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Articles 1 - 18 of 18
Full-Text Articles in Feminist, Gender, and Sexuality Studies
On The Campus, Florence Howe
On The Campus, Florence Howe
Women's Studies Quarterly
We can now count upwards of 1,000 women's studies courses, the major bulk still in literature, sociology, and history departments. New course titles continue to appear: Asian Women (CUNY/City College); Sexism and Schools (U. Massachusetts); Rhetoric of Women (U. Denver); Biology of Women (Portland State U.). Women in Spanish Culture (U. Washington); Men and Masculinity (U. Wisconsin). Courses continue to appear in law schools and schools of education, and in a sprinkling of other professional or graduate schools. But the big news is the development of women's studies programs.
News Briefs, The Feminist Press
In Elementary Schools: A Case Study - The Woodward School, Andrea E. Ostrum
In Elementary Schools: A Case Study - The Woodward School, Andrea E. Ostrum
Women's Studies Quarterly
In the spring of 1970, feminism was introduced into a small, private school in Brooklyn, New York. Woodward School students, 60% white, 40% black, primarily middle-class but with many on scholarship, range from nursery school age through eighth grade. The school is progressive, relying on open classroom teaching in lower grades and on individual attention to older students. Feminist change at Woodward was begun by a few women who had been in consciousness-raising groups. Through informal communication, a group of at first ten, then as many as thirty women began to meet to discuss what was happening to their daughters …
Front Matter, The Feminist Press
In The High Schools, Carol Ahlum
In The High Schools, Carol Ahlum
Women's Studies Quarterly
Some 50 high school teachers have been teaching feminist courses, a good majority of which are either social studies or English courses. The others include a family living course; a course called "Prejudice"; a seminar entitled "Our Bodies, Our Selves" taught at a private girls' school; a summer program for third world high school women in Springfield, Massachusetts; and a discussion for women students at an urban street school. Most courses are meant for male and female students although in many there are few males. Some have been designed specifically for women students and we know of one called "Male …
News From College Programs And Courses, The Feminist Press
News From College Programs And Courses, The Feminist Press
Women's Studies Quarterly
A Masters of Arts in Women's Studies can be pursued through the Graduate Program of Goddard College, a fully accredited, private college in Plainfield, Vermont. Nonresident graduate programs available in New York, Boston, Los Angeles, Philadelphia, and Washington, D.C., as well as in the Vermont-New Hampshire area. Students devise their own study plans and work on a one-to-one basis with field faculty of their own choice. The programs call for a minimum of one calendar year's work; students who can work an implementation project into their study plans are encouraged to do so. Write: Graduate Program, Goddard College, Plainfield, Vt. …
National Conference On Sex Role Stereotypes, Carol Ahlum
National Conference On Sex Role Stereotypes, Carol Ahlum
Women's Studies Quarterly
On November 24—26, the National Education Association held the first national conference on sex role stereotypes in elementary and secondary schools, under a grant from the Office of Education. Held at Airlie House, in Warrenton, Virginia, the conference drew about 200 participants, including representatives of such groups as the NAACP, the Feminists on Children's Media, NOW, Women on Words and Images, The Women's Action Alliance, The Feminist Press, as well as representatives from NEA affiliates from various sections of the country.
Creative Intervention In The Pre-School, Phyllis Taube Macewan
Creative Intervention In The Pre-School, Phyllis Taube Macewan
Women's Studies Quarterly
Excerpts from Liberating Young Children, a pamphlet available from the New England Free Press, 791 Tremont St., Boston, Massachusetts
Tillie Olsen's Reading List, Tillie Olsen
Tillie Olsen's Reading List, Tillie Olsen
Women's Studies Quarterly
Tillie Olsen is well-known as the author of Tell Me A Riddle, a volume of stories about the lives of working-class women and men used frequently in women's studies courses. She is also a self-taught scholar and teacher who has offered to share her reading lists with the Newsletter. In future issues, we will print lists on such themes as "mothering," growing up, aging, "the hard work of women." We begin here with a list called "A Spectrum."
Dear Feminist Press, Carrie Kartman, Bari Kligerman, Leslie Mcchesney, Becky Daugherty, Claire Schwartz, Joe Jitzo, Monica West
Dear Feminist Press, Carrie Kartman, Bari Kligerman, Leslie Mcchesney, Becky Daugherty, Claire Schwartz, Joe Jitzo, Monica West
Women's Studies Quarterly
Letter from Woman's Role Group of East Hill School, 116 N Quarry St., Ithaca, N.Y. 14850.
News Briefs, The Feminist Press
Correspondence, Mary L. Eysenbach
Correspondence, Mary L. Eysenbach
Women's Studies Quarterly
[There were several responses to the "editorial" remarks about the funding of women's studies programs made by F. H. in the first issue of the Newsletter. We print one of these below.] From MARY L. EYSENBACH, Director of Women Studies, University of Washington, Seattle 98105.
Closeup: High School Feminist Literature Course, Judy Small
Closeup: High School Feminist Literature Course, Judy Small
Women's Studies Quarterly
The following account was organized by the editor from materials prepared by Judy Small who, with Mary Heen, team-taught an experimental course for women students at The-School-Within-A-School of Brookline High School in Massachusetts last spring.
Closeup: Portland State University's Program, Nancy Porter
Closeup: Portland State University's Program, Nancy Porter
Women's Studies Quarterly
[What follows is an abstract, prepared especially for this Newsletter, of an essay that appears in Female Studies VI—see news briefs for announcement.] In the winter of 1970, an all-university meeting was called to assess interest in a Women's Studies Program. The original group that gathered informally ranged in age from late teens to late forties. Some were on welfare, some gay, some straight, some students, some faculty (female and male), some community women—a composition that has remained typical in both the academic and the operational parts of our program. Our uniqueness stemmed from the amount and kind of student …
New Resource Center On Sex Stereotypes Announced, The Feminist Press
New Resource Center On Sex Stereotypes Announced, The Feminist Press
Women's Studies Quarterly
Newly-funded by the Ford Foundation, a Resource Center to provide technical assistance and resources to teachers, schools, and school systems interested in working towards the elimination of sex stereotyping will be initiated by the National Foundation for the Improvement of Education. The establishment of this Center, located in Washington, D.C., represents an outgrowth of the National Education Association's conference on sex role stereotypes.
Letter From A Teacher Of Feminist History, Lois F. Yatzeck
Letter From A Teacher Of Feminist History, Lois F. Yatzeck
Women's Studies Quarterly
I have been teaching a nine-week unit on "Women in History" at Kaukauna High School in Wisconsin since the fall of 1970. I was simply asked to teach what I wanted to teach, and so I began. Students chose to take this course, from among seven or eight others, for the usual reasons students choose courses: it looked easy, I was a new teacher, and they had some interest in the subject. The first time I taught the course, I had students write papers on women from different periods, had the rest of the class read them, and supplemented this …
A Critical View Of Women's Studies, Catharine Stimpson
A Critical View Of Women's Studies, Catharine Stimpson
Women's Studies Quarterly
Below is a condensed version of Part I of an essay, to be called "What Matter Mind," that will appear next year in Women's Studies: An Interdisciplinary Journal. Part II of the essay describes the external opposition to Women's Studies, and Part III, a strategy for survival that aims to minimize internal dissent while reducing external opposition.
Sixth Grader Speaks Out, Judith Starr Wolff
Sixth Grader Speaks Out, Judith Starr Wolff
Women's Studies Quarterly
Here are some of the personal experiences I've had at school with my teachers. At the end of French class, the French teacher said, "The boys can leave now." All the girls said, "Why can't we leave now?" The teacher said, "You have to help clean up, you future housewives." At the end of art class, the art teacher said that it was time to clean up. A couple of boys pretended to cry. The art teacher said, "Come on! You sound like girls."