Slave Patrolling in Champaign, Illinois

Policing

This web site was created by one of the student's in Afro 220, Justin Allen.

This study will track the progression of slave patrolling tactics to the way Blacks are being patrolled in Champaign, Illinois. The study will follow the transition of slave codes to current Illinois laws. The ways in which slave codes and current Illinois and Champaign laws were written to control, track, suppress and kill slaves will be detailed in this paper. The findings reflect that the link between slave patrolling and current Champaign policing of Blacks still exists.This study will examine how current Illinois and Champaign laws are rooted in slave and Black codes of the past. The results will show slave codes and Black codes have led to current Illinois and Champaign laws that allow, and promote the controlling, tracking, suppression and killing of blacks for economic gain and social control. This study will also explore events of Champaign police misconduct, abuse and murder ranging from 1969 to 2010.

Justin Allen

2010

Professor Dash guides middle-schoolers through journalism workshop

Youth Media Workshop

Article on Professor Leon Dash's tutoring of local African-American youth in the art of the investigative interview.

Mary Barrineau

College of Communications Alumni News

Summer 2006

Sponsoring Educational Opportunity: Race, Racism, and Writing Instruction at the University of Illinois

African-American Experience on Campus

Within the field of composition history, much is presently known about the ways in
which elite groups have employed literacy instruction to preserve economic and/or political
power and privilege. However, as a number of recent scholars suggest, much less is
presently known about the means by which elites have employed literacy instruction to
preserve and promote the power and privilege of white racism, particularly at the institutional
level. Accordingly, this dissertation explores the ways in which one predominantly-white
university, the University of Illinois at Urbana-Champaign, sought to conceive, implement,
and maintain "Educational Opportunity Program (EOP) Rhetoric," a writing instruction
program for "high risk" minority students. It analyzes a variety of archival EOP Rhetoric
documents-program descriptions, meeting minutes, administrative correspondence,
syllabi-to understand how literacy was "sponsored" by the university (in Deborah Brandt's
sense of the term) to support white power and privilege over time, as well as to understand
how such sponsorship was resisted by reform-minded administrators at certain points during
the history of the program. The dissertation contends that understanding such interplay
between racist sponsorship arrangements and anti-racist administrative resistance can help us
to recognize how white racism has profoundly shaped past composition program formation.
It contends, too, that such work can help us to reconceptualize future composition reform
efforts, shifting thinking away from overly-simplistic "color-blind" assessments of reform
toward assessments that both can account for and work against the multiple and complex
effects of racism.

Stephen Joseph Lamos

2004

Other Awareness Project

Local History, Nation of Islam

Features memories of Michael James Brown, son of Khair Ali, who grew up in Champaign and Rantoul and remembers the racist climate of the time and the cultural life of the black community in Champaign County.

Michael James Brown

http://www.otherawarenessproject.com/

ca. 2007

The Baraca-Philathea Lyceum of Bethel AME Church in Champaign, IL:
Redistribution of Rhetorical Activities seen in Current Church Practices

Church History, Literacy

Focuses on the history of lyceums and informal rhetorical education at Bethel A.M.E. in Champaign in the early 20th century.

Vanessa Rouillon

ideals.uiuc.edu

Spring 2009

The Black Community and Champaign-Urbana: An Inventory of Recorded Information

Bibliography

Many of the references have since gone missing. Check with the libraries mentioned in the report to see if the items are still available. Bibliography focuses principally on the years 1965-1970.

Kathryn Scarich and Maureen Gilluly

Library Research Center, University of Illinois

May 1971

Come Alive! 2: A Celebration of African-American Culture and Spirit

Arts, History, Baseball

Event Poster

University of Illinois and City of Urbana

2010

The George and Cassie Hunt Family Album

Family History

Includes the Scott Family from Champaign and all the family members. It also includes obituaries of the deceased family members and many recipes they used to cook with.

Mary Alexander and others

unpublished

1997

Silenced Voices: Rethinking Parental Involvement in Education

Education, Community Psychology

The present study explored the experiences of African American parents engaging in their children’s education in a medium-sized mid-western community. More specifically, the project examined African American parents’ perceptions of education and how these perceptions were related to their participation in home, community, and school activities. This study was based on a three-year-long participant-observation project in a predominantly low-income and African American elementary school, Woodson Elementary. The participants were the parents and/or guardians of Woodson Elementary School students. Participants were chosen based on Woodson staff’s and parents’ nominations of parents/guardians who were perceived to be involved or uninvolved in their children’s education. Almost all participants were African American and female between the ages of 25 and 76-years-old. Ethnographic observations, semi-structured interviews, and survey data were used to identify the origin (e.g., parents’ perceptions of education, prior school experiences, school norms) and nature of parents’ participation in their children’s education. Results indicate that African American parents/guardians, regardless of demographic characteristics (e.g., age, educational attainment, socioeconomic status) value education and actively participate in their children’s education. Most parents participated in their child’s education predominantly in the home and community as compared to their participation at Woodson Elementary School. However, two forms of parental engagement in schools (e.g., proactive and reactive patterns) were identified, which differentially impacted parents’ ability to fully participate in their children’s education. Results suggest that incorporating and valuing parents’ unique ways of knowing and interacting in their children’s education will facilitate parental engagement that is informed, builds relationships between teachers and parents, and meets the needs of students and families.

Erica D. Mattison

Community Psychology Unpublished Dissertation

2007

Closing the Achievement Gap: The Association of Racial Climate with Achievement and Behavioral Outcomes

Community Psychology, Education

This study investigated the relationship between
school racial climate and students’ self-reports of
academic and discipline outcomes, including whether racial
climate mediated and/or moderated the relationship
between race and outcomes. Using the Racial Climate
Survey-High School Version (M. Aber et al., unpublished),
data were gathered from African American (n = 382) and
European American students (n = 1456) regarding their
perceptions of racial climate. About 18% of the respondents
were low-income and approximately 50% were male.
Positive perceptions of the racial climate were associated
with higher student achievement and fewer discipline
problems. Further, race moderated the relationship between
racial climate and both achievement and discipline outcomes.
Finally, racial differences in students’ grades and
discipline outcomes were associated with differences in
perceptions of racial climate. Results suggest careful
attention should be given to the racial climate of secondary
schools, particularly for adolescents who perceive schools
as unfair.

Erica Mattison and Mark S. Aber

Journal of Community Psychology

2007