Student Rights and Institutional Control at the Polytechnic Institute of Brooklyn
Susan Geng
Introduction
What does freedom mean for students? At the Polytechnic Institute of Brooklyn, one answer appears in a document titled “Twelve Freedoms for Students,” published in The Polytechnic Reporter. This page lists a set of rights, including freedom of speech, freedom of association, freedom to protest and so on. These freedoms suggest that students were expected to think, speak, and participate actively in university life [“Twelve Freedoms”].
“The Twelve Freedoms for Students.” The Polytechnic Reporter.
Polytechnic Institute of Brooklyn Archives.
Student freedom has been an important issue in higher education. Michael S. Hevel explains that during the twentieth century, students increasingly pushed for freedom of expression and a stronger role in university decision-making [Hevel 2]. This shows that student freedom is closely connected to student participation. Students were not only asking for rights, but also aiming to have a voice in how university works.
The role of university for students is a space for discussion and debate. Philip G. Altbach argues that universities often encourage students to question authority and engage with political and social issues [Altbach]. Because of this, student freedom is an ability and right to think critically and participate in larger conversations.
However, student freedom is not unlimited. Universities must balance freedom with order and institutional control. John R. Thelin explains that while universities began to recognize student rights, they also maintained authority through rules and policies [Thelin]. This illustrates that student freedom is often shaped by the institution, rather than being completely independent.
Together, these perspectives show that student freedom is complex. It involves both rights and limits. Students are encouraged to express themselves and participate, but their freedom is also structured within the university system.
Rights of Speech and Academic Choice
Discussions about speech and participation on campus can be seen also in student newspapers and institutional policies. Students were encouraged to engage with campus issues and share their opinions publicly.Student-Faculty Groups, undated box: 12, folder: 22, Poly Archives Historic Photograph Collection
At the same time, student handbooks and course catalogs outline expectations for classroom behavior and academic work. Together, these sources suggest that expression and learning were both important parts of student life, but they were also guided by formal rules.
The Polytechnic Handout. Polytechnic Institute of Brooklyn Archives.
Academic freedom is often described as the ability to think independently and explore different ideas. However, students have the right to express their views, but they are also expected to follow academic standards and respect the learning environment [AAUP]. This shows that academic choice is not unlimited. It is shaped by expectations about how students should participate in class.
Student Organizations and Campus Life
Student organizations and campus activities show how student freedom was practiced in everyday life. Yearbooks and photographs from the Polytechnic Institute of Brooklyn present a range of clubs, events, and social groups, which suggest that students were actively involved in campus life. Announcements and articles in The Polytechnic Reporter also highlight meetings, competitions, and student-led events. These sources show that participation was an important part of the student experience, where students could interact, organize, and share ideas within the university community.
Basketball, 1942-1977, box: 10, folder: 43, Poly Archives Historic Photograph Collection
Student organizations and clubs are important for the engagement. Alexander Astin argues that involvement outside the classroom shapes student development [Astin]. Pascarella and Terenzini also note that participation helps students build social and intellectual skills [Pascarella and Terenzini]. These ideas show that student freedom was practiced through organized activities, but still within a structure supported by the university.
Regulations and Institutions
Student freedom at the Polytechnic Institute of Brooklyn was shaped also by expectations and guidance, instead of only by student rights. The student handbook shows that students were encouraged to focus on discipline and academic success. For example, students were told to “apply yourself fully to your studies” . At the same time, they were encouraged to join activities and engage with campus life . This suggests that participation was supported, but also directed.
“Advice From Dean Kessier” and “Four A’s For Freshmen Success at Polytechnic University”, Polytechnic handout 1996-1997.
This creates a tension between freedom and structure. While the “Twelve Freedoms for Students” presents many rights, institutional materials show that those rights existed within clear expectations. Stanley Fish argues that academic freedom is always limited by institutional boundaries [Fish]. This means that freedom is not completely open, but shaped by the university.
However, too much control can weaken student participation. If everything is regulated, freedom becomes less meaningful. At the same time, without structure, it is difficult to maintain academic standards. As Slaughter and Rhoades suggest, universities guide behavior in order to support their goals [Slaughter and Rhoades].
Overall, student freedom at Poly was not simply about having rights. It depended on a balance between independence and control. Freedom is important, but it works best when it is guided by structure.
Question for reviewers:
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Bibliography
Primary sources
Basketball, 1942-1977, box: 10, folder: 43, Poly Archives Historic Photograph Collection
Student-Faculty Groups, undated box: 12, folder: 22, Poly Archives Historic Photograph Collection
“Advice From Dean Kessier”, Polytechnic handout 1996-1997, Polytechnic Institute of Brooklyn Archives.
“Four A’s For Freshmen Success at Polytechnic University”, Polytechnic handout 1996-1997, Polytechnic Institute of Brooklyn Archives.
“The menu of Polytechnic Handout”. The Polytechnic Handout. Polytechnic Institute of Brooklyn Archives.
“The Twelve Freedoms for Students.” The Polytechnic Reporter. Polytechnic Institute of Brooklyn Archives.
Secondary sources
Altbach, Philip G. Student Political Activism: An International Reference Handbook. Greenwood Press, 1989.
American Association of University Professors. Joint Statement on Rights and Freedoms of Students. AAUP, 1967.
Astin, Alexander W. What Matters in College? Four Critical Years Revisited. Jossey-Bass, 1993.
Fish, Stanley. Versions of Academic Freedom: From Professionalism to Revolution. University of Chicago Press, 2014.
Hevel, Michael S. “Student Activism, Student Affairs, and Student Development.” Journal of College and Character, vol. 18, no. 1, 2017, pp. 1–9.
Pascarella, Ernest T., and Patrick T. Terenzini. How College Affects Students. Jossey-Bass, 2005.
Slaughter, Sheila, and Gary Rhoades. Academic Capitalism and the New Economy: Markets, State, and Higher Education. Johns Hopkins University Press, 2004.
Thelin, John R. A History of American Higher Education. 2nd ed., Johns Hopkins University Press, 2011.