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1. In many ways the City University of New York (CUNY) is unique. As the
largest urban public university in the country, its eighteen colleges, two
medical schools, and law school are spread over all five boroughs of New
York City. Its 12,000 professors teach over 200,000 students from
virtually every ethnic, economic, and religious background imaginable. In
many other ways, however, CUNY is quite common among institutions of
higher education in the United States. Sixty percent of its faculty are
part-timers, who teach more than half of the courses offered each semester
in CUNY. Yet despite their relative strength in numbers, CUNY's part-time
faculty, like part-timers everywhere else, have historically been
underpaid and over-worked. But this, of course, is not news.
2. What is news, however, is that after nearly a decade of slow
progress towards organizing themselves, CUNY's part-time faculty have
finally begun to achieve some real successes. In this brief article, I
shall describe some of those successes and the organizing strategies and
principles which brought them about, and, by extension, suggest ways in
which others may enjoy similar, and greater, successes.
3. To begin, it is important to understand the union structure under
(and often against) which all organizing efforts in CUNY operate. The
Professional Staff Congress (PSC) is the faculty labor union representing
all CUNY faculty, full and part-time. However, the PSC has historically
done little to improve the working conditions for part-timers, blithely
witnessing the establishment and perpetuation of a widely disparate
two-tier labor structure. Inevitably, therefore, part-timers have been
reluctant to fork over their hard-earned wages for union dues. The PSC operates an agency shop only for
the full-timers (i.e. full-timers pay either dues, and are members, or the
near equivalent of dues as a fee to the union for acting as agent in
negotiations, and are not members). Part-timers are left without
incentive to join, and consequently the union is dominated by
full-timers. So although part-timers comprise sixty percent of the CUNY
teaching workforce, they represent only about ten percent of PSC
membership. Similarly, while about ninety percent of full-timers at CUNY
are union members, only about ten percent of part-timers have joined the
PSC. That's the bad news.
4. The good news is that although the PSC has consistently refused to
recruit part-timers, diligent activism within the ranks
has recently begun to bear fruit. Not only are
more part-timers joining the union, but more are taking active, vocal
roles in union affairs. Having part-timers attend and
speak out at union meetings has been invaluable in the
consciousness-raising and general education of PSC delegates.
5. Important to these organizing and recruitment efforts, has
been the formation and rapid growth of an insurgent caucus within the
union. This caucus has included part-timers in
its governance and advisory structures and has engaged in a relatively
wide-scale campaign of education of faculty, students, and the public to
the issues concerning public higher education, including part-timer
issues. However, while these efforts have been benefical to part-timers,
they are clearly not enough, especially within the highly politicized
forum of academic labor unions. It would be most useful, at this stage,
for the part-time faculty to form their own caucus. If this was done in conjunction with a massive
registration campaign of part-timers into the union, this could
potentially provide enough leverage to allow part-timers the single
strongest voice in union affairs. The possible gains in working conditions
from that kind of strategic position can only be imagined at this point.
6. Beyond involvement in union politics, many CUNY part-timers have
managed to get themselves onto governance committees at various structural
levels within the university, from the Board of Trustees to individual
college departments. Having a
direct voice and vote on these institutional committees has been extremely
useful to furthering the cause of CUNY part-timers. Apart from educating
the full-time members on the issues concerning part-timers--and make no
mistake about it, they often just don't know--part-timers on these
committees can (and do) influence policy. Part-timers, especially if they
are going to be used in such large numbers, must have a role in the
decision-making processes which effect their professional lives. The more
part-timers on the more committees, the better.
7. Thus far, I have spoken only of organizing strategies within the
existing institutional structures which are always dominated by
full-timers. For any organzing efforts to be successful, however,
part-timers must also (and probably first) organize from without those
structures, and must do so on their own. Here too, though, there will be
division. In CUNY, as in other universities, many of the part-time
faculty come from the ranks of the institution's own graduate student
body. Many, but not most. Most of CUNY's part-timers comprise the
multifarious "other" category: retirees and other part-time workers,
Masters Degree holders and other fulltime part-timers, et al, who teach as
much as, and often more than, full-timers. It is a common misperception
that these two groups, graduate students and the "others," have
conflicting interests. In CUNY, this misperception had for many years
slowed the organizing movements, as these groups failed to get together
for any real joint activism. When that changed, so too did the pace and
effectiveness of organizing activity.
8. This was an important lesson learned. Coalitions are an absolute
necessity for any successful labor movement. As graduate students began to
get together, forming graduate student organizations (GSOs) of various
sorts, common interests began to emerge, and with them a sense of
possibility and a spirit of activism. GSO-coalitions are an invaluable
asset to the part-timer cause, at the institutional, regional, national,
and international levels, and must be actively sought out and/or formed.
And yet, as one of the largest GSO-coaltions, the MLA's Graduate Student
Caucus, has learned, this meta-organization comes with certain caveats.
Interdisciplinarity is an undeniable advantage; omnidisciplinarity,
however, may be more complicated.
9. Perhaps even more important than these graduate student
coalitions, however, have been those formed between graduate students and
the aforementioned "others." One such organization is the nascent CUNY
Adjuncts Unite! (CAU), formed last summer. Increasingly large monthly
meetings, active committees producing both effective flyers and strategies, and an
extraordinarily successful monthly newletter, _Adjunct Alert_, have made
CAU highly visible and productive in its very brief existance. Most importantly, CAU
has been able to establish a formidable distribution team
throughout the university that dispatches the newsletter and other
communiques with remarkable haste, virtually eliminating the
debilitating lagtime that often hinders organizing efforts. Its
tell-it-like-it-is style, and growing numbers have made CAU a player in
CUNY academic politics, and have engendered substantial sympathy from
full-time faculty, whose own requests for the newsletter have increased
circulation from about 4,000-5,000 for the first issue, to about 10,000
for the most recent. Without question, this full-timer sympathy will go a
long way in future political activities and negotiations.
10. Now that CAU has laid the groundwork, there are many strategies
being prepared or discussed, most of which tend toward grassroots
organizing. The Second Annual National Congress of Part-time, Adjunct,
GTA and Non-tenure Track Faculty Conference in April is one of at least three planned for New York this coming Spring. More such conferences will follow. Rallies and
demonstrations are in the works for the Spring semester, as well. Newsletters,
flyers and surveys will continue to be circulated throughout the
university community. And newspaper articles and letters to the editors
continue to be published.
11. What has become clear through all this is that amid the political
activity that has gone on for the past several years, one large concerned
body has remained mostly out of the loop. Where much effort and attention
has been focused on organizing the 7,500 part-timers in CUNY--efforts,
which, as I have suggested have been somewhat successful, and will
continue--those 7,500 represent only the tip of what could prove to be an
immense iceberg. It is my strong belief that the only way to achieve
anything close to full success in these efforts is to bring on board the
massive undergraduate student body. To begin with, they represent in CUNY over
200,000 voting-age citizens. When their immediate families and closest
friends are thrown into the mix, we are looking at between 300,000 and
1,000,000 New Yorkers. Imagine the political leverage that could be
generated if this group spoke as one against the perennial de- (and under-)
funding of public higher education in New York, and in support of CUNY.
And why shouldn't they? Their educations, their futures, and, as
importantly, their money are tied to this battle. Our concerns are their
concerns, and often vice versa. Yet most undergraduates (and their
families) don't know this. CUNY adjuncts'
current campaign to be paid for keeping office hours (as fulltime
faculty are) is one example. It's time we began thinking in terms of a
university community, where the concerns of one constituent group are the
concerns of all. It's time we began to think in terms of the "political"
or "activist" classroom, where our students are educated, if only
superficially, in the relevant issues concerning their education. It's
time student organizations, governance bodies, and publications were
brought into the fray. After all, it is their fight too.
12. Individually we may take small steps forward--indeed, we already
have. In coalitions we take leaps and make charges. But the forces we are
up against will always be larger and stronger; they will
attempt to wear us down over time, to take advantage of our relative
transience, and defeat us through our attrition. Our perseverence and
dedication, and the justice of our cause may be enough. But they may not.
To be successful, ultimately, we must not only shape public opinion, we
must engage it, and join with it. Public higher education and the public
cannot be divorced from one another. And our greatest access to this
public sits in front of us, more or less
attentively, in groups twenty, forty, eighty, three
hundred, every day. Our efforts to organize must not stop at the 7,500
part-timers to whom we have relatively easy access, and with whom we share
so many common interests. We must reach beyond, to the 200,000 students
whose developing minds and sensibilities we actively shape, and through
them to their families, whose fortunes, finally, are inseparably linked to
our own.
Eric Marshall, City University of New York
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by Eric Marshall
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