E-Mail from Professor Leland van den Daele to Diversity Action Team Member L’esa Guilian, March 31, 2006

From: Leland Van den Daele

Sent: Friday, March 31, 2006 11:35 AM

To: L’esa Guilian

Cc: Joseph Subbiondo; Judie Wexler; Arisika Razak; Richard Shapiro; Jennifer Pedelaborde; Indulata Prasad; Michael Fosler; Valerie C. Bush; Karim Baer; Richard Buggs; Monique LeSarre; Fredrick Cloyd; Kim D’Arcy


Hello L’esa,

Thank you for informing me that my paper is to be reviewed. I am aware that several students were upset by the content of the paper. I only discovered their displeasure during class on the day the article, along with other articles, was to be discussed. The article was introduced in the context of the role of “identification” and the importance of the social-emotional environment in early learning and identity formation.

In addition to the program in Champaign, Illinois, the social learning program described was piloted in Brown County, Mississippi in 1968 through 1970 by the Milton Olive Foundation. I served as the primary consultant and worked for a two years in Mississippi with the Afro-American community under, what were then, sometimes trying circumstances.

The social learning paper permits introduction of a wide-range of material and discussion about cultural and social factors in development, including historical change since the publication of the document.

I truly regret that some students were upset by the article; and believe that if I use the paper in the future, that it should be carefully placed in context, along with additional and alternative readings.

The Journal of Negro Education has been published by Howard University since 1932 and specializes in educational matters that pertain to the Afro-American community.

Leland van den Daele, Ph.D., ABPP,

Professor of Psychology

California Institute of Integral Studies

1453 Mission Street

San Francisco, CA 94103

[Phone number redacted]














Schools: California Institute of Integral Studies Cases: California Institute of Integral Studies: Assault on Professor’s Academic Freedom