- Race and Racism Observed In UR Sororities
- Global Citizens: How to Integrate a Curriculum
- Dining Discrimination at the University of Richmond
- Lost Cause Ideology, Found at the University of Richmond
- Students of Color in the Messenger
- Westhampton College Traditions
- Racism in UR Fraternities (1947-1985)
- Resistance & Compliance
- The Title IX Controversy at UR
- "Dark Side of College Life"
- Chinese Student Experience
- Student Life and White Supremacy
- George Modlin's Segregated University of Richmond
- Students of Color at UR (1946-1971)
- Performance & Policy
- Silence in the Archives
- Black Student Experience at UR (1970-1992)
- Faculty Response to Institutional and National Change (1968-1973)
- Building the Web
- Something Wrong with the System
- Culture of Complacency
- On Campus but Not Welcomed
- Can I Survive?
- Where I Come From, You Recognize Humanity
- The Damage of the Affirmative Action Myth
- A Feather in Their Cap: The Story of Barry Greene (R'72)
- A Campus Divided
- Freeman Digitally Remastered
- Remembering the Forgotten: Black Staff Members (1946-1971)
- Spider of Color: Korean-American Representation at the University of Richmond
- Theater History at the University of Richmond
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- Oral History Collection
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Black Studies Program
In 1974, 10 years after the Civil Rights Act was passed, the University of Richmond received two grants from the Grace Foundation, totaling $3,000, to implement a Black Studies program at the University of Richmond. This exhibit page includes a page of over 100 potential courses in Black Studies and correspondances discussing how to allocate funding. While this program never materialized, the University did allocate the funds in a budget to create a Sociology course (323) called “The Black Community in Urban America.” We can see below former president E. Bruce Heilman discussing the importance of having Black Studies courses.
The merits of a Black Studies curriculum were not lost on the University educators. From President Heilman's letter to a Collegian article, both show that college educators understood the values of having a Black studies curriculum. They understood that it equipped students to live in a cosmopolitan society and that it makes up for "the big knowledge gap their absence has created."
Here, we can see correspondances between administrators themselves, and between administrators and the Vice President of the Grace Foundation about money allocated for a Black Studies program. The University received $3,000 in grants to create a Black Studies program. It is s interesting to note that these letters and the grants appeared around the same time (1973-1974) that college educators nationwide (as seen above) were agreeing on the merits of Black Studies. It shows that the University seemed to follow a nationwide trend of urging Black Studies courses.
Here, we can see a list of potential black studies courses that could have been offered- there are over 100 potential courses. These include courses in African languages, literature, and African American politics and culture.