From the Archives - Black Experiences at Whitman

In the spring semester of 1968, Whitman students, Phil Boss, Larry Thomas, and Don Eichelberger spoke with Pioneer reporter Todd Boley on their experiences at Whitman. Boss, Thomas, and Eichelberger commented on the dichotomy between Whitman and their home communities, the inferior educations within lower-income predominantly Black public schools, and the demand upon students of color to assimilate within the whiter culture of Whitman College. They surmise on two main points, first, that personal confrontation serves as the best hope for confronting and challenging the schism between the white and Black communities, and second, positing that “Whitman may not solve the race problem, but can it call itself a valid educational in­stitution when the feelings of all the [Black students] on campus can be sampled in three inter­views?” (Boley 1968, 3). In a 2020 interview with Whitman alumni Elea Besse and Jasmine Razeghi, Boss describes the culture at Whitman as “not a very holistic environment, it was just white everywhere and nothing that we had were things that we could relate to. There was not one single class, for example, that made any sense to me in terms of how that would relate to me and my personal life or my background” (2020).

On a national scale, the U.S. Civil Rights Movement in the 1950s and 60s was influencing culture and society within Walla Walla and Whitman. Protests and activism challenging racial oppression and segregation led by figures such as Philip Randall, Whitney Young, James Farmer, Martin Luther King Jr., John Lewis, and Roy Wilkins were occurring on a massive scale throughout the United States. Student activism and involvement in the Civil Rights movement at Whitman included protests and a pressure towards policy change. Many students felt that political activism and impactful change on campus would be better advocated for by a united body of students of color and allies. 

Students Phil Boss, Floyd Gossett, Art Mitchell, Fred Mitchell, and Ernie Roberts, founded Whitman College’s Black Student Union in Fall of 1968. The BSU served as “a call to all Black students to gear themselves to blackness, to commit themselves to blackness” (“National BSU may…” 1968, 2). The original goals of the group were similar to other Black student activist organizations in the state. These were to attract more Black students to the college, include credit-bearing courses in Black history and culture within the curriculum, and encourage college administration to hire Black instructors. 

Throughout the 1969-1970 academic year members of the BSU traveled with the Office of Admissions to recruit prospective students of color from schools in Washington state. Visits were made to Yakima, Spokane, Portland, and Seattle. They proposed the continuation of this program in Spring 1970 when F. Mitchell declared that “the recruiting of minority students by the Admissions Office has been nil” (“BSU making plans…” 1970, 1). They felt that Whitman’s Admissions Office was unable to provide a realistic portrayal of Whitman, as stated by Boss: “We can relate better to minority students because we live the Whitman experience” (“BSU making plans…” 1970, 1). It is unclear exactly how long this program continued, but in 1971, F. Mitchell is documented as serving on Whitman’s Student Admissions Advisory Committee (SAAC) and planning student-sponsored admission trips for members of the BSU to cities as far as San Francisco and Los Angeles. 

In addition to their involvement with recruitment, the BSU sponsored various speakers and events on campus to support their goals. This included a visit from Elmer Dixon, State Field Marshal of the Black Panther Party in Washington. Just prior to the event, the Whitman administration attempted to cancel the visit. Due to the short notice the event continued as a success with over 150 students in attendance. 

On September 14, 1970, the members of Whitman College’s BSU, presented a series of demands to administration and the Board of Trustees. The BSU sought to “create an environment that was not just good for Black students but was good for all students” (Razeghi and Besse 2020). These demands were triggered by the observed lack of action from the administration's participation in recruiting and maintaining the enrollment of Black, Chicano, and Native American students on the Whitman College campus. Their demands were as follows: 

1. “That a total enrollment of One Hundred minority students for the 1971-1972 fall semester be made…

2. That an emphasis shall be placed upon the admissions office in the procedures of recruiting Black students and other ethnic groups to the Whitman College campus… 

3. That ample financial assistance be set aside for all black students and other ethnic groups who are accepted as incoming freshmen. 

4. That a black counselor be employed for the benefit of the Black students presently on the Whitman campus and all incoming Blacks and other ethnic students who desire his assistance. 

5. That a tutorial program be set up for all students who are lacking in certain fields of study offered by Whitman College. That these programs be given with no extra charge to any student who feels he or she is in need of them. 

6. That a black viewpoint be more prevalent in the fields of study offered by Whitman College” (B.S.U. Demands to Whitman College, 1970).

In his 2020 interview, Boss explains “looking back on that, I can see why people said that was pretty unrealistic but our goal was to shoot for the stars and land in the trees and hopefully that meant we could get 50, or 30, or 20” (Razeghi and Besse 2020). These demands were discussed by administrators and the board on several occasions. Unfortunately, they decided these demands were not practical, achievable, or financially sound. The Board of Trustees “concur in the BSU position that admission of a larger proportion of ethnic minority students, including Indians and Chicanos, as well as Blacks, would add desirable educational values at Whitman, not only to those individuals thereby admitted but to the entire campus population.” (Sherwood 1971, 7). However, at this time the Board did not feel that Whitman was in a strong enough financial position to support these changes. 

This response was not positively received by the student body or members of the BSU. Students criticized and challenged Whitman to build an emphasis towards social reform in addition to academic excellence. Chris Pence writes in defense of the BSU’s criticism of the Administration's claim of financial concerns: “Well, who the hell is going to do it? Are the colleges with severe financial problems (to which you take such pride in contrasting Whitman) going to provide these programs? Whitman is in a better position than most institutions to undertake such an effort.” (Pence 1971, 7). Criticism and discussions surrounding the demands and the administration’s response continued for a short time with minimal results. 

Social reform and political activism spearheaded by the BSU at Whitman waned in the years after the founding members graduated. In his 2020 interview, Boss describes this as one of the limitations of activism within colleges. “The momentum is hard to carry when you’re only going to be there four years…Sometimes it's about planting the seed, and it may be a change that you may not even see, but you planted the seed. So I would say, stay encouraged, understand the scope of the issues. Justice is a big issue. Sometimes what we’ve got to do, is we’ve got to pass the baton, keep people engaged” (Razeghi and Besse 2020). Though this initial movement faded after the 1970s, students continued to pick up this important work years later.

Over the month of February, we will continue to highlight the history of  Black students' experiences at Whitman College. Check back the first Monday of the week throughout February to learn more. 

-The Staff at Whitman College and Northwest Archives

“Black Panthers” Whitman College Pioneer 73, no. 19 (1969): 2.  

“Black students review current misconceptions”. Whitman College Pioneer 73, no. 4 (1968): 2. 

Boley, Todd. “Black militant predicts revolution in America”. Whitman College Pioneer 73, no. 19 (1969): 1. 

Boley, Todd. “This school needs a little more soul”. Whitman College Pioneer 72, no. 4 (1968): 3.

Boss, Philip. “Letter to the Editor: Boss: American Christ a puppet to racists”. Whitman College Pioneer 72, no. 22 (1968): 3. 

B.S.U. Demands to Whitman College, [1970]. Box 1 Folder 1. WCA095. Whitman College Black Student Union Records. Whitman College and Northwest Archives. 

“BSU making plans for recruitment”. Whitman College Pioneer 74, no. 14 (1970): 1.

Edwards, G. Thomas. Student Activism at Pomona, Willamette, and Whitman. Walla Walla, WA: Whitman College and Northwest Archives, 2008.

Edwards, G. Thomas. The Triumph of Tradition: The Emergence of Whitman College 1859-1924. Walla Walla, WA: Whitman College, 1992.

“Field Marshal Dixon defines Black Panther Party position”. Whitman College Pioneer 73, no. 19 (1969): 1. 

Markoff, John. “BSU seeks student support”. Whitman College Pioneer 75, no. 14 (1971): 7. 

“National BSU may back local Blacks”. Whitman College Pioneer 72, no. 26 (1968): 2.

Pence, Chris. “In reply to the Trustees”. Whitman College Pioneer 75, no. 14 (1971): 7. 

Razeghi, Jasmine and Elea Besse. “Episode 10: The 1970 Black Student Union: a look at 50 years of Whitman activism”. Whitman So White. Podcast audio. September 14, 2020. https://whitmansowhite.wordpress.com/

“Realism and diversity worked for”. Whitman College Pioneer 73, no. 5 (1968): 2. 

Response to Black Student Union by Board of Trustees of Whitman College, [1970]. Box 1, Folder 8. WCA095. Whitman College Black Student Union Records. Whitman College and Northwest Archives. 

Sherwood, Donald. “The Trustee’s letter to the Black Student Union”. Whitman College Pioneer 75, no. 14 (1971): 7. 

“The Whitman Experience…”. Whitman College Alumnus 74, no. 10 (1971): 2. 

“$1,000 given for BSU appropriation”. Whitman College Pioneer 74, no. 14 (1970): 1.