Emerson College - Emersonian Yearbook (Boston, MA)

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1 “The college community is not always aware of EBONI’s ac- tivities or potential.” the organization has been weak at times. Some students, both Black and White, express hesitation in approaching a Black organization. In the 1960’s such groups were aggres- sive and vocal in expressing their needs and opinions. Activities in this era have given present Black orga- nizations the burden with dealing with bad publicity. They are faced with the stigma of being “militant” or “radical.” Any association with such groups has been treated with caution. Representation and membership fluctuates as students try to integrate other facets of the college and EBONI into their lives. Like our predecessors in the 60’s, there is the need to come together and support each other. At the same time, we are at Emerson to learn and create experiences which will benefit us during our careers. A balance between the two is not always necessary — it depends on the person. It is necessary to provide the options for the individual to make the choice. Doors are opening slowly. Progress is being made through the Affirma- tive Action Committee, the position of Mmority Affairs Coordinator has been strengthened and student interest and leadership within EBONI is strong. EBONI has almost come full cycle in 1982. The problems, the grievances and goals need to be redefined and restated to increase awareness of EBONI’s purpose. There must be equal representation of race within the Emerson community at all levels. There must be dedication shown on the behalf of all parties — the admi- nistration, faculty and students — to open lines of communication on these issues. There must be some solutions, some results. by Lois Roach 23

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Deja vu? EBONI’S concerns are still alive, and still the same, after more than a decade It was in the spring of 1969 that EBONI, Emerson’s Black Organiza- tion with Natural Interest was born. EBONI’s goals at this time were to in- crease the knowledge and expression of Black culture within the Emerson College community. The organization also fostered a political and cultural awareness amongst its members. It took the time to study vital questions: who were we as Black people? How far have we come? How far do we have to go to attain our goals? More than ten years later EBONI finds .itself addressing similar ques- tions and concerns in 1982. Part of examining the situation means deal- ing with key issues, which include lack of Black representation on all levels throughout the College, the need to maintain Black culture in academics and the preservation of the organization EBONI as an identity. What is the basis for that identity? It is a mixture of our individual and combined attributes. We are Black. Our tradition and history have been ignored and exploited. We have ques- tions concerning our career advance- ment. We must deal with an institu- tion which will provide our training for the future. All of these factors play a part in the development of EBONI’s identity. The organization must integrate these factors with its presence at the College. EBONI’s Executive Council has a history of trying to work with the Administration. In 1969, Mooneyne Jackson and Dorothy Prince, Emer- son students and EBONI’s chief nego- tiators, delivered Ten Demands to President Richard Chapin. The De- mands called for more Black faculty, counselors and students. The list was an attempt to make the college aware of the insufficient knowledge and ex- pression of Black Culture within the Emerson College community. In 1982, the Executive Council attempted to discuss similar griev- ances. Members worked through var- ious committees, providing input on such crucial issues as Affirmative Ac- tion, recruitment of incoming Black students and reallotment of College space. When the young EBONI reached a stalemate in negotiations in 1969, members found themselves with no other recourse than to take over the President’s office. Similar frustrations arose this winter when the Adminis- tration planned to relocate the Stu- dent Union. The location of the Cultu- ral Center was threatened. More im- portantly, the working relationship EBONI attempted to develop with the Administration was threatened. Who was to say the other promises and commitments would not be disre- gard? This action would not only show good faith but would establish a new foundation for future discussion. EBONI’s identity also evolved from a need to survive. There is a shortage of Black faculty to place Afro-American input in the curriculum. This creates a lack of role models for Black students and pre- sents an unbalanced education for all students. The point of higher educa- tion is to prepare one for a career and cultivate a well-rounded individual. In dealing with day to day realities, all students must communicate with all types of races and cultures. This pre- sent void can only do damage; it is especially unfair to White students who have little opportunity to learn from another race and their experi- ences. Keeping this in mind, EBONI tries to fill this void. The organization provides social and cultural exposure via workshops, creative expression in theatre and writing and in the celebration of traditional events. This is not to say there are no prob- lems; lack of communication heads the list. The College community is not always aware of EBONI’s activities or potential. Public relations on behalf of EBONI members (above) gather at a reception for the Boston premier of the musical “Mahalia .” Lois Roach (right) was public relations Director for EBONI during 1981-1982, and is a member of the Class of 1982. 22

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Working Students Emerson students often work to make a living, or part of it, while juggling classes. “I’d like to sign in my boyfriend please ... is the mail in yet . . . type this in triplicate . . . file these forms ... do you have this in a size seven . . . I’ll have the cheese and alfalfa on pita . . . come on SAGA, it’s after five . . . . ” Anywhere in Boston, in Emerson dormitories and in the business office of Mass Comm., at Jordan Marsh, the Deli Haus or the SAGA cafeteria, Emerson students are working to make a living, or part of it. The rising cost of education, the effect of federal budget cutbacks (responsible for an estimated 30% cut in financial aid for 1982-1983) and the need for pocket change have made working on the side a necessity for many Emerson students over the years. Tuition rose $800 last year and is projected to jump another $ 1 170 next semester, so it’s no surprise to hear that the conversation on the wall is not all about what class is next or the amount of home work to be done; “What shift are you working . . . what hours are you sitting . . . how’dyou do in tips last night,” are as common as “. . . did you finish the t.v. project yet?” Employment opportunities at Emerson are diverse, ranging from the federally funded work-study and the Emerson Employment Program to scooping ice-cream at Hagan-daz on Charles Street. Approximately 20% of Emerson’s full time undergraduate students hold regular work-study positions. Emer- son’s business offices employ students in typing, filing and running errands. Others spend their work time as desk receptionists in the dormitories, sign- ing people in and out and sorting mail. A benefit of the work-study program is that students can arrange their work hours around their academic schedule. Lynne Gemma, a senior, has been on work-study for two years. “I work for George Genges, Resident Director of Charlesgate, doing clerical work. It’s really convenient, since it’s right at school, and it doesn’t interfere with my classes.” Work-study provides students with the opportunity to learn skills not taught in the classroom. “My work ex- perience here will gve me something to fall back on. In case I need to, I could work in an office as a bookeeper, secretary or a clerical assistant,” ex- plained freshman Yvette Ruiz, a work- study employee in the Financial Aid Office. Work-study also encourages stu- dents to work in a job related to their field of study. Theatre majors find working down at Brimmer Street gves them experi- ence in lighting, scene design and administrative duties. A Mass Comm, major can find a job on the technical staff of WERS FM or WECB AM for in- valuable experience. Job experiences have also been found to affect a student’s decision about future career goals. “We tiy to put students in positions related to their majors as often as possible, but work experience may change a student’s mind about what he would like to ma- jor in,” said Sarah Calihan, work- study coordinator at Emerson College. Junior Bill Sitcawiich, a theatre ma- jor, has been on work-study for three years. “As a receptionist in the theatre department I answer phones, run errands and make mail runs,” he said. Sitcawich works his fourteen hours a week getting involved in the administrative core of the theatre de- partment, as well. continued on page 26 24