DOCSLIB.ORG

An Exploration of the Culture of Historically Black Colleges and Universities and Its Impact on the Campus Climate for Lesbian and Bisexual Female Students Donique R

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
An Exploration of the Culture of Historically Black Colleges and Universities and Its Impact on the Campus Climate for Lesbian and Bisexual Female Students Donique R University of Massachusetts Amherst ScholarWorks@UMass Amherst Open Access Dissertations 9-2011 Sometimes Sisters: An Exploration of the Culture of Historically Black Colleges and Universities and Its Impact on the Campus Climate for Lesbian and Bisexual Female Students Donique R. McIntosh University of Massachusetts Amherst, [email protected] Follow this and additional works at: https://scholarworks.umass.edu/open_access_dissertations Part of the Education Commons Recommended Citation McIntosh, Donique R., "Sometimes Sisters: An Exploration of the Culture of Historically Black Colleges and Universities and Its Impact on the Campus Climate for Lesbian and Bisexual Female Students" (2011). Open Access Dissertations. 483. https://scholarworks.umass.edu/open_access_dissertations/483 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Open Access Dissertations by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. SOMETIMES SISTERS: AN EXPLORATION OF THE CULTURE OF HISTORICALLY BLACK COLLEGES AND UNIVERSITIES AND ITS IMPACT ON THE CAMPUS CLIMATE FOR LESBIAN AND BISEXUAL FEMALE STUDENTS A Dissertation Presented by DONIQUE R. MCINTOSH Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION September 2011 Social Justice Education ©Copyright by Donique R. McIntosh 2011 All Rights Reserved SOMETIMES SISTERS: AN EXPLORATION OF THE CULTURE OF HISTORICALLY BLACK COLLEGES AND UNIVERSITIES AND ITS IMPACT ON THE CAMPUS CLIMATE FOR LESBIAN AND BISEXUAL FEMALE STUDENTS A Dissertation Presented By DONIQUE R. MCINTOSH Approved as to style and content by: _______________________________________ Maurianne Adams, Chair _______________________________________ Kevin E. Quashie, Member _______________________________________ Joseph B. Berger, Member ______________________________ Christine B. McCormick, Dean School of Education DEDICATION This dissertation is dedicated to the memory of my mother who first taught me the meaning of justice. ACKNOWLEDGMENTS I would like to thank my advisor, Maurianne Adams, for being more to me than I knew I needed. She advocated for me, encouraged me, and believed in the importance of my work. I would also like to thank Kevin Quashie and Joe Berger for offering their insight and thoughtful critique. I would also like to acknowledge the following people for the myriad ways they supported me throughout the tenure of my doctoral process: my sister, Sharese, my niece, Elayne, Sharon Morris, Melissa Taylor, Monya Stubbs, Alicia Forde, Leigh-Anne Francis, Jen Daigle-Matos, Andrea Ayvazian, the Haydenville Congregational Church, Day McCallister, Khadine Higgins, T-Sey-haye Preaster, Lori Harris, Dre’ Domingue, Stephanie Storms, Monica A. Coleman, Norma Akamatsu, Leslie Leonard, Sharon Crawford, Valerie Allen, Nikky Finney, Shederick McClendon, and Herb Marbury. I want to thank my colleagues and friends at Smith who had to hear about this project more than they probably wanted. A few in particular stand out. Becky Shaw pushed me to finish when I wanted to give up and gave me time off when I needed it. Hannah Durrant checked in with me, always asked how I was doing, and offered to get things for me that I needed. Sara Sandstrom and Liz Hait empathized with me and celebrated every milestone with me. And, my staff this year has been very supportive and cheered me on as well. I extend a special thanks to the students at Stacker College for entrusting me with their stories. Lastly, I thank God for pushing me to pursue justice in the world and for sustaining me while I do it. v ABSTRACT SOMETIMES SISTERS: AN EXPLORATION OF THE CULTURE OF HISTORICALLY BLACK COLLEGES AND UNIVERSITIES AND ITS IMPACT ON THE CAMPUS CLIMATE FOR LESBIAN AND BISEXUAL STUDENTS SEPTEMBER 2011 DONIQUE R. MCINTOSH, B.A., FISK UNIVERSITY M.S.S.W., UNIVERSITY OF TENNESSEE M.T.S., VANDERBILT DIVINITY SCHOOL M. ED., UNIVERSITY OF PENNSYLVANIA Ed.D., UNIVERSITY OF MASSACHUSETTS AMHERST Directed by: Professor Maurianne Adams For approximately the last 20 years, researchers have studied the “environment” for students who are lesbian, gay, and bisexual. However, there has been little empirical research on the experiences of lesbian, bisexual, or gay students at historically Black colleges and universities. Most of the literature to date has focused on students at predominantly White institutions and students who are male. Further, HBCUs have long- been lauded for the unique educational experience they have created for African American students in general as evidenced by reports of greater satisfaction, faculty and social support, positive self-images, strong racial pride, and better psychosocial adjustment (Allen, Epps, & Haniff, 1991; Berger & Milem, 2000; Fleming, 1984; Fries- Britt & Turner, 2002; Terenzini, Bohr, Pascarella, & Nora, 1997). However, little research has been conducted on within-group differences among African American students at HBCUs to explore whether and how other social identities such as sexual vi orientation or socioeconomic class impact an African American student’s experience of an HBCU. This is an exploratory study that examines the experiences of seven lesbian and bisexual female students at an historically Black college and inquires into the relationship between the culture of HBCUs and the students’ perceptions of campus climate. Drawing from a focus group interview, a survey, institutional artifacts, and historical data, I explore three research questions. The questions are 1) what can be characterized as the culture at historically Black colleges and universities; 2) what is the lesbian and bisexual female student perception of the campus climate for lesbian and female bisexual students at HBCUs and; 3) how, if at all does the HBCU culture impact the campus climate? The culture was characterized by adherence to traditional gender norms of dress and behavior, affirming racial identity but not sexual identity, the dominance and prevalence of Christian values and beliefs, and a system of rewards and punishments for conforming or not conforming to gender norms. The climate was characterized by students feeling afraid; being harassed; feeling as though they are not wanted at the institution; restricting themselves from participating in activities; facing threats of expulsion; and having little to no social or institutional support. vii TABLE OF CONTENTS Page ACKNOWLEDGMENTS ................................................................................................. v ABSTRACT ...................................................................................................................... vi CHAPTER 1 INTRODUCTION ............................................................................................. 1 Statement of Purpose ................................................................................. 5 Significance of the Study ........................................................................... 5 Overview of Climate and Culture .............................................................. 7 Campus Climate ............................................................................. 7 Campus climate studies...................................................... 7 Culture.......................................................................................... 14 Analysis of Culture ...................................................................... 15 Organization of the Study ........................................................................ 17 2 METHODS ...................................................................................................... 18 Introduction .............................................................................................. 18 Setting ...................................................................................................... 19 Study Participants .................................................................................... 19 Data Collection Methods ......................................................................... 20 Focus Group Interview .................................................... 20 Survey .............................................................................. 23 Written Artifacts .............................................................. 24 Historical Analysis ........................................................... 24 Data Management and Analysis .............................................................. 25 Focus Group Interview .................................................... 25 Survey .............................................................................. 26 Written Artifacts .............................................................. 26 Historical Data ................................................................. 27 Researcher Location................................................................................. 27 Ethical Considerations ............................................................................. 28 viii 3 LITERATURE REVIEW ................................................................................ 30 Social Constructions of Race, Gender, and Sexuality ............................. 30 Social and Historical Context of the Founding of Historically Black Colleges and Universities and Education
Load more

Recommended publications
  • Lessons Learned from Justice Ruth Bader Ginsburg
    LESSONS LEARNED FROM JUSTICE RUTH BADER GINSBURG Amanda L. Tyler* INTRODUCTION Serving as a law clerk for Justice Ruth Bader Ginsburg in the Supreme Court’s October Term 1999 was one of the single greatest privileges and honors of my life. As a trailblazer who opened up opportunities for women, she was a personal hero. How many people get to say that they worked for their hero? Justice Ginsburg was defined by her brilliance, her dedication to public service, her resilience, and her unwavering devotion to taking up the Founders’ calling, set out in the Preamble to our Constitution, to make ours a “more perfect Union.”1 She was a profoundly dedicated public servant in no small measure because she appreciated just how important her role was in ensuring that our Constitution belongs to everyone. Whether as an advocate or a Justice, she tirelessly fought to dismantle discrimination and more generally to open opportunities for every person to live up to their full human potential. Without question, she left this world a better place than she found it, and we are all the beneficiaries. As an advocate, Ruth Bader Ginsburg challenged our society to liber- ate all persons from the gender-based stereotypes that held them back. As a federal judge for forty years—twenty-seven of them on the Supreme Court—she continued and expanded upon that work, even when it meant in dissent calling out her colleagues for improperly walking back earlier gains or halting future progress.2 In total, she wrote over 700 opinions on the D.C.
    [Show full text]
  • Publicly-Supported Single Sex Schools and Policy Issues
    NYLS Journal of Human Rights Volume 14 Issue 1 A SYMPOSIUM ON FINDING A PATH TO GENDER EQUALITY: LEGAL AND POLICY Article 8 ISSUES RAISED BY ALL-FEMALE PUBLIC EDUCATION 1997 PUBLICLY-SUPPORTED SINGLE SEX SCHOOLS AND POLICY ISSUES Dr. Bernice R. Sandler Follow this and additional works at: https://digitalcommons.nyls.edu/journal_of_human_rights Part of the Law Commons Recommended Citation Sandler, Dr. Bernice R. (1997) "PUBLICLY-SUPPORTED SINGLE SEX SCHOOLS AND POLICY ISSUES," NYLS Journal of Human Rights: Vol. 14 : Iss. 1 , Article 8. Available at: https://digitalcommons.nyls.edu/journal_of_human_rights/vol14/iss1/8 This Article is brought to you for free and open access by DigitalCommons@NYLS. It has been accepted for inclusion in NYLS Journal of Human Rights by an authorized editor of DigitalCommons@NYLS. Panel II: Constitutional, Statutory, and Policy Issues Raised by All-Female Public Education PUBLICLY-SUPPORTED SINGLE SEX SCHOOLS AND POLICY ISSUES Dr. Bernice R. Sandier * Whenever we have some sort of social problem, for example, sex discrimination and the education of women and girls, we have three basic strategies. One, we can develop legal and policy strategies which prohibit at least some forms of sex discrimination. Our Constitution and Title IX are good examples of this kind of strategy.' Two, we can develop special . Dr. Bernice Sandier is a Senior Scholar in Residence at the National Association of Women in Education in Washington D.C.. Dr. Sandier is the editor ofAbout Women on Campus, the NAWE quarterly newsletter. Dr. Sandier received her B.A. from Brooklyn College in 1948, her MA. in Clinical and School Psychology from the College of the City of New York in 1950, and her Ed.D from the University of Maryland in 1969.
    [Show full text]
  • Game Changer: Title IX 40 Years (PDF)
    TITLE YEARS E L T I GAME CHANGER T WE CHEER THE 40TH ANNIVERSARY OF TITLE IX AND THE ACTIVISTS WHO HAVE FOUGHT SO HARD FOR WOMEN’S EQUAL EDUCATIONAL OPPORTUNITIES—BUT WE CAN’T FORGET THE CHALLENGES THE LAW STILL FACES YEARS BY ERIN BUZUVIS HARLOTTE MURPHY KNOWS Murphy’s illustrate not only how far the law has come, but also how much a Title IX violation when she more remains before Title IX’s full promise of education equality is realized. sees one. For this Pittsburgh That a fourth grader knows a federal law by name and was able to successfully 11-year-old, the law is simple: assert her rights is a testament to its strength and staying power. At the same C Boys and girls should have time, the fact that girls’ opportunities were threatened while boys’ were not equal opportunity in every suggests that Title IX remains relevant and necessary. aspect of their public-school educa - When Congress approved Title IX as a portion of the Education Amend - tion. So last year, as a fourth grader, ments of 1972, the activists and legislators who worked so hard for its passage when her school, Linden Elementary, were certainly thinking of girls like Murphy. Rep. Edith Green (D-Ore.), Rep. canceled the girls’ basketball season Patsy Mink (D-Hawaii), Sen. Birch Bayh (D-Ind.) and other advocates who but not the boys’, she earnestly wrote helped shepherd Title IX from bill to law were concerned about discrimina - to the superintendent of Pittsburgh tion all the way from kindergarten up, including the widespread exclusion of Public Schools.
    [Show full text]
  • 2. Women's Progress at the Bar and on the Bench MYTHOLOGY 29–30
    2. Women’s Progress at the Bar and on the Bench 1. See, e.g., ROBERT E. BELL, DICTIONARY OF CLASSICAL MYTHOLOGY 147 (1982); EDITH HAMILTON, MYTHOLOGY 29–30 (1942). 2. See AESCHYLUS, EUMENIDES. 3. Judges 4. 4. See, e.g., Pnina Nave Levinson, Deborah–A Political Myth (Dec. 1991), available at http://www.bet- debora.de/2001/jewish-family/levinson.htm. 5. CYNTHIA FUCHS EPSTEIN, WOMEN IN LAW 49 (2d ed. 1993). 6. Id. 7. AUDREY C. TALLEY ET AL., MILESTONES FOR WOMEN ATTORNEYS 12 (1993). 8. In re Bradwell, 55 Ill. 535 (1869); see WOMEN IN LAW: A BIO-BIBLIOGRAPHICAL SOURCEBOOK 46 (Rebecca Mae Salokar & Mary L. Volcansek eds., 1996). 9. Myra Bradwell, Editorial, Women Lawyers, CHI. LEGAL NEWS, June 19, 1880, at 857. 10. CURTIS J. BERGER, LAND OWNERSHIP AND USE 139 (1968). 11. See Ruth Bader Ginsburg, Remarks on Women’s Progress in the Legal Profession in the United States, 33 TULSA L.J. 13, 15 (1997); Ruth Bader Ginsburg, The Progression of Women in the Law, 28 VAL. U. L. REV. 1161, 1173 (1994). 12. Herma Hill Kay, The Future of Women Law Professors, 77 IOWA L. REV. 5, 8 (1991). 13. See Ruth Bader Ginsburg, Keynote Address at Hawaii ACLU Conference on Women’s Legal Rights (Mar. 16-17, 1978), quoted in Amy Leigh Campbell, Raising the Bar: Ruth Bader Ginsburg and the ACLU Women’s Rights Project, 11 TEX. J. WOMEN & L. 157, 207 (2002); Deborah L. Rhode, The “No-Problem” Problem: Feminist Challenges and Cultural Change, 100 YALE L.J. 1731, 1751 (1991).
    [Show full text]
  • The History of Gender Equity
    The History of Gender Desegregation Training Institutes, State Education Agency Desegregation Projects, and local district projects. Equity: A Timeline-July 05 PEOPLE AND ORGANIZATIONS: by Barbara A. Bitters, Wisconsin © IDEAS: EVENTS: Introduction Each year at the AGELE Conference, a session entitled 1965 "Orientation to AGELE and the Sex Equity Profession" is LAWS and CASES: Elementary and Secondary Educaiton offered. This document is distributed and discussed as a part Act of 1965. of that session. It was originally prepared on July 17, 1989. While it has been updated from time to time, it remains a 1968 draft, and the author would be grateful for any additions or LAWS AND CASES: Vocational Education Amendments of suggestions. She can be reached at the following address: 1968 Barbara A. Bitters, Wisconsin Department of Public PEOPLE AND ORGANIZATIONS: Instruction, P.O. Box 7841, Madison, WI 53707-7841. or IDEAS: [email protected] EVENTS: Information was collected in a variety of ways. Past issues of On Campus with Women, Peer Perspectives, Equal 1969 Education Alert, NCSEE News and other newsletters were LAWS AND CASES: reviewed. (Note: Since a primary source document was PEOPLE AND ORGANIZATIONS: Boston women's organization newsletters -- the role of those organizations health collective publishes Our Bodies, Ourselves may appear greater than it actually was, as other IDEAS: organizations and individuals were not creating a written EVENTS: President Nixon forms Task Force on Women's record.) In addition, I had conversations with Margaret Rights and Responsibilities Dunkle of the Equality Center. This draft document was sent to several sex equity leaders for contributions based on 1970 memory and experience.
    [Show full text]
  • Hope and a Tool: the History of Title IX of the Education Amendments Of
    Hope and a Tool: The History women. As late as 1975 in high schools across the country, the average budget for boys' of Title IX of the Education sports was five times more than that for girls'. Amendments of 1972 At the college level, the proportion rose to 30 By Margaret Nash © times more money for men's athletics than for December 1993 women's.1 ([email protected]) Scholarships to colleges could be awarded only to men, and financial aid, including Twenty-one years ago Congress passed the loans, could be denied to women who were first legislation ever to prohibit sex married, pregnant, or had children. Colleges discrimination in public education. Title IX of and universities had quota systems limiting the Education Amendments of 1972 banned the number of women who could attend and sex discrimination in all schools that receive had different standards for admission. For federal funds. As a result of Title IX, the example, in the 1970s Cornell admitted number and proportion of women enrolled in women only if they had SAT scores 30-40 postsecondary institutions increased, and points higher than the male average, and at educational and employment opportunities Pennsylvania State University men were five for females became more equitable. In spite of times more likely to be admitted than women. the significance of this legislation, historians High schools and colleges expelled pregnant largely have ignored Title IX. When Title IX is students, married or not, and elementary and discussed at all, it usually is solely in terms of secondary school systems fired pregnant athletics.
    [Show full text]
  • The Women's Center News
    A publication of the UofL Women’s Center — Educating, Advocating, and Building Diverse Communities The Women’s Center News Spring 2012 Check out the Women’s Center at: http://www.louisville.edu/womenscenter Volume 19, Issue 3 Public Interest Attorney and Social Justice Activist to Speak at Annual Minx Auerbach Lecture by Jan Rayburn, Administrative Specialist, Department of Women’s & Gender Studies Norma Ramos, a longstanding pub- based on race, gender and class. She is the former executive direc- lic interest attorney and social justice tor of the Rainforest Foundation and serves on the board of the activist, will speak at the 2012 Minx National Hispanic Environmental Council. Auerbach Lecture. It is sponsored For more information, contact Dr. Nancy Theriot, 852-8160, by the Department of Women’s and [email protected]. Gender Studies and co-sponsored by UofL’s Latin American and Latino Studies Program. The event will be Thursday, March 22, at 6 p.m. in About Minx Auerbach the Speed Museum auditorium. The Minx Auerbach was involved with various organizations from the Brotherhood/ Norma Ramos lecture and a reception following are Sisterhood Awards of the National Conference; the Consumer Affairs unit free and open to the public. for the City of Louisville; the County Judge-Executive Office; the Louisville & Ramos, who is speaking on “Trafficking in Women,” is an eco- Jefferson County Planning Commission; UofL’s Board of Trustees, Foundation feminist who links the worldwide inequality and destruction Board of Directors, and Board of Overseers; the Louisville Science Center; of women to the destruction of the environment.
    [Show full text]
  • Naomi Lynn Memoir
    University of Illinois at Springfield Norris L. Brookens Library Archives/Special Collections Naomi Lynn Memoir Lynn, Naomi Memoir Digital Audio File, 12 hours 6 min., 114 pp. UIS Alumni Sage Society Dr. Naomi Lynn was President of Sangamon State University and Chancellor of University of Illinois Springfield from 1991 and 2001. She also served as Interim President of Lincoln Land Community College. Lynn played a significant role in the merger of SSU with the University of Illinois in 1995 and later when University of Illinois Springfield changed to a full four-year institution. She discusses the beginning of her career as a woman and a minority in the academic field of political science and public administration, which had been dominated by men. She and Cullom Davis discuss their collegiate time at SSU/UIS. Interview by Collum Davis, 2010 OPEN Collateral file Archives/Special Collections LIB 144 University of Illinois at Springfield One University Plaza, MS BRK 140 Springfield IL 62703-5407 © 2010, University of Illinois Board of Trustees Lynn Page 1 Table of Contents Tape 1 Parents from Puerto Rico 4 Growing up in Manhattan, importance of going to college 5 Active in Presbyterian Church & church camps 8 Rhodes Prep 10 Attending Maryville College 12 Major – Political Science 14 Met & married Bob Lynn 15 Civil Rights incident 17 Whiteman Air Force Base 18 Part-time Professor at Kansas State 20 Inequality for women 22 Tape 2 Gender Discrimination 23 Getting the PhD 25 Dick & Allene Vaden 26 Publish thesis w/ Art McClure 27 Kansas State, Head of Political Science Dept.
    [Show full text]
  • 41/3/9 Student Affairs Dean of Student Personnel and Dean of Women
    41/3/9 Student Affairs Dean of Student Personnel and Dean of Women Women's Resources and Services Reference File, 1959-88 Prefix number classification system was established by the Office for Women's Resources and Services Box 1: 100 Commissions on the Status of Women, Reports, 1963-86 150 Commissions on the Status of Women at Universities, General (3 folders), 1968-82 Commissions on the Status of Women, Specific Universities, 1967-72 Commissions on the Status of Women, University of Wisconsin, 1971-73 210 Feminist Movement, General (2 folders), 1962-84 Current Events in Women's Movement (Roles), 1963-84 Ascription: Roles in Society (Differences of Roles), 1971-78 Against Women's Liberation (Roles), 1970-80 Psychology of Women, 1972, 1975, 1982 Feminist Movement, Newspapers, 1971-82 International Women's Year and International Women's Decade, 1974-79 Academic Mentoring for Women "The 51% Majority" by Shirley Chisholm, 1970 National Women's Conference Committee, 1983-84 215 Men and Sexism, 1970-75, 1983 220 EDUCATION Education Issues Affecting Women, 1962-84 Peer Perspective, a Women's Newsletter, 1975-81 WEECN, Women's Educational Equity Communications Network, 1977-81 225 Sexism in Language and Textbooks, 1973-80 230 Women's Studies, 1970-79 232 Women Who "Succeeded" (careers), 1965-82 235 International Women's Year Conference, 1975 240 The College Board News, 1981-86 245 Women and Math, 1980-84 "Catalyst on Campus: The Education Program and an Undergraduate Model," 1983 Box 2: 250 Students Older than Average, 1960-70 Students Older than
    [Show full text]
  • Brief Amici Curiae: U.S. V Virginia
    NYLS Journal of Human Rights Volume 14 Issue 1 A SYMPOSIUM ON FINDING A PATH TO GENDER EQUALITY: LEGAL AND POLICY Article 19 ISSUES RAISED BY ALL-FEMALE PUBLIC EDUCATION 1997 BRIEF AMICI CURIAE: U.S. V VIRGINIA Follow this and additional works at: https://digitalcommons.nyls.edu/journal_of_human_rights Part of the Law Commons Recommended Citation (1997) "BRIEF AMICI CURIAE: U.S. V VIRGINIA," NYLS Journal of Human Rights: Vol. 14 : Iss. 1 , Article 19. Available at: https://digitalcommons.nyls.edu/journal_of_human_rights/vol14/iss1/19 This Article is brought to you for free and open access by DigitalCommons@NYLS. It has been accepted for inclusion in NYLS Journal of Human Rights by an authorized editor of DigitalCommons@NYLS. No. 94-1941 In the OCTOBER TERM, 1994 UNITED STATES OF AMERICA, Petitioner, -V.- COMMONWEALTH OF VIRGINIA, et al., Respondent. ON WRIT OF CERTIORARI TO THE UNITED STATES COURT OF APPEALS FOR THE FOURTH CIRcurr BRIEF AMICI CURIAE IN SUPPORT OF PETITIONER BY THE AMERICAN ASSOCIATION OF UNIVERSITY PROFESSORS; THE CENTER FOR WOMEN POLICY STUDIES; THE PROGRAM ON GENDER, SCIENCE AND LAW; STANLEY ARONOWITZ, Pt.D; PATRICIA CAMPBELL, PH.D.; BLYTHE MCVICKER CLINCHY, PH.D; MARY CRAWFORD, PH.D; FAYE J. CROSBY, PH.D; CYNTHIA FUCHS EPSTEIN, PH.D.; MICHELLE FINE, PH.D.; CAROL GILLIGAN, PH.D.; MARY S. HENIFIN, M.P.H., J.D.; RUTH HUBBARD PH.D.; VILMA HUNT, B.D.S., M.A.; ANNE S. KASPER, PH.D.; PENELOPE KEGEL-FLOM, PH.D.; EVELYN FOX KELLER, PH.D.; VALERIE E. LEE, ED.D.; ZELLA LUIA, PH.D.; MAUREEN PAUL, M.D., M.P.H.; DIANE S.
    [Show full text]
  • Too Strong for a Woman
    Too Strong For a Woman: How Bernice Sandler Created Title IX to Break Barriers for Female Faculty in Higher Education Natalie Miller Senior Division Historic Paper 2500 Words 1 "No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving federal financial assistance." —Title IX1 ​ In spite of the Civil Rights Act and the social revolutions of the era, the term “sex discrimination” was unknown in the 1960s. Yet discrimination on the basis of sex was rampant in America, especially when it came to women’s employment in higher education, as Bernice Sandler noted in 1969. After being turned down repeatedly for full-time teaching positions at the University of Maryland and told “[she came] on too strong for a woman,” Sandler rebelled and took matters into her own hands. With the Women's Equity Action League, she filed over 250 lawsuits against colleges and universities in protest to their discriminatory hiring practices, which in turn led to the creation of Title IX of the Educational Amendments of 1972. This federal law was the force that enabled women to break barriers concerning their employment in higher education and would later address countless other injustices occurring at such institutions. The Pre-Title IX Climate For Females in Higher Education Historically, men greatly outnumbered women as faculty and students from the creation of higher education in America through the late-twentieth century.2 It wasn’t until 1837 that Oberlin College opened its doors to women, becoming the first US college to do so nearly 1 Title IX and Sex Discrimination.
    [Show full text]
  • Instructional Materials
    DOCUMENT RESUME ED 120 074 SO 008 981 AUTHOR Grambs, Jean Dresden, Ed. TITLE Teaching about Women in the Social Studies: Concepts, Methods, and Materials. Bulletin 48. INSTITUTION National Council for the Social Studies, Washington, D.C. PUB DATE 76 NOTE 125p. AVAILABLE FROM National Council for the Social Studies, 1515 Wilson Boulevard, Arlington, Virginia 22209 ($5.95) EDRS PRICE MF-$0.83 Plus Postags. HC Not Available from EDRS. DESCRIPTORS Concept Teaching; *Curriculum Development; Educational Resources; Elementary Secondary Education; Females; Instructional Materials; Learning Activities; Sex Differences; Sex Discrimination; *Sex Stereotypes; Social Problems; *Social Studies; *Teaching Techniques; United States History; Womens Education; *Womens Studies; World History ABSTRACT Dedicated to aiding teachers and curricul'im developers in making social studies curricula responsive to maintaining the dignity and worth of students, this resource book is the product of the National Council for the Social Studies' Sexism and Social Justice Committee. The book is for social studies teachers who want to avoid sexism in their teaching and make women the viable part of the study of history and modern issues that they should be. Chapter authors present basic concepts to help teachers and school systems analyze and revise their current social studies offerings and build new units and courses. Throughout the book, the stress is on practical aids for the teacher. Chapter titles include (1) Getting a Hold on the Tiger: Assessing Sexism in Schools; (2) Women in U.S. History: Concepts and Organizing Structures;(3) Teaching about Women in World History; (4) Women in Contemporary American Society: Changing Roles and Changing Needs;(5) Treatment of the Sexes in Instructional Materials: Guidelines for Evaluation;(6) Implementing Social Studies Objectives: A Critical Assessment of Materials for Teaching about Women; and (7)Nonsexist Teaching: Strategies and Practical Applications.
    [Show full text]