Denison University

Department of Education
EDUC345
Special Topics in Education: The Ongoing Quest to Provide
College for All
Spring 2018
This Syllabus is Subject to Revision

Professor: Kevin S. Zayed, Ph.D. Email: zayedk@denison.edu

Classroom: Knapp Hall 403 Time: Tues./Thurs. 10-11:20 AM
Office: Knapp 107E Office Hours: Wed., 3-4; or by appt.

Important Note: If you are or become an Educational Studies major, you will be required to create a
Professional ePortfolio in your senior year in EDUC421, Senior Seminar. It is wise to store coursework
that represents your learning and growth in a format you will still be able to access when you are a
senior. Additional information on the senior ePortfolio can be found on the Department MyDension site
for Educational Studies majors and minors.

Course Overview

What do most Americans picture when they hear the term “college?” Is it the Ivy-covered brick
buildings of Harvard University or the sprawling campus of a large community college?
Perhaps they picture a commencement ceremony where they proudly look on as a loved one—
draped in academic regalia—collects their hard-earned and door-opening college degree. While
Americans today hold the concept of “college” in high esteem, this has not always been the
case. Rather, they have often struggled to will colleges to serve a multitude of interests and
populations. Additionally, the unfinished and ongoing quest of providing “college for all”
Americans is older than the republic itself. This course will explore that quest. It will also
provide students with insights and tangible methods by which they can join contemporary
efforts to reform American higher education.

The course will explore the many institutional types that make up the American system of
higher education including research universities, liberal arts colleges, women’s colleges,
historically black colleges, tribal colleges, normal schools, and community colleges. It will
examine when and why these institutions were founded, who they sought to serve, what their
campuses and curricula looked like, and most important, the experiences that students had and
continue to have in their institutions. Special emphasis is given to the issues of access, student
experiences, (extra)curriculum, and reform. The first unit of the course will provide a theoretical
understanding of these issues. The second unit will provide historical perspectives on the
American higher education. The final unit will consider the student movements of the 1960s
considering the aforementioned issues.

Course Objectives

Satisfactorily completing this course will allow students to:

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 - Distinguish between formal schooling institutions and practices and broader educative
processes with their various apparatuses
- Become familiar with the process of situating educational thought and practice within
its political, economic, social, and cultural contexts
- Become more effective participants in dialogues that occur in the educational
marketplace with sharp communicative skills (writing, listening, speaking)
- Strengthen the basic rudiments of writing expository and analytical pieces
- Appreciate the value of “objective” research in forming and advancing an
educational policy or point of view
- Critically examine arguments made by scholars and commentators related to
educational policy
- Develop an awareness and appreciation for the immense trust that American
society bestows in institutions of higher learning
- Better appreciate that the assumptions we make about people and their political,
economic, and social capabilities and roles in society will dictate how we school them
- Better appreciate that the assumptions that people make about their own political,
economic, and social capabilities and roles will dictate the type of education they will
demand
- Gain a familiarity with the American system of higher education including the
various institutional types and the populations that they serve
- Have a stronger understanding of the various issues raised by the concept of “access”
- Be aware of how students have shaped their own experiences via reform of the
(extra)curriculum

Services for Students with Disabilities

Any student who has a need for an accommodation based on the impact of a disability should
contact me privately as soon as possible to discuss his or her specific needs. I rely on the
Academic Resource Center in Higley Hall 020 (lower level) to verify the need for reasonable
accommodations based on documentation on file in that office.

Student Conduct

Remember that the bulwark of our working relationship is communication, so please be

certain to inform me as soon as possible of any unforeseen circumstances that may negatively
impact your academic progress. If you need to miss class, or will have trouble arriving on
time, please let me know in advance. Illnesses and other circumstances will require validation
through appropriate documentation. It is your responsibility to be in communication with me
regarding any information missed during an absence. I am aware of the various academic,
interpersonal, and professional responsibilities that students face and will strive to be sensitive
to these needs.

Academic Integrity at Denison University

Proposed and developed by Denison students, passed unanimously by DCGA and Denison’s

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faculty, the Code of Academic Integrity requires that instructors notify the Associate Provost of
cases of academic dishonesty, and it requires that cases be heard by the Academic Integrity
Board. Further, the code makes students responsible for promoting a culture of integrity on
campus and acting in instances in which integrity is violated.

Academic honesty, the cornerstone of teaching and learning, lays the foundation for lifelong
integrity. Academic dishonesty is intellectual theft. It includes, but is not limited to, providing
or receiving assistance in a manner not authorized by the instructor in the creation of work to be
submitted for evaluation. This standard applies to all work ranging from daily homework
assignments to major exams. Students must clearly cite any sources consulted—not only for
quoted phrases but also for ideas and information that are not common knowledge. Neither
ignorance nor carelessness is an acceptable defense in cases of plagiarism. It is the student’s
responsibility to follow the appropriate format for citations. Students should ask their
instructors for assistance in determining what sorts of materials and assistance are appropriate
for assignments and for guidance in citing such materials clearly. For further information see
the Code of Academic Integrity at http://denison.edu/academics/curriculum/integrity.

Essays, journals, and other materials submitted for this class are generally considered
confidential pursuant to the University’s student record policies. However, students should be
aware that University employees are required to report allegations of sexual assault and
suspected child abuse/neglect to the appropriate campus authorities when they become aware
of such matters in the course of their employment, including via coursework or advising
conversations. There are others on campus to whom you may speak to in confidence, including
counselors at the Whisler Center for Student Wellness, SHARE advocates, and clergy. More
information on sexual assault can be found on MyDenison/Campus Resources/Center for
Women and Gender Action/Title IX (https://webapps
prod.cc.denison.edu/drupalcr/node/106).

Assignments Policy

You are responsible for turning in assignments on time. Assignments will be due in my email
inbox at 11:59 PM (EST) in a Microsoft Word Document format. For each day an assignment is
late, the grade will be dropped by ten percentage points. Assignments will not be accepted
more than three days late. I reserve the right to postpone due dates for course assignments.
Extensions may be granted at the discretion of the instructor.

All written assignments must be formatted in accordance with the guidelines set forth in the
current edition of the Chicago Manual of Style or the Publication Manual of the American
Psychological Association. I encourage students to familiarize themselves with the Online Writing
Lab (OWL) hosted by Purdue University as it contains a wealth of useful resources on issues
related to writing and citation. I also encourage students to make use of citation software such
as Refworks or easybib.com. All written assignments must be in 12 pt. Times New Roman Font
and Double Spaced. Please note that I am willing to read and offer constructive criticism on
rough drafts of written assignments. However, students must allow me at least five business
days to read their draft and turn back revisions.

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Attendance Policy

Attendance is mandatory and will be taken in each class session. You are expected to be
punctual and come to class prepared. It is your responsibility to obtain class materials,
handouts, and assignments that are given during your absence. In the case of an absence—
excused or unexcused—I ask that you contact me to explain the circumstances.

Participation:

Consistent engagement with the material is crucial to your command of the course concepts. Hence,
it of the utmost importance that you attend class regularly and participate actively.

You have no doubt read some variation of the statements in previous syllabi from other
courses. While my message is the same, it is necessary that we define these ideas for the
purposes of this course. “Consistent engagement” encompasses your ability and effort to think
about the topic at hand. Once you have gained a perfunctory mastery of the information, I
encourage you to then relate it to your own experiences. Make the information meaningful to
you. Through this process you will enlighten yourself as well as others.

What does this require? Quite simply, that you perform your tasks with a marked degree
of precision. Take diligent notes on the readings and lectures so that our discussions will
be fruitful.

Of course, for this to happen, you must be engaged and communicate early and often. In
fact, it is the foundation of “active participation”. This course focuses on you. So please ask
questions of me and others, for this course will go as you go. To those of you who are
naturally inclined to be introverted, I will do my best to create a comfortable and nurturing
atmosphere for your thoughts.

We must all strive to create an accepting atmosphere that is comfortable for members of the
learning community to participate and share their ideas. As such, it is imperative that we
follow the golden rule. Be certain to challenge each other, but abide by the accepted social
mores. In other words, provide unto others the same amount of respect that you expect them to
provide you with.

If for some reason you feel that you are falling behind in this aspect (or any other aspect of the
course) contact me sooner rather than later. I cannot stress the importance of communication
between us enough.

Course Assessments

Book Review of The College Fear Factor (Due Date: 2-27)

This assignment provides students a chance to reflect on two of the most powerful determinants
of the student-teacher relationship: Fear and Communication. To complete this assignment,
students must read Rebecca D. Cox, The College Fear Factor: How Students and Professors
Misunderstand One Another (Cambridge: Harvard University Press, 2009). Students must discuss

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the insights that Cox provides regarding the role of fear and communication in schooling. In
addition, they must identify the book’s thesis, main arguments, methodology, evidence and
intended audience; provide a chapter summary; as well as consider the book’s strengths and
weaknesses. I will provide a sample book review that will serve as a template. This review will
be between 750 and 1,000 words.

The Contested Founding of the University of Illinois (Due Date: 4-10)

In 1867, the state of Illinois voted to use land from the Morrill Land Grant Act of 1862 to found
the Illinois Industrial University (now the University of Illinois at Urbana-Champaign). Several
interested parties and stakeholders including future administrators, state officials, local farmers,
and citizens voiced their opinions about how the new school should operate to several
newspapers and other publication outlets. The new institution’s first president, John M.
Gregory saved clippings from the Chicago Tribune, Chicago Post, Champaign County Gazette and
others from 1868 throughout the 1870s in a scrapbook. The scrapbook has survived and
provides outstanding insight on debates related to access, student experience, the
(extra)curriculum, and reform.

Students must read through this scrapbook and analyze the debates over access, student
experience, the (extra)curriculum, and reform in light of the course discussions. This will be an
eight to ten page paper.

Institutions in Service of the Common Good (Due Dates: Summary of Institutional

History, 3-15; Final Essay: 5-9)

This semester, we will be reading Charles Dorn’s For the Common Good in which he argues that
American institutions of higher learning have sought to serve the common good. For this final
assignment, students must select an institution of higher learning and find an “institutional” or
“house” history of the institution to analyze.

Students must then write a 500-word summary of this institutional history. Once I receive this
assignment, I will either approve the project or request the student to meet with me to discuss
other possible institutions to analyze. This portion of the assignment will be worth forty points.
Students are encouraged to incorporate this summary into their final essay.

Students must discuss Dorn’s use of the concept of the Common Good as it shifted across time.
Then, they must provide a summary of the institutional history that they read before analyzing
how their institution sought to serve the common good in the years covered by that institutional
history. This will be a thirteen to fifteen page paper.

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 Course Assessment Points Grading Scale
Book Review of The College Fear Factor 100 92-100% A
90-91.9% A-
The Contested Founding of the University of 100 88-89.9% B+
Illinois 82-87.9% B
Institutions in Service of the Common Good 140 80-81.9% B-
Attendance and Participation 100 78-79.9% C+
TOTAL POINTS 440 72-77.9% C
70-71.9% C-
68-69.9% D+
62-67.9% D
60-61.9% D-
0-59.9% F

Required Texts

Cox, Rebecca D. The College Fear Factor: How Students and Professors Misunderstand One Another.
Cambridge: Harvard University Press, 2009.

Dorn, Charles. For the Common Good: A New History of Higher Education in America. Ithaca:
Cornell University Press, 2017.

Labaree, David F. A Perfect Mess: The Unlikely Ascendancy of American Higher Education. Chicago:
University of Chicago Press, 2017.

Course Schedule (all readings will be available on NoteBowl except for those by
Dorn and Labaree)

Unit One: A Lay of the Landscape: Theoretical Tools and Ways of Seeing

Week One (1-23, 1-25): Our Guiding Ideals/The Tension of Equality and Excellence in
American Higher Education
Tension: Equality vs. Excellence

Day One
• Susan D. Blum, “I Love Learning; I Hate School:” An Anthropology of College (Ithaca: Cornell
University Press, 2016), 16-17.
• “Methods to Guide Your Reading”
• “Evaluating a Research Article”

Day Two
• William G. Bowen, Martin A. Kurzweil, and Eugene M. Tobin, Equity and Excellence in
American Higher Education (Charlottesville: University of Virginia Press, 2005), 1-5.
• John S. Brubacher, On the Philosophy of Higher Education (San Francisco: Jossey-Bass, 1977),

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 Chapter 4.
• Natasha K. Warikoo, The Diversity Bargain: And Other Dilemmas of Race, Admissions, and
Meritocracy at Elite Universities (Chicago: University of Chicago Press, 2016), Chapter 1.

Week Two (1-30, 2-1): “College” as a Misnomer: The System of Higher Education, Access,
and Student Experiences
Day One
• Harold Perkin, “The Historical Perspective” in “Perspectives on Higher Education: Eight
Disciplinary and Comparative Views ed. Burton R. Clark (Berkeley: University of California
Press, 1984), 17-50.
• David F. Labaree, A Perfect Mess: The Unlikely Ascendancy of American Higher Education
(Chicago: University of Chicago Press, 2017), Chapters 1, 5.
• John R. Thelin, “Expectations and Reality in American Higher Education,” Thought &
Action (2007): 59-70.

Day Two
• Clifford Adelman, “Do We Really Have a College Access Problem?,” Change: The
Magazine of Higher Education 39 (2007): 48-51.
• Scott Gelber, “Pathways in the Past: Historical Perspectives on Access to Higher
Education,” Teachers College Record 109 (2007): 2252-2286.

Week Three (2-6, 2-8): How Change Occurs: Students, the (Extra)curriculum, and Reform

Day One
• Frederick Rudolph, “Neglect of Students as a Historical Tradition” in The College and the
Student: An Assessment of Relationships and Responsibilities in Undergraduate Education by
Administrators, Faculty Members, and Public Officials (Washington, D.C.: American Council
on Education, 1966), 47-58.
• Louis Franklin Snow, The College Curriculum in the United States originally published by
Teachers College, Columbia University (New York: AMS Press, 1907/1972), 11-12.
• William Cronon, “‘Only Connect…:’ The Goals of a Liberal Education,” The American Scholar
67 (1998): 73-80

Day Two
• David Riesman, “The Academic Procession” in his Constraint and Variety in American
Education Landmark Edition of 1977 (Lincoln: University of Nebraska Press, 1956/1977), 5-
40.
• Kevin S. Zayed, “Lessons from the Reform of Liberal and General Education:
Contextualizing the Contemporary Curriculum Crisis” Public Lecture, Special Lecture
Series, Sponsored by the Departments of Educational Studies, History, and the Program of
Black Studies at Denison University, Granville OH, October 26, 2017.

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 Unit Two: Historical Perspectives on American Higher Education

Week Four (2-13, 2-15): “The English College on the American Frontier:” Higher Education
in the Colonial Period and the Early Republic

Day One
• James Axtell, Wisdom’s Workshop: The Rise of the Modern University (Princeton: Princeton
University Press, 2016), Chapter 3.
• Phyllis Vine “The Social Function of Eighteenth-Century Higher Education,” History of
Education Quarterly 16 (1976): 409-424.
• Charles Dorn, For the Common Good: A New History of Higher Education in America (Ithaca:
Cornell University Press, 2017), 1-29.

Day Two
• Craig Steven Wilder, Ebony and Ivy: Race, Slavery, and the Troubled History of America’s
Universities (New York: Bloomsbury Press, 2013), Chapters 1, 4.
• Jeffrey A. Mullins, “Honorable Violence: Youth Culture, Masculinity, and Contested
Authority in the Early Republic,” American Transcendental Quarterly: Nineteenth Century
Literature and American Culture 17 (2003): 161-179.
• Bobby Wright, “The ‘Untamable Savage Spirit:’ American Indians in Colonial Colleges,”
The Review of Higher Education 14 (1991): 429-452.
• Margaret A. Nash, Women’s Education in the United States, 1780-1840 (New York: Palgrave
MacMillan, 2005), 5-9, 35-52.

Week Five (2-20, 2-22): “A Land of Colleges:” The Origins of the Stratified System

Day One
• James Axtell, Wisdom’s Workshop: The Rise of the Modern University (Princeton: Princeton
University Press, 2016), Chapter 4.
• David B. Potts, “Introductory Essay: A Land of Colleges” in Liberal Education for a Land of
Colleges: Yale’s Reports of 1828 (New York: Palgrave MacMillan, 2010), 1-73. (skim 19-73).
• Kenneth Nivison, “‘But a Step from College to the Judicial Bench:’ College and Curriculum
in New England’s ‘Age of Improvement,’” History of Education Quarterly 50 (2010): 460-487.
• Charles Dorn, For the Common Good: A New History of Higher Education in America (Ithaca:
Cornell University Press, 2017), 30-69.

Day Two
• Bobby L. Lovett, America’s Historically Black Colleges and Universities: A Narrative History,
1837-2009 (Macon, GA: Mercer University Press, 2011), Chapter 1.
• Paul David Nelson, “Experiment in Interracial Education at Berea College, 1858-1908,”
Journal of Negro History 59 (1974): 13-27.
• Steven Crum, “The Choctaw Nation: Changing the Appearance of American Higher
Education, 1830-1907,” History of Education Quarterly 47 (2007): 49-68.
• Andrea L. Turpin, A New Moral Vision: Gender, Religion, and the Changing Purposes of
American Higher Education (Ithaca: Cornell University Press, 2016), Chapters 2-3.

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Week Six (2-27, 3-1): “Democracy’s College?:” The Morrill Land Grant Acts and the Land
Grant Colleges

Day One
• William G. Bowen, Martin A. Kurzweil, and Eugene M. Tobin, Equity and Excellence in
American Higher Education (Charlottesville: University of Virginia Press, 2005), Chapter 2.
• Scott M. Gelber, The University and the People: Envisioning American Higher Education in an
Era of Popular Protest (Madison: University of Wisconsin Press, 2011), Chapter 1.
• Scott Key, “Economics or Education: The Establishment of American Land-Grant
Universities,” Journal of Higher Education 67 (1996): 196-220.
• Charles Dorn, For the Common Good: A New History of Higher Education in America (Ithaca:
Cornell University Press, 2017), Chapter 4.
• David F. Labaree, A Perfect Mess: The Unlikely Ascendancy of American Higher Education
(Chicago: University of Chicago Press, 2017), Chapter 4.

Day Two
• Sharon Stein, “A Colonial History of the Higher Education Present: Rethinking Land-
Grant Institutions Through Processes of Accumulation and Relations of Conquest,”
Critical Studies in Education (2017): 1-17.
• Debra A. Reid, “People’s Colleges for Other Citizens: Black Land-Grant Institutions and
the Politics of Educational Expansion in the Post-Civil War Era” in Science as Service:
Establishing and Reformulating Land-Grant Universities, 1865-1930 (Tuscaloosa: University
of Alabama Press, 2015), 141-171.
• Christine A. Ogren, “Rethinking the ‘Nontraditional’ Student from a Historical
Perspective: State Normal Schools in the Late Nineteenth and Early Twentieth Centuries,”
Journal of Higher Education 74 (2003): 640-664.
• Charles Dorn, For the Common Good: A New History of Higher Education in America (Ithaca:
Cornell University Press, 2017), Chapter 5.

Week Seven (3-6, 3-8): “Elites and Challengers:” The “Modern Research University,”
Colleges for Marginalized Populations, and the Crisis Over the Elective System

Day One
• Roger L. Geiger, “The Era of the Multipurpose Colleges in American Higher Education,
1850-1890” in The American College in the Nineteenth Century ed. Roger L. Geiger
(Nashville, Vanderbilt University Press, 2000), 127-152.
• Andrew Jewett, Science, Democracy, and the American University: From the Civil War to the
Cold War (New York: Cambridge University Press, 2012), 21-54.
• David A Hollinger, “Two NYUs and ‘The Obligation of Universities to the Social Order’
in the Great Depression” in The University and the City: From Medieval Origins to the Present
(New York: Oxford University Press, 1988), 249-265.
• David F. Labaree, A Perfect Mess: The Unlikely Ascendancy of American Higher Education
(Chicago: University of Chicago Press, 2017), Chapter 3.

Day Two
• Hazen C. Carpenter, “Emerson, Eliot, and the Elective System,” New England Quarterly 24
(1951): 13-34.

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• Louis Menand, Paul Reitter, and Chad Wellmon, eds., The Rise of the Research University: A
Sourcebook (Chicago: University of Chicago Press, 2017), Chapters 17-20.
• Alexander Meiklejohn, “The Unity of the Curriculum,” The New Republic, 32 (1922): 2-4.
• David O. Levine, The American College and the Culture of Aspiration, 1915-1940 (Ithaca:
Cornell University Press, 1986), Chapter 5.

Week Eight (3-13, 3-15): The Quest to Provide College for All: Enrollment Increases and
Community Colleges

Day One
• David O. Levine, The American College and the Culture of Aspiration, 1915-1940 (Ithaca:
Cornell University Press, 1986), Preface, Introduction, Chapters 4, 6-7, and 10.
• David O. Levine, The American College and the Culture of Aspiration, 1915-1940 (Ithaca:
Cornell University Press, 1986), Chapter 8.
• Lauren Schudde and Sara Goldrick-Rab, “On Second Chances and Stratification: How
Sociologists Think About Community Colleges,” Community College Review 43 (2015): 27-
45.

Day Two
• Charles Dorn, For the Common Good: A New History of Higher Education in America (Ithaca:
Cornell University Press, 2017), Chapters 6-8.

Week Nine (3-27, 3-29): Crisis and the “Golden Age:” World War II and the Postwar Era

Day One
• Daniel A. Clark, “‘The Two Joes Meet. Joe College, Joe Veteran:’ The G.I. Bill, College
Education, and Postwar American Culture,” History of Education Quarterly 38 (1998): 165-
198.
• Philo A. Hutcheson and Ralph D. Kidder, “In the National Interest: The College and
University in the United States in the Post-World War II Era” in Higher Education:
Handbook of Theory and Research, Volume 26 eds. John C. Smart and Michael B. Paulsen
(Dordrecht: Springer, 2011), 221-264.
• Marvin Lazerson, “The Disappointments of Success: Higher Education After World War
II,” Annals of the American Academy of Political and Social Science 559 (1998): 64-76.
• Charles Dorn, For the Common Good: A New History of Higher Education in America (Ithaca:
Cornell University Press, 2017), Chapter 9 and Epilogue.

Day Two
• Dongbin Kim and John L. Rury, “The Changing Profile of College Access: The Truman
Commission and Enrollment Patterns in the Postwar Era,” History of Education Quarterly
47 (2007): 302-327. (skim very lightly)
• Linda Eisenmann, Higher Education for Women in Postwar America, 1945-1965 (Baltimore:
Johns Hopkins University Press, 2006), Chapters 1-2.
• Margaret Smith Crocco and Cally L. Waite, “Education and Marginality: Race and
Gender in Higher Education, 1940-1955,” History of Education Quarterly 47 (2007): 69-91.
• Charles Dorn, For the Common Good: A New History of Higher Education in America (Ithaca:

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 Cornell University Press, 2017), Chapter 10.

Unit Three: Culture Wars on Campus through the Eyes of Students: Three Eras

Week Ten (4-3, 4-5): How Students Shape Higher Education Through Protest and Activism

Day One
• Visit from Dr. Michael S. Hevel, Associate Professor of Higher Education, University of
Arkansas
• Michael S. Hevel, “A Historiography of College Students 30 Years after Helen Horowitz’s
Campus Life,” in Higher Education: Handbook of Theory and Research Volume 32. Ed. Michael
B. Paulsen (New York: Springer, 2017), 419-484.

Day Two
• Robert A. Rhoades, Freedom’s Web: Student Activism in an Age of Cultural Diversity
(Baltimore: Johns Hopkins University Press, 1998), Chapter 1.
• Robert Cohen, When the Old Left Was Young: Student Radicals and America’s First Mass
Student Movement, 1929-1941 (New York: Oxford University Press, 1993), Chapter 8.

Week Eleven (4-10, 4-12): Striving for Peace and Understanding: Movements for Peace,
Social Reform, and Curricular Change, 1930s and 1940s

Day One
• Philip G. Altbach, Student Politics in America: A Historical Analysis (1973: New Brunswick,
NJ: Transaction Publishers, 1997), Chapter 3.
• Charles J. Holden, “‘Patriotism Does Not Mean Stupidity:’ Student Antiwar Activism at
UNC in the 1930s,” North Carolina Historical Review 85 (2008): 29-56.
• Robert Cohen, When the Old Left Was Young: Student Radicals and America’s First Mass
Student Movement, 1929-1941 (New York: Oxford University Press, 1993), Chapter 7.

Day Two
• Craig Kridel, “Student Participation in General Education Reform: A Retrospective
Glance at the Harvard Redbook,” Journal of General Education 35 (1983): 154-164.
• Nathan M. Sorber and Jordan R. Humphrey, “The Era of the Student Bureaucracy and the
Contested Road to the Harvard Redbook, 1925-1945” Higher Education in Review 8 (2011): 13-
40.

Week Twelve (4-17, 4-19): Holding America Accountable: Alienation, Ethnic Studies, and
the Search for a “Relevant” Curriculum, 1960s, Part I

Day One
• Richard G. Braungart and Margaret M. Braungart, “Political Generational Themes in the
American Student Movements of the 1930s and 1960s,” Journal of Political and Military
Sociology 18 (1990): 79-121.
• Christopher P. Loss, Between Citizens and the State: The Politics of American Higher Education
in the 20th Century (Princeton: Princeton University Press, 2012), Chapter 6.
• Rebecca E. Klatch, A Generation Divided: The New Left, the New Right, and the 1960s

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 (Berkeley: University of California Press, 1999), Chapter 5.

Day Two
• Julie Reuben, “Reforming the University: Student Protests and the Demand for a
‘Relevant’ Curriculum” in Student Protest: The Sixties and After ed. Gerard J. DeGroot
(London: Longman, 1998), 153-168.
• Selections from Ira Magaziner and Elliot Maxwell, The Magaziner-Maxwell Report: The Seed
of a Curricular Revolution at Brown, A New Edition of Draft of a Working Paper for Education at
Brown University (Providence, RI: Open Jar Foundation, 2011).

Week Thirteen (4-24, 4-26): Holding America Accountable: Alienation, Ethnic Studies, and
the Search for a “Relevant” Curriculum, 1960s, Part II

Day One
• Martha Biondi, The Black Revolution on Campus (Berkeley: University of California Press,
2012), Chapters, 2-5.
• Carlos Muñoz, Jr., Youth, Identity, Power: The Chicano Movement Revised and Expanded
Edition (New York: Verso, 2007), Chapters, 3 and 5.

Day Two
• Marilyn Jacoby Boxer, When Women Ask the Questions: Creating Women’s Studies in America
(Baltimore: Johns Hopkins University Press, 1998), Chapter 1.
• Karen Umemoto, “On Strike! San Francisco State College Strike, 1968-69: The Role of
Asian American Students,” Amerasia Journal 15 (1989): 3-41.

Week Fourteen (5-1, 5-3): Movements for Multiculturalism: The Challenges of the 1990s

Day One
• Robert A. Rhoades, Freedom’s Web: Student Activism in an Age of Cultural Diversity
(Baltimore: Johns Hopkins University Press, 1998), Chapter 2.
• Robert A. Rhoades, “Student Protest and Multicultural Reform: Making Sense of Campus
Unrest in the 1990s,” Journal of Higher Education 69 (1998): 621-646.
• David Yamane, Student Movements for Multiculturalism: Challenging the Curricular Color
Line in Higher Education (Baltimore: Johns Hopkins University Press, 2001) Chapters, 1-3.

Day Two
• No Reading

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