CACHE Digital Archive

CACHE Digital Archive (College Academic and Historical Experience) is a digital platform that collects, preserves, and distributes digital material. The Kalamazoo College Archives contains a broad range of materials on the 185-year history of Kalamazoo College, including administrative records, biographical files, publications, scrapbooks, photographs, and more.

At this time many of our archived materials are scanned and shared via PDF where a limited amount of metadata is stored. If you would like to work with a specific material and require accommodations due to a physical or mental impairment we are here to help! For accommodations in using archived materials please email the College Archivist at archives@kzoo.edu.

Recent Submissions

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    Kalamazoo County Juvenile Home : a Lesson in Reality
    (1982-11-01) Siebert, Leslie; Jacobs, Berne Lee, Jr., 1931-2010; Chapman, William
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    Child Abuse : Who Does What to Whom When?
    (1982-11-01) Thurston, Nancy A.; Vogel, Julie
    The problem of child abuse has been drawing a significant amount of attention in the recent past. Newsweek has dedicated a cover story to the problem of sexual abuse (Watson, 1984). The Detroit Free Press Magazine has interviewed the Michigan executive director of Parent's Anonymous (Talbert, 1984). Atlantic Magazine attempts to describe the phenomenon in a six page article (Leishman, 1983). Pushing the problem into our thoughts night after night are the television newscasts, presenting updates on the Gauntlett case and the House of Judah case. Television even went so far as making a movie about the problem, "Something About Amelia." It seems from the recent mass appearance of information that child abuse is a new problem. This is a false perception; as early as 1946, the problem of child abuse was identified by physicians. The discovery did not attract much attention, however, until Kempe coined his term "battered child syndrome" in 1961. Since then, the amount of research has dramatically increased; new information about the phenomenon is discovered with each new research project. But what do we really know about this problem? What is it exactly? Unfortunately, simple answers to these questions are not possible. By utilizing research which has been done on child abuse, the following discussion will attempt to define what child abuse is, who the abusers and victims are, and why the abuse takes place.
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    Temper Tantrums in Children
    (1982-11-01) Tucker, Wayne I.; Grossman, Robert W., 1943-2012
    Growing up in an environment where the spoken word is the main form of communication, a young child without full language capabilities is at a great disadvantage. Usually, between the ages of one and three and unable to fully express themselves, the child is left with very few means of verbalizing his wants, desires and basic needs. One common way this is accomplished is through crying. This behavior, commonly referred to as a temper tantrum, occurs most often when these needs are not being met. "Open resentment and displeasure of small children are expressed frequently in the form of dramatic outbursts, commonly called temper tantrums" (Kanner, 1957, p. 569) Unable to tell the mother "I am hungry," "I want my toy back,” or “I don’t like it when you leave," the child reverts to crying, screaming, kicking, and occasionally throwing the closest object in the hope of getting the attention sought. Most people would consider this type of behavior normal at an early age, a part of the growing up process which the child will eventually overcome. Unfortunately, not every child is able to grow and express themselves in a way which becomes more socially acceptable. Despite the ability to express their desires verbally, the child continues to exhibit these childish outbursts of temper as a means of ~heir expression. At an older age such behavior is looked down upon and considered to indicate signs of a child who is probably emotionally unstable and/or behaviorally maladjusted. The question which will be explored and, hopefully, answered is: Why were these children unable to develop normally in terms of an emotional and behavioral framework? This paper will cover the various theories· that will give possible insight into this problem. To assist in the understanding of these theories, numerous examples were recorded and illustrated as they were observed during my internship at the Devereaux Foundation, a nonprofit network of nationwide day and residential treatment centers administering therapeutic services to emotionally and/or mentally handicapped youths and young adults.
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    Soft Suicide
    (2024-03-01) Johnston, Ann Marie; Mozina, Andrew, 1963-
    An original collection of six short stories. In the introduction, the author writes “Emotions, to me, sometimes feel as though they are little claws clamming down on my lungs. When I write, it seems as though one of them lets go, and I can breath in a way that’s still labored, but a little lighter, and little more painful. It feels as though mu lungs taste freedom then ache with the rawness of its absence. Then, slowly, it dulls and heals. Writing offers me the chance to weave my thoughts into a blanket instead of a net, to make meaning from what feels like madness and if not meaning, then hopefully beauty, or at least peace. My hope is that through reading this collection of short stories, a greater ability to understand and empathize with those who are struggling with mental health can be gained. Something that made surviving the most intense waves of depression even harder for me was the estrangement of those close to me. They wanted to understand what I was going through and why, but that desire required me to learn about what I was going through, understand it, figure out how it applied to me, and determine how to communicate it in a way that would be easy for others to understand. This required energy that I didn’t have. So I grew distant, and others grew concerned. This project synthesizes significant, formative experiences in my time at Kalamazoo College. Through this work, I have gained a better understanding of how I have personally been impacted by mental health challenges and I aim to carry this knowledge into my pursuit of higher education post graduation. As an aspiring chemist, mental health challenges are at the forefront of my future education and career. STEM fields are historically and currently male-dominated and lacking in diversity. This, along with “publish or perish” mentalities, veneration of self-sacrificial behaviors, and low pay and long hours have contributed to what some scientists have dubbed the modern-day “mental health crisis” in STEM. Rates of diagnosable mood disorders amongst STEM graduate and post-doctoral students are on the rise and open conversation about mental health is lacking. Increased understanding of and empathy for mental health challenges is crucial. My ability to articulate my own experiences has grown during this project and will help me contribute to this essential conversation in the future.
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    Divided Lanes : a Social History of Swimming Pools in Two Midwestern Cities
    (2024-03-01) Kipfmueller, Rylie; Lewis, James E., 1964-
    The Midwest is the focus of my study in part for the self-perception held by many in the region: that this has always been a place of tolerance, acceptance, and civil equality. In reality, this is not the case, and states such as Michigan and Minnesota have hid behind this construction as a way to excuse systemic racism. I argue that, although not all black Americans in the Midwest experienced segregation in the same way as black Southerners, they were impacted and restricted in their activities. This was not always a matter of lawful segregation as in the Jim Crow South. Rather, de facto segregation, or segregation that occurred simply because it followed the conventions which were a part of societal norms, formed a larger basis for segregation in the cities for which I am completing case studies. A multi-pronged approach will reveal de facto segregation in these cities. Redlining, housing covenants, and racial makeup of different neighborhoods in each city were connected to segregated pools. In addition, I will look at when, where, and the number of public pools that were built in each city. I will consider public pools along with private, semi-private, and natural bodies of water to holistically understand options that Saint Paulites and Kalamazooans had when they wished to go swimming in their respective cities. I will also consider how easy it was to get to a non-neighborhood pool using public transportation in the instances where a neighborhood did not have a community pool. Additionally, I will examine instances of outright racial discrimination at pools in both Saint Paul and Kalamazoo, where residents were unable to enter a pool or swimming area specifically because of their race. After examining de facto segregation and discrimination in these places, I will consider what pools meant to the broader Civil Rights Movement, and the role pools played in relation to other recreational and leisure activities.

Communities in CACHE

Select a community to browse its collections.

Now showing 1 - 5 of 16
  • Academic Departments, Programs, and SIPs
    This community contains collections of each academic department, major, and program at Kalamazoo College, including Senior Integrated Projects (SIPs, formerly known as Senior Individualized Projects).
  • Administrative Offices
    This community contains information about administrative offices and departments such as Alumni Engagement and the Center for Career and Professional Development..
  • Athletics
    Photographs and statistics of the college's athletic teams.
  • Biographical Materials
    Biographical information on faculty, administration, students, and others in the history of Kalamazoo College.
  • Board of Trustees
    Documents generated by the Kalamazoo College Board of Trustees