Alumnae Association Research Articles

An Interview with Fran Lebowitz: Reflections on Film, Warhol's Legacy, Public Persona, and American Culture

The Journal of American CultureEarly View Original Article An Interview with Fran Lebowitz: Reflections on Film, Warhol's Legacy, Public Persona, and American Culture Victoria Surliuga, Corresponding Author Victoria Surliuga victoria.surliuga@ttu.edu Corresponding author mail id: victoria.surliuga@ttu.eduSearch for more papers by this author Victoria Surliuga, Corresponding Author Victoria Surliuga victoria.surliuga@ttu.edu Corresponding author mail id: victoria.surliuga@ttu.eduSearch for more papers by this author First published: 06 March 2023 https://doi.org/10.1111/jacc.13435 Victoria Surliuga: is Associate Professor of Italian Studies, World Cinema and Italian Program Coordinator at Texas Tech University. She was awarded The 1905 Fellowship of the Mount Holyoke College Alumnae Association for her research on Peggy Guggenheim and art patronage, a CH Foundation grant to the Italian Program at Texas Tech University, and Scholarship Catalyst Grants from Texas Tech University. She was also a Humanities Fellow at the Humanities Center of Texas Tech University. Her publications include “The Fran Lebowitz Series in Scorsese's Pretend It's a City and Public Speaking” (Series: International Journal of TV Serial Narratives, 2022) and “The Art of Fran Lebowitz's Public Persona” (The Journal of American Culture, 2022). Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Early ViewOnline Version of Record before inclusion in an issue RelatedInformation

Nursing the Nation: Building the Nurse Labor Force by Jean C. Whelan (review).

Reviewed by: Nursing the Nation: Building the Nurse Labor Force by Jean C. Whelan Dominique Tobbell Jean C. Whelan. Nursing the Nation: Building the Nurse Labor Force. Critical Issues in Health and Medicine. New Brunswick, N.J.: Rutgers University Press, 2021. xiv + 222 pp. $29.95 (978-8135-8598-7). In Nursing the Nation, Jean Whelan describes and analyzes the history of the nursing labor market in the United States from 1890 through 1950, focusing on the working lives of professional nurses and the mechanisms by which nursing labor was distributed within the American health care system. Published posthumously, this book makes a much-needed contribution to the history of the American health care system and provides critical historical perspective on the perennial nursing shortages—and attendant crises—that have characterized the American health system throughout the twentieth and twenty-first centuries. Whelan’s analysis draws upon a wide range of primary sources, including the personal papers of nurses, the records of school of nursing alumnae associations and professional nursing associations, contemporaneous studies of the nurse workforce, the published nursing and hospital administration literature, and data from the U.S. Census and the U.S. Bureau of Labor Statistics. Superbly written and convincingly argued, Nursing the Nation makes three key interventions into the history [End Page 461] of American health care. First, Whelan argues that working nurses have had considerable agency and power in determining the conditions of their employment and the infrastructure of nursing care delivery. From the 1890s through 1950s, when hospitals relied on student nurses to deliver nursing care, private duty nursing served as the primary source of employment for graduate nurses. In this model, patients and physicians hired nurses to attend to patient’s nursing care needs, twenty-four hours a day for the duration of the patient’s illness. During these decades, private duty registries—agencies that systematically connected patients with nurses—“served as the main employment structure through which nurses found work” (p. 32). Some registries were physician or hospital controlled, but most important were those that were nurse operated (referred to as central registries). Central registries, Whelan shows, “allowed nurses to negotiate with hospitals over fees, working hours, employment conditions, and a miscellany of other factors relevant to their working lives” (p. 148). Registries that enrolled large numbers of nurses proved to be powerful advocates on behalf of working nurses because they brought to their negotiations the power of a critical mass of nurses (as well as the support of local physicians). Although they weren’t always successful in their negotiations, registries nevertheless proved “difficult for hospitals to ignore” (p. 104). The private duty registry system was thus a “nurse-run, woman-run business enterprise” that achieved a degree of success in delivering nursing services to the public (p. 149). To be sure, “the private duty/student system of care delivery was an inefficient, expensive, and poor distributor of nursing services” (p. 68), and Whelan’s second intervention is to locate the origins of ongoing problems in nurse supply in the early nurse labor market. During the Great Depression and World War II, for example, as nurse supply continually failed to meet the growing demand for nurses, nurse leaders, health care institutions, and policy-making organizations focused on increasing the supply of student nurses and creating new types of nurse workers through reform and expansion of nursing education. In so doing, they ignored the workforce issues that deterred women from remaining in (or even entering) the nursing profession, including discriminatory hiring practices, low wages, and poor working conditions. “Concentrating on the supply of nurses,” Whelan argues, “failed to solve the shortage issue and created significant tensions within the market” (p. 123). These tensions persisted even after the nurse workforce underwent a major restructuring after World War II, when staff nursing became the standard model for nursing care delivery, concomitant with the demise of central registries. Although the employment of a permanent hospital nursing staff solved many problems the private duty system had failed to address—such as, providing hospitals with a more reliable and controllable labor force—it created others by solidifying hospital’s “control over nurses’ conditions of work” (p. 147). “In...

Collaboration and Conflict in International Nursing, 1920–39

After the devastation brought about by World War I and the accompanying collapse of the political order in many countries in Europe, there was a general desire to create a new and more humane social order. Supranational institutions like the League of Nations, the International Labor Organization, and the Court of International Justice were set up to encourage international collaboration and the sharing of scientific knowledge. The League of Red Cross Societies was formed to address the problems of refugees, starvation, and disease in much of Europe, but it needed nurses who were trained in public health to lead the work. In the absence of nurses with appropriate training, the league decided to organize an international course in London for nurses who would be able to direct its public health work in Europe. This article analyzes how the organization of these international courses in public health for nurses involved the Red Cross movement, the College of Nursing in Britain, the University of London, the International Council of Nurses, the Rockefeller Foundation, and the leaders of nursing in North America. At one level the story is about the international students themselves, the hundreds of nurses from all over the world who came to London to take the courses. The shared experience of each year group led to the founding of the Old Internationals, the alumnae association, which became an international network and survived the disruptions of World War II. At another level, the story is about the role of nurses in the development of public health services at a time when the field was expanding rapidly. The public health field had no boundaries, and there was no consensus about the best method of training nurses or others for the work. Within nursing, the debate was around whether the training should be completely separate from existing nursing courses, with the emphasis on preventive rather than curative medicine. This debate took place against the background of the competing ideologies of the North Americans and the British about nurse education in general. The tension between these two powerful cultures was also about their vision of nursing. The British believed that traditional hospital-based apprenticeship training was important to inculcate the spirit of service essential in a good nurse, while the Americans believed that nurses needed a modern college-based education if nursing was to hold its own as a profession in the modern world. Ultimately the fate of the international courses was decided by the outcome of this struggle for international hegemony between the American and the British nursing leaders.1 Setting Up the International Courses At the conclusion of the war, many parts of Europe were experiencing severe starvation, disease, and poverty. Eastern Europe was the hardest hit, with millions of refugees who were homeless and dying of hunger; typhus and smallpox were endemic in Russia, Poland, and Czechoslovakia; and the Balkan states were threatened with plague from Turkey. The American Red Cross had been active in many of these countries during the war, and its chairman, Henry Davison, wanted it to continue to deal with the postwar problems in these countries. Davison, a New York banker, believed that the Red Cross needed an injection of American enthusiasm and money. In 1919 he proposed setting up a League of Red Cross Societies as a permanent international agency, based in Geneva, which would employ professional experts in all fields of public health and act as a humanitarian counterpart to the League of Nations. He wanted to move quickly while governments and conditions were still fluid after the war, believing that waiting to organize a full congress of the world's national Red Cross societies would mean losing the opportunity for a new approach. The International Committee of the Red Cross, based in Geneva since the founding of the Red Cross in 1863, was in no hurry to change the traditional role of the Red Cross and resisted the tactics of the Americans. …

Requiem for AJN’s Place in the Profession

The American Nurses Association's (ANA) recent decision (March 2006) to sever its official ties with the American Journal of Nursing (AJN) saddened me. ANA's previous decision (1996) to sell AJN to the Lippincott Company (Lippincott Williams & Wilkins) for $24,000,0001 horrified me. How much is a birthright worth? There are moments in history when the paths of events, phenomena, and people intersect in such a way as to provide a focus of singular intensity and interest. The 1893 World's Fair in Chicago was such a moment for nursing. As chairman of the Hospital and Medical section of the International Congress of Charities, Dr. John Shaw Billings appointed as chair of the nursing subsection his colleague at Johns Hopkins, Isabel A. Hampton, Superintendent of Nurses and Principal of the Training School for Nurses at Hopkins. In turn, Hampton carefully named the topics to be discussed, appointed the speakers, and arranged the programs for nursing's first professional meeting, and on a grand stage at that. 2 As Lavinia Dock, Hamptons assistant at Hopkins, described it later: In the programme [sic] of this section, of which the arrangement was to her a devoutly serious piece of work, may be found the seedlings of almost all the later lines of growth in the nursing profession in the United States. Nor was it accidentally so, but the result of most earnest thought and divination. Often as she planned to whom certain themes should be given, did she describe the whole possible future that might arise from the ideas she hoped to have brought out.3 Throughout the week, Hampton laid out her plans for the organization and advancement of nursing: I hope that in the course of time we will be able to evolve Alumnae Associations, an American Nurses' Association, and a Superintendent's Convention. . .4 And so it occurred. The superintendents held their first meeting that very week, calling themselves the American Society of Superintendents of Training Schools (which, in 1952, became the National League for Nursing). The alumnae associations had numbered only six before the fair, but once started, the founding of training school alumnae associations moved rapidly.5 When the associations joined together in 1896 to form The Nurses Associated Alumnae of the United States and Canada (incorporated in 1911 as the ANA), Isabel Hampton Robb was elected the first president. Starting a graduate course for nursing instructors (at Teachers College in 1901) and founding a journal to communicate information and events (The American Journal of Nursing m 1900) followed in rapid order. Five different journals for nurses had been published before 1901. The first, The Nightingale, 1886-1891, was edited by a Bellevue graduate who was also a physician. Starting in 1888, The Trained Nurse and Hospital Review (later renamed The Nursing World) appeared monthly for seventy years. Josephine Dolan, in Nursing in Society, described how, in 1889, it combined with the Journal of Practical Nursing and later absorbed, one at a time, The Nightingale, The Nurse, The Nursing World, and The Nursing Record.6 But the AJN was the first journal managed entirely by nurses. …

Handling the sick: the women of St. Luke's and the nature of nursing, 1892-1937

Handling the Sick: The Women of St. Luke's and the Nature of Nursing, 1892-1937 By Tom Olson and Eileen Walsh (Columbus: Ohio State University Press, 2004) (225 pages; $49.95, cloth) In brief, this is the history of the School of Nursing at St. Luke's Hospital in St. Paul, Minnesota, from its foundation in 1892 to its closure in 1937. It is based on the detailed records of the school deposited at the Minnesota Historical Society in St. Paul, as well as interviews and personal papers of some of the surviving alumna. It is a volume in the series on Women ana Health: Cultural and Social Perspectives, edited by Rima D. Apple and Janet Golden. The School of Nursing at St. Luke's Hospital was the first to be founded in Minnesota, although others quickly followed. The authors regard it as an ordinary hospital nursing school that provided good nurses, none of whom achieved national or even regional prominence. Its program was typical in length, schedule, and focus. The hospital with which it was affiliated was also typical with its 150 beds, its focus on patients with general medical and surgical needs, and its religious affiliation, in this case Episcopalian. The result is an extraordinary collection of information involving an ordinary group of individuals in a standard context. The data reveal a rather detailed view of the recruitment, training, and education of what the authors regard as a typical nurse in the period. The chapters follow the student nurses through school: their letters of application, life as probationary nurses on the floor, the nature of their education, life in the dorms, disciplinary procedures, organization of their alumnae association, and their careers after graduation. Few students failed, and those who left the school usually did so early in the process. Although the school followed national trends in nursing, it did so in a more or less halfhearted way. The nursing officials each year signed their reports to the national nursing organizations as well as to state officials saying that they were in conformity with various regulations, but in a sense this was pro forma since there were rarely follow-up inspections until the 1930s. The emphasis at St. Luke's remained on training and moral education, and formal lectures and classwork were limited. The authors are at pains to emphasize that nursing in the hospital was apprentice training that served the same purpose as apprenticeship in other trades. The students all came from the working classes or farms rather than from the middle or upper classes. Many had not graduated from high school until the 1920s, and one of the most important recommendations was that they were strong and healthy. The nursing school closed in 1937 simply because hospital authorities felt it would be cheaper to hire an already trained staff rather than train the nurses themselves. All of this is personalized with illustrations from the documents or interviews. It is this aspect of the book that is most valuable. My criticism is with the overall objective of the book, which is to denounce the socalled Eastern establishment of nursing that, the authors hold, strove to make nursing a profession and raise educational standards. This, they believe, was only an elite leadership, which did not represent nursing as a whole. Whenever possible, the authors challenge this elitist view of nursing and cite examples from St. Luke's to illustrate their point. In fact, they tend to put down those who they feel have ignored the reality of nursing history and tried to make it something that it was not. In the authors' views, nursing was a trade, and those who try to make it anything more distort reality. St. Luke's represents, in their minds, the reality of how to become a nurse. Certainly St. Luke's is representative of a significant part of nursing, but to try to generalize from it to all of nursing distorts nursing history as much as the authors accuse their predecessors of doing. …

Women Write Science: The Case of Hannah Longshore

I e think of early scientific texts as the writings of men: with rare exceptions, until the twentieth century, women appear in scientific texts only as objects of study or as metaphors for the (feminine) nature that (masculine) science investigates (Schiebinger). Women did not do science, or write about it. This story, like many stories of exclusion, is only partially true. We have begun to learn about nineteenth-century women who collected fossils, wrote natural history, or worked as astronomers; this essay is about women who practiced and wrote medicine. In nineteenth-century America there was a fairly substantial community of women physicians, many educated at women's medical colleges. More women physicians practiced at the end of the nineteenth century than would survive two decades later, after the closing of the women's medical colleges (Morantz-Sanchez). Moreover, these women were active writers, correspondents, and lecturers; they did research, published lectures and memoirs, wrote fiction. Their writing complicates our understanding of the relations of gender, science, and writing, presenting in the discourse of medicine a variety of gendered positions rather than a univocal performance of patriarchal power. I begin with one text by Hannah Longshore (1819-1901), an autobiographical speech describing her experiences as a member of the first graduating class of the Women's Medical College of Pennsylvania (1851). The speech was delivered to a professional audience, albeit in a social context; it was almost surely a toast delivered at the annual supper of the Alumnae Association of the Women's Medical College. Longshore performs a discourse of scientific professionalism and uses a personal narrative to refuse affiliation with her audience, to suggest alternates to the scientific regularity of her alma mater, and to claim a high degree of personal

Competing paradigms and the St Lukeʼs Alumnae Association minutes, 1895–1916

This study was designed to explore the relationship between the minutes of the alumnae association of a training school for nurses, from 1895 to 1916, and the occupational evolution of nursing. The members of the St Luke's Alumnae Association, even in their initial statement of purpose, consistently affirmed their ties to other nurses, thus implicitly supporting the cause of trained nursing. But the cause of trained nursing was not the same as that of professional nursing. These findings support the usefulness of the "work group" paradigm vs the paradigm of professionalization in attempting to describe accurately the occupational evolution of nursing as portrayed in the minutes.

Conflict of interest at St. Donald’s College

S1. Donald's College was founded in 1946 by the Sisters of St. Donald. At first, the only major offered was elementary education. Liberal arts majors in history, English, mathematics, and biology were soon added to prepare sisters to teach in high schools. With the decline in vocations after the second Vatican Council, young lay women were permitted to enroll to keep the college viable. Soon, most of the students were lay women. As a result of the Vatican Council, the Sisters of S1. Donald decided to reexamine their mission as an order. Many of the younger members of the order wished to be involved in occupations other than school teaching. The sisters decided to refocus the major efforts of the order away from teaching toward social service work. In view of their new mission, the sisters decided that they no longer needed to own and operate a college. Accordingly, S1. Donald's College was reorganized into a separate not for profit organization, with an independent self perpetuating board of trustees. Only three of the twenty members of the new board of trustees were sisters. The rest were lay men and lay women. One trustee was Protestant and one was Jewish. Subsequent to this separation of the college from the religious order, the President of S1. Donald's College, Sister Mary Campbell, decided to resign to return to other work in her order. She had served as president for fourteen years and had secured regional accreditation of S1. Donald's. All previous presidents were members of the order of S1. Donald. The longtime chair of the Biology Department, Mrs. Sally McTavish, agreed to serve as Acting President for a year until her retirement while a search committee consisting of representatives from the board of trustees, faculty, alumnae association, and students searched for a new president for S1. Donald's College. Mrs. McTavish thus was the first lay president of S1. Donald's. After much deliberation, the search committee recommended Dr. Eliot Nott as their choice for the presidency. The board of trustees elected Dr. Nott president of St. Donald's College by a vote of 16 to 3 with one abstention. The three no votes and the abstention were cast by the trustees who wanted to keep Mrs. McTavish in the presidency despite her being over the

When A Child Goes to the Hospital, by Anne Leslie Moore. Medford, Massachusetts: Alumnae Association of the Eliot-Pearson Department of Child Study, Tufts University, 1971, 34 pp., $1.00

This book's purpose is to provide parents with a useful discussion of the child's needs as he prepares for admission to the hospital. The admission procedure is fully explored both in regard to what might be expected from the hospital as well as in helpful hints to assuage the child's anxiety about what will happen to him when he becomes a hospital patient. The author correctly stresses the child's need to have something from home to gain comfort during his stay in the hospital.

What does your alumnae association do for your school?

What does your alumnae association do for your school?

What Are Our Alumnae Doing?

of graduates by classes along wi.th biographical information positions held, additional study, husbands' oc.cupation, number of children, and so on. The register was cross-indexed for maiden and married names. The second register carries additional information about alumnae dues, percentages of each class who were alumnae association members, the alumnae bulletin, pensions, sick benefits, scholarships, a geographical list of alumnae, and so on. For the current register, we began by appointing a committee. We soon discovered that bringing a register up to date, 10 years and 1000 graduates later, was a formidable task. The association had a full-time secretary by that time and we had a number of volunteer assistants. Even so, it was necessary to get additional secretarial help and, when the final classifications were worked out, we managed to get the help of a person who had worked

What Are Our Alumnae Doing?

The alumnae association of New York Presbyterian found the answer to this question when they compiled a biographical register of their alumnae.

Alumnae associations in action

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Programs for Meetings of Nurses' Alumnae Associations: Suggestions for Chairmen of Committees on Program

Programs for Meetings of Nurses' Alumnae Associations: Suggestions for Chairmen of Committees on Program

PROGRAMS FOR MEETINGS OF NURSES' ALUMNAE ASSOCIATION

PROGRAMS FOR MEETINGS OF NURSES' ALUMNAE ASSOCIATION

Manual for Use in Connection with Model Forms for Constitutions and By-Laws for State, District and Alumnae Associations

Manual for Use in Connection with Model Forms for Constitutions and By-Laws for State, District and Alumnae Associations

WITH ALUMNAE ASSOCIATIONS

WITH ALUMNAE ASSOCIATIONS

WITH ALUMNAE ASSOCIATIONS

WITH ALUMNAE ASSOCIATIONS

More about Educational Funds: A Sampling -- Forty Funds Sponsored by Nursing Schools and Alumnae Associations

More about Educational Funds: A Sampling -- Forty Funds Sponsored by Nursing Schools and Alumnae Associations

WITH ALUMNAE ASSOCIATIONS

WITH ALUMNAE ASSOCIATIONS