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Page 5 Spelman Spotlight December 1981 Black Studies Program A Must? By Karen Burroughs News Editor In 1969, at Cornell University, 100 black students demonstrated for the right to have a “revelant” Black Studies program at their school. This demonstration led to the establishment of a credi ble Black Studies program at Cornell. In 1981, Spelman College still does not have such a program in its curriculum. There are courses offered in: Afro - American Philosophy, and Survey of Black History, and a few others, but there is no major for Black studies, nor is there a depart ment for such a subject at Spelman. "I think that the general concensus is that students in a Black school atmosphere are getting a Black experience,” says Dr. Bill Lawson, Instructor of Philosophy at Spelman. “This, we are finding, is wrong. Unless students take Black history courses, there is little emphasis on the experiences of Black people.” Most colleges and universities across the country provide no Black studies program for their students. There are several reasons for this absence. Internal disputes involving the question of how activist or how scholarly the departments should be is one problem facing the program. There also may be a general feeling that the study of Blacks should not be set apart from others as a separate dis cipline. Black studies advocators,, however, resent the lack of automony — which results from inserting Black studies courses in By Valerie Peete According to the United Negro College Fund Govern ment Affairs Report published in October, the National Direct Student Loan, the College Work Study Program, the Supplemen tal Educational Opportunity Grant, and State Student Incen tive Grants will face drastic cuts in fiscal year 1982. Low income families who make less than 30,000 a year will not feel the pinch like the middle other departments creating such courses as Black Psychology. “There should be greater emphasis placed on the ac complishments of Black peo ple,” says Dr. Lawson. “It’s nice to know about Bach and Beethoven, but we also need to know about Bessie Smith and Betty Carter.” Dr. Lawson, who teaches the popular Afro - American Philosophy class at Spelman, believes that more courses class family who makes over 30,000 a year. Middle class families who have been denied basic government grants turned to their banks and received a Guaranteed Student Loan with little or no problem. The GSL allowed the family to borrow up to $2,500 for the student’s educa tion. However, President Reagan has now issued a Need Report to be attached to the GSL applica tion. In the need report, assets must be listed, and it must be should be geared toward Black studies, not to the exclusion of world issues, but to give students a sense of self - identity. “In my Afro - American Philosophy class, I try to give my students a history of Black peo ple and then examine the philosophical questions in volved,” says Dr. Lawson. "It’s hard to discuss philosophical issues if students are not aware of the history.” “I don’t know if it would be shown that there is a definite need to borrow the allotted money. If the financial aid office at the school feels the need is not adequate, then the family can be turned down. For some students, that is the difference between an out of state school and an in state school. Over half of Spelman’s students are on some type of financial aid whether it be BEOG or a bank loan. However, finan cial aid is not the only way to necessary to have an entire department dedicated to Black studies,” says Dr. Lawson. “I do think that while students are being taught basic disciplines, such as psychology or sociology, they should also be taught how theories from these disciplines relate to Black people,” says Dr. Lawson. “We need to encourage the exploration of the Black heritage. Not to do so would be doing a terrible disservice.” fund a college education. There are many scholarships, fellowships and grants given by private citizens to students which would allow them togoto school at the college of their choosing without the burden of the cost. Int he library, there is a book called, "The College Blue Book,” which lists such oppor tunities. It is up to the student therefore to research for other resources, knowing that governmental aid will be reduc ed. Severe Cuts Promised In Education How Relevant Are Grades Today? By Karen BurroughsNews Editor Grade. A mark indicating a degree of competence in school. A very simple definition for something that causes most college students much anguish at one time or another in their college career. How important is receiving a letter of the alphabet on a sheet of paper? Much more important than the question would imply. “I used to think grades were unimportnat," says Dr. Martin Yanuck, History Department Chairperson atSpelman College. “I don't anymore. I think grades are a great motivational factor, as well as a learning experience, as strange as that may sound.” Dr. Bill Lawson, instructor of philosophy at Spelman, agrees. “Grades are very important, because the system places so much emphasis on them. They influence both academic and social standing.” But do grades really reflect the abilities of a student? “I don’t think so,” says Dr. Lawson. “Grades are just a reflection of the ability of a student to com plete assignments in a particular class in a particular semester. All people do not learn the same way.” Some instructors at Spelman inject no flexibility in their grading, while others are more subjective. "In grading, there has to be flexibility, but only in some cases,” says Dr. Celso Cofino, professor of Spanish. “I know that many companies and graduate schools pay close atten tion to grades. That is why I give students every opportunity to get the best grade possible." “I don’t think we (instructors) do students a favor by “giving away grades” or by “grade inflation”, says Dr. Yaruick. “I don’t believe in giving away grades,” says Dr. Cofino, “but if I have a decision between giving a B plus or an A, I would rather give the A. Similarly, if a student’s grades amount to an F, but she is really trying, I will try not to give her an F. When there is a need, maybe one has to look at different aspects that will benefit the student.” Many students prefer their instructors to grade test papers on the “curve”. In this system, the highest test grade is used as a basis for the remainder of the grades, often making grades as low as 60 or 70 into an A grade. "I don’t grade on the curve,” says Dr. Yanuck. “I grade on individual performance. If a student deserves an A, she will receive it, if not, then she won’t.” “There is no reason to grade on a curve, at least in my class,” says Dr. Lawson. “The work is not that difficult. If you do the work, and come to class, you should make an A. The fact that you are in college should indicate that you have some degree of in telligence." In spite of the queasy stomachs that develop around the end of every semester, grades are, and will continue to be, an integral part of the educational system. “Grades are a part of the cruel, real world,” says Dr. Yanuck. “You might as well accept it. When you think about it, you’re graded thorughout life, in one way or another.” Dr. Hayes Impressed With Spelman’s Growth By Angela Jackson Reporter Spelman alumna, Dr. Maxine Haynes, was the speaker at Sisters Chapel December 2,1981. Currently, Dr. Hayes is the Executive Director / Medical Director for the Hinds - Rankin Urban Health Innovations Pro ject, and an instructor in Pediatrics at the University of Mississippi School of Medicine. Dr. Hayes graduated from Spelman College in 1969; she obtained her MD degree from the State University of New York in 1973; and received her Master of Public Health degree from Harvard University in 1977. Throughout her career, Dr. Hayes has held many positions. She was co - director of the Pediatric Nurse Practitioners Program at the University of Mississippi, and the visiting lec turer of Maternal and Child Health at the Harvard School of Public Health. Dr. Hayes has held many other positions in addition to those above. Dr. Hayes stated that Spelman is the best liberal Arts college in the United States. However, she didn’t realize that until after she had graduated. She continued saying that the students sitting in the audience probably wouldn’t realize that Spelman women were special until they had graduated too. She said that four years is a short time to spend at a place. However, she stated that those four years can have a great impact on one’s life if that person takes her education seriously. Dr. Hayes was very impressed at the changes and growth of the Spelman college Science Department She said that the students studying in the natural sciences today will achieve more than she has because they have more to start with. Dr. Hayes noted that many of the people she treats don't have access to adequate health care. She felt compelled to share her knowledge with those people, she said she couldn’t be selfish with her knowledge and she hoped future Spelman graduates wouldn’t be either. She continued saying don’t man. The object of Spelman educational experience is not to leave with a Morehouse man. They have their goals and you must not lose sight of your own. Dr. Hayes concluded saying to the students in theaudiencefind your own talent, be confident, be honest, live with enthusiasm, don’t let your possessions possess you, look down to no one and pray consistently.