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Angel Island Detention of Chinese immigrants

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Brown v Board of Education: U.S. Supreme Court rules racial segregation of children in public schools violated the Equal Protection Clause of the Fourteenth Amendment, ending “separate but equal”.

The California Master Plan for Higher Education outlined California’s three-tiered public education system and how the community colleges, CSUs and UCs could work in concert to provide public education for “California legal residents” in the interest of a “successful democracy.” Starting at a California community college, a student could complete his/her first two years of general education and then transfer to a CSU or UC to obtain a Bachelor’s degree. The Master Plan reaffirmed that the CSU and the UC would continue to be “tuition free,” that students would not be charged for any direct teaching expenses but could be charged “fees” for “services not directly related to instruction” (p. 174).

California Community Colleges did not charge fees until fiscal year 1984-85 when a $5 per unit fee was implemented.

The first edition of the College Catalogue that is available in the CSUEB Library. The Catalogue provides insight into the contemporaneous Diversity and Social Justice issues of the time. Thus it serves as a baseline for this timeline, keeping in mind that changes are implemented long before showing up in the Catalogue:

Curriculum: The College offers a Bachelor’s degree in the following seven disciplines: Biology, Business Administration, Elementary Education, Language Arts, Mathematics, Physical Science, and Social Science, p. 11.

“Financial Aids” are limited to the National Defense Education Act (NDEA) loan program, p. 20. The NDEA (1958) “provided funding to improve American schools and to promote postsecondary education. The goal of the legislation was to enable the country’s educational system to meet the demands posed by national security needs. Of particular concern was bolstering the United States’ ability to compete with the Soviet Union in the areas of science and technology.

The NDEA stands as a major act of reform. It marked the beginning of large-scale involvement of the U.S. federal government in education.” See Encyclopedia Britannica.

Student Organizations: Membership in student organizations is based on criteria “without regard for race, color, religion or national ancestry,” p. 20.

“Counseling” is limited to academic counseling (p. 20) but in the following year it is expanded to include assistance with “personal adjustment” and “professional advice on questions of a non-academic nature”, 1961-62 Catalogue, p. 23.

The College Catalogue lists courses in area studies including Mexico, Latin America, Asia and Africa in departments like Geography and Anthropology. Area studies programs are different than "ethnic studies." The development of area studies is tied to the U.S. government's post-World War II Cold War agenda to stop the spread of communism whereas ethnic studies originated in student protests against a racially biased education that excluded peoples of color. It was first established as a "School of Ethnic Studies," one of the demands students made in their successful strike at San Francisco State (1968-69). "Campus Commemorates 1968 Student-Led Strike," 9/22/2008, SF State News and "Third World Liberation Front: Notice of Demands".

Amendments to the Immigration and Nationality Act end the discriminatory national origins quota system and establish an immigration system based on family reunification and U.S. workforce needs. The amendments also set hemispheric limits and a 20,000 annual ceiling per nation that Eastern hemisphere nations are subjected to immediately.

President Lyndon B. Johnson issues Executive Order 11246 which prohibits “employment discrimination based on race, color, religion, and national origin by those organizations receiving federal contracts and subcontracts” and in 1967 adds “sex.” EO 11246 also requires federal contractors to take “affirmative action” in hiring. UC Irvine Office of Equal Opportunity and Diversity

Two new courses are offered: Anthropology 3500, “Native American Indians” and Anthropology 3505, “Indians of California,” 1965-66 Catalogue, p. 180

Third World Student Strike for a Black-controlled Black Studies Department at San Francisco State College.

As a result of the student strike, the San Francisco State College administration authorizes the establishment of a Third World College; it includes Black, Chicano/a, Asian American, and Native American Studies.

A new center is founded: “The Inter-Cultural Relations Center provides supplemental services in the areas of recruitment, counseling, advising, housing, tutoring, employment, orientation and financial aid advising for economically and educationally disadvantaged students. It participates in the Special Admissions Program and seeks to develop a college community atmosphere that will complement the college program in meeting the needs of students, especially in providing opportunities for academic and personal growth.” 1969-70 Catalogue, p. 23.

Two new centers are founded: Asian-American and Mexican-American:

“The Asian-American Cultural Center coordinates the curriculum related to the Asian-American with library resources and with community resources. Students who desire to do research in the Asian –American community in connection with their courses are directed to the Center. The Center also has the information on current curriculum developments related to the Asian-American.” 1970-71 Catalogue, p. 29.

“The Centro de la Raza identifies potential Mexican-American students, facilitates their entrance into the College, and assists them in successfully completing college. Supplemental services are offered in the form of recruitment, orientation, pre-registration advising, counseling and advising, and tutoring. Students who have a financial disability or who may not meet regular admission requirements but can offer evidence of their ability to achieve satisfactorily at the college level are invited to make inquiries about the Educational Opportunity Program (EOP) or the Special Admissions Program.” 1970-71 Catalogue, p. 29.

Associated Students establishes a child care center off campus with a capacity of 40 children: “[State Licensed] Child Care Center: Child care is available to students, faculty, and staff for pre-school children aged 2 years, 6 months to 5 years, 9 months . . . open 7:30 a.m. to 5:30 p.m. every school day. It is located at 27287 Patrick Avenue. The fee for students is $7.00 per week up to 25 hours and $14.00 per week for 26-50 hours. Faculty and staff fees are $12.00 per week up to 25 hours, and $24.00 per week for 26-50 hours.” 1970-71 Catalogue, p. 27.

Black Graduation Celebration established

First Annual Pilipino Culture Night performances

A new “concentration” in “Asian-American Studies” and a new course Sociology 4525, “Asian Identity in America,” are offered. 1972-73 Catalogue, pp. 88 and 96. They are distinct from “Asian Studies,” which has long been a part of the college (since 1961-62) along with other area studies such as Latin American Studies. Beginning in 1976-77, “Asian American Studies” is no longer listed in the Catalogue.

A new center is founded. “A Handicapped Student Center . . . serves to facilitate all services to the handicapped. . . . All handicapped students are urged to visit the Center for information on: vocational and rehabilitation counseling, Veterans Administration rehabilitation counseling, special wheel-chair maps, assistance with parking, registration, test taking, reading, etc.” 1973-74 Catalogue, p. 27.

Proposals for Concentrations in Women’s Studies and Native American Studies are pending, 1973-74 Catalogue, pp. 94 and 95.

The first time the following majors/concentrations are listed in the catalogue: Asian-American Studies, Black Studies, Mexican-American Studies, Native American Studies, Women’s Studies, 1974-75 Catalogue.
Course offering: Elementary Hindi, a three-quarter sequence, 1974-75 Catalogue, p. 299.

Publication of Catharine McKinnon’s Sexual Harassment of Working Women: A Case of Sex Discrimination popularizes sexual harassment as a pervasive social problem and an act of discrimination against women.

Maternity Leave is non-existent. Professor Emerita Emily Stoper (Political Science) comments: “My second child, Jonathan, was born in July [1978]. My memory is that there was NO maternity leave at that time. I tried to time the pregnancy so that he would be bornshortly after the end of the spring quarter in early June. As you can see, I was fairly successful in doing that, so I had 10 weeks at home with him that summer. Then in the fall quarter I took a partial leave without pay so that I could teach only 2 courses - and informally, I stopped working on both governance and scholarship for the rest of that year, which gave me still more time with him. That's how I managed without maternity leave. Of course, it would have been much better to have it. I don't know what I would have done if I didn't have such high fertility, enabling me to time his birth.” Email from Emily Stoper to Colleen Fong 5/28/2014, used with permission.

In Oregon v Rideout, a man faces a trial for raping his wife, which challenges "marital privilege" as a defense against rape. All other states except for Oregon, Delaware and Iowa, followed common law, which defined rape as "the forcible penetration of the body of a woman not the wife of the perpetrator." Oregon v. Rideout - Significance - Rape, Body, Trial, and Police - JRank Articles

Chicano Latino Staff and Faculty Association established

A “Nature and Purposes” section of the Catalogue is first published and includes a description of the students as “diverse.” “The San Francisco Bay Area is ethnically and economically diverse and this is reflected in the Hayward student body. Approximately one-third of the enrollment consists of students from minority groups and slightly more than half the students are women. The majority of Hayward students are employed . . . the average age is 27 . . . [and] access for the disabled is particularly well-developed at CSUH. The academic program at Hayward is designed to serve and benefit from this diversity of student backgrounds and interests and it has a strong regional flavor.” 1980-81 Catalogue, pp. 22-23.

“Nature and Purposes” is included in the 1981-82 and 1982-83 Catalogues and then in 1983-84, the Catalogue publishes the first Mission Statement, a lengthy full-page, which precedes “Nature and Purposes,” 1983-84 Catalogue, pp. 22-23.

Cultural Groups and Women Graduation Requirement: “A minimum of 3 quarter-units of coursework applicable to the General Education-Breadth Requirements must recognize the contributions to knowledge and civilization that have been made by members of various cultural groups and by women.” 1981-82 Catalogue, p. 614

CSU Faculty unionize. California Faculty Association (CFA) becomes the bargaining representative for CSU faculty after a number of organizations attempt to unionize in different parts of the state in the 1970s and 1980s.

The Ethnic Studies Department is established from combining existing Departments and Concentrations: American Indian Studies, Afro-American Studies, and La Raza Studies. A Bachelors degree program is offered as well as minors and options. Asian American Studies is not included. Terry Jones wrote the proposal for an Ethnic Studies Department and the first year faculty included Jones and Michael Clark (Black Studies), Roxanne Dunbar Ortiz (Native American Studies), and Tony Ochoa and Juan Gonzales (Chicano Studies). Lecturers hired for the department that year include Noel Samaroo, Barbara Paige, and Colleen Fong (Ethnic Studies).

The GE graduation requirement “Cultural Groups and Women” is implemented; the requirement was soon expanded to include Gay Lesbian Bisexual and Transgender (GLBT).

Gale Auletta (now Young), Communication and Michael Clark, Chair Ethnic Studies (1984-85) and Barbara Paige-Pointer (1985/86-1987) co-direct CSU Chancellor’s Grant “Toward a Cross Cultural Curriculum” Project. Many of the Social Science and Humanities departments paired up with an Ethnic Studies faculty and created a manual and set of syllabi for integrating multicultural perspectives into general education courses.

October 1989: First Conference
October 1991: Second Conference

Each produced a publication:
(1) American Behavioral Scientist (1990) Volume 34:2: “The Inclusive University: Multicultural Perspectives in Higher Education.” Editors: Jones, T. and Young, G.
(2) Toward the Multicultural University. (1995) Ed Bowser,B., Jones, T., and Young, G. Praeger Press

Center for the Study of Intercultural Relations (CSIR) established. Gale Auletta (now Young) and Terry Jones received and managed grants totaling $338,000. Over a four-year period, CSIR sponsored film series, workshops, and conferences and produced videotapes. The administration used CSIR for PR advantage and lent lots of rhetorical support but refused to give it a line item when Jones and Young wanted to turn over the leadership to Colleen Fong and Benjamin Bowser.

Maternity Leave is nonexistent. Gale Auletta (now Young) was the first CLASS faculty member to have a baby since Professor Emily Stoper had her son in 1978. She comments: “There was no maternity leave-- There were a few other women on campus and we openly talked about trying to arrange conceptions to the academic calendar. I had tried to arrange for a summer baby but that didn’t work out and my due date was late January 1986. Al Smith, then CLASS Dean, said my leave would require taking sick leave, so my doctor needed to write a note for full time sick leave for Winter quarter and reduced time for Spring. The Dean and I worked out the exact dates so as minimize the number of sick days taken but maximize the time off. I continued to co-chair the Cross Cultural Curriculum grant even though the Provost had recommended that the grant be suspended. The Dean supported the grant going forward. Barbara Paige (Ethnic Studies lecturer) took over a lot of the day-to-day work for Winter. Nan Maxwell from Business arrived on campus in Sept 1986 in new tenure track position -- she was nine months pregnant, had her baby and kept on teaching. Ahh, it all seemed so normal.” Email from Gale Young to Colleen Fong 5/28/2014, used with permission.

Colleen Fong comments on the lack of Maternity Leave when she had her son in January as a term-by-term part-time lecturer. “Even if there had been maternity leave I doubt if I would have qualified for it as a-term-by-term part time lecturer. I did not qualify for health insurance or guarantee of work the following quarter. In winter term when I had my baby I was simply unemployed. I remember being ecstatic that he arrived one week earlier than his due date because this meant I would get to spend an ‘extra’ week with him—totaling nine full weeks--before returning to teaching in the spring. The standard return-to-work-date-after-giving-birth was six weeks. When I told one of my teaching colleagues this she said this was absolutely pitiful. She asked me, “If you had a heart attack instead of a baby, do you think they would expect you to return to work after an arbitrary period of time? This society just doesn’t value children and mothers!”

“On September 17, President Ronald Reagan mentions AIDS publicly for the first time, vowing in a letter to Congress to make AIDS a priority.” By the end of 1987 nearly 48,000 in the U.S. had died of AIDS.

The California Master Plan for Higher Education is reviewed with an eye on “bring[ing] education into the lives of more Californians who are poor, non-white, disabled, on the margins.” The Report further states: “All segments of public education . . . shall have as a primary and essential mission guaranteeing the access and ensuring the success of currently underrepresented minority peoples in California.”

“California Faces, California’s Future: Education for Citizenship in a Multicultural Democracy, A Report of the California Legislature Joint Committee of the Review of the Master Plan for Higher Education,” pp. 13-14.

The Department of Speech Communication established an interdisciplinary option in Intercultural Communication.

California passes SB 2184 (Royce) of 1990 and SB 1342 (Royce) of 1992, establishing the crime of stalking in California. California was the first state in the nation to establish this crime. (1990, 1992) SafeState.org - Preventing Crime and Violence in California, California Attorney General's Crime and Violence Prevention Center

Native American Graves Protection and Repatriation Act (NAGPRA)

The C.E. Smith Museum of Anthropology inventories their collections and distributes inventories to federally recognized tribes but Marjorie Rhodes-Ousley, Associate Director of the museum, reports that there were no requests for the return of sacred objects or objects of cultural patrimony. The way the law read, it was not possible to return any remains because there are no federally recognized tribes represented in the museum’s archaeological collection and the law prohibited the return of any artifacts to the non-federally recognized tribes.

None of the Bay Area Ohlone are Federally Recognized although nine have applied for federal recognition despite the “hundreds of thousands of dollars” required to support an application. Many Ohlone are working to establish a cultural presence in the Bay area completely separate from Federal Recognition.

The medication clozapine is introduced to treat schizophrenia (and some bipolar disorders), which expands the ability for individuals with mental illness to pursue their educational goals. Even though about fifteen antipsychotic drugs were introduced in the U.S. between 1954 and 1975, it wasn’t until 1990 that this new “atypical antipsychotic” drug was made available and considered a major breakthrough.

Gale Young serves as Special Assistant to the President. In this role, she established and facilitated monthly meetings of the Multicultural Council for eighteen departments. She also provided assistance to faculty and administrators on multicultural issues.

CSU Parental Leave - Professor Colleen Fong (Ethnic Studies) comments: “I waited more than seven years to have my second child because I knew I just couldn’t manage two kids any sooner. I had colleagues who ‘decided’ not to have children at all or only one child because of the workload. I felt so privileged to be in the tenure-track position rather than a lecturer only to learn that my maternity leave amounted to ten days of full pay! After that I was required to use my sick leave and I would not qualify for state disability until I used all my sick leave. I was furious and consulted a women’s legal aid organization certain that a class action suit was warranted—why did women have to exhaust their sick leave while men could retire with all their sick leave intact? The women at legal aid said this was not discriminatory. I then focused on trying to maximize what few benefits I had. A friend who taught at San Jose State and had a baby the previous year told me to make sure that after my ten days of paid leave, I specify, on a daily basis, that I was taking four hours of sick leave and four hours of leave without pay. She told me if I did not divide up each day in this way my health benefits might be in jeopardy. What I didn’t think about at the time was how I should have solicited sick leave donations from my male colleagues! My son was born in mid-August two weeks before his due date, which meant I could have returned to teaching fall quarter but it was too late since my classes had already been assigned to someone else. I mention this not because I did not enjoy spending four and a half months at home with my baby but because the teaching schedule presents unique work-family issues for faculty women-- you can’t bring in a ‘substitute teacher’ for a few weeks.”

The Asian/Pacific Islander Graduation Celebration established

The Office of Faculty Development is established and provides diversity-related programs.

Associated Students move the offsite childcare center to the campus with the capacity of 105. The Early Childhood Education Center is funded by Associated Students, state and federal funds.

California Proposition 209 bans affirmative action. Fifty-four percent of voters approved what was known as the “California Civil Rights Initiative” ensuring in the Constitution “The State shall not discriminate against, or grant preferential treatment to, any individual or group on the basis of race, sex, color, ethnicity, or national origin in the operation of public employment, public education, or public contracting.”

President Clinton signs the Defense of Marriage Act into law defining marriage as a legal union between one man and one woman.

CA Proposition 227 limits bilingual education to one year if parents do not submit a waiver to the school on an annual basis to enable their children to continue with bilingual education.

California enacts AB 2003 (Shelley), which expands the definition of domestic violence to include "dating relationships" and to authorize law enforcement to make an arrest without a warrant. SafeState.org - Preventing Crime and Violence in California, California Attorney General's Crime and Violence Prevention Center

Sept. 11, 2001 – terrorist attacks; first hate murder committed by White racist Frank Roque who killed Balbir Singh Sodhi in Arizona, a turban-wearing Sikh American whom Roque mistook for “Muslim.”

Gwen Araujo murder. Seventeen year-old Araujo is murdered for being a male-to-female transgender woman in Newark, CA.

The Department of Social Work is founded by Terry Jones and Dianne Rush Woods. The department offers a Master of Social Work with a “multicultural focus which prepares social work students to work . . . with diverse multicultural populations. . . “ 2010-2012 Catalogue, p. 606. (Colleagues of Terry Jones honored him and his pro-diversity and social justice achievements at CSUEB in May of 2014 at the time of his retirement. 

A New Mission Statement along with Values and Vision Statements replace the 1994-96 Campus Mission Statement.

Mission: “To provide an academically rich, multicultural learning experience that prepares all its students to realize their goals, pursue meaningful lifework, and to be socially responsible contributors to their communities, locally and globally.” 2005-06 University Catalogue

Values: “We value critical and creative thinking, effective communication, ethical decision-making, and multi-cultural competence.” 2005-06 University Catalogue

Vision: “We strive to be known for . . . An inclusive campus community where students, faculty, and staff from vastly different backgrounds collaborate--creating and sustaining a vibrant learning community.” 2005-06 University Catalogue

Formation of the Feminist Faculty Union (FFU) “In early 2005 I met with two of my favorite feminist friends on campus, Eileen Barrett (English) and Jen Eagan (Philosophy) to discuss a concern I had about the representation of faculty who identified as feminists on various Senate committees. We quickly agreed that it was time for feminist faculty to join together in semi-formal meetings to mentor each other, strategize around campus issues of interest to us as feminists, socialize, etc. Jen named the group the FFU (Feminist Faculty Union), which we thought an excellent title for our collective. The FFU was born - and has not looked back.

Over the course of April and May of that year we met twice with a handful of feminist faculty on campus to get a sense of what we all wanted from the organization. It was decided at the May meeting to host a Fall quarter gathering - opening up the meeting to as many women as possible. The enthusiasm at the meeting was pretty exciting. Over 30 women attended a meeting in the Biella Room of the Library to discuss action strategies moving forward over the school year - with getting feminists elected to various Senate standing committees at the top of our "to-do" list. In addition the meeting was a great way for faculty to connect with each other across the entire university as all four colleges and the library were represented.” Rita Liberti email to Colleen Fong, 8/11/2014, used with permission.

Hurricane Katrina “In late August, Hurricane Katrina ravaged the Gulf Coast. As a result, 20,000 African-American college students in New Orleans suddenly had nowhere to attend classes. About half of these black students were enrolled at the three historically black universities in the city. . . . After Katrina caused widespread destruction on the Gulf Coast and flooded much of the city of New Orleans, it quickly became evident that most of the people remaining in the city were black. Many of these African Americans were from low-income neighborhoods. Many had no cars, no money, and no friends out of town to whom they could turn. It was five days before significant federal or state help arrived for the tens of thousands of blacks who were marooned in the city. A number of African-American political leaders charged that the response would have been far quicker had the victims been in the predominantly white cities of Palm Beach or Boca Raton.” The Journal of Blacks in Higher Education 2005 

Angels in America, opens CSUEB Theater Season. Set in 1986 during the height of the HIV/AIDS crisis, Director Marc Jacobs, says “it mixes realism with high comedy as it presents the America of the Reagan era as a nation at a political, spiritual and sexual crossroads . . . He describes [the play] as ‘a meditation on what it means to live and die and be connected.’"

• 'Angels in America' Opens CSUEB Theatre Season

First Campus Climate Study conducted on all faculty, staff and students (as a part of the Western Association of Schools and Colleges (WASC) re-accreditation process.)

A New Mission Statement along with Values and Vision Statements replace the 1994-96 Campus Mission Statement.

Mission: “To provide an academically rich, multicultural learning experience that prepares all its students to realize their goals, pursue meaningful lifework, and to be socially responsible contributors to their communities, locally and globally.”

Values: Include “an academic environment that is inclusive and student-centered” and “multi-cultural competence.”

Vision: “An inclusive campus community where students, faculty, and staff from vastly different backgrounds collaborate—creating and sustaining a vibrant learning community.” 2006-08 Catalogue, p. 8.

EdD program established in the Department of Educational Leadership, College of Education and Allied Studies, titled “Education Leadership for Social Justice” and the first students enroll in summer.

African American Oscar Grant, age 22, is murdered by a BART officer at the Fruitvale station in Oakland. Grant was a resident of Hayward.

CSU Faculty Agree to two-day per month furloughs to avoid layoffs in the midst of an unprecedented budget crisis. Furloughs begin August 1st.

March 4: Students organize a “walk out to speak out” to protest budget cuts. Over 1000 students gather at Agora Stage and then march to Warren Hall, the administration building.

May 4: 100 students stage a “limpia” (spiritual cleansing) of Warren Hall, the then administration building.

Diversity Day established on campus: In opening comments, Dianne Rush-Woods, chair of the Academic Senate issues a challenge “to keep pushing. Embrace diversity. Let’s look for stimulus money and research grants. Let’s incorporate diversity and social justice in everything we do.”

• CSUEB hosts inaugural Diversity Day celebration

Yuri Kochiyama receives honorary doctorate: “Yuri Kochiyama, a human rights activist dedicated to social justice through her participation in America’s civil rights movements for more than 50 years” is presented with an honorary doctor of humane letters degree at CSUEB CLASS commencement ceremonies. “Kochiyama spent two years in a Japanese American internment camp in Arkansas during World War II. . . . Her activism began in Harlem, NY, in the early 1960s when she participated in the Asian American, Black and Third World empowerment movements that promoted civil and human rights, called for creation of ethnic studies academic programs, and protested the war in Vietnam . . . Kochiyama . . . is forever immortalized in a Life magazine photo that shows her holding [Malcolm X] in her arms as he lay dying” after being shot in 1965 while giving a speech.

• CIVIL RIGHTS LEADER TO RECEIVE HONORARY DOCTORATE FROM CSUEB

Hayward is the second most diverse city in California: “Devised by USA Today in 1991, it [the Diversity Index] calculates the probability that two people randomly selected from a place are of a different race or ethnicity.” Hayward is second to Carson, a suburb in Los Angeles County. Pittsburg, San Pablo, Richmond, East Palo Alto and Suisun City also make the top 10 most diverse of California cities. Close behind are Vallejo, Oakland and San Leandro, along with many of the East Bay's unincorporated areas.

In a Hayward census tract just north of West Tennyson Road, the one that calculates as California's most diverse, a resident has an 89 percent chance of running into a neighbor who is of a different race or ethnicity.” “East Bay tops among California's most diverse places” by Eric Kurhi and Matt O'Brien, Contra Costa Times 3/18/2011.

Oakland-Fremont-Hayward (CA) is the third most diverse area in the nation
Population: 2.5 million 
Diversity index: 79

Oakland was originally inhabited by the Huchiun tribe, but later the Spanish settled in the area. Today, the population is nearly 23 percent Hispanic or Latino, more than 20 percent Asian and more than 11 percent African-American. The city has a Chinatown neighborhood, which is actually a diverse pan-Asian area, including Chinese, Koreans and Filipinos. There are celebrations for the Chinese New Year, Dragon Boat Races, Chinatown street festival and Vietnamese Mid-Autumn or Moon festival.” ‘The Top 10 Most Diverse Cities in America” by Cindy Perman 17 May 2011, CNBC.

April 14, Students and Faculty organize “People’s University” on the lawn in front of the bookstore, with teach-ins on diverse topics related to budget cuts, neo-liberal austerity measures, and diversity issues. Students lead march to President Quayoumi’s office, where they decided to “sit in” to demonstrate their disgust with budget cuts and tuition increases.

The campus childcare center closes. The Early Childhood Education Center lost $136,000 in 2009-09 and $170,000 in 2009-10. The projected loss for 2010-11 is between $200,000-240,000. At time of closing 2 faculty/staff and 8 students had children at the Center. “Closure of the Early Childhood Education Center Effective August 19th, 2011,” memo signed by Randy Saffold, Executive Director, Associated Students, Inc., CSUEB

Striking faculty shut down the campus; Cornell West, activist and Princeton Professor of the Center for African American Studies, joins the picket line.

Starting at dawn, faculty begin picketing the entrances to campus to protest the cancellation of raises guaranteed by their contract (while student tuition continues to rise) and publicize the connection between faculty working conditions and student learning conditions. K-12 teachers join the protest as well as California Faculty Association members and students from other CSU campuses in Northern California. Teamsters unions honored the picket line halting deliveries to campus. Luz Calvo comments on the one-day strike:

“On November 18th, 2011, faculty in the California Faculty Association went on a one day strike. On that day, Cal State Dominguez Hills also went on strike. The statewide plan was to do a series of rolling strikes throughout the system and our campus went first. In the early morning hours, faculty set up picket lines at both entrances to campus (Carlos Bee and Harder Rd.). Incoming traffic came to a standstill as long lines started forming. Faculty picket captains allowed only one car at a time to enter. Most of the cars contained administrators or staff who had to work that day because their own union contracts precluded them from honoring our picket line. Few students and fewer faculty choose to cross the picket line. During the day, parking lots were largely empty and the campus felt like a ghost town. Our strike effectively closed down the campus. Many students joined the picket line, as did faculty from SFSU, San Jose, and other nearby campuses. At noon, strikers completely closed down the main entrance to campus with a prearranged "flash mob" dance performance and rally. That entrance remained closed for the rest of the day. Because Cornell West was due to speak that evening, strike leaders had decided early on to end the strike at 6PM so that we could proceed en masse to hear West's talk. Strike leaders also invited West to join them on the picket line, which he did at 5PM. In his public talk, West expressed his support for the striking faculty.” Luz Calvo email to Colleen Fong, 8/11/2014, used with permission.

AB 540 college students (undocumented students) may apply for state financial aid and grants

Through Professor Terry Jones (Social Work) CSUEB begins a partnership with the Richmond Community Foundation’s annual Summit on Children and Youth with a focus on young men of color and educational access and success

A New Mission Statement adopted along with Shared Strategic Commitments and Institutional Learning Outcomes 
Mission: “91短视频 welcomes and supports a diverse student body with academically rich, culturally relevant, learning experiences that prepare students to apply their education to meaningful lifework, and to be socially responsible contributors to society. Through its educational programs and activities, the University strives to meet the educational needs and to contribute to the vitality of the East Bay, the state, the nation, and global communities.”

Eight Shared Strategic Commitments, the second of which is: 
“Enhance our inclusive campus, responding to the backgrounds and interests of our diverse community and promoting their academic, professional and personal development.”

Six Institutional Learning Outcomes, the third of which is “Diversity: Apply knowledge of diversity and multicultural competencies to promote equity and social justice in our communities.” 2012-13 Catalogue, p. 80

PEIL funded project focuses on recruitment and retention of Latino/a transfer students and the Diversity and Social Justice Institutional Learning Objective. In 2013-14, the university launches the GANAS program with 35 mostly Latino/a transfer students.

Ethnic Studies online major established in an attempt to provide greater access to all students.

Aramark workers on campus unionize. CSUEB is the last of the twenty-three CSU campuses to unionize food service workers.

The California Dream Act allows undocumented students to apply for state financial aid.

The Defense of Marriage Act or DOMA (which defines marriage as between one man and one woman) ruled unconstitutional by the U.S. Supreme Court

Four White San Jose State University students accused of hate crimes against their African American roommate. CSUEB hosts a vigil to reflect on, and speak out against, hate crimes. The Academic Senate submits a Resolution Against Hate Crimes at San Jose State University.

Terry Jones publishes a letter to the editor in The Pioneer on the “illusion of inclusion” on campus as he reflects on Black History month

Eileen Barret and Luz Calvo propose a 10 point plan to create a campus culture free from harassment, bullying and discrimination. They present their plan to ExCom, the Senate, and various campus constituencies.

Elliot Rodger, a Santa Barbara City College student, kills six and then himself in the UC Santa Barbara student community of Isla Vista, CA. His Youtube videos and writings are highly misogynistic and racist.

The Black Faculty and Staff Association has distributed more than $170,000 in scholarships and has a number of faculty/staff who have pledged to fund one of the ten annual $1200 scholarships on an annual basis.

Women’s Studies online major established

Yuri Kochiyama, longtime civil rights activist who received an honorary doctorate at the 2010 CSUEB CLASS commencement, dies in Berkeley at age 93.

According to campus facilities there are now thirteen gender-neutral bathrooms on the Hayward campus.