A Student Self-Interview

A. Why concentrate in Afro-American Studies?

The question of "why concentrate in Afro-American Studies?" has been repeatedly asked. This type of question seems quite unfair for it puts the concentrator of Afro-American Studies in a defensive position and does not take into consideration the personal and individual decisions involved. Such a question gives rise to another, "why concentrate in anything?" Nevertheless, some reasons for an Afro-American Studies Concentration have been expressed: (1) a career involving Black people necessitates a knowledge of their history and culture; (2) concentration in Afro-American Studies facilitates the development of a truly Black perspective; (3) such a concentration provides a training ground for those who wish to do some of the much needed research in areas of Black life which remain as yet unstudied; (4) it provides the basis for the emerging black political philosophy; and (5) it gives the knowledge of self denied in elementary and secondary school.

B. Is Afro-American Studies a valid academic pursuit?

The validity of a Black Studies program has also been repeatedly challenged, why is beyond comprehension. OF COURSE Afro-American Studies is a valid academic pursuit. Is there enough material to base an entire department on? Unlike other Harvard departments (e.g. Germanic Languages) the teaching materials of Afro-American Studies Department is not limited to printed materials, books, and documents. The Black Community of Cambridge, Boston, and the surrounding area is also an invaluable resource, because it provides the environment for observation and participation in the Afro-American experience. The reading lists attached as an appendix to this statement should sufficiently answer this question.

C. Should the curriculum have a wide range of courses dealing with every aspect of the Black experience or should it have a specific focus strong in one, two, or three major areas of the Black experience?

It is felt that Afro-American Studies should encompass as much of the African and Afro-American experience as possible offering courses in such areas as music, science, history, literature, economics, psychology, etc. A diversity of courses should be offered to provide: (1) An overview of the many areas of Black life from which one may choose to specialize: (2) A supplement to other fields for those not concentrating in Afro-American Studies: (3) A black perspective on life especially for black students. However, it is felt that a focus on certain specific areas is essential. Two or three areas such as history, politics, and culture should provide the basis of the concentration giving in-depth study to these areas.

D. Should Afro-American Studies be only a joint major?

There is a consensus that Afro-American Studies should not be only a joint concentration. To insist that Afro-American Studies should be only a joint concentration relegates it to a second-class academic pursuit. Furthermore, in order to have Afro-American Studies as part of a joint concentration it should not have to be the minor field as now required in Rules Relating.

E. Should students be involved in the recruitment and interviewing of faculty?

Student involvement in the recruitment and interviewing of faculty is strongly favored. It is the student in the department (not only in Afro-American Studies, but in every department) who is most affected by the faculty. Professors who refuse to come to Harvard because of student review display a lack of respect and interest in students and deny their intelligence and ability to recognize the kind and quality of professors under whom they wish to study. Professors should be able to involve themselves with the student body, as well as with academic subject matter. Our experience has shown that the best instructors are the ones who are able to relate to undergraduates as well as to transmit their knowledge.

F. Has Harvard University lived up to its commitment to help build the department?

No, Harvard has not met its commitment to develop the department. The Faculty Resolution of April 1969 which established the department charged that it be "innovative." President Bok, himself has said that the department should be one of the most "exciting" departments in the University (quote from Prof. Turner's colloquium series lecture). Yet, at every turn such attempts at innovation have been met with attacks from all quarters.

In addition, Harvard's financial support has not been sufficient to establish adequate library facilities, a research component, or a graduate program. Every other major department in Harvard has a comparable graduate program. Such a program would broaden the academic possibilities of the Afro-American Studies Department on the undergraduate level as well as enhance already existing programs. The lack of such facilities has made prospective faculty reluctant to come to Harvard as instructors in the department, especially in light of the meager salaries which Harvard offers.