WorldCat Identities

Wellesley College Center for Research on Women

Overview
Works: 381 works in 622 publications in 1 language and 10,366 library holdings
Genres: Periodicals  Reviews  Book reviews  Conference papers and proceedings  Handbooks and manuals  History  Bibliography  Newspapers 
Roles: Other
Publication Timeline
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Most widely held works about Wellesley College
 
Most widely held works by Wellesley College
How schools shortchange girls : the AAUW report : a study of major findings on girls and education by Wellesley College( Book )

21 editions published between 1992 and 1995 in English and held by 1,582 WorldCat member libraries worldwide

Reports on inequality of education between boys and girls
Women's review of books( )

in English and held by 1,220 WorldCat member libraries worldwide

Equal employment policy for women : strategies for implementation in the United States, Canada, and Western Europe by Ronnie Steinberg Ratner( Book )

3 editions published between 1979 and 1980 in English and held by 705 WorldCat member libraries worldwide

The Undergraduate woman : issues in educational equity( Book )

3 editions published in 1982 in English and held by 461 WorldCat member libraries worldwide

Flirting or hurting? : a teacher's guide on student-to-student sexual harassment in schools (grades 6 through 12) by Nan D Stein( Book )

4 editions published between 1994 and 1996 in English and held by 439 WorldCat member libraries worldwide

This A-Z guide presents a mutli-dimensional approach to preventing and eliminating sexual harassment in schools. Written by former classroom teachers and extensively pilot-tested in middle schools and high schools nationwide, "Flirting or Hurting?" includes: core lessons, student handout reproducibles, supplemental activities, writing assignments, homework ideas, background teaching notes
Bullyproof : a teacher's guide on teasing and bullying for use with fourth and fifth grade students by Nan D Stein( Book )

2 editions published between 1996 and 1999 in English and held by 329 WorldCat member libraries worldwide

Pathways for women in the sciences by Paula M Rayman( Book )

5 editions published between 1993 and 1997 in English and held by 235 WorldCat member libraries worldwide

The Pathways for Women in the Sciences Project is a longitudinal research effort which address the issue of women's participation and persistence in science
Girls in schools : a bibliography of research on girls in U.S. public schools, kindergarten through grade 12( Book )

6 editions published in 1992 in English and held by 95 WorldCat member libraries worldwide

Legacies : an audiocourse on the history of women and the family in America, 1607-1870( Recording )

5 editions published between 1987 and 1989 in English and held by 84 WorldCat member libraries worldwide

Eighteen, half-hour programs cover the history of women and the family in the United States from English settlement to the Civil War. Includes readings of primary sources and discussions by leading scholars who introduce listeners to recent research and the process of historial inquiry
Feminism and methodology : dynamics of change in the history of art and architecture by Natalie Kampen( Book )

2 editions published in 1983 in English and held by 73 WorldCat member libraries worldwide

Interactive phases of curricular re-vision : a feminist perspective by Peggy McIntosh( Book )

2 editions published in 1983 in English and held by 70 WorldCat member libraries worldwide

Presented from a feminist perspective, the document describes five interactive phases of curricular revision. Each phase occupies a different level on a "broken pyramid" hierarchical structure representing different ways in which women are included in curriculum. In such a structure, winners are few and near the peak; losers many and nearer to the bottom. Examples from the study of history serve to describe the five phases. In phase 1, "womanless history" would be history that focuses not on the vast majority of the world's population (woman and nonwhite males), but rather on a privileged class of men in the western world. In phase 2, "women in history," historians focus on more women than phase 1, but only on a famous few. Phase 3 acknowledges more women than phases 1 and 2 but acknowledges women not as part of the norm, but as a problem for the scholar, the society, or the world of the powerful. Phase 4, "women as history," includes more women that the previous stages and explores all life beyond the public world of winning and losing, into private, invisible, and domestic spheres. Curriculum revision in phase 5, the hardest to achieve, redefines and reconstructs history to include women collectively, based on global imagery of self and society rather than on a winning-losing pyramid. The document concludes with hypothetical examples (told in storytelling format) of young women encountering these five interactive phases of curriculum development in five specific disciplines (English literature, psychology, biology, art history, and history). (LH)
Feminist transformation of the curriculum : the changing classroom, changing the institution by Marilyn R Schuster( Book )

2 editions published in 1983 in English and held by 64 WorldCat member libraries worldwide

Feminist scholarship has given a multicultural, interdisciplinary perspective to education that has produced an impatience with curriculum that is predominantly white, male, Western, and heterosexist in its assumptions. This approach to education tends to see invisible paradigms of the academic system and the larger cultural context that marginalize or trivialize the lives of all those outside the dominant class or culture. To understand the process of curriculum transformation, this research began with the classroom and ended with conceptual models for institutional change. Five key questions were asked: (1) Who can change? (2) What is the stimulus for change? (3) What are the forces and forms of resistance? (4) What is the locus for change? And (5) How do we measure change? Within the changing classroom, the issues focued on rising expectations of women, women-focused classrooms, women teaching, women learning, and conflict as an agent for change. Changing the institution requires an assessment of change in a context of crisis, of women's studies and transformation, and of curriculum transformation. Curriculum transformation projects have at least three common characteristics: (1) long term sources of funding developed within the institution; (2) long range commitment to faculty development at all levels; and (3) a means to continue to involve more faculty and adminstrators in the transformation effort. Three curriculum models, a top-down model, a piggy-back model, and a consortial model, are discussed and analyzed in relation to the five key questions. It was concluded, from the experience with all these models, that when real transformation begins to happen individuals also need to recognize the pervasive and unconscious ways in which the dominant culture is reproduced in the classroom. (Km)
In crisis : low income black employed women in the U.S. workplace by Bette Woody( Book )

2 editions published in 1984 in English and held by 64 WorldCat member libraries worldwide

Can this discipline be saved? : feminist theory challenges mainstream philosophy by Linda Gardiner( Book )

2 editions published in 1983 in English and held by 64 WorldCat member libraries worldwide

Treason our text : feminist challenges to the literary canon by Lillian S Robinson( Book )

2 editions published in 1983 in English and held by 64 WorldCat member libraries worldwide

Designed to make readers more aware of the systematic neglect of women's experience in the traditional literary canon, the paper presents feminist alternatives to the male-dominated canon, an assessment of their impact on the standard canon, and a proposal for new directions for further work. Two suggested approaches for feminist criticism are (1) emphasizing alternative readings that reinterpret women's character, motivations, and actions and that identify and challenge sexist ideology; and/or (2) concentrating on gaining admission to the literary canon for women writers. Nina Baym's introduction to a study of American women's fiction between 1820 and 1870 is presented, the viewpoints of feminist scholars such as Patricia Meyer Spacks, Louise Bernikow, Ellen Moers, Nina Auerbach, and Judith Lowder Newton are discussed and criticisms raised by black and lesbian feminist scholars are noted. A discussion of the fundamentally elite nature of the existing canon is followed by a word about the increasing acceptance being given to women's letters, diaries, journals, autobiographies, oral histories, private poetry, and popular women's literature. The document concludes that feminist alternatives must continue to be pursued--not so as to label and dismiss even the most sexist literary classics, but to apprehend them in all their human dimensions. (LH)
Religion and the feminist critique of culture by Nancy Crumbine( Book )

2 editions published in 1983 in English and held by 61 WorldCat member libraries worldwide

How schools can stop shortchanging girls (and boys) : gender-equity strategies : a practical manual for K-12 educators by Kathryn A Wheeler( Book )

1 edition published in 1993 in English and held by 61 WorldCat member libraries worldwide

Integrating the curriculum : teaching about lesbians and homophobia by Laurie Crumpacker( Book )

2 editions published in 1984 in English and held by 61 WorldCat member libraries worldwide

In their efforts at curriculum reform, feminist scholars need to take into account the oppression of homosexuals and lesbians. A truly evolved curriculum takes seriously the overlooked lives, action, ideas and products of those whose efforts truly make societies possible. Inclusion of homosexuals and lesbians in the curriculum is important so that the oppression these persons have endured does not go overlooked by students and faculty; so that homosexual and lesbian students feel they have a place in society; and so that courses are made richer and more honest. This paper discusses the steps necessary to establish lesbians and homosexuals in the curricula, including suggestions for changing the college community, changes both in content and teaching methods, and specific examples of classroom techniques. (Db)
Reading literature by U.S. third world women by Gloria T Hull( Book )

2 editions published in 1984 in English and held by 60 WorldCat member libraries worldwide

Gender and race in American literature : an exploration of the discipline and a proposal for two new courses by Phyllis Cole( Book )

2 editions published in 1983 in English and held by 60 WorldCat member libraries worldwide

 
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How schools shortchange girls : the AAUW report : a study of major findings on girls and education
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Bullyproof : a teacher's guide on teasing and bullying for use with fourth and fifth grade students
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English (101)