1960's
The Educational Opportunity Program (EOP) was created in the late 1960s to overcome economic and social barriers that prevented minorities and underrepresented students from attaining a college education. The student-led campaign resulted in the passing of Senate Bill 1072 in April 1969, which established EOP at California state institutions of higher learning. Today, there is an EOP in all 23 California State University campuses. The program continues to provide access and support services for students from first-generation, historically disadvantaged backgrounds.
The social and political atmosphere in the 1960s was highly charged. Many communities reawakened and experienced a resurgence of self-determination and empowerment. Communities and colleges were fertile grounds for change. During that time, even though California’s population was changing to include greater numbers of people of color, most students in the state’s universities and colleges did not reflect that diversity. The college student population at that time was comprised of mostly white, middle- and upper-middle class students. Clearly, change was needed.
1960: Civil Rights Movement
As the intensity of the civil rights movement grew in the 1960s, one of the emerging issues was the lack of access to higher education for a segment of the population. These individuals had the motivation and desire to obtain a four-year university degree, but lacked the financial means and academic support to encourage their success. These individuals also came from families whose members had never had a university experience and therefore were unable to provide the proper guidance in seeking opportunities in higher education.
1964
The Educational Opportunity Program is introduced at
UC Berkeley as a faculty initiative to address the issue
of low-income students, particularly minority students,
entering and graduating from the University in
disproportionately small numbers.
The civil rights movements of the 1960s inspired many college students to play an active role in affecting changes within a system that created economic and social barriers. Poverty, discrimination and other socio-economic barriers began to be linked to the lack of higher education opportunities for many minority and socially disadvantaged students. Mexican American/Chicano and Black/African American students on the Campus of California State University, Los Angeles (Cal State L.A.), as well as across the nation, questioned access to higher education and access to quality jobs. These groups first met informally within their communities. By 1967, the Mexican and the African American communities at Cal State L.A. formed their own organizations: the United Mexican American Student Association (UMAS) and the Black Student Association (BSA). Their agenda was clear: Question the access of students of color to the university and usage of university funds, and inform other students about these issues.
Through the diligence of these two organizations, the "two percent rule” was discovered. After conducting extensive investigations into the university admissions process, UMAS and BSA discovered that two percent of the previous years entering first-time freshmen might be designated as "Special Admits." That is, two percent of entering students were allowed to enter the university without meeting all, or even any, of the university's requirements. As Special Admits, students who would otherwise be denied admission due to low-test scores or non-satisfactory academic performance were allowed admission under the two percent rule. However, in investigating the "two percent rule", UMAS found that the two percent rule was not being used to provide access to the disadvantaged minorities. Instead, it was used as a loophole for athletic recruitments.
1968
Geraldine Rickman was the first director of the
Educational Opportunities Program at San Diego State
College. She was recognized in 1967 for meritorious
service for the advancement of women and minorities
with the National Sojourner Truth Award.
April 1969
The California Legislature passed
Senate Bill 1072 (the Harmer Bill) which
establishes EOP at California state
institutions of higher learning.
Student protest against the two percent rule eventually caused Cal State L.A. to revise its admissions policies. This allowed a passage for African American and Mexican American students to gain access to higher education. In 1967, through the educational committee of UMAS and BSA, the concept of the Educational Opportunity Program (EOP) was founded, utilizing the two percent rule for minority students who would otherwise be denied entrance to the university.
By June 17, 1968, Associated Students Incorporated (ASI) at Cal State L.A. voted to give BSA and UMAS $40,000 to run a "Minority Student Program." In addition, state funds were allocated to help fund administrative support and supplies. Under the direction of Monte Perez and Ralph Dawson, as well as the BSA and UMAS advisors, potential admits were interviewed for the program. In 1968, 68 entering freshmen comprised the first class of the Minority Student Program, which later became the Educational Opportunity Program.
In April 1969, the California Legislature passed Senate Bill 1072 (the Harmer Bill) which established EOP at the California state institutions of higher learning. More than 40 years later, the EOP program is going strong, with access provided to first generation, low income, historically disadvantaged students.
1969
David Lee Crippens (right) received his master’s degree at SDSU in 1968 and in 1969 was one of the early directors of EOP. Pictured with Bert Rivas (left), the 2nd director of EOP, who served as director in 1969.
Fall 1969
SDSU’s EOP Program begins with fewer than 300 students during a time of tension on campus, with EOP students incurring hostility from the main student body.
From Idea to Inception
Senate Bill 1072 provided for a state college student assistance program specifically geared for students whose families were economically disadvantaged, often from inadequate educational environments, but who displayed a potential for academic success. SDSU’s mission has always been to provide low-income students with educational opportunity. Through EOP, the legislature and the California State University declared their commitment to educating deserving students.
SDSU’s Challenge
SDSU’s program began in the fall of 1969 with fewer than 300 students. At that time, the campus atmosphere was fraught with tension within the administrative and academic structures, as well as between the institution and student organizations. Although SDSU did not experience the extreme police interventions and beatings that characterized student demonstrations at other universities, EOP students nevertheless incurred blatant hostility.