University of Michigan - Michiganensian Yearbook (Ann Arbor, MI)

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Solii m protesting unfair contract conditions, Graduate Student Instructors rally for a new contract in April. One of the demands of the union was a change in title for its employees from teaching assistant to graduate student instructor. Student reac- tions to the strike were mixed, some enjoyed the extra t vo days without class, while others were annoyed that the GEO was infringing on their education. Chip] GEO

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des the 3EO have a Chip Peterson right t. strike? stry by Emma CartWTight While I was learning about the history of labor relations from my teaching assistant in History 161, the Graduate Em- ployees Organization (GEO) was planning a strike. While we learned that work stoppages were the only way employees could find to make their employers hear their cries, the GEO was learning the same thing. If the University had not been so resistant to the needs of the GEO, the work stoppage would never have occurred. The requests were neither revolutionary nor radical; they simply asked for a few simple concessions. The University forced the GEO to enact a work stoppage, which consisted of two days during which graduate students refused to grade papers or tests, boycotted lectures, and cancelled discussion sections. One of the GEO ' s demands was that the title teaching assistant (TA) be replaced with graduate student instructor (GSI). The change in title reflected what these men and women did: instruct classes. After all, GSIs hold and teach discussion sections. This is a more than acceptable request. In my experience at the University, I have had entire courses taught by graduate students. They deserve a title that accurately reflects their duties and position. Many people claim that the GEO ' s walkout was unjus- tified because the graduate students get such a good deal. True, they receive a salary and attend the University for free, but these are the people who do most of the work. They grade all of the papers and tests, not the professor. They take the responsibility of clarifying and offering additional help. It wasn ' t only graduate students who thought the Uni- versity was being unfair. Many professors cancelled classes during the work stoppage in support of the GEO ' s actions. If the University had simply recognized that the demands of the GEO were justified, students would not have missed two valuable days of classes so close to finals. By calling a work stoppage, the GEO was not forcing the University to concede to their demands. Rather, in the tradition of labor unions, when the University refused to be flexible, the GEO used the power of its services to achieve their goal. 36 + GEO 3try by Jhn Whelan Graduate Student Instructors (GSIs) receive free ition, medical and dental benefits, and a salary from the Unive: sity for their services. Their duties entail grading paper teaching a discussion section, attending lectures, and holdi office hours. In return, GSIs are paid to attend a top gradua program, and they receive full benefits. Unfortunately, the de was not good enough for the Graduate Employees Organizati (GEO), the union representing all of the GSIs. When GEO was founded in 1 975, its aims were reaso able and fair. They wanted to reach agreements on nondi crimination, affirmative action, and medical benefits. Folio ing a month-long strike, they won these concessions, as well i other agreements in their contract with the University ' s admit istration. As a result of these efforts, graduate employees at th University receive one of the best benefit packages in th country. Why would GEO hold a strike in April 1996 eve though they receive all of these great benefits? In negotiatior with the administration, the GEO decided to flex its strengi and attempt to bring the campus to its knees. It failed. TheGE wanted TAs (teaching assistants) to be called GSIs indicatin that they actually taught classes. They went on strike to earn th right to legally limit class size. No more last minute override would be allowed. This provision would mean that a senic who needed a natural science credit to graduate would not g an override into that class. They also fought for a moi organized way to post job openings within departments. Thes petty issues should never have been the cause of a strike. GEO rightly provides graduate employees with a voic If the GSIs were left unrepresented, the University would tak advantage of them; however, GEO had already won the majc benefits that GSIs deserve. It is not fair or wise for GEO to pus for petty gains. English GSI Ulises Silva, said, I don ' t knoi what they ' re [GEO] complaining about. We ' ve got a great des here. It does not serve GSIs, undergraduate students, or t ' University to have a needlessly divided campus. iayut by Emma Cartwrigh

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: is affirmative Chip Peterson O upporters of Affirmative Actic gather outside of a University built) ing in a rally against discriminatic Affirmative Action policies at th University raised big issues for entire community and stirred prot ers and supporters into action. action fair? stsry by Jhn Although federal Affirmative Action policies date back to the 1 960s, discrimination remains the norm in American life, prevalent in the office place and the halls of education. Affir- mative Action programs attempt to remedy continued preju- dice against minorities and women. The results of these efforts have been quite significant. The number of minorities in both the private sector and federal government increased between 1966 and 1993. Educational opportunities for minorities and women expanded at the Uni- versity as a result of these advancements. Under a University initiative to expand minorities ' opportunities, there has been an increase in minority students at the University since 1986, reflecting the minority populations of the rest of the nation. Nursing sophomore Kimberly Collins agrees that these pro- grams benefit students at the University, Some people are only here [at the University] because of it. They are just as deserv- ing, but otherwise wouldn ' t get a chance. Despite some advances, troubling statistics illustrate why Affirmative Action programs cannot be put to rest. The unemployment rate for African Americans is twice that of Caucasians. White men compose 43 percent of the work force, but hold 95 percent of the senior management positions. Women are narrowing the earnings gap, but still only make 72 percent of what their male counterparts make. Critics scream about quotas and reverse discrimination, but fail to realize that quotas are illegal under federal law. In an effort to improve the program, President Bill Clinton said, Mend it, but don ' t end it. Despite the obvious advances that affirmative action policies lead to, it remains too early to sound the death knell for these programs. Affirmative Action should remain until equality is not just theory, but fact. 38 Affirmative Action atery by DUg Stevens The United States has long been the Land of Oppor nity. Americans take for granted that we all have the oppol tunity to advance as far as our intelligence, work ethic, persor ality and any other positive personal attributes will take usjj These are the ideals that America was built on. No limits placed on American citizens by their government. That is the American way. If equality is the foundation of American political thought, why would a program such as Affirmative Action, thai directly conflicts with this foundation, be regarded so highll among government officials, University administrators, anl employers? The spirit of Affirmative Action stems from thl idea that many minority groups have traditionally been disjj criminated against, and thus should receive preferential treal ment in areas such as University admissions and employmenj For instance, under current Affirmative Action policies, University admissions officer would not be out of line rejectin] a white applicant in order to give admission to an Africa American applicant with equal, or even slightly inferior cr dentials on the sole basis of skin color. If that does nc contradict the American ideal of equality, I ' m not quite sur what does. Senior biology major Chris Cahill agrees: It il exactly the opposite of what the civil rights amendment states.] Due to improved scholarship and financial aid funds many underprivileged Americans are eligible to have theij college tuition paid for. These factors open the opportunity fc anyone to pursue a higher education, if one is willing to wor| hard enough. There is no need to supplement these privilege with government-advocated, discriminatory policies based skin color. It is not necessary to reward people because of th( ethnic background. It is not the American way. iayut by Cart trigh