Eric Moore describes the influence of student groups, including the African American Coordinating Committee. Interview on May 17, 2017. (2:18)

Transcript

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I mean there was a concern on a lot of our part that students were not being-and, yeah, we would call it power back then 00:00:00.000 - 00:00:11.331
but I would say more student influence, because there would be decisions made that didn't necessarily seem to be in the best interest of the students 00:00:11.331 - 00:00:21.756
Student African American Coordinating Committee, decided we're having a black person in the homecoming parade, 00:00:21.756 - 00:00:27.861
and so one of our colleagues had a convertible, Mustang convertible, so it's now just a matter of strategically planning how you were going to break the parade line to get her in. 00:00:27.861 - 00:00:40.372
There were some clandestine meetings discussing how they were going to do it and I was getting concerned that again, knowing where we were, there might be a reaction that wasn't going to necessarily be favorable 00:00:40.372 - 00:00:52.489
to them trying to break into the parade and somebody feeling like, ah, we got to show you your place. 00:00:52.489 - 00:00:57.080
So I spilled the beans, quietly, to some administrators that this was being planned. 00:00:57.080 - 00:01:02.525
Well fortunately they responded with, okay; then we'll just put her in the parade. It wasn't an exclusionary thing but it was almost a case of, you know, we never really thought about this, 00:01:02.525 - 00:01:15.360
and I tended to find once I got inside that a lot of the decisions that were being made did not necessarily include student input 00:01:15.360 - 00:01:26.532
so what they decided didn't necessarily sit well with the students. 00:01:26.532 - 00:01:30.874
So I would like to think that the whole push in terms of student power was designed to listen to us, 00:01:30.874 - 00:01:37.395
we might have something that we could contribute to the situation, and I think that began to happen because 00:01:37.395 - 00:01:45.100
with Cathy [Sterling] and many that followed us as the "revolutionaries" there was still a constant push to listen to the students. 00:01:45.100 - 00:01:54.688
So all of those kind of came as part of the push for: Listen to us, 00:01:54.688 - 00:02:03.429
because we think we have something to contribute and we would prefer that you at least take our input and then if you make the decision, fine, 00:02:03.429 - 00:02:11.902
as opposed to making a decision without even checking with those that are going to be affected. 00:02:11.902 - 00:02:16.470

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