In the 1960s, institutions of higher education in the United States experienced a rapid increase in the enrollment of students of color, who had traditionally been concentrated in Historically Black Colleges and Universities (HBCUs). Before 1965, the majority of Black students were enrolled at HBCUs. This demographic shift was spurred by landmark legislation such as the 1965 Higher Education Act (HEA) and the 1965 Immigration and Nationality Act (INA). The HEA significantly expanded financial aid for college students, making higher education more accessible to a broader range of students of color. Simultaneously, the INA facilitated increased immigration from Asian countries, contributing to higher enrollment numbers of students of Asian descent in U.S. colleges and universities. These institutions also began accepting more African American students, a change driven in response to political activism, especially following the assassination of Dr. Martin Luther King Jr.
As more students enrolled at traditionally white colleges, they encountered a curriculum that primarily reflected Eurocentric views. This sparked collective organization under the Third World Liberation Front. Students demanded the establishment of a Third World College, aiming to restructure academic programs to rightfully include and emphasize the histories, struggles, and contributions of Black, Indigenous, Asian, and Latinx communities, ensuring an educational environment that accurately reflects the realities of all students and empowers their communities. This movement was part of a broader call for an educational system that provides equitable representation and acknowledgment of people who descended from countries that at the time were referred to as "third world countries."