Research & Action Report Centers for Women ellesley W

Featuring: Telling the Truth about Power Battered Mothers Fight To Survive the Family Court System School Interventions, Not Zero Tolerance, Prevent Gender Violence Afterschool Learning for the Heart and the Head Honor Roll of Donors

Fall/Winter 2003 Volume 25 • Number 1 Contents

2 Short Takes

4 Telling the Truth about Power

7 24 Battered Mothers Afterschool Learning Fight To Survive for the Heart and the Head the Family Court System 26 10 Interview School Interventions, with Jo Kim Not Zero Tolerance, 28 Prevent Gender Violence Global Connections

13 31 Research & Action Report is published 2003 Honor Roll Commentary by in the spring and fall by of Donors Nancy L. Marshall the Wellesley Centers for Women. 33 Wellesley College Spotlight on New 106 Central Street Research Wellesley, MA 02481-8203 35 781-283-2500 New Publications Visit us online at www.wcwonline.org 39 Happenings Executive Director: Susan McGee Bailey, Ph.D.

Editor: Jan Putnam Principal Writer: Nancy DuVergne Smith Copyeditor: Susan Miller Design: kor group, Boston, MA

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If you are receiving duplicate copies of Research & Action Report, please let us know. E-mail us at [email protected] or call us at 781-283-2484.

Thank you! From the Executive Director Susan McGee Bailey that collaborativeworkfosters. when theygrow from thewider understanding questions are deeperandmore powerful the answerstoourownquestions. Butour best lasting, positiveimpact.We alllearn the onlykindofworkguaranteed tohavea is theveryhardest kindofwork,butitis among womenaround theglobe.Collaboration across disciplines,across institutions,and generating bothideasandcollaborations— Here attheCentersweare dedicatedto on therest oftheworld. of tions and harmfulconstraintsthattraditionalexpecta- to helpfree menandboysfrom thenarrow encourage andsupportgirlswomenbut women. We mustdothisnot simplyto r ideas, fresh perspectives,and solutions is allabout.We mustcontinuetodevelopnew and that,too,iswhatourworkatWCW our earthanditsinhabitantsdependsonit everywhere public debate,practice,anddecisionmaking Bringing women’s viewsandstrengths into and families. the complicatedlivesofwomen,children, from ourever-deepening understandingof ideas, fresh perspectives—ones thatgrow and everynot-yet-fundedproposal isaboutnew what WCWisallabout.Everyfundedproject with theforce offresh ideas.”Fresh ideasare tag linethatreads, “We break newground growing upfrom inhospitableterrainwitha The newbrochure showsadelicatefern of thedepthandsubstanceourwork. tive words. Butwehavedevelopedanewdescrip- to beadequatelyconveyedinafewcatchy well forus;theworkistoocomplexandvaried ety work intheconcisewaysourfast-movingsoci- wider audiencesandhowtodescribeour to thinkingabouthowbetterreach outto here wehavedevotedconsiderableattention In additiontothevitalongoingworkreported we haveundertaken. range ofprojects, programs, andpublications this issuewillgiveyousomesenseofthe the Wellesley CentersforWomen. Reading have beenespeciallybusyoneshere at the springeditionof The sixmonthsthathaveflownbysince eflecting traditionalstrengths associatedwith expects. Soundbitesdon’t workvery piece thatIbelievedoesgiveasense masculinity imposeonthemand is crucial.Aviablefuture for Research &ActionReport one webelieveourworkfosters. rations ofall,butitisanessential one— may beoneofthemostchallenging collabo- world, informedbyfeministperspectives, men workingtoward amore justandequitable The day-to-daycollaborationofwomenand gender andpower. and masksthecomplexityofdynamics only exacerbatesanalready difficult situation of girlsversusboys,victimsperpetrators, Framing theissueinpolarizinglanguage only withgirlsis,atbest,halfasolution. lives are intimatelyinterwoven, andworking efforts mustincludebothboysandgirls.Our be deeplyrooted inschools.Successful gender violence,andthatthisprocess must men andwomeniscentraltopreventing that addressing powerimbalances between In theconclusiontoreport, Inoted could haveproduced. any oneortwoindividualsworkingalone annotated bibliographyare richerbyfarthan implies. Butthereport andthe 70-page every bitascomplicatedthatdescription laboration and twoadministrativeassistants.Itwasacol- nine researchers, severalstudentassistants, tions. Thereview teamhere atWCWinvolved in aconsortiuminvolvingtenotherorganiza- project cametoWCWviaour participation Development.The Agency forInternational W Countries” wascommissionedbytheoffice of inDeveloping Related GenderBasedViolence “Unsafe Schools:ALiterature Review ofSchool violence inschoolsdevelopingcountries. has resulted inanewpublication ongender One suchrecent collaborative undertaking omen inDevelopmentattheUnitedStates www.wcwonline.org within acollaborative,andwas | Research & ActionReport Fall/Winter 2003 | Fall/Winter 1 | | 2 | Fall/Winter 2003 | Fall/Winter Short Takes Research & ActionReport | www.wcwonline.org Girls Talk aboutSexuality the authorofnumerous publications, includingtherecent book, Research onWomen where shefoundedanddirected theGenderandSexualityProject. Sheis Studies atSanFranciscoStateUniversity. Since1995 Tolman hadbeenattheCenterfor April thatDeborahTolman wouldbeleavingtheCenterstobecomeProfessor ofHumanSexuality W Adolescent SexualityResearch ContinuesatWCW outcomes fortheyoungpeopletheyserve. they work,andimproving opportunities and the organizationsandprograms inwhich competency andstabilityofstaff, strengthening the development fieldstotalkaboutimproving experts from boththeafterschool broke newground bybringing youth workersintheBostonarea. Thesummit system infrastructure forafterschooland to buildacitywideprofessional-development Boston, acollaborationoforganizationsworking T on Women’s NationalInstituteonOut-of-School summer, hostedbytheCenterforResearch central focusofatwo-daysummitthispast school andyouthworkers?Thatwasthe have totellBostonaboutsupportingafter- Indianapolis, Philadelphia,andSeattle What doBaltimore, Chicago,KansasCity, Professional DevelopmentSummit NIOST andAchieveBostonHost this longitudinalstudyandproviding datamanagementand data analysis. Everson, MaryHarris,MichellePorche, andLynn Sorsoli,are collectingdatainthefinalphaseof is related totheirsexualbeliefsandpractices.Staff, includingAdriannaCanales,Meredith According toStriepe,theaimofproject istoexamine whetheradolescents’televisionviewing the CenterforResearch onWomen underthedirection ofresearch scientistMegStriepe. W Bailey remarked, “thisappointmentisawonderfulhonorandrecognition forher.” ime (NIOST)andothermembersofAchieve ork ononeofTolman’s grants,Television ConsumptionandSexualActivity, isongoingat ith a“mixture ofprideandregret,” WCWExecutiveDirector SusanBaileyannouncedin , publishedbyHarvard UniversityPress. “Asmuchaswewill allmissDeb,” together and youth national funders. services, highereducation),andlocal ernment r institutions, theCityofBoston,childcare and summit were representatives from community of Greater Boston.Alsoparticipatinginthe Parents UnitedforChildCare, andtheYMCA the MassachusettsSchool-AgeCoalition, Foundation, theBoys&GirlsClubofBoston, School Initiative,theBESTInitiative/Medical Boston includethe2:00–6:00After- In additiontoNIOST, membersofAchieve grams canbeheldaccountableformeeting. in theirfields;andasetofstandards thatpro- lattice through whichworkerscanadvance high-quality andaccessibletraining;acareer to dotheirjobswell;aunifiedsystemof workers inthefieldneedtopossessorder These includeacore knowledgebasethat professional-development systeminBoston. has determinedtobekeypiecesofaunified topics thattheAchieveBostongroup Discussion atthesummitcentered onseveral esource andreferral organizations,stategov- faith-based organizations,localcultural agencies (education,childcare Dilemmas ofDesire:Teenage | 3 Fall/Winter 2003 | Research & Action Report | illiams and Benjamin Saunders at the 8th illiams and Benjamin Saunders iolence,” a paper coauthored with Linda with iolence,” a paper coauthored iolence” at the Toward a National Research iolence” at the Toward era Mouradian presented “Parenting presented era Mouradian Porche and Michelle V. azquez-Garcia, raumatic Stress Studies Conference, Studies Conference, raumatic Stress V Reported for Family Behavior among Adults V W International on Family Violence Conference to End Abuse: Together Working Advocacy, Intervention, Research, Assessment, Advocacy, 16-20 held September and Policy, Prevention in San Diego, CA. Linda Williams gave a paper entitled and Research” “Bridging the Gap: Advocacy of “Effects Mouradian presented and Vera Partner on Reports of Intimate Question Order V National Agenda on Violence Against Women held October 1-2 Conference, Research in Lexington, KY. at the Casa Nan Stein was a key presenter Fighting Like conference, Myrna Vazquez a Girl: The Dynamics of Girl-on-Girl Violence, held October 7 in Boston, MA. “Building presented Pamela Seigle and Jim Vetter Skills: Strategies from Relationships, Teaching at the 10th National Program” the Open Circle Forum of the Character Education Partnership, held October 16-18 in Arlington, VA. Peony Fhagen-Smith, Sumru Erkut, Heidie V Help Still Needed: What “Theoretical presented Be Multiracial?” at the Does It Mean To Diversity Challenge Conference: Annual Third of Racial Identity Theory: What 30+ Years Help Us?, on Know? And How Does It Do We October 17 at Boston College in Chestnut Hill, MA. Linda Williams “The Impact of presented Family of Origin on Family Functioning Post-Abuse” at the International Society for T held October 29 to November 1 in Chicago, IL. the Battered Monica Driggers represented at the inaugural Project Mothers Testimony Institute of the Sheila Wellstone conference at the University of Minnesota on November 13. In addition to speaking at the opening, a training on the use of Driggers presented human rights as a tool to combat postsepa- ration violence. www.wcwonline.org iolence from a Longitudinal Perspective: iolence from egularly present their work at conferences, egularly present Project directors and researchers at WCW and researchers directors Project r meetings. workshops, and professional highlights. some recent Listed below are of a panel on gender Susan Bailey was part in K-12 schools at and global citizenship on Women Research the National Council of in held May 30-31 annual conference, Oakland, CA. among were A number of WCW researchers at the 8th Internationalthe presenters held July 13-16 Family Violence Conference, dis- Herrera in Portsmouth, NH. Veronica and Empirical cussed “Renewing Theoretical Understanding Female Towards Efforts Delinquency and Violent Behavior;” Nan Stein “Bullying or Harassment? presented Degendering and Obscuring the Discourse a Mouradian presented of Rights;” Vera with Linda Williamspaper coauthored and Benjamin Saunders entitled “Intimate Partner V When Does Violence Persist?” and Victoria Williams, Linda Banyard, and Benjamin Factors and “Protective Saunders presented The Moderating Role Complex Trauma: Multiply Traumatized for Women of Resources Lifecycle.” the across In Orlando, FL, on July 25, Rochelle Hanson, Benjamin Saunders, Linda Williams, and "The Role of Abuse Daniel Smith presented Characteristics and Cognitive Attributions and Depression: Posttraumatic Stress in Predicting the Navy Family Study" at Findings from the 11th Annual Colloquium of the American Association on the Abuse of Professional Children. Marguerite Nancy Marshall, Allison Tracy, “Gender, and Anne Noonan presented Dresser, Status and Health among Retirement at the annual meeting of the Older Workers” American Sociological Association, held August 19 in Atlanta, GA. PRESENTATIONS Presentations and Conferences ellesley College le of relationships in fostering child in fostering child le of relationships esearch that advances understanding of the that advances understanding esearch For grant guidelines and more information on the Stone Center Primary Prevention Initiatives grant program, visit the Web site at www.wcwonline.org/grantprogram/ index/html. Getting to the Heart of the Mentoring Process: An In-Depth Interview Study of Successful and Unsuccessful Mentor Relationships between Adolescents and Adults Ed.D., Boston LICSW, Renee Spencer, University Urban Adolescents’ Perspectives on Social Entry Class and Relationships at Work Anne Noonan, Ph.D., Center for Research Centers for Women, Wellesley on Women, W The Relational Health Indices: A Study of Girls’ and Boys’ Relationships Belle Liang, Ph.D., Boston College Addressing White Middle School Adolescent Addressing Racism with a Relational/Cultural-Inspired Strategy of Intervention: Comparing Limited Communication with Adult- Cross-Cultural Connection Facilitated Cross-Cultural Laura Catullo, MS, MA, Southeastern University NOVA The following proposals were selected for funding: ro and healthy human and adolescent well-being development. Stone Center Announces Stone Center Awards for Life Empowering Children Center's under the Stone The first awards Robert S. and for Life: Empowering Children Initiatives Stone Primary Prevention Grace W. pro- The made in July. were Grant Program and postdoctoral gram supports doctoral r TELLING THE TRUTH ABOUT POWER

BY JEAN BAKER MILLER

Many of us in this society are mixed up about power. Yet power is very real and is operating right in front of us all the time. Quite amazingly, those who have the most power in our society almost never talk about it, and, even more amazingly, they induce many of the rest of us not to recognize it, either.

| 4 | Fall/Winter 2003 Research & Action Report | www.wcwonline.org Mutual empowerment is a When I was a kid, for instance, my friends possibility in all relationships, even and I adored the movies. We’d go every Saturday afternoon, and for five cents we’d always see two when one person clearly full-length films, a cartoon, a newsreel, and an has more power than the other... episode of an ongoing adventure story, which was almost always a Western. Every week we’d see the “bad guys,” the so-called Indians, portrayed as strange-looking, fierce, uncivilized, savage mur- derers who were threatening the white cowboys. The theater rang with ear-shattering cries, cheers, whoops, and whistles when the cowboys hurt or killed the Native Americans.

It never occurred to us that it was the white people Dominant groups usually manufacture false belief who had taken power by force, stealing the systems that act to perpetuate their power-over Native Americans’ land and destroying their cultures, position and sustain their separation from subor- even calling them by a false name. We absorbed dinate groups. Patricia Hill Collins (1990), an these untruths routinely every week, and I was drawn African-American sociologist, discusses the impact into disparaging and even fearing these powerful, of controlling images. She notes that dominant violent people (from where I lived in the heart of groups tend to create sets of images about them- New York City). I don’t remember history classes selves and about each of the “subordinate” in elementary or high school changing these images, groups. These controlling images are always false, and I can’t recall how old I was before I learned to yet they exert a powerful influence, holding each my shock that we, the whites, had brutally taken group in its place and maintaining the status quo. power over the Native Americans. Indeed, we We absorb these images about others and our- never saw any people of color portrayed with truth. selves, usually without fully realizing it, just as I This is one example of how the “cultural materials” absorbed the negative images of Native Americans of a dominant group mystify its operation in the Westerns I saw as a child. This is part of the of power. way dominant groups mystify their power-over practices and entice many of us into cooperation. For various historical reasons, a dominant segment in any society tends to divide people with less As an alternative to power-over practices, Judith power into groups by race, class, gender, sexual Jordan (1986) and Jan Surrey (1987) have developed preference, and the like. The dominant group the concept of mutual empowerment. Mutual often gains tremendous power over the less powerful empowerment is a two-way, dynamic process in groups in economic, social, political, and cultural which all people in a relationship move toward realms. But dominant groups do not usually say, “I more effectiveness and power, rather than one mov- have great power over your life; I want to keep ing up while the other moves down. Mutual it and, if possible, increase it because I’m afraid of empowerment is a possibility in all relationships, losing any of it to you.” even when one person clearly has more power than the other, such as parent-child, teacher-student, It is important to recognize that there are different therapist-patient. The people in these relation- kinds of power. We use the term “power-to” ships are not equal along such dimensions as age, to mean the ability to make a change in any situa- experience, knowledge of a certain field, and tion, large or small, without restricting or forcing so on. Yet the goal in these types of unequal rela- others. The term “power-over” we apply to situations tionships is similar: for the more powerful person or structures in which one group or person has to foster the growth of the other person. The move more resources and privileges and more capacity is toward change, toward equality and mutuality to force or control others. Structural power rein- (Miller, 1976). Mutuality means joining together in forced by power-over practices obstructs growth a kind of relationality in which all participants and constructive change. are engaged, empathic, and growing (Jordan, 1986). Mutual empowerment involves finding ways to make interactions growth-fostering for everyone in the relationship.

www.wcwonline.org | Research & Action Report Fall/Winter 2003 | 5 | What are some ways we can encourage movement toward mutual empowerment, especially when many people have suffered trauma or severe psychological isolation as a result of interpersonal, social, and struc- tural power-over practices? Interpersonal approaches would include:

• Identifying how we use power-over maneuvers or REFERENCES obfuscate our use of power in our relationships. Collins, P. H. (1990). Black feminist thought. • Seeking mutually empowering ways of engaging in New York: Routledge. relationships, such as developing shared agreements about expectations for the relationship. Jordan, J. (1986). The meaning of mutuality. Work in Progress, No. 23. Wellesley, MA: Stone • Negotiating new agreements as relationships grow or Center Working Paper Series. change, rather than implementing power-over maneuvers to control the relationship. Miller, J.B. (1976). Toward a new psychology of women. Boston: Beacon Press. • In temporarily unequal relationships (such as parent- child, teacher-student relationships), helping the Miller, J.B. (1988). Connections, disconnections, less powerful person move toward mutual empowerment, and violations. Work in Progress, No. 33. mutuality, and, eventually, equality. Wellesley, MA: Stone Center Working Paper Series.

The way to prevent or reduce power-over practices Miller, J.B. (2002). How change happens: is to increase each person’s power in the relationship, Controlling images, mutuality, and power. Work their power-in-connection rather than power that in Progress, No. 96. Wellesley, MA: Stone is coercive and arising out of fear. In growth-fostering Center Working Paper Series. relationships, facilitating the power of one person Miller, J.B. and Stiver, I. (1997). The healing does not mean less power for the other. That kind of connection. Boston: Beacon Press. thinking usually follows from the notion of a “zero- sum game” or from patriarchal, power-over thinking. This Surrey, J. (1987). Relationship and empowerment. is still how most institutions operate. However, we Work in Progress, No. 30. Wellesley, MA: can begin to envision the ways of reframing the power Stone Center Working Paper Series. issue. The answer does not lie in flipping over whoever Walker, M. (2002a). Power and effectiveness: is in power so that subordinates gain more power but Envisioning an alternate paradigm. Work in continue operating in the same old dominant-subordinate Progress, No. 94. Wellesley, MA: Stone Center framework. The answer is to search for a new structure Working Paper Series. altogether, one of mutual empowerment. This transfor- mation would change life for all of us. Walker, M. (2002b). How therapy helps when the culture hurts. Work in Progress, No. 95. Wellesley, MA: Stone Center Working Paper Series.

Jean Baker Miller, M.D., is the director of the Jean Baker Miller Training Institute at the Stone Center. This article is based The way to prevent or reduce power-over on her new working paper, the 100th in the Stone Center’s distinguished series. “Telling practices is to increase each person’s power the Truth about Power” was first presented in in the relationship... July at the 2003 Jean Baker Miller Summer Training Institute. The paper, JBMTI/Stone Center Working Paper No. 100, may be ordered from the WCW Publications Office at 781-283-2510 or via the Web at www.wcwonline.org.

| 6 | Fall/Winter 2003 Research & Action Report | www.wcwonline.org BATTERED MOTHERS FIGHT TO SURVIVE THE FAMILY COURT SYSTEM

Human rights abuse charges are Battered Mothers Speak Out,a report published by BMTP in commonly used to attempt to tarnish November 2002, documents the human rights violations battered women suffer when they fight against their abusers for custody of political leaders and institutions in their children in the Massachusetts family courts. Since 1999, project other countries. However, when the human codirectors Carrie Cuthbert and Kim Slote have been gathering rights lens focuses on U.S. institutions, evidence about court processes and outcomes from abuse survivors, such as the Massachusetts family court their advocates and counselors, and from state judicial and govern- system, alarming cracks appear in ment officials. the American assumption of justice at “We interviewed 40 battered mothers with experience in 11 of home. The Centers’ Battered Mothers’ Massachusetts’ 14 counties who were diverse in terms of race, age, socioeconomic status, and sexual orientation,” said Cuthbert. Testimony Project (BMTP) has found that “Despite their diversity, the problems that they identified were remark- battered women often face yet another ably similar. The courts fail to protect battered women and children form of abuse in court. by issuing child custody rulings that endanger them. Family courts give custody to batterers. Child abusers are given unsupervised visitation. Women and children are required by the courts to interact with their abusers with no protection.”

Ironically, Massachusetts is a leader in addressing domestic violence through criminal prosecution, crisis intervention, and social and public-health services. Massachusetts and many other states fail on the next frontier—when battered mothers go to court to retain custody of their children.

www.wcwonline.org | Research & Action Report Fall/Winter 2003 | 7 | Mixed Message from the State Rising Activism

“Battered women get a mixed message from the state,” Cuthbert, Slote, and BMTP policy director Monica Ghosh Cuthbert said. “On one hand, they are told to leave their bat- Driggers saw increasing activism among the women who par- terers to protect their children. But when they leave, they ticipated in Battered Mothers’ Testimony Project interviews, have to go to family court to resolve issues. The court tells them focus groups, quarterly project meetings, and the May 2002 to maintain relations with this person and to foster a relation- human rights tribunal at the Massachusetts State House. ship between the children and their abuser. This way, batterers At the tribunal, four survivors told their stories of domestic abuse, can continue the abuse following separation.” attempts to flee it, and entrapment in legal snarls with their abusers. A video of the tribunal and copies of the November In court, women are often at a disadvantage. A law that report have nearly sold out. Although the judicial response could provide critical protection—the Massachusetts Presumption was critical of the report’s methodology, the chief justice of the of Custody Law that affirms that children’s best interests Massachusetts Probate and Family Court did send copies are not served when they are placed in the custody of a batterer to every family court judge. And women continue to call the or child abuser—is not regularly enforced. Women usually project months after the initial media coverage has died down. receive custody in uncontested cases, but the 1989 gender bias study commissioned by the Massachusetts Supreme Judicial “We‘ve had an overwhelmingly positive response from sur- Court found that fathers win three times more often than moth- vivors,” Cuthbert said. “Women from all across the country have ers in contested custody battles. called, saying, ‘This is my story. Your project made me feel like I’m not alone.’ Because of this response, we think what Ensuring better treatment and outcomes for battered women we reported on was just the tip of the iceberg.” facing custody battles is urgent, says the BMTP team. Courageous women who left brutal partners expect justice in the family Although the research project ends in December 2003, the court system, and they are dismayed when custody goes to the work of transforming project findings into concrete policy and person who abused them or their children. “Women lose practice is just beginning. A new grassroots organization of trust in the court system,” said Cuthbert. “That means battered survivors and advocates—the Massachusetts Protective Parents mothers may stay with the batterer because they at least Association—began meeting last summer. The project has have some measure of control when they are present in the been replicated in Arizona and several other states have expressed home.” interest in the Massachusetts effort, all indications that the project’s impact is growing.

Human Rights Perspective

The project’s focus on international human rights standards helped draw support from survivors and transform them into leaders, BMTP leaders say. “Human rights looks at how govern- ments treat citizens,” said Cuthbert. “International human rights standards provide a yardstick to measure government action and inaction, as opposed to looking at an individual perpetrator.”

“Battered women get a mixed message In contrast to the focus in the U.S. on civil and political rights, from the state...On one hand, they are told the international human rights framework puts equal value on civil, political, economic, social, and cultural rights. The to leave their batterers to protect their Battered Mothers’ Testimony Project, a project of the WCW Women’s Rights Network, embraces this broader scope. children. But when they leave, they have to Battered mothers frequently face unmanageable legal expenses or go to family court to resolve issues.” lack access to the legal representation necessary to win court fights. Lack of economic rights, in essence, denies them justice.

“The power of human rights is that they affirm the gravity of what these women and children have had to go through,” Cuthbert said. “These are not just bad outcomes or policies. These are human rights abuses. Everyone has a fundamental right to freedom from violence.”

| 8 | Fall/Winter 2003 Research & Action Report | www.wcwonline.org “Women from all across the country have called, saying, ‘This is my story. Your project made me feel like I’m not alone.’’’

What’s Next? The Findings

The publication of Battered Mothers Speak Out on the The Battered Mothers’ Testimony Project first day of the annual global campaign, 16 Days of Activism found that the Massachusetts Family Court sys- against Gender Violence, is focusing new energy on solving tem violated human rights through: the systemic family court problems. Steps toward action include • Failure to protect battered women and children the founding of the Massachusetts Protective Parents from abuse: incidents include granting child custody Association and a new early intervention partnership between to batterers. the Women’s Bar Foundation and Help for Abused Women and Children, an advocacy group. The Battered Mothers’ Testimony • Discrimination and bias: holding mothers Project leadership and steering committee have addressed to a higher parenting standard than fathers. public meetings, research and domestic violence conferences, • Degrading treatment: court investigators and the Governor’s Commission on Domestic Violence. treat battered women with disrespect. Amnesty International, the ACLU, the Executive Office of Public Safety for the State of Massachusetts, and organizations in • Denial of due process: court officers pressure several other states are developing initiatives based on project battered mothers to engage in unsafe face-to-face findings. mediation with their abusers.

The BMTP team sees their work as a call for more research, • Allowing the batterer to continue the abuse activism, and action at the national level. Driggers, an expert in through the court system: battered mothers are court reform, is currently pursuing possible sources of funding harassed emotionally and financially when for a new project on gender and justice aimed at national legisla- batterers can file multiple, baseless motions. tion, expanded research, and broader advocacy. • Failure to respect economic rights: judges “The court system seems to feel that if they are aware of fail to hold batterers accountable for nonpayment a problem, then it is solved,” Driggers said. “Ten years ago courts of child support. across the country produced gender bias reports and made recommendations and worked on a few. Female attorneys are no longer called ‘honey’ in court, but treatment of female litigants doesn’t seem to have improved. I want to go back and see if progress has been made.”

For more information on the Battered Mothers’ Testimony Project and ongoing WCW work on this topic, visit www.wcwonline.org/wrn

www.wcwonline.org | Research & Action Report Fall/Winter 2003 | 9 | SCHOOL INTERVENTIONS, Photo by Micheal Indresano Photography Photo by Micheal Indresano NOT ZERO TOLERANCE, PREVENT GENDER VIOLENCE

Effective materials for students, school personnel, SafePlace, a sexual assault/domestic violence center in and parents are critical to combating bullying and sexual harass- Austin, Texas, chose Stein’s Bullyproof as a core component ment in schools. Creating such tools is a core interest of of the Expect Respect Project. SafePlace, the University senior research scientist Nan Stein, a former middle school of Texas (UT), and the Austin public schools implemented a teacher whose work ranges from anti-bullying and harass- violence prevention program pairing six control schools ment curricula to new work on the dangers that zero tolerance with six where Bullyproof was used in an intervention program laws pose to children’s civil rights. The sale of more than with fifth graders and their teachers. In peer-reviewed journals 75,000 copies of Stein’s three curricula attests to the need out this fall, CDC and UT evaluators report that after the inter- for such classroom tools. vention, more students were able to recognize bullying and sexual harassment, an important step in stopping these behaviors. In an age of data-driven decisions, however, school officials After the evaluation, SafePlace expanded bullying prevention want more than teacher recommendations. They need efforts to public meetings and Expect Respect/Bullyproof was documented results and outcomes. For widespread acceptance, selected in 2002 as a Promising Practice by the National programs and materials must demonstrate effectiveness Resource Center on Domestic Violence. through objective studies. One of Stein’s curricula, Bullyproof: A Teacher's Guide on Teasing and Bullying for Use with Fourth and Fifth Grade Students, was recently evaluated in a three-year project funded by the Centers for Disease Control and Prevention (CDC).

| 10 | Fall/Winter 2003 Research & Action Report | www.wcwonline.org “One way to dismantle bullying and harassment is to focus on Stein finds these journal entries encouraging because they courage,” said Stein, author of Classrooms and Courtrooms: point out the impact that age-appropriate, deliberate, and Facing Sexual Harassment in K-12 Schools. “By that I mean teacher-led conversations and curricula can have in students’ the courage of the bystanders and observers, not necessarily lives. “By creating a common classroom vocabulary and offering the courage of the person being picked on. My curricula nonpunitive and nonlitigious ways to probe controversial are tied to works of literature, such as Bridge to Terabithia and and troubling subjects, educators and their students can con- Number the Stars, that have courage as a theme, but I front and reduce sexual harassment and gendered violence use a more expansive definition of courage including mundane, in the schools,” Stein said. daily acts of courage. These smaller, building blocks of Teachers and administrators need to recognize that sexual courage might include several kids walking a younger child harassment is a common feature in the school lives of both boys away from a schoolyard bully. By focusing on these small and girls. “The next step,” Stein said, “is for the adult to acts of courage, we can build an infrastructure that can help name it and take it on publicly in the classroom and throughout dismantle harassment.” the school community.”

According to Stein, school-wide efforts that directly address Naming the Problem Early sexual harassment, bullying, and other forms of gender violence can help prevent these behaviors. Schools can begin Research on peer victimization shows that the U.S., Europe, in class with lessons about teasing and bullying, take a Australia, and Asia share a common problem: some 18 firm stand against hazing, and offer effective counseling, perhaps percent of elementary students report being bullied. Bullying billed as lunchtime discussion groups. Prevention programs increases throughout elementary school, peaking in middle can reduce the need for punishments, Stein believes. school, then declining in high school, although the damage is not over then. Long-term consequences include a link to A male student wrote that the Flirting or Hurting? program teenage sexual harassment and adult domestic violence. Sexual really had an impact. “X has stopped goosing and touching girls. harassment may involve a much larger segment of students. I never thought I’d see the day—he no longer pinches girls A 2001 American Association of University Women study found and rubs up against them in the hall.” that 80 percent of girls and boys grades 8 to 11 experienced sexual harassment in their schools. Safety in Schools—in Law and in Fact Harassment and bullying are well documented in students’ own words. In a recent talk, Stein shared comments by eighth- A new article by Stein, “Bullying or Sexual Harassment? grade Massachusetts students in a school using Stein’s Flirting The Missing Discourse of Rights in an Era of Zero Tolerance” or Hurting? curriculum. “It’s amazing that this stuff goes on at published this fall in the University of Arizona Law Review, our school,” one boy wrote. “I think that part of the problem is examines problems with local interpretations of current state that some kids don’t know what sexual harassment is, so they laws. A growing body of anti-bullying laws passed after don’t know that they are doing it.” the 1999 Columbine High School shootings have pushed many schools to take a zero tolerance stand, imposing harsh, mandatory punishments for vaguely defined behaviors.

After a 1999 Supreme Court decision established that schools are legally and financially responsible if they allow known sexual harassment to continue, schools have paid closer atten- tion to some behaviors. Laws meant to prevent grenade launchers from entering schools, however, have been used to suspend a eight-year-old boy for pointing a chicken finger at his teacher and saying “pow, pow.” A female assistant princi- “ZERO TOLERANCE LAWS HAVE EVISCERATED pal, reacting to a previous year’s mooning incident, forced the THE CIVIL RIGHTS OF STUDENTS...THERE IS NO girls to lift their skirts to prove they were wearing underwear to be allowed entry into a school dance. These local interpretations DUE PROCESS IF IT'S ONE STRIKE AND YOU of laws point to common violations of students’ civil rights. ARE SUSPENDED.”

www.wcwonline.org | Research & Action Report Fall/Winter 2003 | 11 | Zero Tolerance = Zero Civil Rights Journey into Gendered Violations: “Zero tolerance laws have eviscerated the civil rights of A College Course students,” Stein said. “There is no due process if it’s one strike and you are suspended. It’s a gross injustice to have your When students register for the A day-long field trip takes the stu- educational career derailed by a questionable action like showing Wellesley College course Gendered dents to a courtroom where they talk to your midriff or skateboarding. There is no due process if Violations, they confront a troubled a judge about restraining orders and circumstances are ignored and teachers are denied teachable world. A joint anthropology/ women’s then on to visits with the governor’s moments.” studies course taught by the advisor on domestic violence, the Wellesley Centers for Women’s Nan statewide Coalition on Sexual Assault According to Stein, anti-bullying laws are delivering unintended Stein and Wellesley College professor and Domestic Violence, and a domestic- consequences on several levels. First, they degender the of anthropology Sally Engle Merry, the violence shelter. This brush with harsh conversation by moving it away from sexual harassment. Second, course combines an anthropological reality is new to some students, but they shift the discussion away from civil rights, which schools approach to gender with an analysis of not to others. must protect, to a focus on individual misbehavior. interventions—from policing to “In our class, we have students who Stein says the post-Columbine reaction, which targeted therapy—aimed at reducing gendered disclose that they have witnessed physical violence and weapons in school, also misses the key violations of women. These violations domestic violence or threats or have fact that extreme violence is the least common threat to include the hard realities of domestic experienced teen dating violence school safety. Students are much more likely to face threats violence, sexual assault, and sexual themselves,” Stein says, “That’s always to their psychological and social safety, such as losing the harassment. a very powerful element.” right to learn, because of harassment. “We look at the discourse about Zero tolerance policies amplify the power of anti-bullying creating women’s rights as human rights, laws, Stein says. Pressure for legal reform is coming from diverse at social science research and policy sources such as juvenile rights lawyers, parents, community making about violence against women, activists, and researchers. More focus should go to changing and the construction of masculinity behaviors early through school-based programs, counseling, and femininity,” says Stein. Bringing Change to Schools: and civil rights and anti-harassment legislation, Stein said. “The Teaching Guides As an interdisciplinary effort, the ideology of these anti-bullying laws is to punish and exclude course combines the tools of legal the bully. The result is not reform, only demonization.” anthropology, which is Merry’s field, and research and action efforts • Flirting or Hurting? A Teacher’s in Stein’s realm of education. Guide on Student-to-Student Sexual “Our interests are parallel in their focus Harassment in Schools for Grades on efforts at surveillance and control. 6 through 12 (1994) The problem I’ve identified around sex- • Bullyproof: A Teacher's Guide on Teasing ual harassment in schools and Sally and Bullying for Use with Fourth identified in efforts to reduce domestic and Fifth Grade Students (1996) violence is how they count on surveil- lance and control of the perpetrator. • Gender Violence/Gender Justice: We want to know what happens an Interdisciplinary Teaching Guide for when you go down that road of surveil- Teachers of English, Literature, lance and control to reform somebody.” Social Studies, Psychology, Health, Peer Counseling, and Family and Consumer Sciences (grades 7-12) (1999).

These and other publications by Nan Stein may be ordered from the WCW Publications Office at 781-283-2510 or via the Web at www.wcwonline.org.

| 12 | Fall/Winter 2003 Research & Action Report | www.wcwonline.org AFTERSCHOOL LEARNING FOR THE HEART AND THE HEAD:

The Path toward Self-Awareness, Healthy Relationships, and Strong Groups

The battle for afterschool care has evolved in the past 20 years from the urgent need to create safe, affordable programs to rising demands for good programs that use afterschool time strategically. Although increasing pressures from the nation- wide curriculum reform and standardized testing movements push afterschool programs to focus on academic goals, the pre- cious hours between classroom and family room need to include genuine relationships with caring adults outside the hierarchies of school or family, according to the leaders of the Bringing Yourself to Work (BYTW) program.

Good relationships between afterschool staff and children The Power of Self-Awareness provide emotional support and interpersonal growth, which are “Effective afterschool care is about more than improving test key factors in academic and personal success, says project scores or keeping kids busy,” says Stahl, an expert in developing director Michelle Seligson. With associate director Patricia Jahoda innovative educational programs for girls and adolescents. Stahl, Seligson is launching an effort to put the development “It’s also about investing in the development of self-aware care- of social and emotional intelligence on par with study skills in givers who ‘bring themselves to work,’ who understand afterschool programs. Their new book, Bringing Yourself to that quality relationships are critical to successful learning, and Work, and the related staff training program aim to broaden who take their responsibility as role models seriously.” self-knowledge skills among caretakers so they can improve the social and emotional dynamics of their programs. Caregivers who are self-aware can empathize through— and beyond—their own childhood experiences. They can also Great programs, Seligson and Stahl say, are built on trust, coach children to understand their own experiences in more empathy, and connection between caretakers and children. When depth. After a carnival at a Charleston, SC afterschool program, caregivers bring their own life stories, cultural experiences, the staff and students who organized the event gathered and enthusiasms to work, they enhance the self-esteem, to debrief. In the meeting, the staff leader prompted discussion social confidence, and learning skills of the children in their by asking what went well, what didn’t, and what could be care. Researchers have found that strong adult-to-child better next time. connections ultimately reduce the rate of teen pregnancy, school dropout, violence, and drug and alcohol use. “Instead of just moving on, they used the process to under- stand how each child participated,” Seligson said. “It worked well because the staff person was willing to talk about his own mistakes. Acknowledging that adults make mistakes and learn from those experiences is a great life lesson.”

Adults become role models on many levels when they are open and honest with children. When children see adults work cooperatively and resolve conflicts, they learn to resolve their own disputes. When adults share their cultures or tastes, children are encouraged to see their own interests and traits as part of a healthy whole.

| 24 | Fall/Winter 2003 Research & Action Report | www.wcwonline.org THE TRAINING

A Fresh Step toward Better Afterschool Growing Emotional Intelligence Programs

Building emotional intelligence, a goal of the new book and What does it mean to have high emotional training program, is important for all children. Daniel intelligence? Participants in Bringing Yourself to Goleman, author of Emotional Intelligence, estimates that this Work trainings explore that question as they person-to-person intelligence accounts for some 80 percent of learn how incorporating their personal perspec- an individual’s success in life. Afterschool caregivers may pro- tives into their work can transform a good vide a rare opportunity for children from stressed families or afterschool program into a great one. The training, communities to develop this strength in a safe environment. conducted nationwide by Seligson and Stahl, provides a catalyst for improving both afterschool Seligson, a pioneer in afterschool care quality standards and program quality and staff dynamics. founder of WCW’s National Institute on Out-of-School Time, says BYTW offers a new grounding for programs. “Self A recent training participant said the two-day awareness, relationship development, and healthy group workshop provided a fresh perspective. process ultimately lead to better social and emotional environ- “The training helped me look at myself first to ments for children.” create a good environment—not always easy in this field.”

The training, which can be delivered as a two-day workshop or a modular series, transforms theoretical work in relational theory, emotional intelligence, and social emotional learning into practical exercises, direct tools, and self-assess- THE BOOK ments. Seligson and Stahl begin by establishing a supportive environment that helps participants articulate the motivations, experiences, and Bringing Yourself to Work: A Guide goals that each person brings to the workplace. to Successful Staff Development in After- scholars who have observed that meaningful Through exercises and discussions, they explore School Programs connections with others, authenticity in relation- the components of emotional intelligence and ships, and mutual empathy promote the growth ways to help children and adolescents gain Bringing Yourself to Work, newly published of all people. by Columbia University’s Teachers College Press, these skills. The program designers hope that documents a new vision of success in after- The book provides tools and guidance to help participants will spread these insights by train- school programs. Not only can children relax with individuals enhance their relational abilities and ing others in their field. other kids and strengthen academic skills, increase their self-awareness. The tools help care- but they can also benefit in concrete ways from takers recognize factors in their own life experi- mentoring relationships with afterschool care- ences and perceptions that shape their responses To learn more about training opportu- givers, according to authors Michelle Seligson to children in their care. For example, caregivers nities, contact Paricia Johada Stahl who were shy as children need to step beyond and Patricia Jahoda Stahl. at 781-283-2531 or visit the Web site their own experiences to accurately judge The book presents the research basis for whether a child who often plays alone is shy— at www.bringingyourselftowork.com this new vision and the specific skills staff require and in need of help joining groups—or is to increase self awareness, sustain healthy introverted and simply enjoys self-directed activities. relationships, and improve group dynamics. The case studies in Bringing Yourself to Work A growing body of research points to beneficial illustrate the path toward being a better group outcomes for children who have strong relation- member and building emotional intelligence, ships with their adult caregivers. Increased a newly acknowledged contributor to real-life academic success, better family relationships, and success for children and adults. fewer problems with drugs and alcohol result when children and adolescents develop social- emotional skills in afterschool contexts. The book draws on the work of the Stone Center This book may be ordered from the WCW Publications Office at 781-283-2510 or via the Web at www.wcwonline.org.

www.wcwonline.org | WCW Research & Action Report Fall/Winter 2003 | 25 | | 26 | Fall/Winter 2003 | Fall/Winter Q&A Research & ActionReport Interview withJoKim is currently avisitingassistantprofessor. Asian-American womenintheWomen’s StudiesDepartmentatWellesley College,where she and RutgersUniversities.Inthespringsemesterof2004shewillbeteachingacourseon students andhastaughtanumberofcoursesinsociologywomen’s studiesatColumbia In additiontoherresearch interests, Kimisenthusiasticaboutteachingandworkingwith employees inU.S.-basedKorean transnationalcorporations. workplace relationships betweenKorean managersandtheir Korean-American white-collar Kim didhermaster’s anddoctoraldegrees insociologyatColumbiaUniversity, where sheexamined 2001, studiesgender, raceandethnicity, theworkplace,immigration,andglobalization. Jo Kim,apostdoctoralresearch fellowattheWellesley CentersforWomen sinceDecember | www.wcwonline.org “differences.” cultural interpretations playinconstructing in thecontextofaworkplaceand therole that the waysinwhichinequalityisreproduced to thesecorporations,Ihopedunderstand By studyingthefeatures thatare unique could beobserved. issues around ethnicity, gender, andidentity be arichenvironment inwhich thecomplex I decidedthatmultinationalcorporationswould of others’behaviorsaswellourown. and howcontextshapesourunderstanding assumptions affect people’s work lives, and ethnicstereotypes, self-perceptions, and r My rience. the I amveryinterested incultural toolsas multinational corporations? How doesasociologistdecidetostudy basis forunderstandingpeople’s workexpe- esearch examinedhowracial ethnic backgrounds. of maleandfemaleU.S.workersvarious The remaining 55-60percent wasmadeup American, white-collar, middlemanagers. U.S., and30percent ofwhom were Korean- were inthree- tofive-yearpostsinthe Korean-national malesenior managers who members, 10-15percent ofwhom were firms. Theytypicallyhadanaverageof85staff tronic andheavy-equipment manufacturing These corporationswere predominantly elec- ly Korean multinationalcompanies, locatedmain- agers andworkersintheU.S.headquartersof conducted 57in-depthinterviewswithman- Using asnowball-samplingtechnique,I ground andstructure ofyourstudy? Can youtellusabitabouttheback- how theworkersinterpret differences. opportunity forculturalassumptionstoaffect diversity oftherest ofthestaff create ample Korean-Americans, andtheracialethnic Korean nationals,first-andsecond-generation aries around ethnicityandgender. Amixof particular totheworkplacedrawbound- which peopleuseculturalnarrativesthatare My findingsrevealed thecomplex waysin What were yourmajorfindings? in NewYork, NewJersey, andCalifornia. While Korean managers valued their Korean- Being a female researcher was helpful, and I What are your next projects? American subordinates highlighting their guess that being a doctoral student from During my time here at WCW, I have been “Korean” work ethic and claiming moral superi- a well-known institution also helped, especially elaborating on some of the theoretical ideas ority over “Americans” (code for “whites”) with the managers who came from elite posited in the study. I’ve also been framing in resistance to racism, at other times they took backgrounds. My Korean-American identity the data to examine the different cultural tools on racist positions to devalue the Korean- allowed me to establish my ties with the that people mobilize in constructing their American workers because of their immigrant Korean-American staff, who often said things views and how those may vary by ethnicity, status. like, “You know how it is with us,” including gender, and class. me as one of them. The Korean-Americans also drew on these Continuing my interest in boundary-making repertoires to assess the moral worth of I gained many things from doing this study. and identity constructions, I am currently the Korean managers. They used “Korean” I really value the experience of learning about involved in developing a CRW-based research as code for being traditional, autocratic, people’s work lives, how their work life project on mixed-race adolescents. I am and sexist when criticizing the managers’ biased shapes their world views, and what it means interested in ways in which they consider them- practices but claimed moral superiority to them. Listening to sometimes very emo- selves similar to or different from other racial over the managers by highlighting their own tional stories and experiences, I was struck by groups, the cultural repertoires they mobilize “American-ness”—code for being progres- how much of who they were and how they to construct their views of others and sive, professional, and egalitarian. feel is influenced by their work experiences. themselves, and their perceptions of racism. Of course, that is not to say that people The Korean-American women used ethnicity I want to explore the theories and language did not have many other meaningful aspects in paradoxical ways to express and interpret that these adolescents use to categorize differ- to their lives. In fact, many of the managers their coping strategies. For example, they de- ences and to understand the world from and staff talked about their family obligations scribed as “Korean” rather than sexist a their standpoints. and how they coped with juggling family homosocial corporate culture in which women and work. are excluded from critical client entertaining and socializing (typically involving late nights But what was interesting to me were the More information on this topic is and heavy drinking). Interestingly, they used complex ways in which the self is constructed available in “The Construction of Gender ethnicity to explain things for which they could by the positions one occupies in various and Ethnicity in the Globalizing find no obvious reason. On the one hand, overlapping social contexts, including the home Workplace” by Jo Kim. This paper may the women justified their own behaviors of and the workplace. This was particularly resistance by accentuating their "American- evident among the older Korean immigrant be ordered from the WCW Publications ness," while on the other hand, they explained women who were in the least favorable Office at 781-283-2510 or via the Web their accommodating behaviors by exagger- positions in the firm but had the longest tenure, at wcwonline.org. ating their “Korean-ness.” mostly because of their age, family obliga- tions, and the limited opportunities they had An important finding of the study is that in outside Korean firms. a workplace where managers and workers are divided by ethnicity, worker discipline and One of the challenges that I have found resistance can take on ethnic forms, and eth- in doing field work as a researcher is that, as nicity becomes a vehicle for negotiating you allow yourself to be immersed in the differences. “field” and try to see the world as those you are studying see it, you also have to learn to withdraw and resist the temptation to inter- What was it like doing this research? act or respond “too much” to what is going on or being said. That can be difficult at times, Being bilingual was definitely helpful because especially when people have let me into I was able to relate to both the Korean- their offices, their homes, and their lives. national managers and the Korean-American staff members. I also had a number of extremely helpful informants who made crucial connections that facilitated my entry into these firms. Some managers were initially reluc- tant; it is only natural for people to feel threatened by outsiders who want to “study” them. But with time, I learned to put them at ease by presenting myself as a student who was eager to learn about them and their work, and eventually most managers agreed to participate. ?www.wcwonline.org | Research & Action Report Fall/Winter 2003 | 27 | | 28 | Fall/Winter 2003 | Fall/Winter

GlobalConnections Research & ActionReport the CentersinSeptember. Executive DirectorSusanBailey whilevisiting gender anddevelopmentissues withWCW Asia andthePacificinBangkok,discusses Agriculture OrganizationRegionalOffice for Programme attheUnitedNationsFoodand Officer intheGenderandDevelopment Hana Kobayashi,AssociateProfessional Wom ologies in in ologies women bysharingandpromoting innovativemethod- is toadvanceunderstandingofviolenceagainst W the eventwilltakeplaceApril25-28,2004,in and actionconferences tobepresented byWCW, researchThe firstinaseriesofinternational leaderseverywhere. governmental aswellnon- cates, activistsandgovernmental this subjectisonthemindsofresearchers, advo- submitted from 45countries,evidenceofhowmuch abstracts forconference presentations havebeen from allpartsoftheworld.To date,more than300 Sparks Worldwide Interest Conference onViolence againstWomen ence, W The announcementbytheWellesley Centersfor ellesley, MA.Thepurposeoftheconference omen ofplanstohostaspring2004confer- en, Innovations inUnderstandingViolence against has generatedunprecedented interest both research andprevention. | www.wcwonline.org such specifictopicsas: or sociallymotivated.Theconference willaddress and communityviolence,violencethatispolitically defined toincludeinterpersonalviolence,family understanding ofviolenceagainstwomen,broadly conference willexpandworldwideawareness and be presented anddiscussed.TheCentershopethe hemispheres will andsouthern from northern to, andfindingsof,contextuallyrelevant research W against Innovations inUnderstandingViolence countries. the formationofcollaborationsacross andwithin has beendesignedtomaximizenetworkingand sentations, androundtable discussions. Theprogram violence againstwomen,field-initiatedpaperpre- renowned expertsonissuesof by internationally tioners, andadvocates.Itwillincludetalks dialogue-based gatheringofresearchers, practi- ference among participantsfrom around theglobe.Thecon- to fosterparticipatoryandcollaborativeinteraction Conference organizershave designed theprogram at www.wcwonline.org/conference. or visittheconferenceWeb site [email protected], For moreinformation,e-mail omen willbeaforuminwhichapproaches • • • • • • • documenting individualwomen'sexperiences. against women the relationship betweenwarand violence human rights violence againstwomenasaviolationof violence the roots ofgender-based community gender-specific violenceprevention qualitative andquantitativeresearch on r designing politicallysensitiveandculturally trafficking inwomen elevant research methodologies will be an international, interactive, will beaninternational, Williams Presents Research at Conference in South Africa

In May, Linda Williams made her third trip status in the U.S. These women have negoti- to South Africa to participate in and present ated pathways to survival and found ways two papers at the Second South African to function adaptively despite numerous child- Gender-Based Violence and Health Conference, hood stressors. Through qualitative analyses, held in Johannesburg. This conference brought Williams and Banyard were able to identify together over 200 participants—predominantly strategies for survival. Gannett Addresses Key Gatherings those working to stop violence against “Liberating methodologies for understanding in Australia and New Zealand women in South Africa, but also including rep- and transforming violence against women,” resentatives from Eritrea, Nigeria, Uganda, coauthored with Nadera Shalhoub Kevorkian Ellen Gannett, codirector of the Centers’ Sudan, Cameroon, Canada, United Kingdom, of Hebrew University, Jerusalem, explored National Institute on Out-of-School Time, trav- Switzerland, and the United States. The the link between research on violence against eled this fall to New Zealand and Australia, three-day conference addressed the critical women and activism. The authors used case consulting with colleagues and speaking at issues of child sexual abuse, HIV/AIDS and studies of violence against women in oppressive major gatherings of policymakers and gender based violence, and domestic violence sociopolitical contexts to demonstrate program providers. and health issues. the connections between feminist research, On September 18, Gannett gave a talk Williams presented “Women’s lives and women’s experiences, activism, and liberation. entitled “The Changing Landscape of Out-of- women’s voices: Pathways to recovery Kevorkian and Williams discussed how School Time in the United States” for the by survivors of child sexual abuse,” coauthored the politico-gender context and social conscious- Australian Network of Community Activities with Victoria L. Banyard. This presentation ness influence violence against women, impact at the Parliament House in Sydney. The focused on women’s strength and resilience researchers, affect our understanding of abuse, audience included providers of Out-of-School and on understanding women’s resistance and raise questions about methodologies. programs, government officials, and commu- to the negative consequences of violence in The conference forged important connections nity leaders. While in Sydney, she also visited childhood. Williams reported new findings for future international work in preventing two out-of-school-time programs including from in-depth interviews with African- violence against women. Many attendees indi- one that serves Aboriginal children and their American women of lower socioeconomic families and focuses on cultural and artistic cated their strong interest in participating expression. Later in the week, Gannett delivered in the WCW conference planned for April 2004 the keynote address at the National Out- (see related story on page 28). of-School Care and Recreation Conference in Wellington, New Zealand.

Commenting on her experience, Gannett said, “This trip has strengthened my belief in the importance of multiculturalism in out-of-school time. Both Australians and New Zealanders have a deep respect for the land and traditions of the indigenous Aborigine and Maori cultures. In Wellington, the conference participants were greeted by young people with song, dance, and prayer to give thanks for the opportunity to work hand- in-hand on behalf of families and children. I was deeply moved by these rituals and the revitalization of customs that might have been destroyed were it not for citizens’ com- mitment to officially reclaim the history of the indigenous people.”

www.wcwonline.org | Research & Action Report Fall/Winter 2003 | 29 | Hartling Part of International Meeting Marx Presents Workshops at Conference on Human Dignity and Humiliation Studies on Global Education

Linda Hartling, associate director of the Jean Baker Miller Senior research scientist Fern Marx served as seminar resource Training Institute, was an invited presenter at the first annual person and facilitated two workshops at a week-long gathering Meeting on Human Dignity and Humiliation Studies in Paris of 38 high school educators from around the world in July 2003. this fall. The meeting was coordinated by Evelin Lindner of the InterCultural Promise: Educating a New Generation of Women University of Oslo and hosted by the French Maison des Leaders was presented by Saint Mary’s College Center for Women’s Sciences de l’Homme. Using Relational-Cultural Theory as a InterCultural Leadership in Notre Dame, Indiana. Drawing theoretical foundation, Hartling’s talk explored the complex on the global education work of the Sisters of the Holy Cross dynamics of shame and humiliation that can lead to profound and augmented by guest presenters, the seminar enabled and enduring psychological and social problems. On the participants to reflect on the challenges facing educators of basis of the research she has done to develop a scale that will today’s young women and to share lessons learned from assess cumulative experiences of humiliation and fear of dealing with those challenges. humiliation, she proposed possibilities for interrupting and trans- Presenting work from her WCW project on Raising Competent forming these life-damaging experiences. Other presenters and Confident Girls, Marx used one workshop to focus on the examined the connection between humiliation and armed conflict, interplay of gender equity and adolescent development using the examples of Somalia and Rwanda; the systemic when instilling leadership concepts in high school girls. In another humiliation of subjugated groups in Africa; and the treatment session, she introduced participants to leadership develop- of women in postwar Iraq. ment through social activism, using the WCW teaching guide, The meeting on October 12-13 launched an international, Shaping a Better World: Global Issues/Gender Issues, authored interdisciplinary network of scholars and activists who will work by Janet Kahn and Susan Bailey. collaboratively to understand, prevent, alleviate, and eliminate Participants in the seven-day conference included lay and the pervasive and destructive consequences of derision and degra- religious educators from Bangladesh, Uganda, Sri Lanka, Brazil, dation. The network, which envisions collective efforts pro- and five U.S. states. They came from public high schools, moting dignity and mutual respect for all people, is the first Catholic, Islamic, and Native American schools, and from girls- step in the founding of a center for human dignity and only and coeducational institutions. humiliation studies, to be anchored at Columbia University in New York.

USAID Publishes WCW Research Review

The Office of Women in Development at the U.S. Agency for International Development has funded and published a review of research literature on gender violence in schools in developing countries conducted at WCW. The report, “Unsafe Schools: A Literature Review of School Related Gender Based Violence in Developing Countries” was written by Jo H. Kim and Susan M. Bailey with Sumru Erkut, Nada Aoudeh, Ineke Ceder, and Victoria L. Banyard. The report identifies, annotates and synthesizes research studies and projects/interventions addressing primary- and secondary-school-related gender-based violence.

The review reveals the need for more studies documenting and analyzing the effects of gender violence on the education and health of students in developing nations. A major gap in the existing research includes a lack of information on boys as victims, including recognition of homophobia as a root cause of much of the violence directed toward boys.

The full report, including the 70-page annotated bibliography, is available on the Web at: www.usaid.gov/our_work/cross-cutting_programs/wid/pubs/unsafe_schools_literature_review.pdf.

| 30 | Fall/Winter 2003 Research & Action Report | www.wcwonline.org at theWellesley CentersforWomen. features perspectivesofindividualstaff members Commentary by NancyL.Marshall Is ChildCare BadforKids? next generation. With the rise of dual-earner therise ofdual-earner next generation.With saw dramaticchangesinhowweraisethe to 64percent in2001.Thelast centuryalso of youngchildren were employed,compared r mothers ofchildren undertheageofsix;as This changehasbeenmostdramaticamong which paidemploymentisthenormforwomen. held paidjobs,toapostindustrialsocietyin an industrializingsociety, inwhichfewwomen ofthe20thcenturyfrom a shiftattheturn matic changesintheUnitedStates,including Over thepastcenturyweexperienceddra- cally forthemselvesandtheirfamilies. the nextgenerationandproviding economi- meet thetwochallengesofbothraising of adiscussionabouthowwomenandmen of childcare canonlybeanswered aspart about women’s (andmen’s) lives?Thequestion the largerquestion:whatdowereally know ing thisquestion,itisimportanttotalkabout r program development,andpolicy, whatdowe children. Afterdecadesofresearch, advocacy, the questionofwhetherchildcare isbadfor Recent headlineshaveonceagainraised ecently as1975,only39percent ofmothers eally knowaboutchildcare? Before address- and whethertheFMLAshouldbe expanded between incomeandtimewith an infant, paid sothatfamiliesdonothave tochoose under theFMLA,whetherleave should be for longerthanthe12weekscurrently available whether familyleaveshouldbeexpanded groups ofwomen.Stillunderdiscussionis that thisoptionislimitedtoonlycertain However, therestrictions oftheFMLAmean time off forthebirthoradoptionofachild. Act (FMLA)allowssomewomentotakeunpaid example, theFamilyandMedicalLeave provide someresources forsomefamilies.For a patchworkofpoliciesandprograms that for women,children, andmen.We nowhave variety ofresponses tothesesocietalchanges policy makersandactivistshavegenerateda In themidstofthisnew/oldcontroversy, the homeandmenbelonginworkplace. of the1950smyththatwomenbelongin version support theirfamilies.Thisisthemodern and thatmenmustworklonghoursto are thenaturalcaregivers ofyoungchildren tain for womennow, U.S.societycontinuestomain- labor. Eventhoughemploymentisthenorm because itistiedtothequestionofwomen’s the questionofchildcare isproblematic this controversy continue?Iwould arguethat 70s, anditishappeningnow. Whydoes This isnotnew;ithappenedinthe60sand children, controversy erupts. call forpublicfundingchildcare forall for low-incomechildren), butwhenadvocates Wo available duringsometimeperiods(suchas consistent. Formalchildcare has been to caringforyoungerchildren hasbeenless through highschool.Butoursocietalresponse now takenforgranted,atleastfrom firstgrade Outside thefamily, universalschoolingis follow a“onesizefitsall”pattern. and gayfamilies,soon,familiesnolonger families, single-parent families,lesbian rld War II)orforsomefamilies(HeadStart the interlockingmythsthatwomen www.wcwonline.org | Research & ActionReport Fall/Winter 2003| Fall/Winter 31 | Commentary to cover employees who are currently exempt, Where does this leave parents, policy makers, such as employees of small businesses. and concerned citizens? First, it is important Even if such changes were implemented, the to remember the links between employment FMLA still wouldn’t address the every day and child care. If our workplaces require us conflicts between parenting and employment, to work 50 to 60 hours a week, that means such as when a child is too sick to go to long hours of child care, which may be too child care or school but not sick enough for stressful for some children, although just fine a parent to take FMLA leave. This raises for most children. Is the solution for mothers questions about the nature of paid work and to stay home? Or is the solution a rethinking the workplace. How does the workplace of the workplace—how long we work, when need to change, not just for women but also and where we work, and how the work is dis- for men? tributed within a workplace or a family? Or is there something about the child care Another topic of debate is the balance setting that needs to change? Second, it is between extending the availability of child care important to remember that the research versus raising standards for the quality of shows that families are the most important child care. There is clear evidence that higher influence in a child’s life in the early years, quality child care is good for children, but whether or not the child is in child care. Support raising standards of care costs money—funds for families, therefore, will also support which, in a tight economy, could instead children. Third, while researchers talk about go to increasing the number of families who group trends, individual children may have can afford to use child care. How do we vastly different experiences. Finally, research is balance these competing needs? Do we have not infallible. It is a tool, but only one tool to accept a trade-off between availability to be used in thinking about choices for our and quality? own lives and for our society as a whole. What is the role of research in answering Policy decisions are ultimately as much about these questions? We know from research that power as they are about research, and quality child care, especially for three- and individual family decisions should be as much four-year-olds, is one factor that helps to prepare about the circumstances of that family, children for schools in the 21st century. their options and preferences. Research can help We also know that when parents have flexible to inform both personal and policy decisions jobs that allow them to respond to everyday but should never determine them. parenting needs, they feel less conflict between the demands of family and employment. And we know that women’s employment is Nancy L. Marshall, Ph.D., is a senior crucial to maintaining the economic well- research scientist and an associate director being of families and to promoting gender of the Center for Research on Women. equity. But there are still many unanswered She currently directs several studies at the questions. Center including the Massachusetts site of the NICHD Study of Early Child Care and Youth Development, the Massachusetts Early Care and Education Study, and the Maine Cost and Quality Study. To learn more about her work, visit www.wcwonline.org/research- nmarshall.html.

| 32 | Fall/Winter 2003 Research & Action Report | www.wcwonline.org quality. tributing toactualchangesinprogram to bemovingprograms toward and/orcon- for Quality’s improvement strategies appear This project willalsoexaminewhetherLeading in, acontinuousimprovement process. their commitmenttoward, andare engaging program siteshaveincreased thedepthof the extenttowhichparticipatingafter-school This evaluationproject willdetermine and theCambridgeCommunityFoundation Department ofHumanServicesPrograms Funded bytheCityofCambridge Project Director:EllenGannett Leading forQualityInitiative teens duringtheafterschoolhours. practices, programs, andstrategiesforserving of theseefforts thatwillelucidate thebest will includeabackground paper andprofiles cities intheUnitedStates.Thefinalproducts 21 citywideafter-school initiativesinmajor Cities Network,anetworkofleadershipfrom 13-19 through themembersofCross school-time programs offered toteensages This project willinvestigatetheout-of- Funded byAOLTime Warner Foundation Project Director:EllenGannett and Program Models Older Youth: ExemplaryPractices Out-of-School TimeServicesfor New Funding program qualityissues. Commission inorder tobetterunderstand programs fundedbytheJacksonvilleChildren’s 600 direct-care staff in the50afterschool surveys willbeadministered toapproximately mentary conducted withthetwomiddleandoneele- In 2004,program observationswillbe schools withteachers,staff, andadministrators. will alsobecompletedinthethree case-study their parents. Focusgroups andinterviews with thestudentsenrolled in thestudyand Tw Jacksonville After-School ExperiencesStudy. This isthethird andfinalyear ofthe Jacksonville Children’s Commission Funded bytheCityofJacksonville, Project Director:EllenGannett Principal Investigator:FernMarx Children’s Commission Evaluation oftheJacksonville papers from thestudy. and participatinginpreparing reports and observations of100Massachusettsclassrooms collaborate onthisstudybyoverseeing at theCenterforResearch on Women will Massachusetts andNewJersey. Researchers children attendingpreschool classrooms in preliteracy andmathreadiness among at RutgersUniversity, isconductingastudyof based attheGraduateSchoolofEducation Research, anonprofit research organization The NationalInstituteforEarlyEducational Funded byThePewCharitableTrusts Subcontract fromRutgersUniversity Project Director:NancyL.Marshall Massachusetts Preschools o follow-upsurveyswillbeconducted case-study schools.Additionally, www.wcwonline.org | Research & ActionReport Fall/Winter 2003| Fall/Winter 33 | Spotlight on New Research Additional Funding

Urban Adolescents’ Perceptions San Jose 4 Quality Initiative Nancy Marshall received funding of Social Class and Relationships at Enhancement from Mills Consulting Group for the Early Work Entry Intervention/Behavioral Health Child Project Director: Ellen Gannett Care Inclusion Project through the Common- Project Director: Anne Noonan Funded by The David and Lucille Packard wealth of Massachusetts Office of Child Funded by the Robert S. and Grace W. Foundation Care Services. Stone Primary Prevention Initiatives: Empowering Children for Life The David and Lucille Packard Foundation Fern Marx received a continuation has supported the San Jose 4 Quality Initiative grant from Girls, Inc., Project Bold to meas- This study involves an innovative collabora- (SJ4Q) project since December 2000. This grant ure the implementation of Living Safe tion with a local school department’s school-to- will conclude evaluation activities; address and Strong in Taunton, MA. work program. The project director will and improve the economic viability of after- conduct qualitative, in-person interviews with school programs in San Jose and Santa 30 urban high school students participating Clara County through SJ4Q leadership, quality Peggy McIntosh received additional in the program to determine how these ado- standards, collaboration, and training; equip funding from Lucent Technologies with the lescents perceive, construe, and navigate 20 site directors and program managers among University of Southern Maine for a study social class and social-class differences, and the SJ4Q partner organizations through of the impact of the S.E.E.D. (Seeking how these factors influence their work a “train the trainer” approach; and identify Educational Equity and Diversity) Project relationships and overall work experiences. communities ready for replication of the in Elk Grove, CA schools. initiative by creating a marketing strategy that includes materials, training videos, Lights-On After-School and Out-of-School Time events, and a Web site offering the “key ingre- The National Institute on Out-of- Evaluation Project: Phase Two dients” to the success of the San Jose 4 School Time received additional funds Quality Initiative to communities throughout from Illinois School-Age Child Care, Project Director: Ellen Gannett the state of California. Oregon Center for Career Development Funded by the Commonwealth of in Childhood Care, Public Broadcasting Massachusetts Department of Education Service, and WGBH.

This project is an extension of work that NIOST has provided to the Massachusetts Pamela Seigle received additional Department of Education over the past three funding for Reach Out to Schools from years. In this phase, NIOST will design the E. Franklin Robbins Trust. and develop the Programming for After-School Youth Outcomes (PAYO) self-assessment tool. PAYO will strengthen grantees’ capacity Nan Stein and Linda Williams received to contribute to positive outcomes for additional funding from the University youth and will become an integral component of North Carolina Injury Prevention Research of the current outcomes-based evaluation Center for the National Violence system. NIOST will also provide multiple training Prevention Leader and Practitioner Training sessions, resources, and technical assistance to Program. This project is funded through grantees. the Centers for Disease Control.

| 34 | Fall/Winter 2003 Research & Action Report | www.wcwonline.org Mixed Ancestry Adolescents (2003) the positive youth development approach; (3) provides local and national examples of pro- Sumru Erkut, Ph.D., and Allison Tracy, Ph.D. grams utilizing positive youth development Paper Order No. 409 strategies to support youth development and $10.00 academic achievement; (4) articulates the particular challenges facing Boston in its efforts Based on data provided by the 90,000 ado- to build the capacity of after-school pro- lescents in the in-school survey of the grams to promote positive youth development; National Longitudinal Study of Adolescent and (5) offers both short-term and long- Health, this paper investigates whether term recommendations regarding local actions adolescents who claim mixed ancestry report and policy activities. more adjustment problems (higher levels of depression, substance use, health problems) than their peers who claim a single ancestry. A Theoretical Model of Mixed The approach was designed to examine whether Ancestry Racial/Ethnic Identity mixed-ancestry adolescents reveal tendencies Development (2003) that can be expected from characteristics of their constituent ancestries, or whether the Peony Fhagen-Smith, Ph.D. phenomenon of mixed ancestry is a unique experience that cannot be explained on Paper Order No. 413 the basis of constituent ancestries. The results $10.00 showed that adolescents of some mixed To date no theoretical work on racial/ethnic ancestry combinations report more adjustment identity development adequately provides problems than the single ancestry adoles- a framework for explaining current empirical cents in their constituent race/ethnicities on findings concerning racial/ethnic identifica- many but not all indicators of social adjust- tion among mixed ancestry youth. This paper ment. Adjustment problems were more prevalent reviews current research on the mixed ancestry among boys of mixed ancestry, especially experience and proposes a mixed ancestry among boys whose constituent ancestry includ- racial/ethnic identity development model that ed an Asian or a white identity. incorporates Rockquemore and Brunsma’s (2002) work on mixed ancestry identity types, Cross and Fhagen-Smith’s (1996, 2001) How After-School Programs Can life-span model of Black identity development, Most Effectively Promote Positive Cross’s (1991) Nigrescence theory, Phinney’s Youth Development as a Support to (1989) Ethnic Identity Development Model and Academic Achievement (2003) Erikson’s (1968) and Marcia’s (1980) work on ego identity development. The proposed Georgia Hall, Ph.D., Nicole Yohalem, M.Ed., model considers contextual influences, fluidity Joel Tolman, BA, and Alicia Wilson, MSW, MPP in racial/ethnic identification, and developmental Paper Order No. CRW30 changes over time for three developmental $10.00 age periods, preadolescence, adolescence, and young adulthood. This report by the National Institute on Out-of-School Time (NIOST) in association with The Forum for Youth investigates how after- school programs in Boston can most effectively promote positive youth development as a support to academic achievement. By using the positive youth development approach, quality after-school programs can incorporate

the supports and opportunities necessary New Publications for young people to succeed both developmen- tally and academically. The researchers outline key ways quality after-school programs can help to overcome critical barriers to learning and can support academic achievement and the well-being of children and youth. This report: (1) provides a review of learning theories; (2) explains the features and rationale of

www.wcwonline.org | Research & Action Report Fall/Winter 2003 | 35 | Prevention through Connection: Strengthening Resilience in a Risky Telling the Truth About Power (2003) A Collaborative Approach to World: It's All About Relationships Jean Baker Miller, M.D. Women's Substance Abuse (2003) (2003) Paper Order No. 100 Linda Hartling, Ph.D. Linda Hartling, Ph.D. $10.00 Paper Order No. 103 Paper Order No. 101 In this culture, those in power do not usually $10.00 $10.00 talk about it and the rest of us tend not This paper conceptualizes substance abuse Building on Judith Jordan’s earlier work to recognize it, either. A similar situation exists as a disease of disconnection, which progres- (Paper Order No. 57), this paper challenges the in therapy, where the therapist herself may sively separates and isolates people from commonly held view that resilience is a unique not be aware of her own power-over tactics. relationships that can help them reduce their form of individual “toughness” endowed to a This paper suggests methods that may help risk, promote their recovery, and ensure their lucky few and suggests that resilience can therapists to acknowledge their power and also health and well-being. Examining, particular, be strengthened in all people through participa- to change from power-over actions to mutually substance abuse among women, the author tion in growth-fostering relationships. The empowering relationships. From this line explores how women often use drugs or alco- author reviews the research describing individ- of thinking, there follows an exploration of hol in two ways: 1) to facilitate and establish ual, internal characteristics associated with altering the concept of boundaries in therapy connections with others, such as intimate part- resilience and explores the relational aspects into mutually constructed agreements ners, peers, and social groups, and/or 2) to of these characteristics. A case example between patient and therapist. The paper was cope with serious relational disruptions, vio- illustrates that efforts promoting relational first presented at the Summer Training lations, or trauma. In response, the author development help people grow through Institute of the Jean Baker Miller Training proposes a relational approach to prevention and beyond experiences of hardship and adver- Institute, June 2003. that emphasizes collaboration and the devel- sity. In addition, the author proposes specific opment of growth-fostering interpersonal, ways resilience can be strengthened through professional, and community relationships— engagement in relationships that enhance Relational Aggression and Bullying: prevention through connection. Using one’s intellectual development, sense of worth, It's More Than Just a Girl Thing (2003) an example from a college setting, this paper sense of competence, sense of empowerment, Nancy Mullin-Rindler, M.Ed. describes how everyone can participate in and, most importantly, sense of connection. a relational approach to prevention, opening Paper Order No. 408 the way to new possibilities and opportunities $10.00 to reduce high-risk substance use and abuse. Valuing Vulnerability: New Meanness and aggressiveness in girls has This paper will appear as a chapter in an Definitions of Courage (2003) been the topic of recent media attention and upcoming casebook on Relational-Cultural several popular books, which have presented Theory, edited by Wendy Rosen and Maureen Judith Jordan, Ph.D. this behavior as a new and previously unstudied Walker to be published by Guilford Press. Paper Order No. 102 phenomenon, and one that is on the rise. $10.00 Whether called “relational aggression,” “social In a dominant, Western culture that celebrates cruelty,” “peer harassment,” or “relational strength in separation and holds unrealistic bullying,” it is typically described as part of a expectations for independent, autonomous hidden culture unique to girls. This paper functioning, vulnerability is seen as a examines these assumptions and cites research handicap. This system creates the illusion of suggesting that relational aggression—along an invulnerable and separate self, using with bullying, sexual harassment, and other autonomous, individualistic standards to meas- forms of personal violence—may be symptomatic ure a person’s worth. Since these unrealistic of a larger pattern of societal violence that expectations cannot be humanly attained, these negatively affects both girls and boys. controlling images become the source of The paper makes the case that relational aggres- shame and disconnection. Relational-Cultural sion is neither new among girls nor unique Theory (RCT) suggests that there is value in to them, and offers concrete, research-based, embracing vulnerability and in providing support, and developmentally appropriate strategies for both at an individual and a societal level, improving the aspects of school climate that for the inevitable vulnerability of all people. perpetuate relational aggression. Rather than espousing the individual, mostly mythical, traits of a “lone hero,” RCT moves us toward new and important pathways to resilience and courage through connection. A version of this paper was originally presented at the 2002 Learning from Women Conference cosponsored by Harvard Medical School and the Jean Baker Miller Training Institute.

| 36 | Fall/Winter 2003 Research & Action Report | www.wcwonline.org Selected Bibliography of Children’s significant gender differences in motivation Links to Learning: Supporting Books About Teasing and Bullying for as measured by scholastic competence Literacy in Out-of-School Time (2003) Grades K-8 (Revised 2003) and engagement, students’ written narratives National Institute on Out-of-School Time suggested that boys and girls diverge in their Nancy Mullin-Rindler, M.Ed. (NIOST) understanding and expression of motivation as Paper Order No. RL102 it relates to future aspirations and goals. Video Order No. M17 $15.00 $25.00

This annotated bibliography contains hun- This latest addition to NIOST’s Links to Bringing Yourself to Work: A dreds of listings of children’s literature, Learning video series highlights the multiple Guide to Successful Staff Development classroom resource materials, audiovisual ways that after-school practitioners can in After-School Programs (2003) selections, Internet resources, and references promote and incorporate literacy into their for teachers and parents. An introductory Michelle Seligson, M.Ed., and program activities and curriculum. section provides a conceptual framework for Patricia Jahoda Stahl, M.Ed. understanding bullying. Book Order No. 1013 Home Study Program, Women's $18.95 Growth in Connection (2003) Patterns of Family Violence in Japan Published by Teachers College Press, this Jean Baker Miller Training Institute groundbreaking professional-development book Hilda Maria Gaspar Pereira helps directors and staff create healthier Home Study Program Order No. HS#1 Paper Order No. 411 learning environments for children and youth $99.00 with Women’s Growth in $10.00 in after-school programs. The authors outline Connection; $80.00 without the book the support and skills staff need to increase self- This paper provides an overview of the This home study program, approved by awareness, sustain healthy relationships, historical and cultural context for understanding the American Psychological Association, allows and improve group dynamics. Building on the family violence, gender and family relations, psychologists working in distant locations latest research in emotional intelligence, and gender discrimination in Japan. It describes to earn seven professional continuing-education relational theory, and group relations, this four distinct forms of family violence in credits while studying the founding concepts hands-on guide includes: which Japanese women are either victims or of the Relational-Cultural Theory developed perpetrators or both: filial abuse, child abuse, • Advice for dealing with issues commonly at the Stone Center. partner abuse, and elder abuse. Moreover, it faced by staff, such as learning how to offers an explanation for why Japanese society respond to difficult situations with col- and policymakers have been particularly slow leagues, children, and parents Introduction to Relational-Cultural to recognize and respond to two forms Theory: PowerPoint Presentation Kit • “Next Step” activities to help staff of family violence: partner and child abuse. successfully use the tools and practices (2003) suggested in this volume to enact Linda Hartling, Ph.D., Jean Baker Miller, M.D., change in their own settings and Judith Jordan, Ph.D. Academic Success and Struggle: A Study of Motivation and Literacy • A self-assessment tool and scoring key PowerPoint Presentation No. PR#10 in a Sample of Low-Income Seventh for analyzing individual self-awareness, the $50.00 Graders (2003) ability to relate to others, and an under- standing of one’s role within a group This Microsoft PowerPoint presentation, Michelle V. Porche, Ed.D., and setting designed for classroom or instructional use Stephanie J. Ross, M.A. by advanced Relational-Cultural Theory • Stories that profile individuals as they (RCT) practitioners and scholars, introduces Paper Order No. 410 build emotional intelligence and become the key concepts. The kit includes 1) CD with $10.00 more effective group members. animated PowerPoint presentation for PC This paper investigates the influence of or Mac, 2) copy of Powerpoint slides for making motivation and gender on the language and overheads, 3) copy of audience handouts, literacy achievement of a group of 54 low- 4) glossary of evolving concepts in Relational- income children in 7th grade who have been Cultural Theory and 5) two working papers, followed since they were three years old. What Do We Mean by Relationships? and Mixed methods were used to explore the rela- Some Misconceptions and Reconceptions of tion between motivational resources a Relational Approach. (including perceived scholastic competence, engagement in learning, and future aspira- tions) and reading and achievement outcomes. All of the publications listed here may Reading comprehension ability, as measured be ordered from the WCW Publications by standardized tests, was shown to be neces- Office at 781-283-2510 or via the sary but not sufficient for academic success Web at www.wcwonline.org. for both boys and girls. While there were no

www.wcwonline.org | Research & Action Report Fall/Winter 2003 | 37 | Published Elsewhere

Boyle, D.E., Marshall, N.L., & Robeson, Marshall, N.L. (Ed.) (2003). The social Siegel, J.A. & Williams, L.M. (2003). The rela- W.W. (2003). Gender on the playground. In construction of gender in childhood and tionship between child sexual abuse and N.L. Marshall (Ed.), The social construction adolescence. Special Issue of American female delinquency and crime: A prospective of gender in childhood and adolescence. Special Behavioral Scientist. 46 (10). study. Journal of Research in Crime and issue of American Behavioral Scientist, 46 Delinquency, 40 (1), 71-94. Marshall, N.L., Robeson, W.W., and Keefe, (10), 1326-1345. N. (2003). Gender equity in early childhood Silverman, J.G., Mesh, C.M., Cuthbert, C., Fhagen-Smith, P. (2003). Mixed-race youth education. In Carol Copple (Ed.), A world Slote, K., & Bancroft, L. (2003). Documenting ages 8 to 11 years. In M. Kelley & M.P.P. of difference: Readings on teaching young human rights violations in the U.S.: State Root, Multiracial child resource book. Seattle: children in a diverse society. Washington, conduct in child custody cases involving intimate Mavin Foundation. DC: National Association for the Education partner violence. American Journal of Public of Young Children. Health (in press). Herrera, V.M., & McCloskey, L.A. (2003). Sexual abuse, family violence, and female delin- NICHD Early Child Care Research Network Slater, L., Daniel, J., & Banks, A. (Eds.). (2003). quency: Findings from a longitudinal study. (2003). Child care and common communicable The complete guide to mental health for Violence and Victims, 18, in press. illnesses, ages 37 to 54 months. Archives women. Boston: Beacon Press. of Pediatrics & Adolescent Medicine, 157, Jordan, J.V. (2003). The relational-cultural Williams, L.M. (2003). Understanding child 196-200. model. In M. Kopala & M. Keitel (Eds.), abuse and violence against women: A The Handbook of Counseling Women. NICHD Early Child Care Research Network life-course perspective. Journal of Interpersonal Thousand Oaks, CA: Sage Publications. (2003). Contexts of development and devel- Violence, 18 (4), 441-451. opmental outcomes over the first seven Jordan, J.V., Banks, A., & Walker, M. (2003). years of life. In J. Brooks-Gunn, A.S. Fuligni, Women's relationships. In L. Slater, J. Daniel and L.J. Berlin (Eds.), Early Child Development & A. Banks (Eds.), The complete guide in the 21st Century, Washington, DC: to mental health for women. Boston: Department of Education. Beacon Press. NICHD Early Child Care Research Network Koss, M.P., Bailey, J.A., Yuan, N.P., Herrera, (2003). Do children’s attention processes V.M., & Lichter, E.L. (2003). Depression mediate the link between family predictors and PTSD in survivors of male violence: Research and school readiness? Developmental training and initiatives to facilitate recovery. Psychology, 39, 581-593. Psychology of Women Quarterly, 27, 130-142. NICHD Early Child Care Research Network (2003). Does quality of child care affect child 1 outcomes at age 42 ?, Developmental Psychology, 39 (3), 451-469.

NICHD Early Child Care Research Network (2003). Families matter—even for kids in child care. Journal of Developmental and Behavioral Pediatrics, 24 (1), 58-62.

NICHD Early Child Care Research Network (2003). Frequency and intensity of activity of third-grade children in physical education. Archives of Pediatrics & Adolescent Medicine, 157, 185-190.

| 38 | Fall/Winter 2003 Research & Action Report | www.wcwonline.org CELEBRATING WOMEN OF COURAGE

Rachel Carson, writer, scientist, and ecologist, grew up simply in the rural river town of Springdale, Pennsylvania. From her mother she inherited a life-long love of nature and the living world that Carson expressed first as a writer and later as a student of marine biology. Disturbed by the profligate use of synthetic chemical pesticides after World War II, Carson warned the public about the long-term effects of misusing pesticides. In Silent Spring (1962), she challenged agricul- tural and governmental practices and called for a profound change in our view of the natu- ral world. Attacked by the chemical industry Janine Benyus To Deliver and some in government as an alarmist, Carson the Rachel Carson Lecture on bravely spoke out to remind us of our fragile place in the ecosystem. Testifying before Congress Environmental Ethics in 1963, Carson called for new policies to protect human health and the environment. Rachel Carson died in 1964 after a long The Women of Courage Lecture Series, co- battle against breast cancer. Her work continues sponsored by the Wellesley Centers for to inspire new generations to protect the Women and the Boston Research Center for living world and all its creatures. (Courtesy of the 21st Century, celebrates women who Carson biographer Linda Lear, 1998, author have taken brave stands on issues such as of Rachel Carson: Witness for Nature, 1997). economic justice, nonviolence, environmental ethics, and human rights. The Rachel Carson Lecture on Environmental Ethics will be held on Thursday, February On February 26, 2004, author Janine Benyus 26, 2004, at the Boston Research Center for will deliver the Rachel Carson Lecture on the 21st Century, 396 Harvard Street, Environmental Ethics. The inaugural Women of Cambridge, MA. The program is free and open Courage lecture in 2002 honored Fannie to the public. Seating is limited and reserva- Lou Hamer, a civil rights activist, with a lecture Happenings tions are required. To reserve a seat, contact by social activist Linda Stout. In January the Boston Research Center for the 21st of 2003, we honored Jeannette Rankin, a Century at [email protected] or 617-491-1090. suffragist and pacifist, with a lecture by Congresswoman Barbara Lee (D-CA).

Janine Benyus is a life sciences writer and For more information, visit author of six books. Her most recent work, www.wcwonline.org/n-main.html. Biomimicry: Innovation Inspired by Nature, discusses an emerging science that seeks sus- tainable solutions by mimicking nature’s designs and processes. A graduate of Rutgers University with degrees in forestry and writing, Janine Benyus has worked as a back- packing guide and as a writer for the U.S. Forest Service. She writes, teaches, lectures, and works for the protection and restoration of wild lands. An educator at heart, she believes that a better understanding of the genius of the natural world will result in more people cherishing and opting to protect it.

www.wcwonline.org | Research & Action Report Fall/Winter 2003 | 39 | | 40 | Fall/Winter 2003 | Fall/Winter Happenings

Research & ActionReport

JANUARY FEBRUARY MARCH DATE SAVE THE Street, Wellesley, MA Location: CheeverHouse,828Washington Brown, Ed.D. Presenters: NanStein,Ed.D.,andLyn Mikel T Date: Thursday, March 4,2004 WCW LunchtimeSeminar Searching foraContext Girlfighting andGenderViolence: 21st Century, Cambridge,MA Location: BostonResearch Center forthe Presenter: JanineBenyus Date: February26,2004 See related articleonpreceding page Environmental Ethics Rachel CarsonLecture on A booksigningwillfollowthispresentation Location: CollinsCinema,Wellesley College Ed.D. Presenter: JeanKilbourne, T Date: Thursday, January15,2004 WCW LunchtimeSeminar Sex, Alcohol,andAdvertising Spin theBottle: ime: 12:30-1:30pm ime: 12:30-1:30pm

| www.wcwonline.org MARCH Have onYour Children? What ImpactDoesInfantChildCare Street, Wellesley, MA Location: CheeverHouse,828Washington Presenter: PeonyFhagen-Smith,Ph.D. T Date: Thursday, March 11,2004 WCW LunchtimeSeminar Among Multiracial/EthnicIndividuals Racial/Ethnic IdentityDevelopment Street, Wellesley, MA Location: CheeverHouse,828Washington Georgia Hall,Ph.D. Presenters: EllenGannett,M.Ed.,and T Date: Thursday, March 25,2004 WCW LunchtimeSeminar Field for theAfter-School andYouth Work Professional Development System Achieve Boston:Buildinga Street, Wellesley, MA Location: CheeverHouse,828Washington and JoanneRoberts,Ph.D. Presenters: Wendy Wagner Robeson,Ed.D., T Date: Thursday, March 18,2004 WCW LunchtimeSeminar ime: 12:30-1:30pm ime: 12:30-1:30pm ime: 12:30-1:30pm APRIL An Army of Ex-Lovers: My Life at the Innovations in Understanding Gay Community News—1978-1982 Violence against Women

WCW Lunchtime Seminar See related article on page 28

Date: Thursday, April 1, 2004 Date: April 25-28, 2004

Time: 12:30-1:30 pm Cochaired by: Linda M. Williams, Ph.D., Nada Aoudeh, MPH and M.Ed., and Victoria Presenter: Amy Hoffman, M.F.A. L. Banyard, Ph.D. Location: Cheever House, 828 Washington Location: Wellesley, Massachusetts Street, Wellesley, MA The first in a series of WCW international research and action conferences, this world- The Neurobiology of Traumatic wide gathering of researchers, practitioners, Disconnection activists, and advocates will focus on innovative strategies for preventing violence against WCW Lunchtime Seminar women. Date: Thursday, April 8, 2004

Time: 12:30-1:30 pm Race, Sexuality, and the Policing Presenter: Amy Banks, M.D. of Gender

Location: Cheever House, 828 Washington WCW Lunchtime Seminar Street, Wellesley, MA Date: Thursday, April 29, 2004

Time: 12:30-1:30 pm Assessing Demographic and Presenter: Toni Lester, B.S., J.D. Psychological Discontinuities among Adolescent Latinas Location: Cheever House, 828 Washington Street, Wellesley, MA WCW Lunchtime Seminar A book signing will follow this presentation Date: Thursday, April 15, 2004

Time: 12:30-1:30 pm

Presenters: Nancy Genero, Ph.D., and Elissa Koff, Ph.D.

Location: Cheever House, 828 Washington Street, Wellesley, MA

Off the Shelf and Into the Classroom: Successfully Implementing and Maintaining School-Based Programs Are You a Member? Over Time Donors to the Wellesley Centers for Women are a key to WCW Lunchtime Seminar our success! Your support helps us fund important new initia- Date: Thursday, April 22, 2004 tives and spread the word of our work to new audiences.

Time: 12:30-1:30 pm Benefits of membership include discounts on WCW publica- tions and programs, news of upcoming events and project plans, Presenter: James B. Vetter, Ed.M. invitations to special events across the country, and Location: Cheever House, 828 Washington MemberLink, our members-only newsletter. Street, Wellesley, MA Join us by calling our membership coordinator at 781-283-2484 or by visiting us online at www.wcwonline.org.

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