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869-872. Funding Provided by the Elizabeth Conrad University Of DOCUMENT RESUME ED 375 771 HE 027 870 AUTHOR Swoboda, Marian J., Ed.; Roberts, Audrey J., Ed. TITLE Wisconsin Women, Graduate School, and the Professions. University Women: A Series of Essays, Volume II. INSTITUTION Wisconsin Univ., Madison. PUB DATE 80 NOTE 153p.; For otner volumes in the series, see HE 027 869-872. Funding provided by the Elizabeth Conrad Fund. AVAILABLE FROMUniversity of Wisconsin, Office of Equal Opportunity Compliance, Post Office Box 8010, Madison, WI 53708-8010 ($3.50). PUB TYPE Books (010) Collected Works General (020) Viewpoints (Opinion/Position Papers, Essays, etc.) (120) EDRS PRICE MF01/PC07 Plus Pqstage. DESCRIPTORS Career Choice; *Educational History; Females; Feminism; *Graduate Study; Higher Education; Occupational Aspiration; *Public Colleges; Sex Bias; Social History; Socioeconomic Status; *Women Faculty; *Womens Education IDENTIFIERS *University of Wisconsin; Wisconsin ABSTRACT This volume of essays examines the role of women in the development of public higher education at the University of Wisconsin and Wisconsin State Universities. Part 1, "Turn of the Century Beginnings," contains an essay by Jean Droste titled "Vocational Aspirations and Job Realities." Part 2 focuses on women in the professional schools on the Madison campus. It contains: "Women in Science" (Bette Barnes and Ruth Dickie); "Women's Contributions to the Library School" (Valmai Fenster); "Women in Engineering" (Lois Greenfield); "Nursing in the UW System" (Signe Cocper); "Women in the Medical School" (Rima Apple and Judith Leavitt); "Women and the Law School" (Ruth Doyle); "Women in the School of Music" (Carolyn Sylvander); "Women in the Art Department" (Judith Mjaanes); "Women and Cooperative Home Economics Extension" (Ruth Dickie); "Women on the Academic Staff" (Joann Elder); and "Women and Student Government" (Buff Wright). Part 3 addresses university women and their professions today in two essays: "Socio-Economic Profile of Faculty Women at Madison" (Bonnie Cook Freeman) and "Traditional and Non-Traditional Choices of Disciplines by Women" (Marian Swoboda). Some essays contain references. (JDD) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** PERMISSION TO REPRODUCE THIS BY Volume H MATERIAL HAS BEEN GRANTED University Women Marian J. Swoboda A Series of Essays University ofWisconsin University of WisconsinSystem System TO THE EDUCAT'ONALRESOURCES INFORMATION CENTER (ERIC) di " 1-1 US DEPARTMENT OF EDUCATION Once of Eriecntionai Research ensimprovornent EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC) Z2.4 JO:. GY<his document has been reproduced as received Iron the person or organization originating it U Minor changes have beenmade to improve reproduction quality Points of view or opinions stated inthi document do riot necessarily represonl official OERI position or policy WISCONSIN WOMEN GRADUATE SCHOOL AND THEPROFESSIONS rc 'k BEST COPYAVAILABLE UNIVERSITY WOMEN A Series of Essays Volume II Editors: Marian J. Swoboda, Ph.D. Audrey J. Roberts, Ph.D. i1 Cover Design: Patricia J. Clark, M.F.A. introduction: M. Susan Beck, Ph.D. Funding: Elizabeth Conrad Fund 1980 Board of Regents University of Wisconsin System Published by the Office of Women 1802 Van Hise Hall 1220 Linden Drive Madison, WI 53706 Price: $3.50 4 PREFACE The emergence of women as a vocal and visible political force in the 1970's, the rise in academia of special programs in the study of women, and a raised social consciousness to the inequities women face in higher education have all been contributing factors in an historical reassessment of the role of women in the development of American educational institutions This series of three monographs attempts to reassess the role of women in the development of public higher education in Wisconsin. The monographs Volume 1: They Came to Learn, They Came to Teach, They Came to Stay Volume 2: Wisconsin Women. Graduate School, and the Professions Volume 3: Women Emerge in the Seuenties are not conventional history, but anthologies of essays, impressions,and sketches dealing with the far and immediate pasts. The essays provide a female perspective on Wisconsin public higher education from the post Civil War days to today. One notices in reading the pieces a perpetuation of con- cerns: academic rank and promotion differences between menand women, salary inequities, marginal participation in university governance and ad- ministration, conflicts between social and career roles. One notes, as well, the varying responses to an on-going situation, responses that vary from accep- tance to outrage. The setting for these essays is the University of Wisconsin System, a federation of public higher education institutions in the State of Wisconsin. The System was formed in 1971 by legislative action merging the University of Wisconsin and the Wisconsin State Universities. The former University of Wisconsin included the historical land-grant university at Madison, founded in 1849; the urban university at Milwauke, formed in 1956 through the merger of the former Wisconsin State College in Milwaukee and the University of Wisconsin Extension Center in Milwaukee; and two new universities created at Parkside and Green Bay in 1969. The former Wisconsin State Universities consisted of nine universities which grew out of state normal schools established in Wisconsin between 1866 and 1916. They subsequently moved to state teacher college status then to state colleges and eventually became state universities. The end result of this evolution of public higher education in Wisconsin is a System of 13 universities and 14 two-year centers plusthe renowned ex- tension service founded in 1891. As these three monographs demonstrate, women have played an influential part in the development ofhigher educa- tion in Wisconsin. Until now women's participation has been expressed pri- marily as footnotes to history. These essays begin to redress this inequity. r Contents INTRODUCTION PART ONE: Turn of the Century Beginnings Chapter 1:Vocational Aspirations and Job Realities page 1 by Jean Droste PART TWO: A Madison Anthology Chapter 2:Women in Science page13 by Bette Barnes and Ruth Dickie Chapter 3:Women's Contributiens to the Library School page 21 by Vaimai Fenster Chapter4: Women in Engineering page 29 by Lois Greenfield Chapter 5:Nursing in the UW System page 41 .5y Signe. Cooper Chapter 6:Women in the Medical School page 55 by Rima Apple and Judith LE:uuitt Chapter 7:Women and the Law 5 -hool page 65 by Ruth Doyle Chapter 8:Women in the School of Music page 75 b Caro Ivn Syluander Chapter 9:Women in the Art Department page79 by Judith Mjaanes Chapter 10: Women and Cooperative Home Economics Extension page 89 by Ruth Dickie Chapter 11: Women on the Academic Staff page 101 byJoann Elder Chapter 12: Women and Student Government 109 by Buff Wright PART THREE: University Women and Their Professions Today Chapter 13: Socio-Economic Profile of Faculty Women at Madison page 123 by Bonnie Cook Freeman Chapter 14: Traditional and Non-Traditional Choices of Disciplines by Women page 135 byMarian Swoboda 1,1 i INTRODUCTION Ifthereis one recurrent theme in the pieces which constitute this anthology, it is that women in the University of Wisconsin System (in this case, Madison) were caught up in definitions and attitudes which sought to keep even the most capable of them in a position of service and nurture. In Part One, women who received their doctorates before and during the 1920s are discussed and itis clear that these women were extraordinarily "work-minded," who neither married nor became active in the feminist move- ment of their time, were trained to teach. Their male counterparts were ex- pected to publish and to become scholars, but for the women doctoral candi- dates and doctoral holders it was assumed that they "might not become schol- ars, but it was essential that as teachers, they should have the scholarly spirit." The women were toteachart, to teach science and to teach composi- tion while their male counterparts were tobeartists, toberesearchers, and to be writers. That women were viewed as teachers almost to exclusion of any other academic role is clear, as well, in Volume I(TheyCame to Learn,TheyCame to Teach, TheyCame to Stay) which recounts the course of study of under- graduate women during the advent of the co-education movement and of those very women who were their teachers. That women ware viewed as nurturing and serving as vocationally equipped, although perhaps not intellectually or emotionally equipped, to really enter a man's world is equally clear in Part Two, an anthology of essays which deal with women in the professional schools on the Madison campus. From the stories of the development of nursing schools which began as hospital based courses of cheap female labor, to the stories of women at- tempting to enter law in a world in which it was assumed that "nature has tempered women as little for judicial conflicts of the courtroom as for the physical conflicts of tne battlefield" and that "woman is modeled for gentler and better things," to the development of fine arts graduate programs which began to prepare "teachers and supervisors of manual training," itis clear that women in academia were to be considered supportive, nurturing, helpful, practical and trainable. They were the educationists while men were the schr lars, the artists, the
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