In 1969, Plan de Santa Bárbara was drafted as a 155-page document that outlined the foundation of Chicana/o Studies programs in higher education. It called for students, faculty, employees and the community to come together as "central and decisive designers and administrators of these programs." Chicana/o students and activists asserted that universities should exist to serve the community. However, by the mid-1970s, much of the radicalism of earlier Chicana/o studies became deflated by the colonial academy, which aimed "to change the objective and purpose" of Chicana/o Studies programs from within. As stated by historian Mario García, problems arose when Chicanas/os became part of the academic institution; one "encountered a deradicalization of the radicals." Some opportunistic faculty avoided their political responsibilities to the community while university administrators co-opted oppositional forces within Chicana/o Studies programs and encouraged tendencies that led "to the loss of autonomy of Chicano Studies programs." At the same time, "a domesticated Chicano Studies provided the university with the facade of being tolerant, liberal, and progressive."