2019 CWI Newsletter
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Lessons Learned from Justice Ruth Bader Ginsburg
LESSONS LEARNED FROM JUSTICE RUTH BADER GINSBURG Amanda L. Tyler* INTRODUCTION Serving as a law clerk for Justice Ruth Bader Ginsburg in the Supreme Court’s October Term 1999 was one of the single greatest privileges and honors of my life. As a trailblazer who opened up opportunities for women, she was a personal hero. How many people get to say that they worked for their hero? Justice Ginsburg was defined by her brilliance, her dedication to public service, her resilience, and her unwavering devotion to taking up the Founders’ calling, set out in the Preamble to our Constitution, to make ours a “more perfect Union.”1 She was a profoundly dedicated public servant in no small measure because she appreciated just how important her role was in ensuring that our Constitution belongs to everyone. Whether as an advocate or a Justice, she tirelessly fought to dismantle discrimination and more generally to open opportunities for every person to live up to their full human potential. Without question, she left this world a better place than she found it, and we are all the beneficiaries. As an advocate, Ruth Bader Ginsburg challenged our society to liber- ate all persons from the gender-based stereotypes that held them back. As a federal judge for forty years—twenty-seven of them on the Supreme Court—she continued and expanded upon that work, even when it meant in dissent calling out her colleagues for improperly walking back earlier gains or halting future progress.2 In total, she wrote over 700 opinions on the D.C. -
1994Winter Vol3.Pdf
§ THE PROGRESSIVE WOMAN'S QUARTERLY IIVTER 1994 $3.95 ••* Jtg CANADA $4.50 a o THE 0 POLITICS 0 74470 78532 It adream: Is it an omen? _t Jit^ifciiTlity did everything they could to stop her from singing. Everything included threatening her, stalking her, slashing her and imprisoning her, on two continents. They wanted her to live as a traditional Berber woman. She had other plans. ADVENTURES IN AFROPEA 2: THE BEST OF Of silence HER BEST WORK. COMPILED BY DAVID BYRNE. On Luaka Bop Cassettes and Compact D.scs. Available in record stores, or direct by calling I. 800. 959. 4327 Ruth Frankenbera Larry Gross Lisa Bloom WHITE WOMEN, RACE MATTERS CONTESTED CLOSETS GENDER ON ICE The Social Construction of Whiteness The Politics and Ethics of Outing American Ideologies of Polar Expeditions "Frankenberg's impressive study of the "Combines a powerfully argued essay Bloom focuses on the conquest of the social geography of whiteness inaugu- with a comprehensive anthology of arti- North Pole as she reveals how popular rates a whole new, exciting, and neces- cles to create an invaluable document on print and visual media defined and sary direction in feminist studies: the 'outing.' Gross's fearless and fascinating shaped American national ideologies exploration of the categories of racial- book calls persuasively for ending a from the early twentieth century to the ized gender, and of genderized race in code of silence that has long served present. "Bloom's beautifully written the construction of white identity. ... An hyprocrisy and double-standard morality and incisively argued book works with a essential pedagogical and analytic text at the expense of truth." wealth of cultural artifacts and historical for 'the third Wave' of U.S. -
Publicly-Supported Single Sex Schools and Policy Issues
NYLS Journal of Human Rights Volume 14 Issue 1 A SYMPOSIUM ON FINDING A PATH TO GENDER EQUALITY: LEGAL AND POLICY Article 8 ISSUES RAISED BY ALL-FEMALE PUBLIC EDUCATION 1997 PUBLICLY-SUPPORTED SINGLE SEX SCHOOLS AND POLICY ISSUES Dr. Bernice R. Sandler Follow this and additional works at: https://digitalcommons.nyls.edu/journal_of_human_rights Part of the Law Commons Recommended Citation Sandler, Dr. Bernice R. (1997) "PUBLICLY-SUPPORTED SINGLE SEX SCHOOLS AND POLICY ISSUES," NYLS Journal of Human Rights: Vol. 14 : Iss. 1 , Article 8. Available at: https://digitalcommons.nyls.edu/journal_of_human_rights/vol14/iss1/8 This Article is brought to you for free and open access by DigitalCommons@NYLS. It has been accepted for inclusion in NYLS Journal of Human Rights by an authorized editor of DigitalCommons@NYLS. Panel II: Constitutional, Statutory, and Policy Issues Raised by All-Female Public Education PUBLICLY-SUPPORTED SINGLE SEX SCHOOLS AND POLICY ISSUES Dr. Bernice R. Sandier * Whenever we have some sort of social problem, for example, sex discrimination and the education of women and girls, we have three basic strategies. One, we can develop legal and policy strategies which prohibit at least some forms of sex discrimination. Our Constitution and Title IX are good examples of this kind of strategy.' Two, we can develop special . Dr. Bernice Sandier is a Senior Scholar in Residence at the National Association of Women in Education in Washington D.C.. Dr. Sandier is the editor ofAbout Women on Campus, the NAWE quarterly newsletter. Dr. Sandier received her B.A. from Brooklyn College in 1948, her MA. in Clinical and School Psychology from the College of the City of New York in 1950, and her Ed.D from the University of Maryland in 1969. -
Game Changer: Title IX 40 Years (PDF)
TITLE YEARS E L T I GAME CHANGER T WE CHEER THE 40TH ANNIVERSARY OF TITLE IX AND THE ACTIVISTS WHO HAVE FOUGHT SO HARD FOR WOMEN’S EQUAL EDUCATIONAL OPPORTUNITIES—BUT WE CAN’T FORGET THE CHALLENGES THE LAW STILL FACES YEARS BY ERIN BUZUVIS HARLOTTE MURPHY KNOWS Murphy’s illustrate not only how far the law has come, but also how much a Title IX violation when she more remains before Title IX’s full promise of education equality is realized. sees one. For this Pittsburgh That a fourth grader knows a federal law by name and was able to successfully 11-year-old, the law is simple: assert her rights is a testament to its strength and staying power. At the same C Boys and girls should have time, the fact that girls’ opportunities were threatened while boys’ were not equal opportunity in every suggests that Title IX remains relevant and necessary. aspect of their public-school educa - When Congress approved Title IX as a portion of the Education Amend - tion. So last year, as a fourth grader, ments of 1972, the activists and legislators who worked so hard for its passage when her school, Linden Elementary, were certainly thinking of girls like Murphy. Rep. Edith Green (D-Ore.), Rep. canceled the girls’ basketball season Patsy Mink (D-Hawaii), Sen. Birch Bayh (D-Ind.) and other advocates who but not the boys’, she earnestly wrote helped shepherd Title IX from bill to law were concerned about discrimina - to the superintendent of Pittsburgh tion all the way from kindergarten up, including the widespread exclusion of Public Schools. -
Note: This Is the UNPROOFED VERSION, Which Means There Are Typos
1 THE PARADOX OF WOMEN’S EQUALITY HOW AMERICAN WOMEN’S GROUPS GAINED AND LOST THEIR PUBLIC VOICE KRISTIN A. GOSS DUKE UNIVERSITY Note: This is the UNPROOFED VERSION, which means there are typos. To cite the general arguments, the citation is The Paradox of Women’s Equality: How American Women’s Groups Gained and Lost Their Public Voice (Ann Arbor: University of Michigan Press, 2013). Specific quotations and figures should be checked against the published version. 2 For Grant 3 Acknowledgements This book started as a simple, straightforward undertaking. It ended up becoming an all-encompassing, sometimes frustrating, but always exhilarating labor of love that consumed more years than I’d care to divulge. As the project grew and morphed from year to year, I accrued incredible debts to many kind, patient, and generous people. First, I am grateful to the following institutions for providing the funds that made this book possible: the Ford Foundation; the Duke Center for the Study of Philanthropy and Voluntarism; the Duke Center for Strategic Philanthropy and Civil Society; the Aspen Institute’s Nonprofit Sector Research Fund; the William and Flora Hewlett Foundation; the David and Lucile Packard Foundation; and the Center for Nonprofit Management, Philanthropy, and Policy at George Mason University. I thank Professors Theda Skocpol, Charles Clotfelter, Joel Fleishman, and Alan Abramson for providing or connecting me with these invaluable resources. Many people contributed comments to the public presentations, book chapters, journal articles, -
2. Women's Progress at the Bar and on the Bench MYTHOLOGY 29–30
2. Women’s Progress at the Bar and on the Bench 1. See, e.g., ROBERT E. BELL, DICTIONARY OF CLASSICAL MYTHOLOGY 147 (1982); EDITH HAMILTON, MYTHOLOGY 29–30 (1942). 2. See AESCHYLUS, EUMENIDES. 3. Judges 4. 4. See, e.g., Pnina Nave Levinson, Deborah–A Political Myth (Dec. 1991), available at http://www.bet- debora.de/2001/jewish-family/levinson.htm. 5. CYNTHIA FUCHS EPSTEIN, WOMEN IN LAW 49 (2d ed. 1993). 6. Id. 7. AUDREY C. TALLEY ET AL., MILESTONES FOR WOMEN ATTORNEYS 12 (1993). 8. In re Bradwell, 55 Ill. 535 (1869); see WOMEN IN LAW: A BIO-BIBLIOGRAPHICAL SOURCEBOOK 46 (Rebecca Mae Salokar & Mary L. Volcansek eds., 1996). 9. Myra Bradwell, Editorial, Women Lawyers, CHI. LEGAL NEWS, June 19, 1880, at 857. 10. CURTIS J. BERGER, LAND OWNERSHIP AND USE 139 (1968). 11. See Ruth Bader Ginsburg, Remarks on Women’s Progress in the Legal Profession in the United States, 33 TULSA L.J. 13, 15 (1997); Ruth Bader Ginsburg, The Progression of Women in the Law, 28 VAL. U. L. REV. 1161, 1173 (1994). 12. Herma Hill Kay, The Future of Women Law Professors, 77 IOWA L. REV. 5, 8 (1991). 13. See Ruth Bader Ginsburg, Keynote Address at Hawaii ACLU Conference on Women’s Legal Rights (Mar. 16-17, 1978), quoted in Amy Leigh Campbell, Raising the Bar: Ruth Bader Ginsburg and the ACLU Women’s Rights Project, 11 TEX. J. WOMEN & L. 157, 207 (2002); Deborah L. Rhode, The “No-Problem” Problem: Feminist Challenges and Cultural Change, 100 YALE L.J. 1731, 1751 (1991). -
Preface · an American Icon One · Celia's Daughter
Notes PrefAce · An American Icon ix “People will find”: “The Supreme Court: Transcript of President’s Announcement and Judge Ginsburg’s Remarks,” New York Times, June 15, 1993, A24. x “dual constitutional strategy”: Serena Mayeri, “Constitutional Choices: Legal Femi- nism and the Historical Dynamics of Change,” California Law Review 92 (2004): 758. xiii “always everywhere and just”: Jeffrey Rosen, “The New Look of Liberalism on the Court,” New York Times Magazine, Oct. 5, 1997. xv “a more capacious vision”: Serena Mayeri, “Reconstructing the Race- Sex Analogy,” William and Mary Law Review 49 (2008): 1789– 817. xvi originalism in theory: Robert Post and Reva Siegel, “Originalism as a Political Prac- tice: The Right’s Living Constitution,” Fordham Law Review 75, no. 2 (2006): 545– 74. xvi “tiger justice”: The quotation is by Justice Souter as reported in Colleen Walsh, “Hon- oring Ruth Bader Ginsburg,” Harvard Gazette, May 29, 2015. one · Celia’s Daughter 3 By the end of summer: Throughout this chapter, I have relied overwhelmingly on information from the following interviews: RBG, interviews by author, Washington, D.C., July 7, 2000, Sept. 3, 2001, Aug. 28, 2002, July 1, 2001, Sept. 24, 2004, and Sept. 1, 2006. Interviews were supplemented by notes relaying additional informa- tion. The justice has also made available two other transcripts of oral interviews: RBG, interviews by Maeva Marcus (Supreme Court historian), Washington, D.C., April 10, 1995, and Aug. 15, 1995; and RBG, interviews by Ronald J. Grele, Columbia University Oral History Project, Washington, D.C., Aug. 17– 19, 2004. The fullest press accounts containing biographical information appeared at the time of RBG’s nomination to the Court. -
The History of Gender Equity
The History of Gender Desegregation Training Institutes, State Education Agency Desegregation Projects, and local district projects. Equity: A Timeline-July 05 PEOPLE AND ORGANIZATIONS: by Barbara A. Bitters, Wisconsin © IDEAS: EVENTS: Introduction Each year at the AGELE Conference, a session entitled 1965 "Orientation to AGELE and the Sex Equity Profession" is LAWS and CASES: Elementary and Secondary Educaiton offered. This document is distributed and discussed as a part Act of 1965. of that session. It was originally prepared on July 17, 1989. While it has been updated from time to time, it remains a 1968 draft, and the author would be grateful for any additions or LAWS AND CASES: Vocational Education Amendments of suggestions. She can be reached at the following address: 1968 Barbara A. Bitters, Wisconsin Department of Public PEOPLE AND ORGANIZATIONS: Instruction, P.O. Box 7841, Madison, WI 53707-7841. or IDEAS: [email protected] EVENTS: Information was collected in a variety of ways. Past issues of On Campus with Women, Peer Perspectives, Equal 1969 Education Alert, NCSEE News and other newsletters were LAWS AND CASES: reviewed. (Note: Since a primary source document was PEOPLE AND ORGANIZATIONS: Boston women's organization newsletters -- the role of those organizations health collective publishes Our Bodies, Ourselves may appear greater than it actually was, as other IDEAS: organizations and individuals were not creating a written EVENTS: President Nixon forms Task Force on Women's record.) In addition, I had conversations with Margaret Rights and Responsibilities Dunkle of the Equality Center. This draft document was sent to several sex equity leaders for contributions based on 1970 memory and experience. -
Hope and a Tool: the History of Title IX of the Education Amendments Of
Hope and a Tool: The History women. As late as 1975 in high schools across the country, the average budget for boys' of Title IX of the Education sports was five times more than that for girls'. Amendments of 1972 At the college level, the proportion rose to 30 By Margaret Nash © times more money for men's athletics than for December 1993 women's.1 ([email protected]) Scholarships to colleges could be awarded only to men, and financial aid, including Twenty-one years ago Congress passed the loans, could be denied to women who were first legislation ever to prohibit sex married, pregnant, or had children. Colleges discrimination in public education. Title IX of and universities had quota systems limiting the Education Amendments of 1972 banned the number of women who could attend and sex discrimination in all schools that receive had different standards for admission. For federal funds. As a result of Title IX, the example, in the 1970s Cornell admitted number and proportion of women enrolled in women only if they had SAT scores 30-40 postsecondary institutions increased, and points higher than the male average, and at educational and employment opportunities Pennsylvania State University men were five for females became more equitable. In spite of times more likely to be admitted than women. the significance of this legislation, historians High schools and colleges expelled pregnant largely have ignored Title IX. When Title IX is students, married or not, and elementary and discussed at all, it usually is solely in terms of secondary school systems fired pregnant athletics. -
The Women's Center News
A publication of the UofL Women’s Center — Educating, Advocating, and Building Diverse Communities The Women’s Center News Spring 2012 Check out the Women’s Center at: http://www.louisville.edu/womenscenter Volume 19, Issue 3 Public Interest Attorney and Social Justice Activist to Speak at Annual Minx Auerbach Lecture by Jan Rayburn, Administrative Specialist, Department of Women’s & Gender Studies Norma Ramos, a longstanding pub- based on race, gender and class. She is the former executive direc- lic interest attorney and social justice tor of the Rainforest Foundation and serves on the board of the activist, will speak at the 2012 Minx National Hispanic Environmental Council. Auerbach Lecture. It is sponsored For more information, contact Dr. Nancy Theriot, 852-8160, by the Department of Women’s and [email protected]. Gender Studies and co-sponsored by UofL’s Latin American and Latino Studies Program. The event will be Thursday, March 22, at 6 p.m. in About Minx Auerbach the Speed Museum auditorium. The Minx Auerbach was involved with various organizations from the Brotherhood/ Norma Ramos lecture and a reception following are Sisterhood Awards of the National Conference; the Consumer Affairs unit free and open to the public. for the City of Louisville; the County Judge-Executive Office; the Louisville & Ramos, who is speaking on “Trafficking in Women,” is an eco- Jefferson County Planning Commission; UofL’s Board of Trustees, Foundation feminist who links the worldwide inequality and destruction Board of Directors, and Board of Overseers; the Louisville Science Center; of women to the destruction of the environment. -
Naomi Lynn Memoir
University of Illinois at Springfield Norris L. Brookens Library Archives/Special Collections Naomi Lynn Memoir Lynn, Naomi Memoir Digital Audio File, 12 hours 6 min., 114 pp. UIS Alumni Sage Society Dr. Naomi Lynn was President of Sangamon State University and Chancellor of University of Illinois Springfield from 1991 and 2001. She also served as Interim President of Lincoln Land Community College. Lynn played a significant role in the merger of SSU with the University of Illinois in 1995 and later when University of Illinois Springfield changed to a full four-year institution. She discusses the beginning of her career as a woman and a minority in the academic field of political science and public administration, which had been dominated by men. She and Cullom Davis discuss their collegiate time at SSU/UIS. Interview by Collum Davis, 2010 OPEN Collateral file Archives/Special Collections LIB 144 University of Illinois at Springfield One University Plaza, MS BRK 140 Springfield IL 62703-5407 © 2010, University of Illinois Board of Trustees Lynn Page 1 Table of Contents Tape 1 Parents from Puerto Rico 4 Growing up in Manhattan, importance of going to college 5 Active in Presbyterian Church & church camps 8 Rhodes Prep 10 Attending Maryville College 12 Major – Political Science 14 Met & married Bob Lynn 15 Civil Rights incident 17 Whiteman Air Force Base 18 Part-time Professor at Kansas State 20 Inequality for women 22 Tape 2 Gender Discrimination 23 Getting the PhD 25 Dick & Allene Vaden 26 Publish thesis w/ Art McClure 27 Kansas State, Head of Political Science Dept. -
41/3/9 Student Affairs Dean of Student Personnel and Dean of Women
41/3/9 Student Affairs Dean of Student Personnel and Dean of Women Women's Resources and Services Reference File, 1959-88 Prefix number classification system was established by the Office for Women's Resources and Services Box 1: 100 Commissions on the Status of Women, Reports, 1963-86 150 Commissions on the Status of Women at Universities, General (3 folders), 1968-82 Commissions on the Status of Women, Specific Universities, 1967-72 Commissions on the Status of Women, University of Wisconsin, 1971-73 210 Feminist Movement, General (2 folders), 1962-84 Current Events in Women's Movement (Roles), 1963-84 Ascription: Roles in Society (Differences of Roles), 1971-78 Against Women's Liberation (Roles), 1970-80 Psychology of Women, 1972, 1975, 1982 Feminist Movement, Newspapers, 1971-82 International Women's Year and International Women's Decade, 1974-79 Academic Mentoring for Women "The 51% Majority" by Shirley Chisholm, 1970 National Women's Conference Committee, 1983-84 215 Men and Sexism, 1970-75, 1983 220 EDUCATION Education Issues Affecting Women, 1962-84 Peer Perspective, a Women's Newsletter, 1975-81 WEECN, Women's Educational Equity Communications Network, 1977-81 225 Sexism in Language and Textbooks, 1973-80 230 Women's Studies, 1970-79 232 Women Who "Succeeded" (careers), 1965-82 235 International Women's Year Conference, 1975 240 The College Board News, 1981-86 245 Women and Math, 1980-84 "Catalyst on Campus: The Education Program and an Undergraduate Model," 1983 Box 2: 250 Students Older than Average, 1960-70 Students Older than