Excerpts from the John Lee Johnson Papers

Activism, Environment, Racism

For full papers see: http://www.library.illinois.edu/ihx/archon/?p=collections/controlcard&id=825

John Lee Johnson

Interracial Cooperatives at the University of IllInois. 1940-1960

Black Experience on Campus, African-American Students

From first paragraph:

Very little attention has been given to a discussion of interracial
cooperatives on college and university campuses. In fact the literature
discusses interracial partnerships and organizations but does not
ameliorate the value of these partnerships on college and university campuses.
This paper will investigate interracial partnerships (e.g., Congress on Racial
Equality-CORE, Student Community Interracial Committee-SCIC, and Student
Community Human Relations Council-SCHRC) that were fonned on the
University of lllinois at Urbana-Champaign campus during the years of 1940-
1960 in an effort to fight extant racial discrimination. Sources utilized for this
paper will include institutional records, correspondence records, CORE papers
and selected interviews.

Deirdre Cobb-Roberts

American Educational History Journal

ca. 1998

The Evolution of a Commercial Strip

Urban Planning, Campus-Community Relations

Study based on University Avenue between the "North End" and the University of Illinois. Includes discussion of development of black community north of University.

John A. JakIe & Richard L. Mattson

Journal of Cultural Geography

1980

Innovation Diffusion and Broadband Deployment in East St. Louis, Illinois, USA

UC2B, Internet Technology

Includes a comparison between big broadband development in North Champaign and East St. Louis.

Martin Wolske and Lisa Bievenue

IDEALS

Conference paper, Prato 2010, CIRN

2010

Community Advocacy Depot files (from Moyer Papers)

CAD, John Lee Johnson, North First Street, Urban Planning, Architecture, Campus-Community

Files of the Community Advocacy Depot (from the University of Illinois Archives)

Lloyd Moyer

ca. 1970-1971

Black Girlhood Celebration: TOWARD A HIP-HOP FEMINIST PEDAGOGY

Hip-Hop, Women, SOLHOT

Book about the SOLHOT public engagement initiative under the direction of Educational Policy Studies/African-American Studies faculty member Ruth Nicole Brown.

Ruth Nicole Brown

Peter Lang Publishing

2009

Non-Traditional Minority Students at the University of Illinois and Parkland Community College

Ethnography of the University, Town-Gown Relations, Parkland College

Part of Ethnography of the University Initiative.

Abstract: As a non-traditional student myself, I wanted to explore the struggles of
other non-traditional students, especially those also falling into minority
groups. This paper intends to explore the programs in place at the
University of Illinois and Parkland Community College to help nontraditional
minority students succeed not only financially, but
academically and socially. There are many roadblocks in place for nontraditional
minority students in terms of scheduling, child care and a dual
feeling of trying to assimilate due to ethnic differences and age
differences with peers who may follow a more traditional student status.
Also being discussed are some things being done at a political level to
increase funding and encourage attendance of non-traditional minority
students.

About the Author: I am a student returning to school after two years being gone. Being
forced to withdraw from classes due to financial instabilities, I returned
with a different mind set than when I first started. I work full time while
attending college full time and I am 26 years old. I became interested in
the struggles of other non-traditional students, especially those in ethnic
minority groups, when our RHET 105 class worked on topics in diversity
at the university. Next year, I will finally graduate with a bachelor's
degree in Media Studies, 10 years after graduating high school.

Rob Zaleski

IDEALS

2008

Who is "Black" at the University of Illinois, 1965-1975

Black Experience on Campus, Black Power Movement

From first paragraph:

During the late 1950s and early I 960s, the proponents of the Civil Rights Movement encouraged African
Americans to petition for the protection of their constitutional rights. Securing equality of social and
educational opportunity was seen as a key to success and this was pursed through non-violent means. By
the late 1960s, a new development, the Black Power Movement, advocated a more aggressive posture
as some Blacks were becoming increasingly frustrated with the slow pace of change. Some African Americans
opposed the non-violent strategy adopted by the National Association for the Advancement of Colored People
(NAACP) and the more moderate Civil Rights leaders in favor of more confrontational methods. Blacks on university
campuses across the United States gathered to discuss and plan ways they could more aggressively combat the
inequalities Blacks experienced.

Joy Ann Williamson

Journal of the Midwest History of Education Society, Volume 24

1997

Simple Words, Simple Deeds

Education, Racism

Based on interviews in Champaign-Urbana's African-American Community.

From First Paragraph:

Maybe the easiest way to get from the campus of the
University of Illinois to Urbana High School is just to walk
south on Lincoln Avenue to Washington Street and then east
past handsome homes to Race Street, where the large
educational plant stands, its entrance facing Carle Park and
the arch on its western boundary, its athletic fields in the
rear, and its carefully trimmed lawns and evergreens on all
sides. The high school has an older substantial section and a
new wing marked 1955 on a white foundation stone. Inside
the corridors are wide and long, exceptionally long, lined
with hundreds and hundreds of numbered lockers, 1407,
1408, 1409, 1410.

Thomas J. Cottle

Urban Education

1970

Beyond the Nation’s Capital: Minority Students’
Stumbling on the Tracks After Hobson

Education, Champaign School District, Consent Decree

Includes discussion of the Unit 4 Champaign Consent Decree Process on page 7 in the context of National histories of educational discrimination.

Abstract: The U.S. District of Columbia’s Federal Circuit Court decision in Hobson v.
Hanson (1967) case eliminated racial discriminatory tracking practices in the
nation’s capitol’s public schools. The court ruled that D.C. Public Schools’
tracking violated African American and low income students’ rights to equal
opportunities to education under the equal protection and due process
clauses of the 14th Amendment. While D.C. Public Schools eradicated
school tracking, it continued in other urban schools. This article examines
the Federal Court’s role in the perpetuation of school tracking practices
and challenges minority students’ access to equal educational opportunities
in schools with tracked classrooms. It also addresses the need for equitable
schools to provide all students with the opportunity to learn.

Ezella McPherson

Education and Urban Society

2010