WMST-L LOG9403D ========================================================================= Date: Tue, 22 Mar 1994 08:26:19 EST Reply-To: Women's Studies List Sender: Women's Studies List From: "Hilve A. Firek" Subject: legal question I teach at a small, public governor's school that employs twelve full-time high school teachers at three sites in rural southside Virginia. Yesterday at a meeting, the issue of the appointment of "lead teachers" was raised. Because of recent trends at our school, I expressed concern that the lead teachers who would be appointed would more than likely be male. My director responded by saying that he knows that the superintendents would "think he wasn't doing his job if the lead teachers weren't male." Of the thirteen superintendents to whom my director answers, twelve are male. My question: what, if any, legal recourse do I have? I feel that I've just hit that infamous glass ceiling. What, if any, legal recourse would I have if and when the lead teachers are appointed? PLEASE RESPOND PRIVATELY!! Many thanks. -- Hilve Firek, hfirek@vdoe386.vak12ed.edu ========================================================================= Date: Tue, 22 Mar 1994 08:40:51 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Maureen McHugh Organization: Indiana University of Pennsylvania Subject: Re: FILM The film "Clothesline" is an excellent film about women doing laundry. I am interested in any other films people know of regarding women working in the home. ========================================================================= Date: Tue, 22 Mar 1994 08:48:00 EST Reply-To: Women's Studies List Sender: Women's Studies List From: RHODA UNGER Subject: Re: chilly climate for students I was going to send this privately, but since a number of people on the list have asked about this area recently, I thought I would send it to the whole list. These resources are from a master's thesis by Kathleen Bott. Two- thirds of her committee (myself and Laura Kramer) are on the list. Pub- lished work on the chilly climate includes: Constantinople, A., Cornelius, R., & Gray, J. (1988). The chilly climate: Fact or artifact? Journal of Higher Education, 59, 528 - 550. Crawford, M. & MacLeod, M. (1990). Gender in the college classroom: An assessment of the chilly climate for women. Sex Roles, 23, 101 - 122. Bott used a student perception questionnaire that was slightly adapted from that used by Crawford and MacLeod. Unlike the two cited studies, she found evidence of a perceived chilly climate for females at a school of engineering. Hope this helps. Rhoda Unger E-MAIL UNGER@APOLLO.MONTCLAIR.EDU ========================================================================= Date: Tue, 22 Mar 1994 08:52:13 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Jane Elza Subject: Re: chilly climate for students In-Reply-To: <199403212042.PAA05777@holmes.umd.edu> AAUP has a formula for salary studies. AAUW may have something for chilly climates. On Mon, 21 Mar 1994, Pat Murphy wrote: > I have a couple students who want to do a mini study of the chilly > climate on our campus. DOes anyone have or know where to find a > sample instrument/survey they can use? I've found some for faculty > and then some on students in high school. Please respond privately. > > Pat Murphy > Murphy@uno.cc.geneseo.edu > > THANKS > ========================================================================= Date: Tue, 22 Mar 1994 09:10:22 EST Reply-To: Women's Studies List Sender: Women's Studies List From: Gerald Zahavi Subject: Conference on Women in the Global Economy Iris Berger, Director of the Institute for Research on Women at SUNY-Albany has asked me to post the following: CONFERENCE A conference on "Women in the Global Economy: Making Connections will be held on April 22-24 at the University at Albany State University of New York, sponsored by the Institute for Research on Women. The conference will bring together scholars and labor activists to explore the experiences of working-class women across national boundaries. Drawing on both historical and contemporary case studies (particularly from the garment and textile industries) participants will seek to formulate new sources of working women's empowerment under current global economic conditions. Presentations will focus on Africa, Asia, Latin America and the Caribbean, the Middle East and the United States. For registration forms or additional information, please contact Conference Coordinator, History Department, Ten Broeck 105, University at Albany, 1400 Washington Ave., Albany, NY 12222, or call (518) 442-4815/4800. CALL FOR SYLLABI ON INTERNATIONAL/COMPARATIVE PERSPECTIVES ON WOMEN One of the workshops at the conference on "Women in the Global Economy: Making Connections" will address the topic of integrating international perspectives into courses on women. Although the workshop will focus particularly on women and work, we plan to publish a collection of syllabi from international/comparative women's studies courses that address all aspects of women's lives. If either you or any of your colleagues teaches a global women's studies course, I hope that the syllabus will be submitted so it can be considered for inclusion in this collection of materials. If you have any questions about this project, please contact Iris Berger at (518) 442-4815/4800. Copies of course outlines should be sent to me as soon as possible at: History Department, Ten Broeck 105, University at Albany, 1400 Washington Ave., Albany, NY 12222. ========================================================================= Date: Tue, 22 Mar 1994 10:51:53 -0500 Reply-To: korenman@UMBC2.UMBC.EDU Sender: Women's Studies List From: Joan Korenman Subject: Biblical Eve and Lily Tomlin? Hi. Someone--I think it may have been Lily Tomlin, but I'm not sure-- once remarked about the Biblical story of Eve, "all that fuss over a woman trying to get an education" (or something like that). I'd like to use this remark in an essay I'm writing, but I need the exact citation. I thumbed quickly through _The Search for Signs of Intelligent Life in the Universe_, but I couldn't find it there. Can anyone provide the info I need? Please reply privately--I've set a reply-to header that should send replies back to me rather than to WMST-L. Many thanks. Joan Korenman Internet: korenman@umbc2.umbc.edu Bitnet: korenman@umbc ========================================================================= Date: Tue, 22 Mar 1994 11:06:00 EST Reply-To: Women's Studies List Sender: Women's Studies List From: kc3 Subject: Looking for a copy of _Nothing But a Man_ I am looking for a copy of the film, _Nothing But a Man_, to use in a summer institute. Does anyone know where I can locate a copy of the film to rent? Is it available on video? Please respond via email rather than on the list. Thanks so much. Kathleen Carroll CAST Program Director kc3@umail.umd.edu ========================================================================= Date: Tue, 22 Mar 1994 09:22:28 MST Reply-To: Women's Studies List Sender: Women's Studies List From: Ann_Hall@MTS.UCS.UALBERTA.CA Subject: Exploitation of women by NIKE Has anyone seen any articles about the exploitation of women (especially in Indonesia) by NIKE and the other shoe companies like REEBOK and ADIDAS? I have a CBS "Street Stories" segment on the issue, but I am looking for more information. Ann Hall (USERMAHA@mts.ucs.ualberta.ca) ========================================================================= Date: Tue, 22 Mar 1994 11:47:40 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: MARY GRAVELLE Subject: WOMEN'S STUDIES CAPSTONE COURSE Our Women's Studies Program Director is looking for information on a capstone seminar course. The course is being offered right now for the first time with the usual first time snags. Any suggestions for format, reading list, etc? Any info would be greatly appreciated. Please reply privately to GRAVELLE@VAXA.CLARION.EDU Thanks for your help. Mary Gravelle, Clarion U of PA. ========================================================================= Date: Tue, 22 Mar 1994 09:16:44 -0800 Reply-To: Women's Studies List Sender: Women's Studies List From: Cheri Casper Subject: Contact Phone Number I am trying to reach the Massachusetts Bureau of Educational Resources and Television, who appears to distribute a film that I am potentially interested in. The phone number that I found published in a book appendix appears to be incorrect. I tried information for Arlington, MA which was the address that I had and struck out with the phone company. Can anyone out there provide any assistance? Thank you. ========================================================================= Date: Tue, 22 Mar 1994 12:25:03 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Regina Fitzpatrick Subject: Question about the Archives Where are the archives? And how can I access them? Thanks, Regina Fitzpatrick ========================================================================= Date: Tue, 22 Mar 1994 10:10:15 -0800 Reply-To: Women's Studies List Sender: Women's Studies List From: Carolynn StewartMiddleton Subject: Women's Spirituality In-Reply-To: <9403221556.AA04451@mx2.u.washington.edu> A few weeks ago an address was posted for a list re: spirituality or women's spirituality or spirituality and women anyway, if anyone has any information about that list can they please respond to me privately? Thanks. cs middleton ========================================================================= Date: Tue, 22 Mar 1994 13:39:00 EST Reply-To: Women's Studies List Sender: Women's Studies List From: RHODA UNGER Subject: Why women become feminists? I am looking for references on the factors that induce women to become feministsI do NOT want information on the historical circumstances of either the first or second wave of feminism, but more psychological or sociological studies or personal accounts. Thanks, Rhoda Unger unger@apollo.montclair.edu ========================================================================= Date: Tue, 22 Mar 1994 21:23:02 +0200 Reply-To: Women's Studies List Sender: Women's Studies List From: Eileen Boris Subject: Re: FILM In-Reply-To: <199403221341.PAA28146@kantti.helsinki.fi> from "Maureen McHugh" at Mar 22, 94 08:40:51 am Maureen McHugh mentions a fascinating subject for film, women's work in the home or what I call the home as a workplace. But she doesn't mention where to get Clothesline. Please let us know. Thanks. Eileen Boris Eileen.Boris@Helsinki.Fi ========================================================================= Date: Tue, 22 Mar 1994 11:33:46 PST Reply-To: Women's Studies List Sender: Women's Studies List From: "Monica P. Kendel" Subject: unsubscribe: how to? how do I unsubscribe? I have an e-mail overload and need to stop it now! I have too much work to do, and e-mail is much more fun! ========================================================================= Date: Tue, 22 Mar 1994 14:49:00 EST Reply-To: Women's Studies List Sender: Women's Studies List From: "Marie E. McAllister" Subject: Request for info: source A colleague is seeking the source of something she read some time ago, possibly by Alice Walker or Maya Angelou, pretty surely not fictional. The excerpt concerns hearing, years after the (black) writer had worked with a white woman friend to register voters in the rural south (60s era), that her friend had been raped by a black male coworker. The friend had not reported the rape out of loyalty to the movement. Now the narrator feels divided loyalty. Does this description ring a bell with anyone who knows the source? Please reply privately to Marie McAllister at mcalliste@ucis.vill.edu or (bitnet) mcallism@vuvaxcom. ========================================================================= Date: Tue, 22 Mar 1994 11:59:35 PST Reply-To: Women's Studies List Sender: Women's Studies List From: Linda Woodhouse Organization: University of Victoria PLEASE UNSUBSCRIBE ME ========================================================================= Date: Tue, 22 Mar 1994 15:27:02 -0500 Reply-To: korenman@UMBC2.UMBC.EDU Sender: Women's Studies List From: Joan Korenman Subject: Use and Misuse of WMST-L I don't know whether the arrival of spring brings with it brain death, but there have been an unusual number of needless messages to the list today. PLEASE DO NOT SEND MESSAGES TO WMST-L ASKING TO BE UNSUBSCRIBED. To sign off the list, simply send the two-word message UNSUB WMST-L to LISTSERV@UMDD.UMD.EDU (if WMST-L mail comes to your Bitnet address) or LISTSERV@UMDD.UMD.EDU (if WMST-L mail comes to your Internet address). If you try one address and it doesn't work, try the other. If neither of them works, then AND ONLY THEN should you write PRIVATELY to me at the addresses below. Please do not send ANY message about your subscription to WMST-L. If you're having difficulties, first READ THE USER's GUIDE. If you've lost your copy, you can get another by sending the message GET GUIDE WMST-L to LISTSERV@UMDD or LISTSERV@UMDD.UMD.EDU. Please have a little consideration for your fellow subscribers. Your time may be valuable, but so is theirs. And, for that matter, so is mine. I don't mind helping people--indeed, I LIKE helping people--but I think it's only right to expect that you've first tried to help yourself. End of tirade. :-) Joan Korenman Internet: korenman@umbc2.umbc.edu Bitnet: korenman@umbc ========================================================================= Date: Tue, 22 Mar 1994 13:13:10 -0800 Reply-To: Women's Studies List Sender: Women's Studies List From: ELLEN CRONAN ROSE Subject: Re: WOMEN'S STUDIES CAPSTONE COURSE In-Reply-To: <199403221649.LAA12462@holmes.umd.edu> Since our WS Program is also developing ideas for a capstone course for majors--and maybe others are in a similar situation--could replies to Mary's request be posted to the list? Thanks. Ellen Rose ecrose@nevada.edu On Tue, 22 Mar 1994, MARY GRAVELLE wrote: > Our Women's Studies Program Director is looking for information on a > capstone seminar course. The course is being offered right now for the first > time with the usual first time snags. Any suggestions for format, reading list, > etc? Any info would be greatly appreciated. Please reply privately to > GRAVELLE@VAXA.CLARION.EDU Thanks for your help. Mary Gravelle, Clarion U of PA. > ========================================================================= Date: Tue, 22 Mar 1994 16:14:00 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: Joan Korenman Subject: Oops Kathy Kerns has called my attention to an error in the addresses I gave for listserv. The Bitnet address for LISTSERV is LISTSERV@UMDD; the Internet address is LISTSERV@UMDD.UMD.EDU. Though I got it right at one point in the message, at an earlier point I mistakenly gave the Internet address for both Bitnet and Internet. Many thanks to Kathy for promptly calling my attention to this mistake. (I guess that'll teach me not to send tirades to the list :-) ) Joan Korenman Internet: korenman@umbc2.umbc.edu Bitnet: korenman@umbc ========================================================================= Date: Tue, 22 Mar 1994 16:25:00 CDT Reply-To: Women's Studies List Sender: Women's Studies List From: Phyllis Holman Weisbard Subject: Re: best comeback line of the semester Re: > >This has been a great semester in my Psychology of Woemn and Gender >class. Today a student asked, "How do you respond when people ask, >'why is there a women's resource center on campus and not a men's >resource center?'" Another student replied, "The university library >is the men's resource center." > >Arnie At the risk of sounding humor-less, I certainly hope that university libraries today are also centers for women's resources and not only the repositories of men's writings. Phyllis Holman Weisbard (608) 263-5754 Acting Women's Studies Librarian pweis@wiscmacc (Bitnet) University of Wisconsin System pweis@macc.wisc.edu (Internet) Room 430 Memorial Library 728 State Street Madison, WI 53706 ========================================================================= Date: Tue, 22 Mar 1994 17:31:07 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: nijole Benokraitis Subject: Re: exploitation of women by NIKE >Has anyone seen any articles about the exploitation of women (especially >in Indonesia) by NIKE and other shoe companies like REEBOK and ADIDAS? I have a lot of stuff on women's exploitation, but not by shoe companies. If you get responses, Ann, it might be worthwhile to post them. niki Benokraitis ========================================================================= Date: Tue, 22 Mar 1994 17:32:50 LCL Reply-To: Women's Studies List Sender: Women's Studies List From: Ruth Ginzberg Organization: Philosophy Dept., Wesleyan University Subject: Research Skills I find that many students (I BET not just WmSt students -- but I just happen to have mostly WmSt students as senior project/thesis advisees) do not have very good research skills. Some, for example, have never used interlibrary loan. MANY are computer phobic, or just lack enough computer literacy (or confidence) to make use of the WONDERFUL on-line resources. Few students have the faintest idea how to attempt to acquire an out-of-print book if the library doesn't have it. Many are stumped about how to acquire government documents. A fair number of them have never even TALKED to a librarian to discuss finding sources which may not have been immediately evident to them. I find it kind of creepy that we are graduating people without the skills they may need to acquire new information in the future. Now, I *know* our library offers *plenty* of short courses, etc. in how to do these things. But for some reason the students don't seem to take them up on it. I am thinking of requiring my next batch of senior thesis students to do some research-skills acquisition as part of their thesis tutorials, perhaps with special emphasis on skills necessary for women's studies research. Has anyone else done anything like this (or created a course, or a tutorial or a module (or whatever) aimed toward developing these skills)? If so, I'd like to hear from you. Please respond privately. Thanks. ----------- Ruth Ginzberg (rginzberg@eagle.wesleyan.edu) ------------ ========================================================================= Date: Tue, 22 Mar 1994 14:53:20 -0800 Reply-To: Women's Studies List Sender: Women's Studies List From: "E. Butler-Evans" Subject: Re: Request for info: source In-Reply-To: <9403221957.AA10491@ucsbuxb.ucsb.edu> The source is Alice Walker's short story "Advancing Luna--And Ida B. Wells" in the collection -You Can't Keep A Good Woman Down- Elliott Butler-Evans ebevans@humanitas.ucsb.edu On Tue, 22 Mar 1994, Marie E. McAllister wrote: > A colleague is seeking the source of something she read some time ago, possibl > by Alice Walker or Maya Angelou, pretty surely not fictional. The excerpt > concerns hearing, years after the (black) writer had worked with a white > woman friend to register voters in the rural south (60s era), that her friend > had been raped by a black male coworker. The friend had not reported the rape > out of loyalty to the movement. Now the narrator feels divided loyalty. > > Does this description ring a bell with anyone who knows the source? Please > reply privately to Marie McAllister at mcalliste@ucis.vill.edu or (bitnet) > mcallism@vuvaxcom. ========================================================================= Date: Tue, 22 Mar 1994 21:50:35 EST Reply-To: Women's Studies List Sender: Women's Studies List Comments: Warning -- original Sender: tag was LANG@LAGON From: Judith Ezekiel Subject: Re: Why women become feminists? "What went 'click'" was a central question for me in my 1987 PhD dissertation: "A Contribution to the History of the American Women's Movement: the Case Study of Dayton, Ohio (1969-1980)," from the University of Paris VIII. In addition to having reviewed the literature, I did 56 in-depth oral history interviews. You could get the dissertation on inter-library loan from Wright State University (it may be in the archives), through the French central office of dissertations, or if not, I could possibly send a microfiche copy to your library. There is an extensive bibliography including quite a few articles on the consciousness-raising process. Judith Ezekiel ========================================================================= Date: Tue, 22 Mar 1994 21:25:39 EST Reply-To: Women's Studies List Sender: Women's Studies List Comments: Warning -- original Sender: tag was LANG@LAGON From: Judith Ezekiel Subject: cite on Alice Walker story I' It's Advancing Luna--and Ida B. Wells ========================================================================= Date: Tue, 22 Mar 1994 18:45:54 EST Reply-To: Women's Studies List Sender: Women's Studies List From: STRETCH OR DROWN/ EVOLVE OR DIE Subject: Re: WOMEN'S STUDIES CAPSTONE COURSE When I arrived at Kenyon I spent a long time agonizing over the capstone course. At Lewis & Clark where I came from we basically used feminist theory as our capstone course and it worked pretty well for reasons that have been discussed over the list previously. But a theory or methods course is one way to take the capstone course. At Kenyon feminist theory is a mid level course (as is feminist methods). The problem I had. Our curriculum is so diffuse and spread over so many departments (which is good) that students take almost no courses in common in the course of the program. By the time they get to the senior seminar most of them will have only taken one course in common--the intro--and they will have come from many different disciplines with very different interests. My solution? born of my own laziness. I figured why should I be the one to decide what experiences were common to them. Why not use the capstone course as a place for students to explore together what they have had in common. I teach the capstone course in the spring so during fall term all students preregistered for the course met and we decided what to do. (the catalogue description reads "topic to be decided by students preregistered for the course during the semester previous to that in which the course is taught --or something like that, probably a bit more graceful). The students met together and decided on a reading list and a general theme. For this group (which admittedly was the first) they decided on multicultural feminisms. They physically brought the books together, we looked them over an chose the ones we wanted to do. We began the term with nothing except a list of readings and a minimal set of assignments. The students' work was primarily to forge the connection. I must say that so far I have been delighted with the course. We have discovered the course as we did it; we have articulated it's major objectives, themes, and connections as we did the reading. It has been a fascinating experience for me and I have learned an incredible amount during the semester precisely because I have been able to put aside my "expertise" and "mastery" and become a learner along with my students. Believe me I am the most cynical person in the world when it comes to the subject of teachers giving up power. I know the classroom is a place in which power relationships have to be faced and I know I have more power than my students, but they also have some sense that they have their own expertise and that they have contributed substantively to the development of the course. I'm not sending the reading list precisely because it is beside the point. This would work with a group of motivated and bright seniors with almost any set of readings. The point is the process of discovering common (and different) ground. Hope this is useful. Laurie Finke finkel@kenyon.edu ========================================================================= Date: Tue, 22 Mar 1994 15:57:22 -0800 Reply-To: Ellen Pillard Sender: Women's Studies List From: Ellen Pillard Subject: Finding Lisa In-Reply-To: <199403151619.LAA10245@umd5.umd.edu> I have been learning about the lives of women with a history in prostitution for seven years now. The very first woman I met who worked in the commercial sex industry is a woman named Lisa McGowan. She has maintained contact with me for these last seven years and last yeas we discussed writing s stroy about her life. She had become symptomatic with AIDS and wanted to leave a legacy for her two children (she hoped the book would make money which she would put in a trust fund for them). She was living in Qunicy MA last year. On July 5, 1993, I received a urgent phone call from her. When I returned the call ten minutes after receiving it there was no answer. Her home phone has been disconnected and there has never been an answer at the number she left. If Lisa were in a hospital or prison she would call me, so I assume she is on the run. She has a real need for attention and publicity and so is likely to be in the press where ever she might be. I realize that the odds are incredibly small that any of you might of read or heard about a tough bright woman in her thirties with AIDS and one or two children. She is causcian and always fighting the system. I can provide more information and will follow up any possible leads you have. Send any replies to me privately @epillard.unr.edu or my mailing address is: Ellen Pillard School of Social Work University of Nevada Reno, NV 89557 (702) 784-6542 +++ ========================================================================= Date: Tue, 22 Mar 1994 19:03:51 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: "beatrice w. dierks" Subject: Want housing, NY Sum94 A student in our program has received a grant for an independent research project. She will be in NYC from May 24-Aug 15 and needs information on possible housing/transportation within reasonable commute from NYU and the 200 block on 5th Avenue. Student is highly motivated, bright, and willing to negotiate resonable rent rate with additional responsibilities: pets, plants, mail, etc. Please send posts to Bea Dierks ( bdierks@ac.wfunet.wfu.edu ) and I will forward responses. Thank you. Bea. Women comprise 50% of the world's population, perform 2/3 of the work, earn 1/10th of the world's income, and own 1% of the property.1980 UN report. ========================================================================= Date: Tue, 22 Mar 1994 18:16:34 -0600 Reply-To: Women's Studies List Sender: Women's Studies List From: Bonnie McElhinny Subject: Canadian porn statute Could anyone refer me to some readings on the pornography statute which was recently upheld by the Canadian Supreme Court? I'm interested in obtaining a copy of the text of the statute, as well as learning something about the context (who supported, who opposed, what exactly was at issue in the court decision)? Bonnie McElhinny Social Thought & Analysis Washington Univ. bmcelhin@artsci.wustl.edu ========================================================================= Date: Tue, 22 Mar 1994 16:15:10 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: "Patricia A. Rosseel" Subject: Re: Exploitation of women by NIKE In-Reply-To: <199403221652.LAA01691@mailbox.syr.edu> On Tue, 22 Mar 1994 Ann_Hall@MTS.UCS.UALBERTA.CA wrote: > Has anyone seen any articles about the > exploitation of women (especially in Indonesia) > by NIKE and the other shoe companies like > REEBOK and ADIDAS? I have a CBS "Street Stories" > segment on the issue, but I am looking for more > information. > Ann Hall (USERMAHA@mts.ucs.ualberta.ca) > I believe there was an anrticle in Utne Reader quite some time ago about this topic. I'm not 100% sure, but you could give it a try! Trish Rosseel Syracuse parossee@mailbox.syr.edu ========================================================================= Date: Tue, 22 Mar 1994 22:06:40 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Lucy Candib MD Subject: list of gay and lesbian books for kids Margery Osborne sent the following exhaustive list from another list. Various people suggested calling women's/gay bookstores in Boston. Here is the listS: From mosborne@ux1.cso.uiuc.edu Tue Mar 22 16:58:08 1994 Return-Path: Received: from ux1.cso.uiuc.edu by umassmed.UMMED.EDU (5.61/HCX-2.2) (for @:lcandib ) id AA19003; Tue, 22 Mar 94 16:58:05 -0500 Received: from [128.174.91.146] (mac146.ed.uiuc.edu) by ux1.cso.uiuc.edu with SMTP id AA21392 (5.67b8/IDA-1.5 for ); Tue, 22 Mar 1994 15:57:46 -0600 Date: Tue, 22 Mar 1994 15:57:46 -0600 Message-Id: <199403222157.AA21392@ux1.cso.uiuc.edu> To: lcandib@umassmed.UMMED.EDU From: mosborne@ux1.cso.uiuc.edu (margery osborne) Subject: List of Books For Sexual Orientation Here is a list of such books recently shared on another list. I hope it is of use. Margery >Date: Thu, 17 Mar 1994 08:14:00 EST >Reply-To: Multicultural Education Discussion >Sender: Multicultural Education Discussion >From: rh19 >Subject: List of Books For Sexual Orientation >X-To: MULTC-ED@umdd.umd.edu >To: Multiple recipients of list MULTC-ED >X-Charset: LATIN1 >X-Char-Esc: 29 > >These books came form several subscribers to the list noted below. Books >appear here in the order that they came in my mail. As you see some do not >have authors. I will send any additional titles that comes in my mail. If you >have reactions to these or have suggestions for their use in MC Education we >would be pleased to hear from you. Thanks. > >Subject: Lesbians and gay men in children's & YA fiction >>From subscribers to KIDLIT-L%BINGVMB.BITNET@uga.cc.uga.edu > > >1. M.E. Kerr's Night Kites > >2. ANNIE ON MY MIND by Nancy Garden. > >3. CODY by Little Rock native Keith Hale. > >4. Contact: > >Alyson Publications, Inc >40 Plympton Street >Boston, MA 02118 > >Phone: 617-542-5679 > They almost exclusively publish gay-oriented materials, quite a >few of which are geared toward young adults. They also have a division >called Alyson Wonderland which published books for young children such as: > >Daddy's Roommate > >Heather has Two Mommies - Newman > >Gloria goes to Gay Pride. > >5. Unlived Affections by George Shannon > >6. Watchtower and sequels by Elizabeth Lynn (fantasy) > >7. A number of fantasy novels by Mercedes Lackey > >8. Ammonite by Nicola Griffith (sf for mature YAs) > >9. Unlived Affections by George Shannon > >10. Man Without A Face by M.E. Kerr > >11. Athletic Shorts_ by Chris Crutcher > >12. WEETZIE BAT by Francesca Block > >13. NIGHT KITES by Kerr > >14. WITCH BABY by Francesca Block > >15. Aidan Chamber's Dance on My Grave > >16. Annotated bibliography, OUT OF THECLOSET AND INTO THE CLASSROOM; >HOMOSEXUALITY IN BOOKS FOR YOUNG PEOPLE -Laurel A. Clyde and Marjorie >Lobban, >published by ALIA/Thorpe Press, 1992 >(Australian Library and Information Association). In addition to the >introduction, which discusses the history of how homosexuality has been >portrayed in literature, and the annotated bibliography, the appendices >are excellent--Stories with homosexual main characters; homosexual >supporting characters; homosexual background characters; proportion of >male to female characters; characters by sex of author; chronological list >of titles; number of titles published per year, etc. Though an Australian >publication, I recognize most of the titles. However, some books >available in the U.S., like Koertge's THE ARIZONA KID, are listed as >having appeared in another bibliography, but "a copy of this book has not >been sighted." > >17. REAL HEROES Marilyn Kaye (HBJ, 1993) > >18. Trina Schart Hyman's picture autobiography > >19. Allan Cuseo.Homosexuality and YA Literature. Metcuchen, NJ: >Scarecrow Press, 1991. > >20. Arizona kid by Ronald Koertge > >21. Counter play by Anne Snyder > >22. Peter by Kate Walker > >23. Bad boy by Diana Wieler > >24. Real heroes by Marilyn Kaye > >25. 12 days in August by Liza Ketchum Murrow > >26. Jack by A.M. Homes > >27. Trying Hard to Hear You by Sandra Scoppettone > >28. Unlived Affections by George Shannon (Harper, '89) > >29. Come Out Smiling by Elizabeth Levy (Delacorte, '81) > > > >Ruth Heidelbach >Dept. of Curriculum and Instruction >University of Maryland, College Park 20742 >301-405-3127 >rh19@umail.umd.edu >Fax 301-314-9055 > > Margery Osborne Department of Curriculum and Instruction University of Illinois (217) 244-1271 e-mail: mosborne@ux1.cso.uiuc.edu ========================================================================= Date: Tue, 22 Mar 1994 22:24:11 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Jackie Manni Subject: Film about housework The film "Jean Deilman" (sp?) by Chantal Ackerman deals with housework. I believe Ackerman is from Belgium. I saw this film in a Women's Studies class, Introduction to Feminist Theory. It uses the concept of real time to see the repitition and actual time Jean uses to clean her house, cook, etc. (it has other elements as well). It was a real eye-opener to our class, and we all thought it worthwhile. Jackie. ========================================================================= Date: Tue, 22 Mar 1994 22:37:00 EST Reply-To: Women's Studies List Sender: Women's Studies List From: CYNTHIA HERMAN Subject: returning students I will be leading a workshop for returning women students on academic writing and what professors expectations may be. My real goal is to help allay the anxiety that "older" (someone in administration here at George Mason Univ. determined that meant over 25!) women students seem to feel when confronted with a campus full of students and some faculty who look to be about 14. Any input members of this list might have would be helpful. What should such women students know? How can we convince them that as teachers we love having them in our classes? And of course, any articles or books you might suggest would be great. Thanks in advance. Cindy Herman cherman@gmuvax.gmu.edu ========================================================================= Date: Wed, 23 Mar 1994 07:56:09 -0400 Reply-To: WKOLMAR@DREW.BITNET Sender: Women's Studies List From: Wendy Kolmar Subject: Re: WOMEN'S STUDIES CAPSTONE COURSE Date: 23-Mar-1994 07:50am EST From: Kolmar, Wendy WKOLMAR Dept: FAC/STAFF Tel No: (201)-408-3632 TO: _IN%"WMST-L@UMDD.BITNET" ( _IN%"WMST-L@UMDD.BITNET"@MRGATE@GAMM A ) Subject: RE: WOMEN'S STUDIES CAPSTONE COURSE RE: Capstone Courses The National Women's Studies Association is compiling a collection of introductory and capstone course syllabi. We hope that it will be available at the June conference and by mail from the national office thereafter. I already have quite a few syllabi--30 at least--for the course but would be glad to receive course syllabi from anyone who has not yet sent one. Please send it to me at: Wendy Kolmar Women's Studies -- SWB Drew University Madison, NJ 07940 Any notes you would like to append to the syllabus about course pedagogy etc. would be most welcome. --WK WKolmar@drew.drew.edu ========================================================================= Date: Wed, 23 Mar 1994 08:38:51 EST Reply-To: Women's Studies List Sender: Women's Studies List From: Margaret Porter Organization: University Libraries of Notre Dame Subject: Research skills In response to Ruth Ginzberg's concern about the lack of research skills of students, as a librarian I share that concern. It is not just women's studies students, but all across the board. I have found that unless a research skills module is built into the syllabus or required for the class, students will not take advantage of courses and other forms of instruction that the library offers. Just setting aside one class for library instruction is helpful in terms of introducing students to various services such as interlibrary loan, and specialized indexes and reference sources. Finding material on women and gender can be tricky, due to the nature od Library of Congress subject headings so some strategies for searching one's own catalog should be included. If some kind of research skills assignement is constructed I suggest that this is constructed in conjuntion with a librarian in order to make sure that it is a learning experience with realistic requirements. Most institutions offering women's studies or gender studies have a librarian responsible for that area, so it is helpful for students to have a name if they get stuck when trying to locate material. In my experience most professors who include some form of required library research instruction for their classes find that the students turn in better papers and projects. Librarians are most effective when working with professors in helping to develop research skills in students, so get in touch with the librarian responsible for your subject area. Margaret Porter University of Notre Dame Libraries ========================================================================= Date: Wed, 23 Mar 1994 09:07:58 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Delese Wear Subject: Re: Exploitation of women by NIKE In-Reply-To: <199403221648.LAA12426@holmes.umd.edu> from "Ann_Hall@MTS.UCS.UALBERTA.CA" at Mar 22, 94 09:22:28 am Ann--this is feeble, but within the last two years HARPERS or ATLANTIC had an article about NIKE and the 3rd world women it systematically exploits. sorry i can't be more specific. delese wear dw@uhura.neoucom.edu ========================================================================= Date: Wed, 23 Mar 1994 15:12:08 +0100 Reply-To: Women's Studies List Sender: Women's Studies List From: Barbara Ecker Subject: Re: christian university ??? In-Reply-To: <199403161230.HAA01663@holmes.umd.edu> from "Barbara Ecker" at Mar 16, 94 01:24:06 pm > Did you ever receive any reply to the message you posted to WMST-L, below? > I don't know anything about any such university, but as I work on > evangelical language, I may be able to identify it for you, or at least get > some clues about what group it's affiliated with. I'd need more > information, though. Do you have a brochure or something, or do they give a > home office address/phone number in the United States? > > If someone else has already answered the question, I'd be interested in > knowing what they had to say about this "university". > > Linda Coleman > LC22@umail.umd.edu Indeed, I received some answers: Alas, none knew about this particular university. But it helped a lot that they clarified the meaning of "christian" in the US when used together with universities. (Rather fundamentalist touch, that is.) In addition one list member pointed out that this university is very likely not to be accredited (?right word?) and its degrees therefore worthless. Which would render any experience I would gain by teaching there rather worthless to me. Therefore I decided to cancel my application and I must admitt that I haven't got any brochure or what ever about them. So thanks a lot for your offer, but I'm lacking the information you would require, sorry to say so. Thanks to all who took the time to help me!!! Best wishes, ************************ Barbara Ecker ecker@isis.wu-wien.ac.at ========================================================================= Date: Wed, 23 Mar 1994 09:43:10 EST Reply-To: Women's Studies List Sender: Women's Studies List From: STRETCH OR DROWN/ EVOLVE OR DIE Subject: Re: Research skills I thought Margaret Porter's replie on students' research skills was a very good one and I would add, from my own experience, that giving students library search skills in a vacuum is fairly useless. I have had this conversation on occasion with our own librarians. If I go to the library and just learn how to do something, say search a cd rom index, I'm probably not going to remember how to do it a month later when I need to do it. However, if I have a specific need to find a piece of information for a specific project which I have defined for myself, then the information I learn about searching will make sense. So, when I want my students to acquire some research skills in the library, I build them into an assignment. For instance, when I wanted my students to learn how to use the Gerritson collection, which we had just acquired (women's history documents on microfilm), I had our librarian come in and do a class on how to use it and then I sent them off to prepare an oral report for the whole class on some subject in the collection. It's my guess that having actually used the collection for a specific assignment, they will think about the collection next time they have an assignment that is relevant. ,,, (o o) +-------------------------------oOOo-(_)-oOOo--------------------------------+ | Laurie Finke, Women's and Gender Studies, Kenyon College | | Gambier, OH 43022 phone: 614-427-5276 | | home: 614-427-3428, P.O. Box 731 mail: FinkeL@Kenyon.Edu | +----------------------------------------------------------------------------+ () () ========================================================================= Date: Wed, 23 Mar 1994 07:19:12 -0800 Reply-To: Joan Ariel Sender: Women's Studies List From: Joan Ariel Subject: Re: Looking for a copy of _Nothing But a Man_ In-Reply-To: <199403221606.LAA12060@holmes.umd.edu> i happened to see this in a video store in monterey, california just yesterday and was pleased it's available. sorry don't know distributor. jariel@uci.edu On Tue, 22 Mar 1994, kc3 wrote: > I am looking for a copy of the film, _Nothing But a Man_, to use in a summer > institute. Does anyone know where I can locate a copy of the film to rent? > Is it available on video? > > Please respond via email rather than on the list. Thanks so much. > > Kathleen Carroll > CAST Program Director > kc3@umail.umd.edu > ========================================================================= Date: Wed, 23 Mar 1994 07:29:24 -0800 Reply-To: Women's Studies List Sender: Women's Studies List From: Joan Ariel Subject: Re: Research Skills In-Reply-To: <199403222245.RAA15955@holmes.umd.edu> UC Irvine WS major includes a required course, Research Methods and Sources in Women's Studies, leading to the senior seminar and thesis. This is a bibliographic research course (now also including a significant amount on electronic information technologies); each student is required to write a critical bibliographic essay on their thesis topic. I would be happy to send syllabus to anyone who would like to see it. Joan Ariel, Women's Studies Librarian jariel@uci.edu On Tue, 22 Mar 1994, Ruth Ginzberg wrote: > I find that many students (I BET not just WmSt students -- but I just > happen to have mostly WmSt students as senior project/thesis advisees) > do not have very good research skills. Some, for example, have never > used interlibrary loan. MANY are computer phobic, or just lack enough > computer literacy (or confidence) to make use of the WONDERFUL on-line > resources. Few students have the faintest idea how to attempt to > acquire an out-of-print book if the library doesn't have it. Many are > stumped about how to acquire government documents. A fair number of > them have never even TALKED to a librarian to discuss finding sources > which may not have been immediately evident to them. > > I find it kind of creepy that we are graduating people without the > skills they may need to acquire new information in the future. Now, I > *know* our library offers *plenty* of short courses, etc. in how to do > these things. But for some reason the students don't seem to take them > up on it. I am thinking of requiring my next batch of senior thesis > students to do some research-skills acquisition as part of their > thesis tutorials, perhaps with special emphasis on skills necessary > for women's studies research. Has anyone else done anything like this > (or created a course, or a tutorial or a module (or whatever) aimed > toward developing these skills)? If so, I'd like to hear from you. > Please respond privately. Thanks. > ----------- Ruth Ginzberg (rginzberg@eagle.wesleyan.edu) ------------ > ========================================================================= Date: Wed, 23 Mar 1994 10:11:26 EST Reply-To: gajardo@MSHRI.ON.CA Sender: Women's Studies List Comments: Warning -- original Sender: tag was gajardo@MSHRI.ON.CA From: gajardo@SLRI01.MSHRI.ON.CA Subject: thanks for advice I would like to thank all those who responded to my query regarding women's studies vs. more "traditional" academic disciplines as a graduate study choice. I received great advice and have put it to use when determining my next academic move. I have applied to both a Ph.D. in Political Science and Women's Studies. And whichever accepts me I will happily continue to pursue my interest in women's studies. Once again, thank you for helping me make this difficult decision. I am delighted that there is so much solidarity out there. Maria ========================================================================= Date: Wed, 23 Mar 1994 11:24:23 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Pat McDermott Subject: WMST and workload policies The Maryland State Legislature has temporarily withheld funds from the University of Maryland System pending information on faculty workload policy and practices. We think this is all leading to heavier courseload requirements for all faculty. Women's Studies is an interdisciplinary program at our campus (University of Maryland Baltimore County) and relies on adjunct faculty for most of our offerings. Has anyone had experience with state mandated courseloads and their effect on interdisciplinary programs? Are course releases harder to obtain under such policies? Have departments become less willing to "share" courses with women's studies programs? Our response to proposed workload policies is due this Friday, so I'd appreciate any responses. Pat McDermott Acting-Director of Women's Studies University of Maryland, Baltimore County Campus Please respond privately to mcdermot@umbc2.umbc.edu ========================================================================= Date: Wed, 23 Mar 1994 12:01:53 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Lisa Jadwin Subject: Re: Research skills In-Reply-To: <199403231443.JAA19963@holmes.umd.edu> In response to Margaret Porter's query about research skills, I'm going to send this to the whole list, as it may be helpful. I've had some success teaching research skills to beginning students as part of a research project. I used violence against women as the topic; I uncovered some unsolved/unresolved cases from the 19th and 20thC that had been documented in the press, and handed the students assignments on cards. Their task was to research everything they could find about the case and to write a research paper "solving" or explaining the case as best they could. (In some cases, the students researched cases that were being debated as the class was taking place.) This worked very well even for the students who felt themselves to be marginally involved or invested in the class. They learned to read microfilm, to find periodical articles, to research in primary and secondary sources, and to assemble a project piece by piece. There were some oral elements of the assignment - at one point they had to make a presentation to the class and to have the class ask questions about their case. The best aspect of the assignment, I found, was that students felt that they were creating an original interpretation about a research problem, and that they felt their research was more like "detective work" than like a rehash of a topic already fully explored by others. many stopped into my office months later to tell me how their cases were progressing and to let me know how "empowered" as researchers they felt by the assignment. Since usually my students approach research assignments with a groan and roll of the eyes, this was a very gratifying experience for me. :-). This assignment would probably not work as well for more advanced students (mine were first- and second-year). I must also give credit to the originator of the assignment. My "violence against women" version is is an adaptation of a similar assignment that asks students to research murders and other capital crimes unsolved since the 19thC. Cite: Kraus, W. Keith. _Murder, Mischief and Mayhem: A Process for Creative Research Papers_. Urbana, IL: National Council of Teachers of English, 1978. One final note: this assignment was great for breaking down the "it doesn't happen anymore" and the "violence against women is historically new" denials that sometimes arise around this topic. ========================================================================= Date: Wed, 23 Mar 1994 10:04:13 PST Reply-To: Women's Studies List Sender: Women's Studies List From: Dana Watanabe Subject: Re: Research Skills In-Reply-To: <199403231529.KAA20441@holmes.umd.edu>; from "Joan Ariel" at Mar 23, 94 7:29 am Joan Ariel said: > > UC Irvine WS major includes a required course, Research Methods and > Sources in Women's Studies, leading to the senior seminar and thesis. > This is a bibliographic research course (now also including a significant > amount on electronic information technologies); each student is required > to write a critical bibliographic essay on their thesis topic. I would > be happy to send syllabus to anyone who would like to see it. I'd also throw in that i, and every student in the class i've talked to, found it to be a incredible learning experience that will make researching anything a million times easier. It's really the type of class that should be mandatory upon entering. One thing i thought was interesting is that WS is probably the only major on campus where you have to get training in On-line research methods to get a degree. I think that it would be a neat phenomenon if all the people out of WS had above average On-line knowledge, and were therefore communicating more and using/developing more resources than other disciplines. As a former Electrical Engineering major, i can say that if you are on this list, you know more that a good 60% of the people in that Dept. if not more. And if you can access Usenet, Gopher, or WWW, then its probably 80%. :) , dana ========================================================================= Date: Wed, 23 Mar 1994 13:07:44 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Nancy Seale Osborne Subject: Re: Research Skills In-Reply-To: <199403231529.KAA20441@holmes.umd.edu> To friends on WSMT-L, I have a colleague who is researching hunger and homelessness in American novels, especially with Asian-Americans, African-Americans, and Native Americans. Any suggestions would be appreciated. Nancy Osborne SUNY Oswego Oswego, NY 13126 osborne@oswego.oswego.edu ========================================================================= Date: Wed, 23 Mar 1994 12:20:49 -0600 Reply-To: Women's Studies List Sender: Women's Studies List From: Mollie Sandock Subject: Identify this c.1987 video?? Can anyone help me identify and get a copy of a program I saw about the use of sexual images of women in advertising, circa 1987?? I have called PBS (where I thought it was broadcast) in vain. This was an hour-long program in which a very deadpan, soft-voiced young woman interviewed men from various companies and quietly asked them increasingly damning questions about the way they used fetishized images of women to sell their products: she let them all hang themselves by their answers and their increasing confusion. One of the products was Taxan computer monitors. The last person she interviewed was the publisher of Hustler, I think: he attempted to defend his comic strip "Chester the Molester" while in the background, his 2-year-old daughter rode her tricycle in circles. The effect of the whole thing was wonderfully devastating, particularly because of the interviewer's calm manner. I'd love to use this in a number of classes, but I have been completely unable to find anyone else who remembers seeing it or can tell me how to obtain a copy. When I read the title "Killing Us Softly" etc, I had hopes, but the "Killing Us Softly" tape that I have seen is NOT the program I am describing. Have you seen this? What is it, and who broadcast it? How can I get it? Thank you very much in advance-- Mollie Sandock Valparaiso University Valparaiso IN 46383 MSandock@Exodus.Valpo.edu ========================================================================= Date: Wed, 23 Mar 1994 15:15:23 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Maureen McHugh Organization: Indiana University of Pennsylvania Subject: Re: FILM The film Clothesline is distributed by Filmmakers Library. ========================================================================= Date: Wed, 23 Mar 1994 15:18:24 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Susan Basow Subject: Re: Identify this c.1987 video?? I believe the program you are referring to is "Rate it X" available from Women Make Movies in either 16mm ($225), VHS ($350), of video rental ($150). It's 93 min.(also avail. in 53 min. video) and was made in 1986. WWM 462 Broadway, 5th floor NY 10013 212-925-0606 It's a great movie! > Can anyone help me identify and get a copy of a program I saw about the >use of sexual images of women in advertising, circa 1987?? I have called PBS >(where I thought it was broadcast) in vain. > *=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=* Susan A. Basow, Psychology Dept. Lafayette College, Easton, PA 18042-1781 610-250-5294 Bitnet: BS#1@lafayacs.bitnet Internet: BS#1@lafibm.lafayette.edu *=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=* ========================================================================= Date: Wed, 23 Mar 1994 15:24:16 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: "Mara Siegel (Trinity College of Vermont)" Organization: Saint Michael's College Subject: Re: Identify this c.1987 video?? Killing Us Softly (and later Still Killing Us Softly) Mara ========================================================================= Date: Wed, 23 Mar 1994 15:47:39 -0600 Reply-To: Women's Studies List Sender: Women's Studies List From: Eleanor Miller Subject: Re: An Upcoming Forum Hello E-Mailers!! I work for a women's group on the campus of the University of Arkansas, our group is called "The Alliance For Women's Concerns." This year we would like to sponsor a forum addressing issues that face women. For example, we would like to have a panel of speakers. One thought was to have a woman that actively participates in "beauty/scholarship" contests, to debate a woman who opposes such contests. In this way, both points will be heard--and hopefully, everyone can learn something. Knowing that this network reaches such a wide scope of women, I was hoping to have some suggestions sent to me privately. Thank you for any ideas that you could give me! Eleanor Miller emmiller@comp.uark.edu ========================================================================= Date: Wed, 23 Mar 1994 17:29:54 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Sarah Elizabeth Chinn Subject: Re: Identify this c.1987 video?? In-Reply-To: <199403232028.AA00853@mailhub.cc.columbia.edu> Could it be "This is not a Love Story"? sarah chinn sec8@columbia.edu ========================================================================= Date: Wed, 23 Mar 1994 15:03:48 -0800 Reply-To: Women's Studies List Sender: Women's Studies List From: Marcia Bedard Subject: Re: Identify this c.1987 video?? In-Reply-To: <199403231824.NAA21853@holmes.umd.edu> from "Mollie Sandock" at Mar 23, 94 12:20:49 pm The video is entitled "Rate It X", and it is a PBS production that is part of their POV(Point of View) series. Others on the list who use this film may be interested in the following information about the Hustler cartoonist featured in the film. On 1/7/90, the Fresno Bee reported that: "The cartoonist who drew Hustler magazine's Chester the Molester was convicted on five counts of child molestation. Dwayne Tinsley, 44, was found guilty by a Superior Court in Ventura." According the article, the jurors also found him guilty of three special allegations that he had substantial sexual contact with the girl whose accusations led to his trial and conviction. A 7-man, 5-woman jury acquitted him on six other related charges and deadlocked on an additional five charges (obviously, a very active pedophile...). At the time, he was facing a sentence of 16 years in prison and a $50,000 fine. The main witness said he began molesting her at age 13, and continued doing so for the next four years. What is interesting to me is that I, and a good many of my women students, commented when we first saw the film that we thought he was a child molester and that the cartoon was his way of covering and rationalizing it. Little did we know how keen that intuition was... Marcia Bedard Program Coordinator Women's Studies California State University, Fresno> > Can anyone help me identify and get a copy of a program I saw about the > use of sexual images of women in advertising, circa 1987?? I have called PBS > (where I thought it was broadcast) in vain. > > This was an hour-long program in which a very deadpan, soft-voiced > young woman interviewed men from various companies and quietly asked them > increasingly damning questions about the way they used fetishized images of > women to sell their products: she let them all hang themselves by their answers > and their increasing confusion. One of the products was Taxan computer > monitors. The last person she interviewed was the publisher of Hustler, I > think: he attempted to defend his comic strip "Chester the Molester" while in > the background, his 2-year-old daughter rode her tricycle in circles. The > effect of the whole thing was wonderfully devastating, particularly because of > the interviewer's calm manner. > > I'd love to use this in a number of classes, but I have been completely > unable to find anyone else who remembers seeing it or can tell me how to obtain > a copy. When I read the title "Killing Us Softly" etc, I had hopes, but the > "Killing Us Softly" tape that I have seen is NOT the program I am describing. > > Have you seen this? What is it, and who broadcast it? How can I get > it? Thank you very much in advance-- > > Mollie Sandock > Valparaiso University > Valparaiso IN 46383 > MSandock@Exodus.Valpo.edu > ========================================================================= Date: Wed, 23 Mar 1994 17:15:45 -0800 Reply-To: Women's Studies List Sender: Women's Studies List From: Sonja Elison Subject: Seeking Leslie Eliason at U. Washington Hello I'm trying to reach Leslie Eliason at U. of Washington, but don't have the e-mail address. Does anyone out there know it, or Leslie if you're out there, can you get in touch with me? Sonja Elison I'm at in%"Elison@Gonzaga.edu" Thanks!, ========================================================================= Date: Wed, 23 Mar 1994 20:34:06 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Jane Hannigan Subject: Perhaps a teaching tool Often, it is a children's book that makes an idea clear or that provides insight. Jane Boulton. Only Opal: The Diary of a Young Girl. Illus. by Barbara Cooney. (New York: Philomel, 1994) This work is a picture book telling of the diaries of Opal Whiteley, who's diar was first published in 1920 by Atlantic Monthly Press. It was published as Opal: The Journal of an Understanding Heart. adapted by Jane Boulton. Tioga Publishing Co., 1988. It might be a great beginning for a number of course units. But I must also admit, it is a delicious gem. Try your nearest public library. Jane Hannigan@Zodiac.rutgers.edu ========================================================================= Date: Wed, 23 Mar 1994 09:07:33 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: "Joan D. Mandle" Subject: INTERNSHIP in Women's Studies I will be hiring an Intern for Colgate's Women's Studies Program for l994-5. The position runs from mid-August of this year to the end of May, 1995. The stipend is approximately $13,000 plus university health benefits. The position involves programming and supervision of the Center for Women's Studies at Colgate. The Center employs students ands organizes volunteers to educate the campus and community on issues concerning women and social change. The intern also serves as Assistant to the Director of Women's Studies. Students must have a BA in hand, not necessarily with a major in Women's Studies, be computer literate, and have some organizing/programming experience around women's issues. Applications involving a vitae and two letters of recommendation should be sent ASAP to: Joan D. Mandle Director of Women's Studies Colgate University Hamilton, New York 13346 The dead line for submission of applications is April 3rd. ========================================================================= Date: Wed, 23 Mar 1994 14:20:24 -800 Reply-To: Women's Studies List Sender: Women's Studies List From: Karen Baum Subject: Re: Identify this c.1987 video?? In-Reply-To: <199403231824.NAA21853@holmes.umd.edu> The name of the film that you are looking for is titled, "Rate It X." It was broadcast on PBS some years ago as part of their P.O.V. series which showcased independent documentary film makers. I am sorry that I don't know how you can obtain the film, but I'm positive about the title. Karen Baum kbaum@san_marcos.csusm.edu . ========================================================================= Date: Wed, 23 Mar 1994 17:15:08 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Catherine Francis Subject: Re: Identify this c.1987 video?? The video in question is "Rate It X." If you find out how to get a copy, could you post the information? It was a good video and I'd like to have it in my library of film resources. Catherine e7w8fra@toe.towson.edu ========================================================================= Date: Thu, 24 Mar 1994 00:59:41 -0800 Reply-To: Women's Studies List Sender: Women's Studies List From: Gary Chandler Subject: AFRICAN AMER. WOMEN IN FILM I am putting together a bibliography of films for Professor Margaret Wilkerson, Chair of the African American Studies Department at the University of California at Berkeley. I am looking for films (target: pre-1960's) by/about/ casting African American women. The bibliography will serve as a basis for a gradute course Professor Wilkerson is preparing. If you have any specific suggestions or possible routes to such material, please repond privately to: chandlgm@garnet.berkeley.edu Thank you, Gary Chandler chandlgm@garnet.berkeley.edu p.s. to Susan Chandler: Hi Mom! Send money! :) ========================================================================= Date: Thu, 24 Mar 1994 07:18:06 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: "Kathy Ryder (ENG)" Subject: Re: Poor Writing Skills In-Reply-To: <199403240859.DAA26812@holmes.umd.edu> In WS courses I've taught in lit and theory, poor research skills as well as lack of writing competency posed problems in grading. Many of my WS students, even majors, had trouble formulating ideas, organizing coherent arguments, and their written work was riddled with grammatical and mechanical errors. A WS course in lit and theory is not a composition course. However, effective communication--clear, competent prose that is not overwhelmed by sloppy grammar and mechanics--is important (to me, anyhow). How much weight do you attach to quality of writing? How much, if any, class time would you spend working with students to improve their writing skills? Can I fairly assume that a portion of the grade should be based on quality of presentation, especially if response essays and a research paper are course requirements? Please respond privately. Kathy ryder@chuma.cas.usf.edu ========================================================================= Date: Thu, 24 Mar 1994 12:01:00 EST Reply-To: Women's Studies List Sender: Women's Studies List From: kc3 Subject: Re: AFRICAN AMER. WOMEN IN FILM In-Reply-To: <199403240859.DAA26812@holmes.umd.edu> >I am putting together a bibliography of films for Professor Margaret Wilkerson, >Chair of the African American Studies Department at the University of >California at Berkeley. I am looking for films (target: pre-1960's) by/about/ >casting African American women. The bibliography will serve as a basis for >a gradute course Professor Wilkerson is preparing. If you have any specific >suggestions or possible routes to such material, please repond privately to: > chandlgm@garnet.berkeley.edu > > Thank you, > > Gary Chandler > chandlgm@garnet.berkeley.edu > > > >p.s. to Susan Chandler: Hi Mom! Send money! :) > Gary, Do you have Nothing But a Man in your bibliography? Do you have any routes to this film (other than Blockbuster?) Please respond to kc3@mud.edu.> ========================================================================= Date: Thu, 24 Mar 1994 11:14:31 -0600 Reply-To: Women's Studies List Sender: Women's Studies List From: Lisa Foisy Subject: sports & PE & Dance & Health list I accidently erased the information on signing up on the list for sports and PE and Health and Dance. Could who ever has this information send this to me? It would be very appreciated. Thanks. Lisa Foisy@msus.mankato.edu ========================================================================= Date: Thu, 24 Mar 1994 09:19:17 -0800 Reply-To: Women's Studies List Sender: Women's Studies List From: curtis%library.ucsb.edu@VOODOO.BITNET Subject: Re: Research Skills Joan--Please send me a copy of your syllabus. If fax is easier, it's 805 893 4676. I hope all goes well there. We're gearing up for a new chancellor (Chinese American male, former head of engineering, Purdue, where there is agood record of recuriting women engineering students during his tenure). His appointment follows right on the heels of an interview with the chair of the academic senate at ucsb saying that if a minority or woman (particularly Chicana/o) were chosen as chancellor, it would only be because of the Acuna suit against the university; and that if women/minorities were needed in the uc system there was an opening at uc davis! I'm not quoting him word for word but you get the picture. what arrogance! Best, Sylvia Sylvia Y. Curtis curtis@library.ucsb.edu ========================================================================= Date: Thu, 24 Mar 1994 12:48:38 EDT Reply-To: Jean.L.Potuchek@cc.gettysburg.edu Sender: Women's Studies List From: Jean Potuchek Subject: What do WS Majors do after graduation? Gettysburg College is just instituting a new major in Women's Studies, and in April, members of the Women's Studies Program will be giving our first presentation about the major to prospective students and their parents. One of the questions that I know we will be asked is, "What kind of career does a Women's Studies major prepare someone for?" I can come up with a list of possibilities based on logic, but I would be interested in knowing if anyone out there who already has a Women's Studies major has any information about what your graduates are actually doing? I'd be particularly interested in hearing from anyone who has collected systematic data on this question. --------------------------------------------- Jean L. Potuchek Women's Studies Gettysburg College jpotuche@gettysburg.edu ========================================================================= Date: Thu, 24 Mar 1994 11:41:53 CST Reply-To: Women's Studies List Sender: Women's Studies List From: "Frances L. Hoffmann, Women's Studies," Subject: 1994 Society for Utopian Studies mtg. A colleague has asked me to post to interested WMST-L people: The Society for Utopian Studies was founded in 1975 and will hold its 19th annual meeting in Toronto, October 13-16, 1994. It is an international, interdisciplinary assoc. devoted to the study of utopianism in all its forms with a particular emphasis on literary and experimental utopias. Scholars representing a wide variety of disciplines are active in the association and approach utopican studies from such diverse backgrounds as American Studies, Women's and Gender Studies, the Arts, Classics, Economics, Engineering, History, Philosophy, Political Science, Psychology, Sociology and Urban Planning. The Society Publishes a biannual journal, Utopian Studies, which will this year include multiple articles on Margaret Atwood and Marge Piercy and regularly includes articles and book reviews on feminist utopianism. For further info. about the Society, contact Lyman Tower Sargent at SUTOPIA@UMSLVMA.UMSL.EDU or SLTSARG@UMSLVMA.UMSL.EDU. For information regarding the 1994 meeting contact Kenneth M. Roemer at ROEMER@UTARLG.UTA.EDU. The deadline for submission of proposals is May 15. ========================================================================= Date: Thu, 24 Mar 1994 11:15:00 MST Reply-To: Women's Studies List Sender: Women's Studies List From: "Cheryl A. Neas" Subject: research skills I would echo the sentiments expressed earlier that the teaching of research skills is most effective when integrated into a specific project than as a tour or list of resources available in the library. I was required to take a sophomore seminar to develop research skills in which the professor required that we use "unconventional" sources like foreign news reports, interviews, and journals not indexed in the _Readers' Guide_. One issue I have't seen addressed, though, is the discrepancy in access to resources between undergrad- uate and graduate students. For example, when I was an undergraduate in Washington, DC, all the area university libraries belonged to a consortuim from which graduate students could borrow materials, but undergradates couldn't.At the university where I am currently a graduate student, I can borrow library books for the entire semester, whereas undergraduates are entitled to three weeks. It's difficult for undergraduates to be enthusiastic about developing solid research skills when they're frustrated by such implications that their work isn't "serious" or "real." Cheryl Neas cneas@bootes.unm.edu (internet) cneas@unmb (bitnet) ========================================================================= Date: Thu, 24 Mar 1994 12:46:28 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: "NAOMI B. MCCORMICK" Organization: SUNY at Plattsburgh, New York, USA Subject: Re: Research Skills As a feminist social scientist, I am thrilled to be teaching a senior level Psy of Women course that is entirely focused on collaborative research: not just library research but actually the group's decision to conduct a feminist research project, collect data, and analyze data (both quantitatively and quantitatively). Half my students are psychology majors ; the other half come from a variety of majors including marketing and the humanities. We are having a wonderful time with feminist process in the classroom, in conducting research, and in interpreting what we do. The students elected to complete a study of public safety attitudes and experiences on our campus that involves ethnographic work, interviews, and survey techniques. We are also working hard to make sure that our research participants feel empowered. Sometimes opponents of feminism criticize women's studies for lacking scholarly rigor. We know this is not true and can fight back by doing the most exciting and intellectually demanding courses on campus. A number of my students said that this course is the first time that they have ever been excited about research; they have ownership of our project and a sense that research and social activism can go together. Naomi ****************************************************************** Naomi B. McCormick Dept. Psychology State University of New York College at Plattsburgh Plattsburgh, NY 12901 USA @@@@@@@@ @@ @@ Telephone (518) 564-3076; 564-3382 @@@ (A A) @@@ FAX (518) 564-7827 @@@ L @@@ % \ {} / % E-mail MCCORMNB@SNYPLAVA.BITNET ---- MCCORMNB@SPLAVA.CC.PLATTSBURGH.EDU | | /******\ ========================================================================= Date: Thu, 24 Mar 1994 12:34:39 EST Reply-To: Women's Studies List Sender: Women's Studies List From: STRETCH OR DROWN/ EVOLVE OR DIE Subject: poor writing skills I'm responding publically to Kathy's message not to flame at her, but to underscore a perennial problem. ALL COURSE IN WHICH WE REQUIRE WRITING OF WHATEVER KIND ARE WRITING COURSES. You cannot teach anyone to write in a single course. Writing is an ongoing developmental skill and every writing project is different from every other writing project. No one ever becomes a finished writer. Kathy voices many complaints that I have often heard from my colleagues--I've made them myself. For instance "Many of my WS students, even majors, had trouble formulating ideas, organizing coherent arguments, and their written work was riddled with grammatical and mechanical errors." Sometimes this is just carelessness, but I have begun to discover that many times bad writing (including difficulty formulating coherent arguments and grammatical and mechanical errors) are symptomatic. They are symptomatic of a disjunction between a student's rhetorical capabilities and her cognitive development. Sometimes when a student gets ahold of new ideas, new concepts, and especially difficult ones, they don't always have the rhetorical skills to express them. What happens is that at that point everything breaks down, grammar, organization, sentence construction, the works (in much the same way Freud often discovered that his hysterics had symptoms that manifested themselves in speech). Sometimes this can happen even to students who otherwise are very good writers. You can see this if you take a "bad" writer and ask him to write a descriptive paragraph or a narrative one and then ask him to produce an argument. In the descriptive or narrative paragraph the student will make very few grammatical errors while in the argument there will be many more. The reason, the rhetorical demands of argument are more complicated than those of simple description of narration. "A WS course in lit and theory is not a composition course. However, effective communication--clear, competent prose that is not overwhelmed by sloppy grammar and mechanics--is important (to me, anyhow). How much weight do you attach to quality of writing? How much, if any, class time would you spend working with students to improve their writing skills?" Until we as faculty realize that every time we assign a piece of writing to our students we are teaching a composition course, we will never teach our students to write. It is only the fragmentation and boudary policing that goes with the organization of contemporary universities that would dare to assume that you can relagate the teaching of writing to "freshman English" and be done with it. What students learn in freshman English is how to write compositions for English teachers of a very specific kind (which is not to denigrate English teachers or composition teachers; I was one myself for many years and was always frustrated by the arrogance of a faculty that assumed that we could teach students all there was to know about writing in a term and that if they didn't produce the kind of writing they wanted, we were failing in our job). Yes the courses we teach in women's studies should be self-consciously writing courses; so should every other course in the curriculum. Sorry for the screed, but this one hit close to home for me. ,,, (o o) +-------------------------------oOOo-(_)-oOOo--------------------------------+ | Laurie Finke, Women's and Gender Studies, Kenyon College | | Gambier, OH 43022 phone: 614-427-5276 | | home: 614-427-3428, P.O. Box 731 mail: FinkeL@Kenyon.Edu | +----------------------------------------------------------------------------+ () () ========================================================================= Date: Thu, 24 Mar 1994 10:22:27 PST Reply-To: Women's Studies List Sender: Women's Studies List From: Theresa <60840883@WSUVM1.BITNET> Subject: Re: Research skills In-Reply-To: Message of Wed, 23 Mar 1994 09:43:10 EST from I have been following a little of the dialogue on research skills, and have be- come too interested to keep silent (as usual!). Anyway, here at WSU, we have instituted three different approaches to the problems of both poor undergrad- uate research skills and their weak writing skills. Since the problem is very pervasive, all undergraduates must pass a university writing portfolio in their junior year. The portfolio must contain two formal writing samples written for two classes, only one of which can be an English class in composition. One of the samples must be a research paper. Both papers must demonstrate skills with writing and the teacher who graded them must sign off the portfolios saying at what level this writing was perceived to be. Then, the final part of the port- folio is a timed writing sample. The essay questions and situations are admin- istered by the Portfolio Center (part of the English dept.). If the student doesn't do well on this last part (and s/he can't take this until the other portions are completed), s/he must take additional writing or research skills courses. Passing portfolio permits students to take M designated upper divi- sion courses now mandatory in all majors. The M indicates a course will re- quire a certain amount of written work--not just a multiple guess situation. The M designated classes are another step we've taken and is attached to the program called Writing Across the Curriculum. The writing is researched, too. Another step has been the Writing Center, a student oriented facility that uses peer editing and tutoring for all students who want or need help with their writing/researching skills. The humanities and science libraries on campus also offer skills sessions for all university classes that are geared for the assignments teachers outline. You send them a completed form about the assignment and the day you will bring in your class, and they conduct a hands-on session of all types of resource materials related to that project/assignment. The final element here is in the English department itself. We instituted an entrance placement exam for incoming freshman. This system, I know, is stan- dard at many universities, but it took us forever to get it in place. Now a student is placed in either a basic skills class or the standard 101 with a special 102 tutorial group in the writing center (mandatory) that is conducted by a graduate student in English, or s/he is placed in 101 only. All classes, moreover, regardless of their focus in English have mandatory writing elements. A teacher must require so many pages of graded or revised writing from the stu- dents. So far, the research skills are still weak and so is much of the writing. But the program has only been in effect for one semester. We'll see. Sorry this was soooo long, but it's an important topic. Theresa 60840883@wsuvm1.csc.wsu.edu 8*) ========================================================================= Date: Thu, 24 Mar 1994 13:44:38 EST Reply-To: Women's Studies List Sender: Women's Studies List From: Elizabeth Bounds Subject: Books in Print on line?? Frequently, I have found myself sitting in my office wanting to check something in Books in Print. Does anyone know if there is an electronic version to acces s re Internet? Thanks, Elizabeth Bounds, Virginia Tech ========================================================================= Date: Thu, 24 Mar 1994 14:00:06 EST Reply-To: Women's Studies List Sender: Women's Studies List From: Rosa Maria Pegueros Subject: Writing skills I found that the quality of my students' papers inproved dramatically when I spelled out exactly what I wanted. Now, I tell them as well in class and I write it in my syllabus. I tell them to use their computer spell-checker and grammar program, if they have one. For introductory classes, I require them to purchase Strunk and White's *Elements of Style* and I go over it with them briefly. I urge them to follow the guidelines for writing an academic paper in Turabian or one of the other manuals of that genre. I tell them that they will be graded on presentation as well as content and emphasize that an educated person must not only HAVE ideas, but must be able to present them attractively and persuasively. I also spell out exactly what plagiarism is. It may be idealistic but I think that most students are capable of meeting my standards if they have a clear idea of what they are. On another subject... You may be happy to know that the Nigerian woman in Portland who was seeking to stay in this country even though her visa had expired because she was afraid that if she went home her two little girls would be subjected to genital mutilation, has been granted asylum by the US government. And finally, Happy Passover to all my Jewish colleagues, Hag Sameach! Oh, it feels like spring, at last! Rosa Maria Pegueros PEGUEROS@URIACC.URI.EDU Dept. of History University of Rhode Island Kingston, RI 02881-0817 (401) 792-4092 ========================================================================= Date: Thu, 24 Mar 1994 14:46:39 -0500 Reply-To: Lila Hanft Sender: Women's Studies List From: Lila Hanft Subject: WS Film Titles Wanted Our library has some money allocated for women's studies films that must be spent by the end of March!! I need help brainstorming for titles. Please email me privately (lxh16@po.cwru.edu) with the titles of women's studies film on gender, sexuality, etc. which you have found useful. Thanks. -- Lila Hanft Internet: lxh16@po.cwru.edu Assistant Professor of English Phone: (216)-368-2372 Case Western Reserve University Fax: (216)-368-2216 Cleveland, OH 44106-7117 Bitnet: lxh16%po.cwru.edu@cunyvm ========================================================================= Date: Thu, 24 Mar 1994 12:55:24 MST Reply-To: FTWINE@cc.colorado.edu Sender: Women's Studies List From: Francine Twine Subject: Sandra Patton I am trying to reach a doctoral candidate in the Department of Women's Studies at the University of Maryland. Her name is Sandra Patton. If anyone knows her please ask her to contact me at my office number. 719.389-6359 or through my email address. FTWINE@cc.colorado.edu. Thanks Francine Winddance Twine FTWINE@cc.colorado.edu ========================================================================= Date: Thu, 24 Mar 1994 14:42:09 CST Reply-To: Women's Studies List Sender: Women's Studies List Comments: Converted from PROFS to RFC822 format by PUMP V2.2X From: "Rosanda Richards-Ellsworth, SIUE" Subject: Women administrator involvement in gender equity work I am interested in locating studies of women administrators, especially in the public schools, and their work toward gender equity in their schools. I am par ticularly interested in any differences between women with some training/educat ion in gender equity, women studies, etc. and women who have gone through tradi tional patriarchial education programs. I am also interested in any interview/questionnaire protocols which tap gender equity interest/awareness/action for school administrators. Thanks much. Rosanda Richards-ellsworth rrichar SIUEUMDD.BITNET END NOTE ========================================================================= Date: Thu, 24 Mar 1994 12:58:32 -0700 Reply-To: Women's Studies List Sender: Women's Studies List From: Gayle Rush-Lopez Subject: inquiry about non-female friendly corporations Hi! I've been lurking for some time, but this is my first time posting a message. I'm working on a project, and I really need some help. I need information on not-female-friendly corporations. According to _National NOW Times_, 1981, "A powerful opponent of comparable value is the Equal Employment Advisory Council, a secret group of top corporate executives from such giants as General Electric, Exxon, General Motors, and Sears. They each pay $5,000 annual dues to finance the fight against paying women equally for work of comparable value. Originally the group had formed to oppose affirmative action guidelines." This is only a small example of actions against women in the corporate world. Does anyone have a list of corporations comparable to this one or information regarding corporations and their anti-female behavior? Please respond to me privately (unless you think your message is of interest to the whole group). Feel free to forward this to other people or lists. Gayle Rush-Lopez University of Wyoming rush@uwyo.edu ========================================================================= Date: Thu, 24 Mar 1994 14:55:50 -0800 Reply-To: Women's Studies List Sender: Women's Studies List From: Diana Banning/Vicki Papajani Subject: Re: poor writing skills In-Reply-To: <199403241827.NAA29737@holmes.umd.edu> My dear Ms. Finke: I've read your message and must glumly agree with your estimate of the writing capabilities of many students these days. But don't you think that when you write a sentence such as this: "They are symptomatic of a disjunction between a student's rhetorical capabilities and her cognitive development." you are showing that faculty are as big a menace as illiterate sutdents? This is a dreadful sentence, a horrible example for the young or anyone else. Is this what you mean: "Poor writing is a sign of a gap between how well a student speaks, and how well she thinks." If this is what you mean, I can't say I agree with it. I do not think it is possible for anyone, man or woman, to "know" something and not be able to speak it or write it. The solution I think is to require mmore composition at all schools. Of course, to make this truly effective, the teacher of composition would have to be deified, meaning that when we say we want clear writing, we provide the dough and the positions for it. For example, we might change the tenure system in universities, saying that if you want to be a prof and pontificate grandly, you have to teach one (or more) composition classes per term. Alas, life's dreams are seldom realized, don't you think? Sincerely yours, Greg Koster King County Archives Seattle WA On Thu, 24 Mar 1994, STRETCH OR DROWN/ EVOLVE OR DIE wrote: > I'm responding publically to Kathy's message not to flame at her, but to > underscore a perennial problem. ALL COURSE IN WHICH WE REQUIRE WRITING OF > WHATEVER KIND ARE WRITING COURSES. You cannot teach anyone to write in a > single course. Writing is an ongoing developmental skill and every writing > project is different from every other writing project. No one ever becomes a > finished writer. > > Kathy voices many complaints that I have often heard from my colleagues--I've > made them myself. For instance > > "Many of my WS students, even majors, had trouble formulating ideas, > organizing coherent arguments, and their written work was riddled with > grammatical and mechanical errors." > > Sometimes this is just carelessness, but I have begun to discover that many > times bad writing (including difficulty formulating coherent arguments and > grammatical and mechanical errors) are symptomatic. They are symptomatic of a > disjunction between a student's rhetorical capabilities and her cognitive > development. Sometimes when a student gets ahold of new ideas, new concepts, > and especially difficult ones, they don't always have the rhetorical skills to > express them. What happens is that at that point everything breaks down, > grammar, organization, sentence construction, the works (in much the same way > Freud often discovered that his hysterics had symptoms that manifested > themselves in speech). Sometimes this can happen even to students who > otherwise are very good writers. You can see this if you take a "bad" writer > and ask him to write a descriptive paragraph or a narrative one and then ask > him to produce an argument. In the descriptive or narrative paragraph the > student will make very few grammatical errors while in the argument there will > be many more. The reason, the rhetorical demands of argument are more > complicated than those of simple description of narration. > > "A WS course in lit and theory is not a composition > course. However, effective communication--clear, competent prose that is > not overwhelmed by sloppy grammar and mechanics--is important (to me, > anyhow). How much weight do you attach to quality of writing? How much, if > any, class time would you spend working with students to improve their > writing skills?" > > Until we as faculty realize that every time we assign a piece of writing to our > students we are teaching a composition course, we will never teach our students > to write. It is only the fragmentation and boudary policing that goes with the > organization of contemporary universities that would dare to assume that you > can relagate the teaching of writing to "freshman English" and be done with it. > What students learn in freshman English is how to write compositions for > English teachers of a very specific kind (which is not to denigrate English > teachers or composition teachers; I was one myself for many years and was > always frustrated by the arrogance of a faculty that assumed that we could > teach students all there was to know about writing in a term and that if they > didn't produce the kind of writing they wanted, we were failing in our job). > Yes the courses we teach in women's studies should be self-consciously writing > courses; so should every other course in the curriculum. > > Sorry for the screed, but this one hit close to home for me. > > > ,,, > (o o) > +-------------------------------oOOo-(_)-oOOo--------------------------------+ > | Laurie Finke, Women's and Gender Studies, Kenyon College | > | Gambier, OH 43022 phone: 614-427-5276 | > | home: 614-427-3428, P.O. Box 731 mail: FinkeL@Kenyon.Edu | > +----------------------------------------------------------------------------+ > () () > ========================================================================= Date: Thu, 24 Mar 1994 18:04:20 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Christine Smith Subject: Erotica in a Female Sexuality Course I am teaching Female Sexuality for the first time this semester. I have a block of 3 classes where I discuss women as sexual obects, pornography, and erotica (in that order). I have ideas for the first two classes, but am not sure what to do for my erotica class. I was wondering if anyone had any suggestions. I have a packet of erotic stories on reserve (Friday, Sheba Collective, Barbach). My class is a has 37 students, 3 of whom are men. The students are still (!) embarrassed to talk about sex, so maybe small group stuff might work. I had considered having some local writers come into class and read their erotica, but I have only been able to find one person, who would read lesbian erotica. I would really need a balance (straight, lesbian, maybe bi) and can't find anyone else. Anyway, any suggestions would be greatly appreciated. You can respond privately. Christine Smith csmith@vms.cis.pitt.edu ========================================================================= Date: Thu, 24 Mar 1994 16:35:00 -0800 Reply-To: Women's Studies List Sender: Women's Studies List From: Paula Goldsmid Subject: student filmmaker seeks funds I'm trying to help a student who plans to make a short film (not video) on women's self-images in connection with a course during spring quarter. She needs about $400 more than she's been able to put together so far. I'd appreciate responses PRIVATELY from anyone with suggestions. The project must be done by ca. June 10, effectively eliminating funding sources with long application lead times. Paula Goldsmid U of CA Irvine PLGOLDSM@UCI.EDU ========================================================================= Date: Thu, 24 Mar 1994 18:39:07 -0600 Reply-To: Women's Studies List Sender: Women's Studies List From: Karin Herrmann Subject: Syllabus Again thanks to everybody who keeps asking for a copy of the multi-cultural syllabus. It's now available from the listserv. ========================================================================= Date: Thu, 24 Mar 1994 19:54:14 CST Reply-To: Women's Studies List Sender: Women's Studies List From: rebecca hill Subject: Re: feminist theory seminars Hey Wmst-lers, I just got through taking a graduate course on feminist theory and methods which was part of a PhD certificate program in women's studies at my Univerity. I was very disappointed with this class, of which it is true, I have heard many criticisms through the grad grapevine. The course is taught as an "introduction" to feminist theory, although admission to it is extremely competitive and limited to "advanced" students with women's studies backgrounds. While I found it useful to be introduced to the "central problems" in feminist theory, It was frustrating to have to write papers on questions that I had already gotten tired of (what is the role of "woman?" What is the importance of "sexuality"? pornography etc. etc.) All of it has made me think that feminist theory is really limited, that there *are* no other questions. My question is especially for profs who have taught similar courses: how would such a course be taught in order to get central/basic questions of feminist theory dealt with while also leaving room for students to branch out and ask different questions? How could women's studies grad students go about trying to get this change to happen? Oh and finally - about the reading, major syllabus overlap: If I have to read "Manifesto For Cyborgs" one more time, I will throw up!!!!!! and I have yet to read _This Bridge Called My Back_ or anything by Audre Lorde in *any* class - sorry this is so long. Any suggestions you have on how to have more interesting, and yet comprehensive women's studies classes would be greatly appreciated.- Rebecca Hill hillx018@maroon.tc.umn.edu ========================================================================= Date: Thu, 24 Mar 1994 21:03:00 EST Reply-To: Women's Studies List Sender: Women's Studies List From: "Patricia A. O'Donnell :pattyo@irishmvs.cc.nd.edu" Subject: child care and job satisfaction A friend of mine is doing research on child care and job satisfaction. If anyone has any suggestions, please send them to me at: pattyo@irishmvs.cc.nd.edu Thanks in advance! Patty O'Donnell ========================================================================= Date: Thu, 24 Mar 1994 21:17:53 EST Reply-To: Women's Studies List Sender: Women's Studies List From: STRETCH OR DROWN/ EVOLVE OR DIE Subject: Re: poor writing skills No Mr. Koster I did not mean the sentence the way you translated it; I meant it the way I wrote it. It isn't an easy point to make and so yes it requires slightly distorted syntax. Laurie ========================================================================= Date: Thu, 24 Mar 1994 18:47:27 -0800 Reply-To: Women's Studies List Sender: Women's Studies List From: "Arthur R. McGee" Subject: Women Orgs Online - by Region (fwd) ---------- Forwarded message ---------- Newsgroups: misc.activism.progressive From: sgastete@u.washington.edu Subject: Women Orgs Online - by Region Followup-To: alt.activism.d Date: Wed, 16 Mar 1994 06:46:16 GMT Written 1:07 pm Mar 15, 1994 by corina@igc.apc.org in igc:apc.wcw Here is a rough draft of the new, reformatted list of women's organizations online. Please feel free to respond with additional information and corrections. Comments on format, etc are also welcome. Responses in either conferencing or email are fine. I will be leaving my internship here at IGC to accept a job in Portland, Oregon. I still intend, however, to continue working on the women's org and conf lists, so don't hesitate to respond. Corina corina@igc.apc.org WOMEN'S ORGANIZATIONS ONLINE WITH APC AND PARTNER NETWORKS BY REGION (Revised 11 MAR 1994) AFRICA: Kenya: ECONEWS Africa Team econewsafric@gn.apc.org FEMNET Miss_Nancy_Gikori@mukla.gn.apc.org Senegal: Synergie Femmes et Developpement mhms@endadak.gn.apc.org Tanzania: Tanzania Media Women's Association tamwa@mulka.gn.apc.org Zambia: Zambia Association for Research and Development zard@unza.gn.apc.org ASIA/PACIFIC: Austrailia: East Sepik Council of Women escow@peg.apc.org Office of the Status of Women osw@peg.apc.org University of New South Wales Women's Studies nswsu1@peg.apc.org Women in Supportive Housing wish@peg.apc.org Women's Enterprise Connection womenbiz@peg.apc.org Women's Legal Service wmsqld@peg.apc.org syates@peg.apc.org Philippines: Center for Women's Resources cwr@phil.gn.apc.org Cordillera Women's Education and Resource Center cwerc@phil.gn.apc.org ISIS International (Philippines) isis@phil.gn.apc.org Women's Media Circle Foundation, Inc. wmc@phil.gn.apc.org Women's Resource and Research Center wrrc@phil.gn.apc.org EUROPE: Belgium: Women in Development Europe, NGO Liaison Committee; Irish National NGO Assembly wide@gn.apc.org England: Akina Mama Wa Africa amwa@gn.apc.org Baby Milk Action babymilkacti@gn.apc.org Global Forum UK Women's Committee gwomen@gn.apc.org Manchester Women's Electronic Village Hall womensevh@gn.apc.org Microsyster (The London Women's Mailing List) microsyster@gn.apc.org National Women's Network (England) nwnukwide@gn.apc.org Oxfam Gender & Development Unit UK oxfamhk@gn.apc.org Womankind Worldwide womankind@gn.apc.org Women in Development Europe Environment Group, Society for International Development wedwide@gn.apc.org Women's Aid to Yugoslavia waty@gn.apc.org Women's Environmental Network wenuk@gn.apc.org Switzerland: NGO/ECE Working Group on Women ngoecewomen@gn.apc.org LATIN AMERCIA: Brazil: Associacao Democratica Feminina Gaucha (ADFG) foebr@ax.apc.org Centro de Investigacion y Capacitacion de la Mujer cicam@igc.apc.org, CARNet Centro Informacao Mulher (CIM) cimulher@ax.apc.org Coletivo Feminista Sexualidade e Saude cfssaude@ax.apc.org Grupo de Saude da Mulher soscorpo@ax.apc.org ISIS International (Brazil) isis@ax.apc.org Rede Mulher rmulher@ax.apc.org Religious Support Against Aids (ARCA-ISER), Women and Aids Project layoli@ax.apc.org Sempreviva Organizacao Feminista (SOF) sof@ax.apc.org Mexico: Mujer a Mujer mam@laneta.apc.org Sociedad Mexicana Pro-Derechos de la Mujer smpdm@igc.apc.org MIDDLE EAST: NORTH AMERICA: Canada: Mujer a Mujer perg@web.apc.org Nova Scotia Adivsory Council on the Status of Women nacsw@web.apc.org OISE-Centre for Women's Studies in Education oise@web.apc.org Women & Envionmental Education Development weed@web.apc.org Women for a Healthy Planet whp@web.apc.org Young Women's Christian Association (YWCA) International Programs - Ottawa YMCA-YWCA ymywcaot@web.apc.org BC Area Coordinator ywcabca@web.apc.org Chief Executive Officer/Canada ywcaceo@web.apc.org Eastern Area Coordinator ywcaea@web.apc.org International Cooperation ywcaic@web.apc.org MAST Member Services ywcamast@web.apc.org Member Services ywcams@web.apc.org Public Affairs and Advocacy ywcapaa@web.apc.org United States: American International Health Alliance Brigham and Women's Hospital aihabrigham@igc.apc.org Magee Women's Hospital aihamagee@igc.apc.org American Women's Expedition awe@igc.apc.org Border Women's Communication Network sherrera@igc.apc.org Boston Women's Health Book Collective bwhbc@igc.apc.org Casa de Colores casadcolores@igc.apc.org Center for Women's Global Leadership cwgl@igc.apc.org Center of Concern coc@igc.apc.org Change of Heart heart@igc.apc.org Chicago Foundation For Women ljanuary@igc.apc.org DSA Feminist Commission criddiough@igc.apc.org Equality Now equalitynow@igc.apc.org Foundation for a Compassionate Society ffacs@igc.apc.org Global Fund for Women gfw@igc.apc.org International Women's Health Coalition iwhc@igc.apc.org International Women's Tribune Centre iwtc@igc.apc.org League of Women Voters lwvef@igc.apc.org Mujer Obrera lamujer@igc.apc.org NGO Planning Committee - NGO Forum '95 ngoforum95@igc.apc.org Union of Palestinian Women Association upwana@igc.apc.org Women in Development Europe Environment Group, Society for International Development wedwide@igc.apc.org Women's Cancer Resource Center wcrc@igc.apc.org Women's Committee of Lawyers for Tibet iclt@igc.apc.org Women's Environment and Development Organization wedo@igc.apc.org Women's Foreign Policy Council wedo@igc.apc.org Women's International Policy Action Committee on Environment & Development wedo@igc.apc.org Women's Feature Service wfs@igc.apc.org Women's International League for Peace & Freedom wilpfnatl@igc.apc.org Women's International News Gathering Service wings@igc.apc.org Women's Ordination Conference woc@igc.apc.org Women's World Banking wwb@igc.apc.org Women's Organizations On-line with other Organizations Ecuador: Agencia Latinoamericana de Informacion, Area Mujeres mujeres@alai.ecx.ec *** For additions and corrections please email corina@igc.apc.org. *** -- ----------------------------- Art McGee [amcgee@netcom.com] ----------------------------- ========================================================================= Date: Thu, 24 Mar 1994 22:49:59 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Karen Raley Subject: Re: poor writing skills This is a response to Greg's contribution to the discussion on writing: I surely DO think that it is possible for someone to "know" something and not be able to speak or write it. It happens all the time--it's part of being human. Greg's message was: > My dear Ms. Finke: I've read your message and must glumly agree with > your estimate of the writing capabilities of many students these days. > But don't you think that when you write a sentence such as this: > > "They are symptomatic of a disjunction between a student's > rhetorical capabilities and her cognitive development." > > you are showing that faculty are as big a menace as illiterate > sutdents? This is a dreadful sentence, a horrible example for the young > or anyone else. Is this what you mean: > > "Poor writing is a sign of a gap between how well a student > speaks, and how well she thinks." > > If this is what you mean, I can't say I agree with it. I do not > think it is possible for anyone, man or woman, to "know" something and > not be able to speak it or write it. The solution I think is to require > mmore composition at all schools. Of course, to make this truly > effective, the teacher of composition would have to be deified, meaning > that when we say we want clear writing, we provide the dough and the > positions for it. For example, we might change the tenure system in > universities, saying that if you want to be a prof and pontificate > grandly, you have to teach one (or more) composition classes per term. > Alas, life's dreams are seldom realized, don't you think? > > Sincerely yours, > Greg Koster > King County Archives > Seattle WA ========================================================================= Date: Thu, 24 Mar 1994 23:06:19 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Karen Raley Subject: Re: feminist theory seminars Rebecca, Sorry you didn't like your class. I can't tell enough about it from your description to understand specifially what was there and what was missing. However, you general comments lead me to believe that a historical approach to the topic would have been more to your liking. Perhaps you would enjoy reading Josephine Donovan's book, Feminist Theory, or Rosemary Tong's, Feminist Theory, A Comprehensive Introduction. Try Dale Spender's books, any of bell hooks' works or Patricia Collins'. How about Charlotte Bunch for lesbian feminism. Or how about reading some stuff on religion and spirituality. Also, you might want to try Margaret Fuller or some of our other foremothers. Not everyone takes the historical approach, but there's a lot to be said for it. Perhaps you'd enjoy reading Gerda Lerner's two books, The Creation of Patriarchy and The Creation of a Feminist Consciousness. Karen Raley raleyk@hamlet.uncg.edu ========================================================================= Date: Thu, 24 Mar 1994 23:58:07 -0400 Reply-To: WKOLMAR@DREW.BITNET Sender: Women's Studies List From: Wendy Kolmar Subject: CORRECT DATES for NWSA '94 Date: 24-Mar-1994 11:44pm EST From: Kolmar, Wendy WKOLMAR Dept: FAC/STAFF Tel No: (201)-408-3632 TO: Press SH to view recipients. Subject: CORRECT DATES for NWSA '94 Correction of Previous Posting: The National Women's Studies Association Conference to held this June at Iowa State University in Ames, Iowa runs from the evening of Wednesday, June 15, 1994 through the morning of Sunday, June 19, 1994. All pre-conference meetings (Jewish; Lesbian; Women of Color; Women's Centers/Services; and Program Administrators') will be held during the (9:00 a.m to 4:00 p.m.) on Wednesday June 15, 1994 For copies of the registration brochure, send e-mail to the conference co-cordinators: Wendy Kolmar (WKolmar@drew.drew.edu) or Kris Anderson (S1.KSA@isumvs.iastate.edu) ========================================================================= Date: Thu, 24 Mar 1994 21:19:34 -0800 Reply-To: Women's Studies List Sender: Women's Studies List From: "Arthur R. McGee" Subject: Black/African Online Information The latest versions of the following lists are now available: * (1) Internet/BITnet mailing lists and news services that focus on African, African-American, African-Caribbean or African-Latin people, culture, and issues. (Up to date as of FEBRUARY 18, 1994) * (2) Usenet newsgroups that focus on African, African-American, African-Caribbean or African-Latin people, culture, and issues. (Up to date as of FEBRUARY 18, 1994) * (3) Black/African run or Black/African oriented Bulletin Board Systems/Services(BBS) in North America. (Up to date as of FEBRUARY 18, 1994) * (4) Black/African oriented online information sites (Dialup/FTP/Gopher/Telnet/WWW). (Up to date as of FEBRUARY 18, 1994) * (5) Conferences and news services available via the APC networks (PeaceNet, EcoNet, etc.), that focus on African, African-American, African-Caribbean, or African-Latin people, culture, and issues. (Up to date as of FEBRUARY 17, 1994) * In addition to that mentioned above, each list contains(usually in other sections) resources that mainly deal with the following: * (1) Ethnic/Intercultural Relations (2) International/Sustainable Development (includes Global Networking) (3) Social/Progressive Activism * Please let me know of any updates, additions, corrections or suggestions that you might have. * Thank you very much. * Peace. * The absolute latest versions of all my Black/African related lists and pointers are always available via anonymous FTP from ftp.netcom.com in directory: * pub/amcgee/african/my_african_related_lists * If you only have access to email, then you can use FTPmail to do essentially the same thing. Send a message to this address: * ftpmail@decwrl.dec.com or ftpmail@pa.dec.com * With these specifications: * Subject: Body of Message: help quit * Or to this address: * bitftp@pucc.bitnet * With these specifications: * Body of Message: help * In either case a help file will be returned to you explaining how to use the FTPmail or bitFTP facility. * Mailservers that might be closer and provide the same service are: * ftpmail@sunsite.unc.edu ftpmail@cs.uow.edu.au ftpmail@ftp.uni-stuttgart.de ftpmail@grasp.insa-lyon.fr ftpmail@src.doc.ic.ac.uk * bitftp@plearn.bitnet bitftp@dearn.bitnet * The absolute latest versions of all my Black/African related lists are also always available by sending email to or fingering the following: * AfriInfo: [mcgee@epsilon.eecs.nwu.edu] * Warning: all of the lists will come back to you as one concatenated file (approximately 70K in size). * Remember: the above address is NOT for correspondence. If you want anything other than a list sent back to you, use the email addresses in my signature. * The absolute latest versions of all my Black/African related lists are also always available on the BDPA BAC BBS(1-707-552-3314) and on the Data Bits Online BBS(1-213-295-6094) in the following files: * AFRIAPC.MSG = APC Conference List (not included in AfriInfo mail file) AFRIBBS.MSG = BBS List AFRIMAIL.MSG = Internet/BITnet Mailing Lists AFRINEWS.MSG = Usenet Newsgroups AFRISITE.MSG = Online Information Sites (Dialup/FTP/Gopher/Telnet/WWW) * Note: These naming conventions also hold true for the FTP archive. * Note: The lists may also be available as bulletin items, so check the bulletin menu on each system for descriptive listings. * * Art McGee * * NETCOM: [amcgee@netcom.com] (ftp.netcom.com in pub/amcgee for my "stuff") CTP/CORE: [amcgee@ctp.org] or [amcgee@eis.calstate.edu] (CA Ed/Tech project) PeaceNet: [igc:amcgee] (Best place for Development & Activism related info) WELL: [amcgee] (What can I say about this system? It's definitely unique) AfriInfo: [mcgee@epsilon.eecs.nwu.edu] (Email/Finger for Black/African Info) NativInfo: [amcgee@nyx.cs.du.edu] (Email/Finger for Indigenous/Native Info) BDPA BAC: [1-707-552-3314] to [Arthur McGee] (Co-Sysop. Lists are also here) DataBits: [1-213-295-6094] to [Arthur McGee] (Co-Sysop. Lists are here too) Voice: [1-310-320-BYTE] (Cool, eh dude? :-D That's 1-310-320-2983) * * "The revolution will not be televised, but the proceedings will be available online." * (c)1993 Arthur R. McGee & Associates(AKA Africans Around the World) ========================================================================= Date: Thu, 24 Mar 1994 21:20:32 -0800 Reply-To: Women's Studies List Sender: Women's Studies List From: "Arthur R. McGee" Subject: Indigenous/Native Online Information The latest versions of the following lists are now available: * (1) Internet/BITnet mailing lists and news services that focus on Indigenous, Native, or Aboriginal people, culture, and issues. (Up to date as of FEBRUARY 17, 1994) * (2) Usenet newsgroups that focus on Indigenous, Native, or Aboriginal people, culture, and issues. (Up to date as of FEBRUARY 17, 1994) * (3) Indigenous/Native run or Indigenous/Native oriented Bulletin Board Systems/Services(BBS) in North America. (Up to date as of FEBRUARY 17, 1994) * (4) Indigenous/Native/Aboriginal oriented online information sites (Dialup/FTP/Gopher/Telnet/WWW). (Up to date as of FEBRUARY 17, 1994) * (5) Conferences and news services available via the APC networks (PeaceNet, EcoNet, etc.), that focus on Indigenous, Native, or Aboriginal people, culture, and issues. (Up to date as of FEBRUARY 17, 1994) * Please let me know of any updates, additions, corrections or suggestions that you might have. * Thank you very much. * Peace. * The absolute latest versions of all my Indigenous/Native/Aboriginal related lists and pointers are always available via anonymous FTP from ftp.netcom.com in directory: * pub/amcgee/indigenous/my_indigenous_related_lists * If you only have access to email, then you can use FTPmail to do essentially the same thing. Send a message to this address: * ftpmail@decwrl.dec.com or ftpmail@pa.dec.com * With these specifications: * Subject: Body of Message: help quit * Or to this address: * bitftp@pucc.bitnet * With these specifications: * Body of Message: help * In either case a help file will be returned to you explaining how to use the FTPmail or bitFTP facility. * Mailservers that might be closer and provide the same service are: * ftpmail@sunsite.unc.edu ftpmail@cs.uow.edu.au ftpmail@ftp.uni-stuttgart.de ftpmail@grasp.insa-lyon.fr ftpmail@src.doc.ic.ac.uk * bitftp@plearn.bitnet bitftp@dearn.bitnet * The absolute latest versions of all my Indigenous/Native related lists are also always available by sending email to or fingering the following: * NativInfo: [amcgee@nyx.cs.du.edu] * Warning: all of the lists will come back to you as one concatenated file (approximately 25K in size). * Remember: the above address is NOT for correspondence. If you want anything other than a list sent back to you, use the email addresses in my signature. * The absolute latest versions of all my Indigenous/Native related lists are also always available on the BDPA BAC BBS(1-707-552-3314) and on the Data Bits Online BBS(1-213-295-6094) in the following files: * NATVAPC.MSG = APC Conference List (not included in NativInfo mail file) NATVBBS.MSG = BBS List NATVMAIL.MSG = Internet/BITnet Mailing Lists NATVNEWS.MSG = Usenet Newsgroups NATVSITE.MSG = Online Information Sites (Dialup/FTP/Gopher/Telnet/WWW) * Note: These naming conventions also hold true for the FTP archive. * Note: The lists may also be available as bulletin items, so check the bulletin menu on each system for descriptive listings. * * Art McGee * * NETCOM: [amcgee@netcom.com] (ftp.netcom.com in pub/amcgee for my "stuff") CTP/CORE: [amcgee@ctp.org] or [amcgee@eis.calstate.edu] (CA Ed/Tech project) PeaceNet: [igc:amcgee] (Best place for Development & Activism related info) WELL: [amcgee] (What can I say about this system? It's definitely unique) AfriInfo: [mcgee@epsilon.eecs.nwu.edu] (Email/Finger for Black/African Info) NativInfo: [amcgee@nyx.cs.du.edu] (Email/Finger for Indigenous/Native Info) BDPA BAC: [1-707-552-3314] to [Arthur McGee] (Co-Sysop. Lists are also here) DataBits: [1-213-295-6094] to [Arthur McGee] (Co-Sysop. Lists are here too) Voice: [1-310-320-BYTE] (Cool, eh dude? :-D That's 1-310-320-2983) * * "The revolution will not be televised, but the proceedings will be available online." * (c)1993 Arthur R. McGee & Associates ========================================================================= Date: Thu, 24 Mar 1994 22:23:41 EST Reply-To: Women's Studies List Sender: Women's Studies List From: Deirdre Day-MacLeod Subject: nyc sublet available I hope this isn't violating all the rules of the list but I have a big, loft in Brooklyn located near all transportation and many interesting Brooklyn things that will will available as a sublet for July and August. Brooklyn things that will will available as a sublet for July and August.deidre Brooklyn things that will will available as a sublet for July and August.deidre ddm@cunyvms1.gc.cuny.edu ========================================================================= Date: Fri, 25 Mar 1994 08:23:07 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Christopher H Hunter Subject: Info on George Mason's Institute of Public Policy One of my students has been offered a paid internship with Seymour Martin Lipset at George Mason University's Institute of Public Policy. She is trying to decide whether to accept the offer and delay grad school for one year (in public policy). Does anyone on the list know anything about the Institute or about this internship? If so, please let me know so I can help my student decide about the offer. Thanks! Chris Hunter Department of Sociology Grinnell College HUNTER@AC.GRIN.EDU HUNTER@GRIN1.BITNET ========================================================================= Date: Fri, 25 Mar 1994 10:14:03 EST Reply-To: Women's Studies List Sender: Women's Studies List From: Georgia NeSmith Subject: writing skills As a former English composition teacher I have found myself absolutely INCAPABLE of ignoring the weak writing and research skills of my women's studies students. This semester I took a "leaf" out of my old composition teacher's notebook. Instead of doing the usual midterm, final, and research paper I have them doing 6 short papers (4-5 pp) in which they must make use of at least ONE source in addition to the readings for the class (topics assigned, with choices available). Instead of grading individual papers I grade two "portfolios." Each portfolio includes two papers that they are allowed to revise in response to my comments, and one that is a first draft. I have very explicit criteria for grading papers, including such things as organization, coherence, grammar, spelling, etc. I have a response sheet that lists each of the criteria and I mark them as below average, average good, or excellent in each of them. This gives them at an easy quick glance an awareness of where their weaknesses and strengths are. I even include one for "follows format specifications" and "follows directions." This does, of course, require a great deal more time on my part than before, especially since I am reading revisions (originals must be included) -- tho' since I've dropped the research paper it's probably the same amount of time spread over a longer period. (I dropped the research paper because I got tired of spending so much time reading so many absolutely AWFUL papers.) I have noticed a distinct improvement in their writing skills, however, and as everyone knows, the better your students write the less time you spend marking their papers. At the introductory level (frosh/soph) I think the priority needs to be on helping them learn how to integrate several sources into a coherent paper that bears the stamp of their own thinking. Until they can do that there is no point in having them do extensive library research. You can't throw everything at once at them. You have to start with basics like organization, coherence, logical argument, supporting evidence and then build from there. Georgia NeSmith gnesmith@acspr1.acs.brockport.edu ========================================================================= Date: Fri, 25 Mar 1994 10:09:36 -0600 Reply-To: Women's Studies List Sender: Women's Studies List From: Linda Coleman Subject: writing/thinking I'm not sure what Greg Koster's background is; however, the current research into writing, and especially writing across the curriculum in its emphasis on writing to discover, makes very clear that most of us use writing as a way to think and to discover our meanings. The assignments we get from our students often reflect this writing-to-learn process--and would benefit from an audience-aware second stage revision. Building this sequence into an assignment can sometimes yield dramatic results--and allow the students the pleasure of writing as discovery. -- L. Coleman ========================================================================= Date: Fri, 25 Mar 1994 11:22:06 LCL Reply-To: Women's Studies List Sender: Women's Studies List From: Ruth Ginzberg Organization: Philosophy Dept., Wesleyan University Subject: Re: writing/thinking >current research into writing, and especially writing across the >curriculum in its emphasis on writing to discover, makes very >clear that most of us use writing as a way to think and to discover >our meanings. This is one reason that I find the assignment of intellectual journals to be useful. I try to get students to use their course journals for exploration & discovery -- and then ask them to use their papers as vehicles for conveying to others what they have discovered. (2 slightly different tasks, IMHO.) Problem I have w this though: it is very time consuming to read many journals, especially hand-written ones, especially when I have one (or more) class(es) of particularly prolific writers. Have we had this discussion here before? How do others deal with the problem of labor-intensity w.r.t. course journals? Currently swamped w reading written work, including journals, ----------- Ruth Ginzberg (rginzberg@eagle.wesleyan.edu) ------------ ========================================================================= Date: Fri, 25 Mar 1994 12:11:24 EST Reply-To: Women's Studies List Sender: Women's Studies List From: STRETCH OR DROWN/ EVOLVE OR DIE Subject: Re: writing/thinking Ruth raises a not insignificant question about the time involved in writing intensive courses. I have a couple of suggestions on that score. I hate having students do journals and I discovered the reason was I didn't want to read what they were thinking three weeks ago, I wanted to know right away. So I switched from journals to what I called "daily logs." Every class day students were required to hand in some writing on the reading that had been assigned. The writing was not evaluated and I read it very quickly. The result has been that I have a very good sense of the class, what they understand and like and what they don't understand and don't like. They get lots of practice writing in a non-evaluative format which I think helps them when they go to write in an evaluative one. I firmly believe that we and our students need to learn to write garbage in order to become better writers. We need to learn how to produce and distinguish between writer-based prose (writing we produce only for our own discovery purposes) and reader-based prose (writing we produce as a product for others to consume). I try to get my students to see logs as writer based (though I eavesdrop) and their papers as reader-based. This term I went to a vaxnotes conference about 4 weeks into the course. Now students do their logs on the vax and they are able to access and read each others (and respond). We just finished up a week on Their Eyes are Watching God and the vax notes conference was just stunning. The students were really talking to each other, responding to ideas, thanking each other for insights, and really engaged. I was just astounded at the depth of the discussion and the ways in which we were able to help each other think about the novel. No the writing wasn't perfect. There were lots of mispelled words, grammatical errors, and of course organization wasn't even an issue. It was free form and wild, but it was very very interesting. What this taught me was that I can retreat from reading every word and let them do it for each other. ,,, (o o) +-------------------------------oOOo-(_)-oOOo--------------------------------+ | Laurie Finke, Women's and Gender Studies, Kenyon College | | Gambier, OH 43022 phone: 614-427-5276 | | home: 614-427-3428, P.O. Box 731 mail: FinkeL@Kenyon.Edu | +----------------------------------------------------------------------------+ () () ========================================================================= Date: Fri, 25 Mar 1994 10:31:52 PST Reply-To: Women's Studies List Sender: Women's Studies List From: Theresa <60840883@WSUVM1.BITNET> Subject: Re: writing/thinking In-Reply-To: Message of Fri, 25 Mar 1994 12:11:24 EST from Laurie Finke's suggestion of the daily log sounds great. I use a similar sys- tem, but think next semester I will try this one. Thanks Theresa 60840883@wsuvm1.csc.wsu.edu ========================================================================= Date: Fri, 25 Mar 1994 12:33:50 CST Reply-To: Women's Studies List Sender: Women's Studies List From: rebecca hill Subject: Re: writing/thinking I've been a TA for a writing intensive course for the past year + 1/2 or so, and have found that students get the most practice from writing short weekly papers on fairly focused questions, rather than in handwritten journals - which they tend not to take as seriously (and which are much harder to grade!!) These short assignments often work best if students are given the oppurtunity to expand/combine ideas from them into a longer more formal paper. Another good writing practice tool is "in-class" writing, which I've found is often better than the papers I get, and which also helps get discussions going at the beginning of class. Also.....I don't think bad writing is so terrible...It's really important to be patient and to recognize the different phases of writing skills. (from summary, to making good topic sentences, to being a little weird & florid, to developing an individual style etc.) It seems to me that these kinds of skills are developed best in "content" courses, like women's studies or history, or whatever, rather than in "skills" courses like freshman composition. How could anyone be inspired by a comma? One of the most interesting books I've read on the connection between writing and learning was called _Empowering Education_ by Ira Shor. Has anyone out there read Ann Burdhoff on this subject? I hear she gives Paulo Friere a feminist twist -Rebecca Hill hillx018@maroon.tc.umn.edu ========================================================================= Date: Fri, 25 Mar 1994 15:09:58 -0500 Reply-To: Lisa Jadwin Sender: Women's Studies List From: Lisa Jadwin Subject: Re: returning students In-Reply-To: <199403230342.WAA18074@holmes.umd.edu> In response to Cynthia Herman's query about returning students: 1. Benefits: returning students at my college are a wonderful resource for faculty and students alike. In my department (English) we fight over courses (such as night classes) where many returning students enroll because they are so dedicated and such a joy to teach. Having more responsibilities actually tends to make these students more directed and organized than their younger counterparts. If class dynamics can be established to set them up as "role models," they can create a tone of seriousness that brings up the quality of the whole course. I've also enjoyed seeing some of them "guide" younger students by reminding them, for example, that class participation is important not only in school, but in the "real world" where they work every day. Since most of our returning students are female, they provide another "mature" female presence in the classroom that often helps me feel less alone up there in front of my students. They also provide intellectual modeling for younger female students who may feel a need to suppress themselves in front of the male students. THe "chilly climate" seems to affect my returning students less than my traditional students - though I'm probably speculating wildly here. They don't seem as worried about what other people, especially other students, think of them. 2. Problems: many RS have been away from college for awhile or never attended before; many report feelings of anxiety or inferiority and worry about failing. Many RS whom I've taught have needed lots of encouragement and very explicit feedback about how they were doing, both in their written work and in their class participation. They are sometimes resented by younger students, who complain that they ask too many questions and raise the level of classroom discourse too high. (!) My college has actually created an orientation video for first-year students designed to help them "accept" returning students more readily. 3. Resources: a colleague recently told me about a book that may shed light on this subject - does anybody know about it? Is it an appropriate and/or helpful resource? Thompson, Irene, and Audrey Roberts, eds. _The Road Retaken: Women Reenter the Academy._ New York: MLA, 1985. Lisa Jadwin St. John Fisher College Rochester, NY 14618 jadwin@sjfc.edu ========================================================================= Date: Fri, 25 Mar 1994 23:20:30 +0200 Reply-To: Women's Studies List Sender: Women's Studies List From: Eileen Boris Subject: Re: feminist theory seminars In-Reply-To: <199403250159.DAA19835@kantti.helsinki.fi> from "rebecca hill" at Mar 24, 94 07:54:14 pm Rebecca Hill raises an important question for those of us who teach graduate students. While I haven't had the opportunity to teach feminist theory in that context for years now (being in a history department at an institution without a women's studies program), I'd like to suggest two strategies that I've done in other contexts: first, major paper should relate to student's main area of concern and be developed through conference with professor and the seminar as a whole; second, even books etc. that are often used can be used again with different questions: i.e., could trace the reception or influence of a given work, analyze the changes and differences within feminist thought towards an issue by standpoint, over time, and by national feminist tradition, and finally, can contextualize a problem or issue: i.e., why violence against women gets framed by certained writers and activists in a particular way at a specific moment--so old issues become new and raise additional questions. Why some texts are "classics" and who makes them so for what reason are important issues to explore. Eileen Boris Howard University but until June 14 at Eileen.Boris@Helsinki.Fi ========================================================================= Date: Fri, 25 Mar 1994 16:27:13 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Paulette Olson Subject: number of Ph.D programs Hi--does anyone have a current count on how many Ph.D programs and Master programs there are in Women's Studies? I need this info for a presentation. I'm trying to make the case that these programs are alive and well and have not "failed" as reported in the media. Thanks. PAULETTE OLSON POLSON@DESIRE.WRIGHT.EDU Department of Economics POLSON@WSU.BITNET Wright State University FAX (513)873-3545 Dayton, OH 45435 OFFICE (513)873-2409 ========================================================================= Date: Fri, 25 Mar 1994 16:01:10 -0400 Reply-To: Women's Studies List Sender: Women's Studies List From: marty laurence F Subject: Re: writing/thinking In-Reply-To: <199403251631.LAA06974@holmes.umd.edu> Ruth Ginsberg; your message re: the amount of time consumed reading student journals. I am not sure of the frame given to your assignment of journals ... So I will outline why and how I use them which, in my design, cuts down on the hours of reading something that tells me little and wouldn't achieve or demonstrate what learning has taken place. I don't have the journals themselves ever submitted since I consider that contradictory to the learning design for which I have asked them to keep the journals in the first place - namely, as their private repository for all their thoughts, musings, reactions, etc. about the material with which they are being confronted as they make their way through the course(s) and course materials in the context of the rest of their lives. I see the journalling process as a means whereby they can give voice to and make sense of material (emotional and cognitive). What I have them submit is a half page CONCEPTUALIZATION of what they learned (about the topic and in relation to themselves and their learning) from the PROCESS of keeping the journal. They rarely make it in less than a page and this is the part with which they struggle but it forces them to do more than just purge their souls by the paper mile. It also eliminates the measure of self censureship that I think is inevitable when they know someone else (esp. the professor?) is going to read it; and certainly reduces the strain on my eyes and time! But I don't know the purpose for which you assign journalling so this might not be a possibility. But for what it's worth ... Marty Laurence Martha Keniston Laurence, PhD. Faculty of Social Work Wilfrid Laurier University Waterloo, Ontario mlaurenc@mach1.wlu.ca ========================================================================= Date: Fri, 25 Mar 1994 13:43:00 -0800 Reply-To: Women's Studies List Sender: Women's Studies List From: curtis%library.ucsb.edu@VOODOO.BITNET Subject: Re: number of Ph.D programs You might be able to get somewhat current figures from standard sources such as The Blue Book or a Peterson's guide to graduate programs. Sylvia Y. Curtis curtis@library.ucsb.edu ========================================================================= Date: Fri, 25 Mar 1994 12:22:20 -0600 Reply-To: Women's Studies List Sender: Women's Studies List From: Patti Self Subject: Feminist theory and family Two graduate students in my department want help with references about feminist theory and family. Although they are especially interested in gerontology, any help would be appreciated. If you will respond to me privately, your responses will be passed on to the students. Thank you for your help. Patti Self Oklahoma State University frcdpas@vms.ucc.okstate.edu ========================================================================= Date: Fri, 25 Mar 1994 23:25:04 EST Reply-To: Women's Studies List Sender: Women's Studies List Comments: Warning -- original Sender: tag was LANG@LAGON From: Judith Ezekiel Subject: Re: chilly climate for students Can somebody tell me where the term "chilly climate" originated? I've been living out of the US for some time, and missed this bit of terminology. Judith Ezekiel ========================================================================= Date: Fri, 25 Mar 1994 23:28:15 EST Reply-To: Women's Studies List Sender: Women's Studies List Comments: Warning -- original Sender: tag was LANG@LAGON From: Judith Ezekiel Subject: feminist haggadah? Does anybody know of anything on-line to help me revise my traditional haggadah tomorrow night? Can't seem to find a feminist or liberation haggadah in France.Or do you have any nice stories I can slip in? Sorry if this is inappropriate for the list. Thanks Judith Ezekiel lang@lagon.biomath.jussieu.fr ========================================================================= Date: Fri, 25 Mar 1994 18:28:23 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Maureen Engel Subject: Lesbian battering sources? I remember a post a while back looking for texts on battering in lesbian relationships. I am hoping that whoever compiled the information could forward it to me. Alternately, if anyone feels like responding to me with information they might have, I would be very grateful. I am trying to compile the bibliography for a gay community outreach centre. Thanks Mo mengel@epas.utoronto.ca ========================================================================= Date: Fri, 25 Mar 1994 19:23:02 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Deborah B Stevens Subject: Journaling As a graduate student in both Psychological Services & Human Sexuality, I was asked to journal, both for my own purposes & for weekly feedback. I always found it to be a positive learning experience...particularly retrospectively. Now, as a Ph.D. candidate in Human Sexuality Ed., & as an instructor for 2 H.S.E. undergrad courses, I use journaling as a tool for self-examination for the student, as feedback for myself, and as an evaluation tool applied to student growth during the semester (journaling & group participation is 25% of our students' final grade). I agree that it is time consuming (I read & comment on about 30/week, along w my other work), but I cannot envision a better way to know what students are really thinking & feeling about sometimes controversial issues w wh they are presented during the course. Additionally, I find that some students are more comfortable sharing feelings in this forum...& others are too PC to speak honestly in group. In short...I believe it is time well spent. Deborah Blair Stevens stevensd@DOLPHIN.UPENN.EDU ========================================================================= Date: Fri, 25 Mar 1994 20:29:11 EST Reply-To: Women's Studies List Sender: Women's Studies List From: Beatrice Kachuck Subject: Re: Info on George Mason's Institute of Public Policy In-Reply-To: Message of Fri, 25 Mar 1994 08:23:07 -0500 from While i don't know anything about the george mason institute on public policy, i'd advise the student to be wary of a program connected to lipset, who has in at least the past defined political science in ways to exclude, rationalize the exclusion of women. my graduate women's studies students who come from politic al science are dismayed at the disappearing of women unless they happen on a rare professor. your student might well find out first with whom she'd be working, how that person understands gender issues in public policies, and what kind of support she'd get for a project of her own. beatrice beabc@cunyvm.cuny.edu ========================================================================= Date: Fri, 25 Mar 1994 20:38:52 EST Reply-To: Women's Studies List Sender: Women's Studies List From: Beatrice Kachuck Subject: Re: writing skills In-Reply-To: Message of Fri, 25 Mar 1994 10:14:03 EST from i wonder about the singling out of women's studies students as having poor writing and research skills. some effect of the backlash? bemoaning students' writing abilities is common and historical, crosses disciplinary boundaries. my undergraduate ws students as a group seem to reflect a wide range of skills. my graduate ws students, who come from undergrad ws programs, as well as those who don't, have impressive analytical, critical, and writing abilities. come of those who come from english lit programs have problems with social theories, which i teach. they're not familiar with the style of the texts they read and are nervous about their ability to respond to them in writing. beatrice beabc@cunyvm.cuny.edu ========================================================================= Date: Fri, 25 Mar 1994 20:57:36 EST Reply-To: Women's Studies List Sender: Women's Studies List From: Beatrice Kachuck Subject: Re: feminist haggadah? In-Reply-To: Message of Fri, 25 Mar 1994 23:28:15 EST from in my hagaddah, an extensive and secular revision of the traditional one, i look at the story of the women involved in the rescue and rearing of moses in the exodus story in the bible (and how did the princess know he was a hebrew? cutting flesh from the penis, done only by jews and egypitian slaves), which crosses race/ethnic and class lines. mitzraim, meaning a narrow place, becomes any place you're oppressed. deyanu, it would not be sufficient, becomes a recital of what has been accomplished and is not yet sufficient, because ... has not yet been done. instead of recitations of praise of a god, we read and sing songs by women working for and demanding liberation. hope this helps. beatrice beabc@cunyvm.cuny.edu ========================================================================= Date: Sat, 26 Mar 1994 11:00:16 EST Reply-To: Women's Studies List Sender: Women's Studies List From: charlene senn Subject: Rate It X - film I arranged to have this video purchased by my institution. It was very expensive (250 us) but I think worth it. I'm sure that universities lend videos out to other institutions so you could check to see if you could borrow it from us if you want to view it. One caution. It is 90 minutes in length and my women's studies students didn't like it. They are used to polished high quality films (which this is not) and just did not respond to it the way I always have. I am going to try using it one more time with an extensive preamble and discussion following to see if I can increase their understanding and appreciation of it. I was very interested to receive the infomation about the cartoonist because I too had very strong feelings that he was a perpetrator. Charlene Y. Senn Department of Psychology University of Windsor Windsor, Ontario N9B 3P4 ========================================================================= Date: Sat, 26 Mar 1994 00:15:29 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Arnie Kahn Subject: writing skills I require all my students to write papers in all of my classes (except statistics). I find students do not have experience in rewriting, over and over again. Before I submit a paper to a journal it goes through a dozen or more drafts, yet we often expect students to get it right the first time. On formal papers, depending on the size of the class, I have them redo them 3 or 4 times. They seem to appreciate the opportunity to finally "get it right." I've also noticed a huge difference in writing quality between formal (APA, MLA, etc. style) and informal (reports of an interview) papers. The informal papers (and computer bulletin board postings, similar to Laurie's VAX Notes) are, for the most part, well-constructed, grammatical, and coherent. Formal papers, at least on first-draft, are just the opposite. Arnie ,,, (o o) +-------------------------------oOOo-(_)-oOOo-------------------------------- | Arnie Kahn fac_askahn@vax1.acs.jmu.edu 703-568-3963 (day) | | Dept.of Psych., James Madison University 434-0225 (night)| | Harrisonburg, VA 22807 568-3322 (fax) | +----------------------------------------------------------------------------+ () () ========================================================================= Date: Sat, 26 Mar 1994 11:44:02 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Rosangela Maria Vieira Subject: Black Women Dear friends and colleagues: A friend from Brazil, Professor Eva Blay, a sociologist and a senator for the Brazilian government, has written to me asking if I could send her reference sources, and/or copies of studies on abortion, rape, harassment, and sexual violence against black women in Brazil and the US (from colonial times to present). She is attending a symposium in Recife-Brazil, The IV African-Brazilian Congress, April 17 through 20th, and would like to obtain more material on these topics, as to enrich her contribution to this event, and to this problem in general, in Brazil. She wrote to me on February 2, but, unfortunately, her letter took quite a while to reach me. I plan to FAX (or FED-EX) the information to her, just as soon as I can do some research on this topic, and gather the info needed; I do not know, at this point, if she has an e-mail address. Your suggestions of sources would be -tremendously- appreciated. Please respond privately. Thanks. Rosangela. Internet: rmvieira@cldc.howard.edu ========================================================================= Date: Sat, 26 Mar 1994 08:50:24 -0800 Reply-To: Women's Studies List Sender: Women's Studies List From: "Arthur R. McGee" Subject: black women (fwd) ---------- Forwarded message ---------- Date: Sat, 26 Mar 1994 11:28:12 -0500 From: Rosangela Maria Vieira To: Multiple recipients of list AFROAM-L Subject: black women Dear friends and colleagues: A friend from Brazil, Professor Eva Blay, a sociologist and a senator for the Brazilian government, has written to me asking if I could send her reference sources, and/or copies of studies on abortion, rape, harassment, and sexual violence against black women in Brazil and the US (from colonial times to present). She is attending a symposium in Recife-Brazil, The IV African-Brazilian Congress, April 17 through 20th, and would like to obtain more material on these topics, as to enrich her contribution to this event, and to this problem in general, in Brazil. She wrote to me on February 2, but, unfortunately, her letter took quite a while to reach me. I plan to FAX (or FED-EX) the information to her, just as soon as I can do some research on this topic, and gather the info needed; I do not know, at this point, if she has an e-mail address. Your suggestions of sources would be -tremendously- appreciated. Please respond privately. Thanks. Rosangela. Internet: rmvieira@cldc.howard.edu ========================================================================= Date: Sat, 26 Mar 1994 09:04:03 PST Reply-To: Women's Studies List Sender: Women's Studies List From: Theresa <60840883@WSUVM1.BITNET> Subject: returning students About returning students: I love them. I was a returning student; began my bachelor's degree at 28 years old. Lisa's points about returning students' fears and anxieties are all pretty accurate for me. I did indeed feel practi- cally neurotic about performance--mostly a fear (shared by many, I think) that if I "failed" I would be sent back to the kitchen. Another fear was that I may not really belong anywhere other than the kitchen. Even though I graduated at the head of my class, I felt inadequate when I went straight on to grad. school and in English, my age wasn't that far advanced for grad. studies. Also, why are they called "returning"? I had never been to college before, and always resented the implication that somehow college was a "natural" adjunct and so, if I came there with a break between my high school years and my college, I was just "returning" to school rather than starting something new. Just a side is- sue, however. I have an additional thought, though, that tickles the back of my mind at times and that is this: since returning students are usually so much more exciting to teach and do, I feel, "raise" the standard (if there is such a thing) of the classroom discourse, are "normal" students at risk? I mean, will they go the way of dinosaurs? I find in all my classes that the slightly older to the way older students always do a little bit better. It is so rare when age doesn't help, that I can't think of an instant off hand. Maybe all high school student s should take some time off? I know the older students at least know what they want even if they aren't always sure about who they might become. Theresa ========================================================================= Date: Sat, 26 Mar 1994 12:30:22 EST Reply-To: Women's Studies List Sender: Women's Studies List From: ddm@CUNYVMS1.GC.CUNY.EDU Subject: Re: feminist theory seminars Rebecca- it sounds to me that you are asking the qeustion that I find most essential to feminist theory--how do we deal with issues of such as race in a theoretical framework. I don't however agree that we should give up discussing what a woman is since as soon as we do we've lost theory entirely. I think perhaps your theory class was tired already though theory in general is not. Have you been reading any lesbian theory? Judith Butler for instance offers all manner of exciting and highly debatable ways to look at old questions. ANd of course what about Audre Lorde, bell hooks, Hortense Spillers? I don't know what you read other than Haraway but there are millions of directions to go from there. Maybe your class for one reason or another just didn't take them. Deirdre Day-MacLeod CUNY-GC ========================================================================= Date: Sat, 26 Mar 1994 09:26:37 PST Reply-To: Women's Studies List Sender: Women's Studies List From: Theresa <60840883@WSUVM1.BITNET> Subject: Re: Journaling In-Reply-To: Message of Fri, 25 Mar 1994 19:23:02 -0500 from I've been reading all this discussion of journals, and maybe my system will be worth a mention. This semester I made a reading journal an extra credit option for anyone who wanted an extra 5% (enough to raise the grade). The "rules" are simple enough: I collect it 3 or 4 times throughout the semester and look at it as a pass/fail event. It passes if there are enough pages directly discussing the readings done. If a student doesn't submit a journal for any of these time s, then that student does not get the extra credit. For daily writing about the reading, I ask a critical question at the beginning of each class. The students answer the question on a 3x5 card for the next class. I collect cards at the start of each class. These cards are pass/fail and must demonstrate the student did read the materials and think about them--even if s/he couldn't do the question well. Results: 99% of my students do the reading (the cards are a significant part of the grade). All of them want to talk about the reading so they can prove the accuracy of their answers on the cards! Less than 10% of my students opted for the reading journals--in spite of the large and significant boost it would give their grades. Workload shift: I can grade 30 cards in about 15 minutes--sometimes less. I on ly read less than 10% of the journals I used to read, and I don't need to eval. the ones I read for a specific grade--just pass/fail. Student benefits: by this time in the semester, most students are attempting to construct their own critical questions, and are doing a fairly decent job. I let them either answer mine or ask one of their own starting around mid-term when they have learned fairly well what I mean by "critical." Students learn to state what they mean and to support it in very precise language. I still requi re critical papers and exams and exploratory writings for grades, but the cards teach students to really approach materials critically while they are reading them rather than afterwards in a classroom. Theresa 60840883@wsuvm1.csc.wsu.edu ========================================================================= Date: Sat, 26 Mar 1994 14:41:18 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Lucy Candib MD Subject: feminism and family Rethinking the Family: Some Feminist Questions, 2nd edition, Barrie Thorne and Marilyn Yalom. If "family science" scholarship is the focus, see Kristine Baber and Katherine Allen, Women and Families. For an article on feminist narrative work with women in nursing homes, see an issue of Psychology of Women QUarterly, maybe 1-2 years back, focusing on women at midlife, last article. Lucy M. Candib, M.D. Family Health and Social Service Center 875 Main St. Worcester, Massachusetts 01610 508-756-3528 lcandib@umassmed.ummed.edu ========================================================================= Date: Sat, 26 Mar 1994 15:47:20 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Jane Elza Subject: Re: inquiry about non-female friendly corporations In-Reply-To: <199403242149.QAA01769@holmes.umd.edu> i do not know about non-female friendly corporations, but there is a book in our reference section called "Female Friendly Corporations". perhaps by the process of elimination? ========================================================================= Date: Sat, 26 Mar 1994 15:49:38 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Jane Elza Subject: Re: Erotica in a Female Sexuality Course In-Reply-To: <199403242304.SAA02185@holmes.umd.edu> there are e-mail listserves that deal with erotica. why not subscribe your students and set up an e-mail address for them to discuss the subject anonymously? it might take away some of their embarassment. ========================================================================= Date: Sat, 26 Mar 1994 16:34:22 EST Reply-To: Women's Studies List Sender: Women's Studies List From: Barbara Fioramonti Subject: OLDER WOMEN SEEKING ACADEMIC CAREERS I am conducting research on the above subject for a graduate seminar on the academic profession with Dr. Judy Long. I would appreciate any books or papers you might recommend on this topic. I would also like to hear from older women going through the process of seeking a career in the academy. I have some questions for those of you who wish to respond privately: 1. Please provide basic information about yourself: age, race/ethnicity, class background (class of your family of origin), country of origin (if US, region), and any other basic information about yourself you feel is relevant (children, marital status, etc.) 2. In what sense do you consider yourself older? 3. What motivated you to seek an academic career? 4. What career/occupation/situation are you leaving for the academy? 5. Who were your main influences and/or role models? 6. What kind of academic career are you seeking? In what setting? 7. What barriers have you encountered in your efforts to attain your career goals? 8. What supports have you gotten to assist you with overcoming barriers? 9. What support do you need that you currently do not have? 10. Are there particular assets you feel you may bring to the academy given your age, experience or other factors? 11. Is there any advice you would offer to other older women seeking academic careers? This information will be kept confidential and used in a non-identifying manner. I would be willing to share my findings with anyone who responds and expresses an interest in such. Thanks to all. Barbara Fioramonti Bitnet: BFIOROMO@SUVM Internet: BFIOROMO@suvm.acs.syr.EDU or Bfsyr@aol.com ========================================================================= Date: Sat, 26 Mar 1994 17:44:42 EST Reply-To: Women's Studies List Sender: Women's Studies List From: Aimee Wielechowski Subject: Re: cancel my subscription please please cancel my subscription. I just dont have time to read everything. Thanksa ========================================================================= Date: Sat, 26 Mar 1994 18:17:16 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Deborah B Stevens Subject: Re: journaling In-Reply-To: <9403260120.AA14212@csuvax1.murdoch.edu.au> from "Lynne Alice" at Mar 26, 94 09:19:27 am > > Deborah, > > I'm interested in your posting about journaling. I think too that it's an > valuable exercise for students. I wondered if you could tell me the format > you use to instruct students in how to do it.......ie how do your explain > it's usefulness to them and what amount of assessment do they get for each > journal? > > Lynne Alice > Sociology and Women's Studies > Murdoch University, Perth, Western Australia 6150 > tel. 339.7097/360.2616 fax 310.1899 email alice@csuvax1.csu.murdoch.edu au > > >Lynne Alice, et al... The way the courses are set up, lecture is combined w small group seminar during wh we discuss student reactions, thoughts, & feelings about what they heard or saw during lecture. As I said 25% of their grade is for group participation & journaling; obviously quite subjective. I tell students that what I look for in group is whether or not they are 'engaged'. This does not necessarily involve much in the way of verbal sharing, since many are not comfortable w this; in fact I urge them to only share at their comfort level. What I look for in their journaling is an effort at personal understanding & growth, e.g., I ask them to engage in a re-examination of their values, decide if they are satisfied that they wish to 'own' them, & if not, to think of ways in wh they might go about changing. Thus, I evaluate journals not for content, but for effort. These courses in Human Sexuality in the Graduate School of Education at the University of Pennsylvania, are often the only ones in wh undergraduates at this university are known by their instructors by more than their social security numbers, & students almost always (after the initial shock that someone cares what they feel) respond w enthusiasm. Additionally, as you might imagine those of us who instruct & facilitate these courses are often the repository of confidences. It is NOT our job to be students' therapists (but we do refer them to the proper professionals if they wish). So, to get to your original question, the feedback I provide weekly takes the form of margin comments that generally encourage, give positive reinforcement, & probably most importantly, challenge students w rhetorical questions & by overtly playing the devil's advocate. Further, if I perceive that a student is not putting much effort into the course material, group interaction, &/or journal, this is the place to caution them that they are in jeopardy. If you still wish to know more about the format I utilize in instructing students how to journal & how to make it relevant to their experience, I have developed guidelines wh I distribute to them at the beginning of the semester that I would be willing to share w you, or anyone else who is interested. Deborah... stevensd@DOLPHIN.UPENN.EDU ========================================================================= Date: Sun, 27 Mar 1994 09:39:59 EST Reply-To: Women's Studies List Sender: Women's Studies List From: Thomas Sullivan Sociology Subject: Re: Exploitation of women by NIKE In-Reply-To: In reply to your message of TUE 22 MAR 1994 11:22:28 EST Regarding the request for info on the exploitation of women workers by NIKE et al., there was a short article in the New York Times by Richard Barnet and John Cavanagh, "Just Undo It: Nike's Exploited Workers," NEW YORK TIMES, February 13, 1994, Section 3, p. 11. There may be more info in their recently published book GLOBAL DREAMS: IMPERIAL CORPORATIONS AND THE NEW WORLD ORDER (Simon and Schuster, 1994). Thomas J. Sullivan Professor of Sociology Department of Sociology and Social Work Northern Michigan University Marquette, MI 49855 bitnet: FATJ@NMUMUS ========================================================================= Date: Sun, 27 Mar 1994 10:42:15 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: "Giavanna J. Munafo" Subject: job market again Sorry to bring this thread back, I know we've talked a lot about it already. However, I just finished reading the new issue of _Concerns_ (Journal of the Women's Caucus of the MLA) and I want to 1) recommend it to anybody on the market or planning to be, and 2) ask a question in response to the various articles it contains about market experiences. So, here's the question: Is it as common as some of these articles suggest for faculty to write follow-up, specialized letters and/or make phone calls in favor of a candidate when they (the faculty) have some kind of connection at the school to which the candidate has applied? I was kind of surprised that this practice seemed much more common to the women writing these pieces (and/or the women about whom they write) than I believe it is at my home institution. Now, of course, I only know what the faculty I am working with do and don't do, and, to a lesser extent, what others on the market have shared about their experiences. If there is a justifiable "we" here at UVa in English, then "we" really didn't think this was done much at all. I actually did have one advisor offer to make a call to someone on an interview committee for me, and it helped me out to some extent (I still didn't get the job), but she is in a different department. Is it an "English" thing to frown on such efforts? The impression I get is that making calls or writing special letters would appear to be interfering in the process and implying that it's somehow tainted by such interventions. As you may know, the market process in English is highly centralized and ritualized. Well, enough is enough. Any thoughts? Giavanna gjm9u@darwin.clas.virginia.edu ========================================================================= Date: Sun, 27 Mar 1994 12:41:21 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Sherry Linkon Subject: Re: Rate It X - film In-Reply-To: <199403261608.AA13835@unix1.cc.ysu.edu> from "charlene senn" at Mar 26, 94 11:00:16 am I've used _Rate it X_ in several women's studies courses, and my students also disliked the film, but it was effective in generating critical discussion about the relationship between popular images of women in ads, toys, and such and the representations of women in pornography. Students found it disturbing, I think, because it was effective. In the most recent round, though, students also pointed out that the film feels very outdated, and some students see anything that's more than a few years old as too old to be considered credible -- I think that's part of some students' investment in believing that the world is now ok for women, that sexism is a thing of the past -- so 1985 is so far past that they don't take it seriously as current history. Sherry Linkon ========================================================================= Date: Sun, 27 Mar 1994 16:38:29 -0600 Reply-To: Women's Studies List Sender: Women's Studies List From: CROWDER@CORNELL-IOWA.EDU Subject: Canadian Pornography laws Sorry to be late in responding to this-- computer difficulties. A few days ago Bonnie McElhinny posted some questions about Canadian pornography/obscenity laws. In the recent (April 5, 1994) issue of the *Advocate* there is an interesting article, "Strange Customs," by John Gallagher. According to this article, the Canadian Supreme Court's decision, based on reasoning similar to the MacKennon-Dworkin proposals, though intended to bar degrading heterosexual material, is in fact being used against lesbian and gay bookstores. Canadian customs is seizing almost anything they want, and even such mainstream gay writers as David Leavitt have had their books denied entry into Canada. Just thought I'd bring this article to the attention of others. Diane Griffin Crowder Cornell College 600 First St. W. Mt. Vernon, IA 52314 CROWDER@CORNELL-IOWA.EDU ========================================================================= Date: Sun, 27 Mar 1994 19:08:16 -0800 Reply-To: Women's Studies List Sender: Women's Studies List From: Shiyon Bradford Subject: women in the caribbean In-Reply-To: <9403162017.AA00644@tolstoy.u.washington.edu> hello, Does anyone know of a list or lists on women and development in the caribbean? I'm looking for info on women's economic status, political particpation, etc. Please reply to: shiyon@u.washington.edu Thanks! ========================================================================= Date: Sun, 27 Mar 1994 22:30:12 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: FINNEY_DAVID Subject: ADULT WOMEN IN TECHNOLOGY: SHOULD EXCLUSIVE LEARNING ENVIRONMENTS BE CONSIDERED? If you have any information on ADULT WOMEN IN TECHNOLOGY: IN EXCLUSIVE LEARNINGENVIRONMENTS; please send it to : Finney_D@NSTIG1.NSTI.TEC.TN.US THANKS! ========================================================================= Date: Mon, 28 Mar 1994 02:43:22 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: molly merryman Subject: Film Funding Sources Needed In-Reply-To: <9403280431.AA01150@andy.bgsu.edu> I am a Ph D candidate at BGSU. I have been doing research on the Women Airforce Service Pilots of WWII for one year now, in order to wrote a dissertation/book and assemble a documentary. Various things have come together more quickly than anticipated, and I need to raise lots of money (thousands) by October, and more after that. I have already made one documentary, so I do have some funding channels, but these project is much bigger and more important than the last. Because of the timing of what is expected to be the last WASP reunion (in October), I need funds quickly. Does anyone out here have suggestions or leads? I'm interested in all sources - government, corporate, academic, private, etc. This is an important historical preservation project that I refuse to do in a shoddy manner for lack of money. Please send any leads or suggestions to me privately at mmerrym@andy.bgsu.edu I thank you in advance. Molly Merryman ========================================================================= Date: Mon, 28 Mar 1994 16:44:21 GMT Reply-To: Women's Studies List Sender: Women's Studies List From: Ruth Smalley Subject: Students' perception of "outdated" materials I'd like to pursue an issue Sherry Linkon broached when she said that students sometimes regard anything over five years old as outdated, as one way of supporting their belief that things have gotten better for women. I would like to hear how others are dealing with this, as it's an "distancing" mechanism I see students employ a great deal. We recently read Dignity: Lower Income Women Tell of their Lives and Struggles in my women's studies class. These are oral histories of women ages 30-80, compiled in l985 by Fran Buss. Several of my students' journals and papers indicated that they were having a hard time regarding these as women's experiences. For example, one student constantly contrasted them with "women today." What strategies have people found for "disrupting" this attitude, along with the tendency to define women as "women like me"--which for most of my students means white, middle-class, under 30, and American? Ruth Ann Smalley smalleyr@rosnet.strose.edu ========================================================================= Date: Mon, 28 Mar 1994 10:38:21 CST Reply-To: Women's Studies List Sender: Women's Studies List From: "Pauline B. Bart" Subject: women, the European state and community conference WOMEN, THE EUROPEAN STATE, & COMMUNITY CONFERENCE Kalamazoo College Center for European Studies MAY 13-14 1994 This conference will focus on a myriad of approaches to such issues as prostitution, reproductive freedom and sexual harassment at work. These sessions will offer an exciting feminist approach to women and public policy in the European Union(EU). Some of the speakers include Christine Delphy, who will discuss the future of feminism in a unified Europe, Natalie Nenadic, who is with the Rape/Genocide Law Project at Univ. Michigan. She will discuss femicide in Bosnia Herzogovina and Croatia. Ailbhe Smyth, Director of Women's Studies in Dublin will discuss Irish women, the EU and reproductive rights. Dorchen Leidholdt of the Coalition Against Trafficking in Women will discuss sexual trafficking in Europe, Jalna Hanmer from Bradford University UK, will discuss battery/homelessness/ statelessness: Women as Patriarchal Refugees. Catherine Hoskyns, Sr. Lecturer in European Studies at Coventry University UK, will present the context within which these issues will be discussed. Other speakers include Kathleen Barry, Evelyn Collins, Amy Mazur, Susanne Baer, and Ute Winkler. This conference is free and open to the public. For more information about the conference call 616-337-7329 or FAX your inquiry to 616-337-7251. Pauline B. Bart U17334@UICVM.UIC.EDU (University of Illinois at Chicago) AKA (also known as) Cassandra / Iphigenia Don't kill the messenger! ========================================================================= Date: Mon, 28 Mar 1994 12:08:15 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: "Giavanna J. Munafo" Subject: WMST-L Index - 26 Mar 1994 to 27 Mar 1994 (fwd) ---------- Forwarded message ---------- Date: Mon, 28 Mar 1994 00:00:07 -0500 From: Automatic digest processor To: Recipients of WMST-L indexes Subject: WMST-L Index - 26 Mar 1994 to 27 Mar 1994 Index Date Size Poster and subject ----- ---- ---- ------------------ 13461 03/27 14 From: Thomas Sullivan Sociology Subject: Re: Exploitation of women by NIKE 13462 03/27 26 From: "Giavanna J. Munafo" Subject: job market again 13463 03/27 13 From: Sherry Linkon Subject: Re: Rate It X - film 13464 03/27 18 From: CROWDER@CORNELL-IOWA.EDU Subject: Canadian Pornography laws 13465 03/27 9 From: Shiyon Bradford Subject: women in the caribbean 13466 03/27 3 From: FINNEY_DAVID Subject: ADULT WOMEN IN TECHNOLOGY: SHOULD EXCLUSIVE LEARNING ENVIRONMENTS BE CONSIDERED? The sizes shown are the number of lines in the messages, not counting mail headers. For your convenience, this message has been specially formatted to make it easier to order the messages you are interested in. Just forward this message back to LISTSERV@UMDD (or LISTSERV@UMDD.UMD.EDU) and fill in the line starting with "Print" (if there is not enough space, you can add more lines as long as you type "Print" on each new line). Make sure to use the forward command of your mail program, not the normal reply function. There is a lot more the LISTSERV database functions can do for you - for instance, you can select all the messages with a particular subject in a single command rather than retyping all the index numbers. For more information, send an INFO DATABASE command to LISTSERV (you could add it before the line that says "Database search" the next time you order messages from the LISTSERV archive). // JOB Database search DD=Orders //Orders DD * Select * in WMST-L.13461-13466 Print 13461, 13462, 13463, 13464, 13465 /* // EOJ ========================================================================= Date: Mon, 28 Mar 1994 12:20:19 EST Reply-To: Women's Studies List Sender: Women's Studies List From: STRETCH OR DROWN/ EVOLVE OR DIE Subject: Re: Students' perception of "outdated" materials I too have had to come to terms with students' perception of material as dated. I had that response with students reading "This Bridge Called My Back." Interestingly they have an easier time dealing with much older material than with recently old material. For example, they said nothing like this when reading "Their Eyes Were Watching God" which is 1937. Perhaps it may help to remember that in 1980 a student who is now 18 was only what 4 years old? In 1985 she would have been 9. This stuff may seem more dated because they were so very young, while the earlier stuff happened before they were born so it's safely "history." For us 1985 and even 1980 doesn't seem so long ago because it was part of our adult lives. But our students' perspective may be very difficult. I'm not sure I've said this very well; I don't know if I even have the words to say it, but perhaps the history that swirled around us when we were small children is really less real to us than any other history. ,,, (o o) +-------------------------------oOOo-(_)-oOOo--------------------------------+ | Laurie Finke, Women's and Gender Studies, Kenyon College | | Gambier, OH 43022 phone: 614-427-5276 | | home: 614-427-3428, P.O. Box 731 mail: FinkeL@Kenyon.Edu | +----------------------------------------------------------------------------+ () () ========================================================================= Date: Mon, 28 Mar 1994 11:34:16 -0600 Reply-To: Women's Studies List Sender: Women's Studies List From: Benay Blend Subject: Re: Students' perception of "outdated" materials I've had exactly the same experience as Ruth, not only when discussing women's issues but also when the topic of civil rights comes up for discussion. For example, in my Am. Lit. class, the students had a hard time understanding why James Baldwin was so angry in his essay, "The Fire Next Time." Much of this is not their fault, because their history classes often skip right over these kinds of issues, and they were all born after minorities and women allegedly have received their "rights." Because I teach history as well as English, and every other minority-related studies course at my school, I can see the holes in their education and try to fill in the gaps. So, my strategy would be to give them as much historical pespective as possible, and let them know where they would be today without those who came before them. Benay Blend blend@nsula.edu ========================================================================= Date: Mon, 28 Mar 1994 12:35:56 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Lisa Jadwin Subject: NEH grants for college teachers - help! In-Reply-To: <199403281654.LAA22872@holmes.umd.edu> I am in the process of resubmitting an application for an NEH full-year fellowship. I'm planning to use the comments of the reviewers who read my application last year - a few of them voiced what seems like a fair amount of resistance to the feminist politics of my project, which is in Victorian literature. Could members of the list who have experience writing or reviewing such applications give me suggestions about how to make the application as competitive as possible? How can a feminist scholar minimize political backlash against her project while still retaining her political messages? Does anyone have experience that would benefit me here? Please respond privately. Lisa Jadwin St. John Fisher College Rochester, NY 14618 jadwin@sjfc.edu ========================================================================= Date: Mon, 28 Mar 1994 10:55:25 -0800 Reply-To: Women's Studies List Sender: Women's Studies List From: Marcia Bedard Subject: Re: Rate It X - film In-Reply-To: <199403261604.LAA13201@holmes.umd.edu> from "charlene senn" at Mar 26, 94 11:00:16 am There must be two versions of this film because the copy I have is only 60 minutes and is very good quality in terms of production. Marcia Bedard Women's Studies CSU Fresno e-mail:marcia_bedard@csufresno.edu> > I arranged to have this video purchased by my institution. It was very > expensive (250 us) but I think worth it. I'm sure that universities lend > videos out to other institutions so you could check to see if you could > borrow it from us if you want to view it. One caution. It is 90 minutes > in length and my women's studies students didn't like it. They are used to > polished high quality films (which this is not) and just did not respond to > it the way I always have. I am going to try using it one more time with > an extensive preamble and discussion following to see if I can increase > their understanding and appreciation of it. I was very interested to > receive the infomation about the cartoonist because I too had very strong > feelings that he was a perpetrator. > Charlene Y. Senn > Department of Psychology > University of Windsor > Windsor, Ontario N9B 3P4 > ========================================================================= Date: Mon, 28 Mar 1994 13:47:39 LCL Reply-To: Women's Studies List Sender: Women's Studies List From: Ruth Ginzberg Organization: Philosophy Dept., Wesleyan University Subject: Re: Students' perception of "outdated" materials >I've had exactly the same experience ... not only when discussing >women's issues but also when the topic of civil rights comes up for >discussion. [...] Much of this is not their fault, because their >history classes often skip right over these kinds of issues, and they >were all born after minorities and women allegedly have received their >"rights." I've had this experience frequently too, much *too* frequently. I'd like to point out that this is not a neutral educational oversight, though. There is a very particular political stance out of which which arises the following belief: (Roughly) "Inequality of opportunity, oppression of women, African Americans, poor people, etc., etc. *used* to be a problem in the past in the USA, but is not now a problem any more." [To me, this particular political position sounds very much like an admonition to "Shut up and sit down, and be grateful for what you've got now, and quit making trouble," an admonition which I very much would like to resist.] I'd say that the most serious educational challenge we face is that students are somehow picking up THAT perspective & taking it to be *factual*. This is responsible for a large number of people's beliefs, not all of whom are students, that either (1) Feminist professors are somehow "living in the past" or "out of date", or that (2) Those who claim that oppression is still a problem are somehow out of touch with "reality," or that (3) those who teach that oppression is still a problem are promoting a "victim mentality" among those who aren't "really" victims of anything at all. I think that questions of "out of date materials" are actually questions about a much larger, and much more heatedly contested, issue. ----------- Ruth Ginzberg (rginzberg@eagle.wesleyan.edu) ------------ ========================================================================= Date: Mon, 28 Mar 1994 14:40:45 EST Reply-To: Women's Studies List Sender: Women's Studies List From: Gary Daily Subject: Re: Students' perception of "outdated" materials This discussion is an interesting one to me because I find myself regularly grimmacing at the requests from numerous posters for the "very latest" information, idea, theory on whatever. Do we overvalue the "new" to the detriment of the "old"? If we are always looking for and applying "the next new thing" should we be surprised when our students sniff at "outdated" materials? gary daily hidaily@ruby.indstate.edu ========================================================================= Date: Mon, 28 Mar 1994 14:43:55 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Sherry Linkon Subject: Re: Students' perception of "outdated" materials In-Reply-To: <199403281818.AA21453@unix1.cc.ysu.edu> from "STRETCH OR DROWN/ EVOLVE OR DIE" at Mar 28, 94 12:20:19 pm Laurie Finke's point about students' ages is important, yet I find the same problem -- though perhaps less so (I haven't thought about it too closely) -- with my "non-traditional" students, who make up a significant portionof my students. One way I've dealt with this issue is to ask students to explain in specific terms how they think things have changed since, say, 1980, and to offer an explanation of what caused those changes. At the very least, this makes the discussion concrete. Another useful technique has been having students do gender histories of their families. My (mostly_) working-class students often find that their mothers' and grandmothers' lives were not that different from their own. Sherry Linkon ========================================================================= Date: Mon, 28 Mar 1994 14:47:51 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: "Christopher L.C.E. Witcombe" Subject: Neiman Marcus Cookie The following story is being forwarded all over the internet. It was on the RENAIS-L list yesterday. I'm passing it on to the WMST-L list today. **** > My daughter & I had just finished a salad at Neiman-Marcus Cafe in > Dallas & decided to have a small dessert. Because our family are such > cookie lovers, we decided to try the "Neiman-Marcus Cookie". It was so > excellent that I asked if they would give me the recipe and they said > with a small frown, "I'm afraid not." Well, I said, would you let me > buy the recipe? With a cute smile, she said, "Yes." I asked how much, > and she responded, "Two fifty." I said with approval, just add it to my > tab. > > Thirty days later, I received my VISA statement from Neiman-Marcus > and it was $285.00. I looked again and I remembered I had only spent > $9.95 for two salads and about $20.00 for a scarf. As I glanced at the > bottom of the statement, it said, "Cookie Recipe - $250.00." Boy, was > I upset!! I called Neiman's Accounting Dept. and told them the > waitress said it was "two fifty," and I did not realize she meant > $250.00 for a cookie recipe. I asked them to take back the recipe and > reduce my bill and they said they were sorry, but because all the > recipes were this expensive (so not just everyone could duplicate any of our > bakery recipes... ) the bill would stand. I waited, thinking of how I > could get even or even try and get any of my money back. > > I just said, "Okay, you folks got my $250.00 and now I'm going to have > $250.00 worth of fun." I told her that I was going to see to it that > every cookie lover will have a $250.00 cookie recipe from Neiman-Marcus > for nothing. She replied, "I wish you wouldn't do this." I said, "I'm > sorry but this is the only way I feel I could > get even," and I will. > > So, here it is, and please pass it to someone else or run a few > copies... I paid for it; now you can have it for free. (Recipe may be > halved.): > > 2 cups butter 4 cups flour > 2 tsp. soda 2 cups sugar > 5 cups blended oatmeal** 24 oz. chocolate chips > 2 cups brown sugar 1 tsp. salt > 1 8 oz. Hershey Bar (grated) 4 eggs > 2 tsp. baking powder 3 cups chopped nuts > 2 tsp. vanilla (your choice) > > Cream the butter and both sugars. > Add eggs and vanilla; mix together with flour, oatmeal, salt, > baking powder, and soda. > Add chocolate chips, Hershey Bar and nuts. > Roll into balls and place two inches apart on a cookie sheet. > Bake for 10 minutes at 375 degrees. Makes 112 cookies. > > ** measure oatmeal and blend in a blender to a fine powder. > > Have fun!!! This is not a joke --- this is a true story.. > ************************************************************ > That's it. Please, pass it along to everyone you know, single > people, mailing lists, etc..... > > > > > ----- End forwarded message ========================================================================= Date: Mon, 28 Mar 1994 14:58:08 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Elizabeth Becker 541-6970 Subject: Re: Neiman Marcus Cookie This was posted on another list a couple of weeks ago (ld-list). The general consensus was that this is another "urban legend" and is in fact, untrue, and the same recipe has made the rounds as "Mrs. Fields cookies", etc. There is another story similar to this one off a blood-red Waldorf Astoria cake. I believe my grandmother gave me that recipe and I might be able to find it if any one is interested. I haven't tried this cookie recipe yet, but it sure sounds good! Elizabeth Becker Becker%SSIDW1@RCC.RTI.ORG ========================================================================= Date: Mon, 28 Mar 1994 15:32:00 EST Reply-To: Women's Studies List Sender: Women's Studies List From: sm66 Subject: Citation for article I'm trying to find the citation for an article that describes how women scholars tend to be cited only by other women scholars. I'm not sure of the author of the piece - it may be Sandra Harding. I would appreciate all help and please respond to me privately. Thanks Sujata Sujata MOORTI Email:Sujata_MOORTI@umail.umd.edu Phone: (301) 405-2118 ========================================================================= Date: Mon, 28 Mar 1994 15:42:44 EST Reply-To: Women's Studies List Sender: Women's Studies List From: "Judith F. Clark" Subject: Re: Neiman Marcus Cookie I LOVED the Neiman Marcus Cookie Scam. What puzzles me, though, is their reluctance to share such a pedestrian recipe.... Does anyone have any insight into this????????? judith f clark@dartmouth.edu ========================================================================= Date: Mon, 28 Mar 1994 16:35:20 -0500 Reply-To: korenman@UMBC2.UMBC.EDU Sender: Women's Studies List From: Joan Korenman Subject: NO MORE NEIMAN MARCUS COOKIE MESSAGES!!! OK, OK, before this goes any further--STOP! NO MORE MESSAGES ABOUT NEIMAN MARCUS COOKIES!! This is what's called an "urban legend"; it surfaces every so often on lists, INCLUDING THIS ONE. Several years ago there were DAYS where WMST-L was dominated by Neiman Marcus cookie messages. Please--if you want to see such messages, consult the logfiles (see the file SEARCH LOGFILES for how to do that--you can get this file by sending the message GET SEARCH LOGFILES to LISTSERV@UMDD (Bitnet) or LISTSERV@UMDD.UMD.EDU (Internet)). But whatever you do, please DO NOT SEND MESSAGES TO WMST-L ABOUT THIS MATTER! Many thanks for your understanding and cooperation. Joan Korenman Internet: korenman@umbc2.umbc.edu Bitnet: korenman@umbc ========================================================================= Date: Mon, 28 Mar 1994 13:43:20 -0800 Reply-To: Women's Studies List Sender: Women's Studies List From: Marilyn Edelstein Subject: women's studies workshops on curriculum integration I MAY be one of the facilitators for our 3rd annual Women's Studies Summer Workshop this year. It's designed primarily for non-Women's Studies faculty interested in incorporating more work by and about women into "traditional" courses, although typically a few w.s. faculty (relatively new to the program) participate, too. The faculty will be from various disciplines and will have varying degrees of familiarity with women's studies/feminist scholarship. I'm beginning to think about what readings to assign ahead of time if I go ahead and do it. My role would be to discuss the development of w.s. as a discipline and to discuss (or, rather, facilitate discussion of) feminist theory. I wonder if anyone has conducted such a workshop and has any good ideas of readings both "basic" and challenging enough to engage everyone. I've already thought of Peggy McIntosh's essay on the different stages of curriculum transformation and of Tong's book _Feminist Theory: An Introduction__. I'd be very appreciative of other suggestions for readings and/or for conducting the workshop, for those who've done one. I of course will be getting more information from colleagues here, too. But I thought I'd benefit from outside input, esp. from such committed wmst-ers as those on this list. Thanks. Use your own discretion as to whether to send responses privately or post to the list. Marilyn Edelstein, English, Santa Clara U medelstein@scuacc.scu.edu (internet) medelstein@scu.bitnet ========================================================================= Date: Mon, 28 Mar 1994 17:39:52 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: Dolores.Fidishun@CYBER.WIDENER.EDU Subject: women's career interest In-Reply-To: <199403260207.VAA11727@holmes.umd.edu> I am posting this for someone who is not on the list. If anyone has been doing current research on women's career interest, women's development or KUDer preference please contact: Dr. Patricia Lawler, Center for Education, Widener University. INTERNET: Patricia.Lawler@cyber.widener.edu Dolores Fidishun Head of Audiovisual Services Wolfgram Memorial Library Widener University One University Place Chester, PA 19013 610-499-4076 Dolores.Fidishun@cyber.widener.edu ========================================================================= Date: Mon, 28 Mar 1994 17:48:00 EST Reply-To: Women's Studies List Sender: Women's Studies List From: RHODA UNGER Subject: Re: Citation for article If you get that reference, please send it on. The only relevant reference I know about is one by Michelle Fine and Susan Gordon which notes that over the past five years (the paper was published in 1989) feminists in psychology cited other feminists more, but nonfeminists cited them less. The full citation is: M. Fine and S. M. Gordon (1989). Feminist transformations of/despite psychology. In M. Crawford & M. Gentry (Eds.). Gender and thought. NY: Springer-Verlag, pp. 146 - 174. Hope this helps. Rhoda Unger E-MAIL UNGER@APOLLO.MONTCLAIR.EDU ========================================================================= Date: Mon, 28 Mar 1994 17:15:19 -0600 Reply-To: Women's Studies List Sender: Women's Studies List From: wendy naumann Subject: feminist pedagogy In-Reply-To: <01HAI1OCFOQ8004UN9@crcvms.unl.edu> from "Shiyon Bradford" at Mar 27, 94 07:08:16 pm i am involved in a project that i will be presenting at the nwsa conference in june. i am doing a mixed methods evaluation of women's studies programs, and i am also looking at the beliefs about feminist pedagogy and epistemology in academia in general. i am interested in creating a questionnaire which will assess faculties' classroom practices and epistemologies beliefs in order to ascertain how feminist in nature most faculty are. i am working with two other graduate students, and we are reading a number of articles and books on the subject in order to create items for the questionnaire. i would like to get feedback from members on this list as well. what are characteristics of feminist pedagogy and feminist epistemology? which of your classroom practices do you feel are reflective of feminist pedagogy? if you could respond privately with your feedback, i will compile the list, with information from the readings, and post it to the women's studies list. thank you. wendy naumann wnaumann@unl.edu ========================================================================= Date: Mon, 28 Mar 1994 15:49:45 -0800 Reply-To: Women's Studies List Sender: Women's Studies List From: Kathleen Halvorsen Subject: Re: Neiman Marcus Cookie In-Reply-To: <9403282344.AA20757@mx1.u.washington.edu> On Mon, 28 Mar 1994, Christopher L.C.E. Witcombe wrote: > The following story is being forwarded all over the internet. It was on the > RENAIS-L list yesterday. I'm passing it on to the WMST-L list today. > > **** > > > My daughter & I had just finished a salad at Neiman-Marcus Cafe in > > Dallas & decided to have a small dessert. Because our family are such > > cookie lovers, we decided to try the "Neiman-Marcus Cookie". It was so > > excellent that I asked if they would give me the recipe and they said > > with a small frown, "I'm afraid not." Well, I said, would you let me > > buy the recipe? With a cute smile, she said, "Yes." I asked how much, > > and she responded, "Two fifty." I said with approval, just add it to my > > tab. > > > > Thirty days later, I received my VISA statement from Neiman-Marcus > > and it was $285.00. I looked again and I remembered I had only spent > > $9.95 for two salads and about $20.00 for a scarf. As I glanced at the > > bottom of the statement, it said, "Cookie Recipe - $250.00." Boy, was > > I upset!! I called Neiman's Accounting Dept. and told them the > > waitress said it was "two fifty," and I did not realize she meant > > $250.00 for a cookie recipe. I asked them to take back the recipe and > > reduce my bill and they said they were sorry, but because all the > > recipes were this expensive (so not just everyone could duplicate any of our > > bakery recipes... ) the bill would stand. I waited, thinking of how I > > could get even or even try and get any of my money back. > > > > I just said, "Okay, you folks got my $250.00 and now I'm going to have > > $250.00 worth of fun." I told her that I was going to see to it that > > every cookie lover will have a $250.00 cookie recipe from Neiman-Marcus > > for nothing. She replied, "I wish you wouldn't do this." I said, "I'm > > sorry but this is the only way I feel I could > > get even," and I will. > > > > So, here it is, and please pass it to someone else or run a few > > copies... I paid for it; now you can have it for free. (Recipe may be > > halved.): > > > > 2 cups butter 4 cups flour > > 2 tsp. soda 2 cups sugar > > 5 cups blended oatmeal** 24 oz. chocolate chips > > 2 cups brown sugar 1 tsp. salt > > 1 8 oz. Hershey Bar (grated) 4 eggs > > 2 tsp. baking powder 3 cups chopped nuts > > 2 tsp. vanilla (your choice) > > > > Cream the butter and both sugars. > > Add eggs and vanilla; mix together with flour, oatmeal, salt, > > baking powder, and soda. > > Add chocolate chips, Hershey Bar and nuts. > > Roll into balls and place two inches apart on a cookie sheet. > > Bake for 10 minutes at 375 degrees. Makes 112 cookies. > > > > ** measure oatmeal and blend in a blender to a fine powder. > > > > Have fun!!! This is not a joke --- this is a true story.. > > ************************************************************ > > That's it. Please, pass it along to everyone you know, single > > people, mailing lists, etc..... > > > > > > > > > > ----- End forwarded message > ========================================================================= Date: Mon, 28 Mar 1994 19:17:54 EST Reply-To: Women's Studies List Sender: Women's Studies List From: STRETCH OR DROWN/ EVOLVE OR DIE Subject: Re: Neiman Marcus Cookie The Neiman Marcus Cookie recepe is urban mythology pure and simple. Not only did I receive the exact same letter several years ago (about 4) about Mrs. Fields Cookies, but EXACTLY THE SAME RECIPE, exactly. Laurie Finke finkel@kenyon.edu ========================================================================= Date: Mon, 28 Mar 1994 20:42:53 EST Reply-To: Women's Studies List Sender: Women's Studies List From: Beatrice Kachuck Subject: Re: Students' perception of "outdated" materials In-Reply-To: Message of Mon, 28 Mar 1994 11:34:16 -0600 from benay is quite right to give students historical perspective. rather than stopping at the point of asking students to consider where they would be withou t their predecessors who fought for rights and achieved small gains, it would be useful to have them read current data, even newspapers, to see how the struggle goes on. i've been astonished this semester, teaching undergrads, at their assumption that current power relations are inevitable. i'm not so surprised at their, and many grad students, lack of awareness of the bias in news media's selection and presentation of topics. beatrice beabc@cunyvm. cuny.edu ========================================================================= Date: Mon, 28 Mar 1994 18:52:01 EDT Reply-To: Women's Studies List Sender: Women's Studies List From: nijole Benokraitis Subject: Re: Students' perception of "outdated" materials If I had a buck for every time that one of my students complained that material is "outdated," I could take a paid leave of absence about every 3 years. (Including last week when I gave one of my classes 1993 census bureau data on extramarital affairs which they resisted because the numbers were much lower than those provided by talk show...!!!#@!) Here's what I do in sociology, using my racial and ethnic class, for example: 1) I pass out the most recent Census Bureau figures (e.g., 1993) which show that African American women earn less than ALL men and white women; 2) when (not if) students say these data are a "fluke" I pass out similar data for 1960, 1970, 1980, 1990; 3) when (not if) some students say things like, "Yeah, but what about educational levels?" or "What about seniority?" I pass out data controlling for these and other variables. (Same could be done in the humanities, I imagine) That is, I try to show my students that the situation of many "women today" (both white and women of color) is NOT very different from previous years and decades (at least in most areas). Since I've been teaching for almost 25 years, I also use some "shortcuts." High-handed, perhaps, but they've been effective. For example, I remind my classes that my myriad handouts might be on the next exam (e.g., "A really good essay question would be something like...."). I've found that this encourages students to look at the data REGARDLESS of when they were born, how much history they know, and if they resist readings. Second, I give them extra credit points if they can bring in specific (in sociology it's typically quantitative) materials showing that the readings and my handouts are "dated." Some students have taken the challenge. The data were porous, usually, but the discussions were interesting and left more of an impression. Finally, since the younger, less experienced students argue, typically, that "there's no more sex discrimination" or that "African Americans enjoy quotas and reverse discrimination," I sometimes bring in alums as guest speakers who felt the same way 5 years ago and now feel very differently. Sorry this was so long. It probably shows, however, that "outdated materials" is an issue I've grappled with for some time. niki Benokraitis ========================================================================= Date: Mon, 28 Mar 1994 21:25:47 CST Reply-To: Women's Studies List Sender: Women's Studies List From: Stephanie Riger Subject: faculty development re pluralistic classroom I am attempting to identify programs that teach faculty how to deal in the classroom with students from varying backgrounds. In contrast to many "mainstreaming" efforts, I am not starting with the syllabus, but rather with the students and with classroom interaction. Do you know of programs in faculty development that focus on how to teach students with diverse backgrounds? If so, please send me information about the program and a contact person. If I get sufficient responses, I will compile them and post them to the list. Thanks in advance Stephanie Riger Women's Studies Program (M/C 360) Univ. of Il. at Chicago 1022 Behavioral Sciences Building 1007 W. Harrison St. Chicago, Il. 60607-7137 Bitnet: u29322@UICVM Internet: Stephanie.Riger@uic.edu Fax: 312-413-4122 ========================================================================= Date: Mon, 28 Mar 1994 22:45:08 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: "Heather J. Kelley" Subject: Deleuze & Guattari & Feminism Hello, WMST-Lers. I am trying to contact anyone who has done an analysis of the work of Deleuze & Guattari from a feminist perspective. I have references; I am more interested in dialogue with other feminists who have engaged the work, particularly 1000 Plateaus, and especially the chapter on Rhizomes. Please contact me privately at hk7@prism.gatech.edu. thanks! Heather Kelley hk7@prism.gatech.edu ========================================================================= Date: Mon, 28 Mar 1994 22:52:38 -0500 Reply-To: Women's Studies List Sender: Women's Studies List From: "Heather J. Kelley" Subject: Web imagery in feminist writings Can anyone recall any analyses of the metaphor of the "web" as it is used in feminist discourse? Particularly analysis which is embedded in a larger work and is therefore unsearchable on typical "key-word" databases. Please drop me a line 8-) if you can think of any offhand. I appreciate it. Heather J. Kelley hk7@prism.gatech.edu