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Section Six-Student Life Ann Arbor, Michigan-Thursday, September 9, 1971
By TAMMY JACOBS
Students come to the University to learn, to pre-
pare for a future, to avoid the draft, to placate their
Once here, they will attend lectures, read texts, take
exams, and, at the end of four years, graduate - may-
They will also change - their life styles, their poli-
tics, perhaps their personalities. And the changes will
come not from classes, but from the outside forces that
result from living in the University environment.
For, during the four years, Ann Arbor will become
"home," and besides going to school, the students will
carry on the human functions of finding lodging, get-
ting food, and seeking recreation.
They will be the recipients of a form of campus
life far removed from that which their parents exper-
ienced. As did their parents, they will face efforts to
socialize them into the adult world, but, unlike their
parents, they will be exposed to much rebellion against
College is traditionally a time when students be-
come socialized into theworld - they learned so that
they may have a better job, live a life accentuated by
material goods, and be a "good citizen."
But in the past decade, there has been an anti-
socialization process just as strong, which instead places
its goals on "getting it together" with oneself and
others both culturally and politically.
In the process of four years, it is this period of
traditional socialization mingled with struggle against
it, this campus life, that will teach the students more
than any amount of classrooms or textbooks.
When a student enters the University, he often has
a preconceived notion of what he will experience. But
within the first few months, he is faced with a number
of new realities to assimilate and deal with.
He is faced with classes, often crowded, often dis-
appointing and only sometimes meaningful.
He is faced with a myriad of activities to join or
He is usually faced with a dorm life of dues, crowd-
ed bathrooms, long meal lines and the forms his
Resident Advisor keeps handing out.
He is perhaps most of all, raced with a new set of
political and social values, to accept or reject, or even
And he has the freedom to deal with all these
things as he sees fit, without parental guidance or
strict school rules.
Many ignore as much of the new values as possible,
and live their four years bound to books and the uni-
versity library, retaining much of the life style they
had when they entered the University in the first place.
Others will vary this with one or two activities -
perhaps music, or theater, or one of the over 600 clubs
listed as student organizations.
They, too, will get their degree in four years, per-
haps remaining oblivious to the anti-social process.
But for many others, perhaps even most, the four
years at the University become a series of radicalizing
experiences, leaving the student to never again be able
to totally accept the world of his parents.
These experiences go all the way from participat-
ing in a sit-in over a political issue to simply realizing
that most of one's friends and acquaintances s m o k e
Such experiences begin when a freshman enters
college, although the first things he is exposed to are
The rush of getting books and remembering class
schedules, of buying football tickets and getting ad-
justed to the dorm are all very much the life his par-
Midway through the football season comes frater-
nity rush, a throw-back to the old days. But by now
the student has realized that things are different.
See THE SOCIALIZATION, Page 2
You can go on a macrobiotic diet . .
A kaleidoscope of student life styles
Must the 'U' take a stand?
By GERI SPRUNG
Should the University take an official
stand on moral issues?
This question, batted about as the Univer-
sity community debated over the presence
of classified research on campus last semes-
ter, has also circled around another on-
going University issue in the past few years
-on-campus job recruitment by firms with
questionable policies towards the environ-
ment, women, and blacks.
On-campus job recruiting by corporations
allegedly engaging in "immoral activities"
such as racial and sex discrimination, or air
and water pollution, has been struck at in
the past through various types of disruptive
Recruiter "lock-ins", building take-overs,
and even the throwing of paint in the face
of one recruiter and a dead fish at another
were indicative actions taken during the
1969-70 school year.
This past year, however, those who ad-
vocated an end to job recruiting at the Uni-
versity put away their dead fish and began
to lobby through new, more standard, chan-
Before allowing a corporation to come on
campus, the University sends it a statement
which says that University services are
"not available to any organization which
discriminates because of race, color, creed,
sex, religion or national origin, and does not
maintain an affirmative action program to
assure equal employment opportunities."
Early last fall, the Brain Mistrust (BMT),
a radical research organization, charged
the University with violating its own policy
by allowing corporations which operate in
South Africa and follow the discriminatory
apartheid laws there to recruit at the Uni-
Rather than stage a disruptive protest,
the group brought its charges to the various
placement offices on campus. Most schools
and colleges maintain individual offices to
aid their graduates in finding jobs."
They began with the placement office of
the Office of Student Services (OSS) which
primarily serves the literary college and
also brought their complaints before the
student-faculty policy board that governs
After several weeks of discussion, the
board accepted BMT's arguments last Oc-
tober and passed a policy for their office
which would, in effect, bar 250 major cor-
porations which all have offices in South
Africa from recruiting in OSS facilities.
The OSS board interpreted the Univer-
sity's job-recruiting policy statement to for-
bid the use of the OSS placement office serv-
ices to any "profit corporation operating
where discrimination is legally enforced on
the basis of race, color, creed or sex-for
example South Africa.
These corporations, however, could still
use the other placement offices on campus.
In an effort to extend its policy University-
wide, OSS sent letters to other placement
offices, advising them of the new policy
and requesting their reactions.
Concerned members of the University com-
munity quickly became divided on the new
OSS ruling, but the issue was soon more
than just a question of which'particular cor-
poration could recruit on campus.
Those favoring the OSS policy-considered
the more radical policy-said they general-
ly favored increased University involvement
in moral issues. Many of these persons have
been involved in actions to force the Uni-
versity into a leading role against institu-
tionalized racism, and American industrial
expansion-such job recruiting being one
of its manifestations, they claim.
Those who opposed the policy claimed it
violated "individual freedom". The feeling
of the majority of those running other place-
ment offices was that the University should
offer its services to all corporations and the
individual should make the decision whether
he wishes to see that corporation.
The Engineering School Placement Office
maintained that they do not have the "fa-
cilities to sit adequately in judgement on
possible discriminatory actions outside the
University," by employers using their serv-
ices. Therefore, they said, as long as the
employers are not under conviction of vio-
lating any state or federal laws, they are
free to use the services.
Further, in a joint statement early this
year, the business school, law school, engi-
neering college, and chemistry dept. over-
whelmingly endorsed the operations of their
offices saying that participation in an in-
terview is a voluntarv nt on thea nrt nf t1
... or try your hand at drama