San Francisco State College Strike, 1968-69: The Role of Asian American Students

Introduction

• The San Francisco State College strike began on November 6, 1968. This event marked the start of the longest student strike in American history.

• Student leaders from the Third World Liberation Front (TWLF) demanded a more relevant and accessible education for their communities.

• The five-month strike included clashes with the university, police, and politicians, and it led to the establishment of the first School of Ethnic Studies in the nation.

• Marked by violence, the conflict challenged the dominant culture within the university.

• African American, Asian American, Chicano, Latino, and Native American students advocated for ethnic studies and open admissions under the banner of self-determination.

• Asian American students viewed the strike as a pivotal moment of self-affirmation and a "shedding of silence," representing a crucial turning point for them (Umemoto, p.7).

Background

• The strike occurred amidst nationwide Third World movements, significantly impacting American culture and ideology at the time.

• A convergence of civil rights, anti-war movements, women's rights efforts, student activism, and struggles for oppressed nationalities redefined social norms.

• Protests evolved from demanding basic rights to seeking power and self-determination, which was often met with resistance from the State.

• Although these movements did not drastically alter the economic or political structure, they influenced popular ideology and social relations, leading to the formation of mass organizations and a new generation of activists.

The San Francisco State Strike

• The strike mirrored a broader struggle over cultural hegemony, with efforts focused on redefining education to serve communities rather than corporations.

• Students advocated for curriculum changes, challenged admission standards, and supported minority faculty hiring practices to promote inclusivity.

• Activist efforts resulted in campus-wide movements that involved community backing, strategy development, and educational literature, fostering egalitarian relationships.

• These activities marked the beginning of new values and beliefs, reflecting a "New World Consciousness," symbolizing a shift in thinking for the students and activists involved (Umemoto, p. 10).

Significance

• Understanding the origins of this vision is crucial for today's students as they seek to reclaim "counter-hegemonic" concepts that have been co-opted by those in power.

• The concept of "self-determination" has been diluted into ideas like "diversity" and "cultural pluralism" by campus administrators, reducing true group decision-making power.