Dean Of Women Research Articles

Women in education and science

This paper predominantly analyzes the position that women hold in research institutes in Serbia and at the University of Belgrade. The data were collected in May and June, 2006 from the website of the Ministry of science and environment (related to research institutes in Serbia) and directly from 30 faculties of Belgrade University. Among 162 researchers employed in research institutes, women are equally represented with men, not only in the number of employed persons (49% and 51 %, respectively), but also considering the researchers with PhDs (49% vs. 51%), and without PhDs (48% vs. 51%). Also, in both sexes there are the same number of researchers with PhDs (38%: 39%) and without PhDs around 60 % (62%:61%). In spite of a high level of equality between males and females according to the presented data, only 22 females are directors of research institutes, i.e. 0.69% of researchers with PhDs. During the long history of Belgrade University (founded in 1838), only 31.6% out of 34,237 Masters and PhD diplomas were awarded to women (34% of Masters and only 27.7% of PhDs), which indicates the evident difference between males and females. Today, 58% of students are female and women are in a majority at 50% of the faculties of Belgrade University (at some the proportion of female students is even more than 80%). Also, according to data in 2000, more females (60.2%) than males got their diplomas. According to the teaching positions at Belgrade University some 43.3% are held by women, but among professors only 37.4% are female in comparison to 51% among teaching assistants. There are significant differences between the faculties in this respect: the highest proportion of female professors is found in the group of medical sciences (51.3%), the highest proportion of female assistants is found in the group of social sciences (64%). Females are not represented in leading positions at Belgrade University in spite of their qualifications. The University of Belgrade has had only one women elected as a Rector in its long history. During 2000-2004 there were six women Deans while today there are only three (out of 31 faculties). There is more gender equality in research institutes in Serbia than at Belgrade University. Also, women are seriously underrepresented in leading positions at all the analyzed scientific institutions, in spite of their qualifications. Bearing that in mind, it seems it will take another century for women to achieve an equal position to that of their male counterparts.

Curriculum and Education: A Working Group Report

Women are on the move in academic dentistry! In a 2003 article in the Journal of Dental Education , the authors cite the strong growth in the number of women deans in academic dentistry. In U.S. dental schools, women now occupy 18 percent (ten of fifty-six) of the dean’s positions nationally, and

Rumors of Indiscretion: the University of Missouri "Sex Questionnaire" Scandal in the Jazz Age

In March 1929 hundreds of students at the University of Missouri received a questionnaire that asked their opinions of marriage, family, and sexual issues. Several questions were regarded as too intimate for university students, especially females. The so-called Sex Questionnaire, the product of a sociology class project, soon fell into the hands of the university s president, dean of women, and the local press, which deemed it A Filthy Questionnaire. The Missouri legislature soon jumped into the controversy as the ensuing uproar went statewide and attracted national attention; a cry arose for the expulsion of the students and professors responsible. Beyond the questionnaire, rumors also circulated that something too terrible to mention had gone on at the university. Investigations followed, including one by the American Association of University Professors. Although the controversy surrounding the questionnaire was not limited to sharp generational lines, college students part of the decade s modern youth challenged Victorian ideas held by those who were frightened by the path American society seemed to be following during the 1920s. Nelson places the episode within the history and development of the University of Missouri as well as the culture war in America during the Jazz Age. He argues that the decade was marked by both change and the persistence of tradition. But while many sought change, radicals were few. What was actually lost in the Jazz Age was Victorianism and its rigid requirements for an orderly culture in which each member had a sharply defined role, violations of which carried societal sanctions. Nelson uses the University of Missouri episode to demonstrate that while Victorianism s unrealistic notions were lost, tradition and its most basic tenets decorum, respect for authority, a sense of shame, strong family relationships, and the definition of right and wrong survived. Employing previously untapped archival and printed material, Rumors of Indiscretion examines sexual attitudes, divorce, the new woman, the limits of academic expression, and much more in an exciting but uneasy time in American life.

Thyrsa Wealtheow Amos: The Dean of Deans

The scholarship of student affairs has neglected to carefully review its contextual past and, in the process, failed to fully integrate historical research into practice. The story of Thyrsa Wealtheow Amos and the history of the Dean of Women’s Program at the University of Pittsburgh,1919–41, helps us to reflect on the true reality of our work in higher education. Although seemingly a time in the distant past, Thyrsa Amos embodied the spirit of student personnel administration that shines ever so bright to thisd ay. The purpose of this research is to provide some of thatcontext and remind us of the values that serve as foundations of the profession.

Out of the Dead House: Nineteenth-Century Women Physicians and the Writing of Medicine

Rediscovers women doctors who helped create styles of medical writing still used today In the last decades of the nineteenth century, two thousand women physicians formed a significant and lively scientific community in the United States. Many were active writers; they participated in the development of medical record-keeping and research, and they wrote self-help books, social and political essays, fiction, and poetry. Out of the Dead House rediscovers the contributions these women made to the developing practice of medicine and to a community of women in science. Susan Wells combines studies of medical genres, such as the patient history or the diagnostic conversation, with discussions of individual writers. The women she discusses include Ann Preston, the first woman dean of a medical college; Hannah Longshore, a successful practitioner who combined conventional and homeopathic medicine; Rebecca Crumpler, the first African American woman physician to publish a medical book; and Mary Putnam Jacobl, writer of more than 180 medical articles and several important books. Wells shows how these women learned to write, what they wrote, and how these texts were read. Out of the Dead House also documents the ways that women doctors influenced medical discourse during the formation of the modern profession. They invented forms and strategies for medical research and writing, including methods of using survey information, taking patient histories, and telling case histories. Out of the Dead House adds a critical episode to the developing story of women as producers and critics of culture, including scientific culture.

The Second Battle for Woman Suffrage: Alabama White Women, the Poll Tax, and V. O. Key's Master Narrative of Southern Politics

IN 1937 MINNIE L. STECKEL, SOCIOLOGIST AT THE ALL-WHITE ALABAMA COLLEGE for women in Montevallo, made the following observations: A consideration of how [poll tax] laws affect women indicates that in many circumstances they do result in limiting women, more than men, in meeting voting qualifications.... [E]specially during the depression, $1.50 poll tax paid for the husband to vote and also for the wife often meant just that much less food and clothing for the family. If such a family is mindful of the need for voting, in most cases the poll tax will be paid for the man, but not for the woman. Fourteen years later, Katharine Cater, the dean of women at Auburn, wrote: have women not taken better advantage of the vote for which they worked so diligently? There are a number of possible reasons, but one of the most obvious is the poll tax. The Alabama poll tax very clearly discriminates against women between the ages of 21 and 45. Veterans of World War I and World War II are exempt from paying the tax. This includes many men. But it leaves most women with a tax to pay, one of the worst features of which is the fact that it is cumulative. By 1958 Frederic D. Ogden, a University of Alabama political scientist who spent years studying the poll tax, reached the same conclusions. The poll tax, he wrote, tends to bear more harshly on women than men and analysis of the results of ... reduction of the cumulative feature in Alabama disclosed that more white women had been prevented from voting by the tax than either white men or Negroes. (1) Even though these observations make clear that earlier generations of scholars and women's activists identified forces that suppressed the white female vote in the South after the ratification of the Nineteenth Amendment, the post-1920 disfranchisement of large numbers of southern white women has gone largely unnoticed and unexplained by recent historians and political scientists. (2) Scholarly discussions of the poll tax and the anti-poll tax campaigns have generally been placed within the context of the civil fights movement, where the focus is on race and/or class discrimination, not gender. (3) Why is it that we are aware of the ongoing struggle black women and men waged through the NAACP and other organizations to challenge black disfranchisement but know so little about the continuing fight for woman suffrage waged by the white women who campaigned to abolish the poll tax and reform election laws in order to make the Nineteenth Amendment a reality? The failure of scholars to address white female disfranchisement seems deserving of an explanation in and of itself. This essay examines how a growing understanding of the suppressive effects of the poll tax on southern white women voters inspired the Women's Division of the Democratic National Committee to pursue an anti-poll tax agenda at the national level and moved white women in Alabama to launch a state anti-poll tax campaign. These women's political activism was part of the continuing movement to enfranchise women, and their efforts were opposed by white male Democratic leaders. Yet the women's campaigns were also conducted in the midst of the in-depth studies of black disfranchisement and southern political systems that yielded such classic works as Gunnar Myrdal's An American Dilemma: The Negro Problem and American Democracy and V. O. Key's Southern Politics in State and Nation. (4) These researchers, however, neglected issues concerning women and politics as they gathered data and feverishly wrote chapter drafts to meet impending deadlines. An examination of their methods illuminates the process that has maintained our ignorance of the history of women's political cultures. (5) What we have then are two stories: the first concerns the reality of white female disfranchisement in the South in the post-suffrage decades and women's relentless efforts to combat it at the state and national level; the second centers on the failure of political scientists to study the problem. …

The First Deans of Women: What we can Learn from Them

When women were first admitted to colleges and universities, it was only the first step in their gaining genuine access to an education. The deans of women, hired to help with this strange new group of students, led the way in making campuses truly accessible to women. We can learn a lot from their efforts.

Table of Contents

About CampusVolume 6, Issue 6 p. 1-32 Table of Contents First published: 13 February 2002 https://doi.org/10.1002/abc.66Citations: 1AboutPDF ToolsExport 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 Abstract HELPING STUDENTS MAKE THEIR WAY TO ADULTHOOD—GOOD COMPANY FOR THE JOURNEY by Marcia B. Baxter Magolda The author found that most students don't develop the capacity for self-authorship until years after they graduate. What would it take to help them develop this earlier? THE FIRST DEANS OF WOMEN—WHAT WE CAN LEARN FROM THEM by Jana Nidiffer As the early deans of women discovered, admission to college is only the first of many steps in gaining access to higher education. PROVIDING A GLOBAL PERSPECTIVE: AN EDUCATOR'S DUTY by Cheryl Achterberg Studies show that learning opportunities in an international setting can foster vital communication and leadership skills. So what can our institutions do to make such opportunities more widely available to students? DEPARTMENTS IN PRACTICE—ONE STUDENT AT A TIME by Julie Bell-Elkins Framingham State College's response to alcohol-related incidents emphasizes one-on-one interaction with students and campus-community collaboration. The policy has vastly reduced the number of repeat alcohol-related offenses. CAMPUS COMMONS—NAMING NAMES by Patrick Love When the author was asked to speak about colleagues from the past, a surprising figure called out to be remembered. WHAT THEY'RE READING—BRIDGING THE CULTURAL DIVIDE by Peter M. Magolda What ethnography can teach us about students BOTTOM LINE—DOING LESS by Robert A. Bonfiglio What would happen if we gave students more time instead of more programs? Citing Literature Volume6, Issue6January/February 2002Pages 1-32 RelatedInformation

Jana Nidiffer. Pioneering Deans of Women: More Than Wise and Pious Matrons. New York: Teachers College Press, 2000. 184pp. Cloth, $56.00, paper, $26.95.

Jana Nidiffer. Pioneering Deans of Women: More Than Wise and Pious Matrons. New York: Teachers College Press, 2000. 184pp. Cloth, $56.00, paper, $26.95.

Achieving a Voice and Institutionalizing a Vision for Women: The Barnard Deanship at Columbia University, 1889-1947

when the role and responsibilities of deans were becoming defined and the position was gaining national prominence. For this early period, see Lois Kimball Mathews, The Dean of Women (Boston: Houghton Mifflin, 1915). A point of clarification is in order: Mary P. Putnam was not related to either Dean Emily James Putnam, who will be discussed later in this essay, or Mary Putnam Jacobi, a well-known advocate of women’s higher education in the U.S. 2. For the rise of female enrolments from 21 per cent in 1870 to 47.3 per cent in 1920 and for the trend toward co-education, see Barbara Solomon, In the Company of Educated Women (New Haven: Yale University Press, 1985), 44 (table 1), 58, 63 (table 2). For definitive works on the professionalization of the woman’s deanship, see Robert A. Schwartz, “Reconceptualizing the Leadership Roles of Women in Higher Education: A Brief History on the Importance of Deans of Women,” Journal of Higher Education 68 (Sept./Oct. 1997): 502-23; Jana Nidiffer, Pioneering Deans of Women: More than Wise and Pious Matrons (New York City: Teachers’ College Press, 2000); and Carolyn Terry Bashaw, “Stalwart Women”: A Historical Analysis of Deans of Women in the South (New York: Teachers’ College Press, 1999). For general works on lives of women deans who advanced women’s status on co-educational campuses, see Rosalind Rosenberg, Beyond Separate Spheres: The Intellectual Roots of Modern Feminism (New Haven:

Carolyn Terry Bashaw. “Stalwart Women:” A Historical Analysis of Deans of Women in the South. New York: Teachers College Press, 1999. 163pp. Cloth $52.00, paper $24.95.

Carolyn Terry Bashaw. “Stalwart Women:” A Historical Analysis of Deans of Women in the South. New York: Teachers College Press, 1999. 163pp. Cloth $52.00, paper $24.95.

Nikki Giovanni and Rita Dove: Poets Redefining

Jennifer Walters [*] Throughout the centuries, African-American women have acted as agents in their own history, and in doing so defined themselves, for themselves, their communities, and the larger society. Nowhere has this been more apparent than in literature, where experiences, analyses, and understandings are put on paper. And through these stories, African-American women continue the tradition of recording history and the changing times with perspectives that reflect the struggles and survival of African-Americans. Their unique contribution to American poetry brought black women power and a voice--a voice that began with such poets as Phillis Wheatley and thrives today. Nikki Giovanni and Rita Dove, two contemporary poets of great distinction, are examples of self-defined African-American women who found a voice through writing. Their poems are written in very different styles but involve similar themes. Giovanni's and Dove's successes are comparable and their paths similar, although they worked at different periods in contemporary literature. Both poets clearly possess a true passion and voice for writing, making their lives and works worthy of attention and discussion. This essay will compare the backgrounds of Nikki Giovanni and Rita Dove and their contributions to literature and, in doing so, reveal how they as poets help to reshape African-American history. In Nikki Giovanni's signature and perhaps most popular poem, Nikki-Rosa, she writes that, although she was poor, love is Black wealth, and while whites may only see the poverty she experienced they would ... never understand that all the while I was quite happy. [1] These lines, often the most quoted of the poem, serve as a theme throughout all of Giovanni's poetry, whether writing about the Black Revolution or about being a woman, or remembering her childhood and fanmily. She was born Yolande Cornelia Giovanni, Jr., on June 7, 1943, and nicknamed by her older sister, Gary. Her family moved less than a month after her birth from their home in Knoxville, Tennessee to Cincinnati, Ohio. Despite better job opportunities in Ohio, Giovanni's family lived in relative poverty. But as the poem Nikki-Rosa suggests, there was a richness of family life in the Giovanni home while her parents instilled the importance of education and determination in life. [2] Giovanni practiced these values as she excelled in school, and later tested as performing at a genius level. The struggle of Giovanni's father against poverty took its toll, and he became fairly abusive. She decided, on her own, to escape the tensions between her mother and father by moving back to Knoxville and living with her grandparents, Louvenia and John Brown Watson. In doing so she practiced the self-determination her parents had taught her. Giovanni's grandmother Louvenia proved to be a great influence in Nikki's life. A clubwoman of the older generation, Louvenia engaged in many political and social activities, instilling in Nikki a definite sense of responsibility for her community, an awareness of racism in society, and the need to stand up against that which is morally wrong. [3] In high school, Giovanni's English teacher, Miss Alfreda Delaney, challenged her and set her young student on a course of reading the works of various African-American writers. It was through writing about these books that Giovanni s own talent for writing came through. Another teacher, Miss Emma Stokes, helped Giovanni apply for early admittance to Fisk University. Entering at age 17, Giovanni proved her intellectual capabilities and continued to exercise her own individualism. This sense of autonomy angered the dean of women, and Giovanni was expelled from Fisk one semester later in 1961 because she went home to visit her grandparents without obtaining proper permission. [4] Three years later, the new dean of women recognized the triviality of her predecessor's decision and asked Giovanni back. …

ICO Names Scharre as First Woman Dean

ICO Names Scharre as First Woman Dean

Ray

FICTION Ray Jim R. Hinsdale That Ray Nolan. Helluva character. You wouldn't know him 'less you was from Sparkle City—he ran a trucking company there ever since he graduated Cullowhee State and married. Started out with one old beatup pickup that his granddad had used at a peach shed. Last I heard, he had over a thousand trucks. If you don't know the name, bet you've seen the trucks with the big cat's paw on the side. Cat's Paw Express, that's Ray Nolan. Forty-seven. One minute he's here, the next gone, like a puff of smoke. Keeled over in his living room. Right into Jeannie's lap. Heart attack, the papers said. He had put on a few pounds. Hell, when I first met him up there at C. State, he wasn't nothing but a pipe-smoking pair of ears on a lath tobacco stick. Bet he weighed 230 last time I saw him. That's where the Cat's Paw came from, the Cullowhee State Catamounts . Clemson fans 'round Sparkle City think it's just a bad paint job that paw's yellow 'stead of orange. Ray never told them no different. Lotta Tiger fans in that area, good for business. I met Ray my freshman year. He was the senior dorm monitor. Everybody knew Ray. He had a finger in every pie. I never saw him take even a sip of beer, let alone the hard stuff, but all the bootleggers around campus knew him. If you wanted a pint for the weekend or a case, all you had to say was "Ray Nolan" and produce the cash. He never ran for student office, but if you wanted something done in the senate, you talked to Ray. And women, I never saw the like. Until he took up with Jeannie, he had a different girl each day of the week. Said that pipe smoke acted like an aphrodisiac, especially if you mixed Amphora with a dash of Sir Walter Raleigh and a pinch of Carter Hall. AU it ever got me was bad breath, but he'd meet 'em in the library or the snack bar or the lobby of their dorms till he could get 'em to ride out in that old pick-up. Ray was pretty tight with a dollar. "Saving up for business," he said. James R. Hinsdale, Warsaw, Kentucky, retired from teaching school and nowfarms 110 acres, raising tobacco, hay, and beefcattle. His articles and fiction have been published in numerous regional and literaryjournals and anthologies. 47 He loved playing pranks. It was him put that alligator in the college pond. I hear that thing's still there, growed to be ten, twelve feet long. Year before I got there, him and a couple of other guys disassembled the president's car and put it back together on the gym's roof. He snuck a cow into the dean of women's office. I helped him steal all the toilet paper from the East Carolina basketball team's locker room and replace it with a bucket full of cobs. I never will forget homecomings with Lathan-Roberts. In the old Carolinas Conference, they were C. State's arch-rivals. The L-R and C. State football game was homecoming, at one or the other school each year. Three years before I got to C. State, L-R's track team come over to Cullowhee and made off with all our hurdles. Swiped 'em right out of the storage building, carried 'em down to Hickory and burnt 'em at the pep rally night before the game. The year after, a week before the game, some C. State boys hijacked a honey wagon, drove it down to the flatlands and emptied it at the midstripe of L-R's gridiron. Them Bears had to rent a high school field to practice on for the big game. Our cheerleaders had a new cheer that year: Oh, that stench! What is it? L-R's Bears They smell like shit! 'Course back then, the cheerleader couldn't say the last word. Just let the fans fill in the...

From Dean of Women to Woman Dean

From Dean of Women to Woman Dean

Counseling Psychology at Ohio State University: The First 50 Years

Counseling psychology at Ohio State originated in an undergraduate “How to Study” course. By 1938 Francis P. Robinson had arranged for seniors in teacher education to provide supervised remedial counseling to students in the course. This “practicum” was formalized as a graduate course in 1940 and led to the establishment of a graduate program in student personnel work (renamed counseling psychology in 1951). The program was made possible by departmental faculty and by staff in the Occupational Opportunities Service, the Dean of Women's Office, and other student personnel offices. The persons, programs, and events that helped to establish and maintain the program constitute this brief account.

Geography at Western Washington University

Geography at Western Washington University JAMES W. SCOTT, Professor HOWARD J. CRITCHFIELD, Emeritus Professor Department of Geography and Regional Planning WesternWashington University Bellingham, WA 98225 F o r NEARLY n in e t y y e a r s geography has been taught at Western Washington University, which after its opening in 1899 as New Whatcom Normal School underwent a number of name changes. In 1904 it became Bellingham State Normal School, changing to West­ ern Washington College of Education in 1937 and to Western Wash­ ington State College in 1961. In 1977 it assumed its present title. It was not until 1952 that a B.A. program in geography was authorized, and twelve years later in 1964 a master’s program was begun. The First Half Century During the first half of the twentieth century a state-mandated emphasis on teachereducation dominated administrative policies and the academic curriculum. From the beginning geography was among the requirements for teacher trainees. Those who taught geography during the early years included Nellie Gray (who was also dean of women), Francis Epley, and Edna Samson. In 1919 Thomas F. Hunt 165 166 APCG YEARBOOK • VOLUME 52 • 1990 assumed responsibility for geography instruction and during the 1926-27 academic year he completed the requirements for the M.A. degree at Clark University, thereby becoming the first professionally trained geographer in the institution. Hunt’s attempts to strike a balance between cultural and physical geography met with limited success, but by the time he retired in 1952 he had staked out for geography a valuable place in the college prospectus, and it was largely due to his efforts and those of a colleague—Edward J. Amtzen, chairman of the social studies department—that a B.A. program in geography was approved for the 1952-53 academic year. As a member of the college curriculum committee, Amtzen worked ceaselessly to divide his “empire” and create separate “chairs” for recognized social science fields. From 1952 onward he accorded geography virtual autonomy. The Third Quarter: 1950-1974 At mid-century Western, like many other colleges, began a delayed response to post-World War II surges in student enrollment, adding new faculty and new buildings. In 1951 Howard J. Critchfield joined the faculty, and introduced a blend of geographical philoso­ phies adapted from experience in New Zealand and the University of Washington. The following year Donald D. MacPhail was hired to replace Hunt. MacPhail set up the department’s first cartography laboratory, and with Critchfield helped triple the number of courses offered. Three years later Robert L. Monahan joined the faculty, adding competence in resource geography. Other faculty serving the department during the 1950s were Barbara Hawn, who was a tempo­ rary replacement for MacPhail in 1956-57, and Elbert E. Miller, who arrived in 1957 and added strength to the department in physical geography and Latin America. A general redirection of the college under a new administration came in the 1959-60 academic year. Increasing specialization among the geography faculty and a growing proportion of arts and sciences students led to a separate Department of Geography with Critchfield SCOTT and CRITCHFIELD: Geography at Western Washington 167 as chairman. Additional faculty in the next decade considerably broadened the department’s outlook and appeal. Major contributors to this were Debnath Mookheijee, urban geography and South Asia; Franklin C. Raney, biogeography and soils; James W. Scott, historical and cultural geography; and Robert W. Teshera, political geography and geographic education. A budgeted position for a visiting lecturer was used to hire geographers from North American universities and overseas during 1964-73. In 1973 Thomas A. Terich, a specialist in urban planning and coastal geography, joined the department. A resurgence of teacher training following the post-World War II “baby boom” had limited effect on the department, there being relatively small demand for geography instruction in the public schools of Washington State. Nevertheless, a state requirement for a fifth year of college study for teachers helped sustain geography for several years, and as this could be accomplished in three summer sessions the resulting “summer explosion” made it necessary to recruit geographers from other institutions as early as 1956. In some years the summer...

Campus Harassment: Sexual Harassment Policies and Procedures at Institutions of Higher Learning

We are much indebted to the Department of Education, which funded the research through the Women's Educational Equity Act (WEEA) Program. An abbreviated version of this report was sent to survey respondents at 311 institutions. The survey was undertaken as part of a larger project to produce a videotaped educational program on the sexual harassment of students in higher education. The videotape is now available for use in workshops dealing with sexual harassment from the Office of Women's Affairs, Indiana University, Bloomington, IN 47405. 1 This report has profited, we hope, from multiple authorship. Claire Robertson, as codirector of the Indiana University Office of Women's Affairs, was responsible for administering the survey and analyzing the results, with statistical consultation from members of the Indiana University Department of Sociology, and wrote/coordinated the final version of the report. Constance Dyer, as codirector of the Office of Women's Affairs, played an instrumental role in composing the questionnaire and compiled and analyzed with legal expertise the policies and procedures regarding sexual harassment sent to us by schools as part of the survey. This technical analysis is embodied in the section titled Definitions of sexual harassment. D'Ann Campbell, as Dean of Women's Affairs, initiated and obtained the WEEA grant, coordinated the whole project, made helpful suggestions throughout the whole process,

Sexuality and College Life

the early 1960s a woman student at a distinguished university in Massachusetts fell sick in her boyfriend's apartment and stayed there overnight instead of returning to her dormitory; she was subject to disciplinary procedures even though she had slept in a separate bed. About the same time a young Stanford woman was summarily dismissed when the dean of women discovered that she had had sexual relations with a married man. Sometime later there was much publicity about a Barnard student who had shared an apartment with her boyfriend while officially occupying a dormitory room. She too was punished for her offense. All three cases are from the most liberal institutions in the nation. Everywhere penalties for sexual improprieties were severe; even legitimate pregnancies were considered embarrassing if the women continued to attend classes. A vast ar-

Editor's notes

New Directions for Higher EducationVolume 1980, Issue 31 p. vii-viii Editor's Note Editor's notes Mary Louise McBee, Mary Louise McBee Associate vice-president for academic affairs and associate professor of Psychology at the University of Georgia. She was formerly dean of women and dean of students at the same institution. She holds degrees from East Tennessee State University, Columbia University, and Ohio State University. She is coauthor, with Kathryn Blake, of The American Woman: Who Will She Be? (1974) and Essays (1978), both published by, Glencoe.Search for more papers by this author Mary Louise McBee, Mary Louise McBee Associate vice-president for academic affairs and associate professor of Psychology at the University of Georgia. She was formerly dean of women and dean of students at the same institution. She holds degrees from East Tennessee State University, Columbia University, and Ohio State University. She is coauthor, with Kathryn Blake, of The American Woman: Who Will She Be? (1974) and Essays (1978), both published by, Glencoe.Search for more papers by this author First published: 1980 https://doi.org/10.1002/he.36919803102 AboutPDF 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 onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume1980, Issue311980Pages vii-viii RelatedInformation