Week 10 CUNY Case Study

Next week, we will look into how institutional models, both those with and without funding, have impacted CUNY. These may be considered non-traditional models, but because of its non-traditional manner are more students being impacted? Truly think about how programs at CUNY work, why they work, and what makes them a success. What do you wish you could see? 

Below are the readings we will discuss, as well as some optional media if you’re interested:

  • David Rivera and Kevin Nadal -The Intersection of Queer Theory and Empirical Methods: Visions for the Center for LGBTQ Studies and Queer Studies (Link)
  • CUNY Digital History Archive (Take a look into the archives of CLAGS, Medgar Evers College, and Hostos Community College, or anything else that you like!)
  • Exploring College Students’ Identification with an Organizational Identity for Serving Latinx Students at a Hispanic Serving Institution (HSI) and an Emerging HSI” (Link
    • (Highly Recommended) Optional: Lumina Podcast–”“Living up to the Designation” – Hispanic Serving Institutions” (Link)
    • Optional: Youtube Video: Understanding Hispanic Institutions: Background and Context for Serving Latinx Students (57:54-1:05:28) (Link)
  • CUNY Receives $10 Million Gift from Mellon Foundation to Boost Racial and Pandemic-Related Efforts (Link)
  • Optional: Stories of struggle: histories of childcare activism at CUNY (Link

Consider the following questions:

  1. What can we learn from these institutional and semi institutional models? Where are the failure points? Points of tension?
  2. How has the CUNY community resisted or failed to resist the given institutionalism?
  3. What does community control look like in the context of CUNY?
  4. What importance does funding have in the non-traditional sense? Does it matter where funding originates?
  5. In what ways have implemented programs supported or failed their students?