Suggested Research Topics - The University as a Great White Parent: Changing Ideas on in loco parentis

Over the course of the twentieth century, the University of Michigan has grown from a school where President Angell had at least a nodding acquaintance with each of the 5,000 students to an institution where President Duderstadt has little hope of knowing everyone in his administration, let alone meeting each of over 30,000 students. As both the University administration and student body grew over time the nature of the relationship between the two changed; perforce it became less personal. The administration came to rely increasingly on written statements outlining the acceptable bounds of student behavior; today they are in the process of seeking acceptance of a "code of non-academic conduct." For their part, students tended to look askance at the codification of this social contract. Each has a different view on just how intrusive ("parental") in loco parentis should be on campus.

How did the University administration deal with the transitions from gentleman scholars of the turn-of-the-century, to the spirited students of the twenties, to the animal house image of the fifties, to the radicalism of the sixties, to today's diverse student body? What is the impact of increasing size and complexity of the administration in terms of who implements "parental" control? Does the administration tend to act as a "Great White Parent"? Does it tend to exclude students from the discussion of how to set up the rules of the game? Does it tend to view as deviant any behavior that does not conform to their own norms? Are students expected to act in a manner pleasing to upper middle class, white males? Do concepts of in loco parentis change over time? What is to be made of this twenty-year battle over the code? Have the issues changed? (or just the players)?

There are many ways to approach the University as Great White Parent: 1) the long view; 2) focus on the hot decade of the sixties; 3) examine the social control of dormitory, co-op, fraternity, and off-campus students; 4) look at the very different treatment accorded men and women. Depending on the student's approach, perspective, and topic, different sources will be relevant. Any study should begin with the Vice-President for Student Services, but inclusion of Presidential, Housing Office, Intercooperative Coouncil (ICC), and/or Dean of Women materials depends on research design.

Examples of Primary Source Collections for each Approach

  1. Long View: VP for Student Services - Bursley's correspondence and topical files in box 1; Walter's topical files on fraternities, housing, scrapbook, and veterans in box 2; Lewis' topical files on housing and frats; Cutler's Committee on Standards and Conduct, Role of Student in Decision-Making, and the Knauss report in box 7, and the housing and SGC folders in box 8; Newell's topical files on student discipline and protest in box 9; Knauss' Student Role in Decision-Making in box 10. Presidents Angell, Ruthven (especially parts of boxes 2-5, 36-43, 49, and 58), and Fleming. Ira Smith, UM registrar, boxes 1-2, and 8-10. William Wirt Blum, UM law professor, (sat on the University Judiciary Committee) boxes 1 and 5.
  2. Focus on Sixties: VP for Student Services - thorough examination of boxes 7-10. Presidents Hatcher and Fleming. Temporally relevant material from ICC. Housing Office boxes 1-2, 5, and 7-8. John Stevens, UM journalism professor, folders re Student Code in box 1. Student Government Council - Minutes in box 3; demonstrations and disruption rules in boxes 9-10.
  3. By Housing Status: VP for Student Services - topical files on fraternities and housing in boxes 3-5. Housing Office and ICC papers. UM Fraternity Office. Individual fraternity's materials at the MHC (Delta Upsilon, Phi Kappa Sigma, Zeta Beta Tau) and on campus. Student Government Council topical files on housing and student services in box 7. Nyman Lloyd papers.
  4. Men v. Women: VP for Student Services boxes 2, 6-7, and 3-5 (lightly). ICC materials pertinent to pre-1960 era. Elizabeth Leslie boxes 1-2.

In an effort to encourage creative thinking about possible research topics for students unfamiliar with archives and their inevitable complexities, archivists and student employees of the Bentley Historical Library have authored "suggested research topics ." The purpose of these is not to define a topic but rather to stimulate thinking about a topic where the holdings of the Bentley Library are particularly strong.