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content in curriculum; more black faculty with aspirations of becoming teachers and social
(Spelman’s faculty was 80% white); and student, workers, implementation of the Civil Rights laws
faculty and alumnae representation on the Trustee and anti-discrimination laws during our college

Board (the Trustee Board consisted of one black years meant that new career opportunities were
member). Admitting that they had come, available to us. Graduate and professional schools
anticipating being locked up, the Trustees were eagerly recruiting us. Our years at Spelman
acquiesced to all our logically presented, well- and experiences at Spelman helped us become the

crafted demands. Those of us who were graduating women we were; only time would help us realize
sighed with relief that no further action was that it was only a foundation for the changes we

needed, knowing that we were prepared to suffer were about to live through.
disciplinary consequences if our demands were not
met.

Some Spelman students participated in the
lockup of the Morehouse Board of Trustees by the
AU Concerned Students, which later became the
Organization for Black Unity Now.

Our Changing World

In January of our senior year, many of us

headed out to the Atlanta schools for our student
teaching experiences. We received our first
introduction to the changing world as Spelman
students were assigned to newly integrated

schools where there were few, if any black
teachers. The summer of 1968, some math and
science students were selected to work as interns

in corporate settings such as IBM and Bell
Laboratories. Although we had entered Spelman