North Carolina Newspapers

    rmaBwiai and Opinion Page
1 The Way I See It 1
* b> Dr. Dean Chavers, President
_
7 he Rich Gel Richer
(c) ( opyrifjlit. / W
Washington Stale Senator Kelt
Jacobsen lias round some ama/mg
tilings ui Ins tenure as Chairman ol
the Higher Education Committee
The most ama/mg thing is the myth
that low tuition rates at eolleges giv e
equal access to the pool
That my th has been disproved by
several pieces of research done for
the Committee 1 lie entering freshmen
at the University of W ashington
have average lanul. incomes of
$7t).0(ltl and their tuition is$2.x()(i a
year Inconirast. Seattle University
a private insliliition. has freshmen
with average Iannis incomes of
$45,000. and tuition of $ 12.000 So
the State of W ashington is subsidizing
the children of the rich much
more than it is subsidizing the children
of the poor
Another piece of research shows
that the rich pay a much lower rate of
taxes than do the poor The very poor
(under $12.50(1 annual income) pav
X.6%of their iiiconii in taxes, while
the middle cla^<; and the rich (over
$67,500 annua! income) pav only
4.0% in taxes Very interesting
What their research does not show,
but what is well known is that the
children of the rich attend college at
a much higher rate than the children
ofthepoor the latest national figures
from the Department of Education
(ED) Show that 02% of all graduating
high school seniors go on to
college
But for Native Americans the
figure is onlv 17% For thevcrv rich,
the actual figure is close to 90%
Despite the fact that the poor pav
much more in taxes (and more dollars.
too. since there arc so mam of
us), the poor do not get access to the
best colleges. In the stale of Washington
the differences arc nothing
less than astounding. The numbers
show thni very few children of the
poor actually arc .admitted to the
U diversity of Washington, the " flagship"
institution of the Stale Ironically.
the children of the poor arc
mvtch ntorc likely to be admitted to
the privapfiSeattle University, which
apparently cares niorc about (hem
than docs the huge UW.
Sen. Jacobsen. a Democrat who
represents the 46th Legislative District
in Seattle, hits been following
the trends in college enrolment, the
impacts of luilion on enrollment, the
progression of minorities through
the stale system, and a number of
other such issues for years He is an
adv ocate of equal access to higher
education for all groups, something
w Inch has not y el occurred any vv here
in the U S
He noted in it recent speech I
heard him make in Seattle that the
poor should not fear increases in the
tuition rates What increases do. he
pointed out is make the rich pay
more of their fair share The poor, in
contrast, will not pay more when
tuition is increased Their "extra"
payment will come from federal and
state financial aid programs
Thiskind of thinking is backward
to many people, but it makes a lot of
sense lor someone who cores about
c(|ini\ and fairness incollege admissions
Sen iaeobsen has introduecd a
bill he calls the "Higher Education
Declaration oflndcpcndcncc" to help
to rcmcd) the situation. Hisbill would
allow the colleges, for the first time
in history, to raise tuition as they saw
fit?up to a point
The bill would give the colleges
some flexibility in setting tuition
rales l)p to now. the state legislature
has reserv ed to itself the right to set
tuition rates Thus the bill would call
for the legislators to give up some of
their power and authority
In the budget crunches of the
198(1 s. public support ofhighcreducation
i n the State dwindled In 19X0.
the higher education budget wasonly
14% of the stale budget Thus the
colleges lost a third of their support
Two things could happen with the
extra income generated by tuition
increases One. they could be used to
improve the quality of programs
Two they could be used to increase
enrollments, with minorities possiblv
being some of the beneficiaries of
increased* enrollments The poor
could also possibly benefit from inc
reuses
I lie tuition at the colleges now in
the Stale only pay for a fifth to a
quarter of the total costs At the
Evergreen Stale College (TESSC)
average family income is $76,000
and tuition covers 2 l%oftotal costs
At Eastern Washington Pnivcrsity
(EWli) average family income is
$52,000 and tuition pays for 26% of
total costs So even within the slate
system. the poor pay more and the
rich pav less
In Washington. Sen Jaeobscn litis
found that minorities overwhelmingly
gel into community colleges.
:ind the rich overwhelming get into
the stale university system This is of
course true in moaoflhcU.S. Miguel
Olivas found 15 years ago that twothirds
of Native Americans who went
to college went to communitv and
junior colleges. At the same time, the
percentage of Native Americans at
the Ivy League colleges was minus
culc.
There arc li mils on Sen. Jacob sens
bill Colleges could only raise tuition
rales a maximum of 10% a year.
Students would have to be involved
in any decision to raise tuition rates
IF tuition were tobc raised. 5%of
the additional tuition dollars raised
would have to go into a fund for
financial aid for students is need
Stale universities could contract
with private universities to provide
services if their services would be
more cost effective
I fav orany action whichWill open
access to Naiiv c Americans, minorities
in general, and the poor (bless
our hearts?'we'll alvvav sbc with you)
But Sen Jaeobscn has picked up opposition
to his bill
Students who generally oppose
any type of tuition increase arc
against it Hie employee unions,
fearing losses of jobs to private inst il
ui ions, have expressed opposition to
it But the public in general has not
been heard Only lime will I el I what
llie> ihtirk We can predict dial die
rich parent^ will oppose die bill
though
Since Iamonooflhosewhoworked
his was through college, before lltcre
was a financial aid program I have
no problems with students pa\ing a
decent amount of tuition Back in
19(>() when 1 started at the University
of Richmond tuition was SI 575 a
year Today at the Univcrsil> ofNew
Mexico wtill, inflation having
doubled six times, students arc paying
less than $2.(KM)aycarin tuition
If equity were prevailing, these
students would now be paying close
to SX.ooo a year 1 can already hear
the yells and screams front students
opposed to tuition increases. But some
time or another we have to face reality
Budget cuts arc going to continue
Tuition isgoing to be increased
I just hope il is done in a way dial will
let more equity in enrollment rales
for Native Americans come about
We still hav e a very long way to go to
catch up
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Along the Robeson Trail
by Dr. Stanley Knick
Director, UNCP Satire American Resource Center . >, )
In die past two weeks, we have
been discussing the i.uinbcc in
context. We slopped hist tinic witli
the question: "What is evidence,
really?"
The word "evidence" comes into
the English language from die I-atin
word widens, meaning "clear." lliis
definition stems from die Latin prefix
e-, meaning "from," and the verb
viilere, meaning "to sec." Thus
evidence is a diing/rom which we see
something else more clearly, a thing
which indicates something else. In
legal terms, evidence is something
which "bears on or establishes die
point in question."
Study of die history and culture of
a people depends on evidence.
Without evidence, there is only
speculation. Evidence can take many
forms, from a simple record of what
Someone said or did, to a more
complex compilation of observations
from widely differing sources. A
newspaper article can be taken as
evidence, as can die oral testimony of
an informant in the community. A
statement based on die synthesis of
diverse but concordant informadon can
also be used as evidence.
But how do wc know which
evidence is reliable and which is
suspect? Often the reliability of
evidence can be judged by how well
one piece of evidence fits widi all
the other bits of evidence on dial
subject. If somcdiing fits die known
pattern, it is frequently accepted as
reliable.
But there is a caution. What
happens if several bits of otherwise
unreliable evidence, things that are
actually untrue, arc introduced into the
study in such a way that they tend to
support each other? As a group, and
because dicy support each other, they
might dicn be taken to be reliable.
What was actually untrue might be
taken as being die truth.
In this same manner, most of the
existing evidence at one lime'in
history proved to the saUsfac'ion of a
great many people that the world was
Hal! Thai was the coiivcnlional
wisuut i of die day. When new bits of
evidence began to arise which
suggested that the world might really
be round, they were fir a long time
rejected because they did not lit with
die existing "evidence." These new
bits of information were not accepted
as evidence until much later, when Ihe
weight of evidence became so
overwhelming that even the most
conservative Flalworldcr was
compelled to concede llial the world
was really round.
Serious scholars must always keep
an open mind. They must always be
willing to consider new evidence, even
if it docs not agree with the
conventional wisdom of the day.
However, this is not the way most
humans operate ordinarily. Instead
we tend to get certain things in our
minds, learned from our parents or
teachers or our own experiences, and
thereafter to hold fast to those ideas as
diough they were die one true reality.
This hits been an adaptable way to live
within human cultures. We arc
conditioned to believe certain things
depending on the local culture in which
we were raised, and we declare those
"truths" to be self-evident.
Not everyone in a culture agrees
on what die truth of a particular bit of
evidence really is. Court cases such as
those of Rodney King and O. J.
Simpson have clearly demonstrated
this in American culture. This is
partially due to the fact that all
evidence exists within, and comes
from, a continuous flow of historical
and cultural things ? and diis flow
influences how individuals sec the
evidence. Not all evidence is found.
Not all evidence is considered to have
the same weight. Not all evidence
takes die same form. Not all people
were brought up widi die same beliefs,
values and experiences relating to die
cvidg^. jt |jte
? -This constant flow ofthings which
influences how we sec evidence leaves
us widi a matrix of difficult questions:
What form would die evidence txdcc
fo. certain things? Would the
evidence be in a form that we might
reasonably hope to find it, ;uid if we
did find it, would our various
backgrounds allow us to recognize it
for what it is? Would everyone read
die same meanings in lite evidence?
Faced with such questions we are
forced to accept two apparently
inescapable realities.
'First, evidence is often
transitional, liven evidence which
seems incontrovertible should
probably be considered capable of
being refuted ? if not now, maybe
later when more evidence becomes
available.
Second, interpretations are often
provisional. Given the inutsitioiud
nature of evidence, .every
interpretation bused on (hut evidence
should probably be considered as
preliminary, lite search for absolutes ..
in the interpretation of evidence can be
frustrating. We inay move from
evidence to interpretation, but we must
do so with lite humble understanding
lliat even the most widely accepted
scientific law, the Law of Gravity, has
been found to apply only in certain
defined circumstances.
Study of the history and culture of
a people, especially one as complex as
that of the Lumbcc, requires that we
try to look at and interpret as much of
the evidence as we possibly can. It
also requires that we learn to
reconcile, or at least make some sense
of, bits of evidence whicbinay seem to
contradict each oilier. When we lind
something which docs not seem to lit ,
with tiic other evidence, we must resist
the temptation to toss the first thing
completely out of the equation. We
must search for ways to connect all the
existing evidence into discernible and
meaningful patterns.
In ilic next segment, we will
continue discussion of die Luinbce in
context. Fof morc informaljon, visit
the Native Amcribtui Resource CCilM
in historic Old Main Building, on the
campus of The University of North
Carolina at Pembroke.
Carolina Indian Voice
is published every Thursday by
First American Publications
304 Normal St.y College Plaza
Post Office Box 1075
Pembroke, North Carolina 28372
Phone (919) 521-2826
Fax (919) 52 N1975
Connee Brayboy, Editor
- _ Subscriptions One
year in NC, $20.00
Out of state, $25.00
Second Class Postage Paid at
Pembroke. NC
h CHOOSE TRADITION
\ HOT ADDICTION
7m\ KnowIheconsoquencwd
Ifljl dcohol and drug abut*
y A tmrndm Nam OWTt and *+
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For an information packet call
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A public service ol this publication
yum " I
.Have yi?u done your homework? Have you saved
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WePfere.
WACHOVIA
"MVkxi:
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| Geraldine Maynor |
==-ga^
Today she turns 60, she will not slien a tear
For she held on to 59 for numy-u-year
She loves to travel and find lots of things to do
She's the greates wife-mother-would you believe
mother-in-law too!!
HAPPY BIRTHDAY
. Ken, Bryan A Lesa, Feiecia A Antohny,
Angelica, Francesca, A Ken Judd III
( VINYL 70J
Starting at 3.99
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pembroke, NC 28372 t j
    

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