A comparative history of four women's studies programs, 1970 to 1985.

Abstract

This dissertation compares the founding and development of four women's studies programs: San Francisco State University, University of Minnesota, University of Missouri-Columbia, and Wellesley College. The study contributes to the emerging literature on feminist organizations and to the history of the impact of social movements on higher education. I used a case history approach based on relatively non-directive interviews with 167 faculty, students, and staff and examination of all available program documents. The study identifies external and internal factors which promoted founding; key external factors include the women's movement and other social movements, changes in the college population, and prior experiments in interdisciplinary education. Stages of program development for all four schools are classified and described. This description emphasizes (1) the effects of institutionalization defined as a dynamic process involving both cooptation and self-definition, (2) major conflicts within programs, and (3) confronting racism. The struggle against racism by women of color especially contributed to an emerging and significant shift in the nature and purpose of women's studies and raised pedagogical issues for both women of color and white women faculty in multiracial classrooms. In addition, I identify and analyze general issues, problems, and changes in feminist pedagogical theory and practice by examining the literature of the period and selected classes from the four schools. These classes include the introductory course at all four schools, a lower level anti-racist consciousness-raising-based course at the University of Missouri-Columbia, and an upper level theory course at San Francisco State University. The study also describes the dimensions of the personal impact of participation in women's studies on faculty and students. The dissertation concludes with a discussion of key themes of the period under study and connects them to emerging dilemmas and opportunities.