Slavery, Segregation, and the Second Founding of Rice University
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During the first quarter of the twenty-first century, more than one hundred institutions of higher education in the United States launched projects to study and share their histories concerning slavery, segregation, and racial injustice. Slavery, Segregation, and the Second Founding of Rice University joins these wider efforts. Authored by award-winning historians Alexander X. Byrd and W. Caleb McDaniel, the book engages questions specific to Rice's history as the last major private research university in the country to begin desegregation. Although Rice did not open its doors for classes unti...
During the first quarter of the twenty-first century, more than one hundred institutions of higher education in the United States launched projects to study and share their histories concerning slavery, segregation, and racial injustice. Slavery, Segregation, and the Second Founding of Rice University joins these wider efforts. Authored by award-winning historians Alexander X. Byrd and W. Caleb McDaniel, the book engages questions specific to Rice's history as the last major private research university in the country to begin desegregation. Although Rice did not open its doors for classes until 1912, it was connected to the history of slavery through the life of its first founder and namesake, William Marsh Rice, whose fortune was deeply intertwined with the enslavement of Black people. Byrd and McDaniel place the history of one of the nation's most renowned universities within a longer and larger context, showing that desegregation required changes to Rice so fundamental that they amounted to a "second founding" of the school. Following the story from slavery through segregation to the second founding, they highlight pivotal points of intersection between the history of Black Houston and the history of Rice University, revealing the seldom acknowledged roles of Black students, Black communities, and HBCUs in creating change at and around Rice. Their study challenges readers to consider anew who counts as a university's founder—a question relevant to ongoing discussions about statues, naming, and the history of higher education. They also reveal what higher education institutions do at their best: create new knowledge and forge solutions to trenchant social problems, thus providing guidance for those committed to doing the valuable work of the "second founding" at colleges and universities today.
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