A Fork in the “Rhodes”
Layla, an African American college student with South African and Zimbabwean ancestry, grapples with whether to apply for the prestigious Rhodes Scholarship, knowing that its creator and primary funder spread white supremacy and imperialism across the African continent. Should Cecil Rhodes’s historical legacy impact her decision—and if so, in what direction?
Case Description
Every institution or organization started somewhere, with someone. But how should we engage with that institution when the person who founded it also perpetuated extreme and harmful beliefs that had negative implications for major social systems and policies? How do we reconcile what we know about a present-day organization with its difficult past, especially if that organization currently makes positive contributions to the world? How much, if any, influence should this conflicting information have over decisions that we make?
In this case, Layla, a high-achieving college senior, is forced to consider these questions when she finds out that her academic advisor is advocating for her to apply for the Rhodes Scholarship. Through conversations with peers, mentors, and family, Layla considers the scholarship founder’s legacy of white supremacy, racism, and imperialism, but also the invaluable support the scholarship could give her to achieve her academic and professional goals. What does it mean to be a Rhodes Scholar in the context of the scholarship’s history and prestigious reputation, as well as her own identities?
“A Fork in the ‘Rhodes’” is helpful for high school, college, and graduate students, as well as teachers, faculty, and administrators who want to explore ethical challenges related to individual, historical, and institutional legacies of white supremacy, imperialism, and racism, and the intersections among student achievement, justice, and personal values. Groups may want to use the case study discussion protocol to guide their conversation about this case.
A note from the author:
As the author of this case, I would like to acknowledge that my lived experience is not that of the main character, Layla. She is African American, and I am white and of European descent; she would have lived through many things that I will never be able to fully understand. I chose to have Layla be of African descent because her identity as such strengthens the dilemma at hand. In writing this case from her perspective, I am in no way trying to speak for the African American community or claim that I know anything intimate about the struggles that someone like Layla might go through. Rather, I hope to posit an ethical dilemma that will make space for real people to share their stories and experiences and have constructive discussions about them. Throughout the writing process I sought the guidance and advice of both African American readers and Rhodes Scholar readers so that I could make sure the voices in this narrative are as authentic as possible.
Resources for Educators and Facilitators
Download “A Fork in the ‘Rhodes’” case study.
Download “A Fork in the ‘Rhodes’” reader’s theater. We often use reader’s theater for professional development sessions, workshops, and other one-off events. This version is designed to be read aloud with different audience members voicing the different characters. After you “perform” the case together, you can then discuss it just as you would discuss the narrative version of the case.
Download “A Fork in the ‘Rhodes’” facilitator’s guide.
Download “A Fork in the ‘Rhodes’” normative case discussion presentation.
Download "Leveraging Norms for Challenging Conversations" guide.