Introduction
The desegregation era in American public education during the 1950s and 1960s marked a significant struggle for equal access to education for Black students across the United States On May 17th, pivotal events unfolded that highlighted the ongoing fight for educational equality.
1954, the Supreme Court ruled in Brown v Board of Education that segregation in public education was in violation of the United States
The landmark ruling in Brown v Board of Education overturned the 1896 Plessy v Ferguson decision that upheld the "separate but equal" doctrine in the United States Despite the legal framework, many public accommodations, particularly in schools, were not truly equal, leading historians to argue that this ruling was a crucial step toward achieving civil rights and equality in education.
The Brown v Board of Education ruling marked a pivotal moment in the mid-20th century Civil Rights Movement, as it legally prohibited segregation in publicly funded schools across the United States Despite this landmark decision, many individuals, particularly in the southern states, resisted the integration of schools, highlighting the ongoing struggle for civil rights and equality in education.
1 Juan Williams, “The Ruling That Changed America” in Introduction of Brown v Board of Education: It’s Impact on Public Education 1954-2004, Thurgood Marshall Scholarship Fund,
2 When Plessy ruled the U.S during the late 19 th , early, and mid 20 th -centuries, it is important to understand that the “separate-but-equal” doctrine was not actually true
Separate facilities for blacks were not always equal to those of whites Many predominantly black schools were not equal to those of whites
In the book "Brown v Board of Education: Its Impact on Public Education 1954-2004," edited by Dara N Byrne, historians examine the profound effects of the Brown decision on public education and other segregated facilities This landmark ruling set the stage for significant Civil Rights events, including the desegregation of the University of Mississippi, Little Rock Central High School, and the Montgomery bus boycott, making it illegal for segregation to continue Historian Mitch Yamasaki notes that the integration of Black students into southern white schools was a gradual process.
In the deep South, states with significant black populations launched 'massive resistance' campaigns against school desegregation, resulting in less than one percent of black students attending integrated schools a decade after the Brown v Board of Education decision It wasn't until the 1970s, when tensions eased and federal aid for schools became a compelling incentive for compliance, that most black students in the region began to enroll in integrated educational institutions.
During the civil rights movement, resistance to integration often led to federal intervention, with the U.S government deploying the National Guard or U.S Marshals to maintain order This was particularly prevalent in the Southern United States, where federal troops were called to ensure the safety of students in schools A notable instance occurred in 1957 when nine black students attempted to desegregate Little Rock Central High School but were met with a violent white mob Similarly, in 1962, James Meredith faced hostility when he sought admission to the University of Mississippi, highlighting the intense opposition to integration in educational institutions.
4 Mitch Yamasaki, Civil Rights Movement 1954-1968: We Shall Overcome, Some Day, (Carlisle, MA: Discovery Enterprises, Ltd., 1998) 17.
Universities and local communities actively opposed integration, leading to violent protests when Black students attempted to enroll These tensions often escalated into riots, prompting the U.S Federal Government to intervene by deploying the National Guard to ensure the safety of the students during their entrance into the university.
6 Juan Williams, “The Ruling That Changed America” in Introduction of Brown v Board of Education: It’s Impact on Public Education 1954-2004, Thurgood Marshall Scholarship Fund,
In 2005, New York faced significant unrest as white residents protested against the integration of black students in publicly funded schools, leading to riots The situation escalated until the National Guard was deployed, which ultimately helped to restore order and allowed black students to attend those schools.
Following the significant desegregation period of the 1950s and 1960s, American public education experienced a shift in integration practices While integration continued beyond this era, it manifested in different ways compared to the earlier desegregation efforts Notably, the implementation of student exchange programs during the late 1960s and throughout the 1970s exemplified this ongoing integration A prominent example was the exchange program between the University of Wisconsin-Eau Claire and Grambling State University in Louisiana during the 1970s.
The student exchange program between Grambling State University and UW-Eau Claire, which operated from 1970 to 1980, facilitated the participation of 45 UW-Eau Claire students and 40 Grambling State students This initiative primarily involved white students from UW-Eau Claire spending one semester at Grambling State and black students from Grambling State attending one semester at UW-Eau Claire, promoting cross-cultural experiences and understanding during that decade.
At Little Rock Central High School, the National Guard was deployed to ensure the safety of students attending classes, a situation that also took place at the University of Mississippi.
8 Desegregation did not end during the 1970s but continued throughout the later 20 th century An example of this is the desegregation of the Boston public school district.
During this period, Grambling State University engaged in student exchange programs with multiple institutions, including UW-Whitewater, UW-Stevens Point, the University of Idaho, and the University of North Dakota.
In 1974, UW-Eau Claire was predominantly white, with an enrollment of approximately 8,800 students, including only 100 black students, while Grambling State University was primarily black, with just 12 white students among its 3,000 total enrollment According to Dr Stoelting, the adviser of the exchange program, despite ongoing desegregation efforts throughout the 20th century, participation in the student exchange program was voluntary, allowing students to choose whether to apply and engage The success and sustainability of the program ultimately depended on student interest and participation.
The exchange program established by the two universities aims to immerse students in diverse racial and cultural experiences This initiative contrasts with the desegregation efforts of the 1950s and 1960s, when minority groups, particularly African Americans, were advocating for equal educational opportunities.
10 University of Wisconsin—Eau Claire Grambling State University Student Exchange Program, 1970-1980, AS182 Special Collections & Archives, McIntyre Library, University of Wisconsin—Eau Claire Eau Claire, WI
In the 1980s, 12 Boston Public Schools faced criticism for the significant disparities between black and white public schools, highlighting systemic inequality The city's predominantly segregated neighborhoods resulted in racially divided schools, prompting the Boston public school district to take action towards desegregation to address these inequalities.
13 Although the exchange program was voluntary for students, according to the
Prior to the Grambling State and UW-Eau Claire student exchange program
16 University of Wisconsin—Eau Claire Grambling State University Student Exchange Program, 1970-1980, AS182 Special Collections & Archives, McIntyre Library, University of Wisconsin—Eau Claire Eau Claire, WI
Prior to the Grambling State-UW-Eau Claire Student Exchange Program: an initial Exchange Program involving UW-Madison
During the late-1960s, the University of Wisconsin-Madison participated in a student exchange program which involved three individual predominantly black universities located within the southern United States: A
& T State University, Greensboro; North Carolina Central University, Durham; and Texas Southern University, Houston This student exchange program was titled the North-South Student Exchange Program According to the
“North-South Student Exchange Program Analysis” by Sarah C Baker, the North-South exchange program began in 1966
The North-South student exchange program highlights the ongoing history of student exchanges between predominantly white northern universities and predominantly black southern universities, extending beyond the participation of Grambling State University and UW-Eau Claire This theme persisted into the 1970s, following the analysis of the North-South Student Exchange Program, emphasizing the significance of cross-cultural academic experiences.
Students participate in student exchange programs for various reasons, similar across different institutions, such as those between Wisconsin universities and predominantly Black universities in the South Both the North-South Student Exchange Program and the Grambling State and UW-Eau Claire exchange program require students to apply, and upon acceptance, they can enroll in these enriching experiences Participants in both programs actively seek new cultural and racial experiences, which are facilitated through their integration into either Grambling State University or UW-Eau Claire.
The universities involved in the exchange program exhibited significant differences, yet a common factor influenced the integration of exchange students: a predominance of one racial group on their campuses This lack of racial diversity at institutions such as UW-Madison, UW-Eau Claire, and Grambling State hindered the integration of minority students, a challenge that these universities have faced historically.
Historically, UW-Eau Claire and Grambling State University were predominantly composed of either white or black students This chapter examines the histories of both institutions, highlighting their limited racial diversity during the 1970s.
The importance in locale of the
17 They were of different size, different states, etc
18 University of Wisconsin—Eau Claire Grambling State University Student Exchange Program, 1970-1980, AS182 Special Collections & Archives, McIntyre Library, University of Wisconsin—Eau Claire Eau Claire, WI.
The importance in locale of the Universities and their individual histories: why do both Grambling State University and the University of Wisconsin-Eau Claire lack racial diversity ?
The historical context of Grambling State University and the University of Wisconsin-Eau Claire is crucial for understanding the student exchange program established in the 1970s This program was driven by both racial and geographical factors, as both universities faced challenges related to racial diversity due to their locations and founding backgrounds.
In the 1960s, Wisconsin exhibited limited racial diversity, primarily characterized by a stark contrast between black and white populations, with Milwaukee, Racine, and Rock counties standing out for their higher concentrations of black residents For instance, Milwaukee County was home to 63,024 black individuals in 1960, a significant figure compared to Eau Claire County, which had only thirteen black residents amidst a white population of 58,227 This data highlights the pronounced racial disparity within the state during that era.
Wisconsin has a significant Black population, particularly in the southern region, such as Milwaukee County However, Eau Claire County, home to UW-Eau Claire, does not have a comparable racial diversity.
19 University of Virginia Library, Historical Census Browser, online:
< http://fisher.lib.virginia.edu/collections/stats/histcensus/php/county.php> Last Accessed: 9- 21-07
20 Hilda R Carter and John R Jenswold, The University of Wisconsin Eau Claire, A
History: 1916-1976, (Eau Claire, WI: University of Wisconsin Foundation Inc, 1977)
Map by Rachel M Knudson diversity (when concerning African Americans)
UW-Eau Claire was created in the early part of the 20 th century In
In 1916, UW-Eau Claire was established as Eau Claire State Normal School on twelve acres of donated land By 1927, it was renamed Eau Claire State Teachers College, and in 1951, it evolved into a four-year liberal arts college In 1964, the Board of Regents rebranded the institution as Wisconsin State University-Eau Claire following the merger of two state-supported university systems.
21 Hilda R Carter and John R Jenswold, The University of Wisconsin Eau Claire, A
History: 1916-1976, (Eau Claire, WI: University of Wisconsin Foundation Inc, 1977)
22 Hilda R Carter and John R Jenswold, The University of Wisconsin Eau Claire, A
History: 1916-1976, (Eau Claire, WI: University of Wisconsin Foundation Inc, 1977) in 1971, the university was renamed University of Wisconsin Eau Claire 23 , and this name continues presently
In 1920, Eau Claire County had only 23 Black residents compared to 32,665 white residents, highlighting the lack of racial diversity in the area at the time This demographic trend persisted into the 1960s, as both Eau Claire County and UW-Eau Claire, originally known as Eau Claire State Normal School, continued to exhibit minimal racial diversity regarding the Black population.
African American slavery played a significant role in Louisiana's history before the Civil War and Reconstruction, as the state was a slave state with a large population of enslaved blacks Following the Civil War, many African Americans remained in Louisiana, particularly in the southern region In contrast, Wisconsin, which became a state in 1848, did not have a history of slavery.
Below is a chart that shows the difference in population based on race, most notably black and white, between the two states, Louisiana and
24 University of Virginia Library, Historical Census Browser, online:
< http://fisher.lib.virginia.edu/collections/stats/histcensus/php/county.php> Last Accessed: 10-03-07.
University of Virginia Library Website Last Accessed 5-03-07
Louisiana’s large population of black Americans does not account for all of Grambling State’s black population at the time of exchange program
Grambling State University has a diverse student body, comprising individuals from Louisiana and various other states The university's roots are deeply connected to Louisiana's historically significant African American population, which plays a crucial role in its establishment and growth.
Grambling State University initially was named North Louisiana
Agricultural and Industrial School in 1905 26 According to the university,
“Grambling State University emerged from the desire of African-American farmers in rural north Louisiana who wanted to educate other African
In 1896, the North Louisiana Colored Agriculture Relief Association was established to manage and operate a school for the African American community in northern and western Louisiana Census data reveals that in Lincoln Parish, home to Grambling, the black population numbered 11,928, while the white population stood at 16,594.
1960 28 Grambling State is a historically black college and African Americans
26 Grambling State University: History, online:
Last accessed: 9-23-07
27 Grambling State University: History, online:
Last accessed: 9-23-07
Grambling State University, established to educate primarily rural African Americans in northwestern Louisiana, has historically maintained a significant Black population, even into the 1970s, despite the surrounding parish having a higher number of white residents The university is a four-year, state-supported institution focusing on liberal arts and teacher education While most students come from within the state, a notable distinction is that the majority of Grambling's students are Black Americans Located in north central Louisiana, Grambling is situated 60 miles east of Shreveport and 40 miles west of Monroe.
< http://fisher.lib.virginia.edu/collections/stats/histcensus/php/county.php> Last Accessed: 9- 21-07
29 University of Wisconsin—Eau Claire Grambling State University Student Exchange Program, 1970-1980, AS182 Special Collections & Archives, McIntyre Library, University of Wisconsin—Eau Claire Eau Claire, WI
UW-Eau Claire’s history greatly differed from Grambling State
Grambling State University and UW-Eau Claire, founded during a time of legalized segregation, aimed to provide education to Black Americans and promote inclusivity, respectively Despite their historical commitment to non-discrimination, both institutions predominantly attracted students of similar racial backgrounds throughout the 20th century The establishment of an exchange program between these universities in 1970 was a reflection of a broader trend in U.S higher education, where predominantly Black and white universities sought to enhance racial diversity and foster cross-cultural experiences However, the integration process for students involved in these exchange programs was often challenging.
Integration posed significant challenges for students, a topic that will be explored in the following chapter This discussion will also compare the experiences of exchange students at UW-Eau Claire and Grambling State with the difficulties faced by many students in the South during the desegregation era.
The Challenges of Integration
Integration at universities during the 1970s, particularly through programs like the Grambling State University and UW-Eau Claire student exchange, facilitated meaningful interactions between black and white students This initiative not only allowed minority students to attend predominantly white institutions but also heightened racial awareness among all participants Students who voluntarily enrolled in the program were eager to explore the impacts of integration firsthand, fostering a deeper understanding of diverse perspectives.
Students frequently characterize the student exchange program as a challenging experience, fully aware that integration can be complex A brochure from the UW-Eau Claire and Grambling State University Exchange Program highlights these realities to inform and recruit future participants.
Embrace the opportunity of a unique campus experience by spending a semester at Grambling State University while enrolled at UW-Eau Claire Despite the challenges that come with this transition, students consistently highlight the immense value of their time at both institutions.
Grambling State University provided a transformative experience for students like Carolyn Walsh from UW-Eau Claire, who described her fall semester in 1973 as both challenging and rewarding, highlighted by a trip to Washington D.C Despite facing prejudice due to their diverse group, she cherished the experience Similarly, Nathaniel Arvie, a Grambling State student who studied at UW-Eau Claire in 1971, recounted his own challenges, including an incident where he was unfairly accused of theft in a local store These experiences reflect the complexities of student exchanges and the cultural dynamics involved.
Prejudice was evident in the experiences of the exchange students, as highlighted by the stereotype that "all blacks steal." However, the level of prejudice and resistance they faced was significantly less intense compared to the widespread discrimination and challenges encountered during the desegregation efforts of the Civil Rights Era.
The experiences of exchange students at Grambling State University and UW-Eau Claire were notably more peaceful than the tumultuous integration of the University of Mississippi led by James Meredith.
In September 1962, James Meredith faced rejection for enrollment at the University of Mississippi due to his race However, the federal government intervened, compelling the state to permit Meredith's registration and acceptance into the university.
Mississippi Once he was registered and attending class at the university, federal marshals still had to accompany him to ensure his safety 33
Resistance to desegregation in Mississippi was widely accepted, whereas there were protests regarding James Meredith’s registration and attendance at the University of Mississippi; Ellen Condliffe Lageman and
30 University of Wisconsin—Eau Claire Grambling State University Student Exchange Program, 1970-1980, AS182 Special Collections & Archives, McIntyre Library, University of Wisconsin—Eau Claire Eau Claire, WI
32 Ellen Condliffe Lagemann and Lamar P Miller, Brown v Board of Education: The Challenge for Today’s Schools, Teachers College Press Columbia University: New York (1996): 41.
33 Ellen Condliffe Lagemann and Lamar P Miller, Brown v Board of Education: The Challenge for Today’s Schools, Teachers College Press Columbia University: New York (1996): 42.
The "Mississippi Crisis," as described by Lamar P Miller, highlights the intense resistance to the integration of James Meredith at the University of Mississippi This conflict involved not only local white citizens protesting and inciting a riot but also the active participation of Governor Ross Barnett in obstructing Meredith's registration Efforts to support Meredith came from the NAACP, President John F Kennedy, and Senator Robert Kennedy, all working to ensure his enrollment amidst the chaos Ultimately, a significant anti-integration riot erupted on the university grounds, underscoring the fierce opposition to desegregation.
The tragic events in Mississippi resulted in the deaths of four media personnel covering the situation, largely due to Governor Barnett's refusal to provide protection for James Meredith and federal marshals Constance Baker Motley noted that this unprecedented open rebellion by a state against the national government led to a decision to send in troops from other states Ultimately, federal troops were deployed to secure James Meredith’s admission to the university, highlighting Governor Barnett's attempt to override federal law with state legislation that was unconstitutional.
Mississippi and Arkansas were not the only states that intentionally defied federally authorized desegregation Jamin B Raskin discusses in We
34 Ellen Condliffe Lagemann and Lamar P Miller, Brown v Board of Education: The Challenge for Today’s Schools, Teachers College Press Columbia University: New York (1996): 43.
37 Ellen Condliffe Lagemann and Lamar P Miller, Brown v Board of Education: The Challenge for Today’s Schools, Teachers College Press Columbia University: New York (1996): 41.
38 Not only is this referred to as the Mississippi crisis, but it is also referred to as the
“constitutional crisis” by many sources as well when describing Gov Barnett’s lack of regard for the U.S Constitution when he prevented James Meredith’s enrollment
In Virginia, the political climate saw the establishment of a 'Massive Resistance' policy against federally mandated desegregation, leading to a surge in Ku Klux Klan membership and escalating racist violence throughout the South This pattern of racial violence, particularly against African Americans attempting to integrate into predominantly white schools, was prevalent across states like Arkansas, Mississippi, and Virginia Rooted in the historical perception of blacks as inferior since the era of slavery, this deeply ingrained belief within southern tradition fueled widespread white resistance to desegregation efforts.
The Grambling State and UW-Eau Claire exchange program showcased a significant shift in attitudes towards integration compared to the 1950s and 1960s, as both universities and their communities welcomed exchange students Despite this progress, some students reported experiencing racial tension and instances of discrimination, highlighting ongoing challenges in fostering a fully inclusive environment.
Dr Stoelting on November 19 th, 1970, Grambling State students who transferred to UW-Eau Claire made complaints that white students made
During the exchange program, subtle racial tension manifested through snide remarks aimed at black students, contrasting sharply with the overt riots and violence experienced on many predominantly white campuses that denied admission to these students.
According to an article published in the Grambling State University student newspaper, The Gramblinite, on September 28 th , 1973, the 1970s
39 Jamin B Raskin, We the Students: Supreme Court Cases For and About Students, CQ Press (Congressional Quarterly Inc.): Washington D.C (2000), 178.
The University of Wisconsin—Eau Claire and Grambling State University established a Student Exchange Program between 1970 and 1980, documented in the AS182 collection at the Special Collections & Archives of McIntyre Library This period was characterized by reduced violence and fewer campus protests, reflecting a unique atmosphere in higher education during that decade.
In the article titled “Has era of campus violence ceased?” by Holloway of Grambling State, a survey reveals a notable decline in racial violence and student protests at Grambling State University The article highlights that, unlike the tumultuous 1960s, contemporary students are focused on completing their education and later supporting social causes Senior Dennis Kenealy reflects this sentiment, agreeing with the statistics and noting that students have shifted towards resolving conflicts quietly due to a lack of significant change from past protests However, the article generalizes the decrease in campus unrest without specifying the types of protests that have diminished, overlooking the diverse movements of the 1960s and early 1970s, such as the desegregation and Anti-Vietnam War movements.
As noted above, some experiences were challenging; however, students appreciated their participation in the program Exchange students’ participation in the program actually began prior to their actual relocation for
41 University of Wisconsin—Eau Claire Grambling State University Student Exchange Program, 1970-1980, AS182 Special Collections & Archives, McIntyre Library, University of Wisconsin—Eau Claire Eau Claire, WI
The following chapter will provide an in-depth look at the structure and elements of the student exchange program between Grambling State University and UW-Eau Claire, highlighting the initial experiences of exchange students before they participate in the actual exchange.
The Components of the Grambling State University and UW-Eau Claire Student Exchange
The Components of the Grambling State University and UW-Eau
This chapter will explore previously unaddressed aspects of the student exchange program, focusing on its organization and key components Each element is vital for the successful integration of students at Grambling State and UW-Eau Claire To participate in the exchange program, students must complete essential initial steps, including recruitment, application, and enrollment Upcoming sections will detail the program's goals, recruitment strategies, and the application process Overall, these components highlight the unique scale and structure of the student exchange program compared to other integration initiatives.
Goals of the Grambling State Student Exchange Program
The desegregation of the University of Mississippi contrasts sharply with the integration achieved through the Grambling State-UW-Eau Claire exchange program James Meredith's pursuit of equal education at the University of Mississippi was met with racial discrimination, as he was denied admission solely based on his race Unlike Meredith's individual struggle, the Grambling State University and UW-Eau Claire exchange program was a structured initiative aimed at fostering integration, highlighting the differences between these two approaches to racial equality in education.
The Grambling State and UW-Eau Claire exchange program originated in 1970, initially involving several universities such as UW-Stevens Point, UW-Whitewater, the University of Idaho, the University of North Dakota, and Creighton University However, by the mid-1970s, UW-Eau Claire became the sole Wisconsin university to maintain an ongoing exchange program with Grambling State University, as noted by Dr Stoelting.
The student exchange program was established by both universities to provide students with the opportunity to experience life as a minority and to gain cultural awareness This initiative emerged in the context of historical changes in segregation laws, particularly following the Brown v Board of Education decision, which ended the legality of the separate-but-equal doctrine established by Plessy v Ferguson Prior to this ruling, Grambling State University had a predominantly black student population, but the reversal of segregation laws necessitated a more diverse demographic The exchange program aimed to foster understanding and appreciation of different cultures and races, addressing the need for diversity in the student body.
African American 45 UW-Eau Claire and Grambling State agreed to implement an exchange program between the two universities and established a
44 University of Wisconsin—Eau Claire Grambling State University Student Exchange Program, 1970-1980, AS182 Special Collections & Archives, McIntyre Library, University of Wisconsin—Eau Claire Eau Claire, WI.
A standard quota of five students per semester from various universities, including twenty from UW-Eau Claire, would enhance enrollment diversity at Grambling State University, demonstrating its commitment to integration efforts.
Between 1970 and 1980, a total of 45 students from UW-Eau Claire attended Grambling State, while 40 students from Grambling State enrolled at UW-Eau Claire Despite both universities' efforts to maintain a balanced quota throughout the exchange program, participation levels were often low, indicating that the target was not consistently met For instance, during the spring semester of 1972, only three students from UW-Eau Claire transferred to Grambling, highlighting the challenges faced in achieving the agreed-upon quota early in the program's timeline.
Grambling State did send five students, meeting their half of the quota
Throughout the decade, the exchange program experienced a consistent decline in student participation Notably, during certain semesters, particularly in the spring of 1977, the program was unable to operate due to insufficient interest from students.
46 University of Wisconsin—Eau Claire Grambling State University Student Exchange Program, 1970-1980, AS182 Special Collections & Archives, McIntyre Library, University of Wisconsin—Eau Claire Eau Claire, WI
The exact number of exchange students enrolled at Grambling State University each semester remains unclear, as it includes participants from six different universities, not just UW-Eau Claire However, it is evident that Grambling State is actively working to integrate its campus through these exchange programs If the target of five exchange students per university is met each semester, this could result in approximately 30 exchange students per semester and 60 students annually.
48 University of Wisconsin—Eau Claire Grambling State University Student Exchange Program, 1970-1980, AS182 Special Collections & Archives, McIntyre Library, University of Wisconsin—Eau Claire Eau Claire, WI.
The University of Wisconsin—Eau Claire and Grambling State University implemented a Student Exchange Program from 1970 to 1980, archived as AS182 in the Special Collections & Archives of McIntyre Library This initiative marked a significant advancement in the program's sustainability, emphasizing that the existence of prospective students is essential for the program to thrive.
Successful recruitment of students for the exchange program was the first step for the continuation of the program.
Continuing the Exchange Program: Recruitment of future
In the initial semesters of the exchange program at UW-Eau Claire, recruitment was relatively straightforward due to the program's novelty, attracting many eager participants, though some were ultimately not accepted Significant efforts were made each semester by Dr Stoelting, Dr Young, and both past and current participants in the recruitment process Even after completing their semesters at Grambling State or UW-Eau Claire, former students continued to play a vital role in recruitment, leveraging their firsthand experiences as minorities on a new campus to provide invaluable insights and answer questions more effectively than the program directors.
Articles were published in the student newspapers, The Spectator (UW-Eau Claire’s student paper) and the Gramblinite (Grambling State’s
Wisconsin—Eau Claire Eau Claire, WI.
Dr Young served as the Grambling State advisor for the exchange program, undertaking responsibilities akin to those of Dr Stoelting The student newspapers played a crucial role in promoting the program by announcing recruitment efforts and publishing interviews with program directors and past participants This ongoing publicity fostered active discussions about the program within the university community In an interview, Kathy Philyaw, a Grambling State student at the University of Wisconsin Eau Claire in the fall of 1977, shared her positive experience and encouraged her peers to participate, emphasizing the unique differences she encountered compared to Louisiana Her insights, along with those of other exchange participants, are vital for attracting new applicants to the program.
Recruitment for prospective students occurs during the middle of each fall and spring semester, starting in November for fall and April for spring A few weeks prior to recruitment, past exchange students are contacted to participate in the process This recruitment phase lasts approximately three to four weeks, during which past exchange students are requested to dedicate about one hour a day on weekdays to assist.
The University of Wisconsin—Eau Claire and Grambling State University facilitated a student exchange program from 1970 to 1980, as documented in the Special Collections & Archives at UW-Eau Claire To promote this program, UW-Eau Claire set up information stations across campus featuring student newspapers, yearbooks, and photos from Grambling State University, allowing prospective students to visualize the experience Past exchange students were present to answer questions and provide insights, while brochures containing essential details about the program were distributed It was emphasized that participants were responsible for covering their tuition, room and board, and other expenses, as neither university received additional funding for the exchange initiative.
Students are required to pay their tuition and room and board to their home university, which will then fund their fees at either Grambling State University or UW-Eau Claire This arrangement has been in place since the program's inception, ensuring that students can seamlessly access educational opportunities at both institutions.
As noted above, enrollment in the program continuously decreased throughout the 1970s This personally affected some students who had participated in the exchange program in the past and thoroughly believed
52 Other expenses included cost of travel, cost of leisure activities, books, souvenirs, etc.
The University of Wisconsin—Eau Claire and Grambling State University Student Exchange Program, active from 1970 to 1980, provided an exceptional experience for participants, who advocated for its continuation to allow future students to benefit from similar opportunities Scott Anderson, a UW-Eau Claire student, expressed his appreciation for the program through a poem published in The Spectator during the spring semester.
1974 54 This poem showed Anderson’s appreciation of the program and how he wished for the program’s continuation The poem was titled “Grambling exchange dying”: 55
A Message to the Unpeople You who say you love life You who dig on the environment Bag.
You who held compassion for a Putnam Park bobcat
You who streak for a new Morality
You who bow before the altars
You who heed Bucky but unheed—
Don’t even hear Dr George King You who seem always too busy during Black Aesthetics Week.
You who believe that the only thing One should kill is the night’s last Pitcher.
….are now in the process of killing off one of Eau Claire’s last outlets to the Real World— the Grambling College of Louisiana Cultural Exchange Program.
It is dying you know, or maybe You ain’t hip to that yet
Or maybe you never found the time.
It’s a chance to learn—about Blacks, About humanity,
54 Scott Anderson was an UW-Eau Claire sophomore journalism major of Rhinelander,
WI and studied at Grambling State University in the fall semester of 1973.
55 University of Wisconsin—Eau Claire Grambling State University Student Exchange Program, 1970-1980, AS182 Special Collections & Archives, McIntyre Library, University of Wisconsin—Eau Claire Eau Claire, WI. about yourself.
There’s still time but not much 56
The End of the Grambling State & UW-Eau Claire Student Exchange Program
The End of the Grambling State & UW-Eau Claire Student Exchange
The student exchange program initially aimed to maintain a quota of five participants per semester, but this goal was not consistently met due to a significant decline in student interest over the decade By 1974, just four years after the program's launch, recruiters faced difficulties in attracting students, prompting Dr Stoelting to address the issue in an interview with The Spectator He reflected on the early success of the program, noting that they once had more applicants than available spots, allowing for selective choices based on potential benefits for the students However, as interest waned, Dr Stoelting resorted to directly approaching students in the hallways, highlighting the growing desperation to engage participants in the exchange program.
Grambling?” 65 During the mid and late-1970s, there were even instances in some semesters, for example in 1978, which no students participated in the program
In a 1979 interview, Dr Stoelting expressed his concern about the declining interest among students in the civil rights program, stating, "Student interest in the exchange has dwindled in recent semesters." He attributed this trend to a perceived lack of engagement from young people regarding civil rights issues.
64 University of Wisconsin—Eau Claire Grambling State University Student Exchange Program, 1970-1980, AS182 Special Collections & Archives, McIntyre Library, University of Wisconsin—Eau Claire Eau Claire, WI
The decline in student interest in the exchange program can be traced back to the aftermath of the Civil Rights Movement, which officially ended in 1968 During the early 1970s, shortly after this period, students showed the most enthusiasm for the program However, as time passed, approximately ten to twenty years later, there was a noticeable decrease in engagement with civil rights and racial affairs, suggesting a shift in focus among students.
Conclusion
66 University of Wisconsin—Eau Claire Grambling State University Student Exchange Program, 1970-1980, AS182 Special Collections & Archives, McIntyre Library, University of Wisconsin—Eau Claire Eau Claire, WI
67 Historians often use the time period of 1954-1968 to define the years of the Civil Rights Movement
The student exchange program between Grambling State University and UW-Eau Claire exemplifies the ongoing integration efforts that followed the Civil Rights Movement, particularly during the peaceful era of the 1970s While the Civil Rights Movement is often defined by the tumultuous years of 1954-1968, this program stands out as a contrast to the violent desegregation efforts of the previous decades Unlike the intense resistance faced in the South during the 1950s and 1960s, the exchange program fostered a more harmonious integration experience, with students reporting some racial tension but no riots or protests This initiative highlights a significant shift towards peaceful coexistence in higher education during a time when racial integration was still evolving.
The student exchange program between Grambling State University and UW-Eau Claire is part of a broader initiative, as it is not the first integration-focused exchange for Grambling State, nor is it exclusive to Wisconsin universities Grambling State has participated in various student exchange programs with multiple institutions, including collaborations with the University of Wisconsin-Madison, which also engaged in exchanges with several predominantly Black southern colleges.
Violent opposition to desegregation was not limited to the 1960s or the southern United States; significant resistance also emerged in other regions, such as Boston, Massachusetts, where the public school district faced challenges during its desegregation in the 1980s.
The exchange program between Grambling State University and UW-Eau Claire exemplifies a broader trend, as integration-focused exchange initiatives were prevalent in the United States during the late 1960s and 1970s.
The Grambling State and UW-Eau Claire student exchange program aimed to enhance cultural awareness among participants rather than promote widespread integration Despite this focus, the program proved valuable and successful for students involved, such as Scott Anderson and Karen Berstedt, who expressed appreciation for their experiences Both students advocated for the continuation of the program, highlighting its positive impact on their understanding of diverse cultural and racial groups.
Despite student enthusiasm for its continuation, the exchange program officially concluded in 1980 due to declining interest throughout the mid to late 1970s Dr Stoelting, the UW-Eau Claire exchange program advisor, stated in interviews with The Spectator that this waning interest stemmed from a general apathy towards racial affairs and civil rights issues.
Grambling State University aimed to enhance racial diversity on campus by participating in various exchange programs with multiple universities.
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