In CED's revival of social factors in architecture, the emphasis remained on the working classes, particularly ethnic minorities. As Modernism expanded, ethnic communities disproportionately experienced the negative consequences of these changes. Excluded from decision-making processes, these communities saw their social fabric undermined by the elite's unilateral actions.
In response, the social factors curriculum encouraged white students to develop empathy by considering perspectives different from their own, using them as a foundation for programmatic development. For ethnic students, faculty prioritized admitting individuals from working-class backgrounds.
In this regard, I believe that social factors were successful both for me personally and for the broader ethnic student body at CED during the 1970s. Similar to the TELEM collective, the presence of social factors at CED was brief. Nevertheless, the program profoundly influenced hundreds of students, fostering a lasting connection to its teachings. This internal bond translated into ongoing relationships, as evidenced by our continued contact, the maintenance of ethnic scholarships at CED, and mutual support as we pursued paths beyond environmental design over the past fifty years.
