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Articles 541 - 551 of 551
Full-Text Articles in Feminist, Gender, and Sexuality Studies
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."