Umemoto _On Strike San Francisco..._ 1989

The San Francisco State College strike ignited a creative spirit among students, particularly in the Asian American arts movement.
AAPA member Janice Mirikitani became a pivotal figure, co-founding the Third World Communications Collective and the Third World Women’s Collective.
They also helped publish Aim, one of the first Asian American journals.

Late 1968, S. I. Hayakawa was appointed president, causing unrest, particularly within the Japanese American community, leading to protests against him.
Some community members believed in civil liberties and the importance of speaking out against injustices, partly influenced by historical lessons from the eviction past.
Approximately 100 Japanese Americans expressed support for the striking students during a community meeting in December 1968.

Closer relations among Third World students increased ideological development among Asian Americans, emphasizing solidarity among minority groups.
The TWLF's formation was encouraged by Juan Martinez, a history lecturer, uniting various organizations like ICSA and AAPA.
TWLF aimed to foster Third World consciousness against institutional racism and oppression.

Right to Education:
- Advocated for open admissions and an end to biased standardized tests affecting minority students’ access to education.
- Organizing efforts led to substantial recruitment of high school students for college admissions.
Ethnic Area Studies:
- Called for a school focused on relevant education addressing minority issues and history in a meaningful way to their communities.
Control Over Ethnic Studies:
- Demanded that ethnic studies be taught by those sharing the experiences of the respective ethnic groups, promoting self-determination.

The increasing vigor of student demands faced significant administrative resistance, particularly under Chancellor Dumke who sought university neutrality.
A notable sit-in organized in May 1968 resulted in some incremental concessions, but intensified state repression followed.
Rising tensions led to higher policing and an escalation in confrontation tactics among students, reflecting dissatisfaction with existing protest methods.

Disunity emerged within the TWLF, with notable tensions arising from differing strategies and goals among participating groups.
The BSU developed a democratic centralism structure to counteract immature factional dynamics and ensure adherence to shared principles.
Strategies like "heightening contradictions" were used to prepare the broader student body for more confrontational actions against the administration.

The firing of George Murray, a faculty member, acted as a catalyst for renewed clashes, as students called for a strike on November 6.
Students engaged in disruptive protests, which were met with police violence, limiting community support and increasing public scrutiny.
A series of violent incidents against students led many to reevaluate their strategies and the implications of police engagement in campus affairs.

As tensions continued, the administration’s resistance necessitated negotiations despite the strike's initial demands.
The TWLF eventually reached a compromise regarding the establishment of the School of Ethnic Studies, though many demands remained unmet.
Despite the challenges, students laid the foundation for ethnic studies programs and built stronger community ties and a commitment to social change.

The strike affected activist trajectories, with many Asian student leaders pursuing community-oriented careers or degrees to influence systemic reform.
Activists emphasized a commitment to addressing social inequities rather than simple reformist approaches.
The legacy of the strike fosters ongoing advocacy for ethnic studies, promotes community engagement to maintain political influence, and informs future generations of Asian American activists.