Remapping the university: The promise of the women's studies Ph.D

Feminist Studies

Volumn 24, Issue 2, 1998, Pages 387-402

  Boxer, Marilyn J ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0032091496     PISSN: 00463663     EISSN: None     Source Type: Journal    
DOI: 10.2307/3178706     Document Type: Article

References (44)

1. "Women's Studies," Newsweek, 26 Oct. 1970, 61. For a comprehensive study of women's studies as an academic field, including its development as well as its contemporary issues and controversies, see my forthcoming book, When Women Ask the Questions: Creating Women's Studies in America (Baltimore: Johns Hopkins University Press, 1998). Some of the material in this essay is drawn from the book.
2. "Women's Studies," Newsweek, 26 Oct. 1970, 61. For a comprehensive study of women's studies as an academic field, including its development as well as its contemporary issues and controversies, see my forthcoming book, When Women Ask the Questions: Creating Women's Studies in America (Baltimore: Johns Hopkins University Press, 1998). Some of the material in this essay is drawn from the book.
3. "Feminism in the Academy," Academe 69 (September-October 1983): 1.
4. See Gloria Bowles and Renate Duelli Klein, "Introduction: Theories of Women's Studies and the Autonomy/Integration Debate," in Theories of Women's Studies, ed. Gloria Bowles and Renate Duelli Klein (London: Routledge & Kegan Paul, 1983), 1-26.
5. Nancy Cott, quoted in ibid., 7.
6. Sandra Coyner, "Women's Studies as an Academic Discipline: Why and How to Do It," in Theories of Women's Studies, 46-71, quotations on 46, 59.
7. Jean Fox O'Barr, Feminism in Action: Building Institutions and Community through Women's Studies (Chapel Hill: University of North Carolina Press, 1994), 283. According to Claire Moses of the University of Maryland, women's studies on that campus maintains a dual status as both a department and a program. It gains thereby the perquisites of a department while enjoying the opportunities for collaboration afforded by an interdisciplinary program model (conversation with the author, Tempe, Arizona, 14 Feb. 1997).
8. Coyner, 64.
9. Bonnie Zimmerman, presentation on "Curricular Issues for the Twenty-first Century," Program Administrators Conference, Arizona State University, Tempe, 14 Feb. 1997.
10. Karen Kidd and Ande Spencer, eds., Guide to Graduate Work in Women's Studies, 2d. ed. (College Park, Md.: National Women's Studies Association, 1994).
11. Ann B. Shteir, "The Women's Studies Ph.D.: A Report from the Field," in Women's Studies Quarterly 25 (spring/summer 1997): 388-403, quotation on 388. See also Ann B. Shteir, ed., Graduate Women's Studies: Visions and Realities (North York, Ontario, Canada: Inanna Publications and Education, 1996). For a current listing of U.S. and Canadian women's studies Ph.D. programs presently approved or proposed, see the boxed insert in this issue of Feminist Studies.
12. Ann B. Shteir, "The Women's Studies Ph.D.: A Report from the Field," in Women's Studies Quarterly 25 (spring/summer 1997): 388-403, quotation on 388. See also Ann B. Shteir, ed., Graduate Women's Studies: Visions and Realities (North York, Ontario, Canada: Inanna Publications and Education, 1996). For a current listing of U.S. and Canadian women's studies Ph.D. programs presently approved or proposed, see the boxed insert in this issue of Feminist Studies.
13. Women's Studies Program, the University of Iowa, "Proposal for a Ph.D. in Women's Studies," submitted September 1994, revised February 1996, typescript.
14. Program Administrators Conference at Arizona State University, Tempe, 14 Feb. 1997, author's notes.
15. For student reports, see Caryn McTighe Musil, ed., The Courage to Question: Women's Studies and Student Learning (Washington, D.C.: American Association of Colleges and National Women's Studies Association, 1992).
16. Alasdair MacIntyre, Three Rival Versions of Moral Enquiry: Encyclopedia, Genealogy, and Tradition (Notre Dame: University of Notre Dame Press, 1990), 222-26, quotations on 225-26. The great books proposal, says MacIntyre, ignores not only the existence of "a number of rival and incompatible [cultural] traditions" but also the conflicting interpretations of "great books" that would emerge from three very different versions of moral enquiry: the encyclopedic tradition of the Enlightenment, the genealogical tradition associated with Nietzsche, and the Thomistic "tradition-informed dialectical enterprise," 227-30.
17. Ibid., 229, 230-31, 232.
18. See Kathryn Pyne Addelson, "Knower/Doers and Their Moral Problems," in Feminist Epistemologies, ed. Linda Alcoff and Elizabeth Potter (New York: Routledge, 1993), 265-94.
19. Jaroslav Pelikan, The Idea of the University: A Reexamination (New Haven: Yale University Press, 1992), 53-54, 60, 64.
20. Carl E. Schorske, "The New Rigorism in the Human Sciences, 1940-1960," Daedalus (winter 1997): 289-309, quotations on 295, 299, 304-5. The theme of this issue of Daedalus is "American Academic Culture in Transformation: Fifty Years, Four Disciplines."
21. David Damrosch, We Scholars: Changing the Culture of the University (Cambridge: Harvard University Press, 1995), 29-31.
22. On the attempt at San Francisco State to develop courses and then move them to other departments, see Barbara Scott Winkler, "A Comparative History of Four Women's Studies Programs, 1970-1985," Ph.D. diss., University of Michigan (1992), 199-200.
23. Damrosch, 7, 29-31, 77, 185-86.
24. Frank H.T. Rhodes, "The Place of Teaching in the Research University," in The Research University in a Time of Discontent, ed. Jonathan R. Cole, Elinor G. Barber, and Stephen R. Graubard (Baltimore: Johns Hopkins University Press, 1994), 186.
25. On the two cultures, see Marcia Westcott and Gay Victoria, "University of Colorado: Personalized Learning," in Musil, 22-24.
26. On teaching methods, see Jeannette Ludwig, "The One-Minute Paper," in Liberal Education 81 (fall 1995): 12-19; also "Changing the Classroom," chap. 4 in Boxer.
27. On teaching methods, see Jeannette Ludwig, "The One-Minute Paper," in Liberal Education 81 (fall 1995): 12-19; also "Changing the Classroom," chap. 4 in Boxer.
28. Reported in the Chronicle of Higher Education, 13 Sept. 1996, A13. See also Marilyn R. Schuster and Susan R. Van Dyne, "Curricular Change for the Twenty-First Century: Why Women?" in Women's Place in the Academy: Transforming the Liberal Arts Curriculum, ed. Marilyn R. Schuster and Susan R. Van Dyne (Totowa, N.J.: Rowman and Allanheld, 1985), 4.
29. Reported in the Chronicle of Higher Education, 13 Sept. 1996, A13. See also Marilyn R. Schuster and Susan R. Van Dyne, "Curricular Change for the Twenty-First Century: Why Women?" in Women's Place in the Academy: Transforming the Liberal Arts Curriculum, ed. Marilyn R. Schuster and Susan R. Van Dyne (Totowa, N.J.: Rowman and Allanheld, 1985), 4.
30. Carolyn G. Heilbrun, "Women, Men, Theories, and Literature," in Impact of Feminist Research in the Academy, ed. Christie Farnham (Bloomington: Indiana University Press, 1987), 223; Judith Zinsser, History and Feminism: A Glass Half Full (New York: Twayne Publishers, 1993), 59, 90.
31. Carolyn G. Heilbrun, "Women, Men, Theories, and Literature," in Impact of Feminist Research in the Academy, ed. Christie Farnham (Bloomington: Indiana University Press, 1987), 223; Judith Zinsser, History and Feminism: A Glass Half Full (New York: Twayne Publishers, 1993), 59, 90.
32. On classification, for example, my 1975 dissertation on socialism and feminism in nineteenth-century France, which appeared in Dissertation Abstracts in June 1976, would not be located by a search using the words "woman" or "women." It is listed under "feminism"; and "women's studies" did not yet exist in the subject index.
33. The search was conducted at Cecil H. Green Library, Stanford University, 21 Mar., 4 Apr., and 21 and 22 Oct. 1997. Information on indexing was obtained from Stephen Johgart, indexing editor with UMI, 26 Mar., 21 Apr., and 21 Oct. 1997. From 1988 on, the totals include theses reported in Master's Abstracts International, largely from Canadian institutions. Of the total of 13,084 graduate degrees reported between 1978 and 1995 as women's studies, 10,786 (82.4%) were doctoral degrees.
34. Kathleen B. Jones, Compassionate Authority: Democracy and the Representation of Women (New York: Routledge, 1993); Patrice McDermott, "On Cultural Authority: Women's Studies, Feminist Politics, and the Popular Press," Signs 20 (spring 1995): 668-94; Thomas Bender, Intellect and Public Life: Essays on the Social History of Academic Intellectuals in the United States (Baltimore: Johns Hopkins University Press, 1993), 132.
35. Kathleen B. Jones, Compassionate Authority: Democracy and the Representation of Women (New York: Routledge, 1993); Patrice McDermott, "On Cultural Authority: Women's Studies, Feminist Politics, and the Popular Press," Signs 20 (spring 1995): 668-94; Thomas Bender, Intellect and Public Life: Essays on the Social History of Academic Intellectuals in the United States (Baltimore: Johns Hopkins University Press, 1993), 132.
36. Kathleen B. Jones, Compassionate Authority: Democracy and the Representation of Women (New York: Routledge, 1993); Patrice McDermott, "On Cultural Authority: Women's Studies, Feminist Politics, and the Popular Press," Signs 20 (spring 1995): 668-94; Thomas Bender, Intellect and Public Life: Essays on the Social History of Academic Intellectuals in the United States (Baltimore: Johns Hopkins University Press, 1993), 132.
37. The problem of the "academic arm" image was posed by Judith Allen, director of women's studies at Indiana University, at the Program Administrators Conference, Arizona State University, 14 Feb. 1997. For an example of feminist scholar as expert witness in a legal case with high stakes, see the media coverage on Myra Strober, economist at Stanford University and president of the International Association for Feminist Economics: "Wendt Divorce Dissects Job of 'Corporate Wife,'" Wall Street Journal, 6 Dec. 1996, B1, 8; "Divorce Executive Style, Revisited," New York Times, 24 Jan. 1997, C1, 6; "Divorce, Corporate Style," Time, 3 Feb. 1997. (According to the last article, the wife in this case actually received a Ph.T. [Put Hubby Through] degree on paper from Harvard Business School.)
38. The problem of the "academic arm" image was posed by Judith Allen, director of women's studies at Indiana University, at the Program Administrators Conference, Arizona State University, 14 Feb. 1997. For an example of feminist scholar as expert witness in a legal case with high stakes, see the media coverage on Myra Strober, economist at Stanford University and president of the International Association for Feminist Economics: "Wendt Divorce Dissects Job of 'Corporate Wife,'" Wall Street Journal, 6 Dec. 1996, B1, 8; "Divorce Executive Style, Revisited," New York Times, 24 Jan. 1997, C1, 6; "Divorce, Corporate Style," Time, 3 Feb. 1997. (According to the last article, the wife in this case actually received a Ph.T. [Put Hubby Through] degree on paper from Harvard Business School.)
39. The problem of the "academic arm" image was posed by Judith Allen, director of women's studies at Indiana University, at the Program Administrators Conference, Arizona State University, 14 Feb. 1997. For an example of feminist scholar as expert witness in a legal case with high stakes, see the media coverage on Myra Strober, economist at Stanford University and president of the International Association for Feminist Economics: "Wendt Divorce Dissects Job of 'Corporate Wife,'" Wall Street Journal, 6 Dec. 1996, B1, 8; "Divorce Executive Style, Revisited," New York Times, 24 Jan. 1997, C1, 6; "Divorce, Corporate Style," Time, 3 Feb. 1997. (According to the last article, the wife in this case actually received a Ph.T. [Put Hubby Through] degree on paper from Harvard Business School.)
40. On ethic of care, see Joan C. Tronto, "Beyond Gender Difference to an Ethic of Care," Signs 12 (summer 1987): 644-63.
41. The phrase "constituted in conversation," alluding to Bakhtin, is taken from James F. Bolman, David R. Hiley, and Richard Shusterman, "Introduction: The Interpretive Turn," in The Interpretive Turn: Philosophy, Science, Culture, ed. David R. Hiley, James F. Bolman, and Richard Shusterman (Ithaca: Cornell University Press, 1991), 6.
42. Jane Roland Martin, Changing the Educational Landscape: Philosophy, Women, and Curriculum (New York: Routledge, 1994), 6, 8, 13. Martin's narrative of the impact on her thinking about educational theory when she added women provides a fine example of "the difference it makes"; see 1-32; 201-4.
43. Martin, 13, and esp. 228-41. On connecting women, family, and public life, see also Susan Moller Okin, Justice, Gender and the Family (New York: BasicBooks, 1989).
44. A term used by Martin (188-91) in her discussion of how curricula are constructed.