MINORITY PROTEST
Imani Shahid-El represents a group of students who voiced their opinions at a special assembly May 20.
Students Rally Concerning
Racism at NCSSM
HUNTER TART
news editor
On Thursday, May 7, a group of about 75
NCSSM students staged a protest in front of
Watts Hall. The students, primarily African-
Americans, sptoke to the director and the
public about racial problems here on campus.
Senior student Imani Shahid-El served as
the spokesperson for the group, which had
planned the demonstration the night before at a
Harambee meeting. The plans for the protest
may have been spurred by the recent verdict
concerning officers in the Rodney King case,
as well as a judicial hearing here on campus.
However, an involved student claims that the
problems concerning this school have existed
for quite some time and are definitely worth
our attention.
During part of the protest. Director John
Friedrick came outside to address the group of
students. After explaining his belief that the
chosen actions were of the wrong form to
initiate changes, the Director was bombarded
with accusatory questions from the students.
He later stated in an interview that the students
were justified in holding him accountable for
their quality of education, recalling Harry
Truman’s famous quote “The buck stops
here.”
Also in this interview. Director Friedrick
said that he will support the students’ request
for equitable treatment and respect for all
members of the NCSSM community. He
stated, “I’m recognizing the depth of the
inequity problem on our campus,” and
affirmed his commitment to constructive
change. Yet, he explained his initial disillu
sionment with the protest, which came without
warning and without prior attempts at
discussion. Accepting the necessity of group
discussions for general changes in the
community, he remarked that specific
accusations would be better handled one on
one with him.
Discussions did take place between the
Director and a group of the involved students
after the Thursday protest. Before the first
meeting on Friday. May S, these .students.
compiled an 8 to 10 page document compris
ing specific complaints by students about
inequity at NCSSM. Kwame Manley, one of
the student organizers, stated that, “the
purpose of the document was to prove to the
Director that there is indeed inequitable
treatment on this campus and that these issues
must be addressed.” While the document is
made up of citations of specific occurrences,
its intention is apparently to obviate the need
for general changes in the community rather
than to accuse individuals who have acted
unfairly in the past. The foreword of the
document states, “this initial step towards the
changing of campus policy will serve as a
stepping stone on which NCSSM’s African-
American community will make its initial
stride towards equality in all facets of the
NCSSM experience.”
The second discussion took place on
Tuesday, May 12, for about three hours. Both
the Director and the students agreed that this
meeting was useful in beginning to outline
actual solutions for the problems here on
campus. Kwame Manley indicated that a two
page list of solutions has already been drafted.
The most immediate action to be taken will
most likely be an all-school assembly held on
May 20, although this is still tentative. The
assembly would give students a chance to here
professional and legal viewpoints of the
Rodney King trial, as well as other racial
problems in the nation. Also, administrators
would be given a chance to communicate with
the students about their involvement in the
treatment of racial issues.
The {notest, which received a 30 second
report on the WTVD news Thursday night and
coverage in Raleigh and Durham papers,
communicated the dissatisfaction of the
students at NCSSM to the surrounding
communities. However, weeks and months in
the future, it may be difficult to ascertain what
changes evolved as a result of this demonstra
tion. As the matter stands now. it appears that
thecoo{)crative discussions between the
students and the Director have been far more
successful in making progress on the issue
than the shouting that occurred in front of
Watts on May 7.
wame s
orner
Minority Life at NCSSM
KWAME MANLEY
columnist
NCSSM provides an opportunity for its
students to develop into sensitive leaders of
society. However, despite the school’s claim
of teaching such diversity and understanding,
many minority students still find insensitivity
within the community. If NCSSM is to be a
true role model for society, the entire commu
nity must address minority students’ concerns.
Most of the minority students interviewed
agreed on the school’s challenging academic
program and high quality of teaching.
Nonetheless, as Jody Cummings states, “Most
minority students have no personal relation
ship with white faculty members.” Outside of
class, many minorities feel uncomfortable
talking with faculty members. Mike Jones
agrees, “The only teacher 1 have a personal
relationship with is Mr. Cambeira.” Most of
the minority students believe it is necessary to
have an adult in this environment with whom
you can share your experiences. Kevin Pierce
responds that even though he has no {lersonal
relationship with white teachers, a couple
minority faculty members have “made it
known that they [minority faculty members]
would be there for you.” Stacy Ebron agrees
that in this environment “it’s good to have a
faculty member looking out for you.”
The relationships between minority
students and administrators are even poorer.
Many minority students find administrators
“out-of-touch” with them. Mike Jones blamrt
the {)oor student-administrator relationship on
the administration’s “lack of interaction” with
minority students. Derrick Gaines remarks,
“The only time I’ve sfxiken with Director
Friedrick was during a conference. And he’s
my academic advisor.”
In addition to this isolation, many
minority students feel the administration is
insensitive to their needs. Udana Torian
explains, “Administrators feel we [minority
students] shouldn’t complain too much or be
too demanding. We should be grateful that
we’re here.” When discussing the (xissibility
of another cultural activity, Erin Locklear
says, “The Administration made me feel like
rules overrode my culture. They just like to
have one little thing about Native American
culture and just forget it.” Sue-Jin McCoy
believes the administration also stigmatizes
minorities. After referring to negative
comments and awkward stares she received
from administrators, she remarks, “1 thought
{leople would be beyond that.”
Many minority students also feel they
have a poor relationship with resident
advisors. “We just don’t relate,” one minority
student explains. Dorm Assistant Derrick
Gaines agrees, “When I try to talk to most
white RAs, I feel so uncomfortable. They
seem to only back up the system and give you
handbook answers. All 1 really get from those
RAs is a brush to the side.” He later states.
“The black RAs act more like your brothers,
instead of your fathers.” Mike Jones says, “1
only have relationships with the African-
American RAs and tho.se white RAs who try
to understand my culture.”
When asked whether there is a support
system for minority students, most responded
that there is nothing “organized.” Jody
Cummings explains, “The minority students
here support themselves.” Erin Locklear feels
if minority students have a problem, they have
to “ask who they can talk to about it and seek
out that person for themselves.” Alex Mathews
believes an African-American support system
can be found in AUf and Harambee. Udana
Torian explains, “It’s good to have a strong
club like Harambee focused on us.” Although
most African-American students view it as a
good support system, Dwayne Eatmon
believes Harambee should “make a better
effort to unite the African-American commu
nity.” Sue-Jin McCoy feels other minorities
don’t need that strong support group. She
explains, “1 think other minority students have
assimilated into white society well. Asians, in
particular, have lost a lot of the ideals, morals,
and culture values of their parents. They don’t
want supptort from other Asians.”
Most of the minority students were eager
to give recommendations bn making life at
NCSSM better. Almost all commented on the
need of more minorities in our administration
and faculty. Udana Torian states, “It’s hard to
feel part of this community when you rarely
see African-American faculty members and
administrators.” Many minority students feel
the number of minorities in the student body
must also be increased. Jody Cummings states,
“It bothers me that we don’t have more Native
American students here.” Many minority
students feel a minority affairs office would
build a stronger sup(x>rt system. Erin Locklear
believes this would also help her learn more
about her culture. Shannon Fatuesi secs
information sessions about different cultures
as a way of “broadening the community’s
awareness.” “You can never know enough
about different cultures,” she adds. Sue-Jin
McCoy feels expanding the African/Laiin
American and Asian/Middle East Cultures
classes would also broaden the community’s
understanding. Some minority students believe
administrators, teachers, and RAs should
attend sensitivity worksho{)s to better deal
with the diversity of our community. Mike
Jones’s overall recommendation is that
“somebody, somehow should set the toiK for
our environment.”
Indeed, asjKcts of our community must
be improved to better the lives of minority
students. As a community, let us face these
problems straight on and try to address the
issues, rather that avoid them. Let us also
examine these recommendations and try,
wholeheartedly, to implement them. For, as a
role model for our society, it is neither our
privilege nor our right, rather our res{x>nsibil-
ity to improve the lives of minority students.