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BY ASHIA TROIANO

In print | Published February 26, 2009 — Updated February 28, 2009 21:53

This article is the final installment of a four-part series celebrating Black History Month. Accompanying this story is a November 2003 Phoenix article describing the possibility of a Black Studies major.

For the past decade, the enrollment of African American students on campus has held steady, more or less. With a current population of 134 African American students, the college has expressed its commitment to its black students through the establishment of the Black Cultural Center, the Black Studies Program and its support of student-based organizations like Swarthmore African American Student Society.  

Many of these support systems for black students have proven to be significant. “On one level, we have to be part of a larger, broader conversation about diversity. On another level, we look at the overall well-being of black students. And then, we support black students on a cultural level,” said Timothy Sams, Assistant Dean and Director of the Black Cultural Center. “[We are] preparing the campus for a new population — getting the school to adjust.”

After much student pressure, the BCC was founded in 1969, but it has become a home of sorts for many on the campus. “We’re in a predominantly white institution, and we’re not living in a post-racial society. Black students need a safe space and administrative resources that will guide us,” said Shameika Black ’11, social coordinator of SASS.

“Any notion that there is no need for a BCC gives no credence to its protective net,” said Keith Benjamin ’09, former president of SASS. “[Black people spend] so much time having to defend who they are, they need a place to just be. It’s [also] a constant reminder of the work that still needs to be done.”

Until 1976, SASS controlled the BCC. And before there was one director, a 4-4 Committee, consisting of four faculty and four students, was set up to manage the affairs of the BCC. “This was controversial because many students wanted independent control of the BCC and its activities … The administration on the other hand wanted more accountability of the funds,” said Alan Symonette ’76, the first coordinator of the BCC. “At the same time, SASS was going through significant changes representing the less radical view of college students in the late 70s through the 1980s.”

The BCC, from its inception, has a history of upholding Swarthmore’s intellectual reputation. “During that time our vision engaged two general areas geared to integrate the BCC as an institution part of the campus, thus ensuring its long-term survival. Please note that by the late ’70’s many centers on other campuses were closing,” Symonette said. “First, we wanted to provide a supportive environment for students in general and black students in particular … At that time it was quite rare for white students to visit the BCC. Many did not know it existed. The second area involved using especially Cooper Foundation money to bring noted black scholars to campus. Therefore we sponsored, with a lot of work by SASS, a number of colloquia to discuss areas of music, film and philosophy.”

Sams said that his specific approach to managing the BCC may not mesh with the ideals that are prominent in other environments. “The BCC reflects the personality of the person directing it. I am not entertainment-oriented. We depend on the energy, creativity and vision of students to do that. You’ll never see me encourage students to sing, dance and cook for entertainment,” Sams said. “My greater concern is about students graduating, interviewing first years to see where they are, holding first-year workshops. That’s a reflection of my pedigree, my training.”

While there are more social activities organized by the BCC community, such as the recently held Afrikana Game Night, there are also other activities that allow the students a greater understanding of their black roots, such as the BCC-sponsored trip to Ghana. Sams expressed the need to connect with the community. “With me, you’re going to get a BCC that appears less fun. But black people are not here to bring fun; you’re going to be probing into intellectual lives, you’re going to have unconventional conversations, you’re going to have Blueprint, a Saturday Cultural Institute, which allows the students to have their work rooted in the community.”

Sams also recognizes the position of the community he is working with. “We, [in the Swarthmore] community, are not mired in the grassroots black historical struggle. We have a middle class black intelligentsia struggle,” Sams said. “I’m concerned about the disconnect and the dialogue between the two so that it’s not lecturing of one to the other. The heritage of the BCC is to stay connected.” As articulated by Sams, the BCC was born of black students’ struggles and recognition of the kind of support black students need, including intellectual support, which allowed for the formation of the Black Studies Program.

The Black Studies Program, like the BCC, developed out of a great push from students and faculty. James also coordinated the Black Studies program for a number of years along with two other black professors, Kathryn Morgan and Jerry Wood. “[Black Studies] brought initial stability to the concept of program. Women’s Studies came up after us and modeled itself after us. There was a proliferation of programs,” James said. “Programs have been kind of a force. They had not been before Black Studies. They took on a different sense of regard in the community.”

Currently, the Black Studies Program includes classes across several different departments, including History, Religion, Economics and English. Though Black Studies is not offered as a course major, there have been five students since the class of 2000 that have been approved for special majors in black studies.

Thinking about what it meant for alumni to fight for and demand black faculty on campus, Benjamin said, “I don’t think everyone understands what it means to be here, the magnitude of the organization. I see SASS as an entity that I don’t think every black student has a clear understanding of and the influence it has,” Benjamin said. “The BCC is not just a symbol of what happened before. There’s a particular essence embedded. Our presence on campus is not a result of someone just deciding to be … SASS and the BCC undergird the black community whether you decide to be involved [in the black community] or not.”

Partly because of the contributions of faculty and alumni in maintaining campus-wide representation, eldership is a concept that is very important to the black community. “Historical memory is passed on. There’s not necessarily a 1000-person rally on Parrish beach, but survival mechanisms are passed on — little things like how you get money, how to choose advisers, stuff that doesn’t necessarily have to do with being black on campus,” Benjamin said.

Paul Wiggins ’11, current president of SASS, agrees. “Elders are pertinent to the experiences of students here. It’s about passing down what you learned to make it better for the next class.” It will play an even bigger role next year because of sheer numbers. The class of 2010 is bigger than that of ’09 and their interests extend far beyond BCC activities.”

This year, black students will get a chance to celebrate their growing community with Black Alumni Weekend. “Black Alumni Weekend is about building bridges with alumni and creating ethical leadership,” said Charmaine Giles ’10, chair of the Black Alumni Celebration Committee.
The black students here wanted to see something happen, so we did it. It’s about building bridges with alumni and creating ethical leadership,” said Charmaine Giles ’10, chair of the Black Alumni Celebration Committee.

Benjamin stresses the need to appreciate that opportunity to connect with black alumni as he anticipates Black Alumni Weekend. “It will be interesting to see how [Black Alumni Weekend] will influence our perspective of our presence on campus,” Benjamin said. “I think there is a larger sense of community, but I would like to come back in two, five, ten years and see that students are capitalizing on [having a black community at Swarthmore].” 

Perhaps Symonette’s first day visiting the college is the best way to convey what the community means for black students across campus.

“Before my interview, I was sitting in Parrish hall outside of admissions … waiting for my tour. A number of black students strolled by and, surprised to see me there said, ‘What are you doing here?’ I told them I was staying over and was waiting for my tour. They said ‘Forget that’, took me on the tour and arranged lodging with another student in Willets. It was the best hospitality I received in any campus. That is what this community means to me. Close hospitality and support.”

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