Student Nonviolent Coordinating Committee

Examples of Student Nonviolent Coordinating Committee in the following topics:

• The Flowering of Black Freedom Struggle

  • The Student Nonviolent Coordinating Committee (SNCC) was part of the American Civil Rights Movement in the 1960s.

• Women of the Civil Rights Movement

  • She was instrumental in organizing Mississippi's Freedom Summer for the Student Nonviolent Coordinating Committee (SNCC) in 1964, and later became the vice-chair of the Mississippi Freedom Democratic Party, which she represented at the 1964 Democratic National Convention in Atlantic City, New Jersey.
  • As a result of her actions and direct organizing of students on campus at Shaw University, in April of 1960, the Student Nonviolent Coordinating Committee (SNCC) formed to carry the battle forward.
  • The guard only let the white students to pass the school gate and white mobs gathered to harass and threaten the black students.
  • Height served on a number of committees, including as a consultant on African affairs to the Secretary of State, the President's Committee on the Employment of the Handicapped, and the President's Committee on the Status of Women.
  • Fannie Lou Hamer was instrumental in organizing Mississippi's Freedom Summer for the Student Nonviolent Coordinating Committee (SNCC) in 1964, and later became the vice-chair of the Mississippi Freedom Democratic Party.

• Civil Rights and Voting Rights

  • While Congress played an important role by passing the Acts, the actions of civil rights groups such as the Student Nonviolent Coordinating Committee (SNCC), the Southern Christian Leadership Conference (SCLC), and the Congress on Racial Equality (CORE) were instrumental in forging new paths, pioneering new techniques and strategies, and achieving breakthrough successes.

• The New Wave of Feminism

  • Women played significant roles in organizations fighting for civil rights like the Student Nonviolent Coordinating Committee (SNCC); however, they often found that those organizations, enlightened as they might be about racial issues or the war in Vietnam, could still be influenced by patriarchal ideas of male superiority.

• The Expansion of the Civil Rights Movement

  • During the 1960s, acts of nonviolent protest and civil disobedience produced crisis situations between activists and government authorities.
  • As a result of her actions, in April 1960, the Student Nonviolent Coordinating Committee (SNCC) formed to carry the battle forward.
  • Within a year, more than one hundred cities had desegregated at least some public accommodations in response to student-led demonstrations.
  • The sit-ins inspired other forms of nonviolent protest intended to desegregate public spaces.
  • Martin Luther King, Jr. was an American clergyman and activist who championed racial equality through nonviolence yet fierce resistance.

• The Emergence of the Civil Rights Movement

  • Students at Moton High School protested the overcrowded conditions and failing facility.
  • When the students did not budge, the NAACP joined their battle against school segregation.
  • The nine students had been chosen to attend Central High because of their excellent grades.
  • He deployed elements of the 101st Airborne Division to Little Rock to protect the students.
  • Many black Americans in the Student Nonviolent Coordinating Committee (SNCC; one of the major organizations of the movement) developed concerns that white activists from the North were taking over the movement.

• Black Power

  • One of the most famous users of the term was Stokely Carmichael, the chairman of the Student Nonviolent Coordinating Committee (SNCC), who later changed his name to Kwame Ture.
  • Rejecting the nonviolent strategy of other civil rights activists, he maintained that violence in the face of violence was appropriate.
  • This move toward Black Power and self-defense as a means of obtaining African-American civil rights marked a change from previous nonviolent actions.
  • SNCC activists, in the meantime, began embracing the "right to self-defense" in response to attacks from white authorities and disagreed with King for continuing to advocate nonviolence.
  • Smith and Carlos were immediately ejected from the games by the United States Olympic Committee, and the International Olympic Committee would later issue a permanent lifetime ban for the two.

• Sit-Ins and Freedom Rides

  • Sit-ins and Freedom Rides were nonviolent civil rights actions used to challenge segregation and racial discrimination.
  • Using the strategy of nonviolent resistance, students across the south began these sit-ins, and local authorities often used brutal force and violence to physically remove and restrain the activists.
  • The students generally viewed any media coverage as helpful to their cause, especially when it illustrated their commitment to nonviolence.
  • The sit-ins inspired other forms of nonviolent protest intended to desegregate public spaces.
  • Students also took part in the 1961 “freedom rides” organized by the Congress of Racial Equality (CORE) and the Student Nonviolent Coordinating Committee (SNCC).

• The Role of Religion in the Civil Rights Movement

  • SCLC's advocacy of boycotts and other forms of nonviolent protest was controversial.
  • Led by Martin Luther King, Jr., James Bevel, Fred Shuttlesworth and others, the campaign of nonviolent direct action culminated in widely publicized confrontations between young black students and white civic authorities, and eventually led the municipal government to change the city's discrimination laws.
  • The brutal response of local police, led by Public Safety Commissioner "Bull" Connor, stood in stark contrast to the nonviolent civil disobedience of the activists.
  • After weeks of various forms of nonviolent disobiedience, the campaign produced the desired results. 
  • Nonviolent mass marches demanded the right to vote, and the jails filled up with arrested protesters, many of them students.

• Federal Intervention

  • Originally proposed by President Truman’s Committee on Civil Rights, the idea had been largely forgotten during Eisenhower’s time in office.
  • In September of 1962, a student named James Meredith enrolled at the University of Mississippi but was prevented from entering.
  • White students and other local whites began rioting that evening, throwing rocks and then firing on the U.S.
  • Kennedy remained adamant concerning the rights of black students to enjoy the benefits of all levels of the educational system.
  • The campaign used a variety of nonviolent methods of confrontation, including sit-ins, kneel-ins at local churches, and a march to the county building to mark the beginning of a drive to register voters.