Women's Higher Education: Some Unanswered Questions. INSTITUTION Johnson Foundation, Inc., Racine, Wis

'DOCUMENT RESUME

ED 081 345 HE 004 503

AUTHOR Westervelt, Esther M. TITLE Women's Higher Education: Some Unanswered Questions. INSTITUTION Johnson Foundation, Inc., Racine, Wis. PUB DATE Mar 72 NOTE 62p.; Oversized document actual,page_counis 34; Report of a Wingspread Conference convened in March, 1972 AVAILABLE FROMThe Johnson Foundation, Racine, Wisconsin 53401

EDRS PRICE MF-$0.65 HC-$3.29 DESCRIPTORS *Conference Reports; Conferences *Educational Change; Educational Needs; *Females; *Higher Education; Sex Discrimination; *Womens Education; Working Women

ABSTRACT This document summarizes the Wingspread Conference on Women's Higher Education, 1972. Topics of conference papers and discussion concerned changes in women's educatir-1 and changes needed for the future, four types of women students-undergraduate, graduate and adult women undergraduates perceptions of needs for the future, higher education and feminine socialization, plans for widening women's education opportunities, and the special needs of working class women..A questionnaire evaluation of the conference indicated that the conference may have achieved its goals to stimulate greater concern with planned interaction between practice and research and to lend at least mild support to those engaged in various specific types of enterprises. A list of participants and the evaluation questions are supplied. (MJM) re ITT

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INTRODUCTION The Johnson Foundation's program role in helping to advance ful work which these individuals are doing WI women's higher education begins with an interest inthe advance in educational opportunities for wo) rights of the individual. The Foundation's Statement of Purpose affirms as a main concern, ". . . the individual and the This publication, "Women's Higher Educ development of his highest powers of mind and spirit." It is answered Questions," reports on a Wings from this human rights base that we express our interest in convened in March, 1972 in cooperation t freeing the mind and spirit, rather than imprisoning these Coalition. attributes by custom. In the years ahead The Johnson Foundatiod Consistent with this commitment, for more than a decade the seek ways in which it can use a share of its n Foundation has initiated and supported programs to increase meaningful careers for women. opportunities for women. The goal of these efforts is greater fulfillment for women through versatile participation in society. Leslie Paffrath President The University of Wisconsin and The Johnson Foundation The Johnson Foundation convened in 1963 a Wingspread meeting on "Women' in College and University Teaching Staff Needs and Opportunities in Higher Education." This first meeting was programmed for women who might undertake graduate work for teaching positions in higher education. Later on, meetings were held for college undergraduates, and also for young women of secondary school age. The Radcliffe Institute, convening a conference on "Women's Resources fora Changing World," was assisted by The Johnson Foundation in 1972. This conference honored Mary Bunting, President of Radcliffe College, for her leadership in seeking educational opportunities for. women. Militant efforts associated with equality for women have their place in a dynamic society. These activities are thriving in the United States at present, and gain the headlines. As a balance, in response to educational leaders, The Johnson Foundation since 1969 has coopNrated with the National Coalition for Research on Women's Education and Development. Grants for early-stage administration have helped the Coalition becoine established. The Wirgspread Conference Center (Racine, Wis- consin) is a place w 'Jere the Coalition's Board of Trustees and Advisory Council have hammered out policy. The Foundation is proud of this affiliation. There seems no doubt that the thought- INTRODUCTION ation's program role in helping to advance ful work which these individuals are doing will lead to a steady ucation begins with an interest inthe advance in educational opportunities for women. al. The Foundation's Statement of Purpose concern, ". . . the individual and the This publication, "Women's Higher Education: Some Un- highest powers of mind and spirit." It is answered Questions," reports on a Wingspread conference hts base that we express our interest in convened in March, 1972 in cooperation with the National nd spirit, rather than imprisoning these Coalition. In the years ahead The Johnson Foundation will continue to commitment, for more than a decade the seek ways in which it can use a share of its resources to insure iated and supported programs to 'increase meaningful careers for women. omen. The goal of these efforts is greeer n through versatile participation in society. Leslie Paffrath President Wisconsin and The Johnson Foundation The Johnson Foundation Wingspread meeting on "Women in College ching Staff Needs and Opportunities in This first meeting was programmed for t undertake graduate work for teaching education. Later on, meetings were held for ates, and also for young women of second- ute, convening a conference on "Women's nging World," was assisted by The Johnson . This conference honored Mary Bunting, iffe College, for her leadership in seeking unities for women. ciated with equality for women have their society. These activities are thriving in the sent, and gain the headlines. As a balance, cationa! leaders, The Johnson Foundation operated with the National Coalition for n's Education and Development. Grants for tration have helped the Coalition become ingspread Conference Center (Racine, Wis- here the Coalition's Board of Trustees and ve hammered out policy. The Foundation is ion. There seems no doubt that the thought-

1 BIOGRAPHICAL SKETCHES OF CONFERENCE SPEAKERS AND AUTHORS OF CONFERENCE PAPERS. ELIZABETH DOUVAN ELIZABETH DUNCAN KOONTZ Dr. Douvan received her Ph.D degree in Social Psychology Dr. Koontz holds a master's degree in el from The University of Michigan. She is currently Professor of from Atlanta University and has done Psychology at The University of Michigan. She teaches both Columbia University and Indiana Univers undergraduates and graduatesinSocial Psychology and received training in the fieldof special Personality Development and conducts seminars in Feminine mentally retarded at North Carolina Colleg Personality Development. She is working on a study of women ent of several honorary doctoral degree returning to college after the age-of 30. Her articles and books president of the National EducationAss. in the social sciences cover diverse topics from architecture She served as a member of the President' and adolescent development to feminine personality and on Education of Disadvantaged Children conflict. Carolina Governor's Commission on the S February, 1969 she became the first Negri JOHN H. GAGNON the Women's Bureau, U.S. Department of L been appointed U.S. Delegate to the Un Dr. Gagnon earned the Ph.D degree in Sociology from the mission on the Status of Women. University of Chicago. He serves as Professor in The Depart- ment of Sociology and Dean of The Center for Continuing. BERNICE SANDLER Education at The State University of New York at Stony Brook. He is Contributing Editor to Change Magazine, Associate Editor Dr. Sandler holds a Ph.D degree in CounsE of Teaching Sociology, and Associate Editor of Social Problems. Services from the University of Maryland. He has contributed to educational television through teaching Executive Associate with the Association of a course on "Crime and the Community" and conducting a where she is Director of a Project on the St series on the problems of imprisonment. In his numerous of Women. Prior to this position she s articles and books, special attention is directed to many kinds of Director of the Women's Action Program a behavioral problems. HEW. She worked as an Education Spey House of Representatives Special Subcomn JOSEPH KATZ She was the first person ever appointee Congressional committee to work specific Dr. Katz holds his Ph.D degree from Columbia University in women's rights. As former Chairman of the the field of Philosophy. His present position is Director of for Federal Contract Compliance of the Wog Research for Human Development and Educational Policy and League, she planned the strategy and spear Professor of Human Development, State University of New York campaign to get existing Executive Orders E at Stony Brook. Prior to this position he served as ExecL ..ive to sex discrimination by colleges and ur Director, Institute for the Study of Human Problems, Stanford federal contracts. University. He has been a Research Director in the Study of Coeducational Living, Study of Adult Women, Student Oc- cupational Development, and Student Development. Inhis publications Dr. Katz has paid special attention to and won acclaim in areas related to student development. KETCHES OF CONFERENCE SPEAKERS ND AUTHORS OF CONFERENCE PAPERS. ELIZABETH DOUVAN ELIZABETH DUNCAN KOONTZ ed her Ph.D degree in Social Psychology Dr. Koontz holds a master's degree in elementary education ty of Michigan. She is currently Professor of from Atlanta University and has done graduate work at University of Michigan. She teaches both Columbia University and Indiana University. In addition she nd graduatesinSocial Psychology and received training in the field of special education for the pment and conducts seminars in Feminine mentally retarded at North Carolina College. She is the recipi- pment. She is working on a study of women ent of several honorary doctoral degrees. Mrs. Koontz was e after the age of 30. Her articles and books president of the National Education Association in 19r)8-69. ces cover diverse topics from architecture She served as a member of the President's Advisory Council development to feminine personality and on Education of Disadvantaged Children and on the North Carolina Governor's Commission on the Status of Women. In February, 1969 she became the first Negro to be Director of JOHN H. GAGNON the Women's Bureau, U.S. Department of Labor. She has also been appointed U.S. Delegate to the United Nations Com- -d the Ph.D degree in Sociology from the mission on the Status of Women. ago. He serves as Professor in The Depart- y and Dean of The Center for Continuing BERNICE SANDLER tate University of New York at Stony Brook. Editor to Change Magazine, Associate Editor Dr. Sandler holds a Ph.D degree in Counseling and Personnel logy, and Associate Editor of Socia/ Problems. Services from the University of Maryland. She is currently an d to educational television through teaching Executive Associate with the Association of American Colleges e and the Community" and condu:ting a where she is Director of a Project on the Status and Education blems of imprisonment. Inhis numerous of Women. Prior to this position she served as Assistant special attention is directed to many kinds of Director of the Women's Action Program at the Department of s. HEW. She worked as an Education Specialist for the U.S. House of Representatives Special Subcommittee on Education. JOSEPH KATZ She was the first person ever appointed' to the staff of a Congressional committee to work specifically in the area of s Ph.D degree from Columbia University in women's rights. As former Chairman of the Action Committee sophy. His present position is Director of for Federal Contract Compliance of the Women's Equity Action an Development and Educational Policy and League, she planned the strategy and spearheaded the national n Development, State University of New York campaign to get existing Executive Orders enforced with regard rior to this position he served as Executive to sex discrimination by colleges and universities that hold for the Study of Human Problems, Stanford federal contracts. s been a Research Director in the Study of ving, Study of Adult Women, Student Oc- pment, and Student Development. Inhis atz has paid special attention to and won elated to student development. 2 ANNE FMOR SCOTT Dr. Scott holds a Ph.D degree from Radcliffe College in the field of History. She is presently a Professor of History at Duke University. She served as Chairman, North Carolina Governor's Commission on the Status of Women, 1964 and she was a member of the President's Advisory Council on the Status of Women (appointed by President Johnson, 1965). She is Chairman, Committee on the Status of Women of the Organization of American Historians. In her books and articles, she addresses herself to Women in American Life and issues related to Southern Women.

ESTHER M. WESTERVELT Dr. Westervelt holds an Ed.D degree from Columbia University in the field of Guidance and Student Personnel Administration. She served as Adjunct Associate Professor at Teachers College, Columbia University where she taught courses in guidance and student personnel administration. In 1966 she became Director of the New York State Guidance Center for Women, a State University pilot project. She conducted research on associations among the clients' attitudes, aspirations, and selected psychological and social characteristics. Her research and writingS are concerned with women's roles, the development of sex differences, counseling girls and women, and utilization of anthropological theory and research in guidance and student personnel admi riistration.

_Fs Conference Chairperson: Esther M. Westervelt, WOMEN'S HIGHER EDUCATION: major regions of the country. Others cam: SOME UNANSWERED QUESTIONS concerned persons, traveling at their own an anticipated seminar of approximately totalled almost 160. Leslie Paffrath, Presid The Wingspread Conference on WOMEN'S HIGHER EDUCA- Foundation, reported in his welcoming r TION: SOME UNANSWERED QUESTIONS was convened by sponse was without precedent in The Jo the National Coalition for Research on Women's Education decade of experience with invitational c and Development, in cooperation with The Johnson Founda- heavy March snowstorm kept very few tion. Many aspects of the higher education of women are lively though it did prevent some from leaving tt issues today. The sheer multitude and variety of prescriptions safely preface the conference report with for needed action are sufficient evidence of the need for careful the conference topic is an area of conc( and extensive study in the field. Educators and others con- priority in America today. cerned with the improvement of programs and practices in women's higher education are faced with a host of unanswered It was the hope of those who planned the questions..The same concern motivates scholars to learn more ence that the day would be devoted prir about the forces psychological and sociological - which inter- stimulated by the papers which were co act in the process of women's education. conference. These papers were distributE advance of the conference. Speakers we The major purpose of the Wingspread Conference was to em- reiterate their main points at the conferer phasize the need for knowledge on which effective action can freely in discussion with the conference be based. The intent was to reveal a few points at which the in discussion was actively encouraged an concerns of educators and researchers intersect; to encourage lively. consideration of the need for constant interchange and cooperation between practitioners and researchers. In his welcome to the participants, LesliE "From the start we have assumed that all I A one-day conference could do no more than provoke discus- to the conference are interested not in fa sion pertinent to its objectives. Conference papers were drawn but in is character. We have also assum from a gamut of topics rather than focused on a narrow theme. come to contribute to the theatricals of Two of the papers were from leaders in program development further conditions for full membership rig in women's education; two were from research scholars con- all purposes." These assumptions prove( cerned with quite different sets of factors pertinent to women's highly probable that almost every shade higher education. Three short papers were from the consurners women's educational needs in our society, of that educationfrom a graduate student, an undergraduate left, was represented at the conference. student, and two adult women students. times differing commitments of those why discussions were met with respect on all The Wingspread conference planners had assumed that a one- day conference would attract mainly those within a relatively Leslie Paffrath also commented, "We ha\ short distance from Racine, Wisconsin. A dramatic indication of this calibre become the seed bed of is of the high level of interest in the status of women in higher to programs. That is the goal today. Confer education was a response far different from that envisaged by ally of thought symbols, even though we the planners. Participants came from all over the United States; interest is in watching these symbols be some represented institutions and organizations from all the hours of listening and thinking today, we WOMEN'S HIGHER EDUCATION: major regions of the country. Others came in their capacity as SOME UNANSWERED QUESTIONS concerned persons, traveling at their own expense. Instead of an anticipated seminar of approximately 70, the participants totalled almost 160. Leslie Paffrath, President of The Johnson ;onference on WOMEN'S HIGHER EDUCA- Foundation, reported in his welcoming remarks that the re- ASWERED QUESTIONS was convened by sponse was without precedent in The Johnson Foundation's ition for Research on Women's Education decade of experience with invitational conferences. Even a in cooperation with The Johnson Founda- heavy March snowstorm kept very few from attending, al- . of the higher education of women are lively though it did prevent some from leaving that evening. We can Sheer multitude and variety of prescriptions safely preface the conference report with the statement that tre sufficient evidence of the need for careful the conference topic is an area of concern which has high y in the field. Educators and others con- priority in America today. provement of programs and practices in ucation are faced with a host of unanswered It was the hope of those who planned the Wingspread confer- e concern motivates scholars to learn more ence that the day would be devoted primarily to discussion sychological and sociologicalwhich inter- stimulated by the papers which were commissioned for the of women's education. conference. These papers were distributed to participants ln advance of the conference. Speakers were asked merely to of the Wingspread Conference was to em- reiterate their main points at the conference, then to engage r knowledge on which effective action can freely in discussion with the conference group. Participation nt was to reveal a few points at which the in discussion was actively encouraged and the response was ors and researchers intersect; to encourage lively. need for constant interchange and cooper- Itioners and researchers. In his welcome to the participants, Leslie Paffrath remarked, "From the start we have assumed that all those who did come ce could do no more than provoke discus- to the conference are interested not in fashions of education objectives. Conference papers were drawn but in its character. We have also assumed that none would .ics rather than focused on a narrow theme. come to contribute to the theatricals of a movement, but to were from leaders in program development further conditions for full membership rights in our society for ion; two were from research scholars con- all purposes." These assumptions proved to be sound. Itis ifferent sets of factors pertinent to women's highly probable that almost every shade of conviction about hree short papers were from the consumers women's educational needs in our society, from far right to far from a graduate student, an undergraduate left, was represented at the conference. The firm and some- dult women students. times differing commitments of those who contributed to the discussions were met with respect on all sides. nference planners had assumed that a one- uld attract mainly those within a relatively Leslie Paffrath also commented, "We have seen conferences Racine, Wisconsin. A dramatic indication of this calibre become the seed bed of ideas which have led f interest in the status of women in higher to programs. That is the goal today. Conferences consist basic- sponse far different from that envisaged by ally of thought symbols, even though we call them v,ords. Our ipants came from all over the United States; interest is in watching these symbols become works. In the institutions and organizations from all the hours of I:stening and thinking today, we hope that the domi- 4 nant thought with each participant will be ways in which all of discrimination" and stated that it was ra the experience can apply to the lives of individuals toward She pointed out that women faculty, wo change." and women students are continually conf which limits their opportunities for choir It is unlikely that those who sponsored the conference will ment. This bias causes women in instituti ever know to what extent this goal may be realized. We do tion to be far more apt to occupy the stu know, from the responses to the evaluations which were sent professor's chair, it lowers women's asp out after the conference, that ideas were exchanged there, and time they are freshmen and the time the that some participants shared tliese ideas with others at their it difficult for them to continue on to grad' home institutions. If any of these ideas lead to improvement in it harder for women to obtain needed final programs on even a few campuses, this will be a worthwhile ships for graduate school; it imposes demo outcome. ments and residency which many marr cannot meet.

CONFERENCE PAPERS AND DISCUSSIONS But, Bernice Sandler reported, througho have begun to scrutinize their status as f Anne Firor Scott, then President of the National Coalition for dents. Their examination encompasses tl Research on Women's Education and Development, and Pro- the university as well as the effect of cum fessor of History at Duke University, opened the conference. tices upon women's opportunities in She remarked that its emphasis on "unanswered questions" Women have become aware that, as a pe arose from the Coalition's commitment to "an effort to find out students, they represent a smaller porti what we know and find answers to what we don't know" about they did in 1930 and that the proportii the higher education of women. She explained that the Coali- degrees which they attain is lower than tion was a network of educational institutions which was or- century ago. They note that women with ganized to encourage and facilitate research which would cal to their male counterparts are less broaden and deepen our understanding of the relationship faculty or staff positions, particularly at betwen women's education and their development. She em- institutions, and if hired, they are promo phasized the inevitability of change in human affairs and social receive less pay than men for the same w relationships and pointed out that in America change is,in not even given the courtesy of an initial it fact, an integral characteristic of the society. because the prospective employer is Women applicants for admission to coeds ate schools must often face a ceiling on I to be admitted; since women's academic WOMEN AND HIGHER EDUCATION: to be higher than those of men, this mear WHERE DO WE GO FROM HERE? (Action) are admitted are in fact less well qualifil who are excluded. Change was the first topic on the conference agendawhat changes, if any, have occurred in women's education and what To date women have had little legicla are needed? Bernice Sandler, Executive Associate with the drive for equality in higher education. T Project on the Status and Educat:on of Women of the Associa- been the Executive Order which forbid tion of American Colleges, discussed "Women and Higher from discriminating in employment; at b Education: Where Do We Go From Here?" Bernice Sandler administrative remedy. New legislativ( called sex discrimination "the last socially acceptable form of ch participant will be ways in which all of discrimination" and stated that it was rampant in Academia. apply to the lives of individuals toward She pointed out that women faculty, women staff members, and women students are continually confronted with sex bias which limits their opportunities for choice and for advance- hose who sponsored the conference will ment. This bias causes women in institutions of higher educa- extent this goal may be realized. We do tion to be far more apt to occupy the student's desk than the onses .to the evaluations which were sent professor's chair; it lowers women's aspirations between the nce, that ideas were exchanged there, and time they are freshmen and the time they graduate; it makes nts shared these ideas with others at their it difficult for them to continue on to graduate school. It makes f any of these ideas lead to improvement in it harder for women to obtain needed financial aid or assistant- a few campuses, this will be a worthwhile ships for graduate school; it imposes demands for time commitments and residency which many married women students cannot meet.

NFERENCE PAPERS AND DISCUSSIONS But, Bernice Sandler reported, throughout the nation women have begun to scrutinize their status as faculty, staff and stu- en President of the National Coalition for dents. Their examination encompasses the entire structure of n's Education and Development, and Pro- the university as well as the effect of current policies and prac- Duke University, opened the conference. tices upon women's opportunities in the academic world. its emphasis on "unanswered questions" Women have become aware that, as a percentage of graduate lition's commitment to "an effort to find out students, they represent a smaller portion of the total than find answers to what we don't know" about they did in 1930 and that the proportion of undergraduate n of women. She explained that the Coali- degrees which they attain is lower than it was a quarter of a of educational institutions which was or- century ago. They note that women with qualifications identi- age and facilitate research which would cal to their male counterparts are less frequently hired for en our understanding of the relationship faculty or staff positions, particularly at the more prestigious ducation and their development. She em- institutions, and if hired, they. are promoted more slowly, and bility of change in human affairs and social receive less pay than men for the same work. Often women are ointed out that in America change is,in not even given the courtesy of an initial interview for a position aracteristic of the society. because the prospective employer is "looking for a man." Women applicants for admission to coeducational undergraduate schools must often face a ceiling on the number of women to be admitted; since women's academic qualifications are apt WOMEN AND HIGHER EDUCATION: to be higher than those of men, this means that some men who HERE DO WE GO FROM HERE? (Action) are admitted are in fact less well qualified than some women who are excluded. st topic on the conference agendawhat ve occurred in women's education and what To date women have had little legislative support for their ice Sandler, Executive Associate with the drive for equality in higher education. Their only remedy has s and Education of Women of the Associa- been the Executive Order which forbids federal contractors Colleges, discussed "Women and Higher from discriminating in employment; at best, this is a very mild Do We Go From Here?" Bernice Sandler administrative remedy. New legislative remedies will soon ation "the last socially acceptable form of 5 fie foitlicorning*, however, including the revision of the Civil in their lives, and to gain an objective Rights Act which will extend its regulations to educational spective on their historical heritage. Wo institutions. Bernice Sandler predicted that women will be Bernice Sandler predicted, gain a signific quick to take advantage of these new remedies. graduate and graduate curricula. What will women seek when new avenues to attainment are Bernice Sandler concluded with a plea for open? Bernice Sandler believes that they will seek nothing men and women alike, for both have be less than the full integration of women at all levels and into experiences which have been hurtful it:nd all activities on the campus. She believes that women faculty relationship between the sexes in a sod will seek adequate grievance procedures in cases of suspected changes in sex roles are mandated by both s sex discrimination, revision of tenure and nepotism rules which factors. She noted that individual attitude work against the advancement and employment of women, about what women want, what women a maternity leave policies which will not interfere with a what women need will change slowly ;Inc' woman's persistence and advancement in employment, the womer's traditional roles disappear and s development of child care centers, equality with men in fringe portunity increases, men and women mus benefits, equal pay for equal work, and the appointment of full partnership to meet these changes. women at all levels of academic responsibility, most particularly to positions of power and influence. WHAT STUDENTS WANT FOR THE FUTU For students, women will seek lull equality in admissions practices in all coeducational institutions. In other words, they will (1) An Undergraduate work for the abolition of sex quotas for admission. They will Bernice Sandler was followed by a panel of also work for the abolition of residential rules which place brought to the discussion the perspective special restrictions on women. They will seek health services types of Consumers of women's higher edu comparable to those available to men; this means that they speak was Phyllis Ann Tesch, an undergrac will expect to have gynecological services included in the sity of Wisconsin at Milwaukee. She entitl health service program. They will seek to eliminate policies Phantom Image." She emphasized that which exclude part -time undergraduate and graduate students woman is the target of conflicting pressures: from full educaticiial opportunities, including residential re- ment and she seeks fulfillment as a worn quirements, restriction of scholarships and other financial aids she said, "imposes male oriented course: to full-time students, and obstacles to the easy transfer of participants. The successful person . . .is c undergraduate or graduate credit from one institutionto aggressive, and willing to compete. All th another. They will press for child care services and for greater sidered `masculine'; therefore, to be suco flexibility in programs needed by part-time women students. world, one must be 'masculine,' ergo, 'unfe Both faculty and students will work for curriculum innovations "This institutes the crisis for me.I am a w designed to destroy sex role stereotypes, to provide opportu- socialized to want to be desirable to mer nities for women to confront themselves as women in order to Yet to be successful in my chosen .field ar be better equipped to deal with the conflicts and contradictions exhibit 'masculine' traits. It is confusing an 'Shortly after the Conference, Title VII of the Civil Rights Act was extended to all Am I denying my womanhood by exhibiting educational institutions: the Equal Pay Act was extended to cover faculty, and Title culine'? Is there something wrong with me IX of the Education Amendments Act of 1972 was passed to forbid discrimination on the has of sex against students in all federally assisted education programs. of classitying personality traits by sexual wever, inc4iding the revision of the Civil in their lives, and to gain an objective and iitelligent per- will extend its regulations to educational spective on their historical heritage. Womej's studies will, e Sandler predicted that women will be Bernice Sandler predicted, gain a significant place in under- tage of these new remedies. graduate and graduate curricula. eek when new avenues to attainment are Bernice Sandler concluded with a plea for compassion toward dier believes that they will seek nothing men and women alike, for both have been exposed to past tegration of women at all levels and into experiences which have been hurtful and debilitating to the campus. She believes that women faculty relationship between the sexes in a society like ours where jrievance procedures in cases of suspected changes in sex roles are mandated by both social and economic evision of tenure and nepotism rules which factors. She noted that individual attitudes and assumptions dvancement and employment of women, about what women want, what women are really like, and uiicies which will not interfere with a what women need will change slowly and with difficulty. As :e and advancement in employment, the women's traditional roles disappear and sex equality of op- d care centers, equality with men in fringe portunity increases, men and women must work together in for equal w.:)rk, and the appointment of full partnership to meet these changes. s of academia: responsibility, most parti- of power and influence. WHAT STUDENTS WANT FOR THE FUTURE rtwill seek full equality in admissions prac- .ional institutions. In other words, they will (1) An Undergraduate )n of sex quotas for admission. They will Bernice Sandler was followed by a panel of four students who abolition of residential rules which place brought to the discussion the perspectives of four different on women. They will seek health services types of consumers of women's higher education. The first to e available to men; this means that they speak was Phyllis Ann Tesch, an undergraduate at the Univer- gynecological services included in the sity of Wisconsin at Milwaukee. She entitled her paper "The ram. They will seek to eliminate policies Phantom Image." She emphasized that the undergraduate time undergraduate and graduate students woman is the target of conflicting pressures: she seeks achieve- al opportunities, including residential re- ment and she seeks fulfillment as a woman. "The system," on of scholarships and other financial aids she said, "imposes male oriented courses and goals on all s, and obstacles to the easy transfer of participants. The successful person . . .is creative, innovative, graduate credit from one institutionto aggressive, and willing to compete. All these traits are con- ress for child care services and for greater ridered 'masculine'; therefore, to be successful in this male ns needed by part-time vromen students. world, one must be 'masculine,' ergo, 'unfeminine.' dents will work for curriculum innovations "This institutes the crisis for me. I am a woman. I have been sex role stereotypes, to provide opportu- socialized to want to be desirable to men, to be 'feminine.' confront themselves as women in order to Yet to be successful in my chosen field and in schoolI must o deal with the conflicts and contradictions exhibit 'masculine' traits. It is confusing and disrupting to me. ice, Title VII of the Civil Rights Act was extended to all Am I denying my womanhood by exhibiting traits termed 'mas- Equal Pay Act was extended to cover faculty, and Title culine'? Is there something wrong with me or with the method rents Act of 1972 was passed to forbid discrimination on dents in all federally assisted education programs, of classifying personality traits by sexual adjectives?I would 6 the proper role of women. She supporte statistical analysis of trends in graduat financial aid as well as with statements dents in response to a questionnaire. Although women comprised slightly undergraduate enrollment at theUniv: Madison in 1971-72, they comprised of the graduate students. Furthermore, prised 36% of the first-year masters st only slightly more than 19% of the secon A breakdown by department of graduat the College of Letters and Sciences (the University) showed the trend for women students to decline sharply between the level in ail but a handful of departments The research team then considered the of financial aid to the attrition of wome University as teaching assistants, resea assistants, and so on is the most usu financial aid available. Of these, the say that the method of classification is wrong. But look at the assistant is the largest; women made up success symbols that I see they are all male." gory. In the other categories women we portion to their representation in the st Phyllis Ann Tesch. believed that women students need more But the underrepresentation in the cate female rote models. But these models "must be real peoplethe ant is critical since, as Jane Van Dyk position, involving work directly with fac 'superwomen' do no one any good .. . They must show by example tha+ a person can be a success without being less of a deemed important by the faculty, is prof woman." Cant from the standpoint of professionE clear bearing on the speed of progress of She asked that her seniors at the conference give her and her socialization progress of the student, an sisters three things: "a past, through women's studies; a in' a graduate education." Thus, Jane Vi present through female success images; and hope for the underemployment of women as researc future." contributing factor to the attrition of grE (2) A graduate student: The research team felt, however, that c Phyllis Ann Tesch was followed by Jane Van Dyk whose topic be involved, and in an attempt to identify was "Graduate Women: Investigating the Question of the naire to all women graduate students, as. Drop-Out Rate." Jane Van Dyk contended that the attrition on any areas of discrimination they ha rate for women in graduate education is directly attributable other reasons which would cause womer to masculine attitudes toward the nature of "femininity" and uate program. The Graduate Women's a the proper role of women. She supported her contention with a statistical analysis of trends in graduate school attrition and financial aid as well as with statements made by women students in response to a questionnaire. Although women comprised slightly ,more than 43% of the undergraduate enrollment at the University of Wisconsin at Madison in 1971-72, they comprised slightly less than 27% of the graduate students. Furthermore, although women comprised 36% of the first-year masters students, they comprised only slightly more than 19% of the second-year Ph.D. students. A breakdown by department of graduate student enrollment in the College of Letters and Sciences (the largest College in the University) showed the trend for women as a percentage of all students to decline sharply between the masters and doctoral level in all but a handful of departments. The research team then considered the possible relationship of financial aid to the attrition of women. Employment by the University as teaching assistants, research assistants, project assistants, and so on is the most usual and stable form of financial aid available. Of these, the category of research d of classification is wrong. But look at the assistant is the largest; women made up only 14% of that cate- hat I see- they are all male." gory. In the other categories women were represented in proportion to their representation in the student body as a whole. believed that women students need more But the underrepresentation in the category of research assist- .But these models "must be real peoplethe ant is, critical since, as Jane Van Dyk pointed out, "sucha o one any good . . .They must chow by ex- pojtion, involving work directly with faculty on funded studies n can be a success without being less of a deemed important by the faculty, is probably the most important frc m the standpoint of professional orientation. It N:sa clear bi,iaring on the speed of progress of the student, the whole r seniors at the conference give her and her socialization progress of the student, and the values inculcated gs: "a past, through women's studies;a in a graduate education." Thus, Jane Van Dyk suggested, the emale success images; and hope for the underemployment of women as research assistants may bea contributing factor to the attrition of graduate women.

dent: The research team felt, however, that other factors must also was followed by Jane Van Dyk whose topic be involved, and in an attempt to identify these sent a question- omen: Investigating the Question of the naire to all women graduate students, asking them to comment ane Van Dyk contended that the attrition on any areas of discrimination they had experienced and on graduate education is directly attributable other reasons which would cause women to drop out ofa grad- des toward the nature of "femininity" and uate program. The Graduate Women's Caucus (the group which 7 initiated the survey) discovered that the most frequent com- than a male 15 years younger than I. B plaint was that graduate women are not taken seriously as stu- didn't have as many years to give the pro dents. Many professors obviously assume that a woman's combining family responsibilities with ac career will take second place to marriage and also assume that heavy burden on the older woman stu "in order to be 'fulfilled'a woman must follow her 'natural necessity be part-time, and faculty oft instincts' and become a wife and mother." Jane Van Dyk students. Special services which would quoted that, "this basic assumption that women aren't serious (e.g., child care) are not available. about careersor even shouldn't be - is at the root of all the other problems which plague graduate women." Furthermore, Other factors mentioned in the survey re there was ample evidence of pressure upon women to proVe female role models on the faculty, lack themselves more serious as students than the average man, finding employment for women graduate since women are considered frivolous until they prove them- adequate financial aid. Ms. Van Dyk conc selves serious, while with men the assumption. is reversed. Jane by some professors that women will drop , Van Dyk cited numerous examples of the effect of this on an advanced degree becomes in some re; women students. She told of a woman whose advisor would not prophecy. Professors...do not bother to recommend her to go on for a Ph.D. because "she was the sort continue and even actively discourage (th of woman who would get married and not use her education quate encouragement, support, counselir and . . .this indicated that in his estimation she did not have ierrWe role models, many women do inc sufficient professional motivation." This professor had spoken sio-,c.-d with graduate school and may co to this woman only twice, had seen none of her work and had 0: dropping out. Thus a vicious cycle is c only her excellent record and recommendations from undergraduate work upon which to base his judgement. (3) Two adult women undergraduates: The last students to speak were two m Responses to the survey also indiCated that women are not only graduates: Abbie Delores Davis, black, not encouraged to pursue their studies because professors eleven children, resident of inner-city M assume that their first commitments should be to home and Munn, mother of four children aged 12 1 family but they are also actively discouraged by professors who husband and a resident of a Milwaukee assume that women are simply incapable of doing the same had extensive experience in activities out level of work as men. For example, one woman in an all male enrolling as students at Alverno College. r'apartment reported that profE3sors make fun of serious ques- ment included three years at Milwauke tions she asks in class with comments such as, "Stay in your three years as a group leader for the Salin box," and "What was the question, dearie?" Professors are also hood center, coordinator of a project to c prone to make oblique references to women's inferior status; parolees, and director of a teacher aide for instance, references to "dumb secretaries" and to "fun with teer she had been a P.T.A. president, had booze and broads." parents of a black state university, wort and Girl Scouts, with the March of Dimes Older women graduate students suffer an additional disadvan- with the Boys Club Drum and Bugle Cor tage - that of age. Faculty may perceive them as too old to be ESEA Title I Advisory Council to the MilwE serious students. A 43-year-old divorcee with three children and was the first black woman to serve o stated, "When I considered going on for a graduate degree, tors of Milwaukee Legal Aid Society. At my advisor informed me that my age and sex ware against me. is Ombudswoman and Academic Adviso He said I would have to have a much better grade point average Vice President of Milwaukee's Hunger H discovered that the most frequent com- than a male 15 years younger than I. Besides, as he put it, I uate women are not taken seriously as stu- didn't have as many years to give the profession." In addition, ssors obviously assume that a woman's combining family responsibilities with academic work places a and place to marriage and also assume that heavy burden on the older woman student. Many must of !filled'a woman must follow her 'natural necessity be part-time, and faculty often scoff at part-time me a wife and mother." Jane Van Dyk students. Special services which would assist these women asic assumption that women aren't serious (e.g., child care) are not available. even shouldn't beis at the root of all the ich plague graduate women." Furthermore, Other factors mentioned in the survey responses were lack of idence of pressure upon women to prove female role models on the faculty, lack of faculty interest in erious as students than the average man, finding employment for women graduate students, and lack of onsidered frivolous until they prove them- adequate financial aid. Ms. Van Dyk concluded that "the belief e with men the assumption is reversed. Jane by some professors that women will drop out before completing erous ex,Imples of the effect of this on an advanced degree becomes in some respects a self-fulfilling le told of a woman whose advisor would not prophecy. Professors...do not bother to encourage women to gc on for a Pi-1.D. because "she was the sort continue and even actively discourage (them) .. Without ade- uld get married and not use her education quate encouragement, support, counseling, financial aid, and ted that in his estimation she did not have female role models, many women do indeed become disillu- nal motivation." This professor had spoken sioned with graduate school and may consider the possibility twice, had seen none of her work and had of dropping out. Thus a vicious cycle is created." record and recommendations from under- n which to base his judgement. (3) Two adult women undergraduates: The last students to speak were two mature women under- rvey also indicated that women are not only graduates: Abbie Delores Davis, black, widowed mother of pursue their studies because professors eleven children, resident of inner-city Milwaukee, and Sylvia irst commitments should be to home and Murn, mother of four children aged 12 to 18, living with her Is° actively discouraged by professors who husband and a resident of a Milwaukee suburb. Both women n are simply incapable of doing the same had extensive experience.in activities outside the home before n. For example, one woman in an all male enrolling as students at Alverno College. Abbie Davis' employ- d that professors make fun of serious ques- ment included three years at Milwaukee Lutheran Hospital, ass with comments such as, "Stay in your three years as a group leader for the Salvation Army neighbor- s the question, dearie?" Professors are also hood center, coordinator of a project to create jobs for young que references to women's inferior status; parolees, and director of a teacher aide program. As a volun- ces to "dumb secretaries" and to "fun with teer she had been a P.T.A. president, had organized concerned parents of a black state university, worked with Boy Scouts and Girl Scouts, with the March of Dimes and the Heart Fund, ate students suffer an additional disadvan- with the Boys Club Drum and Bugle Corps, was a member of acuity may perceive them as too old to be ESEA Title I Advisory Council to the Milwaukee Public Schools, 43-year-old divorcee with three children and was the first black woman to serve on the Board .of Direc- Isidered going on for a graduate degree, tors of Milwaukee Legal Aid Society. At present Abbie Davis me that my age and sex were against me. is Ombudswoman and Academic Advisor at Alverno College, to have a much better grade point average Vice President of Milwaukee's Hunger Hike, and Chairwoman 8 of the Board of Directors for Harambee Inc.. which operates to bring their children to visit the college two halfway houses for parolees. Sylvia Murn had extensive might better understand what the mother experience as a volunteer with the Christian Family Movement, urban wives, Sylvia Mum noted, are °Vet the United Fund, the Girl Scouts, and the YWCA, among other bands, family and friends and neighbor organizations. school and regarded as merely following time. Therefore, such women do not get The obstacles encountered by the older woman graduate stu- family responsibilities which they need si dent, pointed out by Jane Van Dyk, were also perceived as as not engaged in a serious pursuit. obstacles for the older woman undergraduate student by Abbie Davis and Sylvia Murn. Lack of financial aid, lack of child care Abbie Davis noted that wives of blue colla services, lack of psychological and social support in the man- and white, "threatened the status and mai agement of academic and family responsibilities,lackof husbands by getting a higher education recognition of the capabilities which the older woman has feel threatened." In her view, such wom acquired through experienceall these handicap her in her problem only by ignoring the husband, ba pursuit of higher education. Abbie Davis and Sylvia Mum both out. Black women face a unique set of pro believed that institutions of higher education have an obliga- aggressive husband's, difficultyindefi tion to petition state and federal governments for more finan- workers, mothers, and students; and the cial aid for part-time students; to develop or cooperate in the of oppression and deprivation which u development of child care services; and to develop means to and aspiration. Abbie Davis also believe assist the mature, part-time woman student to maintain the educated women face difficulty in finding healthy self-concept upon which both her motivation to con- parable education since, she feels, black tinue and her success in the program depend. For this type of white women when they have a degree student, they said, "not only does the management of time atively affluent. become an absolute necessity, but the management of priorities demands adjustments of how her time is used. The In closing, Abbie Davis and Sylvia Murn adult student's own attitudes about herself and her rights as a older woman who returns to school afte human being are often challenged by the attitudes of others absence from the educational process m who want to directly or indirectly say what her rights and conform to the learning program. She duties are or should be. Maintaining a healthy self-concept periences during the years of her absence and avoiding guilt in these situations is extremely difficult." needs help to make these experiences u situation. She needs assistance in learn Abbie Davis and Sylvia Mum made certain specific recom- experience, and thereby add to her sel mendations. Mature women, they noted, "need counseling coming to understand that too much per because society makes them feel guilty about returning to perience can fragment it and destroy i,ts school if they have a family." They felt also that rap sessions or further learning. for mature women students could be extremely beneficial in that they could help such women "develop self-concepts and a Discussion: realistic level of self-confidence by interacting with other adult The major theme of the discussion whici- continuing education women." They pointed out that mothers sentations was how to achieve equalit who go back to school are sometimes victimized by children women as a group and for individual wor who may even feign illness or run away to make the mother remarked that the achievement of equal stay at home. They suggested that mothers should be permitted group required organization, legislation, 'rectors for Harambee Inc., which operates to bring their children to visit the college in order that children es for parolees. Sylvia Murn had extensive might better understand what the mother is trying to do, Sub- lunteer with the Christian Family Movement, urban wives, Sylvia Murn noted, are often patronized by hus- he Girl Scouts, and the YWCA, among other bands, family and friends and neighbors when returning to school and regarded as merely following a whim that will fill time. Therefore, such women do not get the extra help with ountered by the older woman graduate stu- family responsibilities which they need since they are regarded by Jane Van Dyk, were also perceived as as not engaged in a serious pursuit. !der woman undergraduate student by Abbie urn. Lack of financial aid, lack of child care Abbie Davis noted that wives of blue collar workers, both black sychological and social support in the man- and white, "threatened the status and male dominance of their emic and family responsibilities,lackof husbands by getting a higher education . . their husbands capabilities which the older woman has feel threatened." In her view, such women could handle this experience all these handicap her in her problem only by ignoring the husband, bargaining, or dropping ducation. Abbie Davis and Sylvia Murn both out. Black women face a unique set of problems, which include tutions of higher education have an obliga- aggressive husbands, difficultyindefining theirroles as te and federal governments for more finan- workers, mothers, and students; and the psychological effects e students; to develop or cooperate in the of oppression and deprivation which undermine motivation iild care services; and to develop means to and aspiration: Abbie Davis also believed that black college part-time woman student to maintain the educated women face difficulty in finding a husband of com- pt upon which both her motivation to con- parable education since, she feels, black males tend to marry ess in the program depend. For this type of white women when they have a degree or have become rel- , "not only does the management of time atively affluent. ute necessity, but the management of pri- djustments of how her time is used. The In closing, Abbie Davis and Sylvia Murn pointed out that the n attitudes about herself and her rights as a older woman who returns to school after a number of years' often challenged by the attitudes of others absence from the educational process may find it difficult to ctly or indirectly say what her rights and conform to the learning program. She has had valuable ex- uld be. Maintaining a healthy s)If-concept periences during the years of her absence from school but she tin these situations is extremely difficult." needs help to make these experiences useful in the learning situation. She needs assistance in learning to abstract from Sylvia Murn made certain specific recom- experience, and thereby add to her self-confidence, and in re women, they noted, "need counseling coming to understand that too much personalizing of her ex- makes them feel guilty about returning to perience can fragment it and destroy its value as a foundation e a family." They felt also that rap sessions for further learning. students could be extremely beneficial in Ip such women "develop self-concepts and a Discussion: If-confidence by interacting with other adult The major theme of the discussion which followed these pre- ion women." They pointed out that mothers sentations was how to achieve equality of opportunity for chool are sometimes victimized by children women as a group and fc.: individual women. Bernice Sandler gn illness or run away to make the mother remarked that the achieve rent of equality for women as a suggested that mothers should be permitted group required organization, legislation, and pressure. It was 9 her opinion that on any given campus there should be at least hand, black women, especially those fro two groups dedicated to raising the status of women; one are highly motivated and, once theyhave would be officially appointed by the president (e.g., an affirM- may be the special beneficiaries of "affir ative action committee) and the other would be an ad hoc in that they count twice as a black organization whose primary function would be the application of pressure. She felt that all groups concerned with women's Other questions concerned the special pr status should carefully monitor progress, keep informed about student, the graduate lesbian student, relevant legislation, not hesitate to use such legislation to in- combining marriage and a career, and th duce desired changes, and dress for new legislation, if needed, Van Dyk pointed out that only general through contacts with congressmen and the United States dealt with in a brief conference like th Department of Health, Education and Welfare. She stressed need is to increase awareness of discrimi that no change occurs without pressure. In response io a all who practice it and all who are affecte question regarding whether pressure groups are increasing in a variety of strategies and talents, as E number on campuses, she said "very much so, particularly earlier pointed out. Organizations need a in those universities with federal contracts. There is now a goals. Joan Roberts of the University of critical mass of women working together." She also noted that Wisconsin Coordinating Council of Wom( both young radicals and older women are invoived in exerting tion as an example of such an organic pressure. women on all 14 campuses of the Univers cooperates with women from all14fc In response to questions concerning the difficulties encountered stitutions in the state. It was organizedtr by individual women who seek equality of opportunity, Bernice the Association of Faculty Women at the Sandler stated that such women have four choices: (1) leave consin at Madison. a job they do not like or on which they are treated unfairly; (2) become apathetic - give up; (3) burn down, destroy, and build anew through radical action; (4) take the route of the HIGHER EDUCATION AND FEMININE Sl "nitty-gritty"build piece by piece, inch by inch, for gradual (Research) erosion of the opposition. She said that she advocates the fourth option. The opening panel considered the situatior education from the perspective of those Philip Rice, Dean of the Claremont University Graduate School, programs as producers or as consumers; I commented that one source of inequality for women in the discrimination against women and on academic world was that they tended to be overrepresented needed to eliminateit.With Elizabeth in positions where the pay is not proportionate to the amount "Higher Education and Feminine Socialize of responsibility inherent in the position. He emphasized that shifted to that of the research scholar why we need a reconceptualization of jobs so that the work which is understanding rather than action. Elizai women actually do is recognized both in terms of status and out that "although we have been delug in terms of pay. Several speakers brought up the special problems and injustices inherent in wor problem of the black woman and Bernice Sandler noted that have not come very far on the way to uncle policies to improve higher educational opportunities for blacks of feminine development and the uniq tend to help black males while policies designed to assist feminine experience." She expressed fear women help white women. This tends to heighten the barriers ideology will be substituted for the claril between black women and higher education. On the other sanding." any given campus there should be at least hand, black women, especially those from the middle classes, ted to raising the status of women; one are highly motivated and, once they have achieved a degree, appointed by the president (e.g., an affirm- may be the special beneficiaries of "affirmative action" plans ittee) and the other would be an ad hoc in that they count twice as a black and as a woman. primary function would be the application It that all groups concerned with women's Other questions concerned the special problem of the married JIly monitor progress, keep informed about student, the graduate lesbian student,thedifficultiesof not.,hesitate to use such legislation to in- combining marriage and a career, and the older student. Jane les, and press for new legislation, if needed, Van Dyk pointed out that only general problems could be with congressmen and the United States dealt with in a brief conference like this one. The central Ilth, Education and Welfare. She stressed need is to increase awareness of discrimination on the part of ;curs without pressure.In response to a all who practice it and all who are affected by it. This requires whether pressure groups are increasing in a variety of strategies and talents, as Bernice Sandler had ses, she said "very much so, particularly earlier pointed out. Organizations need a solid base and clear )s with federal contracts. There is now a goals. Joan Roberts of the University of Wisconsin cited the nen working together." She also noted that Wisconsin Coordinating Council of Womei' in Higher Educa- s and older women are involved in exerting tion as an example of such an organization;itrepresents women on all 14 campuses of the University of Wisconsin and cooperates with women fromall14 four-year privatein- ions concerning the difficulties encountered stitutions in the state. It was organized thiough the efforts of who seek equality of opportunity, Bernice the Association of Faculty Women at the University of Wis- such women have four choices: (1) leave consin at Madison. ike or on which they are treated unfairly; is give. up; (3) burn down, destroy, and radical action; (4) take the route of the HIGHER EDUCATION AND FEMININE SOCIALIZATION piece by piece, inch by inch, for gradual (Research) osition. She said that she advocates the The opening panel considered the situation of women in higher education from the perspective of those actively involved in the Claremont University Graduate School, programs as producers or as consumers; the emphasis was on e source of inequality for women in the discrimination against women and on the political action s that they tended to be overrepresented needed to eliminateit.With Elizabeth Douvan's paper on :he pay is not proportionate to the amount "Higher Education and Feminine Socialization" the perspective erent in the position. He emphasized that shifted to that of the research scholar whose primary concern tualization of jobs so that the work which is understanding rather than action. Elizabeth Douvan pointed is recognized both in terms of status and out that "although we have been deluged with lists of the everal speakers brought up the special problems and injustices inherent in women's condition, we k woman and Bernice Sandler noted that have not come very far on the way to understanding the nature higher educational opportunities for blacks of feminine development and the unique qualities of the males while policies designed to assist feminine experience." She expressed fear that "the blinders of vomen. This tends to heighten the barriers ideology will be substituted for the clarifying lens of under- en and higher' education. On the other standing." 10 Elizabeth Douvan remarks were based on two explicit as- tion to compete. Investment in fantas sumptions: (1) women are different from men and that dif- woman's ability to comprehend or ference is grounded in physiology; (2) sex differences that de- systems of abstractions which we call pend wholly on learning may be as difficult to change or eli- hand it endows women with the "cap minate as those grounded inphysiology. Two further as- story line that can account for a se sumptions are implicit in these: (1) ideologies (other than the capacity which can be extremely valu feminist)have not influenced our understandingofthe psychology and history. physiology and psychology of women; and (2) the changes in women's roles which have already occurred in our society Empathy, although a clear asset in ma (e.g., the nature of women's economic responsibilities and and practice (e.g., anthropology and p the growing instability of marriage) will not markedly in- of what Elizabeth Douvan described as fluencelearnedsex differences. alism of women. "To the extent that margin between two different cultures Elizabeth Douvan first summarized some material on sex she said, "the conditions of his experi differences and then looked at the content and structure of tend to refine a capacity for inte higher education to see in what ways the academic role is perience through the intraceptive use peculiarly suited to feminine style and in what ways that role Females in western culture are margin provides more potential conflicts for women then for men. their traditional family roles, women In general, she noted, girls do better than boys at academic negotiators between the family and the tasks from elementary school through graduate school. How- as diplomats and go-betweens betw ever, boys, because they are more assertive, are better at children and the world of the father. "imposing internal structure on a complex external field." in the pure economic sense when and Girls are not as "competitive and assertive (as boys) but they market . . . asa group they are alw take their work seriously, learn well, integrate and create and market, easily pushed out or pulled continue to get a disproportionate share of high grades." Elizabeth Douvan's view, the endocrine This is due to the fact that girls have certain qualities which creates a kind of psychic marginality "serve them well in the academic world." Among these are the intersection of varying moods an intraceptiveness (the tendency to look inward), a quality which sociated with variationsin the endo Is basic to all existing conceptions of the sources of creativity"; menstrual cycle. passivity, which is closely allied to intraceptiveness, in that it involves the capacity to be quietly receptive to experience On balance, however, college women p (women's domestic roles require a great deal of passivity, negotiable coinage." Men, however, arr of waiting for other family members in order to serve their a more highly developed autonomy e needs); investment in fantasy which is the content side of the young women and a somewhat str( intraceptive process in which women "develop a scenario to academic values but also a much clE account for, expand, and develop interpersonal and psycho- mental attitude toward college." "Boy; logical reality (while men tend to create an internal map to as a method of entre to awork life." schematize and guide their responses to externalreality); opinion, many girls may see college empathy which isin part an outcome of the investment in insuring an appropriate marriage: on fantasy since it involves imagining one's self in the place of academic goals are more often held b another. Elizabeth Douvan noted that some of these qualities than by boys. In addition, to many are "mixed blessings." Passivity interferes with girls' motiva- portunity for expanding psychologica remarks were based on two explicit as- tion to compete. Investment in fantasy can interfere with a nen are different from men and That dif- woman's abilityto comprehend or develop the complex in physiology; (2) sex differences that de- systems of abstractions which we call theories; on the other rning may be as difficult to change or eli- hand it endows women with the "capacity for filling in the rounded in physiology. Two further as- story line that can account for a sequence of events" a cit in these: (1) ideologies (other than the capacity which can be extremely vLluable in such fields as tinfluencedour understandingofthe psychology and history. jchology of women; and (2) the changes hich have already occurred in our society Empathy, although a clear asset in many fields of scholarship f women's economic responsibilities and and practice (e.g., anthropology and psychiatry), is a product 3 ilityof marriage) will not markedly in- of what Elizabeth Douvan described as a sociological margin- differences. alism of women. "To the extent that a person lives on the margin between two different cultures or classes or life styles," first summarized some material on sex she said, "the conditions of his experience will require and In looked at the content and structure of tend to refine a capacity for interpreting disparate ex- o see in what ways the academic role is perience through the intraceptive use of one's own feelings." feminine style and in what ways that role Females in western culture are marginal in many senses: "in ntial conflicts for women then for men. their traditional family roles, women act as interpreters and ed, girls do better than boys at academic negotiators between the family and the larger society, they act :ry school through graduate school. How- as diplomats and go-betweens between the world of the e they are more assertive, are better at children and the world of the father. Women are marginal structure on a complex external field." in the pure economic sense when and if they enter the labor mpetitiv. a and assertive (as boys) but they market. . . asa group they are always at the edge of the ously, learn well, integrate and create and market, easily pushed out or pulledin." Furthermore,in disproportionate share of high grades." Elizabeth Douvan's view, the endocrine functioning of females act that girls have certain qualities which creates a kind of psychic marginality in that a self exists at the academic world." Among these are the intersection of varying moods and psychic contents as- e tendency to look inward), a quality which sociated with variations in the endocrine level during the ng conceptions of the sources of creativity"; menstrual cycle. losely allied to intraceptiveness, in that it ity to be quietly receptive to experience On balance, however, college women possess "a good deal of

roles require a great deal of passivity, negotiable coinage." Men, however, arrive at college . .. with r family members in order to serve their a more highly developed autonomy and assertiveness than in fantasy which is the content side of the young women and a somewhat stronger commitment to s in which women "develop a scenario to academic values but also a much clearer vocational-instru- d, and develop interpersonal and psycho- mental attitude toward college." "Boys see college primarily e men tend to create an internal map to as a method of entre to a work-life." ;n Elizabeth Douvan's ide their responses to externalreality); opinion, many girls may see college as an instrument for in part an outcome of the investment in insuring an appropriate marriage; on the other hand, pure olves imagining one's self in the place of academic goals are more often held by girls entering college rrouvan noted that some of these qualities than by boys. In addition, to many girls college is an op- es." Passivity interferes with girls' motiva- portunity for expanding psychological and social horizons. 11 As freshmen, men are more interestedin and oriented to stated that her ownposition was tt,at " theoretical and political problems while women are more con- college is sexuallynon-specific, (and) ha cerned with social and esthetic interests. and offers equalsuccess opportunitie women." Elizabeth Douvan then addressed the question of how the structure of academic institutions calls out and uses the She pointed out that even student gover characteristics of both sexes. She noted that theorists differ on operated, has a feminine orientation this point, some of them conceiving of college as the most concerned with "housekeeping" that masculine and some as the most feminine of allpossible affairs of the university as these affect worlds. Those who see it as masculine (for example, David other hand, membership on the staff of t Gutmann) believe that values in the academic system focus is, in her opinion, a clearly masculine ac on analysis and rationalityrather than empathy, feeling, staff is political in the usual sense of t intuition. Those who see it as feminine (for example, King and toward power. The role of committed inte Bidwell) regard the college faculty as representing a model ever, draws equally on men and women. of adult behavior whichisheavily tinged with femininity programs (e.g., honors programs), both since faculty have withdrawn from world of real affairs, to work effectively and find their wor are isolated from trade and commerGe, Cevote themselves to programs demonstrate holding power fo quiet scholarship and creativty, rely heavily on verbal as contrasted with material exchange for advancement, and are In her study of students in selective concerned with raising the next generation. Elizabeth Douvan Douvan found that the programs appea both masculine and feminine modes c zY;i0n64zt.7,41,. mke profiles. While men and women comin differ in all of the usual ways found in and are still different at the end of fou show increased theoretical and esthetic i these programs provide "an organizing which is compelling and satisfying to bot not demand of either group any larg identity or sexual orientation." This se sonab!e outcome since "the life of th analyticalandintuitive,synthesizing students can find intellectual styles and mesh with their personal integrations. concluded, "the life of the mind can b greatest coping mechanism inthe w gender. .It is useful to recognize that e traditionally cultivated in girls in our so vant to and productive in the academic s Discussion: In the discussion which followed Elizabe tation Kathleen Berger, Director of the B re more interested in and oriented to stated that her own position was that "the academic side of at problems while women are more con- college is sexually non-specific, (and) has equal drawing power d esthetic interests. and offers equal success opportunities to both men and women." en addressed the question of how the is institutions calls out and uses the She pointed out that even student government, as traditionally sexes. She noted that theorists differ on operated, has a feminine orientation in thatitis primarily them conceiving of college as the most concerned with "housekeeping" that is, with the internal as the most feminine of allpossible affairs of the university as these affect student life. On the ee it as masculine (for example, David other hand, membership on the staff of the student newspaper at values in the academic system focus is, in her opinion, a clearly masculine activity. The newspaper tionalityrather than empathy, feeling, staff is political in the usual sense of the term and oriented see it as feminine (for example, King and toward power. The role of committed intellectual scholar, how- college faculty as representing model ever, draws equally on men and women. In selective academic hichisheavily tinged with femininity programs (e.g., honors programs), both men and women seem ithdrawn from the world of real affairs, to work effectively and find their work satisfying and the de and commerce, devote themselves to programs demonstrate holding power for both sexes. d creativity,rely heavily on verbal as rial exchange for advancerhent, ar!d are In her study of students inselective programs, Elizabeth g the next generation. Elizabeth Douvan Douvan found that the programs appear to accommodate to both masculine and feminine modes of thought and need profiles. While men and women coming into the programs .014. 01'21 'differ in all of the usual ways found in college populations and are still different at the end of four years, both groups show increased theoretical and esthetic interests. In her view, these programs provide "an organizing and focusing activity which is compelling and satisfying to both sex groups but does not demand of either group any large changes in sexual identity or sexual orientation." This seemed to her a rea-

sonable outcome since "the life of the mind . . can be analyticalandintuitive,synthesizingandcreative."All students can find intellectual styles and preoccupations that mesh with their personal integrations.In other words, she concluded, "the life of the mind can be thought of as the greatest coping mechanism inthe world whatever one's gender... it is useful to recognize that even the traits that are 11 traditionally cultivated in girls in our society are highly relevant to and productive in the academic setting." Discussion: In the discussion which followed Elizabeth Douvan's presen- tation Kathleen Berger, Director of the Bedford Street School 12 in New York City, remarked that she seemed to hear the ques- differed from that in ours. tion "Why can't a woman be more like a man?" She suggested that it might be more appropriate to ask why can't men be Shirley Anderson, Co-Chairwoman of th more like women? Elizabeth Douvan noted that our culture of the Center for the American Woman needs to reorient goals, to emphasize humane values. At pres- University, noted that women discrim ent there is much ambivalence in the way women have been often on the grounds of stereo-types a raised as regards sex-typed values and aspirations. One result ample, too often women elected to pu is that women are frequently unwilling to take risks. They like other women to rise in politics and are n to keep all options available. as role models for other women. Franc of the Chancellor's Advisory Committee Bernice Sandler commented that it is necessary to differentiate of a Center for Women's Education at between assertiveness and aggression. Elizabeth rouvan noted fornia at Berkeley, commented that in that there is not much data on aggression in women. There are shw was entirely unaware of sex discrin problems with its definition. In her definition, aggression is her major problem was getting a job. unorganized, explosive, uncontained, destructive energy which leads to hostile or ascerbic behavior. It is a necessary emotion Rosalind Loring, Director of the Depart but we lack the kinds of socialization which would assist indi- grams and Special Projects of the Uni vidual women to express these feelings effectively. For ex- Los Angeles Extension, suggested that ample, she noted, women who do well as trial lawyers usually experience and express aggressiveness; do so because they are working for ideal, humane values rather development course for women, thum than because trial activities represent aggression. used to demonstrate physical aggressi Associate Professor of Education at Kathryn Clarenbach, Specialist for Women's Education at the remarked that there was a need to expl University of Wisconsin at Madison, remarked that stereo- of emotion and identity, particularly the typing individual attributes as male and female is dangerous. the identity crisis for women is an ongo She criticized Elizabeth Douvan's system of assigning and resolved in adolescence. labeling qualities by sex. Joan Roberts of the University of Wisconsin at Madison remarked that tying together such concepts as passivity and then relatingit to "creativity" is both PLANS FOR WIDENING WOMEN'S ED illogical and sexistininterpretation, and contended that OPPORTUNITIES (Action) Douvan's paper represented simply another set of stereo-types. Elizabeth Scott, Chairman of the Department of Statistics at Elizabeth Duncan Koontz, Director of t th'.University of California at Berkeley, noted that these the U.S. Department of Labor, was th stereo-types are constantly reflected in real life practices. For paper: "Plans for Widening Women's example, women lawyers are stereo-typed (as working for nities." (The snow storm which was to humane goals). There are prohibitions on certain courses for participants from leaving Racine that e women: for example, junior and senior high school girls are Koontz from getting thereshe had t. usually not allowed to take mechanical drawing but must take Her paper was reviewed by Esther West cooking. Women are not generally encouraged to enter the the conference.) In Elizabeth Koontz' physical sciences. She noted that it might he of interest to study again on practice rather than research; sex differences in such practices in other countries, especially phasis was on efforts to enhance wome countries in which the status accorded to given fields of activity tunities throughout the nation. marked that she seemed to hear the ques- differed from that in ours. man be more like a man'?" She suggested ore appropriate to ask why can't men be Shirley Anderson, Co-Chairwoman of the Advisory Committee Elizabeth Douvan noted that our culture of the Center for the American Woman and Politics at Rutgers )als, to emphasize humane values. At pres- University, noted that women discriminate against women, :mbivalence in the way women have been often on the grounds of stereo-types about women for ex- x-typed values and aspirations. One result ample, too often women elected to public office do not help requently unwilling to take risks. They like other women to rise in politics and are not interested in serving available. as role models for other women. Frances Davis, Chairwoman of the Chancellor's Advisory Committee on the Establishment mented that it is necessary to differentiate of a Center for Women's Education at the University of Cali- -ss and aggression. Elizabeth Douvan noted fornia at Berkeley, commented that in her law school days ch data on aggression in women. There are shw was entirely unaware of sex discrimination in law school; definition. In her definition, aggression is her major problem was getting a job. sive, uncontained, destructive energy which scerbic behavior. It is a necessary emotion Rosalind Loring, Director of the Department of Daytime Pro- ds of socialization which would assist indi- grams and Special Projects of the University of California at xpress these feelings effectively. For ex- Los Angeles Extension, suggested that women should learn to omen who do well as trial lawyers usually experience and express aggressiveness; that in a management are working for ideal, humane values rather development course for women, thumb wrestling had been ctivities represent aggression. used to demonstrate physical aggressiveness. Esther Zaret, Associate Professor of Education at Marquette University, h, Specialist for Women's Education at the remarked that therp was a need to explore many crucial areas onsin at Madison, remarked that stereo- of emotion and identity, particularly the latter; she added that ttributes as male and female is dangerous. the identity crisis for women is an ongoing oneit is not fully abeth Douvan's system of assigning and resolved in adolescence. y sex. Joan Roberts of the University of on remarked that tying together such con- and then relating it to "creativity" is both PLANS FOR WIDENING WOMEN'S EDUCATION tininterpretation, and contended that OPPORTUNITIES (Action) resented simply another set of stereo-types. hairman of the Department of Statistics at Elizabeth Duncan Koontz, Director of the Women's Bureau of California at Berkeley, 'noted that these the U.S. Department of Labor, was the author of the next instantly reflected in real life practices. For paper: "Plans for Widening Women's Educational Opportu- lawyers are stereo-typed (as working for nities." (The snow storm which was to keep many conference ere are prohibitions on certain courses for participants from leaving Racine that evening, kept Elizabeth le, junior and senior high school girls are Koontz from getting there - she had to turn back at Detroit. to take mechanical drawing but must take Her paper was reviewed by Esther Westervelt, Chairperson for re not generally encouraged to enter the the conference.) In Elizabeth Koontz' paper the focus was he noted that it might be of interest to study again on practice rather than research; in her paper the em- uch practices in other countries, especially phasis was on efforts to enhance women's educational oppor- he status accorded to given fields of activity tunities throughout the nation. 13 Elizabeth Koontz first reviewed some of the statistical evidence term courses, counseling services, par which reflects barriers restricting women's educational op- limited residence requirements, removal portunities. She pointed out that, although women college relaxation of credit transfer regulations, students have increased in numbers from less than half a adult experience, credit by examinatio million in 1930 to three and one half million in 1969-70, as a and so on) introduced by such progr proportion ofallcollege students women have decreased many older women to return to higher edu during that periodfrom 43.7% in 1930 to 41.3% in 1969-70. "a wide gap still exists between the latent In 1930 women received 39.9% of bachelor's and first profes- and aspirations of mature women and th sional degrees, 40.4% of masters degrees, and 15.4% of doctor- cient educational programs which meet ti ates; in 1969-70 they received 41.6%, 39.8%, and 13.3% of these degrees, respectively. Furthermore, women tend to be Plans for "the open university" and exter heavily concentrated in college programs which prepare them represent more radical revisions in the for the traditional women's professions. In 1968-69, 39% were structure. While these programs, even tho in teacher education, 22% in the humanities, and 15% in the are still in the developmental stage, they a social sciences, while only 4% were in the health professions mental changes in the educational sys and only 4% in the natural sciences. This represents a pattern instruction, examination, transfer of cred very comparable to that which existed in 1955-56. These programs utilize T.V. and correspon cassettes,apprenticeships,independen Elizabeth Koontz reviewed six types of plans for promoting develop a system of national examinatio educational opportunities for women: continuing education grams (like some programs incontin programs, open university and external degree programs, edu- women) now grant credit for prior exp cation for "non-traditional professions," career education, College Level Examination Program of t emerging occupations, and programs designed to stimulate Examination Board or the College Profici attitudinal changes. She noted that legislation, administrative New York State Education Department. orders, and federal programs for scholarships and fellowships Non Traditional. Study of the College E also contributed to equalizing women's educational opportu- Board and the Educational Testing Servic nities, although not discussed in this paper. opportunities for college-level learning ou room and making recommendations. In Of the types of programs discussed, those for continuing edu- encompasses development of new cur cation of women had the longest history, having originated materials, the employment of a resident in the late '50s and early '60s. These programs have spread dent students, and supervision of a net slowly but steadily throughout the country (there are now counseling, tutoring, and testing. about 450 of them); nevertheless, the idea is still new to many colleges and universities. The design and focus of such pro- Among projects of this type already in op grams vary considerably from institution to institution and versity Without Walls" which has gained appear to depend on such factors as the interests and requests more than 20 colleges and universities thri of adult women in the immediate area, the talent of interested Interestingly enough, this program, alth faculty or community leader, and local labor market demands. marily for adults, appears to have attracte Most of these programs are not yet regarded as standard edu- of normal college age seeking more fle cational offerings by the sponsoring institutions and therefore earning a degree. Another program now have to be self-supporting. Modifications in educational struc- York's Empire State College which offer tures (e.g., part-time enrollment, flexible course hours, short- program with occasional on-campus stud eviewed some of the statistical evidence term courses, counseling services, part-time financialaid, -srestricting women's educational op- limited residence requirements, removal of age restrictions, ted out that, although women college relaxation of credit transfer regulations, curricula geared to -ed in numbers from less than half a adult experience, credit by examination, refresher courses, e and one half million in 1969-70, as a and so on) introduced by such programs have stimulated lege students women have decreased many older women to return to higher education. Nevertheless, om 43.7% in 1930 to 41.3% in 1969-70. "a wide gap still exists between the latent educational interests ed 39.9% of bachelor's and first profes- and aspirations of mature women and the existence of suffi- of masters degrees, and 15.4% of doctor- cient educational programs which meet their needs." received 41.6%, 39.8%, and 13.3% of tively. Furthermore, women tend to be Plans for "the open university" and external degree programs rr college programs which prepare them represent more radical revisions in the current educational en's professions. In 1968-69, 39% were structure. While these programs, even those now in operation, 22% in the humanities, and 15% in the are still in the developmental stage, they are attempting funda- only 4% were in ti le health professions mental changes in the educational system asitrelates to tural sciences. This represents a pattern instruction, examination, transfer of credits, and certification. at which existed in 1955-56. These programs utilize T.V. and correspondence courses, video cassettes,apprenticeships,independentstudy,and may ewed six types of plans for promoting develop a system of national examinations. Some of the pro- ities for women: continuing education grams(like some programs incontinuing education for rsity and external tiegree programs, edu- women) now grant credit for prior experience through the itionalprofessions,- career education, College Level Examination Program of the College Entrance , and programs designed to stimulate Examination Board or the College Proficiency Program of the he noted that legislation, administrative New York State Education Department. The Commission on ograms, for scholarships and fellowships Non-Traditional Study of the College Entrance Examination ualizing women's educational opportu- Board and the Educational Testing Service has been reviewing scussed in this paper. opportunities for college-level learning outside the usual class- room and making recommendations. In general, the concept ms discussed, those for continuing edu- encompasses development of new curricula and teaching the longest history, having originated materials, the employment of a resident faculty for non-resi- arly '60s. These programs have spread dent students, and supervision of a network of centers for hroughout the country (there are now counseling, tutoring, and testing. evertheless, the idea is still new to many ties. The design and focus of such pro- Among projects of this type already in operation are the "Uni- ably from institution to institution and versity Without Walls" which has gained the cooperation of uch factors as the interests and requests more than 20 colleges and universities throughout the country. immediate area, the talent of interested Interestingly enough, this program, although designed pri- leader, and local labor market demands. marily for adults, appears to have attracted primarily students s are not yet regarded as standard edu- of normal college age seeking more flexible approaches to the sponsoring institutions and therefore earning a degree. Another program now in operation is New rting. Modifications in educational struc- York's Empire State College which offers an external degree enrollment, flexible course hours, short- program with occasional on-campus study. 14 Efforts tc attract women into education for "non-traditional by exploratory programs in health oCcup professions" include a variety of approaches. Elizabeth Koontz school, then intensive vocation ;I counselin mentioned a few of these: women's caucuses and commMees study training for selected health occup in professional associations seek to increase tt)e numbers of placement service at the termination of women preparing for their profession throuoh AO,',olishing such tion, followed by further cooperativet barriers as dual standards of admission and quota systems for secondary level for those desiring it. the sexes and increasing scholarship and ieliowshT aid; the Professional Women's Caucus which is conf;erned with revising Strong efforts are also being made to inc textbooks and educational materials to 011111103 SOXiSM, pro- women in apprenticeships; while typically viding career incentives and guidance on a group and indivi- grams require no more than a high schoo dual basis, and promoting new educational opportinities for the acquisition of a vocational skill can i vocational training; programs within educational irstitutions tional aspirations. designed to encourage women to enter professions or business activities in which relatively few women are now engaged Active encouragement by both public (e.g., the .fellowship program at Radcliffe Institute for medical should also be offered to women to enter training on a full- or part-time basis, the shared residence plan as the field of ecology and new areas i in medical education at George Washington University Hospi- human services, or new careers in resear tal and Columbia University Hospital; a master's degree in like those now. available under the Occ human genetics at Sarah Lawrence College; a business orien- Health Act of 1970. New occupational fie tation program at Mary Baldwin College; short-term manage- good opportunities for women since, wh ment training courses at several institutions). not available, sex discrimination is rarely ment. Elizabeth Koontz pointed out that "Career Education," although it begins in elementary school, is an important new In closing, Elizabeth Koontz reviewed a v avenue to expanding women's participation in higher educa- to changing attitudes concerning wom tion. The long-range objective of this program is to encourage education and employment, including t youth of both sexes to obtain formal job preparation; such and women themselves as well as those preparation, once obtained, may raise aspirations for further counselors, employers, and union leaders education. The Office of Education is currently funding models mentioned was a role model project in for such programs it six public school districts in the United school in which, through one-to-one link States. An interesting example of the career education women, girls are directly exposed to wor approach is a proposal from the American Home Economics tional fields. Elizabeth Koontz .particul Association which,if funded, "would provide occupational contributions to attitude change made education in home-related services based on spiral curricula there are now over 600 courses offered with higher and higher levels of complexity." Thus a woman and universities. Reports indicate that who initially trained to be a private or institutional house- having a major impact on women stud keeper might, if she so desired, move up the educational career them to seek avenues for change in their ladder to a Ph.D. in a highly specialized area of home eco- Coalition of Women Students represe nomics, without losing any credit for former work. Another approach; through it students from a cros example is a model program now under way in Nevada, in and universities in ten southeastern stat the health occupations. In this program courses concerning Columbia are engaged in developing p the "world of work" in the fifth and sixth grades are followed women's advancement on their owncam. women into education for "non-traditional by exploratory programs in health occupations in junior high e a variety of approaches. Elizabeth Koontz school, then intensive vocational counseling, cooperative work- f these: women's caucuses and committees study training for selected health occupations and an active ociations seek to increase the numbers of placement service at the termination of high school prepara- or their profession through abolishing such tion, followed by further cooperative training at the post- ndards of admission and quota systems for secondary level for those desiring it. easing scholarship and fellowship aid; the n's Caucus which is concerned with revising Strong efforts are also being made to increase the numberof cational materials to eliminate sexism, pro- women in apprenticeships; while typically the apprentice pro- ltives and guidance on a group and indivi- grams require no more than a high school degree, here again omoting new educational opportunities for the acquisition of a vocational skill can lead to higher educa- I; programs within educational institutions tional aspirations. *age women to enter professions or business relatively few women are now engaged Active encouragement by both public and private sources p program at Radcliffe Institute for medical should also be offered to women to enter new job fields, such )r part-time basis, the shared residence plan as the field of ecology and new areas in the broad field of on at George Washington University Hospi- human services, or new careers in research and development University Hospital; a master's degree in like those now available under the Occupational Safety and Sarah Lawrence College; a business orien- Health Act of 1970. New occupational fields offer particuiarly ary Baldwin College; short-term manage- good opportunities for women since, when needed skills are es at several institutions). not available, sex discrimination is rarely a factor in employment. pointed out that "Career Education," al- n elementary school, is an important new In closing, Elizabeth Koontz reviewed a variety of approaches ng women's participation in higher educa- to changing attitudes concerning women's participationin e objective of. this program is to encourage education and employment, including the attitudes of girls es to obtain formal job preparation; such anr: s: omen themselves as well as those of parents, teachers, obtained, may raise aspirations for further couns,Iors, employers, and union leaders. Among the projects ice of Education is currently funding models mentioned was a role model project in a Washington, D.C. in six public school districts in the United school in which, through one-to-one linkages with employed sting example of thecareer education women, girls are directly exposed to work in various occupa- osal from the American Home Economics tional fields. Elizabeth Koontz particularly emphasized the , if funded, "would provide occupational contributions to attitude change made by women's studies; -related services based on spiral curricula there are now over 600 courses offered by over 200 colleges gher levels of complexity." Thus a woman and universities. Reports indicate that women's studies are -d to be a private or institutional house- having a major impact on women students and stimulating - so desired, move up the educational career them to seek avenues for change in their status. The Southeast in a highly specialized area of home eco- Coalition of Women Students represents another type of using any credit for former work. Another approach; through it students from a cross-section of colleges el program now under way in Nevada, in and universities in ten southeastern states and the District of tions. In this program courses concerning Columbia are engaged in developing programs pertinent to " in the fifth and sixth grades are followed women's advancement on their own nampuses. Another some- 15 what compaW.-dle effort, with a heavy emphasis on vocational perience as community workers. She not counseling, is ine Career Planning and Counseling Program for sociolOgy, often classified black people o Women in Southeast Iowa; a long-range goal of this project is rect information, since blacks frequen development of an effective procedure for vocational guidance inform researchers. She suggested that bl for women on a large scale, at relatively low cost. A Women's to assist researchers in getting correct Bureau project is directed toward changing the attitudes of receive academic credit for such work. management andlaborleaders toward women workers; ordinator of Project Second Start, New Yo meetings are held in each of the Bureau's administrative the need for credit for non-academic expe regions to discuss with such leaders the status of women as the work of her project, which is an ass workers and the need for employer compliance with federal, given by public institutions of New Yor state and local laws prohibiting sex discriminat'on. Within low-income women who are single head individual institutions women have formed task forces, some children; the needs and problems of this of which are officially recognized and some of which are ad through the work of the project, will be hoc, to tackle the problem of attitudinal change on many offerings of three programs at &took ly fronts. Some, as at Stanford and Harvard where much attention cooperation of the faculty and adrninistr has been given to graduate training in business administration, ject is discovering that the needs and obj engage in active recruitment of women for "men's professions." studied are extremely heterogeneous but Others examine institutional policies and practices to high- eventually to classify these needs in a light the effect of sex role stereo-typing on practice as well as the development of a model education on textbooks and curriculum. Some of these task forces provide group feasible. Kathleen Berger observe consciousness-raising sessions for teachers. Some task forces woman is frequently attracted to training a are operating in public school systems, including those in New a major difficulty encountered in develo York City, Ann Arbor, Michigan, and Berkeley, California. in one of which she teaches, is the acql criteria for the skills which will be needed Elizabeth Koontz concluded by pointing out that many projects of writingskill).Sylvia Murn comment are still in the exploratory or demonstration stage, that many women advance more rapidly in the educ more efforts are needed, and that, above all, there is still need they have been helped to learn to general for major changes in views of women's roles and potentialities. she cited as an example assistance in ass and weaknesses, of the kind given at Al) Discussions: with test taking, reading skills,writing The cl;scussion which followed Elizabeth Koontz' paper pri- Rosalind Loring described a training prog marily ecricerned the special needs of special groups, the sion in which blacks and chicanos are p future of external aegree programs, and the nature and poten- counselors for members of their own grot. tial of women's studies. One of the special groups which that such counselors were better able ti received considerable attention was disadvantaged women levels of militancy and of motivation for ec from the inner-city, especially black women. Suzanne Lipsky, Director of the Boston Study Group on Higher Education for Some questions were rased concerninc Urban Women, cited the importance of developing writing future directions of external degree progr skills in this group and of developing new mechanisms through berg, member of the staff of Ford Four which these women could get academic credit for non-aca- that her Foundation and others have b( demic experience. Abbie Davis pointed out that many black major investments in the development c women who had little formal education had extensive ex- investments which have been based on ca Dort, with a heavy emphasis on vocational perience as community workers. She noted that her own field, areer Planning and Counseling Program for sociology, often classified black people on the basis of incor- t Iowa; a long range goal of this project is rect information, since blacks frequently deliberately mis- ffective procedure for vocational gu;clance inform researchers. She suggested that blacks who were willing e scale, at relatively low cost. A Women's to assist researchers in getting correct information should directed toward changing the attitudes of receive academic credit for such work. Jolly Robinson, Co- laborleaders toward women workers; ordinator of Project Second Start, New York City, also stressed in each of the Bureau's administrative the need for credit for non-academic experience and described ith such leaders the status of women as the work of her project, which is an assessment of the help ed for employer compliance with federal, given by public institutions of New York City to a group of s prohibiting sex discrimination. Within low-income women who are single heads of households with s women have formed task forces, some children; the needs and problems of this group, as identified Ily recognized and some of which are ad through the work of the project, will be measured against the problem of attitudinal change on many offerings of three programs at Brooklyn College, with the tanford and Harvard where much attention cooperation of the faculty and administration there. The pro- -aduate training in business administration, ject is discovering that the needs and objectives of the group ruitment of women for "men's professions." studied are extremely heterogeneous but they hope to be able .titutional policies and practices to high- eventually to classify these needs in a way that would make x role stereo- typing on practice as well as the development of a model education program for such a rriculum. SoMe of these task forces provide group feasible. Kathleen Berger observed that the inner-city ng session's for teachers. Some task forces woman is frequently attracted to training as a paraprofessional; lic school systems, including those in New a major difficulty encountered in developing such programs, r, Michigan, and Berkeley, California. in one of which she teaches, is the acquisition of adequate criteria for the skills which will he needed on the job (e.g., level ncluded by pointing out that many projects of writing skill).Sylvia Murn commented that most adult gyratory or demonstration stage, that many women advance more rapidly in educational process when ded, and that, above all, there is still need they have been helped to learn )o clneralize from experience; views of women's roles and potentialities. she cited as an example assistanct, in assessing their strengths and weaknesses, of the kind giver at Alverno in connection with test taking, reading skills, writing skills, and so on. ch followed Elizabeth Koontz' paper pri- Rosalind Loring described a training program at UCLA Exten- he special needs of special groups, the sion in which blacks and chicenos are prepared to serve as gree programs, and the nature and poten- counselors for members of their own groups; she poi, ted out dies. One of the special groups which that such counselors were better able to deal with varying le attention was disadvantaged women levels of militancy and of motivation for education. especially black women. Suzanne Lipsky, on Study Group on Higher Education for Some questions were rased concerning the potential and d the importance of developing writing future directions of external degree programs. Gail Spangen- d of developing new mechanisms through berg, member of the staff of Ford Foundation, pointed out could get academic credit for non-aca- that her Foundation and others have been willing to make bbie Davis pointed out that many black major investments in the development of these programs ttle formal education had extensive ex- investments which have been based on careful study of possi- 16 bilities. Rosalind Loring pointed out that the meaning of the term was not yet clear; for example, many types of credential- ing at UCLA may lead to "external degrees." There appeared to be some consensus that the external degree will be attacked from various quarters for some time to come because it represents a radical departure from traditionalstructures and processes in higher education. At the request of the Chairperson, Florence Howe, Professor of Humanities, State University of New York at Old Westbury, who is a leader in the field, described what she termed "female studies" programs. She pointed out that courses range over a wide variety of subject matters, from what may be considered straight consciousness-raising approaches to approaches oriented to high level research in a narrow field of specialization and that courses are given at both the undergraduate and graduate levels. She saw women's studies, as presently offered, as only at the beginning of what will be a long movement in higher education. She believes also' that a new movement to develop courses for primary and secondary schools will grow rapidly in strength and implementation, She pointed out that, although no foundation money has been made available for women's studies, there are presently women's studies puterized research indices of this type are courses and programs.* In her opinion, special funding should in other fields. In answer to a question re not be needed for such programs; higher education should mation could be obtained concerning th be willing to accept the economic burden and women car studies courses now offered, she stated t push universities to do so. She stated that a regular newsletter burgh, Pennsylvania, provides an annual regarding types of courses, experience with courses, bibli- as well as lists of publications pertinent t ographies, and the outcomes of research generated by such courses (most especially research carried out by undergraduates) is much needed. The Chairperson pointed out that re- WHITE WORKING CLASS WOMEN: search relevant to women's development and their education EDUCATION AS A DILEMMA (Research) has been and is being carried on in many disciplines of the biological, behavioral and social sciences; partlyfor this The paper prepared by John Gagnon shi reason, our knowledge of such research tends to be fragmen- of the discussions Pack to that of the res tary. She urged serious efforts to establish a computerized Gagnon's topic was "White Working Class information storage and retrieval system for such research as a Dilemma." John Gagnon was une) in order that both those presently in the field and newcomers from attending the conference by the suds to it could rapidly ascertain the status of research in areas of his children; in his absence his paper was interest to them. She pointed out that multi-disciplinary com- Ehrenfeld, Director of Communications for of Ethnic America of the American Jewish Florence Howe reported as of January, 1973 that there are approximately 1500 courses and nearly 60 programs in women's studies. 3i'ring pointed out that the meaning of the ear for example, many types of credential- ead to "external degrees." There appeared us that the external degree will be attacked rs for some time to come because it repre- parture from traditionalstructures and education. e Chairperson, Florence Howe, Professor e University of New York at Old Westbury, e field, described what she termed "female She pointed out that courses range over a lect matters, from what may be considered ess-raising approaches to approaches ori- research in a narrow field of specialization are given at both the undergraduate and saw women's studies, as presently offered, nning of what will be a long movement in She believes also that a new movement for primary and secondary schools will ngth and implementation. She pointed out undation money has been made available es, there are presently women's studies puterized research indices of this type are already in operation ms.* In her opinion, special funding should in other fields. In answer to a question regarding where infor- such programs; higher education should mation could be obtained concerning the types of women's it the economic burden and women can studies courses now offered, she stated that Know, Inc., Pitts- do so. She stated that a regular newsletter burgh, Pennsylvania, provides an annual list of such courses courses, experience with courses, bibli- as well as lists of publications pertinent to the field: outcomes of research generated by such cially research carried out by undergradu- ed. The Chairperson pointed out that re- WHITE WORKING CLASS WOMEN: women's development and their education EDUCATION AS A DILEMMA (Research) ing carried on in many disciplines of the ral and social sciences; partly forthis The paper prepared by John Gagnon shifted the perspective dge of such researctl tends to be fragmen- of the discussions back to that of the research scholar. John nous efforts to establish a computerized Gagnon's topic was "White Working Class Women: Education e and retrieval system for such research as a Dilemma." John Gagnon was unexpectedly prevented hose presently in the field and newcomers from attending the conference by the sudden illness of one of ascertain the status of research in areas of his children; in his absence his paper was reviewed by Selma e pointed out that multi-disciplinary com- Ehrenfeld, Director of Communications for the National Project of Ethnic America of the American Jewish Committee. as of January, 1973 that there are approximately 1500 rams in women's studies. 17 John Gagnon opened his paper by noting that, since the Second sympathy for poor and minority group World War, various disadvantaged sectors of the population for the relatively conservative and retrogr have organized and demanded new advantages. These demands have resulted in what he described as "the conventional The fact is that we still know relatively knee-jerk response of ;3ocial programming" and some reorder- of the white working-class woman or the ing of priorities in both the private and public sectors to meet life. There are a number of reasons for o what were believed to Le the needs of these groups. He pointed One is that there is now considerable out that, however, the "needs" were usually defined by leader- styles of working-class life. Ethnic grou ship groups or external planners rather than by those who centrated in the metropolitan areas of t would actually be consumers of the new programs and services. dispersed throughout the nation, inclu Efforts to make the latter effective have led to the realization section. Dispersal has been accompanie that the needs of each group are multiple and the group mem- ethnic differences since many working-cl berships do not agree about priorities. This has led to an in- in working-class suburbs comprised of creased suspicion of the degree to which spc'cespeople are variety of ethnic groups. Age is another representative of the interests of the groups for which they considered in assessing needs. John Ga allege to .'peak and whether the programming they propose "the rapidity of social change in Americ is in 'fact that which is needed. Clearly the deiivery of service of the century has been such that there and pr =grams can "no longer be carried out in the spirit WASP persons of various ages whose, life cycl, bounty"; no one group has the right to insist that other groups out in front of historical backdrops th4 adopt its values and mores. This means that program planners different. This means that the continui have to learn not only what people need but how to determine not only across generations, but across c what those needs are; to achieve these ends, they must under- The working-class woman of 50 bears th stand the structure and character of the lives of the groups ences during the years of the Depressio which they would serve, what their satisfactions are, what is working -class woman of 20 has had no the nature of the social order into which education will be poverty and disastershe accepts witho introduced, and what are the long- range goals of this education, class standards for consumption. Age most particularly with respect to its tendency to promote or taken into account in estimating progra retard change. viability. Another factor which is of con is the type of community in which the The rising visibility of the demands of various disadvantaged lives. As ethnic communities have been I groups and of programs developed in response to these de- within geographical boundaries, the role mands has led to a feeling on the part of white working-class the organization of working-class comm people that their interests are being ignored. Furthermore, less significant. Working-class men tend movements to promote the interests of the white working-class, functions within bureaucratic structur for example those grounded in considerations of ethnic identity, political organizations). Thus the structui have been typically carried on in male dominated institutions pends much more heavily on women's (e.g., trade unions). The white working-class woman has not patterns which vary greatly from areas only been marginal to the concerns of ethnic movements but to the new suburbs. The inter-action pa has also been given minimal attention by the women's move- also defined by school districts, both p ment-at-large. In John Gagnon's opinion, "those women who and by locations of shopping centers. 11 have been most instrumental in creating the public character of working-class women may vary shar of woman's liberation are those who have shown the most to community and be only loosely as paper by noting that, since the Second sympathy for poor and minority group women and the least disadvantaged sectors of the population for the relatively conservative and retrogressive working class." d demanded new advantages. These de- d in what he described as "the conventional The fact is that we still know relatively little about the needs of social programming" and some reorder- of the white working-class woman or the characteristics of her roth the private and public sectors to meet life. There are a number of reasons for our lack of knowledge. to be the needs of these groups. He pointed One is that there is now considerable regional variation in e "needs" were usually defined by leader- styles of working-class life. Ethnic groups are no longer con- rnal planners rather than by those who centrated in the metropolitan areas of the northeast; they are nsumers of the new programs and services. dispersed throughout the nation, including the southeastern latter effective have led to the realization section. Dispersal has been accompanied by some attrition of ch group are multiple and the group mem- ethnic differences since many working-class people now reside ee about priorities. This has led to an in- in working-class suburbs comprised of representatives of a f the degree to which spokespeople are variety of ethnic groups. Age is another factor which must be e interests of the groups for which they considered in assessing needs. John Gagnon pointed out that, whether the programming they propose "the rapidity of social change in American life since the turn is needed. Clearly the delivery of service of the century has been such that there now exist cohorts of no longer be carried out in the spirit WASP persons of various ages whose life cycles have been played irp has the right to insist that other groups out in front of historical backdrops that are fundamentally mores. This means that program planners different. This means that the continuity of lifeis strained ly what people need but how to determine not only across generations, but across cohorts closer in age." e; to achieve these ends, they must under- The working-class woman of 50 bears the stamp of her experi- and character of the lives of the groups ences during the years of the Depression of the 30s, while the erve, what their satisfactions are, what is working-class woman of 20 has had no experience with dire ocial order into which education will be poverty and disastershe accepts without reservation middle- t are the long-range goals of this education, class standards for consumption. Age differences must be ith respect to its tendency to promote or taken into account in estimating program needs and program viability. Another factor which is of considerable importance is the type of community in which the working-class woman of the demands of various disadvantaged lives. As ethnic communities have been less and less confined rams developed in response to these de- within geographical boundaries, the role of men as agants for feeling on the part of white working-class the organization of working-class community life has become terests are being ignored. Furthermore, less significant. Working-class men tend to exercise leadership ote the interests of the white working-class, functions within bureaucratic structures(e.g.,unions and ounded in considerations of ethnic identity, political organizations). Thus the structure of community de- carried on in male dominated institutions pends much more heavily on women's patterns of visiting The white working-class woman has not patterns which vary greatly from areas of urban settlement to the concerns of ethnic movements but to the new suburbs. The inter-action patterns of women are minimal attention by the women s move- also defined by school districts, both public and parochial, hn Gagnon's opinion, "those women who and by locations of shopping centers. The values and goals trumental in creating the public character of working-class women may vary sharply from community n are those who have shown the most to community and be only loosely associated with ethnic 18 values. Means and the modes of approach by educational rather than those concerned with marke planners to these working-class women must be designed to roles. On the whole, child-rearing practi fit varying types of communities since "the kind of commu- a concern for maintaining traditional g nity will define the nature of already existing infrastructures pressures toward more middle-class valu of organizations, the degree of attachment to those organiza- nection with higher education for girls. tions, and the accessibility of local community members to kinds of new resources." The pursuit of education by the working cated by two major tendencies: first, the A most important factor associated with program needs is the riage in her own life expectations and tho significance of family life. John Gagnon pointed out that the her, which causes her to tend to marry y appearance of family stability among working-class people is mediately after high school) and to have somewhat illusory, in part because, traditionally, wives and age; and, second, by the secondary rol children of broken families return to the wife's parental home. plays in her life employment being r In the new suburbs this pattern can not be easily maintained. stop-gap between school and marriage or There are, however, substantial levels of permanence in of needed extra income after marriage. family life styles, most especially those associated with defi- of work and the significance of occup nitions of male and female roles als husband and wife, father changing among working-class women and mother, and sons and daughters; these definitions still we can not answer on the basis of av tend to be conventional and conservative. Inthis respect, know that consumption is a major goal of John Gagnon suggested that the working-class community may and females; we know far less about oth be insulated from change in the larger society; despite regional ciated with it, particularly for females. Th differences in patterns of family conservatism, national pat- class girls the idea of higher education terns of the growing instability of marriage are not reflected Although working-class girls do better tha among most working-class groups. Because the family is a in academic perforrronce in high schoi more pivotalinstitutionin the working-class thaninthe and parents tend to Keep the girls' aspi middle class, the delivery of educational services to working- emphasize employment as a long-term class women must operate through an assumption of the Thus most of these young women mov family's intact and significant status. Modes of service de- which terminate with marriage or first pr signed for families believed to be socially disorganized are ever, now attend community colleges or inappropriate for working-class women. leges. The community colleges, for these y serve the same purposes as the high schoo Despite the centrality of the role of wife for the working-class education. Thus the community college r woman, these women actually have access to a less class- educational mobility of these young we differentiated image of themselves than do working-class hen more consideration should be given to re because they have much more extensive exposure to television content and significance of higher educ through which they become targets of advertising and other working-class women. More thought shou programs that focus on their "womanness ratherthan on their tion for them which begins when they ar classness." Younger women are probably particularly affected after their last child has entered school. W by such exposure. It is likely that the aspects of middle-class we have to consider where opportunities marriage which appeal to the working-class woman are those be found, whether the employment of won concerned withcooperation,jointdecision making and displace men (a threatening idea to workii changes in sexual standards of pleasure within marriage, whether such employment will undermine the modes of approach by educational rather than those concerned with marked changes in gender orking-class women must be designed to roles. On the whole, child-rearing practices appear to reflect communities since "the kind of commu- a concern for maintaining traditional gender roles, despite nature of already existing infrastructures pressures toward more middle-class values, especially in con- e degree of attachment to those organiza- nection with higher education for girls. -ssibility of local community members to rces." The pursuit of education by the working-class girl is compli- cated by two major tendencies: first, the preeminence of mar- actor associated with program needs is the riage in her own life expectations and those of her parents for ily life. John Gagnon pointed out that the her, which causes her to tend to marry young (frequently im- ily stability among working-class people is mediately after high school) and to have children at an early in part because, traditionally, wives and age; and, second, by the secondary role which employment families return to the wife's parental home. plays in her life employment being regarded mainly as a this pattern can not be easily maintained. stop-gap between school and marriage or as a sporadic source er, substantial levels of permanence in of needed extra income after marriage. Whether the meaning ost especially those associated with defi- of work and the significance of occupational experience is female roles as husband and wife, father changing among working-class women is a question which ons and daughters; these definitions stiII we can not answer on the basis of available evidence. We tional and consai vative.Inthis respect, know that consumption is a major goal of work for both males sted that the working-class community may and females; we know far less about other satisfactions asso- ange in the larger society; despite regional ciated with it, particularly for females. Thus for many working- rns of family conservatism, national pat- class girls the idea of higher edudation may be quite remote. g instability of marriage are not reflected Although working-class girls do better than working-class hoys ng-class groups. Because the family is in academic performance in high school, both the scnools tutionin the working-class thaninthe and parents tend to keep the girls' aspirations low. Neither elivery of educational services to working- emphasize employment as a long-term concern for women. t operate through an assumption of the Thus most of these young women move into dead-end jobs significant status. Modes of service de- which terminate with marriage or first pregnancy; some, how- believed to be socially disorganized are ever, now attend community colleges or urban four-year col- orking-class women. leges. The community colleges, for these young women, largely serve the same purposes as the high school those of vocational ity of the role of wife for the working-class education. Thus the community college may not increase the en actually have access to a less class- educational mobility of these young women. Very probably e of themselves than do worI,ing-class men more consideration should be given to revisions in the timing, much more extensive exposure to television content and significance of higher education in the lives of y become targets of advertising and other working-class women. More thought should be given to educa- s on their "womanness rather than on their tion for them which begins when they are in .their middle 30s -r women are probably particularly affected after their last child has entered school. With regard to content, It is likely that the aspects of middle-class we have to consider where opportunities for employment will eal to the working-class woman are those be found, whether the employment of women in such areas will ooperation,jointdecisionmaking and displace men (a threatening idea to working-class people), and standards of pleasure within marriage, whether such employment will undermine the structure of the 19 family. The significance of the program must be such as not junior colleges or other educational insti to suggest that these women will be offered opportunities in ing opportunities for a follow-up which higher education which are not available to their men. evaluation of the approaches used. Kath tioned work which she and others had John Gagnon concluded by emphasizing that we have at pres- identifying and meeting the education ent very little information on which to develop a nation-wide working-class women. She felt, as did program of higher education for working-class women. "The employed working-class women are beco dilemma for the social actionist is that (he has) to act relatively in pressing their demands for equality quickly since actions that have already been taken for the tunity as well as elimination of sex disc education of women from minority groups have become the rent. Sister Austin Doherty of Alverno object of attention of working-class groups who argue that representatives from Alverno had met once again they are being leap-frogged or left out. At the same the telephone company to explain the time the mandate from the working class, at least that ethnic better employment opportunities and t portion that has been most visible and assumed positions of which this interest could in fact benefit leadership, has been for an educational process and content pany. Selma Ehrenfeld pointed out that that slows the rate of change and celebrates the virtues of working-class group of women are in cri stability. The educational planner must... operate in the gap periodically experience the problems att: between the needs for change at the national level and the bands out on strike; they need more help demand for cultural and social stability from local constituen- in planning for and dealing with crisis p cies." The need for research is urgent since, "action without we do need more information on whi knowledge is far more likely to hurt the clients than those who which would serve this purpose. would do well by doing good." The discussion concluded with a criticis Discussion: John Gagnon's approach. She suggested In the discussion which followed John Gagnon's .paper, there with the whole question, that he did not a were, as in the discussion which followed Elizabeth Douvan's to people in terms of where they are. In h paper, objections to the researcher's method of placing people are less competitive and egocentric than in categories. A number of participants insisted that people had but have strong collective feelings as ethn to be considered as individuals, not as statistics in categories. are different from those usually empha It was pointed out by others, however, that in order to develop and political planners. She felt, however, programs for clearly identifiable groups in the population some upward mobility they differed in no mar categories have to be developed if needed research is to be class women. Esther Westervelt remark carried out. had in fact advanced a strong plea for lis to these people. He had particularly war Other parts of the discussion focused on special needs of work- prepackaged goals for them, especially ing-class women which participants in the conference had, professional social planners. She added through their own work, already identified. Elizabeth Cless, with such women as Director of the New Director of Special Academic Programs, Office for Continuing Center for Women in Rockland County Education, The Claremont Colleges, described work with these markedly different from middle-class women at times of crisis; for example, when they have been approach to formulating goals for educ widowed. The group, she felt, tends to seek out educators only Typically, the middle-class woman desir at crisis points and to tend to disappear after placement in one or something" (she was not always su ance of the program must be such as not junior colleges or other educational institutions, thus eliminat- women will be offered opportunities in ing opportunities for a follow-up which might provide some lich are not available to their men. evaluation of the approaches used. Kathryn Clarenbach mentioned work which she and others had done with unions in uded by emphasizing that we have at pres- identifying and meeting the educational needs of employed nation on which to develop a nation-wide working-class women. She felt, as did Bernice Sandler, that education for working-class women. "The employed working-class women are becoming more aggressive ial actionist is that (he has) to act relatively in pressing their demands for equality of educational oppor- ns that have already been taken for the tunity as well as elimination of sex discrimination in employ- rn from minority groups have become the ment. Sister Austin Doherty of Alverno College reported that of working-class groups who argue that representatives from Alverno had met with representatives of being leap-frogged or left out. At the same the telephone company to explain the interest of women in rom the working class, at least that ethnic better employment opportunities and to point out ways in en most visible and assumed positions of which this interest could in fact benefit the telephone comin for an educational process and content pany. Selma Ehrenfeld pointed out that many members of the of change and celebrates the virtues of working-class group of women are in crisis; for example, many tional planner must. . . operate in the gap periodically experience the problems attendant on having hus- for change at the national level and the bands out on strike; they need more help thay they are getting and social stability from local constituen- in planning for and dealing with crisis points in their lives and research is urgent since, "action without we do need more information on which to base programs re likely to hurt the clients than those who which would serve this purpose. ing good." The discussion concluded with a criticism by Florence Howe of John Gagnon's approach. She suggested that he did not deal ich followed John Gagnon's paper, there with the whole question, that he did not appear to have listened ssion which followed Elizabeth Douvan's to people in terms of where they are. In her view, these women the researcher's method of placing people are less competitive and egocentric than middle-class women ber of participants insisted that people had but have strong collective feelings as ethnic groups. Their goals individuals, not as statistics in categories. are different from those usually emphasized by sociologists others, however, that in order to develop and political planners. She felt, however, that in their goals for identifiable groups in the population some upward mobility they differed in no marked way from middle- be developed if needed research is to be class women. Esther Westervelt remarked that John Gagnon had in fact advanced a strong plea for listening more carefully to these people. He had particularly warned against accepting cussion focused on special needs of work- prepackaged goals for them, especially goals developed by hich participants in the conference had, professional social planners. She added that in her experience work, already identified. Elizabeth Cless, with such women as Director of the New York State Guidance cademic Programs, Office for Continuing Center for Women in Rockland County she had found them -mont Colleges, described work with these markedly different from middle-class women in their basic crisis; for example, when they have been approach to formulating goals for education or employment. , sheielt, tends to seek out educators only Typically, the middle-class woman desired to "become some- to tend to disappear after placement in one or something" (she was not always sure what); the working- 20 class woman, on the other hand, raiseda different kind of ques- stated that much more careful research o tionshe asked not "What can I become?" but "What is going cess in day care centers is needed, espe to happen to me?" Her horizons appeared to be constricted by personality development in girls. limited prior education and experience and by traditional definitions of the roles of wife and mother. The latter appeared to Several participants pointed out that limit her goals for upward mobility even when her need for women's advancement is the attitude that income from employment was intense and likely to be of long "feminine" are negative traits. "Passivit duration. Selma Ehrenfeld pointed out, is generall which is not marketable at the higher le Concluding Discussion: "Intraception," perhaps because it char The conference deliberations concluded with an open discus- almost all oppressed groups, has a negati sion in which a number of points were raised. tive connotation. Furthermore, as Bernice differences between men and women on Helen Astin, Director of Research, University Research Corpo- tend to be exaggerated. Men are also "pa ration, Washington, D.C., and Kenneth Wilson, Director, Col- and so on. These traits..can serve men w lege Research Center, Educational Testing Service, reported on serve women. recent research findings. Helen Astin, with Alan Bayer, Asso- ciate Directci, Office of Research, American Council on Educa- In the remarks with which she adjourned tion, reported that a study on sex discrimination in academe Firor Scott noted that two major questions which they had recently completed indicated that even when side parameters both of the conference a many variables were controlled, sex discrimination was still apparent. Helen Astin also reported on some research now in process - a longitudinal study covering ten years which will examine patterns of continuity and discontinuity in women's careers. Kenneth Wilson mentioned a study of barriers to the post-secondary education of women which is now being carried on under a grant from HEW by the Educational Testing Service. He alsD noted that recent surveys of entering students conducted by the College Research Center showed a marked change from 1964 to 1970 in the level of career aspirations (a sharp rise in the proportion of respondents expecting to work for a considerable period of adulthood; and a sharp decline in the modal number of children desired.) Discussion then centered on needed new research. Rosalind Loring suggested that we need more research on how to change men's attitudes towards women's status. Gene Boyer of the National Council of Women pointed out that we need more research relevant to the delivery of services since programs, both in industry and continuing education, do not always reach the target populations. Nancy Spear, Assistant to the Vice President for Student Affairs, Central Michigan University, t ether hand, raised a different kind of ques- stated that much more careful research on structure and pro- "What can I become?" but "What is going cess in day care centers is needed, especially as these affect er horizons appeared to be constricted by personality development in girls. on and experience and by traditional defi- f wife and mother. The latter appeared to Several participants pointed out that a major obstacle to pward mobility even when her need for women's advancement is the attitude that traits which we label ment was intense and likely to be of long "feminine" are negative traits. "Passivity," for example, as Selma Ehrenfeld pointed out, is generally regarded as a trait which is not marketable at the higher levels of employment. ion: "Intraception," perhaps because it charactarizes members of berations concluded with an open discus- almost all oppressed groups, has a negative rather than a posi- ber of points were raised. tive connotation. Furthermore, as Bernice Sandler pointed out, differences between men and women on some of these traits r of Research, University Research Corpo- tend to be exaggerated. Men are also "passive," "iritraceptive," D.C., and Kenneth Wilson, Director, Col- and so on. These traits can serve men well and they can also r, Educational Testing Service, reported on serve women. ings. Helen Astin, with Alan Bayer, Asso- of Research, American Council on Educe- In the remarks with which she adjourned the conference, Anne study on sex discrimination in academe Firor Scott noted that two major questions represented the out -ntly completed indicated that even when side parameters both of the conference and of future efforts in e controlled, sex discrimination was still in also reported on some research now in final study covering ten years which will continuity and discontinuity in women's iison mentioned a study of barriers to the ation of women which is now being carried HEW by the Educational Testing Service. recent surveys of entering students con- ege Research Center showed a marked o 1970 in the level of career aspirations roportion of respondents expecting to work eriod of adulthood; and a sharp decline in f children desired.) tered on needed new research. Rosalind t we need more research on how to change ards women's status. Gene Boyer of the Women pointed out that we need more the delivery of services since programs, nd continuing education, do not always pulations. Nancy Spear, Assistant to the udent Affairs, Central Michigan University, 21 women's higher education: the first question is what is work? Researchers attending the conference h The second, what purposes does "achievement" serve? own thinking and several spoke of the Several wanted specific documentation Conference Evaluation employment. One wanted to explore The conference planners were, of course, eager to know to women in engineering technology and what extent the conference met the expectations of the conference participants and the objectives which the planners had Other participants were interested in s set for the conference. At the conference itself, Anne Firor Scott programs. Several of these- were speci circulated an informal questionnaire among the participants affirmative action committees and were asking why each came to the conference and asking each to how about their functioning and effect' give his or her age. Following the conference Esther Westervelt guidance in the development of univers and Joseph Katz, Executive Co-Directors of the National Coali- seeking further education. One wanted' tion for Research on Women's Education an 3 Development, public media might to do further wom: mailed to all participants an evaluationquestionnaire. One participant sought information a needs of disadvantaged women in gene WHO CAME TO THE CONFERENCE Ab/D WHY? interested in this group was specifically city women. One was particularly inter; Responses to the informal questionnaire circulated at the con- curriculum for undergraduate women. ference by Anne Firor Scott revealed that the age range of to consider the implications of major iss participants was from under 25 to over 70 years of age. The tion for interinstitutional planning and majority of participants were between 30 and 55 years of age. tional planning. Several were interested Almost equal proportions were under 30 and over 55. In her programs through which women could report on these findings, Anne Firor Scott noted that this dis- interest of women's education. One fel tribution was "as dramatic an illustration as one could wish of designed to move qualified academic w the fundamental ways the new feminism differs from that of tive posts at the highest levels. One wa the '30s, '40s, and '50s and may be similar to that of the years in new alternatives to present education between 1910 and 1920 when, during the last push for women's suffrage, young militants were very much a part of the picture," Ann Firor Scott noted that the respon recurrence of the words "specific," "c Reasons for attending the conference were highly varied. One There appeared to be a general feeling th participant, age 22, said "I came with the hope that education identified over and over; the question n will change and make it easier for those behind me to be from here, what are concrete next step women and successes. To remove obstacles, frustrations, to ideas? And above all, what are some spe provide new opportunities and to expose women to old ones." questions. A number of young women stressed need for action and need for help in knowing what action to take. One, age 26, expressed her felt need for research. Some young women came for per- WAS THE CONFERENCE USEFUL TO F sonal reasons; they were thinking about their own lives and hoped for guidance. Others stressed a need to exchange ideas The evaluation questionnaire which was with other people of like interests. Others wanted simply infor- conference contained eight open-ended c mation abowhat is going on. responses were received, bringing the pr ucation: the first question is what is work'? Researchers attending the conference hoped to stimulate their purposes does "achievement" serve? own thinking and several spoke of the need for fresh ideas. Several wanted specific documentation about discrimination in ation employment. One wanted to explore future possibilities for Manners were, of course, eager to know to women in engineering technology and engineering in general. onference met the expectations of the con- ts and the objectives which the planners had Other participants were interested in specific types of action nce. At the conference itself, Anne Firor Scott programs. Several of these were specifically concerned with rmal questionnaire among the participants affirmative action committees and were seeking for more know came to the conference and asking each to how about their functioning and effectiveness. Others sought . Following the conference Esther Westervelt guidance in the development of university services for women xecutive Co-Directors of the National Coali- seeking further education. One wanted ideas as to what the on Women's Education and Development, public media might to do further women's higher education. cipants an evaluation questionnaire. One participant sought information about the educational needs of disadvantaged women in general, while another also CAME TO THE CONFERENCE AND WHY? interested in this group was specifically concerned with inner- city women. One was particularly interested in the content of nformal questionnaire circulated at the con- curriculum for undergraduate women. Yet another felt a need Firor Scott revealed that the age range of to consider the implications of major issues in women's educa- rom under 25 to over 70 years of age. The tion for interinstitutional planning and metropolitan educa- pants were between 30 and 55 years of age. tional planning. Several were interested in the development of ortions were under 30 and over 55. In her programs through which women could work with men in the dings, Anne Firor Scott noted that this dis- interest of women's education. One felt a need for programs ramatic an illustration as one could wish of designed to move qualified academic women into administra- ays the new feminism differs from that of tive posts at the highest levels. One was especially interested '50s and may be similar to that of the years in new alternatives to present educational structures. 1920 when, during the last push for women's ilitants were very much a part of the picture," Ann Firor Scott noted that the responses revealed a telling recurrence of the words "specific," "concrete," and "new." ing the conference were highly varied. One There appeared to be a general feeling that problems have been said "I came with the hope that education identified over and over; the ques+ion now is where do we go ake it easier for those behind me to be from here, what are concrete next steps, where are the new sses. To remove obstacles, frustrations, to ideas? And above all, what are some specific answers to these tunities and to expose women to old ones." questions. g women stressed need for action and need what action to take. One, age 26, expressed search. Some young women came for eer- WAS THE CONFERENCE USEFUL TO PARTICIPANTS? y were thinking about their own lives and e. Others stressed a need to exchange ideas The evaluation questionnaire which was sent out following the f like interests. Others wanted simply infor- conference contained eight open-ended questions. A total of 38 is going on. responses were received, bringing the proportion of returns to 22 stimulating. Some, however, thought tha floor were too diffuse and that the range too wide. Question #3 - Often much work gets d through informal contacts. Was this the so, what kind of benefit(s) did you rece ported that they made informal contacts different people during the conference, es they had never met before, and that th for the exchange of information and, in si fishing new collaborative relationships. (Note: Questions #4 and #5 were addres conference which had not been anticipat planners. Due to the fact that a number considerable distances, a rather large night at the Holiday Inn. Because of M clement weather, a number of particip leave Racine on Monday evening and si Holiday Inn.) Question #4 - If you spent Sunday eveni almost 30% a relativ.iy iiigh percentage of return for this type find your evening at the Holiday Inni of questio:mair.e. Joseph Katz prepared the following summary (As you perhaps know, we had not prov of the responses. Sunday evening gathering in our origina expect it. What might we have done t Question #1 - What was your reaction to the prepared papers? more worthwhile?) (Papers for the conference were mailed to participants in advance of the conference and were not read there, merely sum- Question #5 - If you were among those marized.) in Monday night at the Holiday Inn, did ! interesting or helpful? How might we ha Reaction to the prepared papers ranged from "excellent" to Many people reported that they enjoye( "poor." Several people complained that some of the papers Sunday and Monday nights. Many felt the. contained much that was already familiar. Interestingly, every provide for such informal opportunities paper received a range of ratIngs from "excellent" to "poor." cussion. Some, however, thought that Obviously different people reacted differently toidentical structure should have been imposed upor papers. Many people commented that having the papers avail- to facilitate the corning together of inc able in advance was very desirable and helpful. particular interestz. A few people repo themselves somewhat isolated or were ti Question #2 - How helpful or informative did you find the discussions and contributions from the floor? Many people in the evenings' events. thought that the discussion from the floor was helpful and stimulating. Some, however, thought that comments from the floor were too diffuse and th,at the range of topics covered was too wide. Question #3 - Often much work gets done at a conference through informal contacts. Was this the case here for you? If so, what kind of benefit(s) did you receive? Many people reported that they made informal contacts through talking with different people during the conference, especially people whom they had never met before, and that these were helpful both for the exchange of information and, in some cases, for estab- 4 lishing new collaborative relationships. (Note: Questions #4 and #5 were addressed to aspects of the conference which had not been anticipated by the conference planners. Due to the fact that a number of people came from considerable distances, a rather large group spent Sunday night at the Holiday Inn. Because of Monday's extremely in- clement weather, a number of participants were unable to leave Racine on Monday evening and spent that night at the Holiday Inn.) Question #4 - If you spent Sunday evening in Racine, did you ely high percentage of return for this type find your evening at the Holiday Inn interesting or helpful? -eph Katz prepared the following summary (As you perhaps know, we had not provided for such a large Sunday evening gathering in our original plans, as we did not expect it. What might we have done to make the evening as your reaction to the prepared papers? more worthwhile?) ference were mailed to participants in ad- nce and were not read there, merely sum- Question #5 - If you were among those who were weathered in Monday night at the Holiday Inn, did you find that evening interesting or helpful? How might we have made it more so? pared papers ranged from "excellent" to Many people reported that they enjoyed meeting people on ple complained that some of the papers Sunday and Monday nights. Many felt that conferences should t was already familiar. Interestingly, every provide for such informal opportunities for meeting and dis- nge of ratings from "excellent" to "poor." cussion. Some, however, thought that more organizational people reacted differently to identical structure should have been imposed upon the evenings in order e commented that having the papers avail- to facilitate the coming together of individuals who shared very desirable and helpful. particular interests. A few people reported that they found elpful or informative did you find the dis- themselves somewhat isolated or were too tired to participate ributions from the floor? Many people in the evenings' events. -cussion from the floor was helpful and 23 Question #6 - As a result of the conference, have you done any- rate was low, representing only a minorit thing in your institution by way of reporting or otherwise? while itis possible that those whose Many people stated that they had reported the events of the negative were reluctant to respond, the conference to their administrators, colleagues, or women's who did respond to answer questions tho organizations on campuses or elsewhere. A few reported that suggested that the conference had inde discussion with their colleagues and others regarding the con- consideration of some of the matters to w ference had led to plans for organizing groups concerned with Particularly impressive was the. high p one or another aspect of women's higher education within dents who had shared information abou their localities or regions. administrators, colleagues or women's or ference planners had recognized from th (Note: Questions #7 and #8 were addressed not to the confer- ference program covered a great deal ence itself but to ways in which the National Coalition for hoped that the somewhat broad and dif Research on Women's Education and Development might make (1) stimulate greater concern with planne its most useful contribution to enhancing opportunities for practice and research; and (2) lend at I women in higher education,) those engaged or planning to engage in of enterprises. The evaluation returns s Question #7 - Have you suggestions about ways in which the ference may have achieved these goals. Coalition could be useful to your institution or program? The conference planners realize, howev Question #8 - To what other efforts should the Coalition give in women's opportunities for higher educ high priority? Inevitably, the suggestions for the Coalition's only by action within individual institutio contributions to individual institutions and associations were associations of institutions. Broadly-focu wide-ranging and frequently addressed to specific local needs. as this one can stimulate thinking and enc More general recommendations stressed the necessity for the conferences and workshops with a narro Coalition to facilitate communications among various ,groups can develop guidelines for modifications and programs. The content of such communications should in- and models for experiments with new pro clude, respondents felt, sharing information concerning educa- burden for effecting the desired changes tional programs, opportunities for women in higher education with the staffs of higher education institutions, new employment opportunities for women, suc- associations. cessful actions and procedures within institutions and outside them which aimed at improving the situation of women in colleges and universities. A number favored the use of such written means of communication as quarterly reports or news- letters. Others recommended workshops, particularly those focused on specific topics. Others recommended regional conferences, also geared to specific topics. A fair proportion expressed a desire for the Coalition to encourage research and to find the resources with which it could help provide financial support for such research. The conference planners were pleasantly surprised at the response to the evaluation questionnaires. While the response esult of the conference, have you done any- rate was low, representing only a minority of participants, and tution by way of reporting or otherwise? while itis possible that those whose reactions were more 11 that they had reported the events of the negative were reluctant to respond, the care taken by those it administrators, colleagues, or women's who did respond to answer questions thoughtfully and in detail rimpuses or elsewhere. A few reported that suggested that the conference had indeed stimulated careful prcolleagues and others regarding the con- consideration of some of the matters to which it was addressed. ?lens for organizing groups concerned with ParVcularly impressive was the high proportion of respon- Fpect of women's higher education within dents who had shared information about the conference with gions. administrators, colleagues or women's organizations. The conference planners had recognized from the outset that the con- and #8 were addressed not to the confer- ference program covered a great deal of territory; they had ways in which the National Coalition for hoped that the somewhat broad and diffuse approach would n's Education and Development might make (1) stimulate greater concern with planned interaction between ntribution to enhancing opportunities for practice and research; and (2) lend at least mild support to ucation,) those engaged or planning to engage in various specific types of enterprises. The evaluation returns suggest that the con- you suggestions about ways in which the ference ma, have achieved these goals. useful to your institution or program? The conference planners realize, however, that real changes hat other efforts should the Coalition give in women's opportunities for higher education can be achieved itably, the suggestions for the Coalition's only by action within individual institu ons or among regional ividual institutions and associations were associations of institutions. Broadly-focused conferences such equently addressed to specific local need:;. as this one can stimulate thinking and encourage new planning; mendations stressed the necessity for the conferences and workshops with a narrow and specific focus to communications among various groups can develop guidelines for modifications of existing programs content of such communications should in- and models for experiments with new programs. But the major felt, sharing information concerning educa- burden for effecting the desired changes will continue to rest portunities for women in higher education with the staffs of higher educational institutions and mployment opportunities for women, suc- associations. procedures within institutions and outside at improving the situation of women in rsities. A number favored the use of such mmunication as quarterly reports or news- ommended workshops, particularly those topics. Others recommended regional con- ed to specific topics. A fair proportion ex- r the Coalition to encourage research and s with which it could help provide financial search. anners were pleasantly surprised at the luation questionnaires. While the response 24 LIST OF PARTICIPANTS Susan Bolman Emily Chery Formerly, Dean of Residence Associate P Virginia Allan Virginia Barcus Radcliffe College Career Advi Deputy Assistant Secretary Learning Emiironment Stamford, Connecticut Services of State for Public Affairs Harvard Graduate School University o United States Department of State of Education Doreen Boyce Madison, Wi Washington, D.C. Cambridge, Massachusetts Assistant Provost Chiarman of Economics Sandra Ch ri Marie Anderson James B. Barnes Chatham. College Assistant Pr Women's Page Editor Director of Programming Pittsburgh, Pennsylvania College of B The Miami Herald KETC Education TV Administ "Aiarni, Florida St. Louis, Missouri Gene Boyer Department National Council of Women University o Shirley Anderson Myrea E. Barrer Beaver Dam, Wisconsin College Par Member, Advisory Committee Publisher Center for the American Woman Women Today Doris P. Bryan Kathryn Cla in Politics Washington, D. C. Acting Executive Director Specialist, The Eagleton Institute of Politics Higher Education Coordinating University o Rutgers University Alan E. Bayer Council of Metropolitan St. LouisMadison, Wi New Brunswick, New Jersey Associate Director St. Louis, Missouri Office of Research Pat Clark Julia Apter, M.D. American Council on Education Carol A. Burden Co-Chairma Director Washington, D. C. Project Director Coordinatin Biomechanics Laboratory Women's Needs Survey Higher E Director John M. Beck Des Moines Area Consortium for University of Biophysical Society Executive Director Higher Education River Falls, Placement Service The Chicago Consortium of Drake University Presbyterian-St. Luke's Hospital Colleges and Universities Des Moines, Iowa Elizabeth L. Chicago, Illinois Chicago, Illinois Di rector ,'ean W. Campbell Special Acai Helen S. Astin Kathleen Berger Director Center for C Director of Research Director Center for Continuing Education for Warne University Research Corporation Bedford Street School of Women Claremont I_ Washington, D.C. New York, New York University of Michigan Claremont, Ann Arbor, Michigan Dorothy Austin Jane B. Berry Mary Jean Reporter, Women's Department Assistant Dean Alfred 0. Canon Representat Milwaukee Sentinel Division of Continuing Education Dean NOW MilwaLi;ee, Wisconsin and Extension Queens College Chicago, Ill Director Charlotte, North Carolina Sister Mary Nora Barber Continuing Educationfor Women Carol Cotte President University of Missouri Sister Mary Cecilia Carey Reporter Mount Mary College at Kansas City President Channel 6 Milwaukee, Wisconsin Kansas City, Missouri Edgewood College Milwaukee, Madison, Wisconsin Susan Boiman Emily Chervenik Formerly, Dean of Residence Associate Professor and Director Virginia Barcus Radcliffe College Career Advising and Placement retary Learning Environment Stamford, Connecticut Services Affairs Harvard Graduate School University of Wisconsin-Madison ent of State of Education Doreen Boyce Madison, Wisconsin Cambridge, Massachusetts Assistant Provo St Chiarman of Economics Sandra Christensen ItNTS James B. Barnes Chatham College Assistant Professor Director of Programming Pittsburgh, Pennsylvania College of Business and Public KETC Education TV Administration St. Louis, Missouri Gene Boyer Department of Economics National Council of Women University of Maryland Myrea E. Barrer Beaver Dam, Wisconsin College Park, Maryland ommittee Publisher can Woman Women Today Doris P. Bryan Kathryn Clarenbach Washington, D. C. Acting Executive Director Specialist, Women's Education e of Politics Higher Education Coordinating University of Wisconsin Extension Alan E. Bayer Council of Metropolitan St. LouisMadison, Wisconsin Jersey Associate Director St. Louis, Missouri Office of Research Pat Clark American Council on Education Carol A. Burden Co-Chairman Washington, D. C. Project Director Coordinating Council for Women's atory Women's Needs Survey Higher Education in Wisconsin John M. Beck Des Moines Area Consortium for University of Wisconsin-River Falls Executive Director Higher Education River Falls, Wisconsin The Chicago Consortium of Drake University 's Hospital Colleges and Universities Des Moines, Iowa Elizabeth L. Class Chicago, Illinois Director Jean W. Campbell Special Academic Programs Kathleen Berger Director Center for Continuing Education Director Center for Continuing Education for Women Corporation Bedford Street School of Women Claremont University Center New York, New York University of Michigan Claremont, California Ann Arbor, Michigan Jane B. Berry Mary Jean Collins - Robson department Assistant Dean Alfred 0. Canon Representative Division of Continuing Education Dean NOW in and Extension Queens College Chicago, Illinois Director Charlotte, North Carolina rber Continuing Education for Women Carol Cotter University of Missouri Sister Mary Cecilia Carey Reporter at Kansas City President Channel 6 WITI-TV in Kansas City, Missouri Edgewood College Milwaukee, Wisconsin Madison, Wisconsin

25 Abbie Davis Clare A. Easton Laurine Fitzgerald Elaine Student Coordinator of Continuing EducationAssistant Dean of Students Professc Alverno College Miami University Michigan State University Universi Milwaukee, Wisconsin Middletown, Ohio East Lansing, Michigan Omaha,

Frances Davis Selma Ehrenfeld Edward J. Fox Margar Chairwoman Director of Communications Acting Executive Director Public Chancellor's Advisory Committee National Project of Ethnic America Cleveland Commission on Ladies on the Establishment of a CenterNew York, New York Higher Education Tucs.on, for Women's Education Cleveland, Ohio University of California-Berkeley Marge Engelman Florenc Berkeley, California Director of Adult Education John R. Gooch Profess Advisor to the Chancellor on the Equal Employment Officer State U Susan Davis Status of Women Michigan Technological University at 01 Publisher University of Wisconsin-Green Bay Houghton, Michigan Old We The Spokeswoman Green Bay, Wisconsin Chicago, Illinois James M. Green Jane Id Marianne Epstein Assistant to the Vice President- Director Sister Austin Doherty Chairman Academic Affairs Aquinas Alverno College Face To Face With The 70's Marquette University Grand R Milwaukee, Wisconsin Miiwaukee, Wisconsin Milwaukee, Wisconsin Joseph Elizabeth Douvan Mildred Erickson Frances Hamilton Co -Dire' Professor of Psychology University College President National University of Michigan Michigan State University National Council of Administrative on W Ann Arbor, Michigan East Lansing, Michigan Women in Education Devel Washington, D. C. Director Eleanor Driver Jane D. Fairbanks Develi Director Chairman of the Organizing Lenore Harman Policy Continuing Education Committee Director State Un Oakland University SECOND CAREERS FOR WOMEN Student Counseling Stony Rochester, Michigan Stanford, California University of Wisconsin-MilwaukeeStony Bi Milwaukee, Wisconsin Margaret Dunk le Ethel G. Feicke Elizabet1 Research Associate Counselor for Continuing Education Dorothy Harris Director Jacksoh College for Women Illinois State University Executive Director Greater Tufts University Normal, Illinois Monticello College Foundation Contii Medford, Massachusetts Godfrey, Illinois Miami-D Marjorie A. Fine Miami, F Carolyn Stewart Dyer Executive Director Betty Hembrough Teaching Assistant Joint Foundation Support Assistant Dean for Married Lois M. I School of Journalism and New York, New York Students and Continuing Coordini Mass C, rhmunication Education for Women Purdue t Fort Wad University of Wisconsin-Madison University of Illinois Fort Wa) Madison, Wisconsin Champaign, Illinois '37 Clare A. Easton Laurine Fitzgerald Elaine Hess Coordinator of Continuing EducationAssistant Dean of Students Professor of Sociology Miami University Michigan State University University of Nebraska at Omaha in Middletown, Ohio East Lansing, Michigan Omaha, Nebraska

Selma Ehrenfeld Edward J. Fox Margaret Hickey Director of Communications Acting Executive Director Public Affairs Editor Ty Committee National Project of Ethnic America Cleveland Commission on Ladies Home Journal lent of a Center New York, New York Higher Education Tucson, Arizona 3ation Cleveland, Ohio nia-Berkeley Marge Engelman Florence L. Howe Director of Adult Education John R. Gooch Professor of Humanities Advisor to the Chancellor on the Equal Employment Officer State University 'If New York Status of Women Michigan Technological University at Old Westbury University of Wisconsin-Green Bay Houghton, Michigan Old Westbury, New York Green Bay, Wisconsin James M. Green Jane Idema Marianne Epstein Assistant to the Vice President- Director of Encore :y Chairman Academic Affairs Aquinas College Face To Face With The 70's Marquette University Grind Rapids, Michigan in Milwaukee, Wisconsin Milwaukee, Wisconsin Joseph Katz Mildred Erickson Frances Hamilton Co-Director University College PreSident National Coalition for Research Michigan State University National Council of Administrative on Women's Education and East Lansing, Michigan Women in Education Development Washington, D. C. Director of Research on Human Jane D. Fairbanks Development and Educational Chairman of the Organizing Lenore Harman Policy Committee Director State University of New York at SECOND CAREERS FOR WOMEN Student Counseling Stony Brook Stanford, California University of Wisconsin-Milwaukee Stony Brook, New York Milwaukee, Wisconsin Ethel G. Feicke Elizabeth H. Kaynor Counselor for Continuing Education Dorothy Harris Director Women Illinois State University Executive Director Greater Miami Council for the Normal, Illinois Monticello College Foundation Continuing Education of Women Setts Godfrey, Illinois Miami-Dade Junior College Marjorie A. Fine Miami, Florida rr Executive Director Betty Hembrough Joint Foundation Support Assistant Dean for Married Lois M. Kemp n and New York, New York Students and Continuing Coordinator of Continuing Education tion Education for Women Purdue University sin-Madison Fort Wayne Campus University of Illinois Fort Wayne, Indiana Champaign, Illinois

26 S. A. Kendrick Rosalind Loring Sylvia Murn Patricia Ponto Executive Associate Director Student Dean of Women Research and Development Department of Daytime Programs Alverno College St. Norbert Coll College Entrance Examination and Special Projects Milwaukee, Wisconsin West De Pere, Board University of California Extension- New York, New York Los Angeles Virginia Davis Nordin Dorothy L. Rath Los Angeles, California Chairwoman Director Caryn Korshin Commission for Women Career Planning Program Associate Bernice Marquis University of Michigan Carthage Col leg ESSO Education Foundatiun Coordinator Ann Arbor, Michigan Kenosha, Wisc New York, New York Continuing Education for Women University of Northern Iowa Frank W. Obear Sister JoelRea. Ruth Krueger Cedar Falls, Iowa Vice President for Academic Affairs President Professor and Provost Alverno College: Concordia College Susan Martin Oakland University Milwaukee, Wisc' Milwaukca, Wisconsin Associated Colleges of the MidwestRochester, Michigan Chicago, Illinois Patricia Rice Carole Leland Jean Otto Feature Writer Assistant Dean for Student AffairsShirley McCune Reporter St. Louis Post-1 Assistant Professor of Higher Associate Director The Milwaukee Journal St. Louis, Misso Education Center for Human Relations Milwaukee, Wisconsin Teachers College National Education Association Philip Rice Columbia University Washington, D. C. Katherine Padgett Dean of the Gra New York, New York Albion Coll',ge Claremont Grad Thomas Mendenhall Albion, Michigan Claremont, Cali Jean R. Leppaluoto President Assistant Professor Smith College Margot Patterson Joan Roberts Educational Psychology Northampton, Massachusetts Program Coordinator Co-Chairman University of Oregon Quality of Living Coordinating C( Eugene, Oregon Karen Merritt Continuing Education forWomen Higher EducE University Relations University of Missouri- Educational Pol Estelle Leven Central Administration Staff Lincoln University University of Wi Coordinator University of Wisconsin-Madison Columbia, Missouri Madison, Wisco Community Relations Program Madison, Wisconsin Michigan State University Jean M. Pennington Mary Ella Robe' Continuing Education Service Jane Moorman Director Professor Grand Rapids, Michigan Assistant to the President Continuing EduCation forWomen Boston College Barnard.College Washington University of Social Wo Sue Lipsky Columbia, New York St. Louis, Missouri Chestnut Hill, Director Boston Study Group on Continuing Mary Morton . Cyrena Pondrom Jolly Robinson Education for Urban Women Dean of Women Special Assistant to the Coordinator Tufts University Lawrence University Chancellor Project Second Medford, Massachusetts Appleton, Wisconsin University of Wisconsin-Madison New York, New Madison, Wisconsin Rosalind Loring Sylvia Murn Patricia Ponto Director Student Dean of Women ant Department of Daytime Programs Alverno College St. Norbert College cation and Special Projects Milwaukee, Wisconsin West De Pere, Wisconsin University of California Extension- Los Angeles Virginia Davis Nordin Dorothy L. Rath Los Angeles, California Chairwoman Director Commission for Women Career Planning and Placement Bernice Marquis University of Michigan Carthage College ttion Coordinator Ann Arbor, Michigan Kenosha, Wisconsin Continuing Education for Women University of Northern Iowa Frank W. Obear Sister Joel Read Cedar Falls, Iowa Vice President for Academic AffairsPresident and Provost Alverno College Susan Martin Oakland University Milwaukee, Wisconsin Associated Colleges of the Midwest Rochester, Michigan Chicago, Illinois Patricia Rice Jean Otto Feature Writer nt AffairsShirley McCune Reporter St. Louis Post - Dispatch igher Associate Director The Milwaukee Journal St. Louis, Missouri Center for Human Relations Milwaukee, Wisconsin National Education Association Philip Rice Washington, D. C. Katherine Padgett Dean of the Graduate School Albion College Claremont Graduate School Thomas Mendenhall Albion, Michigan Claremont, California President Smith College Margot Patterson Joan Roberts Northampton, Massachusetts Program Coordinator Co-Chairman Quality of Living Coordinating Council for Women's Karen Merritt Continuing Education for Women Higher Education in Wisconsin University Relations University of Missouri- Educational Policy Central Administration Staff Lincoln University University of Wisconsin-Madison University of Wisconsin-Madison 'Columbia, Missouri Madison, Wisconsin rogram Madison, Wisconsin ty Jean M. Pennington Mary Ella Robertson ervice Jane Moorman Director Professor Assistant to the President Continuing Education for Women Boston College Graduate School Barnard College Washington University of Social Work Columbia, New York St. Louis, Missouri Chestnut Hill, Massachusetts

Continuing Mary Morton Cyrena Pondrom Jolly Robinson Women Dean of Women Special Assistant to the Coordinator Lawrence University Chancellor Project Second Start Appleton, Wisconsin University of Wisconsin-Madison New York, New York Madison, Wisconsin

27 Evelyn Rouner Gail Spangenberg Rita Tallent Jane Van Professor The Ford Foundation Assistant to the Chancellor Graduate Department of Home Economics, New York, New York University of Wisconsin-Parkside School of Family Life and Consumer Kenosha, Wisconsin Universit Education Dorin Schumacher Madison, Central Michigan University Instructor in Women's Studies Emily Taylor Mount Pleasant, Michigan University of Pittsburgh Dean of Women MarthaG. Pittsburgh, Pennsylvania University of Kansas Dean of Shirley M. Rowell Lawrence, Kansas Stephens Student Nancy Spear Columbi. Macalester College Assistant to the Vice President Phyllis Tesch St. Paul, Minnesota for Student Affairs Student Harold E. Central Michigan University University of Wisconsin-Milwaukee Executive Bernice Sandler Mount Pleasant, Michigan Milwaukee, Wisconsin Academic Executive Associate for the Project Midwe on the Status and Education ofLee Sproull Clarence H. Thompson Terre Hau Women Planning Unit Dean Association of American CollegesNational Institute of Education University College Mrs. John Washington, D. C. Washington, D. C. Center for Continuing Education University Drake University Madison, Anne Firor Scott Marilyn Steele Des Moines, Iowa Associate Professor Director Sister Bar Department of History Planning Services Patricia Thrash Assistant Duke University The Charles Stewart Mott President-Elect Continuin Durham, North Carolina Foundation National Association of Women Cardinal Flint, Michigan Deans and Counselors Milwauke Elizabeth Scott Evanston, Illinois Chairman Florence Stevenson Karl 0. W Department of Statistics East Lansing, Michigan Anne Thorsen Truax President University of California-Berkeley Director Milwauke Berkeley, California Melissa J. Stutsman Minnesota Planning and CounselingMilwauke Program Associate Center for Women Sister Margaret Seton The Henry Luce Foundation, Inc. University of Minnesota Ruth L. W Coordinator New York, New York Minneapolis, Minnesota Treasurer Planning, Grants and Research Allen-Bra Marillac College Jane 0. Swafford Helen Tuttle Milwauke St. Louis, Missouri Assistant Professor of Mathematics Dean of Women Northern Michigan University Ripon College Esther M. Camille Slights Marquette, Michigan Ripon, Wisconsin Co-Direct Assistant Professor of English National Carroll College Marian Swoboda Lois Vanderbeke. on Wo Waukesha, Wisconsin Administrative Assistant Dean Develo Personnel and Employee Relations Graduate Studies and Continuing Goshen, Thomas S. Smith University of Wisconsin-Madison Education President Madison, Wisconsin Dominican College Lawrence University Racine, Wisconsin Appleton, Wisconsin Gail Spangenberg Rita Tallent Jane Van Dyk The Ford Foundation Assistant to the Chancellor Graduate Student ? Economics, New York, New York University of Wisconsin-Parkside School of Behavioral Disabilities bnsumer Kenosha, Wisconsin University of Wisconsin-Madison Dorin Schumacher Madison, Wiscofisin iversity Instructor in Women's Studies Emily Taylor higan University of Pittsburgh Dean of Women Martha G. Wade Pittsburgh, Pennsylvania University of Kansas Dean of Student Life Lawrence, Kansas Stephens College Nancy Spear Columbia, Missouri Assistant to the Vice President Phyllis Tesch for Student Affairs Student Harold E. Walker Central Michigan University University of Wisconsin-Milwaukee Executive Director Mount Pleasant, Michigan Milwaukee, Wisconsin Academic Affairs Conference of for the Project Midwestern Universities Education ofLee Sproull Clarence H. Thompson Terre Haute, Indiana Planning Unit Dean 'can CollegesNational Institute of Education University College Mrs. John C. Weaver Washington, D. C. Center for Continuing Education University of Wisconsin- Madison. Drake University Madison, Wisconsin Marilyn Steehe Des Moines, Iowa Director Sister Barbara Weithaus y Planning Services Patricia Thrash Assistant to the Dean The Charles Stewart Mott President-Elect Continuing Studies lina Foundation National Association of Women Cardinal Stritch College Flint, Michigan Deans and Counselors Milwaukee, Wisconsin Evanston, Illinois Florence Stevenson Karl 0. Werwath tics East Lansing, Michigan Anne Thorsen Truax President ia-Berkeley Director Milwaukee School of Engineering Melissa J. Stutsman Minnesota Planning and CounselingMilwaukee, Wisconsin Program Associate Center for Women The Henry Luce Foundation, Inc. University of Minnesota Ruth L. West New York, New York Minneapolis, Minnesota Treasurer Research Allen-Bradley Foundation, Inc. Jane 0. Swafford I ielen Tuttle Milwaukee, Wisconsin Assistant Professor of Mathematics Dean of Women -" Northern Michigan University Ripon College Esther M. Westervelt Marquette, Michigan Ripon, Wisconsin Co-Director f English National Coalition for Research Marian Swoboda Lois Vanderbeke on Women's. Education and Administrative Assistant Dean Development Personnel and Employee Relations Graduate Studies and Continuing Goshen, New York University of Wisconsin-Madison Education Madison, Wisconsin Dominican College Racine, Wisconsin 28 Irma Williams CONFERENCE PLANNING COMMITTEE Chairman Spanish Department National Coalition for Research on Northland College Women's Education and Development Ashland, Wisconsin Susan Bolman, Conference Coordinator and Barbara Williamson Rapporteur; Formerly, Dean of Residence- Administrative Assistant to Radcliffe College the President Ripon College Jane Berry, Director of Continuing Education Ripon, Wisconsin for Women, Division of Continuing Education and Extension-The University of Missouri Kenneth M. Wilson at Kansas City Director College Research Center Jean Campbell, Director, Center for Continuin Educational Testing Service Education-The University of Michigan Princeton, New Jersey Katherine Clarenbach, Specialist in Women's Margaret A. Witt Education-The University of Wisconsin Extens Alumnae Secretary Stephens College Margaret Fagin, Director of Continuing Educal Columbia, Missouri for Women-University of Missouri Esther Zaret Joseph Katz, Director of Research for Associate Professor of Education Human Development and Educational Policy- Marquette University State University of New York at Stony Brook Milwaukee, Wisconsin Mary Licht liter, Dean of Continuing Education Barbara Brown Zikmund Lindenwood College Co-Director Women's Program Jean Pennington, Coordinator, Continuing Albion College Albion, Michigan Education for Women-Washington University Sister Joel Read, President, Alverno College Carolyn Zirbe AAUW and YWCA of Racine Racine, Wisconsin Esther Westervelt, Co-Director, National Coali for Research on Women's Education and DevE Cecelia Zissis Associate Dean of Women The Johnson Foundation Director Span Plan Program for Women Leslie Paffrath Purdue University President Lafayette, Indiana Rita Goodman Program Executive CONFERENCE PLANNING COMMITTEE

National Coalition for Research on Women's Education and Development

Susan Bolman, Conference Coordinator and Rapporteur; Formerly, Dean of Residence- Radcliffe College

Jane Berry, Director of Continuing Education for Women, Division of Continuing Education and Extension-The University of Missouri at Kansas City r vice Jean Campbell, Director, Center for Continuing Education-The University of Michigan

Katherine Clarenbach, Specialist in Women's Education-The University of Wisconsin Extension

Margaret Fagin, Director of Continuing Education for Women-University of Missouri

ducation Joseph Katz, Director of Research for Human Development and Educational Policy- State University of New York at Stony Brook

Mary Licht liter, Dean of Continuing Education- Lindenwood College

Jean Pennington, Coordinator, Continuing Education for Women-Washington University

Sister Joel Read, President, Alverno College cine Esther Westervelt, Co-Director, National Coalition for Research on Women's Education and Development en The Johnson Foundation

Women Leslie Paffrath President

Rita Goodman Program Executive 29 NATIONAL COALITION FOR RESEARCH ON WOMEN'S EDUCATION AND DEVELOPMENT.

The National Coalition for Research on Women's Education, Vice-President and Development is a membership corporation comprised of Jean Pennington, Coordinator, colleges, universities, and educational agencies. It was organ- Continuing Education for Women, ized to provide a vehicle through which colleges and universi- Washington University ties may coordinate their resources to develop educational programs and practices more appropriate to the needs of Secretary contemporary women than many which now exist. Samuel A. Kendrick, Director of Resea College Entrance Examination Board The stated purposes of the Coalition are Treasurer To provide constant and full communication among its Jane Berry, Assistant Dean for Continui membership on research and program experimentation University of Missouri at Kansas City pertinent to women's education and to relay information to a broader public. The administrative headquarters of the Claremont Colleges,161) Harper Hall To collect available research fird:ngs from the behavioral Claremont, California 91111 and biological sciences and from program experimentation and evaluation concerning the effect of women's education on women's development. To generate needed new research in the behavioral and biological sciences and in program experimentation and evaluation by member institutions, through contracts with qualified agencies and individuals, and by the Coalition staff. To foster continuinginteraction between educational practice and research in tne areas of its concerns. The Coalition was incorporated in April, 1971, after more than two years of planning. Both the planning and theinitial stage of its development were partially supported by grants from The Johnson Foundation. Coalition officers are

President Elizabeth L. Cless, Director, Special Academic Programs, The Claremont Colleges ION FOR RESEARCH ON WOMEN'S EDUCATION AND DEVELOPMENT. ion for Research on Women's Education Vice-President a membership corporation comprised of Jean Pennington, Coordinator, ,and educational agencies. It was organ- Continuing Education for Women, icie through which colleges and universi- Washington Uni"city their resources to develop educational tice3 more appropriate to the needs of Secretary n than many which now exist. Samuel A. Kendrick, Director of Research and Development, College Entrance Examination Board of Me Coalition are Treasurer tant and full communication among its Jane Berry, Assistant Dean for Continuing Education, research and program experimentation University of Missouri at Kansas City en's education and to relay information to The administrative headquarters of the Coalition are at The Claremont Colleges, 160 Harper Hall,10th and College, ble research findings from the behavioral Claremont, California 91711 iences and from program experimentation ncerning the effect of women's education lopment. ded new research in the behavioral and es and in program experimentation and mber institutions, through contracts with s and individuals, and by the Coalition inuinginteractionbetween educational -arch in the areas of its concerns. corporated in April, 1971, after more than ing. Both the planning and theinitial ment were partially supported by grants oundation.

rector, Special Academic Programs, The