Hamline's Cultural Diversity



Home Student accused of multiple sexual-violence code violations 1977 Hamline Cultural Diversity Report "Small-town university, big city" reactions •Kristin Mapel-Bloomberg's LTE •Nancy Holland's LTE Additional Letters to the Editor Peterson RA Carrie Neve resigns Peterson residents rally in support of Neve ••••••••••••••• Achives About Give Feedback	Hamline's cultural diversity: Red Wing, Bemidgji and Alexandria April 22, 1977 Bill McAllister Michael Krause Cultural diversity, the interaction of people from varied backgrounds, races and religions, has been the focus of recent administrative action and scrutiny. A tour of the Hamline campus by black high school students from Chicago next week, the revival of the Jewish Studies curriculum and the appointment of two Affirmative Action coordinators suggest that attempts are being made to combat the homogeneity of the student body, faculty and administration. However, there is also consensus that the present situation - an academic community that is overwhelmingly white and Christian - is one that cannot be tolerated any longer. Barbara Simmons, minority program advisor, said that in recent years Hamline was not viewed favorable from a cultural diversity perspective. "Hamline's image in the Twin Cities area was nil - I mean, just nothing!" she said, adding that "high school counselors refused to direct students this way because we were known not to be receptive to large numbers of black students." Sociology professor Martin Markowitz, chairperson of the cultural diversity committee, said that Hamline neeeds to see what its priorities are: "What is it that we think a liberal arts college is and who are we aiming that liberal arts education at and have we said?" Affirmative action coordinator Jerry Knuesel, director of purchasing and personnel, said that the black and native american communities "probably view Hamline as a WASP institution." The problem is also recognized by Director of Admissions Dan Murray: "We have an image in the Twin Cities we have to change." Campus tour Perhaps to compensate for the local image, Hamline has been subtly recruiting some of Chicago's black students. Next wednesday, 40 principal scholars from the Windy City's south side will visit Hamline in what Assistant to the President Diana Gruendler called a "junior swing through colleges." Sponsored by the Ada McKinley Educational Service through the Joining Negro Appeal, the trip presents a rare opportunity for these students to tour several colleges in a row. All the students are gifted and have been enrolled in a structured college prep curriculum. Gruendler sees the visit as a cultural diversity plus, although any rewards are over a year away since the students are all juniors now. This, coupled with Hamline's communication skills workshops for 50 black Chicagoans last summer, offers hope for an increased black population in the 1978-1979 acadedmic year. Gruendler said that she and Admissions Counselor Willie Johnson had already received some tentative, verbal commitments. Jewish studies Some indirect Jewish recruitment is being done by reinstituting a former drawing card. Hamline's Jewish Studies program, terminated a year ago because of insufficiencies, may rise out of its own ashes through a $10,000 grant from the Otto Bremmer Foundation, which funded part of the previous program. The total cost of the new program, however, is $20,000 - the university is paying $5,000 - and the Bremmer money is contingent on an additional $5,000 to be rasied by Hamline from the Jewish community. The financing by the Bremmer Foundation would cover costs for one academic year, beginning next fall, and the program would have to be evaluated before it would be renewed for a second year. It was terminated before due to the narrowness of the curriculum, the avearge class size (less than five students) and its inaccessibility to students with other majors, according to Tom Courtice, vice president of university affairs, who must raise the $5,000. Courtice is optimistic about obtaining the money, due to "good advice and willingness to help" on the part of an advisory group of Jewish citizens. He feels that the program will be of "broader interest to more people than before. While Jewish Studies was a major previously, it would be offered in the future as a focus of the religion major. Religion professor Bob Willis, last year's chairperson of the cultural diversity committee, pointed out, though, that the programs that are offered don't always affect the composition of the student body; Macalester has many Jewish students but no "significant" Jewish study while when Hamline had a Jewish Studies program it had few Jewish students. Willis described Macalester's image as liberal and Hamline's image as conservative; echoing the sentiments of others that the evil of past administrators lives on after their stay. Jewish senior Stanley Finkelstein feels that a Jewish Studies program is vital: "if Jewish students saw that there was a program, they wouldn't feel so isolated." However, he criticized the administration for lack of initiative, noting that most of the funding for culutral diversity programs comes rom outside sources. "What ever they have done, they have been pushed into," he said. Affirmative action Following President Jerry Hudson's isssuing of an affirmative action policy in August, Ken White, education, and Knuesel were appointed as the faculty officer and adminstration officer, respectively, in charge of implementing that policy. Both White and Knuesel see their primary function as increasing the applicant pool from which openings for administrative and faculty positions are filled. In this way, the university is seeking to attract more minority applicatns for job openings. White and Knuesel became involved in the selection process in an attempt to insure that minority applicants are fairly dealt with. Although neither the administration nor the faculty can claim many minority members, the faculty is clearly the worse of the two; Willis said that there have been only two black faculty members in his fifteen years at Hamline. The policy used in hiring new faculty, according to Markowitz, is "departmental autonomy with implicit trust." Therefore, the faculty is responsible for its own homogeneity. Asked if this was due to faculty racism, Markowitz replied, "There's not a [full-time] black person on the faculty - do what you want with that." White's job will be to correct this problem, which Markowitz said was hardly inconceivable. "Minority faculty members are easy enough [to find] - they are around and they can be recruited." He pointed out that hiring minorities for errplacement positions (openings created by professors on sabbatical) is a step in the right direction because there is a relationship between a part-time job and the possibility for a full-time job. White said that efforts to increase the applicant pool had "resulted in 250-300 additional contacts" for job openings. "I think affirmative action is having some positive effects," he said. Both White and Knuesel felt that there was a correlation between the number of minority personnel and the recruitment of minority students, and that the absence of many minorities on campus posed a serious problem for the retention of minority personnel and students. "You can't separate student recruitment from faculty recruitment," Willis said. The history of cultural diversity The cry for a change in Hamline's cultural balance, though, is not mearely a recent attitude. The Oracle of January 17, 1969 published "The Cassandra Report", a paper compiled by two Hamline students based on the premise that Hamline is "a white school educating whites to be useful to a white society that is racist." A more significant event occurred the previous year when President Richard P. Bailey formed the Cultural Diversity Committee. Its activities included issuing Document 14, which outlined Hamline's general cultural diversity policy. Approved by the faculty on January 22, 1969, the opening statement is reprinted in part below. Hamline University has long recognized both that a diversity of educational experiences is one of the aims of a liberal arts education and that the university has an obligation to the urban environment in which it finds itself. The university now proposes to heighten this diversity and to deepen its involvement in the urban community by becoming more actively involved with the disadvantaged elements of American society, especially those who belong to the minority reacial groups. It will seek to fulfill thi aim by moving as rapidly as possible to a position where [1] the composition of its studetn body, faculty, administration and staff will include increasing numbres of minority racial groups in the hope that the Hamline communiity will benefit from such diversity, and [2] the student body, faculty, administration and staff of this university will accept responsibility for and give support to programs which will increasingly involve Hamline Univesrity with the problems of di! sadvantaged youth - problems existing on this campus and problems of disadvantaged youth in their own environment. In that report, the committee recommended a 20-28 percent increase in minority enrollment in the next five years (by 1974): a total of 70-100 blacks, 30-50 Native Americans, 30-50 Chicanos and 40-50 international students. Had this happened, minority groups would have accounted for 300 or one-fourth of the students. Hudson's affirmative action policy said that Hamline would "work continually toward improving student recruitment, employment of faculty and staff, development and promotional opportunities for minority groups and women." Hamlines recent history, then, indicates recognition of the problem but no implementation of the solutions. Cultural diversity committee There seems to be an awakening on the campus, though, evidenced not only by the acknowledgement of the need for affirmative action but also by the energetic work of the cultural diversity committee. Described by Markowitz as a "watchdog committee", its duties include encouraging faculty to consider hiring people "who have been systemically kept out of universities," and encouraging the admissions department to examine "other markets." The committee cannot, however, make policy. Phil Picha, the committee's recording secretary, has been pleased with the functioning of the committeee and is optimistic about the future. "I think it's important that we stress our strong points, but also see our weaknesses and strenghten them," he said. "We've done a lot of really good looking into [cultural diversity] but we haven't really communicated what we've found to the university." The committee has requsted several adminstrators to appear before it to discuss various topics, e.g., Academic Dean Kenneth Janzen spoke about the fate of Jewish Studies, Murray addressed minority recruitment and Gruendler and Johnson reported on last summer's communications workshops. There are also two subcommittees - admissions, and affirmative action and campus programs - and the committee works closely with White (it originally nominated him and Knuesel for their position). "The accomplishements have been modest," said Willis. "We certainly haven't moved any mountains but I do feel some progress has been made in the making the Hamline community aware." The admissions role Inevitably, when discussing gcultural diversity, the role of the admissions department comes into question. Markowitz said that "there are populations around we seem not to be recruiting," such as Spanish-surnamed Americans, Jews and Native Americans. Murray said that blacks are the primary focus of minority recruitment. "Hamline is not committed to any statistical diversity in the student body," Willis said. White felt that there had "never been any real effort to recruit minority students." He said that minority students need to see special curriculum and special sources of information and money being opened to them. Simmons has suggested setting up a minority scholarship fund, which she felt would be a drawing card if well-publicized. Hamline had sixty black students in 1972 but experienced a steady decline after that. Willis attributed this to a lack of black recruitment to replace those black students who graduated or transferred. Simmons agreed: "I believe there was no conscious effort ot recruit minority students after that first thrust." Director of Admissions Gary Hargroves was fired by Hudson last year and was replaced by Murray. The new director has pleased cultural diversity advocates. "The feel of the admissions office has changed," said Simmons. "I do feel that there has been some speical effort made to recruit minority students in the past year." Hamline sent out a brochure last year to recruit minority students. The brochure was Simmon's idea, but it was financed by the admissions department. Picha, responding to Murray's reports to the cultural diversity committee, said that he was satisfied that the admissions department was making a "decent effort". Murray said the main difference between minority recruitment and recruitment in general lies in the areas chosen: "We recruit in Chicago or north Minneapolis instead of Roseville or White Bear Lake." Hamline's black students have come mostly from out of state - primarily the east coast. Hamline works with two organizations for black recruitment: The McKinley Service in Chicago, sponsors of the "juunior swign", and the National Scholarship Service in Fund for Negro Students (NSSFNS). The NSSFNS sponsors college fairs, raises money and provides information and counseling for black students. PRIDE (Promote Racial Identity, Dignity and Equality) held its annual Black High School Day in February, which is specifically designed for recruitment. Admissions and financial aid personnel spoke to the students, who saw a film on African culture and chatted with Simmons about collegiate and career goals. "Money was the biggest objection to coming here," Simmons said, adding that many students thought they would be comfortable here and were impressed with the "honesty of the whole situation." Attitudes Cultural diversity and racism are easy enough to evaluate statistically, but undercurrents are harder to identify. "It's subtle," siad Finkelstein. "People have heard what to say and what not to say, but occasionally I hear something slip out." While most people believe Hamline's racism to be subtle and ingrained, one black student claims that discrimination hampered his attempt to play basketball here. Harry Bates, a transfer from Chicago's DePaul university, sruvived the team cuts but was later found to be ineligible due to conference rules regarding transfers. However, Bates expressed dissatisfaction with the time he did spend on the team. He said that although he "in no way assumed that my abilities would have to contend with discrimination in any form, racial or otherwise," he now realized that he was "extremely naive." His basic complaint was what he saw as solely personal preference: "Probably the most specific instance of discrimination that I experienced was when [basketball coach] Fred Litzenberger entered Vernon 'Moose' Moore and myself together and after all the other white players during the first varsity scrimmage. In that contest Vernon and I played the least amount of time - and I mean the very least." Bates said that he had played basketball at other schools and had no idea what the Hamline program was like but found Litzenberger to be "inconsistent with his own rules". "It proves to be insurmountable for a player on the outside to overcome this process of discretion," he said. "In my case, I knew that it was racial." Bates added that he had no problem with the other players. Other black students expressed many bitter feelings about Hamline, complaining of discrimination in the classroom, in athletics and in social life. A sampling of the comments: "[The white students] always wonder why we're different, why do three or four of us sit together. why don't they join us?" "People will be surprised, when you write this article, that there really is racism. The students are naive - that's what really hurts." "There's no cultural diversity. I think it's intentionally that way - in recruiting, policies, the general attitude of the administration." "I think [the administration] should raise the question of why so many blacks come here and leave." "Because there are no black faculty here, there are no role models for us. You can only relate so much to your teachers." "It's too much of a hassle to be black and be here." Some couldn't understand why blacks were being recruited in Chicago instead of the Twin Cities. Last summer's communication workshops were criticized, because there appeared to be a deliberate attempt to isolate those Chicago students from Hamline's black students, most of whom were on campus. Someone commented that Gruendler's "idea of cultural diversity is Red Wing, Bemidji, and Alexandria." One black student seeemed to sum up Hamline by commenting, "We don't really have too many good memories of college." OUTSIDE STATISTICS (Hamline/Macalester/Augsburg) Total enrollment: 1200 1575 1550 black ; 19 185 65 native american: 3 n/a n/a spanish-surnamed american: 5 n/a n/a asian american 3 n/a 16 Jewish: 10 125 6 International: 80 88 n/a

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1977 Hamline Cultural Diversity Report

"Small-town university, big city" reactions
•Kristin Mapel-Bloomberg's LTE
•Nancy Holland's LTE

Additional Letters to the Editor

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Hamline's cultural diversity:
Red Wing, Bemidgji and Alexandria

April 22, 1977

Bill McAllister
Michael Krause

Cultural diversity, the interaction of people from varied backgrounds, races and religions, has been the focus of recent administrative action and scrutiny. A tour of the Hamline campus by black high school students from Chicago next week, the revival of the Jewish Studies curriculum and the appointment of two Affirmative Action coordinators suggest that attempts are being made to combat the homogeneity of the student body, faculty and administration.

However, there is also consensus that the present situation - an academic community that is overwhelmingly white and Christian - is one that cannot be tolerated any longer.

Barbara Simmons, minority program advisor, said that in recent years Hamline was not viewed favorable from a cultural diversity perspective.

"Hamline's image in the Twin Cities area was nil - I mean, just nothing!" she said, adding that "high school counselors refused to direct students this way because we were known not to be receptive to large numbers of black students."

Sociology professor Martin Markowitz, chairperson of the cultural diversity committee, said that Hamline neeeds to see what its priorities are: "What is it that we think a liberal arts college is and who are we aiming that liberal arts education at and have we said?"

Affirmative action coordinator Jerry Knuesel, director of purchasing and personnel, said that the black and native american communities "probably view Hamline as a WASP institution."

The problem is also recognized by Director of Admissions Dan Murray: "We have an image in the Twin Cities we have to change."

Campus tour

Perhaps to compensate for the local image, Hamline has been subtly recruiting some of Chicago's black students. Next wednesday, 40 principal scholars from the Windy City's south side will visit Hamline in what Assistant to the President Diana Gruendler called a "junior swing through colleges." Sponsored by the Ada McKinley Educational Service through the Joining Negro Appeal, the trip presents a rare opportunity for these students to tour several colleges in a row. All the students are gifted and have been enrolled in a structured college prep curriculum.

Gruendler sees the visit as a cultural diversity plus, although any rewards are over a year away since the students are all juniors now. This, coupled with Hamline's communication skills workshops for 50 black Chicagoans last summer, offers hope for an increased black population in the 1978-1979 acadedmic year. Gruendler said that she and Admissions Counselor Willie Johnson had already received some tentative, verbal commitments.

Jewish studies

Some indirect Jewish recruitment is being done by reinstituting a former drawing card. Hamline's Jewish Studies program, terminated a year ago because of insufficiencies, may rise out of its own ashes through a $10,000 grant from the Otto Bremmer Foundation, which funded part of the previous program. The total cost of the new program, however, is $20,000 - the university is paying $5,000 - and the Bremmer money is contingent on an additional $5,000 to be rasied by Hamline from the Jewish community.

The financing by the Bremmer Foundation would cover costs for one academic year, beginning next fall, and the program would have to be evaluated before it would be renewed for a second year. It was terminated before due to the narrowness of the curriculum, the avearge class size (less than five students) and its inaccessibility to students with other majors, according to Tom Courtice, vice president of university affairs, who must raise the $5,000.

Courtice is optimistic about obtaining the money, due to "good advice and willingness to help" on the part of an advisory group of Jewish citizens. He feels that the program will be of "broader interest to more people than before. While Jewish Studies was a major previously, it would be offered in the future as a focus of the religion major.

Religion professor Bob Willis, last year's chairperson of the cultural diversity committee, pointed out, though, that the programs that are offered don't always affect the composition of the student body; Macalester has many Jewish students but no "significant" Jewish study while when Hamline had a Jewish Studies program it had few Jewish students. Willis described Macalester's image as liberal and Hamline's image as conservative; echoing the sentiments of others that the evil of past administrators lives on after their stay.

Jewish senior Stanley Finkelstein feels that a Jewish Studies program is vital: "if Jewish students saw that there was a program, they wouldn't feel so isolated." However, he criticized the administration for lack of initiative, noting that most of the funding for culutral diversity programs comes rom outside sources. "What ever they have done, they have been pushed into," he said.

Affirmative action

Following President Jerry Hudson's isssuing of an affirmative action policy in August, Ken White, education, and Knuesel were appointed as the faculty officer and adminstration officer, respectively, in charge of implementing that policy.

Both White and Knuesel see their primary function as increasing the applicant pool from which openings for administrative and faculty positions are filled. In this way, the university is seeking to attract more minority applicatns for job openings. White and Knuesel became involved in the selection process in an attempt to insure that minority applicants are fairly dealt with.

Although neither the administration nor the faculty can claim many minority members, the faculty is clearly the worse of the two; Willis said that there have been only two black faculty members in his fifteen years at Hamline.

The policy used in hiring new faculty, according to Markowitz, is "departmental autonomy with implicit trust." Therefore, the faculty is responsible for its own homogeneity.

Asked if this was due to faculty racism, Markowitz replied, "There's not a [full-time] black person on the faculty - do what you want with that."

White's job will be to correct this problem, which Markowitz said was hardly inconceivable.

"Minority faculty members are easy enough [to find] - they are around and they can be recruited." He pointed out that hiring minorities for errplacement positions (openings created by professors on sabbatical) is a step in the right direction because there is a relationship between a part-time job and the possibility for a full-time job.

White said that efforts to increase the applicant pool had "resulted in 250-300 additional contacts" for job openings. "I think affirmative action is having some positive effects," he said.

Both White and Knuesel felt that there was a correlation between the number of minority personnel and the recruitment of minority students, and that the absence of many minorities on campus posed a serious problem for the retention of minority personnel and students.

"You can't separate student recruitment from faculty recruitment," Willis said.

The history of cultural diversity

The cry for a change in Hamline's cultural balance, though, is not mearely a recent attitude. The Oracle of January 17, 1969 published "The Cassandra Report", a paper compiled by two Hamline students based on the premise that Hamline is "a white school educating whites to be useful to a white society that is racist."

A more significant event occurred the previous year when President Richard P. Bailey formed the Cultural Diversity Committee. Its activities included issuing Document 14, which outlined Hamline's general cultural diversity policy. Approved by the faculty on January 22, 1969, the opening statement is reprinted in part below.

Hamline University has long recognized both that a diversity of educational experiences is one of the aims of a liberal arts education and that the university has an obligation to the urban environment in which it finds itself. The university now proposes to heighten this diversity and to deepen its involvement in the urban community by becoming more actively involved with the disadvantaged elements of American society, especially those who belong to the minority reacial groups. It will seek to fulfill thi aim by moving as rapidly as possible to a position where [1] the composition of its studetn body, faculty, administration and staff will include increasing numbres of minority racial groups in the hope that the Hamline communiity will benefit from such diversity, and [2] the student body, faculty, administration and staff of this university will accept responsibility for and give support to programs which will increasingly involve Hamline Univesrity with the problems of di!
sadvantaged youth - problems existing on this campus and problems of disadvantaged youth in their own environment.

In that report, the committee recommended a 20-28 percent increase in minority enrollment in the next five years (by 1974): a total of 70-100 blacks, 30-50 Native Americans, 30-50 Chicanos and 40-50 international students. Had this happened, minority groups would have accounted for 300 or one-fourth of the students.

Hudson's affirmative action policy said that Hamline would "work continually toward improving student recruitment, employment of faculty and staff, development and promotional opportunities for minority groups and women."

Hamlines recent history, then, indicates recognition of the problem but no implementation of the solutions.

Cultural diversity committee

There seems to be an awakening on the campus, though, evidenced not only by the acknowledgement of the need for affirmative action but also by the energetic work of the cultural diversity committee. Described by Markowitz as a "watchdog committee", its duties include encouraging faculty to consider hiring people "who have been systemically kept out of universities," and encouraging the admissions department to examine "other markets." The committee cannot, however, make policy.

Phil Picha, the committee's recording secretary, has been pleased with the functioning of the committeee and is optimistic about the future. "I think it's important that we stress our strong points, but also see our weaknesses and strenghten them," he said. "We've done a lot of really good looking into [cultural diversity] but we haven't really communicated what we've found to the university."

The committee has requsted several adminstrators to appear before it to discuss various topics, e.g., Academic Dean Kenneth Janzen spoke about the fate of Jewish Studies, Murray addressed minority recruitment and Gruendler and Johnson reported on last summer's communications workshops.

There are also two subcommittees - admissions, and affirmative action and campus programs - and the committee works closely with White (it originally nominated him and Knuesel for their position).

"The accomplishements have been modest," said Willis. "We certainly haven't moved any mountains but I do feel some progress has been made in the making the Hamline community aware."

The admissions role

Inevitably, when discussing gcultural diversity, the role of the admissions department comes into question. Markowitz said that "there are populations around we seem not to be recruiting," such as Spanish-surnamed Americans, Jews and Native Americans. Murray said that blacks are the primary focus of minority recruitment.

"Hamline is not committed to any statistical diversity in the student body," Willis said. White felt that there had "never been any real effort to recruit minority students." He said that minority students need to see special curriculum and special sources of information and money being opened to them.

Simmons has suggested setting up a minority scholarship fund, which she felt would be a drawing card if well-publicized.

Hamline had sixty black students in 1972 but experienced a steady decline after that. Willis attributed this to a lack of black recruitment to replace those black students who graduated or transferred.

Simmons agreed: "I believe there was no conscious effort ot recruit minority students after that first thrust."
Director of Admissions Gary Hargroves was fired by Hudson last year and was replaced by Murray. The new director has pleased cultural diversity advocates.

"The feel of the admissions office has changed," said Simmons. "I do feel that there has been some speical effort made to recruit minority students in the past year."

Hamline sent out a brochure last year to recruit minority students. The brochure was Simmon's idea, but it was financed by the admissions department.

Picha, responding to Murray's reports to the cultural diversity committee, said that he was satisfied that the admissions department was making a "decent effort".

Murray said the main difference between minority recruitment and recruitment in general lies in the areas chosen: "We recruit in Chicago or north Minneapolis instead of Roseville or White Bear Lake."

Hamline's black students have come mostly from out of state - primarily the east coast.

Hamline works with two organizations for black recruitment: The McKinley Service in Chicago, sponsors of the "juunior swign", and the National Scholarship Service in Fund for Negro Students (NSSFNS). The NSSFNS sponsors college fairs, raises money and provides information and counseling for black students.

PRIDE (Promote Racial Identity, Dignity and Equality) held its annual Black High School Day in February, which is specifically designed for recruitment. Admissions and financial aid personnel spoke to the students, who saw a film on African culture and chatted with Simmons about collegiate and career goals.

"Money was the biggest objection to coming here," Simmons said, adding that many students thought they would be comfortable here and were impressed with the "honesty of the whole situation."

Attitudes

Cultural diversity and racism are easy enough to evaluate statistically, but undercurrents are harder to identify.

"It's subtle," siad Finkelstein. "People have heard what to say and what not to say, but occasionally I hear something slip out."

While most people believe Hamline's racism to be subtle and ingrained, one black student claims that discrimination hampered his attempt to play basketball here.

Harry Bates, a transfer from Chicago's DePaul university, sruvived the team cuts but was later found to be ineligible due to conference rules regarding transfers. However, Bates expressed dissatisfaction with the time he did spend on the team. He said that although he "in no way assumed that my abilities would have to contend with discrimination in any form, racial or otherwise," he now realized that he was "extremely naive."

His basic complaint was what he saw as solely personal preference: "Probably the most specific instance of discrimination that I experienced was when [basketball coach] Fred Litzenberger entered Vernon 'Moose' Moore and myself together and after all the other white players during the first varsity scrimmage. In that contest Vernon and I played the least amount of time - and I mean the very least."

Bates said that he had played basketball at other schools and had no idea what the Hamline program was like but found Litzenberger to be "inconsistent with his own rules".

"It proves to be insurmountable for a player on the outside to overcome this process of discretion," he said. "In my case, I knew that it was racial."

Bates added that he had no problem with the other players.

Other black students expressed many bitter feelings about Hamline, complaining of discrimination in the classroom, in athletics and in social life.

A sampling of the comments:

"[The white students] always wonder why we're different, why do three or four of us sit together. why don't they join us?"

"People will be surprised, when you write this article, that there really is racism. The students are naive - that's what really hurts."

"There's no cultural diversity. I think it's intentionally that way - in recruiting, policies, the general attitude of the administration."

"I think [the administration] should raise the question of why so many blacks come here and leave."

"Because there are no black faculty here, there are no role models for us. You can only relate so much to your teachers."

"It's too much of a hassle to be black and be here."

Some couldn't understand why blacks were being recruited in Chicago instead of the Twin Cities. Last summer's communication workshops were criticized, because there appeared to be a deliberate attempt to isolate those Chicago students from Hamline's black students, most of whom were on campus. Someone commented that Gruendler's "idea of cultural diversity is Red Wing, Bemidji, and Alexandria."

One black student seeemed to sum up Hamline by commenting, "We don't really have too many good memories of college."

OUTSIDE STATISTICS

(Hamline/Macalester/Augsburg)

Total enrollment: 1200 1575 1550
black ; 19 185 65
native american: 3 n/a n/a
spanish-surnamed american: 5 n/a n/a
asian american 3 n/a 16
Jewish: 10 125 6
International: 80 88 n/a