Black Thursday, 1969- (Continued from page 1] Much of the Duke black community's early concrm In the (all term of 1968 cen- tered around Duke's sup- port of or affiliation with segregated establishments such as the Hope Valley Country Qub. Pushing for boycotts of such facilities. Knight eventually dis- sociated himself from the country club. Also, a note of contention. "Dixie", wbs finally dropped as part of the standard repertoire of the Duke marching band In October of 1968 stu- dents of the Afro- American Society presented the ad- ministration with 12 point* □f concern. Chief among these were: black enroll- ment levels: the acquisition of a black advisor on the ad- ministrative level: hiring of black faculty members: the establishment of a summer remedial session for blacks, and the boycotting ol segrega te d facilltl es. A loint committe of ad- ministrators, faculty and black students was appoint- ed to study these points o( concern. This committee, after functioning only one month, began to dissolve, Meanwhile, the adminlstra- Fuller and Dick Gregory and discovering the strength of ioinl efforts dur- ing Black Week, black stu- dents were catalyzed to the actions of the takeover. As Hopkins said, "We have ex- , hausted all the so-called paper chanel a." The 13 points presented during the Allen Building occupation underlined the blacks' sentiment that Duke was overwhelmingly white- orieoled: These points therefore are Inadequate for determining academic 9. The right for non- academic employees to have the power to de- termine the basis for their working conditions, rights. and other employment mat- ters. 10. "An Immediate end to tokenism of black represen- tation in Unlverslty'pawer 1 1 . "An Immediate end to police harassment of black of all black students at Duke." 12 A demand to the end of grading for black stu- 13. Total amnesty for all _ black students involved in the takeover of Allen Build- ing. Tnm The ad- ministration's response to (he A/ro-Americon stu- dents' demands and the establishment of the Budd Committee to design an Afro-American Studies Tnit aign at tno anuxiu io Alien S^t!d!~; -•--!• !rr»d >h* liberation" of Duk». 40 <$$ LEGACY, 1963-1993 ALLEN BUILDING TAKEOVER: A PERSONAL ACCOUNT Brenda E. Armstrong, '70 On the evening of Thursday, February 13, 1994, my chil- dren and 1 went over to campus tor a candlelight vigil to commemorate the twenty-fifth anniversary ol the Allen Building Takeover. I found myself moved to tears as 1 ap- proached the building, and as I listened to the students cel- ebrate, analyze, and attempt to place in perspective the events that occurred twenty-five years ago. I have been asked to recount the events of this protest for you. I sup- pose that I have put this off to the last minute lor the same reasons that I was so overcome Thursday night. It dredged up some particularly painful and unresolved feelings about the circumstances that led up to and followed the Allen Building Takeover. The seeds of the Allen Building Takeover were sewn with the decision to begin admitting "large numbers" of black students to Duke. "Large" meant more than one. Imagine yourself a newly graduated African-American high school student, excellent GPA, excellent SATs, leader in vour school. Perhaps you were a merit nominee and definitely an achievement scholar, having successfully completed your preparation in an environment of caring, protective, high-achiever teachers. Imagine teachers who had carefully orchestrated your high school career to make you the most successful, well-exposed, ambitious, and fo- cused group of people to benefit from the earliest successes of the civil rights era. Most of us were from first-genera- tion middle class black families. Some of us were the first in our families to get the chance to go to college. Most of us came up through strong but segregated pri- mary and secondary educational systems. Most impor- tantly, however, we were sent with the purpose to take our places as the next generation of black leaders. Now imag- ine what we found when we came to Duke, in 1965, 66, 67, and 68. There were at most ninety of us including the ath- letes, seventy-five or so excluding them. The women lived on East Campus; the men on West. We were spread out in dorms. We had no transportation on or off campus other than the bus. Some of us were the "onlies" in the dorms — the objects of stares, giggles, offensive name calling, and isolation the likes of which none of you can imagine. Some of us came back to our dorm rooms to find Confederate flags on the doors with "nigger go home" written over it. Most of us never heard a friendly voice, except that of the dorm "maids. These were older black women who were addressed by their first names by young white college stu- dents. We watched helplessly as we corrected the young white students who ignored us and kept on with their dis- respectful gestures. We remember what it felt like when we sat down at a table in the dining room and everyone else got up. On the bus or even in the classroom everyone moved over. We knew what the message was in allowing sororities and fraternities to use facilities that openly dis- criminated against blacks and Jews. Even the president of the university was a member of one of them. We endured hearing "Dixie" and the concomitant waving of the Con- federate flag at football games. Those of us who were fe- males needed the brothers to literally escort us to the bas- ketball games to protect us from the racial slurs that effused from the KAs as we walked by their house on the way to the indoor stadium. We moved on campus mostly as invisible people. We were the objects of the worst kind of racism in the class- room, where we started out at a deficit. It was incompre- hensible to have been considered smart enough for "A" work, especially when subjective grading of essays or term papers, or theses were concerned. The few of us in science battled the results of that isolation even in areas where subjective grading would have been harder. We were not given the benefit of the old tests, or the lab assistant's tute- lage. We were thought of as "dumb" when we asked for help. The white students were characterized as "competi- tive" for the same request. We remember all trying to take Dr. Cook's class. He was the only black professor around. Integration ty£ 4 1 We remember his frustration in unsuccessfully attempting to accommodate us. We watched helplessly as almost fifty percent of those academically girted black students from 1966 to 1968 left after one or two semesters at Duke. Their financial aid was withdrawn because their grades were not good enough. And we felt that awful terror when the males left because we knew that it would automatically call them up for the draft for the Vietnam War. Our worst fears were realized when at least two died in Vietnam. We woke, ate, slept, studied, rejoiced, and cried alone. After reaching a critical mass of "us" with the twenty blacks in the class that enrolled in 1966, we realized that there was a mutual experience that we all shared which went beyond personal encounters. We could identify it as a Hying, breathing, scourge on our attempts to get an education from Duke. We knew that we needed a social and political outlet. That need gave rise to the Afro-American Society in the spring of 1967. The "Afro-Am" Society, as we affectionately called it, was the hub of our social, cultural, and political existence. It was what we touched eyery day to reassure us that those negative messages that so dominated our existence were not real. We organized the first nonviolent demonstration against the use of the Hope Valley Country Club and the subsequent "Study-In" at Dr. Knight's office. This led to the university adopting a policy that no university sup- ported organization could use any facility that openly dis- criminated against blacks. The society coordinated our participation in and co-leadership of the Silent Vigil that protested Duke's discriminatory policies, especially as they applied to the workers. It was the repository for our yearly expressions of the glorious history, culture, and emerging political power through Black Week. There we orches- trated the weekly activities that included theatrical produc- tions directed, casted, and produced entirely by AA stu- dents (most of whom had no prior training). It was also where the generation of our literary magazine occurred. This we assembled with creativity since we had no money. The society arranged the takeover of the radio station with AA students as the DJs, and the change in the normal of- ferings in the cafeterias. Most importantly, the weeklong discussions of the politics and sociology of our people, which brought the likes of Dick Gregory, Fannie Lou Hamer, Julian Bond, Alaynard Jackson, Ben Ruffin, and Howard Fuller to campus, all occurred during Black Week. We felt empty when it was over, thirsting for more and wondering why there wasn't a Black Week in our cur- riculum. Black Week focused the issues that were seething in our day-to-day lives at Duke, the issues that required that something be done. So, in the spring of 1968, shortly after the first Black Week concluded, we met. We began to identify those is- sues that were the recurring themes in our lives which would lead to the famous thirteen demands. READ these. We went through the lengthy process of meeting with the administration, with the Dean of Student Affairs William Griffith and with representatives of Dr. Knight's office. We attempted to address these thirteen demands. We asked tor a timeline and detailed descriptions of the implementation of these thirteen demands. In the mean- time, we lost another thirty percent of our numbers. Mar- tin Luther King was shot and killed. There were now con- frontations occurring between white and black students on campus. I remember vividly studying in nay dorm room when another black student came to tell me that Dr. King was dead. I remember sitting in Wallace Fowlie's French class the next day, feeling no reason to be there. I got up, excusing myself in tears, and walked to the quad only to find droves of us who had the same reaction. I remember then marching to the president s house under the direction of Howard Fuller and Ben Ruffin, with other grieving black students. We occupied it peacefully. We asked what the university would do to respond to this tragedy and to our demands. I remember feeling empty and rejected as 42 a* LEGACY, 1963-1993 the semester ended. There was no movement to resolve our demands. Another thirty percent left. Fall semester of 1968 started. The demands were back on the table. There was an uneasy calm on campus. The work of the Afro-Am So- ciety was focused around Black Week in February, and in seeing the thirteen demands through. In November, just prior to the end of the semester, with no apparent move- ment by the administration to substantively address our demands, we broke off all negotiations with the university and retreated. I remember reading in the last issue of Harambee, pub- lished February 5, 1969, a quote from "J. T. Bear," who was one of our colleagues. It went, "Hibernation is covert preparation for an overt action." Nothing described the events which transpired better. We decided that we would demonstrate to the university our resolve. We would demonstrate to the university that its racist ethos (and the pursuit of that ethos) was choking the academic, social, and cultural life out of some of the most gifted African Ameri- cans. We would not go down without a fight. Allen Build- ing was on. Swiftly, we all began our assorted tasks. Some memorized the floor plans to the Allen Building — every door, lock, transom, entrance, and exit. Some secured in- formation about the way in which Duke filtered its news to the press and how we would bypass the filter. We decided what we wanted to accomplish, what time we would go, and by what means. We discussed the plan with those in the community who had been our eyes and ears, who pro- tected our young spirits, and whose example we followed for leadership and focus. We talked to Ben and Howard. And then, most importantly, we decided who would go. Fortunately, Black Week came February 4—11. It was a great week. Fannie Lou Hamer came. Maynard Jackson came. James Turner came. There were productions of James Weldon Johnson's "The Lord's Trombones" and readings of Leroi Jones (aka Amiri Baraka). We all went to see Aretha throw down in Raleigh. We carpooled, caught the bus, did whatever was necessary to get to see the Queen of Soul. Finally Dick Gregory came. In his voice came the message that brought it all home to all of us. He said, "If you can't breathe, you can't live. If the racism is choking you, you're already dead unless you take your plight in your own hands. . . ." In our own hands. On February 12th, we met on Markham Avenue to finalize the plans and talked about who would go. The athletes said they would be our eyes on the top of the Social Science Building. There was ambiva- lence as to what our parents would say. Our discussions were passionate and emotional. We expressed our fears, and our frustrations after a year of negotiations with Duke. Some wanted to take a less severe path. We all agreed that something had to be done. Some of us knew we were going no matter what. Some of us needed the night to think. All of us were given until 6:00 A.M. the next morning to de- cide. Those who showed up would go; those who couldn't would support us in whatever way they could. We were to pick up a truck which would carry us to the building, be- fore the major work force 'was there. Ben and Howard had been alerted that we would need some significant support from the Durham community. They guaranteed that they would be there for us again. We would secure the building in three minutes or less. No weapons would be taken. Books, some food, and what was needed to lock us in would be brought along. The appropriate persons at AP and UPI would be notified when we left, and we would not call our parents until we were safely inside. Those of us who were organizing prayed that everyone would make the right decision. None of us slept that night. Sixty or sixty-one students showed up at 6:00 A.M. for that fateful trip in a dark U-HAUL truck down Campus Drive to the Allen Building. I cried, trembled, and prayed as I rode in the dark. When the doors opened, we ran into the building and secured it as planned. We made the phone calls, hoisted the Malcolm X Liberation University banner onto Integration (f^ 43 the secured doors ot the Allen Building. Then we cheered . . . because it was our time and our destiny unfolding in front ot us and we were there. In the eight hours that tran- spired, we called our parents (most of whom cried on the phone and then threatened to kill us if the university didn't succeed in doing so first). We took pictures of the moment and tried to study. But there was no studying that day- Soon we heard the sounds ot the police. We rejoiced when we heard on the radio that our leak to AP and UPI had caught Duke oft guard. The whole world knew!!! A steady stream of administrators came. They implored us to leave, and promised to do more. They warned us that we would be expelled. At the same time, the Students for a Democratic Society (SDS) occupied the second floor in support of our action. They did not lock themselves in. Students could walk around them. Ben and Howard had made good on their promise. There was a circle of commu- nity support beginning to amass around the entrances to the Allen Building. In the meantime, the athletes had not failed us. While the faculty senate (UFCAS) debated what to do, Dr. Knight had already called for outside police assis- tance. The students thought he had called the National Guard to come to "get us out ot the building'' and restore the campus back to its somnolence. The white students were beginning to ask what was happening. The campus had come to a standstill. The world was looking at Duke and asking how it could have allowed this to happen. No longer could Duke escape attention; insulate itself from the real world; go about business as usual; or delay coming to grips with its cancer of racism. We had our victory, our de- cisive moment. The momentum created from this forced the university to make sweeping changes in the way it taught, thought, treated, and incorporated all of its stu- dents into a larger world. With the community amassed at the doors to absorb us as we left (i.e., we took advantage of the tact that we "all look alike ), we quietly stole away, merging imperceptibly with the mass of community sup- port. We went over to a dorm across from Allen Building to see ourselves on the news. When the police arrived no one was there. They took up their positions to guard the building, and also incurred the anger of the mostly -white students who could not imagine why the National Guard had been called out to our campus. The national news re- ported the takeover and likened it to the now-famous 44 &$ LEGACY, 1963-1993 takeover at Cornell. They announced that it was the first major takeover in a white institution in the South. It was reported that tear gas had been exploded, and that the stu- dents ran from the advancing guard, and that the univer- sity was in chaos. Administrators moved quickly to secure and shut down the campus. Classes were called off. The Afro-Am Society, individually and as a group, waited for the aftermath. It came in the form of naming thirteen of the "ringlead- ers" to be tried for violations of the university's pickets and protests policy. Ken Pye chaired a committee of facultv and students. Julius Chambers and Ferguson of the NAACP Legal Defense Fund offered to represent us. They listened as we told our stories of what had happened to us since coming to Duke. They prepared us for trial. We would plead no to contendre, no contest. They knew it would be hard to get the thirteen of us off but they would try. What they didn't count on was the bond that tied us together as a community ot one for that moment in history. On the day of the trial, every one of the remaining forty- eight surrendered to be tried. All of our parents came to support us. Duke University now had its entire black stu- dent population, as well as the funding based on the pres- ence of black students on trial. There was serious doubt that the fallout from expelling all of its black students would be negated by the coming tall semester. Our parents listened as Julius chronicled incident after incident of racial discrimination — so brutal and so harsh. Many of them wept openly. Most of them embraced us and sup- ported us. And all of them knew that their children had met their destinies without flinching, and had been ever defiant and undaunted. In choosing to confront Duke, we students had carved a place in history for ourselves. Our enduring legacy would be one of leadership, commitment, extraordinary academic and professional productivity. In- deed, such achievement through struggle and the ensuing myths created would be the stuff of legends. And, on our shoulders would stand generations of black students to complete their unfinished business at Duke. We seized the budding because we have been negotiating with the Duke administration and faculty for two-and-a- half years. We have no meaningful results. We have exhausted all the so-called proper channels. " Afro- American Society's statement regarding the takeover Integration ty£ 45 SEPTEMBER 24, 1 975 PROTEST One hundred African-American students protested and presented to President Terry Sanford the following demands for the amelioration of their grievances: 1. Departmentalization of the black studies program 2. Increase in the number of black faculty in black studies 3. Increased input of black students in decisions which directly or indirectly affect the black student population at Duke 4. Immediate end to all forms of discrimination by work-study employers 5. The termination of harassment of blacks by campus security officers 6. Replenishment, extension and updating of the Afro-American Studies col- lection in the library 7. End of the systematic reduction of grants, scholarships, loans, and special programs for black students 8. End to the appointment of black student representatives to "appeasement" committees set up by the administration which identify problems but fail to resolve them 9. Increase in black enrollment 10. Immediate implementation of those demands presented by black students on February 13, 1969 to which the administration has not sufficiently ad- dressed themselves 11. Immediate conference with the administration concerning the above enu- merated demands 46 &$ LEGACY, 1963-1993 Chapter 2 Thirtieth Anniversary Commemorative Events AFRICAN AMERICAN LEGACY ' Abele to Zimmerman CONTINUING THE TRADITION OF EXCELLENCE The official logo of the Thirtieth Anniversary Commemoration The Duke University crest embraced with Kente cloth symbolized the inextricable link between the history of the university and the history of the African-American community. The phrase Abele to Zimmerman (in reference to Julian Abele, the architect of Duke campus, and to Matthew Zimmerman, who was one of the first two African-Ameri- can students to enroll in a degree program) represents the wide range of contributions that African Americans have made to the university. This logo was used for the committee stationery, t-shirts, banners, and flags that were hung throughout West Campus, along Campus Drive, and Chapel Drive. Kente is alive on the Duke campus. Lijt of Event j JANUARY • Interrogating Identity Exhibition, Duke University A\useum of Art "The exhibition attempts to interrogate' the meaning of the term black art as it is applied to the broad range of artistic output by artists of divergent backgrounds and heritages in three historically linked, English-speaking countries: Canada, Great Britain, and the United States." • The Right Rev. H. Hartford Brookins, Bishop, Second Episcopal District African Methodist Episocopal Church, Washington, D.C., addresses the student body . FEBRUARY • Tuskegee Airmen, Mary Lou Williams Center for Black Culture • Interrogating Identity films "Hair Piece" and "Fade to Black" • North Carolina International Jazz Festival, vocalist Eve Cornelius and pianist Joanne Brackeen • Pink Ice, annual semi-formal affair hosted by Alpha Kappa Alpha Sorority • Alexander Rivera, photography exhibit, Mary Lou Williams Center for Black Culture • The Uptown String Quartet, lecture and performance, Griffith Film Theater • History of Black Music in America • Graduate School Informational Meeting • An Evening of Jazz: Rhapsody in Red, Delta Sigma Theta Sorority • The Meeting, Page Auditorium MARCH • Black Comedy Night and Filmfest sponsored by the Black Student Alliance • Papa Bunko Susso, Griot and Musician, Mary Lou Williams Center tor Black Culture • The Golden Affair, a Salute to African Americans in the Performing Arts, honoring Halle Berry. • Jesse Jackson, Duke Chapel • Third Annual Conference of Preparing Minorities for Academic Careers, Bryan Center • Undergraduate Admissions, Black Student Alliance Festival • Health Fair, Alpha Kappa Alpha Sorority • North Carolina International Jazz Festival, Ron Jackson, guitar, and Pedro Moreira, tenor saxophone • Black Business Symposium, Black MBA Organization, Fuqua School • Second Annual Hurston-James Symposium • Blondell Commings, choreographer/director • African Awareness Week, Alpha Kappa Alpha Sorority • Martin Luther King Lecture Series, Divinity School APRIL • North Carolina International Jazz Festival, Marcus Roberts, pianist • 1993 Eric C. Lincoln Ball and Banquet, Kappa Alpha Psi Fraternity' • Reception to Honor Black Graduating Seniors • Clarence Fountain and the Blind Boys of Alabama, traditional gospel and blues • Career Conference, Duke University Black Alumni Connection • Open House, Career Development Center • Reginaldo Howard Memorial Scholarship Dinner • Showcase of Campus Performing Artists, Alpha Kappa Alpha Sorority Commemorative Events ^JJ> 49 • Black Scholars' Award Ceremonies, Alpha Kappa Alpha Sorority MAY • Thirtieth Anniversary Commemorative Exhibit, Perkins Library AUGUST • Welcoming Reception for the Thirtieth Class oi African- American Undergraduates at Duke University. SEPTEMBER • Literary Competition lor Durham Public School Students • Thirtieth Anniversary House Course, "Race and Education" begins • Speaker Series: Dr. Chuck Stone, "Race, Education, and Images in the Media" • Thirtieth Anniversary Commemorative Exhibit, Perkins Library • Thirtieth Anniversary House Course (continues) • Speaker Series: Mr. Don Brackn, "Race, Education, and Music" Ret'. Dr. Benjamin ChavL), Jr., "Race, Education, and Economics and Politics" Dr. Louui W. Sullivan, "Race, Education, and the Health Care System in America" DECEMBER • Thirtieth Anniversary House Course (continues) • Speaker Series: Prof e<) 51 Thirtieth Anniversary House Course y "Raee eJ Education v Designed to provide an academic context tor the ongoing dialogue about race, Dr. Leonard C. Beckum, university vice president and vice provost, and Dr. Brenda Arm- strong, associate professor of pediatrics, cotaught a house course entitled "Race and Education." The semester-long course began on September 8; approximately twenty-five students met each week to discuss race and education in terms ot the historical and political context of American society. Students critically reviewed the issues surrounding the education ot both majority and minority populations. The syllabus for the house course deliberately coincided with the Thirtieth Anniversary Speaker Series offered dur- ing the tall semester. Distinguished speakers provided stu- dents with unique and personal perspectives, discussing the role of race and education as they impacted other areas of society'. The following is a list of readings from the class syllabus. Speakers also suggested readings. Bell, Derrick. Faces at the Bottom of the Well: The Permanence of Racism. New York: Basic Books, 1992. Easter, E., Cheers, D. M., and Brooks, D. SongdofMy People, African America/hi: A Self Portrait. Little, Brown, and Co., 1992. Early, Gerald. Lure and Loathing: Kways on Race, Identity, and the Ambivalence of Assimilation. New York: The Penguin Press, 1993. Kozol, Jonathan. Savage Inequalities. New York: The Crown Press, 1991. Nelson, Jill. Volunteer Slavery: My Authentic Negro Experience. Chicago: The Noble Press, Inc., 1993. Rodriguez, Richard. Hunger of Memory. New York: Bantam Books, 1982. West, Cornel. Race /Matters. Boston: Beacon Press, 1993. Williams, Patricia J. The Alchemy of Race and Rights. Cambridge: Harvard University Press, 1991. EXCERPTS FROM STUDENTS' RESPONSES TO THE HOUSE COURSE "Racism was described [by Major Matthew Zimmerman] as a disease being ted and kept alive by hidden forces which needed the presence of racism to keep people from seeing mankind as a single family. I was challenged bv this assertion. ..." Nathaniel Turner, '94 "Essentially, it all boils down to an uneven playing field. Institutionalized racism is benefiting the infrastructure and power establishment. Those with political and economic power use race as a divisive issue to their advantage." Noel Miquiabas, '94 "The lack of an all-encompassing history, the lack ot ade- quate health care, the lack of truly equal and unprejudiced opportunity, the lack of unbiased media input results from America being a country that does not appreciate all that African Americans have done." LaTarsha Russell, '94 52 <*# LEGACY. 1963-1993 "Education is both the savior and perpetuator of racial in- justice in America. Only through education may we over- come the racism that has been woven into our social fabric, yet it is education that has historically maintained these prejudices." Shawn Reed, '94 "Through this course, we have been exposed to all types of definitions and explanations about the effects of racism on education and vice versa. As a result, I no longer hold such a narrow-minded view about how knowledge is acquired. Instead, I am now aware how educational experiences can surface in a plethora of situations, environments, and con- texts." Sharon Morgan, '94 Commemorative Events w> 53 Hoiue-Couive Speaker Series During the fall semester ol 1993, the Thirtieth Anniversary Committee was privileged to host a speaker series concern- ing race and education. We thank the participants tor mak- ing the endeavor such a success. All speeches were open to the public. Audiotapes of the speeches are available in the Duke University Archives. DR. CHUCK STONE Race, Education, and Imaged in the Media Walter Spearman Professor, School ol Journalism and Mass Communication, University of North Carolina, Chapel Hill. Syndicated columnist, political analyst, author, TV commenta- tor, former special assistant to Adam Clayton Powell, Jr. "Times change, things im- prove, and yet as I said in my law degree article, history does repeat itself. It is a cyclical kind ol thing. I want to deal with race and education, and im- ages in the media. But also the variations on the theme of white racism, black self-destruction, and national indilterence, because those are the three factors that are interacting and impacting upon both experiences I call the racial symbiosis.' "We can no longer attribute all ol the ills ol the society or all ol the ills in the black community to white racism. Sure, it could be a dominant force that controls our society and institutional racism does dominate our activities and our lives. But what has become a development in the last lew years has been a pathology, a social cancer that is de- structive ol the goodness, integrity, and unity ol the black community." DR. MURRAY N. DEPILLARS Race, Education, and the Arts Dean, Professor of Art Edu- cation, Virginia Common- wealth University, School ol the Arts. Artist, author, con- sultant, art administrator, member of AFROCOBRA, which formed in Chicago in 1968. "I want to talk to you a little bit about the history of art, maybe about the group I exhibited with, AFROCOBRA, and try to decode some slides for you and to impress upon you the importance of African and Afro-American imprint on civilization. "How many of you have taken art history? What book did you use? Helen Gardner or Jansen? Helen Gardner. We use Helen Gardner at Virginia Commonwealth. It is considered to be the widest-selling art history book in this country and the book states that art began in France with cave paintings dated approximately 13,000 B.C. I think Jansen starts the same way. "He talks about primitive art, but primitive art doesn't count because primitive art is African art. I'm not trying to be funny; I'll come back and clear it up for you but by and large that is what both Jansen and Gardner will say about the birth ol art. That the birth of art began with the rock art at Lasso. Some black and white researchers have dis- covered some cave paintings in Africa that predates those at Lasso. So the question is whether the quality ol the 54 W LEGACY. 1963-1993 paintings at Lasso exceed the quality of the paintings, let's say, the Sahara cave paintings, which have been dated at nearer twenty-three to twenty-seven thousand B.C. 1 have a slide of a South African cave painting which predates the Sahara painting but I will talk to you a little bit about the movement between West and East Africa be- cause there was a discovery by Keith C. Seele right before the Aswan Dam was opened. He discovered a cemetery called Oustulu at Carso. With that particular find he dis- covered that there was a black civilization that predated dynasty 0. MAJOR GENERAL MATTHEW A. ZIMMERMAN Race, Education, un<) Religion Chief of Chaplains, Major General, Department of the United States Army, The Pentagon. Awarded Legion of Merit, Bronze Star Medal, Meritorious Service Medals, recipient or NAACPs Roy ^JB^RrjB Wilkin-, Meritorious Service -"** ^^^ ^^ lB|^ Award, South Carolina ', . IA^ "' Black Hall of Fame, Master ; ' Wf /* of Divinity from Duke Uni- versity, received the Distin- guished Alumni Award from Duke Divinity School Alumni Association in October 1991. "Then, from early slavery times, when it was discovered how easily African Americans could learn, and how eager they were to do so, laws were created and passed forbid- ding anyone to teach African Americans anything. . . . "The value that African Americans have placed on edu- cation has always been extraordinarily high. . . . Through- out history we would have to conclude that African Ameri- cans have sought education in every conceivable manner and at every conceivable level. ... It seems to me that we have the consequences, which could be called natural, of a paradigm that probably never should have seen the light of day, the cultural privatization of ethnic groups in America." KENNETH S. CHESTNUT Race, Education, and Budinedt) Duke Engineering alum- nus, B.S.C.E. '68, presi- dent and chief operations officer of H. J. Russell Construction Company, Inc., the largest minority- owned construction company in the nation. Entered Duke in 1964, one year after black un- dergraduates were ad- mitted to the university for the first time. "At first 1 wanted to be a carpenter. I loved to build. That all changed when I took a mechanical draw- ing course in high school. I got interested in civil engineer- ing. I considered other schools other than Duke. I was re- ally eager and was enticed to come here by my guidance counselor. It had occurred to me at the time that Duke was not accepting black students. As an engineering stu- dent, I found the work to be most challenging. The cur- riculum 'was oriented toward design and I liked that and stayed busy. Obviously, from my perception listening to students at the deans council meeting, there is still the per- ception of a disparity of workload between Trinity stu- dents and the engineering students So that has not changed. We always had more labs and work to do. From a purely technical classroom teaching point of view I found the engineering professors were concerned more about your technical abilities and performance and production Commemorative Events **> 55 than anything else. The social issues that we dealt with were outside of the engineering or technical classroom. We saw more of that in other areas such as the administra- tion. We saw a transition over my Four years here. First, we were glad to be here to the point that we wanted to make a difference. I am reminded that somewhere here I am in a photograph, where we sat in at the president's office to demonstrate our commitment." DON BRADEN Race, Education, and Mimic Tenor saxophone player, recording artist. CDs: "Wish List," re- leased in May 1993, "The Time is Now," re- leased in 1991. Don Braden's presentation focused £ on the role of jazz as a representation of one ol the true American contributions to music. He emphasized the 'ways in which jazz is able to communi- cate across racial, ethnic, and cultural boundaries. REVEREND DR. BENJAMIN CHAVIS Race, Education, ana Economics and Politic,' Executive Director, Na- tional Association for the Advancement of Colored People (NAACP), graduate of Duke Divinity School, '79. "The problems of racial discrimination and racial hardship in our community and in our nation demand that we have a new wave of civil rights movement. . . . The more education one ac- quires, the more responsibil- ity one has to share that learning to help make a contribution to society, and to open up further doors. "It was important that I not only was a good student while I was here, but that I took what I learned at Duke and applied to where I was being kept, even behind bars. It wasn't easy being a graduate student and/or being locked up ... at Hillsborough State Prison. . . . "I am concerned that, while we've made progress, there are some forces in our society that want to retrench, want to go back . . . want to apologize for the progress we've made rather than pushing forward with more progress. . . . "I believe that there has been a resurgence of racist mentality, and that racist mentality needs to be challenged, not only in the churches, not only by the NAACP, but it needs to be challenged by great educational institutions like Duke University. If Duke University can't treat its own employees right, how can it commend itself in terms of being an academic leader in a world -where the ideal of truth is held high?" 56 d$ LEGACY, 1963-1993 DR. LOUIS W. SULLIVAN Race, Education., ana the Health Care System in America ^H President, Morehouse School of Medicine, For- mer U.S. Secretary of Health and Human Ser- vices (Bush administration) Dr. Sullivan's presen- tation focused on issues related to the proposed health care plan of Presi- dent and Mrs. Clinton. In addition, he discussed the importance of continued improvement of health care in black and urban centers and historically black med- ical training institutions. PROFESSOR LANI GUINIER Race, Education, and the New Civil Rights University of Pennsylvania law professor, authority on civil rights legislation, for- mer candidate for position of U.S. Attorney General. "One of the reasons that I was committed to pressing forward with confirmation hearings is that I knew a Senate hearing was not just another daytime talk show. Given the controversy my nomination had attracted, a Senate hearing would have been an unusual, proactive opportunity to turn the atten- tion of the American people to the unfinished agenda of civil rights. That discussion must still occur, if not in a Sen- ate hearing room, in another form created by those of us who feel deeply about racial justice and equality. And that is why I am grateful that Duke has invited me here to speak, which gives me an opportunity, finally, to speak for myself . . . and to speak at a forum, which I hope is the first of many such forums, in which to discuss the undiscuss- able, the meaning of race in America. "Talking about racial bias at home has, for many, become synonymous with advocating revolution. ... I do not believe that talking about controversial issues is what creates contro- versy. . . . My nomination had become a metaphor for the state of race relations in America. Remember the policy: Don't ask. Don't tell. Don't pursue. As a country, we are in a state of denial about issues of race and racism. For many politicians and policymakers, the remedy for racism is simply to stop talking about race. "So I ask you to join me in a national public conversa- tion about race, about justice, and about fundamental fair- ness. ... I ask that you join me in changing the policy of Don't ask; don't tell' to Ask, and we shall tell. We shall speak proudly, and without bitterness. . . but we shall tell.' " Commemorative Events fr*> 57 Chapter 3 Profiles of a Few Alumni, Faculty, and Administrators BRENDA ARMSTRONG, 70 Brenda Armstrong has a long tradition of service and lead- ership at Duke University. A native ot Rocky Alount, North Carolina, Armstrong entered Duke as an under- graduate in 1966. As a hounding member and chairperson ot the Airo-American Society, Armstrong quickly became a vital force in the struggle for racial equality on campus. She demonstrated her commitment to the cause during the Allen Building Takeover on February 13, 1969. As one of the sixty students stationed inside the Allen Building, Arm- strong led her peers in a protest against discriminatory uni- versity policies. As a student leader, Brenda Armstrong mobilized African-American students to voice their con- cerns as a unified body. As a Duke student, Armstrong pursued a pre-med courseload and graduated with a bachelor ol science de- gree in zoology in 1970. One year later, Armstrong entered St. Louis Medical School and determined that a career as a pediatrician would best combine her love tor children and for science. Armstrong's dedication to Duke and the Durham community brought her back to the university when she began her residency in 1975. As director ot the Pediatric Cardiac Catheterization Lab, Armstrong contin- ues to contribute to the university through her research and teaching. Dr. Armstrong was instrumental in founding the Duke University Black Alumni Connection (DLBAC), and has met with great success in efforts to maintain connections with fellow African-American alumni. She has served on numerous university committees, including the Thirtieth Anniversary Committee. During the tall semester ot 1993, Armstrong cotaught a house course focusing on race and education. Brenda Armstrong s presence on campus serves as both a potent reminder ot the African-American strug- gles in the past, and as a harbinger of the daunting chal- lenges that he ahead for African Americans at Duke. LEONARD C BECKUM When Dr. Beckum was appointed to the post ot university vice president and vice provost in 1991, he became the first black officer of DukeUniversity. In addition, he is a pro- fessor in the program in education at Duke. Dr. Beckum received his Ph.D. in psychological studies in education from Stanford in 1973. From 1985 to 1990 Dr. Beckum was dean ot the City College School of Edu- cation, City University ot New York. His research has focused on cognitive and social psy- chological factors that influence teaching and learning. Aluch ot this research has focused on the relationship be- tween such factors as learning styles and their influence on the ability to acquire computer programming skills, social psychological influences on cognitive development, and the influence ot contextual characteristics ot the teaching and learning environment on how teachers teach and students learn. Dr. Beckum has published widely on these topics. Profiles Vi> 61 BENJAMIN FRANKLIN CHAVIS, JR., M.DIV. '80 As a young bov coming ot age in Oxford. North Carolina, Ben Chavis displayed a precocious interest in civil rights activism. By age twelve, Chavis was a card-carrying mem- ber of the National Association tor the Advancement ot Colored People (NAACP). Thirty-four years later, Chavis was the youngest director ever appointed to lead the orga- nization. In 1969, Chavis was the first African American to grad- uate with a bachelor of science in chemistry from the Uni- versity of North Carolina at Charlotte. He received a mas- ter of divinity degree from Duke University in 1979, and a doctorate in divinity from Howard University in 1981. Chavis did not limit himself solely to NAACP activities, but also has worked on behalf of the Congress on Racial Equality, the Southern Christian Leadership Conference, the American Federation ot State, Counts', and Municipal Employees, and the United Church ot Christ. As a field worker for the United Church ot Christ's Commission for Racial Justice, Chavis led a protest against segregated schools in Wilmington, North Carolina. When Chavis and the other activists refused to leave town, police accused the group of burning a grocery store and conspiring to shoot a police otticer and a firefighter. Mem- bers of the "Wilmington Ten" received prison sentences. As the leader of the group, Chavis was handed a prison term ot twenty-five to twenty-nine years. The case received international attention when the London branch ot Amnesty International listed the group as the first case of political prisoners held in the United States. Governor Jim Hunt of North Carolina eventually reduced the sentences of the Wilmington Ten. Chavis was paroled in December of 1979. The other nine activists were either paroled or re- leased from prison by 1980. As a commuter trom Hillsborough Corrections Center, Chavis entered Duke as a unique divinity school student in 1978. Through a study-release program paid tor by the United Church ot Christ, Chavis pursued a master ot di- vinity degree. He quickly gained the respect and admira- tion ot his professors and classmates. Although study-re- lease regulations prohibited Chavis trom certain activities, he nevertheless was a deeply committed and invoked civil rights activist. During Jessie Jackson's 1984 presidential campaign Chavis served as the campaign's clergy coordinator. His po- litical career continued as an advisor to President Clinton's transition team on issues ot race and the emironment. In 1993, Chavis left his position as executive director of the United Church of Christ's Commission tor Racial Jus- tice to become the executive director ot the NAACP. Ben Chavis continues to be an active participant in the Duke community. In December ot 1993, Chavis addressed the impact ot race and education on economics and politics as part ot a lecture series commemorating the thirtieth an- niversary ot African- American students. KENNETH CHESTNUT, '68 Born and raised in Wilmington, North Carolina, Air. Chestnut attended Williston Senior High School. He ma- triculated at Duke University' in the tall of 1964, one year after black undergraduates had gained the right to attend the university. In 1968, he graduated with a bachelor of science degree in civil engineering. As a student in the School ot Engineering, Chestnut tound himself in the midst of an all-white environment. Much of his contact and interaction with other African- American students occurred outside of his curncular en- deavors. Chestnut was an active participant in civil rights demonstrations, both at Duke and at nearby North Car- olina Central University. He was involved in the Atro- American Society and the Allen Building Takeover of 1969. Shortly after leaving Duke with a B.S.C.E. in 1968, Chest- nut was drafted by the United States Army. He served in the 62 £# LEGACY. 1963-1993 army from 1969 until 1971, spending one year in Vietnam. Alter completing his brief military career, Mr. Chestnut began to pursue his interest in civil engineering. He worked tor the national construction firms of J. A. Jones Construction Co., Inc., and Gilbane Building Co. lor a total ol thirty-two years. During that time, he progressed from held engineer to project executive. In 1989, Chestnut joined H. J. Russell Construction Co., Inc. The company is the largest minority-owned construction company in the nation, and the fourth largest construction company over- all. In 1990, Kenneth Chestnut was named president and chiel operations olhcer ol H. J. Russell. In addition to his position as president and COO of a major corporation, Chestnut has assumed several other re- sponsibilities. He serves on the board of trustees for Oglethorpe University in Atlanta, the board of directors lor Glen Castle Constructors, the Construction Advisory Com- mittee lor the Southern College ol Technology, and the Dean's Council ot the School ol Engineering at Duke Uni- versity. Kenneth Chestnut returned to campus in the tall ot 1993 to give a lecture entitled "Race, Education, and Busi- ness" as part ot the house course taught in connection with the thirtieth anniversary commemoration. SAMUEL DUBOIS COOK Samuel DuBois Cook was born in 1928 in Griffin, Geor- gia. In 1944, Cook enrolled at Morehead College, a histori- cally black college in Atlanta, Georgia. He quickly distin- guished himself as both a scholar and an athlete. As an undergraduate, Cook received an invitation to Phi Beta Kappa honor society and was awarded all-southern foot- ball honors. After graduating from Morehouse in 1948, Cook pursued graduate study through Ohio State Univer- sity's political science doctoral program. With the comple- tion of a master's degree in 1950 and a doctorate in 1954, Cook began his lifelong career ot academic leadership and service. Alter two years of service in the United States Army as a social service specialist, Dr. Cook accepted a faculty po- sition at Southern University in South Carolina. His repu- tation as an excellent and dedicated instructor quickly spread; he was offered several teaching positions in both large universities and small colleges. He held posts at the University ot California, the University of Illinois, Texas Southern University, and Atlanta University. In the fall of 1965, Dr. Cook lett his position as chair of the political sci- ence department at Atlanta University to become a visiting professor at Duke University. Cook became the first African-American faculty member at Duke University when he was appointed as an associate professor ot politi- cal science. In 1972, Cook was promoted to full professor- ship in the Political Science Department and also became the director of undergraduate studies. As the first African-American faculty member at a pres- tigious southern university in the late 1960s, Sam Cook taced the challenges of a tumultuous academic community in the midst of profound change. Cook's leadership was sought not only in the classroom or in the faculty lounge, but also around the campus and the medical center. Duke students joined their peers at universities nationwide in the cry for racial justice, and Duke University came alive as an open forum for political and social discussion. Students looked to Dr. Cook as an advisor, a mentor, an advocate, and a friend. Steadfast in his dedication and convictions, Dr. Cook represented the student interests on several occasions. Cook returned home after the funeral of Morehouse class- mate and lifelong friend Dr. Martin Luther King, Jr., to find Duke students in the midst of a major protest. The Silent Vigil, which began as a memorial service to Dr. King, developed into a student protest of discriminatory university policies. Dr. Cook spoke to 1,500 vigil attendees on April 10, 1968. Less than one year later, Cook would again demonstrate his support for the causes of African- American students, during the Allen Building Takeover. In the classroom, Cook challenged and encouraged stu- Profiles 9& 63 dents to grapple with the complexities of contemporary po- litical ideology and American political thought. In 1969, Dr. Cook received the prestigious Outstanding Professor Award. After ten years of service, Cook left Duke to be- come the president of Dillard University in New Orleans, one of the nation s oldest black universities. Duke has con- tinued to honor Samuel DuBois Cook. He received an honorary doctorate of laws in 1979, and was a university medalist lor meritorious service in 1993. Dr. Cook served as a member of the Duke University Board ot Trustees from 1981 until 1993. PHILIP R. COUSIN, SR. Philip R. Cousin, Sr., was born in Pittston, Pennsylvania, and moved to Florida as a child. He earned his A.B. degree with honors in philosophy and English from Central State University in Wilberlorce, Ohio, in 1953. He was then or- dained in the ministry of the African Methodist Episcopal Church in 1952. In 1956, Mr. Cousins received a master of divinity degree from Boston University. He then pastored a number ol congregations including St. Joseph's A.M.E. Church in Durham from 1965 to 1976. His awards and hon- ors are numerous: He was the first black faculty member of the Divinity School at Duke University (1967-1979); first black from a predominately white denomination to serve as president of the National Council of Churches of Christ; and the first black elected delegate from North Carolina to the Democratic National Convention. MAUREEN CULLINS, 76 iMaureen Cullins came to Duke University as a first-year student in August of 1972. Born in Washington, D.C., and raised in High Point, North Carolina, Cullins attended Bishop McGuinness Memorial High School in Winston Salem, North Carolina. "As a high school senior I ■was invited by a number of colleges to weekends for minority students. I went to a few for the travel, having decided that Hampton Institute was the school for me. In November of 1971 Duke extended an invitation to their weekend. I went and decided to applv. When I told my high school principal, she replied that I could never get in, and if by some fluke I was admitted, I would never graduate — this despite the fact that I was first in my class. As it turned out I was admitted and with a scholarship. "The environment at Duke was challenging for black stu- dents during the 1970s. Even though I had attended a pre- dominately white high school, I had never been called col- ored, no one was intrigued by my hair, nor had any of the white students complained about my presence in the class- room or dormitory. There were some openly hostile faculty members and administrators. To graduate during that pe- riod was a feat. I responded to the tension by participating in the Association of African Students. The association was politically active, addressing such issues as financial aid, black studies department, the classroom environment, and the lack of social support for black students. We presented to then-president Terry Sanford a list of demands that ulti- mately resulted in the creation of the President's Council on Black Affairs and the Mary Lou Williams Center for Black Culture. In search of woman-centered affinity, I was a founder and first president of Iota Mu chapter of Alpha Kappa Alpha Sorority, Inc. at Duke University." A French and anthropology major, Cullins went on to University of Pennsylvania to pursue a Ph.D. in linguis- tics. From there she went to -work for the secretary of the commonwealth ot Pennsylvania, taught English as a sec- ond language at the University of Michigan, and worked as a research associate for the Federal Highway Adminis- tration. In 1986 Cullins returned to Duke to work in the division ot student affairs. "I found that while many things had changed at the uni- versity, quite a bit remained the same. It was disconcerting to hear African-American students echoing the same con- 64 <** LEGACY, 1963-1993 cerns I had as an undergraduate. And, while Student Af- fairs had responded institutionally, my colleagues pointed to self-segregation' by African- American students as some- thing to be addressed by African-American students, not as a symptom of larger problems at the university. However, the Latino, Asian, and gay and lesbian students were finding a voice, and the university was beginning to consider the value of a diverse community." In 1993 Cullins was promoted to the position of assis- tant vice president of student affairs and dean of campus community development. Her responsibilities include ad- ministrative oversight for Greek life, the Lesbian, Gay, and Bisexual Life Center, the Community Service Center, the Office of Intercultural Affairs, International House, and the Women's Center. In addition, she sits on several uni- versity committees and task forces. Cullins believes that her work supports the university's ongoing commitment to provide a supportive environment for all Duke students. JOHNNY DAWKINS, '86 In the fall of 1982, Johnny Dawkins left his hometown basketball court at Macklin Catholic High School in Washington, D.C. to wear the no. 24 jersey at Duke Uni- versity. Dawkins charged into the basketball arena deter- mined to lead his team to victory; he posed a formidable of- fensive threat to opponents through the 1985-86 season. During the 1982—83 season, Dawkins earned a place in Duke basketball history as the first freshman to receive the Swett Memorial Trophy, the Blue Devils' most valuable player award. The Atlantic Coast Conference recognized his talent as well, honoring Dawkins with a place on the second all-ACC team. Sporting Newd ranked Dawkins as one of the top five freshmen in the countrv. As a sophomore during the 1983-84 season, Dawkins continued to etch his legacy into the record books. His ca- reer point total of 1,165 at the end of the season remains as the highest point total tor any Duke player in a sophomore year. With an average of 19.4 points per game, Dawkins earned the distinction of second-highest scorer in the ACC His 272 assists placed Dawkins fifth on the Duke career list. Once again, the Blue Devil earned a position on the second all-ACC team. Dawkins was also selected as an al- ternate for the 1984 United States Olympic Team. With a season average of 20.2 points per game, the two- time all- American guard led the Blue Devils to the 1986 NCAA tournament finals. Dawkins finished his Duke ca- reer with an all-time record high score of 2,556 career points. As a tribute to Dawkins s four years of athletic ex- cellence, Duke retired his jersey, number 24, in Cameron Indoor Stadium. After graduating from the university in 1986 with a bachelor of arts degree in political science, Dawkins was the tenth NBA draft pick. He began his professional career with the San Antonio Spurs. After three seasons with the Spurs, Dawkins joined the Philadelphia 76ers. Dawkins was leading the second place 76ers in December of 1990 when a severe knee injury put him on the sidelines. Fol- Profiles £& 65 lowing a year of physical therapy and rehabilitation, Dawkins returned to the Sixers for the 1991—92 season. As one of the first prominent black athletes to continue in professional athletics alter graduating from Duke, Dawkins holds a distinguished place in the legacy ot African-American students. His accomplishments serve as a symbol for the countless contributions of black students to Duke University. JANET SMITH DICKERSON Janet Smith Dickerson came to Duke in the summer of 1991 after fifteen years at Swarthmore College. For the last ten years of that period, she served as the dean of the college. She holds the honor ot being the first woman and the first African-American vice president of student affairs at Duke. In this position, her purview extends to residen- tial life, psychological counseling, career development, cul- tural affairs, international-student support, minority af- fairs, student activities, and volunteer services. Dickerson grew up in a small town in South Carolina, and went to Western College for Women, now part of Ohio s Miami University. Before beginning her fifteen- year tenure at Swarthmore, Dickerson taught English and worked as a guidance counselor in Cincinnati high schools. She spent five years at Indiana's Earlham College as asso- ciate dean of students and assistant professor of education. WILLIAM C TURNER, JR. , 70, M.DIV. 74, PH.D '84 For Duke Divinity School professor William C. Turner, who matriculated in 1966, black students' hopes and ambi- tions were tempered by an unspoken understanding of how to follow the guidelines already in place. "You have to remember that we grew up in a pre— civil rights era," says Turner. "Our experience was one of segre- gation: segregated communities, segregated churches, segre- gated schools. We remember separate water fountains. We remember sitting in the back of the bus. It was American apartheid, and we grew up learning rules of behavior and conduct around that reality. It's hard to describe for some- one who wasn't there what an alien world it was." Despite the alienation Turner never considered leaving, "because there 'was a pioneering spirit among us. You weren't just doing it for yourself; you were doing it for your parents, your school teachers, and for your commu- 66 &$ LEGACY, 1963-1993 nity. Back home we were celebrities; we were doing some- thing new and revolutionary. "And you always knew what the rules were. Eventually it became a matter of deciding which rules you were going to (ollow and which you were going to break. You do that according to your own personal and moral integrity. You break them when you just can't continue with the way things are. And you don't break them when you don't feel like putting up that energv- "That is something that many people never fully com- prehended about [the difference between] segregation and separation. Some things that we've developed — forms of expression and cultural conventions — are things that we as African Americans like [more than the white equivalent]. In many cases, we've never been sold on the superiority of the white culture or the white way of doing things. So you don't break the rules and put out the energy when you are going to like what you get less than what you had. But that was never the issue. The issue was the equality of opportu- nity; how funds, privileges, and benefits are allocated. . . . "Even after twenty-five years, I still have the feeling that I'm breaking the rules by being here. My son feels at home here; he can run around the Gardens and go the top of the Chapel and he feels that this place is his. And on one level I feel like that too. But on a deeper level, I know the history of my presence here." dents. Zimmerman entered Duke in the fall of 1962. After receiving his degree from Duke in 1965, Zimmerman was ordained at the National Baptist Convention. He remained in academic communities, serving as a campus minister at Idaho State University and at Morris College in South Carolina. Zimmerman continued his own studies at Long Island University, and earned a second master's degree in guidance counseling. By 1967, Matthew Zimmerman was ready to begin his military career. Commissioned as a captain and serving as a clergyman, Zimmerman attended the United States Army Command and General Staff College as well as the United States Army War College. His coursework included chap- lain officer training, programming, budgeting, and personal management for executives. Zimmerman has continued to rise through the ranks of the armed forces. He has been sworn into the office of United States Army Chief of Chap- lains, assuming the rank of major general in 1990. Zimmerman has not forgotten his time at Duke Univer- sity and continues to share his leadership and wisdom with the university community. He returned to Duke to deliver the Martin Luther King, Jr., Lectures at the Divinity School in April of 1991, and spoke as part of the "Race and Education" house course during the fall of 1993. MATTHEW A. ZIMMERMAN, JR., M.DIV. '65 A native of Rock Hill, South Carolina, Zimmerman re- mained there to graduate from Benedict College with a bachelor of science degree in biology and chemistry. He enrolled at Duke Divinity School as one of the first three African-American students. Zimmerman's acceptance into the master of divinity program at Duke represented the culmination of the divinity school's prolonged efforts to de- segregate — Duke Divinity School was the first school at the university to petition the trustees to admit black stu- Profiles ££ 67 Chapter 4 Where We Are Now Iiitititutiona I Policies EQUAL OPPORTUNITY STATEMENT Duke University does not discriminate on the basis of race, color, religion, national origin, handicap, veteran status, sexual orientation or preference, sex, or age in the adminis- tration ol educational policies, admissions policies, finan- cial aid, employment, or any other university program or activity. It admits all qualified students to all the rights, privileges, programs, and activities generally accorded or made available to students. The Equal Opportunity Policy shall be followed in re- cruiting, hiring, appointing, and promotion into all acade- mic or nonacademic positions. The university will insure that other personnel actions such as compensation, benefits, transfers, returns from layoff, demotions, termina- tions; university sponsored training programs; education; tuition assistance; social and recreation programs; and use of university facilities will be administered without dis- crimination on the bases indicated above. DUKE VISION Excerpt* from Core Commitment*, September 1994 i.'.ute Duke University is committed to providing equal employ- ment and educational opportunities to its employees and students. The university adheres to and supports all fed- eral, state and local legislation and fundamentally supports the proposition that, whether in admissions, the assessment of classroom performance, hiring, or promotion, the uni- versity seeks to identify, recognize, and reward individual abilities without regard to age, race, ethnic background, religion, gender, physical disability, or sexual orientation. At the same time, Duke University actively encourages diversity in its community, for such diversity not only en- riches the education of us all and better equips us for effec- tive citizenship, but also contributes to the University's ef- fectiveness in the larger communities of which we are a part — city, state, nation, and the world. The fundamental reason for diversifying our faculty and student body is that it will improve the quality' of education at Duke. Although some may feel a moral obligation to ex- pand our recruitment of both faculty' and students to over- come the effects of past prejudice and disadvantage and to reflect more fully the diversity' of our society', the link be- tween diversity' and academic quality is compelling in itself. Education depends on learning things you did not know be- fore. This can be done through books of history or lab ex- periments or works of art or anthropological explorations. But it can also be done by talking to, working alongside, liv- ing with, people whose perspectives are quite different from our own. The most powerful learning experiences come when we share the experience of reading history- or look- ing at art or talking about philosophy with people whose geographic or economic backgrounds are unlike our own, people of opposite sex or a different race, who do not take the same things for granted. The multiplier effect ot new ideas filtered through several lenses is a powerful way to learn. Duke is committed to enhancing this dimension of academic quality. Where We Are Now W> 71 ADMISSIONS STATEMENT Nancy Alston, Duke Undergraduate Admissions There is no formula for success here and no two experienced are the ,. Aly father onee told me that you 've got to make your break* and now I understand what he meant. For me, Duke had been tough, but I know it was the best because it just feels right. The statement above, written for a brochure, "Duke Uni- versity: A Diverse Community," perhaps may be just as appropriate for today's student of color at Duke as it was for Monica Reid '87, several years ago. As the university' celebrates thirty years of African Americans at Duke, it re- mains a viable choice for those seeking academic excel- lence and national reputation. The 150 African Americans in the thirtieth class represents nine percent of the class of '98 from twenty-eight states. There is no typical Duke stu- dent, but rather individuals whose academic records reflect promise and success. Located in the Research Triangle area, which has been listed as the best place in the nation to live, Duke University is highly selective, private, and coed. Over 93% of the students live on campus all four years. The university offers in Trinity College a B.A. or B.S. degree and in its school ot engineering a B.S. degree. A variety of approaches to liberal arts education can be ob- tained either through Program I— a more traditional ap- proach to the major, or Program II— a more individualized program ot study. Duke is more than just an academic institution — it is a community in which students live, work, experience, and grow. To this end, students are supported by a variety of organizations and offices that include Black Student Al- liance (BSA), which is a strong cultural force and instru- ment of change. Through its six committees, four cultural groups and auxiliary organizations, the BSA strives to im- prove the Duke/Durham community. The Office of Intercultural Affairs assists in the develop- ment ot programs to promote the growth of students of color, undergraduates and post-baccalaureate students. As in the tradition ot the Reginaldo Howard Scholarship Fund, the university has benefited from the leadership of several African-American students, including two scholars who served as presidents ot the Duke Student Government. Students of color have met and continue to confront the challenges at Duke whether that be in the form of in- creased attention to the recruitment of black faculty to par- ticipating in the day-to-day routine of student life. Black students have done well with graduate/professional school achievement and securing opportunities in the work force. In the tradition of former presidents Sanford and Brodie, and with new leadership from President Keohane, the uni- versity continues to strive to make this a more pluralistic society, one where the meaning and spirit of Duke's motto truly prevails. 72 d$ LEGACY, 1963-1993 African -American Student Life BLACK STUDENT ALLIANCE The purpose of the Black Student Alliance (formerly known as the Afro-American Society and the Association of African Students) is to organize and represent Duke's African-American students while simultaneously educating the entire Duke community about African-American cul- ture and heritage. BSA committees comprise of the central, academic affairs, outreach/community relations, program- ming, publicity, and social committees. Revelation*) is the group's newsletter. Activities of the BSA include a Kwan- zaa ceremony, a Halloween party for area children, spon- sorship of major speakers, and the BSA invitational week- end tor prospective students. Today the BSA, created by and for the black students at Duke University, continues its role as a cultural force and an instrument of change, as it strives to improve the Duke and Durham communities. OFFICE OF INTERCULTURAL AFFAIRS Since its inception in 1969, the Office of Intercultural Af- fairs (formerly known as The Office of Black Affairs and then the Office of Minority Affairs) has primarily' ad- dressed the needs of the African American student popula- tion. In 1991, the office began to undergo programmatic and organizational restructuring; the name change went into effect in the spring of 1993. Its goal is to continue to function as a student service component and to offer sup- port services and programs designed to meet the needs of all students of color, undergraduate and graduate. The office provides outreach to students of color to facilitate rapid involvement within the university community through sponsorship of receptions and seminars with fac- ulty, administrators, and students, mentorship projects, cultural events designed to support and enhance the acade- mic and social awareness of other cultural groups, and conducts institutional research to advance diversity and help create an equitable educational environment for all students at Duke University. MARY LOU WILLIAMS CENTER FOR BLACK CULTURE The Mary Lou Williams Center for Black Culture was dedi- cated in memory of the "great lady of jazz." Since its begin- ning in 1983 the center has established its significance as the gathering place on campus where broadly based issues of social and cultural relevance are addressed. This effort has been mobilized by such affairs as art exhibits, musical events film series and lectures. A Duke University artist-in-residence, Mary Lou Williams, always had the knack of being in the right place at the right time. Some of those right places and times include New York in the 1920s, where she played with musicians Fats Waller, Jelly Roll Morton, and Duke Ellington. The Where We Are Now 9*> 73 1930s found her in Kansas City among such great Swing Era musicians as Count Basie, Ben Webster, Lester Young, and Andy Kirk. After returning to New York in the 1940s Marv Lou surrounded hersell with such Modern Period giants as Thelonious Monk, Bud Powell, Dizzy Gillespie and Charlie Parker. Coming to Duke University in 1977, Mary Lou Williams found a larger measure of peace and inspiration than perhaps at any other rime in her lite, mainly through the response of the Duke students who understood the serious nature ol her music. She effected this by playing in her hard, truthful, and visionary way. That her vision would continue, she formed the Mary Lou Williams Foundation, an organization dedicated to the preservation of her music through publishing and the is- suance of her recordings. This foundation also encourages the survival of jazz by placing musically gifted children under the direction of )azz musicians. OTHER AFRICAN-AMERICAN ORGANIZATIONS AT DUKE African Student Association Alpha Kappa Alpha Alpha Phi Alpha Black Campus Ministries (Fellowship) Black Graduate and Professional Students Black Student Alliance Karamu Outreach Prometheus Black C.A.P.A. (Black Pre-Law Society) Black Dance Delta Sigma Theta Duke NAACP, Collegiate Chapter Duke University Black Pre-Health Organization Ehmu Kappa Alpha Psi Muslim Student Association Omega Psi Phi Society of Black Engineers Spectrum Organization Student Action with Farm workers (SAF) Students of the Caribbean Association (SOCA) 74 d$ LEGACY. 1963-1993 Black Faculty Initiative Update A STRATEGIC PLAN FOR THE BLACK FACULTY DEVELOPMENT The Committee on Black Faculty of the Academic Council, January, 1994 Excerpt PROGRESS TO DATE Duke University has not achieved the overall goal set forth by the 1988 BFI of increasing the numbers of black faculty by one in each hiring unit. Specifically, 18 of the 56 hiring units succeeded in adding 25 black faculty members at regular rank. Ten departments in Arts and Sciences, the School of Engineering, the Fuqua School of Business, the School of Law, the Divinity School, and four departments in the School of Medicine successfully recruited black faculty to their ranks. In the five-year period, there has been a loss of 18 black faculty. Fourteen left the university (three bv retire- ment) and four were transferred to non-regular rank or ad- ministrative positions within the university resulting in a net gain of only seven black faculty at regular rank. The Committee on Black Faculty of the Academic Council reviewed the progress of the BFI at the end of the 1993 academic year by providing the numerical and demo- graphic information describing the efforts of hiring units, graduate school departments, and the administrative moni- toring of the BFI over the five-year period of resolution. The Committee's conclusions were that the overall goals of the BFI to increase the numbers of black faculty had not been achieved, that serious deficiencies in the nurturing of young black scholars accelerated the attrition of current black faculty and made recruitment of potential black fac- ulty' more difficult, and that monitoring and enforcement of the BFI had been ineffective in promoting the achievement of the goals of the 1988 BFI. The Committee strongly rec- ommended that Duke take a vigorous leadership position in the continued efforts to increase black faculty. The Committee found one major area of achievement in the past five years. The Graduate School was successful in doubling the number of black doctoral candidates as pro- posed in the 1988 BFI. There was a commensurate in- crease in funding for such students from $293,201 to $786,730, a 168% increase in funding over the five-year period. A total of 52 black Ph.D. candidates were identified in 19 departments which represented a 160% in- crease over the five-year period. There remain 27 graduate degree programs with no black graduate students. While the Graduate School has achieved considerable success over the past five years in increasing both the total appli- cant pool of blacks and other black students, there is still much work to be done. The Committee found that Duke faculty need to assume more active roles in the recruitment and outreach activities of the Graduate School and that the Graduate School faculty itself should take a more active role in the developing mentorship relationships with black graduate students. The Committee found that monitoring the progress of the 1988 BFI proved more problematic and requires significant strengthening. The 1988 resolution addressed the need for appropriate monitoring of the progress of the directives of the BFI by outlining specific mechanisms for review available to the appropriate academic officers — chairpersons of departments, deans of schools, and ulti- mately the provost's office — to ensure that good faith ef- forts were in process to achieve the goals of the BFI. These processes included the requirement that hiring units un- able to increase their black faculty' submit a review of their Where We Are Now **> 75 recruitment ettorts and hie a new recruitment plan with the appropriate dean of their school and with the Provosts office. These hiring units would require approval ol their recruitment processes prior to the extension of the invita- tions for campus visits and contingent on the inclusion of one or more black candidates among the invitees, or upon a demonstration that every- ettort had been made to iden- tify a black candidate(s) for an available position(s). This selection process was to be reviewed by the Office of Equal Opportunity and approved by the Provost prior to any extension ot an ofter to other than a black candidate. The Committee concluded however, that more vigorous and continuous efforts are necessary to ensure that moni- toring will work. 76 &$ LEGACY. 1963-1993 Afterword LEONARD C. BECKUM, University Vice President d Vice Provost Chair, Thirtieth Anniversary Committee These pages serve as an affirmation of the extraordinary ability and potential of African-American students at Duke University. While we acknowledge that this po- tential has not yet been fully realized, we celebrate the progress that African-Ameri- can students have made at Duke. This commemorative year of 1993 has provided time for both introspective reflec- tion and joyful celebration. During the last thirty years Duke University administra- tion and African-American students — each group in its own way — have worked to- gether to change the face of Duke. The bold decision of the Duke Board of Trustees in 1962 to admit undergraduates in 1963 successfully dispelled the presumption that a southern institution must be a homogenous one and set in motion an inexorable progress. Duke's African-American students, through defiance, expectation, and commit- ment, endured hardships to help ensure the continuation of that progress. Much has changed from the time when the few students were admitted to the uni- versity in 1963 to the reception held for the class of 1998 on August 25, 1993. Not only are there many more African-American students attending Duke University, but today twenty-six percent of the undergraduate student body at Duke is com- posed of students of color. Most Duke alumni, faculty, staff, and students believe that Duke now offers a comprehensive education, one that is appropriate for a global marketplace. During the last thirty years, African-American students have faced daunting chal- lenges and have left an enduring legacy of pride, faith, and hard work. The university has benefited from the leadership of this diverse student body and has publicly com- mitted itself to diversity as an institutional priority. It is our hope that this publication will serve as a reminder of the past, a call to awareness about the present, and a prologue to the future. Where We Are Now ^> 77 Appendix A LIST OF ALL BLACKS WHO RECEIVED UNDERGRADUATE DEGREES AT DUKE 1966 Or. Anthony Ovewole AB 1967 Dr. Man M. Harris BS Ms. Wilhelmina M. Reuben-Cooke AB Mr. Nathaniel Bradshaw White. Jr. BS 1968 Mr. Kenneth Spaulding Chestnut BSCE Mrs. Doris W. Grant AB Mr. Alfred J. Hooks BSME Mrs. Joyce Hobson Johnson AB 1969 Mr. C. B. Claiborne BSE Mr. James H. Ebron AB Mr. Charles \Y. Hopkins AB Mrs. Alma M. Jones AB Mr. Quenlan M. Jones AB Mr. Stephen J. McLeod BSE Mrs. Virginia Anderson Oursland BSN Miss Deborah C. Wilkerson BS Mr. Jesse T. Wilkins BSE 1970 Dr. Brenda E. Armstrong AB Mrs. Brenda B. Becton AB Ms. Josie K. Claiborne AB Dr. James S. Dorsey AB Dr. Michael R. Geer BSE Mrs. Carolyn D. Gregory AB Mr. Raymond E. Johnson BS Mr. Robert J. Lottin. Sr. BSE Mr. James L. McJimpsey AB Mrs. Beverly J. McNeil] AB Mr. Sandy les Pearson AB Dr. William Clair Turner, Jr. BSE 1971 Mr. Lucien Angbo Angbo BSE Mrs. Clara H. Axam AB Mr. Tony L. Axam AB Mr. Malvin P. Barnes AB Dr. Marion L. Blount BSE Dr. Ernest L. Bonner, Jr. AB Mr. Leonard L. Brown. Jr. AB Ms. Thurletta M. Brown AB Mr. Isaac Byrd BS Dr. Sundar W. Fleming AB Mrs. Adrenee Glover Freeman AB Mrs. Donna A. Harris BSN Mr. William E. Hubbard BSEE Mr. Michael J. Leblanc AB Ms. Catherine W. LeBlanc AB Mr. Michael R. Mc Bride AB Dr. Carl I. Mitchell AB Mr. George O. Phillips AB Miss Alice L. Sharpe AB Mr. Larry W. Shelton AB Ms. Alexis A. Smith AB Mr. C. Ma.xie Templeton BS Mr. Donald N. Williams AB 1972 Miss Oludamilola A. Adegbie BSE Miss Pheon E. Beal AB Mr. Robert Brown, Jr. AB Mr. Vaughn C. Glapion AB Mrs. David L. Harris BSN Dr. Robert L. Hines AB Mrs. Doris L. Holhngsworth-Gray AB Dr. John L. Hudgins AB Ms. Cheryl W. James BS iMiss Alethia J. Johnson AB Mr. Harvey D. Linder AB Mrs. Harvey D. Linder BSN Mr. Gerald J. Moore BSE Dr. Clarence G. Newsome AB Mr. Walter I. Rogers AB Miss Cheryl P. Smith AB Ms. Linda S. Stevens AB Mr. Linwood E. Stevens, Sr. AB Mrs. Benjamin J. Stokes AB Mr. William C. Warner AB Ms. Daisy E. Weaver AB Dr. Sharon D. Whitehurst AB Dr. Doris Terry Williams AB Mrs. Fred J. Williams AB Dr. Myrna B. Williams AB Dr. Robert L. Williams AB Mr. Theodore R. Williams AB Mrs. Wilbert E. Williams AB 1973 Mr. Donnel Isadore Bell AB Mr. Nathaniel James Bethel BSE Ms. Anita Goodman Bradford AB Mr. William Francis Bultman III AB iMiss Sandra Rose Dorsey BS Mrs. Valeria Cole Edwards AB Mrs. Barbara Gaither-Shocklev AB Ms. Delphine Rollins Garside AB Ms. Eleanor J. Harrington-Austin AB Mr. James Robert High, Jr. AB Mrs. Veronica W. Long AB Mr. Waldo E. Martin, Jr. AB Mrs. Elizabeth T. McBride AB Appendix ty£> 79 Mr. Wilbert L. Mickens AB Dr. Cassandra Felecia Newkirk AB Miss Belva Deloris Newsome AB Ms. Lynne P. Newsome AB Mrs. Gwendolyn S. Parker AB Mr. Charles Edward Staten AB Mr. Thomas Mickael Todd AB Dr. Lucia Antoinette Ward-Alexander AB Mr. Kenneth Lee Whitehurst AB The Honorable Fred J. Williams AB Mr. James Edward Williams, Jr. AB 1974 Miss Valerie Ann Bond AB Miss Clementine L. Bullock BSN Mr. Michael Anthony Cooke AB Dr. Gregory Hannibal Crisp BS Ms. Marian AJlayne De Bern' AB Mr. Marvin Dale Hursey AB Miss Sonya Annette Kirkwood AB Ms. Mary Louise McClinton AB Mr. Kenneth Bernard Rhinehart BS Dr. Carol Denise Spellen BS Miss Beverly Christine Starks AB Miss Sheila Marie Street AB Mr. Calvin Warren AB Miss Barbara Ann Westry AB Mrs. Patricia H. Wharton AB Mrs. Faith E. Whitehurst-Miller AB 1975 Airs. Shauna Singletary Alami AB Mr. Robert Eugene Bell AB Mrs. Deloryce P. Bright AB Ms. Linda Darnell Childs AB Mr. Ernest T. Clark, Jr. AB Mr. Reginald J. Clark AB Mr. Richard E. Coachman. Jr. AB Mr. Michael J. Cromartie BSE Mrs. Rachelle Laurice Dennis-Smith AB Dr. James M. Douglas, Jr. BS Dr. Stephanie Ballentine Ellerbe BS Dr. Carolyn A. Evans AB Mr. George E. Gadson AB Mr. Walter Thomas Geer, Jr. BSE Mrs. Darlene Mitchell Hoard BS Miss Linda Francenia Hooker BS Miss Sheila Alaria King AB Mrs. Brenda H. Lackey AB Mrs. Adeyinska Lawson BSE Miss Brenda L. Malloy AB Ms. Janice L Mathis AB Miss Jacqueline McKinney AB Miss Hermione B. McNair BSN Ms. Carmita Denise Moreland AB Ms. Kathy Elaine Pepper AB Ms. Ethei A. Piggee BS Mrs. Phylis Harris Ragland BSN Dr. Rueben N. Rivers AB Mr. Charles H. Shaw. Jr. BS Miss Bevelyn Gale Shernll AB Mr. Charles R. Sherwood, Jr. AB Alls. Gwendolvn R. Simmons AB Ms. Sheryl D- Willert AB Dr. Charles W. Williams. Jr. AB Als. Claudia A. Withers AB 1976 Aliss Leslie L. Atkinson AB Dr. Ezell S. Autrey BS Airs. Adrienne K. Barnhill AB Als. Angela P. Bowser AB Air. Joseph E. Bradshaw, Jr. AB Airs. Iris L. Branch AB Airs. Germaine F. Brewington AB Aliss Norma Al. Brown BSN Air. Lawrence Al. Campbell AB Airs. Barbara H. Collins AB Air. Laniel Alatthew Crawford AB Ms. Alaureen D. Cullins AB Als. Sandra A. Dockett BSN Ms. Alelea Epps AB Aliss Patricia D. Evans AB Rev. George St. A Ferguson, Sr. AB Air. Darnley Al. Forde, Jr. AB Lieutentant Debra Denise Gillespie BSN Als. Gloria J. Green AB Aliss June D. Green AB Dr. Sherry L. Hall BS Mr. Terry D. Harris AB Mr. Randolph B. Henderson, Jr. AB Air. Guilford R. Hill AB Air. Keith Alaurice Hill BS Mr. Willie A. Hodge III AB Aliss Sandra A. Jackson AB Airs. Brenda Washington Jahns AB Air. Leon Al. James AB Air. Timothy S. Johnson AB Ms. Deborah D. Kennedy AB Dr. Okafor Alang Lekwuwa AB Air. Lorenzo Alartinez AB Air. Oscar S. Mayers, Jr. BS Als. Audrey W. McCrarv AB Air. Curtis W. Aliller AB Air. John Kevin Aloore BS Gail N. Morgan AB Mr. Alichael R. Alorgan AB Air. George Isaac Aloses AB Airs. Donna Chatman Owens BS Aliss Stephanie G. Ramsev AB Als. Angelene Yvonne Reid AB Mrs. Angela Ducker Richardson AB Air. Clemon H. Richardson, Jr. AB Airs. Alarilyn Wise Roberts AB Aliss Vanessa L. Roberts AB Air. Donald Shaw AB Air. Troy Slade AB Air. Benjamin J. ' tokes AB Air. Donnie Ray Tuck AB Als. Renee Clarissa Wilder AB Als. Audrey AlcBath Wilson BSE Airs. Rhonda Reid Winston AB 1977 Als. Irvenia W. Allen AB Air. Gilbert R. Avers AB Air. Philippe Ayivor AB Air. Anthony V. Baker AB Air. D Alichael Bennett AB Airs. Trudie P. Bolles AB Als. Pamela D. Brown AB Air. Grover C. Burthev, Jr. AB 80 91 Appendix B LIST OF ALL BLACKS WHO RECEIVED GRADUATE DEGREES AT DUKE 1964 Air. Walter T. Johnson, Jr. JD Mr. David Robinson II LLB 1965 Chaplain Matthew A. Zimmerman, Jr. MDIY 1966 Mr. Eric C. Alichaux LLB Colonel Sylvester L. Shannon BD 1967 Mrs. Annie Ruth Bullock MED Rev. Larnie G. Horton MDIV Dr. W. Delano Meriwether MD Airs. Catherine Gibson Tavlor MAT 1968 Mr. Prentiss L. Harrison CERT Mr. James L. Hatcher JD Mr. Nathaniel Knox ALVT Dr. Anthony Ovewole AM Dr. Marian L. Vick EDD 1969 Mr. Charles L. Becton JD Dr. Ernest Bernard Eason CERT Dr. Eddie L. Hoover MD Mr. Clarence L. Ledbetter JD 1970 Dr. Annette Kennedy Brock MED Dr. Willa Coward Bryant EDD Ms. Joyce Ann Clayton Nichols CERT Dr. Anthonv Ovewole Ph.D. Dr. Odell R Reuben Ph.D. Mr. Roger G. Thurston III JD 1971 Mr. Lewis Bernard Hopson CERT Mr. Ernest E. Ratliff LLB Dr. John A. Walker MD Mr. Harold G. Wallace BD 1972 Mr. Adrian Bernard Boone CERT Ms. Gloria Clemens CERT Mr. James H. Ebron JD Mrs. Sandra Doles Farrington CERT Mrs. Jacqueline Ellanoa Hall MA Mr. Samuel Alfonso Herring CERT Mr. Amos T. Mills III JD Mrs. Elnora J. Shields MED Dr. Jean Gaillard Spaulding MD 1973 A\r. Kennv Washington Armstrong JD Mr. Tony L. Axam JD Dr. Collins E. Baber MD Mr. Daniel Terry Blue, Jr. JD Mr. John J. Davis CERT Mr. Earl Yester Echard CERT Mr. Eddie Lee Ganaway AL-\ Mr. Percy Elmer Golson CERT Dr. Charles Lee Helton MDIV Mr. William Emmett Hill JD Air. Clarence Dupre Jones III AM Air. Eugene Victor A. Alaalo AA1 Mr. Marvin Patterson A1BA Als. Frances Lonnette Williams A1ED Rev. Earl Wilson. Jr. A1DIV Dr. Joanne P. Wilson AID 1974 Dr. Larry Barnes AID Airs. Brenda B. Becton JD Dr. Curtis Lee Bowe, Jr. BHS Als. Evelyn Omega Cannon JD Air. Curtis Lynn Collier JD Dr. James S. Dorsey AID Chaplain John Alichael Guest A1DIV Dr. Harris Al. Heath Ph.D. Colonel Louis Alvles Jackson, Sr. AM Mr. Mose Alphonso Jennings CERT Air. Herb Proctor Alassie JD Airs. Jacqueline Kaalund Alburu A1ED Dr. Gary Francis Newkirk Ph.D. Dr. Olaogun Oyekola Ogunsola AA1 Dr. Joseph C. Settle EDD Air. Larry W. Shelton JD The Honorable Karen Bethea Shields JD Dr. Kermit O Simrel, Jr. AID Dr. William Clair Turner, Jr. MDIV Air. James A. Wall. Sr. A1HA Dr. Lucia Antoinette Ward-Alexander A1ED Dr. Jerry William Wiley AID Dr. Linda R. Williams AID Dr. Alichael Victor Yancey AID 1975 Dr. Brenda B. Abdelrasoul AA1 Dr. Joan Brown Adams AID Dr. Alarion Boothe Amory A1ED Air. Paul Cornelious Bland JD Dr. Ernest L. Bonner, Jr. AID Airs. Alartina L. Bradlord JD Dr. Albert S. Broussard AM Dr. John W. Chambers, Jr. AID 92 &$ LEGACY, 1963-1993 Dr. Linda Ann Clayton AID Air. Laurence D. Colbert JD Dr. Arnett Coleman MD The Honorable Allvson Kay Duncan JD Dr. Richard Alan Fields MD Dr. Cynthia G. Fleming AM Dr. James Rapheal Gavin III MD Dr. Michael R. Geer MD Rev. Fletcher Edward Harris, Sr. MDIV Dr. Alphine Wade Jefferson AM Bishop Joseph Johnson MDIV Mr. Morris W. Johnson, Jr. MED Mr. William H. Johnson JD Ms. Eleanor J. Lauderdale JD Dr. Jasper Jones Lawson AAA Mrs. Elizabeth T. McBride MS Mr. Stephen J. McLeod MBA Dr. Marvin Louis Morgan MDIV Dr. Clarence G. Newsome MDIV Ms. Lynne P. Newsome MED Dr. Olaogun Oyekola Ogunsola Ph.D. Miss Cheryl P. Smith JD Mr. Samuel P. Stafford II JD Dr. Edward Louis Treadwell MD Ms. Gloria Alyce Wheatley AM Dr. Robert L. Williams MD 1976 Chaplain Johnny Lee Adams A1DIV Mr. Allard Albert Allston III JD Miss Barbara Ruth Arnwine JD Rev. Michael Anthony Battle, Sr. MDIV Rev. Yvonne Beasley MDIV Rev. John J. Borens MDIV Rev. Andrew W. Brown, Jr. MDIV Miss Marie A. Burris BHS Mr. Willie Eugene Butler MDIV Ms. Linda Susan Cameron AA1 Mr. Nathaniel Cameron BHS Ms. Evelyn Omega Cannon LLM Mr. Wayne Evertt Crumwell JD Rev. Melvin Dean Cutler MDIV Dr. Michael W. Dae MD Dr. Marsha Jean Darling AM Mr. Paul Bradford Eaglin JD Air. Lonnie Eugene Edmonson, Jr. MDIV Mr. Ixmzy F. Edwards JD Air. Glenn Alitchell Embree JD Ms. Yvonne Alims Evans JD Mr. Ralph Bernard Everett JD Mr. Ronald Llewellyn Flowers BHS Air. James Carl Harrison MBA Air. Gregory Thedore Headen MDIV Aliss Alarion Jacqueline Henry A1BA Rev. Aivin Oneal Jackson MDIV Mrs. Alarion White Jervay JD Airs. Shirl Felisca Leverett MED Air. Edward Earl Lewis A1BA Rev. Archie Doyster Logan, Jr. THM Air. Kenneth L. Alarshall JD Air. Johnnie William Alask, Jr. JD Mr. Wilbert L. Alickens A1DIV Airs. Sadye J. Milton MDIV Airs. Cynthia Denise Alullen MSN Mr. William Devero Peterson MBA Mrs. Wonza Stiles Russell MS Dr. Leha Louise Vickers Ph.D. Dr. Willie Roscoe Whitaker MD Dr. Mary Bowman Williams BHS Dr. Bernice Holley Willis Ph.D. Dr. Gerald Milton Woods AID Air. Frank Hugh Wright, Jr. BHS Ms. Linda Claudette Wright AM Air. Gerald Eugene Young MBA 1977 Mr. Robert Lee Branch BHS Rev. Edward S. Brightman, Sr. THM Als. Brenda Carol Brisbon JD Dr. Albert S. Broussard Ph.D. Rev. Eric N. Chavis A1DIV Mr. Charles Bernard Davis MED Air. Richard C. Dickinson JD Rev. Neriah Goldston lidwards MDIV Dr. Elaine Regenia Ferguson AID Dr. Cynthia G. Fleming Ph.D. Dr. Sundar W. Fleming Ph.D. Dr. Henry James Hardy AID Dr. Larry C. Harris MD Ms. Alary A. Hawkins MM Rev. AJonzo Clark Jenkins MDIV Dr. Vergel L. Lattimore III MDIV Mr. Milton Lewis MDIV Aliss Janice Lorene Alills JD Rev. Ervin Eugene Alilton A1DIV Rev. Kenneth Monroe MDIV Airs. Rosalia G. Parker JD Rev. Lawrence L. Reddick III A1DIV Rev. Albert Shuler MDIV Air. Geoffrey H. Simmons JD Miss Alargaret Rose Simmons BHS Dr. S. Dallas Simmons Ph.D. Dr. AJvin Tyrone Simpson MRE Dr. William M. Southerland Ph.D. Dr. Cleon Franklyn Thompson Ph.D. Dr. Price Walker, Jr. AID Dr. Bertram E. Walls MD Als. Myra Elaine Washington AM Air. Will Wiggins MS Dr. Roy J. Williams, Jr. MD Dr. George C. Wright Ph.D. 1978 Air. Lovest T. Alexander, Jr. BHS Rev. Fremont F. Anderson, Jr. MDIV Ms. Patsy Anne Anthony A1S Mr. Nicholas Kwaku Asare MHA Dr. Donna Johanna Benson MA Rev. John J. Borens THM Ms. Linda Denese Briggs-Alilteer AIRE Dr. Jonca Camille Bull MD Air. Reginald J. Clark JD Als. Denise Renee Driver A1A Rev. Neriah Goldston Edwards THM Mr. Russell W. Hawkins, Jr. A1F Dr. Melvin Lee Henderson AID Dr. Yollette Trigg Jones MA Als. Clare Frances Jupiter JD Air. Leonard V. Lassiter, Jr. MDIV Dr. Caroline Louise Lattimore Ph.D. Als. Norvator Amanda Lawson AHC Air. William Leroy Lee MDIV Dr. Jumanne Abdallah Alaghembe MF Mr. James Nunn McGuffey MM Air. Thurman Conrad AlcLean A1DIV Appendi: 9* 93 Rev. Willie L. Aliddlebrooks. Jr. AIDIV Air. Carlton H. Morse, Jr. JD Rev. Charles Edward Moss MDIV Mr. Clyde T. Nelson MDIV Dr. George Phillips. Jr. AID Dr. Charles \V. Plummer MD Als. Hallie Lawson Reeves MDIV Dr. Alfred Mack Roberts MD Dr. John \Y. Ross MD Dr. Michael \V. Shannon MD Mr. Bye-Mass Max Taal MF Mr. Benjamin Frederick Tandy MDIV Rev. Victoria Sizemore Tandy MDIV Dr. Lynn H. Thomas MD Ms. Karen Jackson Vaughn JD Dr. George H Williams EDD Dr. Eugene Edward Wright. Jr. MD 1979 Dr. Brenda B. Abdelrasoul Ph.D. Ms. Lesline Rena Anderson BHS Dr. Charles S. Baker III MD Mr. Reggie Lawrence Barnett JD Mr. Reggie Lawrence Barnett MBA Mr. Elwood Becton AM Mr. Elwood Becton MA Mr. George Michael Bellinger JD Dr. James K. Bennett MD Mr. Anthony H. Brett JD Ms. Valerie Thompson Broadie JD Dr. Thelma B. Brown AHC Ms. Jacqueline L Coleman JD Mr. Gregory Davis MDIV Mrs. Diane Bright Doriney MBA Dr. James M. Douglas. Jr. AID Als. Michelle Long Durrah AIHA Rev. Dr. Lawrence Timothy Evans AIDIV Dr. Verna C. Gibbs A\D Dr. Cynthia Lynnette Hale MDIV Dr. Benjamin Lewis Hall III MDIV Dr. Barbara L. Hamm AID Dr. Rona Elsberth Hodge BHS Rev. Temple Jackson Howell MRE Dr. Gary B. Humphrey AID Als. Margo Ericka Jackson JD Dr. Alphine Wade Jefferson Ph.D. Dr. Okator Alang Lekwuwa AID Dr. Norma C. Lemon AID Judge Denise Lorraine Alajette JD Lieut. Barbara Summey Marshall AIRE Airs. Rosa Thompson AlcAIee AlBA Prof. Preston L. McKever-Floyd MDIV Air. Paul Nelson Milton MDIV Air. John Kevin Aloore AIHA Dr. Gregory E. Alorrison AID Rev. Gregory Vaughn Palmer MDIV Als. Renav Quarles Pope AIS Dr. Wilfred L. Raine AID Dr. Rueben N. Rivers AID Dr. Beverly J. Spivey AID Mr. Linwood E. Stevens, Sr. AlED Air. Carl Al. Toney AHC Dr. Jacqueline Baldwin Walker Ph.D. Dr. Johnny L. White, Jr. AID Air. All Berlin Williams AlBA Air. James Edward Williams, Jr. JD Airs. Rhonda Reid Winston JD 1980 Air. Louis Pierre Anderson AHC Dr. Carl Leo Arrington AIDIV Air. Larry Jerome Arrington AlBA Rev. Calvin Jerome Banks AIDIV Dr. Valerie Alayne Batts Ph.D. Air. Larry Lee Blackwell MDIV Rev. Benjamin F. Chavis, Jr. AIDIV Rev. Charles Lerov Daniels THAI Air. Thomas Antonio Devine AlA Als. Phyllis Jean F. Ethridge EDD Dr. Dudley E. Flood EDD The Honorable Shirley L. Fulton JD A\r. Jeffrey Edward Green AIHA Mr. William Robert Hairston AIDIV Dr. Sherry L. Hall AID Dr. Alabel Thomasine Hardy Ph.D. Mr. Arnold Odell Herring AlAT Mr. Ralph S. Hightower, Jr. AlBA Air. Edward Hines. Jr. AIDIV Mr. Robert L Hoover AHC Dr. Calvin Rudolph Howell AlA Dr. Reginald E. Ishman AID Rev. Lawrence Edward Johnson AIDIV Air. Lonnie Lee Johnson, Jr. AlED Air. Finley Oneal Jones MDIV Als. Dorothea King JD Dr. Jasper Jones Lawson Ph.D. Rev. James Edward Lilly, Jr. AIDIV Mr. Darryl Jadwick Lynch AlF Rev. Cassandra Young Alarcus AIRE Air. Lafayette Maxwell MDIV Airs. Wilsonnia Green AlcLean AIDIV Als. Andromeda Alonroe JD Air. Alumanga Chibole Alumbi BHS Air. Harold Douglas Pope III JD Dr. Rexford J. Richardson Ph.D. Air. Eric Michael Roberts AlBA Air. Percy Elliott Robinson JD Ms. Valerie Robinson AHC Rev. Jerry Michael Sanders AIDIV Dr. Derise Evette Tolliver AlA Dr. Kwaku Adjei Twum-Baah Ph.D. Dr. Velma Gibson Watts Ph.D. Air. Charles Lavelle Weaver BHS Air. Kenneth Lee Whitehurst AlED Als. Renee Clarissa Wilder AlBA Ms. Dyan E. Willoughby AlBA 1981 Air. William Henry Amos MDIV Dr. Joshua Attah Ph.D. Air. Edward Hampton Bailey AHC Dr. Sylvia Thompson Bullock Ph.D. Als. Deborah Kee Campbell AlBA Air. Alan Brent Gates AHC Dr. Elmer Jerome Cummings EDD Als. Kim Lori Davenport JD Mr. .Allan C. Delaine JD Als. Leonia Dorris AHC Als. Lorna Nettie Dula BHS Dr. Amgred Ghislayne Dunston Ph.D. Rev. Ruthenia H. Finley AIDIV Air. Yinston Jerome Goldman AHC 94 <** LEGACY, 1963-1993 Mr. Mervyn Al Greene JD Mr. Samuel Harrison MBA Mr. Oliver T. Hill .MDIV Mr. Willie A. Hodge III MBA Ms. Rosetta Berry Inmon MBA Ms. Addie Lafayette Ix;gette MA Ms. Rosita McKee BHS Ms. Gail Phillips Merritt JD Dr. Bertha Hampton Miller Ph.D. Dr. Demetria Montgomery MD Mr. Terence Kent Neal AHC Rev. John N. Osborne, Jr. MDIV Ms. Mildred Cerise Petty AHC Ms. Mildred Cerise Petty MS Dr. Asela Catherine Russell MD Mr. Kenneth Byron Scarlett MDIV Ms. Verline Anne Shepherd MBA Ms. Crystal Yvonne Smith BHS Mr. Kimball Ranier Smith MBA Ms. Geraldine Sumter JD Ms. Florence Elaine Thompson BHS Dr. David W. Trader MD Mr. Ronald B. Via MBA Mrs. Lois Bullock Wall AHC Dr. Patricia Watkis MD Mrs. Linda M G Weaver AHC Dr. Love Henry Whelchel Ph.D. Ms. Sharon Yvonne White MBA Mrs. Beth Hope Woodland-Hargrove JD 1982 Ms. Josie A. Alexander JD Mr. Levi Alfonso Beckwith MBA Mr. Henri Arthur Belfon, Jr. EDD Dr. Gayle Elaine Brooks Ph.D. Mr. Bernard Freeman Bugg MBA Dr. William R. Burge MD Dr. Cyd Patrice Campbell MD Ms. Demetria Theresa Carter JD Dr. Carnell Cooper MD Mr. Arnald Byron Crews AM Dr. Marsha Jean Darling Ph.D. Dr. Georgette A. Dent MD Ms. Valerie Robinson Dinkins JD Dr. Samuel T. Dove MD Ms. Ruby Williams Freeman MA Ms. Nanette Gandy JD Dr. Francis Roosevelt Gilliam III MD Dr. Robert Alexander Wilson Grant MA Ms. Carolyn Ann Green MS Ms. Fern E. Gunn JD Mr. I lenry Kofi Gyamfi MDIV Dr. Darielle Watts Jones MA Rev. Diana Bradley Jones MDIV Mr. Michael Anthony King MBA Dr. Kapauner Ramona Lewis MD Ms. Victoria R. Marsh JD Ms. Victoria R. Marsh MCL Dr. Joseph Henry Martin, Jr. MD Mr. Alfred Dale Moore JD Mr. John Albert Moore MDIV Mr. Carlton O. Morales AHC Dr. Clarence G. Newsome Ph.D. Rev. Gina Delise Rochelle MRE Mr. Vernon Julius Rose MDIV Dr. James Ray Samuel MDIV Ms. Cassandra Shaw BHS Mr. Hezekiah Sistrunk, Jr. JD Dr. Arthur Vernon Stringer MD Dr. Lucia Antoinette Ward-Alexander EDD Rev. Dwight Reginald Whitt JD Rev. Bruce Wright MDIV Mr. William Wright AM 1983 Mr. Thomas Leroy Bailey AM Mr. Andrew Russell Barner, Jr. MBA Rev. Jason Barr, Jr. MDIV Ms. Deborah Lynetta Basket MA Ms. Sheila Moncure Belfon EDD Dr. Estrada Jetlerson Bernard, Jr. MD Rev. Norman Aaron Brown MDIV Rev. Norman Aaron Brown THM Ms. Stephanie Smith Brown MHA Mr. Patrick Chishimba MBA Ms. Angela Diane Davis JD Mr. Emanuel Faust, Jr. JD Mr. Michael James Freels AM Chaplain Alvester Key Gales MDIV Chaplain Floyd Renot Gilbert MDIV Ms. Karyn Allison Greenfield JD Dr. Reginald Lawrence Hall MD Mr. Kevin Lee Hopkins MA Mr. Dawson Horn III JD Rev. Carl B. Hutcherson, Jr. MDIV Mrs. Annette King Hyatt AHC Rev. David Edward Jasper MDIV Mr. Owen Arthur May MBA Mr. John Darrell Mclnnis JD Dr. Deevid Oscar Miller MD Mr. James Jerome Otey BHS Mr. Lionell Parker MBA Mr. Charles Milton Pee MDIV Ms. Carolyn Yvonne Phillips-Lanclos JD Dr. Kevin Randall Porter MD Rev. Joseph Lee Ratliff MDIV Mr. Melvin Leslie Riggs EDD Ms. Pamela E. Rodgers MBA Dr. Siddig Abdel Mageed Salih Ph.D. Rev. William David Smart, Jr. MDIV Professor Charles Edison Smith LLM Mrs. Dale Peele Sneed MDIV Dr. Paul Stephens, Jr. MD Mrs. Lona Letsy Tapper-Rogers MDIV Dr. Lesa Denise Walden MD Ms. Janice Marie Wallington AHC Ms. Janice Marie Wallington MS Dr. Jeanie Anne Westry MD Rev. Quentin J. White MDIV Mr. Meretle Hampton Wilson THM Dr. Antronette Kay Yancey MD 1984 Mr. Edward Norris Allen MSN Dr. Avis Adriena Artis MD Mr. Joseph Andrew Battle MBA Dr. Donna Johanna Benson Ph.D. Dr. Jocelyn Wolffe Bonner MD Ms. Vergyl Loretta Cabbagestalk AHC Dr. Karen Young Collier Ph.D. Rev. Philip R. Cousin. Jr. MDIV Rev. Robert Lee Daniels MDIV Appendix ty^ 95 .Ms. Marilyn Elaine Foote-Hudson MA Dr. .Marc Tomas Galloway AID Dr. Fred Janasi Gomendo THAI Mrs. Helen Nelson Grant JD Dr. Samuel Elijah Hall AID Rev. George Carver Hawkins A1DIY Mrs. Sybil S. Henderson MBA Mrs. Darlene Mitchell Hoard MBA Dr. Calvin Rudolph Howell Ph.D. Mrs. Finesse D. Hull-Simmons JD Dr. Andrea Marie Jackson MD Chaplain Richard Carnell Jackson MDIY Ms. Andrea Denise Jones JD Dr. Darielle Watts Jones Ph.D. Dr. Vereda Johnson King Ph.D. Mr. Timothy Ross Langston MBA Mr. Joseph Lee Littles MBA Ms. Adrienne Patrice Marshall MBA Mr. Floyd Bixler McKissick. Jr. JD Ms. Allene Watkins McNeil AHC Dr. Karen A. Moore MD Mr. Wiley Muffins 111 MBA Air. Edward A\ikumah Okine MS Air. Thomas David Parham. Jr. AHC Mr. Jean Derek Penn MBA Rev. Staccato Powell MDIY Dr. Felicity Araba Quansah MD Dr. John Armand Rich MD Rev. Christopher Samuel Robinson MDIY Mr. Elwood Lee Robinson AHC Prof. Yetta Lynn Sanders Thompson MA Mr. Raymond Ronald Sommerville MDIY Dr. William Clair Turner, Jr. Ph.D. Dr. Cheryl Lynn Walker MD Mrs. Reba Hayes Warren JD Dr. Janet Marie \Yhidby MA Dr. Lauren Yirgima Wood MD 1985 Ms. Pamela Lynn Boswell MA Ms. Lisa Curtis Bowler MHA Ms. Frances Rene Brown JD Rev. Jesse Brunson MDIY Dr. Clifton Earl Buckrham MDIV Mr. Larrv Chisolm JD Ms. Pamela Rachelle Dewees MBA Ms. Mr. I^eonard Earl Fairlev MDIY .Mr. Ms. Jana Olivia Fleming JD Mr. Ms. Bernice Tripp Gibson AHC Air. Ms. Bernice Tripp Gibson MS Mr. Rev. Edith Lee Gleaves MDIV Mr. Dr. Gregory Joseph Glover MD Ms. Ms. Lisha W. Goins JD Mr. Mr. Michael Edward Green MBA Ms. Dr. Benjamin Lewis Hall III Ph.D. Mr. Ms. Kendra Lorraine Harris MBA Mr. Rev. Myrtle Frances Hatcher MDIY Dr. Ms. Marguerite Michele Hester MBA Dr. Chaplain David Harlan Hicks THM Rev Dr. Susan Eileen Jenkins MD Mr. Mr. Leonard Howard Jones MBA Mr. Dr. Yollette Trigg Jones Ph.D. Mr. Ms. Kimetha Lynnette Knotts AHC Ms. Mr. Albert Garliea Kokulo MEM Ms. Mr. George Paul Lanier MDIV Dr. Ms. Andra Moore Martin .MBA Rev Dr. Clarice Jannette Martin Ph.D. Dr. Mr. Michael Carlton Mason JD Dr. Mr. Kevin Alvin AlcQuay MBA Dr. Mr. Marvin Anthony Moore .MBA Mr. Dr. Lori J. Pierce MD Mr. Mr. Rudolph Simmons MBA Mr. Dr. Shelley Ruth Slaughter MD Ms. Dr. Robert Scon Smith MA Mr. Dr. Claire Leona Spain-Remy MD Ms. Ms. Sonja Steptoe JD Mr. Mr. Gary Bernard Strong MHA Mr. Mr. Allen Dixon Terrell MDIV Mr. Dr. Derise Evette Tolliver Ph.D. Ms. Mr. Aaron Watson JD Rev Ms. Sandra Elise Watson MHA Ms. Dr. Jonathan Emanuel Hazema Wilson Rev Ph.D. Ms. Ms. 1986 Dr. Rev. Sharon Lavonda Adams MDIY Dr. Mr. Thomas L. Aiken MBA Mr. Rev. Howard Emory Anderson III MDIY Mr. Mr. Eddie Norris Barnes MBA Mr. Ms. Iris Killian Barrett MBA Dr. Tracy Natasha Bowens MBA Antonio Brito Braz JD Sidney O'Neal Brewer MBA John David Bnggs. Jr. JD Frank Butler MDIV Caesar Pina Cardozo JD Lenora Patrice P. A. Carlock MBA James Harvey Carter. Jr. BHS Odrie Maria Chapman JD Brent Overton Edgar Clinkscale JD Reginald John Clvne MA N. Anthony Coles, Jr. MD Christina Elizabeth Cummings AID . Eldrick Ray Davis A1DIV Charles Envinnaya Ekeleme, Jr. A1BA David C. Emelileonwu AL\ Marvin E. Fountain MDIY Lena Yernell Freeman A1DIY Lynn B. Gardner A1HA Tana Annette Gradv AID . Diane Harper Haggler A1DIY Ricky Damon Helton AHC Ricky Damon Helton MDIV Janice Dolores Johnson AID Jeffrey David Jones JD Jeltrey David Jones MA J. Richard Leaman III .MBA Karol Page Alack JD John Alichael Alallette. Jr. JD Faye Alarie Alartin .MBA Cam Mills AHC Irvin Aloore, Jr. AHC Rick Lamont Perslev A1BA Elmira Juanita Powell BHS . Constance Alane Prince A1DIY Hilda Pinnix Ragland A1BA . Christopher Samuel Robinson AHC Linda Ann Russell AHC Linda Ann Russell A1DIY Julius Sherrard Scott III Ph.D. Cednc Dewavne Shetheld AID James Donald Smith JD Willie Albert Smith III .MBA Timothy Tyrone Taylor A1DIY Karen Cassidv Thompson Ph.D. 96 <** LEGACY. 1963-1993 Mr. Leon Clay White MBA Ms. Nancy Virginia Wilkins AHC .Mr. Wilbert Edd Williams MBA Dr. Deborah Y. I^eonardo Wilson MD Mr. Samuel Leon Winder III MBA Mr. Randy Rodell Zeno MBA 1987 Mrs. Pamela Doronda Bailey BHS Dr. Osbert Blow MD Ms. Yvette Lynne Bonaparte MBA Dr. Marian E. Bonner MD .Ms. Delores Smith Bradsher MSN Mr. Johnathan Gray Broadnax MBA .Mr. Ronald Eugene Brown MBA Ms. Tonola Doris Brown JD Dr. Myra N. Burnett Ph.D. Rev. Columbus Benjamin Burns III MDIV Ms. Angela Jellries Caldwell AHC Mr. Reginald John dyne JD Ms. Donna .Maria Coleman MA Mr. Donald Ray Dixon MBA Dr. Roderick E. Edmond MD Dr. Linda Harris Gilliam MD Mr. Curnell Graham MDIV Rev. Deborah D. Lockett Graham MDIV Rev. Ravmond Wavne Hargrove MDIV Air. Robert Evans Harrington JD Dr. Deborah Marie Hayden-Hall MD Dr. John L. Hudgins Ph.D. Ms. Jocelvn Janine Hunter JD Mr. Franklin David Jackson JD Mr. Henry Donnell Jefferies MDIV Ms. Carolyn C. Christian Johnson MBA Mrs. Lynne W. Johnson MBA Air. Timothv Rav Johnson JD Ms. Patricia Ann Kornegay JD Rev. Leonzo Daniel Lynch MDIV Dr. Pamela Hermine Martin MD Mr. John Richard May. Jr. JD Mr. John Richard May. Jr. MA Ms. Priscilla Robinson Meadows MBA Mr. Ron- Quintin Miott MBA Mr. Richard Benjamin Moore MBA Ms. Michele Jeninne Pavne MBA Dr. Alton Brooks Pollard III Ph.D. Ms. Donna Primrose- Brown MA Ms. Joyce Butts Sanford MBA .Ms. Adona Christine Simms BHS Dr. Cora Ducette Spaulding MD Mrs. Sherri W. Tatum JD Mrs. Nancy Taylor-Smith .MBA .Mr. Barry James Thompson .MBA Ms. Kara Watkins Tillman MBA Dr. Janet Marie Whidby Ph.D. Mr. Edward Leon White. Jr. MBA Ms. Charita Nanette Whitehurst MBA .Mrs. Kathryn Woodbury Zeno MBA 1988 .Ms. Sheree Michelle AJston MA Mr. Jerome Anderson MDIV Chaplain Jarvis Eric Bailev MDIV Mr. Darrvl Triandos Banks MBA Mr. Warren Hicks Basket MA Dr. Herman Lee Bennett MA Ms. Avis Toppin Bent MBA Mr. John Milton Boutte AHC Lieutentant Arthur McGill Brown MDIV Mr. Eric Dewayne Cole MDIV Dr. Jennifer Jean Crawford .MD Ms. Ida Johnson Dawson BHS Mr Bryan S. DeLoatch MBA Rev. Earlston Eugene De Silva MDIV Mr. Willie Otis Dixon IV JD Dr. Jill Allison Foster MD Mr. Henry Thomas Foxx MBA Mr. Charles T. Geoffre Francis JD Ms. Lena Vernell Freeman AHC Mr. Kodwo Pere Ghartev-Tagoe JD Dr. Robert Alexander Wilson Grant Ph.D. Mr. Jerron Denard Green MBA Rev. Moses Edmond Hodnett. Jr. MDIV Ms. Felicia Yvette Howell MBA Mr. James C. Lee JD Dr. Joseph Mwona Maitima MA Rev. David Ophanalia Malloy MDIV Dr. William Kenneth Mask MD Ms. Tarshia Angelita McGlockton MBA Ms. Carol Betina Morris MA Ms. Carol Betina Morris MBA Mr. Patrick Nganga MS Mr. Kwasi Nyamekye JD Ms. Pamela Dianne Parson MBA Ms. Ramona Marie Payne MBA Mr. Toussaint Joseph Philogene MBA Ms. Deborah E. Richardson de Cueras JD Mr. Dale Alexander Royal MA Pro!. Vetta Lynn Sanders Thompson Ph.D. Ms. Marguerite Harper Scott MA Mr. Darrvl Dwain Smalls JD Ms. Jean Olive Smith MDIV Mr. Peter Malcolm Stanfbrd-Asivo BHS Ms. Paula Elizabeth Dudley Stewart MBA Mr. Anton Travers Wesley MDIV Mrs. Pamela S. White MBA Ms. Wendy Elizabeth White-Adcock MA Mr. John Jasper Wilkins. Jr. MDIV Mr. David Wayne Williams JD Mr. Hudson Grov-er Willis MBA Rev. Richard Elias Wimberley III AHC Mr. Herbert Sei Lami Zigbuo MRE 1989 Mr. Hugh W. Allen MBA Janice Michelle Allen .MA Mr. Harold Tommy Amaker MBA Ms. Terri Kim Bacote Charles MA Ms. Nanette Alicia Banks MA Mr. Wayne Patrick Banks MBA Mr. Adrian Troy Barber MA Mr. William Joseph Barber II MDIV Mr. Larry Donald Bivens MBA Dr. Charles S. G. Boayue, Jr. MDIV Mr. James Boden ALA Mr. Avery Chardor Brown THAL Ms. Suzanne Brown MBA .Ms. Kara Odessa Bryant ALA Dr. Randall M. Bryant ALD Rev. Ella Jean Burnett MDIV Mr. Terence Inerius Caldwell ALBA Ms. Danielle Denise Carr ALA Dr. Bradley Henry Collins ALD Dr. Cornelius Alexander Davis III ALD Airs. Patricia Eleanor Dave AIHA Appendix C^> 97 Mrs. Pamela K. DeLoatch MBA Ms. Maria Teresa Dickerson MA Dr. Franklyn F. Dontfraid MD Chaplain Swindell Edwards MDIV Mr. Gary Donell Ellis MBA Rev. Doris T. Fox MDIV Rev. Jerry Louis Gadsden A1DIV Mr. Michael Lee Garrett MA Ms. Lori Tawana Hagens MHA Dr. Robert Lee Harrell III MD Mrs. Sharon Carr Harrington JD Mrs. Brenda E. Harris-Richmond BHS Mrs. Jeanne L. Holeman MHA Air. Spurgeon Roosevelt James, Jr. A1BA Airs. Sharon Ann Jerrnes-Jones A1BA Rev. Orea Jones- Wells MDIV Dr. Ricky Park Soo Nam Aladdox AID Rev. Carl Linwood Alanuel, Jr. A1DIV Dr. Hirschel David McGinnis AID Als. AWie E. Alichel-Tucker A1BA Ms. Sondra Alarie Aliddleton BHS Dr. Alois Simon AVlambo Ph.D. Als. Charlotte L. Alolette A1S Air. Russell Jerome Aloore A1BA Air. Kenneth Alonzo Alurphv JD Dr. Angela D. Odom-Austin AID Als. Tanya Al. Oubre JD Als. Rohini Arvind Parikh A1A Als. Donna Primrose-Brown JD Rev. Darryl Wayne Robinson A1DIV Als. Robin Lee Rosenberg JD Als. Robin Lee Rosenberg MA Air. Steven Bailey Royster JD Als. Cheryl Williams Scarboro JD Air. Garry Wendell Seabron MDIV Als. Willie Ann Foster Shears A1BA Air. Oris Russell Stuart III A1BA Mr. James Edward Tatum, Jr. JD Mr. Alaurice C. Taylor JD Air. Ato Waters A1BA Ms. Annette Denise Watkins A1BA Airs. Felicia Stevenson Watlington A1BA Mr. Stephen G. Garfield Wedderburn A1A Mr. James Brian Wilson A1BA Rev. Richard Elias Wimberley III MDIV Als. Angela Yvette Wine BHS 1990 Air. Claude Alexander Allen JD Mr. Claude Alexander Allen LLA1 Air. Erasmo Viteho Barrera A1BA Als. Isabelle Belance-Zank A1A Als. La Shaun Rene Bellamy A1BA Als. Dawn Jonita Bennett A1S Dr. Sabrina Terre Bent A1S Dr. Nicola Sheree Bravo AID Als. Jacqueline Elaine Brown A1BA Air. Tumelo Chiptupa A1S Als. Yarta Onika T. Clemens A1S Dr. Josephine Alillicent Clement A1BA Air. Sherad Levito Cravens A1BA Air. Eric Leon Crump A1S Als. Alelinda Gail Dudley AHC Air. Kenneth Franklin Edwards A1BA Dr. Naomi Patricia Franklin Ph.D. Ms. Ruth C. Harris AHC Als. Odessa Alarie Henderson BHS Als. Sonia Elizabeth Hill JD Air. Freddy Lorenzo Hooks A1BA Air. Gregory A. Hudgins A1BA Als. Linda Joyce Jordan A1BA Dr. Alawivah Rehema Hill Kambon Ph.D. Air. Anthony Alaurice Kellev MA Mr. Brayn Lucias Khunguni A1A Air. Robert Weldon Lancaster, Jr. A1BA Air. Seth Osibisa Lartev AIRE Als. Lavonne Denise Lawson JD Als. Lavonne Denise Lawson A1BA Als. Alandisa Aluriel A lava LLA1 Als. Laverne Clarissa AlcClellan A1BA .Mr. Abraham Lincoln AlcCoy, Jr. BHS Dr. Kimberly Iris Aloran AID Als. Jennifer Lyle Alorgan A1A Air. Gichuru Kagwe Aluchane A1S Ms. Kim Inell Nance MBA Air. Garry Demarco Norns MBA Air. Julius Edo Nvang'Oro JD Als. Alauricette G. Parris-August JD Als. Saba Shibberu A1BA Dr. Robert Scott Smith Ph.D. Air. .Michael Joseph Sorrell A1A Dr. Jon Alichael Spencer AITS Air. Gary Alitchell Sutton A1BA Als. Donna Alarie Thompson AL\ Air. Robert Edward Thorn MA Als. Velma DeRaye Walker A1HA Ms. Janis Ruth Williams JD Airs. Lynn Perry Wooten A1BA 1991 Air. Lovest T. Alexander, Jr. A1HS Dr. Tedra Louise Anderson-Brown AID Als. Karen Elise Ashley JD Dr. Linz Audain Ph.D. Mr. Wayne Anthony August A1BA .Ms. Robin Deshay Alahan Baker BHS Air. Larry J. Barnes A1BA Air. Kevin Alanuel Beber A1BA Rev. Bobby Ray Best MDIV Dr. Victor Alfred Bracey AID Als. Adnenne Renee Brigmon A1A Als. Wannetta Iris Carter JD Air. Rodney Christopher Clare A1A .Ms. Constance Eugenia Clement A1BA Air. Anthony Thomas Coates A1BA Airs. Gwendolyn Gail Coley-Bishop A1SN Dr. Adrian Howard Cotterell AID Dr. Tamera Dynene Covne AID Air. Vincent Fitzgerald Crump A1BA Dr. Derick G. S. Davis. Jr. Ph.D. .Mr. Spruell Driver. Jr. JD Als. Veronica Euphema Easmgton BHS .Ms. Alillicent Renee Brown Fauntlerov A1A Als. Sharon Shankhn Freeland AITS .Ms. Katie Ann Gailes A1BA Air. .Maurice Oliver Green JD Dr. James Earl Harley AID Air. Derrick K. Harris. Jr. MDIV Als. Ruth C. Harris MDIV Air. William Gerald Harris A1BA Als. Cassandra Wylene Headen AHC Air. Vance Hunt A1DIY 98 £# LEGACY, 1963-1993 Ms. Debra Lynne Hursl MBA Dr. Cheryl M Johns..,, Ml) Mr. Reginald James Johnson MPP Mr. Andrew D. Jones. -I, MA Ms, Karen Lynn Jones MBA Mr Linwood Kiit li MA Ms. Brenda Kirton Ml )FV Ms. Carolyn Wilkins Lucas Ml)l\ Ms. Joan Marie McBarnette MBA Mr. Donald McMichael, Jr. MHA Mr. Samuel Howard Moore, Jr. MD1V Ms Gail Patricia Moselej MA Ms Robin Catherine Murray-Gill .11) Ms Jacqueline Diane Neal MBA Ms. Gretchen Rita Carre Nell) .11) Mr. Hilton Manuel Nicholson A \ I i - \ Ms. Chinvere Y. Okoronkwo .11) Ms Monica Jane Oliver MAT Dr. Wendy-Ann Olivier MI> Ms. Stephanie J. Pennington-Grant MSN Mr. Therence O. Pickett JD Dr. Jennifer Parker Porter MI) Mr. Stanley Eason Porter MBA Dr. Leslie Dentse Reynolds MD Mrs. Monicjue A. Rowtham- Kennedy JD Ms. Dew Patterson Russell JD Ms. Cheryl Yvonne Self MBA Ms. Paula Una Simon JD Mr. Brian Christopher Smith MBA Rev. Clarence Anthony Smith, Jr. MDIY Ms. Nicole Eileen Sullivan MA Ms. Charieese Jordan Sutton MBA Mr Joseph B. Sylve 111 MBA Mrs. Cassandra Smith Taylor MBA Rev. David Bernard Thornton MDIY Mrs. Pamela Brooks TulLv MBA Ms. Lisa Yvette Waller MA Mr. Oregon' Alan Watson MBA Ms. Tanya Deshields Whitted AIIC Mr. Elijah Williams MTS Ms. Esther Marie Woods MTS Ms Tamara Yvette Woolfork JD 1992 Mr. Shawn Ray Alexander AIIC Mr. Charles Duane Almo MA Ms. Jennifer Elizabeth Baltimore .11) Rev. 1 la, r\ Maurice Barnes MDIY Rev. Arnetta Elizabeth Beverly MDIY Ms. Amanda Cordelia Bryant MS Mr. Eric Tyrone Bunch MDIY Ms. Danielle Denise Carr Ph.D. Ms. Nancy Njeri Chcge MEM Dr. Lee Richard Coleman. Jr. MI) Mr. Matthew Jon Countryman MA Mrs. Rhonda Nesmith Crichlow MPP Ms. Mary Elizabeth Crudup MRE Ms. Carmela N Edmunds .11) Dr. Paul Dominic Edwards MD Ms. Lisa Caroline Evans JD Ms. Kimberly Beth Flint Ph.D. Mr. Garrick Codrington Francis MA Ms. Martina Monique Garns-Bingham JD Mr. Dale Christopher Catling MBA Ms. Cynthia Adrienne Groomes LMJD .Ms. Deirdre Terese Guion MBA Dr. Jarvis Alden Hall Ph.D. Rev. Ralph Devolia Harris MDIY Mrs. Kellie Robinson Hicks MHA Mr. Christopher Lavone Hinton MBA Ms. Anica Lynne Howard MBA Mr. Starling David Hunter III MBA Dr. Carlos Sidney Ince, Jr. MD Mr. Darryl Ernest Ince MBA Ms. lilla G. Johnson JD Mr. Andrew D. Jones. Jr. Ph.D. Ms. Christina Shade Jones MBA Ms. l^rika Yeronica Keller JD Dr. Yern Antoine Keller MD Mr. Endalkachew Kidanewold MA Ms. Deborah P. Lane MBA Dr. Rhea Armagne Lloyd MD Ms. India Manton MBA Dr. Althea L. McCoy Ph.D. Mr. Omar Yusef McNeill JD Ms. Erma Mary Millard MBA Mr. Henry Jerome Mtms JD Mr. Michael Boulware Moore MBA Mr. Richard Bernard Moore II MBA Rev. I )ita\v.i Mavuluswa Nianda MDIV Mr. Abubakar Atiku Nuhu-Koko MA Ms. Emily Ann Page MBA Ms Denise Elliott Patterson MBA Dr. Karl Lyndell Pete MD Ms. Valorie Antionette Pigotte A I IC Rev. Vertie Powers- Williamson MDIY Mr. Eri< Wayne Price MBA Mr. Fazli Qadir MBA Ms. Annua Magnolia Richardson LMJD Mr. David Walton Roberts MBA Dr. Yernice Royal MD Mr. John Ashley Sammerson MA Mr. Victor Rudolph Shavers. Jr. MBA Ms. Dorinda Dawn Shelton AHC Ms. Lisa Sheppard MBA Mr. Michael Smith MBA Mr. Sarnie Allen Solomon, Jr. MBA Mrs. Sharon Lovett Solomon MBA Mr. Samuel Lvdell Starks JD Mr. Tern,' L. Staten MBA Mr. Timothy Jonathan Talley MBA Dr. Donald Walker Tunnage JD Ms. Darline Faith Turner MHS A\rs. Lisa Williams Warren MA Ms. Christine Celeste Washington .1 1 ) Ms. Geovette FZIise Washington JD Ms. Sheryl Ann Watkins JD Ms. Sheila Kenvatta White MA Mr. John Wilson III MDIV 1993 Ms. Nuhaad Abdulwahab Abbas MEM Dr. Joseph Bebee Alexander. Jr. JD Mr. Johnson K. Asibuo THM Ms. Rachel Lavern Battles A\BA Dr. Herman Lee Bennett Ph.D. Ms. Renee Antonia Berry MBA Dr. Guenet Beshah-Tapscott JD Dr. Clifford Bowens, Jr. MD Dr. Fredrick Dubois Bowman Ph.D. Mr. Paul Andre Brathwaite MPP Appendix ££ 99 Dr. Jacqulynn Michelle Broughton JD Ms. Leslie Brown MA Ms. Linda W. Bryan MDIV Ms. Amanda Cordelia Bryant Ph.D. Mr. Brian Menard Butler MBA Mr. Courtland Wallace Butts, Jr. MBA Mr. William Burnett Bynum, Jr. MA Mr. Clem William Campbell THM Mr. David Allen Cantrell MA Mr. Benjamin James Carson III MBA Dr. Paulette Denise Chandler MD Ms. Stephanie Lynn demons MBA Mr. Gerald Llwellyn Coates MBA Ms. Sherrie Ranae Cook MDIV Mr. David Alexander Cooks MBA Dr. Thaxter Angenilla Cooper JD Dr. Teresa Deloatch JD Dr. James Antone Dickens JD Ms. Kathryn Renee Dungy MA Mr. Eric Antonio Edmond MBA Rev. Robert Howard Edwards THM Ms. Dianthe Renea Eiland MS Ms. Julia Ann Eklund JD Mr. Maxwell Onvemaechi Eleogu MA Mr. David L. Elliott JD Dr. Christopher Eric Ervin AID Ms. Lesley Grace Feracho MA Rev. Trevon Dyrel Gross MTS Dr. Terrie Victoria Hagler JD Ms. Vanessa Price Hairston MSN Ms. Tomiko Brown Hall MA Mr. Roderick Teryl Henley MBA Ms. Robin Lee Hughes MS Dr. Willie J. Jennings Ph.D. Mr. Byron Vernon Johnson MBA Mr. Lewis Elgin Johnson MA Ms. Sharon Regina Johnson MBA Dr. Alysia Marvelle Jones JD Dr. Daryl Milton Kennedy JD Mr. Carl William Kenney II MDIV Ms. Kimberlv Lynette Kennion AHC Dr. Avis Maureen Kinard JD Ms. Brenda Kirton AHC Ms. Susan Lasley MA Dr. Cleveland William Lewis, Jr. MD Ms. Sharon Grundy Lynn MBA Mr. Eugene Victor A. Maafo MDIV Mr. Sir Walter Lee Mack, Jr. MDIV Ms. Saundra Hardin Marion MBA Mr. Ronald Erickson Maxwell MDIV Mr. Harold Anthony McDonald MBA Mr. Donald McGill MBA Mr. Charles Wesley McKinney MA Mr. Alexander McMillan, Jr. MBA Mr. Everett Roy McNair MBA Rev. Wyatt Clifton Minton III MDIV Dr. Orlando McArthur Moncrieffe Ph.D. Ms. Celia Elizabeth Navlor-Ojurongbe MA Rev. Kenneth Lee Nelson MDIV Ms. Sandra Park MPP Mr. Larry Bryant Parker MDIV Mr. Donzell Bryant Patterson AHC Mr. George Piwang MTS Ms. Bettye Donne Poole MDIV Ms. Andrea Green Price AHC Ms. Andrea Green Price MDIV Mr. Tony Eugene Reese MDIV Ms. Jacqueline Robinson MBA Mr. Mark Harrison Robinson MBA Ms. Leslie Karin Roland MBA Ms. Annette Yvonne Scippio MA Colonel Sylvester L. Shannon THM Mr. Kevin Iry Sims MBA Ms. Linda Bradsher Singietary MDIV Ms. Ann Lawson Smith AHC Dr. Susan Reid Smith JD Ms. Jacquelene R. Hairston Stephenson A1SN Mr. Samuel Lee Stewart MDIV Dr. Jim Odell Stuckey II JD Mr. David Allen Swanson MA Mr. David Cary Tapscott MBA Ms. Geanine Dorothea Thompson MBA Dr. Josette Michelle Thompson JD Ms. Amelia Pride Thorpe MA Mr. Paul Pascal Van Den Bulck LLM Ms. Yolanda Vanessa Van Horn MA Dr. Terrence Wayne Walton MD Ms. Carol Njanja Wanjau MA Dr. Greta Yvonne Watts MD Dr. Kimberlv Lynn Webb JD Ms. Juanita Chizuko Williams-Gould A\A Dr. Karen Donnella Woodard JD Mr. James Andrew Wooten MBA Mr. Kwame Oppong Yeboah MBA 1994 Ms. La Gaylia Juwana Appleby MBA Dr. Osbert Blow Ph.D. Ms. Kimberlv Rachelle Bolton JD Mr. John Williams Roberts Bradley MBA Ms. Cheryl Allen Brewer MSN Mr. Brian Paul Brown MBA Ms. Dionne Yverte Brown MPP Ms. Joanne Elizabeth Brown MDIV Mr. Michael Anthony Brown MBA Ms. Danielle Quave Burton MBA Mr. William Burnett Bynum, Jr. Ph.D. Mr. James Harvey Carter, Jr. MHS Mr. Eddie Terrence Chavis MBA Mr. Garvey Elton Cills MBA Mr. Rodney Clark MA Ms. Dana Jeanine Cosby JD Dr. Evelyn Winston Dadzie Ph.D. Ms. Jeanine Margarita DaSilva MBA Mr. Anbessie Debele MA Ms. Satana T. Deberry JD Ms. Angela Harper Dunlap MDIV Ms. Beverly Renee Eccles MBA Mr. Theodore Curtis M. Edwards II JD Ms. Sherry Danielle Ellerbe MBA Ms. Donna Maria Epps JD Ms. Charlene Lanette Evans MBA Mr. Theodore Leon Fleming MBA Ms. Lorna Deneen Flowers MBA .Ms. Erica Dawn Foster JD Mr. Terry Sylvester Francis MBA Mr. Trevor Kenneth Freeland MBA Dr. Richard Ramas Gillespie, Jr. MD Ms. Arnetta Carol Girardeau MA Mr. Bruce Tyrone Grady MDIV Ms. Merida Marcella Grant MA Ms. Kimberlv Martin Grantham JD 100 c^r? LEGACY, 1963-1993 Ms. Cecelia Evelyn Greene .MDIV [ )i I )eborah Reynolds Greene Ml) Ms [Yacye Renee Grinnage .11) \\i Norm. ui Scott Gunn JD Mr.Glendon Philip Hall MBA Mr. Joseph Ghana Hall AHC Mr. (an Keith Macneil Hanley MBA Mr. Leo Harmon, Jr. MBA Ms. Karol Suzette Harshaw iWSN Ms. Charla Winnetta Hill MBA Ms. Roberta Shikako Hill MBA Dr. Jenniler Lynn Hunter Ml I Mr. Brian Andree Irving .MDIY Dr. Harvey Clarke Jenkins, .Jr. MD .Ms. Carla J. Kelly MBA .\\r. Herschel Bernie Kenney MBA .\\r. Eri< Williston Law MA Ms. Christy Brown Leflore MA Dr. Jarnes Wilton Lewis Ph.D. Ms Shellene Madeline Lumpkin MBA Ms. Cynthia McArthur MSN Mr. Alvin McCoy III .MBA .Ms. Yarnell I). Mc Donald-Fletcher MHS Dr. Sheila Smith McKoy Ph.D. Mr. Walter Emmett McLeod MDIY Mr. Sherman Marc Meachem MBA Ms. Sondra Marie Middleton MHS Ms. Sonva Williams .Middleton JD Ms. Michelle Renee Minus .MBA Dr. Nico Ronald Mliga Ph.D. Ms. Robin Elizabeth Moore JD Dr. Mary Wairimu Muchane Ph.D. Mr. Salahuddin Muhammad .MHS Dr. Fausta Nazaire MD Dr. Andrea Yoruba Nelson JD Dr. Bernard N. Kimani Njoroge Ph.D. Mr. Munishi K. T. Pantaleo MEMF Ms. Rosalind Marie Parker JD .Ms. Wanda Gale Parker MSN Mr. liarl Douglas Reams MDIY Dr. Brian Sean Register MD .Ms Kimberly Jean Roberts MHS Dr. Albert Devon Sam II MD .Mr. Robert Charles Scott MDIV .Ms. Ruby Martin Simmons MSN .Ms. Gloria Ann Skinner- Pettiford MDIV Mr. James Wesie} Smith 111 MA Mi Michael Joseph Sorrell JD Mr. Sterling Ashley Spainhour .MBA Dr. Yolanda Richelle Spraggins .Ml) .Ms. Stephanie Alease Stevenson .MI IS Dr. Tom Denise Sublett MD .Ms. Pamela Marie Sutton MA .Mr. Stephen iMiles Tate MA Dr. Vince Salazar Thomas Ph.D. Mr. Carl Eugene Thompson ,MTS .Mr. George Bernard Walker. Jr. MDIY Ms. Earlene Eunice White MRE .Mrs. Portia T. Williamson Ph.D. Dr. Lawrence Woodard, Jr. MD Ms Kharon Jenese Works MBA Ms. Djuana Fave Wright MBA 1995 Ms. Karen Rudell Amis MS Mr. Derrick Lamonte Black MBA Ms. Carol Necole Brown LMJD Mr. Gregory V. Brown JD Mr. Wilmer Brown MDIV Ms. Trudy L. Coar MBA Mr. I^onnie Leandris Cockerham II MBA Ms. Angela Maureen Cooper JD iMr. FYank Rudolph Cooper JD Ms. Ana Lucia Da Cruz MA Ms. Chimere Uma Eleazu MBA Ms. Myra Maureen Frazier JD Ms. Myra A\aureen Frazier MA Mr. Anthony Carlos Free MBA Mr. Hamlet Darius Goore JD Mr. Marshall L. Hayes ME.M Ms. Sonja Leneice Henning JD Ms. Karen Annette Hill JD Ms. Tania De Carlo Ince MBA Ms. Guilaine Christine Jean-Pierre MBA Ms. Pamela Lynn Jeffries JD Mr. Isaiah Novelle Johnson MBA Ms. Andrea Renee Jones MBA Mr. Barrv Gene Jordan MBA Ms. Urn Lenore Julian .MBA Ms. Teresa Janel .Marshall MBA Mr. Jonathan Emmanuel Martin JD Ms. Patrice Ilinton Morrison MSN .Ms. Lisa Marie Mutch MS Ms. Hcllen Wan|iru Njomo MA Mr. Sterling Eugene Owens MBA Dr. Peter Jason Pletcher Ph.D. .Ms. Andrea Green Price THM .Ms. Priscilla Johnson Ramseur .MSN Ms. Terrie Lanita Rayburn MBA .Mr. Wendell Gilbert Rayburn. Jr. MBA Mr. Harold Philip Salmon MBA Ms. Pamela Lorraine Shavers MBA Mr. Peter George Singletary, Jr. .MDIV .Mrs. Mattie Hood Smith MDIV .Mr. Randell Clark Smith MBA Mr. William Harris Stuart MBA Mr. Michael David Summey MBA .Mr. David Allen Swanson JD A\s. Jacinda Thedders Townsend JD Mr. Isaiah Charles Turner MBA Ms. Kara .Miles Turner MA Ms. Marjorie Judith Vincent JD Ms. Phyllisina La Mia Vinson JD Dr. Maurice Orlando Wallace Ph.D. Ms. Charmaine Cyrillene White MBA Ms. T'Nania Rene Whiteside MBA Ms. Andrea Vanita Whittington MBA Appendix tyfe 1 1 Duke University Libraries II II II D02605109N tapMHsW tOLM X 1 ION SCHOOi 1 ! r MAU LIBEMj V rom the Hope Valley Protest and the Allen Building Takeover to the Black Faculty Initiative, the history of African Americans on the Duke campus has been punctuated by reminders that the struggle for justice is tar from complete. These events were a stimulus for many of the university's most difficult, yet most necessary, changes. — Nannerl 0. Keohane, President l\t some point along the way, the more serious academics at Duke and else- where began to realize that the exclusion of African Americans solely on the basis of race was not only specious and anti-intellectual but contrary to the very principles on which the university was founded. — John Hope Franklin, Professor Emeritus W hen I arrived at Duke in 1959, many faculty, administrators, and students felt that as a private uni- versity Duke should be exempt from the legal directives of the 1954 decision [Brown i'. Board of Education], . . . Consequently, it was to take eight years of dis- cussion, debate, and research to produce the 1961—62 trustee resolutions inte- grating the student body. — Jack J. Pre Lis, Professor Emeritus .L/et us look upon the thirtieth anniversary not merely as a self-congratula- tory event, but as an opportunity to pause — to evaluate the successes and accomplishments of the past, and to envision the future. —Leonard C. Beckum, University Vice President c3 Vice Provost Chair, Thirtieth Anniversary Committee #» ■ 'flii'i **" • , ■ 1 ■ J" 1 ' ; * A N60l-90920a *- ssuejqn AjiSi9Mun 9^nQ