s the elected president of the student body, said that blacks  feel as if they re not given the same respect, and to a large extent that feeling is justified.  Copland, former editor of a conservative campus magazine, has become sympathetic to black activists. They have to use tough tactics, he argued, to get whites to pay attention. For example, said Copland,  for year after year, there has been an effort on the part of leaders pushing for a free-standing black cultural center to communicate in a civil forum with the administration. And year after year, they have been unsuccessfill.  Only when they turned up the heat, he said, did the administration respond.
But for some, the tactics used by the campus demonstrators were a turn-off.  If you can t go through proper channels like I have to do every day, then I can t be supportive,  said Lee Hark. Backers of the center counter that focusing on the tactics misses the point.  It s kind of scary that what determines support for or against the center is the actions of those trying to achieve it,  said Valerie Halman, a 20-year-old senior from Montreal.
No bonds. Many of the students think the animosity between the races is exacerbated by their relative isolation. Most blacks choose to live on the south campus, instead of the more convenient north campus, because that is where they have a feeling of community.  If you do not live with people of other races, then you don t form friendships and bonds,  said Julie Davis, a 21-year-old junior from Atlanta. Lili Stern, a 19-year-old sophomore from Oriental, N.C., proves the point: She has made a number of black friends because she lives on the south campus.  If you want to learn about black culture, then the south campus is where you have to be,  she says. Still, there are real cultural gaps White students, the group agreed, tend to center social activities on alcohol, while blacks make music the center.
Many of the students believe that blacks who try crossing racial Unes to socialize are pressured to back off. Culley Carson, a 21-year-old junior from Durham  N.C., said that a friend who has a white and a black parent was told by blacks:  You re gray. What are you doing over there at that white fraternity?  Said Carson:    It was basically people saying we
don t care what your background is, this is what we want you to do.   
Jill Jacobs, 22, a senior from Goldsboro, N.C., said  freshman African-American students feel a lot of pressure initially to be black. ... I m not suggesting that there is anything wrong in identifying with your culture and finding that there are other people who feel the same way that you do, but there is something wrong in saying  you re here, we re going to take care of you and you can separate yourself from all that other stuff.   
Then there is dating.  Most of the couples that are interracial are not out in the open about it,  said Stern,  because they are just so afraid.  Black male friends have told Stern that  if they were ever to date a white female, they would just be closed off from the black female population of the school. 
Athletes seem to be the only ones who can comfortably defy campus mores. Hark said his often intolerant fraternity brothers view it as  cool  when a black basketball player has a white girlfriend.  I guess it s just pointing to a double standard. 
Many whites deeply resent what they see as a double standard in admissions. Jim Copland told of a white high-school classmate whose admission to Chapel Hill was denied and another whose entry was deferred, while a black with weaker credentials was admitted.  A lot of friends from my hometown know the people who ve gotten in and the people who haven t, and it s a big issue with them,  said Copland. About 68 percent of black applicants are admitted, compared with a 60 percent admission rate for in-state students and a 12 percent rate for out-of-staters.  I definitely think there s a feeling that the affirmativeaction system admits people who are not qualified,  said Julie Davis.
Yet, despite all the tension, students in the group are surprisingly optimistic. Valerie Halman sees the campus turning the corner very soon. She anticipates  a surge in education, awareness and communication between groups  arising from the debate over the black cultural center.  And that,  said Halman,  is really going to make the difference. 
evident that the gulf of mi misunderstanding between t whites was wide indeed. Its va dramatically demonstrated by tense exchanges.
Many whites, for example gered when Philip Charles-Pie was not  too convinced that are white and liberal, who thii are so open, are truly very c many liberals, he said, sufl  messiah complex,  believin are the only ones who can sav view he deemed  subconsc ist.  In a retort filled with Hark said:  Philip, that ini when you say stuff like that.  was scarcely acknowledged.
Eighty-eight percent newspaper editors at schools believe that i possible to improve I racial climate on col campuses.
BLACK AND WHITE TOGETHER ^hat do you want us to do? 
When the two groups of students came together on the third night, it was quickly
Many of the black studei whom would not be considei by Chapel Hill standards, wished they could be blind 1 ferences but that the reality ways intrudes. Vikki Merc joint group:  I start from the great-grandfather used to Then I try to put that out c For a while, that works real! 1 turn on the television and s a Ku Klux Klan march in takes me right back. 
History s legacy. For Phi the best efforts of well-met cannot heal the wounds of r cause of what's happened there s always going to be   who consider black people there ll be black people who hate white people," he sai understand that? That s not away."
Why then, Trey Ezzel  are you trying to educate if. realistically, it s just ne work?" If it doesn t w McAdoo, it would not be effort on his part. But, he < can be Mr. UNC or Mr. still walk around the street <
218
 nigger.    Such experiences, he said, make him wonder  what s the purpose of my accomplishments? 
 Do the rest of the black students have that same fatalistic viewpoint?  Lee Hark interjected, and Jill Jacobs then asked plaintively:  What do you want us to do? 
Jasme Kelly tried to make the whites understand the depth of her racial hurt. She explained that when she becomes friends with whites they unfailingly ask her to come onto their turf but are unwilling to come onto hers.  Why don t you come to church with me? Why don t you come to my grandma s house?  she asked of no on in particular. Adding to her frustration is a fact of campus life she confronts when visiting predominantly white sororities.  Every house I ve ever been to, the cook and the housekeeper have been black,  said Kelly.  That s too  Gone With the Wind  for me. 
When the conversation turned to the success of a rally in support of the black cultural center held earlier that day, the
racial rift manifested itself again. Ezzell, among the most conservative whites in the group, noted that the rally began with  hip-hop  music. He compared the event with an earlier silent protest that  just seemed much more intelligent than a rally where people are rapping. 
This provoked Philip McAdoo:  It was so obvious to me when you said there should have been a more intelligent way that you just totally degrade this part of black culture and call it nonintelligent because it s not part of white culture. . . . And you can t tell me that s not what you meant. I don t think it s the responsibility of black people to step outside of who we are when you re not willing to step outside of who you are. 
But Lee Hark didn t see it that way:  The theme that I ve gotten from the get-go of all the rallying and marching is,  We re going to do our black thing, and if you don t understand it and if you can t be with it then screw you.    That s how  the vast majority of white students on this campus feel,  added Julie Davis.
47. Students Talk About Rac
 You say to them,  You re white and yoi don t understand.   
To be sure, not all the blacks in the group are as frustrated as McAdoo, noi all the whites as frustrated as Davis anc Hark. Yet it is these exchanges that re veal the real chasm between the races or the Chapel Hill campus and in much o the world beyond. They illustrate, ir ways that rallies, slogans and speeches simply cannot, just how much race has transformed student life at Chapel Hill They show the magnitude of die challenge facing not only that campus but higher education as a whole. Unfortunately, for all the progress of the pasi decades, race relations today still remair what they have been for generations: ar American dilemma.
By Alvin P. Sanoff and Scott Minerbrook with Jeannye Thorntof and Elizabeth Pezzullc in Chapel Hill
Article 48
DIVERSITY: A PROGRESSIVE
APPROACH
Organizational programs to celebrate racial and ethnic diversity hold gre promise for promoting respect for human dignity, values of tolerance, an appreciation of difference.
John I. Gilderbloom and Dennis C. Golden
John I. Gilderbloom is an Associate Professor of Urban Policy at the University of Louisville, Louisville, Kentucky. Dennis C. Golden is Vice President for Student Affairs at the University of Louisville, Louisville, Kentucky.
Diversity programs to fight racism and bigotry have generated a great deal of controversy. Detractors of diversity programs claim they cause  a simmering backlog of resentment i and  division, 2 while producing  fraudulent 3 and  ugly 4 re suits. The University of Louisville s experience with organizing a large-scale, campus-wide diversity program offers no lessons that support these inflainma tory charges. While certain diversity programs have emphasized a separatist and hostile theme which has polarized groups, the University of Louisville s Cele bration of Diversity emphasized the themes ofintegra tion as opposed to segregation, tolerance as opposed to intolerance, heterogeneity as opposed to homogeneitv and inclusiveness rather than exclusiveness.
Diversity is... one of the most neglected elements of our democracy
Universities can play a major role in molding com mumty consciousness and influencing a generation young adults by sponsoring Celebration of DWersity
Reprinted with permission from National Civir-Civic League, Inc. All rights reserved C
Vol. 81, No. 3 S,
programs. The success of the University of Loi diversity program serves as a model that other emulate.
DIVERSITY: A PROGRESSIVE APPRC
Diversity is one of the most important aspec development of citizenship, and yet it is ofte the most neglected elements of our democra important to develop informed, accepting and people. If we do not meet this challenge, we wi a nation. Valuing diversity means recognizi individuals need to be accepted, understood, nurtured, cherished, and well utilized. Erne: argues that we must strive to create a pu community, an open community, a just comm disciplined community, a caring community, nally, a celebrative community.5 Boyer s