A History of the Conferences of Deans of Women, 1903-1922

A HISTORY OF THE CONFERENCES OF DEANS OF WOMEN, 1903-1922 Janice Joyce Gerda A Dissertation Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY December 2004 Committee: Michael D. Coomes, Advisor Jack Santino Graduate Faculty Representative Ellen M. Broido Michael Dannells C. Carney Strange ii „ 2004 Janice Joyce Gerda All Rights Reserved iii ABSTRACT Michael D. Coomes, Advisor As women entered higher education, positions were created to address their specific needs. In the 1890s, the position of dean of women proliferated, and in 1903 groups began to meet regularly in professional associations they called conferences of deans of women. This study examines how and why early deans of women formed these professional groups, how those groups can be characterized, and who comprised the conferences. It also explores the degree of continuity between the conferences and a later organization, the National Association of Deans of Women (NADW). Using evidence from archival sources, the known meetings are listed and described chronologically. Seven different conferences are identified: those intended for deans of women (a) Of the Middle West, (b) In State Universities, (c) With the Religious Education Association, (d) In Private Institutions, (e) With the Association of Collegiate Alumnae, (f) With the Southern Association of College Women, and (g) With the National Education Association (also known as the NADW). Each of the conferences is analyzed using seven organizational variables: membership, organizational structure, public relations, fiscal policies, services and publications, ethical standards, and affiliations. Individual profiles of each of 130 attendees are provided, and as a group they can be described as professional women who were both administrators and scholars, highly-educated in a variety of disciplines, predominantly unmarried, and active in social and political causes of the era. The primary conclusions are: There was little continuity between the conferences and the NADW; the nature of the professional groups and the profiles of the deans of women suggest that the profession underwent a change around 1920; and the careers and lives of the early deans of women were filled with important accomplishments, and are worthy of study. A deeper understanding of the early deans of women and their professional activities can inform research on the history of student affairs and the roles of women in higher education. Finally, the stories of iv these remarkable women can provide inspiration and illumination for those who continue the work with students in higher education. v Near the end of a long life, Thomas Jefferson readied himself for the call of mortality. “The wish to stay here is thus gradually extinguished; but not so easily that of returning once in a while to see how things have gone on” (Mayo, 1942, p. 320). He wondered if, in the hereafter, he might be allowed a view of what was passing in his absence. I believe that wish was granted, in some way. If the 130 deans of women whom I have come to know had similar feelings, perhaps they too have been afforded such an opportunity. Perhaps they have been nearby as I have read their words, perhaps they have lingered as I gazed at their images, and perhaps they have been with me as I strolled the campuses of the colleges and universities in which they invested so much of their time here on earth. This dissertation is dedicated to them. I hope they are pleased. vi ACKNOWLEDGEMENTS Once upon a time there was a little girl who did not want to get on the school bus. It was her first day of first grade, and she was in tears. She was afraid that her teacher would be mean, that she wouldn’t like her new classmates, and that first grade wouldn’t be as wonderful as kindergarten had been. Her wise mother told her that if she just went to school, she would like it when she got there. Her mother was right. The little girl would fall in love with learning and people who learn, and more than thirty years later she would still love school and the people she met there. But on that first day of first grade, the mother still had to go outside in her robe and slippers and carry the little girl to the school bus, sighing heavily at the little girl’s wails of protest. This page and the next two pages provide the rare but precious opportunity to publicly acknowledge the people who have contributed to my long journey to the doctor of philosophy. Although there is not enough time or space to list everyone by name, I hope they each know that they have made a difference for me, whether I graciously thanked them for their efforts, was remiss in noting my appreciation at the time, or accepted help only after being metaphorically carried onto the bus. First, all hail to my advisor and chair of the dissertation committee, Dr. Michael Coomes. His patience, advocacy, and guidance have made me a better researcher, teacher, and professional. He has been my professor, my supervisor, my co-instructor, and my advisor, but in all roles I admire his ability to teach. I continue to be absolutely thrilled to have found someone else who gets so enthusiastic about small glimpses of history that are less meaningful to others. I would also like to acknowledge the aid and support of my dissertation committee members, Drs. Ellen Broido, Mike Dannells, Carney Strange, and Jack Santino. I have learned so much from each of them, both in formal classroom settings and in less formal explorations of how the world works. I look forward to many years as colleagues and friends. Including and in addition to my official committee members, the members of the faculty of the BGSU Higher Education Administration program have been crucial to my doctoral experience. What a fantastic collection of vii higher education scholars and downright good people. I would like to especially recognize the wisdom and encouragement of Drs. Carolyn Palmer, Bob DeBard, and Maureen Wilson. It is difficult to overstate the importance of the community of students that welcomed me, sustained me, occasionally carried me, and ultimately celebrated my accomplishments as belonging to us all. Stepping out of a successful career to study is both an adventure and an ordeal, but buoyed by the circle of students past and present, all things are possible. I want to note special appreciation for my entering cohort of 1999, particularly Gretchen Lohman, Vicki Williams, Renee Clark, Chase Wilson, and Paul White. Rena Murphy and Kevin Konecny were constant companions through some really rough spots and some really fun times. Mary Ann Begley’s complete competence makes it hard to argue with her when she has confidence in your abilities. Most of these names should be prefaced with the title of doctor, and the others will have it soon. I am so thankful for the lifelong friends I met in Bowling Green, Ohio, and the students, faculty, and alumni of BGSU HESA to whom I will always be connected. This dissertation was completed while in the employ of Kent State University, and no small degree of recognition is due to my colleagues who had enough faith to ask me to join them as a work in progress. Dr. Mark Kretovics, Dr. Stephen Thomas, and my other EDAD colleagues have been nothing but supportive at every step of the way. Dr. Marty Lash has been my dissertation completion buddy. The students of the Higher Education Administration and Student Personnel program have been an enthusiastic cheering section. Kent State is a special place and I am proud to be a part of it. Although the completion of a doctorate was an important result of my move back to Ohio, the best thing has been the opportunity to spend more time with my family. My nephews Jordan and Josh were born during this process, and it has been amazing to accompany these small persons as they grow up. I have been a doctoral student for their entire lives, but my rate of progress has been completely irrelevant to them and their joy in our time together. Their parents, Jeff and Ronda, have made sure that Aunt Janice gets to see the world from a child’s perspective on a regular basis. Unconditional love was a lesson I learned from Jordan and Josh, but also from my furry viii companions. My beautiful Red was my constant friend for nine years, seeing me though my move to Kent before going over the Rainbow Bridge, and Saraya and Rebecca provided company and lots of purring as I typed away late into the night. My grandmother, Lois, made brown bread for me and shared the stories of her life, allowing me to feel connected to generations of family I was born too late to know. Finally, there are no words to adequately acknowledge the role my parents, Jerry and Joyce, have played in my doctoral work, let alone my life in the larger sense. They have listened when I was full of words, encouraged me when I was hesitant, worried when I struggled, smiled when I was content, and applauded when I was successful. They have always been there when I needed support of any kind. I hope that saying “thank you and I love you” will suffice for now as a token of my appreciation. To them, and to all who have led me to and through a love of education, thank you. ix TABLE OF CONTENTS Page CHAPTER 1. INTRODUCTION............................................................................................... 1 Description of the Problem.....................................................................................................

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