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Yale's First Women Undergraduates and the Quest for Equity, 1969-1973

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Yale's First Women Undergraduates and the Quest for Equity, 1969-1973 University of Massachusetts Boston ScholarWorks at UMass Boston Graduate Doctoral Dissertations Doctoral Dissertations and Masters Theses 5-31-2018 Unescorted Guests: Yale’s First Women Undergraduates and the Quest for Equity, 1969-1973 Anne G. Perkins University of Massachusetts Boston Follow this and additional works at: https://scholarworks.umb.edu/doctoral_dissertations Part of the Higher Education Commons, United States History Commons, and the Women's Studies Commons Recommended Citation Perkins, Anne G., "Unescorted Guests: Yale’s First Women Undergraduates and the Quest for Equity, 1969-1973" (2018). Graduate Doctoral Dissertations. 389. https://scholarworks.umb.edu/doctoral_dissertations/389 This Open Access Dissertation is brought to you for free and open access by the Doctoral Dissertations and Masters Theses at ScholarWorks at UMass Boston. It has been accepted for inclusion in Graduate Doctoral Dissertations by an authorized administrator of ScholarWorks at UMass Boston. For more information, please contact [email protected]. UNESCORTED GUESTS: YALE’S FIRST WOMEN UNDERGRADUATES AND THE QUEST FOR EQUITY, 1969-1973 A Dissertation Presented by ANNE G. PERKINS Submitted to the Office of Graduate Studies, University of Massachusetts Boston, in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY May 2018 Higher Education Program © 2018 by Anne G. Perkins All rights reserved UNESCORTED GUESTS: YALE’S FIRST WOMEN UNDERGRADUATES AND THE QUEST FOR EQUITY, 1969-1973 A Dissertation Presented by ANNE G. PERKINS Approved as to style and content by: ________________________________________________ John Saltmarsh, Professor Chairperson of Committee ________________________________________________ Gerardo Blanco, Assistant Professor Member ________________________________________________ Dwight Giles, Jr., Professor Emeritus Member ________________________________________________ Linda Eisenmann, Professor Wheaton College Member _________________________________________ Katalin Szelényi, Program Director Higher Education Program _________________________________________ Tara L. Parker, Chairperson Department of Leadership in Education ABSTRACT UNESCORTED GUESTS: YALE’S FIRST WOMEN UNDERGRADUATES AND THE QUEST FOR EQUITY, 1969-1973 May 2018 Anne G. Perkins, B.A., Yale University M.A.T., Boston University M.P.A., Harvard Kennedy School Ph.D., University of Massachusetts Boston Directed by Professor John Saltmarsh “Unescorted Guests” provides a richly detailed portrait of a fundamental change at one US institution: Yale University’s 1969 transition from an all-men’s to a coed college. This study disputes several dominant narratives about the 1970s youth and women’s movements, and deepens our understanding of three core issues in higher education research: access, the experiences of previously excluded students, and change towards greater equity. I contest the myth of alumni as foes to coeducation, and show that the greatest opposition to equity for women came instead from Yale’s president and trustees. I document how women students, absent as powerful figures in youth movement history, played a key role in pushing change at Yale. I show how women administrators, iv missing from standard social movement depictions of change, created power to advance equity despite efforts to undermine them. I chronicle the key role played by the federal government and the broader women’s movement in advancing change for women at Yale, and conversely the ways that Yale used its power to slow progress for women. I challenge, through multiple sources of evidence, the idea that access alone brought equity for women. “Unescorted Guests” also provides for the first time a comparison of the experiences and activism of black and white women students in a predominantly white college, a description of the sexual harassment and assault experienced by women at an elite college in the early 1970s, a joint portrait of women administrators and students at a newly coeducational institution, and 1970s student outcome data broken out by race, class, and gender. Lastly, this study contributes to the literature through using archival evidence, interviews, and contemporary press absent in earlier studies, most notably those providing the voices of women; showing how theory can strengthen the trustworthiness of historical narrative; and probing the practical implications of this historical study. v Women are welcome as guests of members at any time, but the Fence Club does not intend to . admit them unescorted. 1 —1969 policy of Yale student club 1 David Hubbard to Elga Wasserman, April 9, 1969, box 24, folder 927, RU821, Accession 19ND-A-086, Records of the Yale University Office on the Education of Women, Manuscripts and Archives, Yale University Library (YUA) (hereafter cited as RU821A). vi ACKNOWLEDGEMENTS This dissertation owes a particular thanks to the thirty-four women and men at Yale in this era who shared their stories with me; their names are listed in the bibliography. Without their trust and time, this study would not have been possible. I am sorry I was unable to include all that I learned from each of them in this dissertation. I am grateful as well to Julia Pimsleur, Florence Minnis, and Geoffrey Kabaservice, whose earlier oral histories were invaluable. The staff at Yale Manuscripts and Archives showed unending patience with my requests for box after obscure box. Thanks goes in particular to Mike Lotstein, Jess Becker, Steve Ross, and Michael Frost. I do not know the name of the person who digitized the Yale Daily News, but that resource is a gift to researchers. I have been graced in this work with a remarkable dissertation committee. Thanks above all to my chair, John Saltmarsh, for his enthusiasm about my research, encouragement about taking it to the next level, and knack for knowing the exact question to ask to help me think more clearly about all that I was uncovering. Linda Eisenmann, whose work I admired long before I first met her, has been a wonderful mentor and generous in connecting me with other historians. Dwight Giles sharpened my thinking about change. My understanding of methodology and theory owes much to my work with Gerardo Blanco. I am grateful as well to other University of Massachusetts Boston faculty who helped push my thinking about various aspects of this work: Jay Dee, Sana Haroon, Tara Parker, and Katalin Szelényi. vii I could not have completed the oral histories that were so central to this research without the financial support I received from the University of Massachusetts Boston. I thank the Zelda Gamson Fellowship and the UMass Boston Doctoral Dissertation Research Grant program for supporting this work. I am also grateful for funding from the Kanter travel grant program, which enabled me to present my research at two different Association for the Study of Higher Education conferences, and for the reviewers there who gave insightful feedback on my papers. I lucked into the best cohort ever at UMass Boston. Many thanks to Jenene Cook, John Drew, Cate Kaluzny, Erin Kelley, Melissa Quashie, and Mike Walker for all the laughter, friendship, and support—intellectual, professional, and personal. We all made each other’s work stronger. I am also thankful for the support and encouragement I received from my colleagues at the Massachusetts Department of Higher Education: Katy Abel, Stacy Bougie, Keith Connors, Mario Delci, Richard Freeland, Winnie Hagan, Jonathan Keller, Elena Quiroz-Livanis, Sarah Mealey, Nate Mackinnon, Sean Nelson, Dena Papanikolaou, Francesca Purcell, Carlos Santiago, and Dave Stewart. And where would I be without my wonderful friends and family? For the support and love of my friends—Ginger and David Kendall, Patterson Lacy, Hazel Mills, Ann Mantil, Colleen Pearce, Roy Ruderman, Kirsten Schlenger, Betsy Williams, Neal and Clea Winneg—and my family—Rick High; Lily, Robby, and Mac Perkins-High; Anne S. and Ginny Perkins, Hilary Burgin, and George and Shirley Scarlett—I am so very grateful. And a special thanks to Rick, of course, for the many cups of hot tea. viii TABLE OF CONTENTS ACKNOWLEDGMENTS ............................................................................. vii LIST OF TABLES ......................................................................................... xii CHAPTER Page 1. INTRODUCTION ......................................................................... 1 Yale as a Case Study .............................................................. 4 The Historiography of Change ............................................... 7 Access and the Youth Movement .................................... 8 Experiences of Women in Token Numbers ..................... 9 Activism and the Women’s Movement ........................... 14 Evidence ................................................................................. 16 Archival Research ............................................................ 18 Contemporary Press ......................................................... 20 Oral Histories ................................................................... 21 Methodology .......................................................................... 25 The Use of Theory in Historical Research ............................ 28 Postmodern Theories of Power ........................................ 30 Intersectionality ................................................................ 33 Social Movement Theory ................................................. 35 Chapter
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