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Who's Who and Where in Women's Studies. INSTITUTION State Univ DOCUMENT RESUME ED 135 678 SO 009 616 AUTHOR Berkowitz, Tamar, Ed.; And Others TITLE Who's Who and Where in Women's Studies. INSTITUTION State Univ. of New York, Old Westbury. Coll. at Old Westbury. Feminist Press. SPONS AGENCY Ford Foundation, New York, N.Y. PUB DATE 74 NOTE 322p. AVAILABLE FROMThe Feminist Press, Box 334, Old Westbury, New York 1156E ($7.50 paperback) EDRS PRICE MF-$0.83 Plus Postage. HC Not Available from EDRS. DESCRIPTORS College Programs; *Courses; Curriculum; Directories; Educational History; Educational Innovation; Females; Feminism; Guides; Higher Education; *Teachers; *Universities; Womens Education; *Womens Studies ABSTRACT This guide to people, courses, and institutions concerned with women's studies provides a view of the movement's size and scope and a record of the moveMent's history. Designed to provide an overview of the institutional development of courses, the pioneering instructors, and the sponsoring departments, the guide is intended for use by feminist scholars/teachers and historians. The guide lists courses at accredited undergraduate and graduate higher education institutions in the United States only. It includes 4,658 ccurses and 2,964 male and female feminist teachers at 885 universities and colleges. The guide is a:ranged in three sections. The first section lists institutions, arranged alphabetically, and their faculty.members involved in women's studies with their respective courses and dates offered. The second section lists persons involved in women's studies with information about field, institutions, courses, and years the courses were offered. The third section is arranged by discipline or topic. Under each, related courses are listed alphabetically with their instructors. Each person, course, and institution is listed in all three sections and, thus, can be easily cross-referenced. The guide concludes with a list of 112 women's studies programs, arranged.alphabetically by institution, and their instructors and degrees offered.(ND) Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * * of the microfiche and hardcopy reproductions ERIC makes available * * via the ERIC Document Reproduction Service (EDRS). EDRS is not * responsible for the quality of the original document. Reproductions * * supplied by EDRS are the best that can be made from the original. *********************************************************************** U S DEPARTMENT OF HEALTH, EDUCATION IL WELFARE NATIONAL INSTITUTE OF 00 EDUCATION THIS DOCUMENT HAS BEEN IZEPPO. DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION OR IGIN- CI AT MG IT POINTS OF VIEW OR OPINIONS 1.C1 STA TEO 00 NOT NECESSARILY REPRE- SENT OFFICIAL NATIONAL INSTITUTE OF rc EDUCA TION POSITION OR POLICY r--i o's L.1-1 Who d erein Women's pERMISSION 10 RE PRODUCE THIS DIL COPYRIGHTED MATERIAL BY MICRO. FICHE ONLY HAEEN GRANTE flY Nre. ae___14)//Z4Zear". To ERIC AND ORGANIZATIONS OPERAT iNG UNDER AGREEMENTS WITH THE NA TIONAL INSTITUTE OF EDUCATION FURTHER REPRODUCTION OUTSIDE THE ERIC SYSTEM REQUIRES PERMIS EDITED BY: SION OF THE COPYRIGHT OWNER TAMAR BERKOWITZ JEAN MANGI JANE WILLIAMSON WITH AN INTRODUCTION BY FLORENCE HOWE THE FEMINIST PRESS 1974 2 Copyright ©1974 by The Feminist Press All rights reserved under international and Pan-American Copyright Conventions. Published in the United States by The Feminist Press, Box 334, Old Westbury, New York 11568. No part of this publication may be reproduced, stored ina retrieval system, or transmitted In any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Manufactured in the United States of America. Composed by Quick Brown Foxes. Printed by the Faculty Press, Brooklyn, N. Y. 615fSzip.:11. Cover design by Myrna Sharp CONTENTS Acknowledgments I V Introduction VI Notes on the Arrangement X List I: Colleges and Universities 1 List II: Faculty 97 List I I I : Departments 231 Women's Studies Programs 303 The Clearinghouse on Women's Studies 307 lb 4 IV ACKNOWLEDGMENTS This volume is the result of two years of planning and eighteen months of labor by its three editors and others at the Feminist Press and the College at Old Westbury, especially Toni Cerutti, Valerie Kara, Helen Schrader and Ida Mc Daniels, and copy-editors and proof-readers Sari Hastings Best, Constance Christopher, Lucy Prince, and David Rosenberg. A grant from the Ford Foundation made this intensive effort possible: we wish to thank Mariam Chamberlain for her support. But this volume could not exist without the prior three years of record-keeping by other groups and individuals. Sally Fenstermaker (Berk) and Carol Ahlum were studentsat Goucher College and assistants to F lorence Howe, Chairperson of the Modern Language Association's (MLA) Commission on the Status of Women, when they began to organize correspondence into lists of women's studies courses for publication. The firstlist of 110 courses was published by the Commission asa broadside for distribution at the MLA's annual convention of 1970. The MLA's Commission continued its :zupport of what was to become the Clearinghouse on Women's Studies through the spring of 1971 when Ms. Howe moved to the State University of New York/College at Old Westbury. There, with the assistance of Ms. Ahlum anda grant from the National Endowment for the Humanities (R0-5085-72-54), the record-keeping continued.In the summer of 1972, two work-study students at Old Westbury, Micheline Fitzmaurice and Joanna Miller, replaced Ms. Ahlum, and the Clearinghouse became an educational project of The Feminist Press. The Clearinghouse and The Press wish to express appreciation to the State University of New York/College at Old Westbury for its support. During the period between October 1971 and the summer of 1973, three bibliographical lists of women's studies courses called "Guides" were issued by the Clearinghouse, all now subsumed in this volume. [See the back of the volume for a description of the Clearinghouse's functions and publications.] We are grateful, too, for the cooperation of other feminist enterprises generous enough to share resources and information: the Women's History Research Center and Library, formerly of Berkeley; KNOW, Inc., a women's press in Pittsburgh; the Project on the Status of Women 5 of the Association of American Colleges in Washington D.C.; and the several dozen women's caucuses and commissions linked to professional associations. Finally, and most important, we wish to acknowledge the obvious: no clearinghouse can exist without its constituency those who want information of the sort contained in this volume were, to begin with, those who could supply it. We wish to thank the thousands of feminists who have writtentous about their work: to them and to the record-keepers this volume is dedicated. F. H. VI INTRO6UCTION By Florence Howe During the mid-sixties, when a handful of feministswere teaching women's history or literature or discussingsex roles in their classrooms, the phrase "women's studies" had notyet been invented. While it is not clear who first coined the phrase, by thesummer of 1970, "female studies," "feminist studies," and "women's studies"were in use to describe a growing body ofnew courses and research. This volume reflects one aspect of that development: thealternative curriculum invented mainly by graduate students andyoung college and university teachers during the past five to six years. Inscope and in the rapidity of its extension across the country,it would be difficult to find an historical parallel to "women's studies." Curriculum does not fall 'from the sky:itgrows out of the experience, consciousness, and knowledge of scholar/teachers.In this case,it grew from the sudden and shocking apprehension by late 1969 of the standard college curriculumas male-centered and male-biased. Why were womennever mentioned in history courses? Why were assumptions about human developmentbased chiefly or only on studies of males? Why were so fewwomen writers studied and 'almost no women painters? Why werewomen rarely mentioned, except as comic relief, in law courses? With these andmany other questions, feminists began to review the curriculum and,as important, to initiate supporting research. The awareness of the needwas primary. But none of the courses contained in this volumecould have been offered without a concommitant search for information.Thus, women's studies both grew from and in turn nourisheda new explosion of knowledge. As an educational movement, women's studies developedduring the same period in which the women's movementmore generally extended itself into the political, social, and economic life of thecountry. The National Organization of Women (NOW)grew from an organization of two thousand to one of tens of thousands; class action suitson behalf of women against universities were broughtby the Women's Equity Action League; the National Women's PoliticalCaucus was founded along with other feminist organizations of variouspolitical hues; and a feminist counter-culture with visibility in suchmass media enterprises as Ms. continued to flourish. It is the same period thatsaw the Supreme VII Court's ruling on abortion and the burgeoning of court suits by feminists on issues ranging from credit to equal educational opportun- ity. Women's studies was able to grow on campuses for at least two reasons external to the women's movement itself: first, the movements for educational reform in the sixties had eased the administrative channelsforchange:c'-airmen and deans were, by1970,well- accustomed torequests forrelevant courses; and some of them welcomed such requests as a means of keeping enrollments high. Second, unlike Black studies and other studies of minority peoples or areas, women's studies had one immediate built-in advantage: women were42percent of the undergraduate population. A college could not claim to be serving its students' curricular needs, if it was at the same time ignoring half the student population.
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