Power to the People: A Forever Tale of Diversity, Inclusivity, and Inclusion Within CUNY Institutions

Design by Christian Branch

By Nafissatou Yattassaye

“Power to the people. Power to the people. Black people's power for Black people. Puerto Rican power for Puerto Rican people.”

​Colleges all across the country, including Dartmouth, Massachusetts Institute Of Technology, Boston State and Columbia University, took over their campuses after the assassination of Dr. Martin Luther King Jr[1]. His assassination fueled anger across the United States, and there was an immediate demand for freedom and power amongst minorities from the oppression and discrimination they faced. In 1969, City College students decided to join in on the protest because of the lack of Black and Puerto Rican students on campus given the school’s location in the center of Harlem. “Power to the people” became known as the infamous chant that filled the streets of 135th and Convent Avenue throughout the protest for equality. 

Students at CCNY began drafting a list of demands that reflected the changes that needed to be made across institutions for people of color, not only locally but also globally. At first, none of these demands were taken seriously. However, not being taken seriously turned into a change in events and motive. The students at City College decided to wake up at 6 am, buy their own chains and lock the school from the outside, preventing anyone from entering or leaving. They worked together to keep Buell Gallagher captive, the president of CCNY at the time. They slept at the school and even starved at times in order to send the message. The campus was officially under the control of the students for over the span of two weeks. Through this act of defiance, the students at CCNY proved that they should be taken seriously and that proper change was needed immediately[1]. As we look back at the 1969 City College student takeover, let's take a closer look at the five demands and their influence in shaping City College and CUNY institutions.

 1. A SEPARATE SCHOOL FOR BLACK AND PUERTO RICAN STUDIES

The first of the five demands called for a school dedicated primarily to people of color. This school will provide access for its community, students and faculty, offering programs and courses that will further studies of Black culture and history. 

 ​2. A SEPARATE FRESHMAN ORIENTATION FOR THOSE OF COLOR

The second of the five demands requested that, because of racist attitudes and treatment from Caucasian staff and teachers towards those of Black and Puerto Rican descent, a separate freshman orientation must be held.

​ 3. A VOICE FOR SEEK STUDENTS, INCLUDING DIVERSITY AMONGST TEACHERS

The third of the five demands called out the SEEK program to serve as a spokesperson for children from marginalized communities moving forward. Students believed that the SEEK program previously had staff and teachers who weren’t properly assisting Black and Puerto Rican students who were a part of the program. 

4. RACIAL COMPOSITION AMONGST CLASSROOMS FROM NEW YORK CITY HIGH SCHOOLS

The fourth of the five demands was the one the students that created the five demands found most special. This was a call to action for open admissions to City College and, in the long run, to CUNY in general. This would allow all high school students from underrepresented backgrounds to apply to a CUNY institution.

5. BLACK PUERTO RICAN, AND SPANISH LANGUAGE BE ADDED TO THE CURRICULUM

The final demand requested by the students during the student takeover was to require all majors to take a Black history course and a Spanish language course.

Although not all five demands were met simultaneously, the creation of Open Admissions, the furthering of the SEEK program, and the addition of Black and Puerto Rican Studies to the curriculum benefited CUNY entirely.

Open admissions reshaped access to education within New York City. Adopted and put into effect in late 1969-1970, open admissions granted that every senior graduating from a public school in NYC could apply and have a higher chance of being admitted to a CUNY institution. This policy significantly increased enrollment for many minority groups, “many of them Black and Puerto Rican, who faced difficulties with a college curriculum due to poor preparation, but who wanted a fair chance at higher education”[2]. As a result, CUNY became a more diverse public university system, opening doors to those who were previously excluded by selective, biased admissions standards.​

The expansion of the SEEK program strengthened financial and academic support for students from disadvantaged backgrounds. Originally created in City College, “the New York Legislature created CUNY’s SEEK program for minority students”[3]. SEEK provided counseling, tutoring, support and financial assistance to help students succeed at a CUNY institution after admission. By expanding SEEK and implementing open admissions, CUNY ensured that students who needed additional support after enrolling in college received help and guidance leading up to their graduation.

Lastly, the addition of Black and Puerto Rican Studies to the CUNY curriculum marked an era of change and cultural significance. As a result of the 1969 takeover at City College, in 1972, the Black Studies Department, chaired by Professor Moyibi J. Amoda, “was designed to articulate in intellectual and constructive terms the crucial life of people of African descent…”[4]. This department focuses on enhancing Black culture and diaspora while also addressing many misconceptions and false narratives of being a person of color. Similarly, in 1972, the Puerto Rican, Asian and Jewish studies departments were created alongside the addition of Black studies. For the same reason, these departments helped highlight the heritage and culture of a wide variety of cultures that shaped CUNY’s campuses.​

Together, all these advancements and changes in the CUNY curriculum were made because of the 1969 student takeover, which helped expand educational opportunities, institutional support and a new representation of CUNY, permanently reshaping the university’s mission and identity.

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Nafissatou Yattassaye is a freshman at City College, majoring in Communications with a

concentration in Journalism. Writing allows her to escape reality and enter a realm where

she is free to express her creativity through words and phrases with simply the ink of her

pen!