Describes transformation in educational philosophy that has occurred at Old Dominion University in Norfolk, Virginia, and university's ability to successfully establish goal of achieving diversity in what is taught, who does the teaching, and who is being taught. Shows how, theoretically, the transformation has occurred from the mission statement…

Describes ideas being developed to encourage women psychology students at Mount Holyoke to think seriously about themselves as potential scientists, including program of curricular change based on belief that it is essential for women students to have access to information about lives and work of women scientists that goes beyond appearance of…

Contends that feminist phase theory offers framework for suggesting answers to question of focus of research on women in higher education. Explains feminist phase theory and summarizes the essence of stages of major feminist phase theories: womanless, women worthies, bifocal scholarship, feminist scholarship, and multifocal scholarship. Explores…

Describes the revitalization of the Brooklyn College Women's Center, a 10-year-old women's center experiencing the effects of the conservative 1980s. Discusses the challenge of making feminism matter to young women who may be suspicious or indifferent, or who may not have identified their needs as "women's issues." (NB)

Explored experiences of university professional women who serve as advocates for campus women. Findings from 242 faculty and administrative members of Pennsylvania State System of Higher Education Women's Consortium suggests the tenuousness that many faculty and administrative women may feel about their place in the academic setting. (NB)

Draws from dissertation on women's centers to present profile of 124 campus centers. Identifies patterns among them with regard to staffing, mission, constraints, and audience. Suggests two issues about center operations--constraints imposed by inadequate funding and the homogeneity of the center audience. (NB)

Presents a typology of women's centers and provides an overview of state, regional, and national networks of women's centers, including the evolution of the Women's Center/Services Caucus of the National Women's Studies Association and the more recently organized National Association of Women's Centers. (NB)

Asserts that a career center at a women's college is by definition a women's center and must deal with all aspects of life planning for women. Describes Wellesley's career center's model for career education and development which might be replicated in coeducational institutions, especially those with women's centers. (NB)

Considers relationship between women's colleges and women's movement. Notes that, although private legal scholars did not perceive women's colleges within reach of proposed Equal Rights Amendment (ERA), popular assumption was that, if passed, ERA would have eliminated women's colleges. Adds that women's colleges were not major players in…

Describes WILL (Women Involved in Living and Learning) Program, begun at Westhampton College of the University of Richmond in 1980 to provide intense experience for college women, focusing on career preparation and life after graduation. WILL Program in 1990 is described to illustrate shift of focus to reflect the evolution in thinking about women…

Notes that academe has expanded to credential studio and performing artists. Sees artist within institution as being subject to both demands and pleasures of privileged status. Notes that feminism too has attained its own tenuous foothold in higher education. Considers how those who aspire to academic career, who are both artists and feminists,…

Describes background of Lucy Diggs Slowe, high school teacher, junior high school principal, dean of women, and writer who was important philosopher and advocate of African American women's higher education of her day. Presents unedited letter written by Slowe to Howard University Board of Trustees in which she outlines incidents detrimental to…

African American women administrators can be effective mentors because they bring to their jobs a unique and diverse perspective both as women and minorities. Important benefits from African American women mentors for the academic community are reviewed. Formal, informal, and peer mentoring, and women mentors' experiences are discussed. (EMK)

Focuses on benefits of mutually supportive relationships between female administrators and women's center directors. Identifies specific roles that female administrators can play (guardian angel, mentor). Also discusses benefits that administrators derive from closer ties with center directors. (NB)

Offers account of practical and political aspects of maintaining counterpoint, mini-war against coeducation that captured minds and emotions of people and media around the world. Describes story of Mills College and events that followed college's aborted decision to become coeducational. (NB)