Half a Century of Women Teaching at Amherst: Video
Scroll down to watch three videos of the day’s discussions.
Scroll down to watch three videos of the day’s discussions.
Participants (by year of arrival at Amherst): Jane Taubman (1973), Susan Lewandowski (1974), Joan Dassin (1974), Kate Hartford (1974), Rachel Kitzinger (1974), Margie Waller (1974), Helene Scher (1975), Deborah Gewertz (1977), Laura Wexler (1977), Ruth Stark (1979). Moderator: Buffy Aries (1975).
1. Committees: What was your experience in serving on college committees, in administrative tasks for your department or program? Did you feel unfairly burdened by tokenism? Did you feel your voice was heard, your ideas acknowledged or accepted?
2. Collegiality: How well supported did you feel in your teaching, research, and other aspects of faculty life, including committee work? Did you have a mentor or mentors? To whom did you turn for advice and an understanding of the college’s many unwritten rules and customs?
3. The Classroom: How was your teaching style received by students, still largely male? Did students bring different assumptions to their evaluation of the competence of male and female faculty?
Participants (by year of arrival at Amherst): Jane Taubman (1973), Susan Lewandowski (1974), Joan Dassin (1974), Kate Hartford (1974), Rachel Kitzinger (1974), Margie Waller (1974), Helene Scher (1975), Deborah Gewertz (1977), Laura Wexler (1977), Ruth Stark (1979), David Sofield (1965), Amrita Basu (1981), Stephanie Sandler (1981). Moderator: Pat O’Hara (1983, Chemistry).
1. Evaluation and Tenure: Was the absence of a separate women’s studies program perceived as a signal that scholarship on women is less valued? How did your sub-specialty and research interests fit into the existing profile of your department or program? Were you expected to bring new methodologies or areas of study to the department, or were you largely hired to replace a departing member?
2. Work-life Balance: Were the regularly accepted practices of the college predicated on a model of the one-career family with spouse’s support? Did the college adequately recognize the demands of child-rearing as well as childbearing?
3. The 1984 Report and Its Reception
Participants (by year of arrival at Amherst): Michele Barale (1987, English and WAGS) discusses “Women in the Curriculum.” Caroline Goutte (1996, Biology) discusses “Women in Science and Work-life Balance.” Rhonda Cobham-Sander (1986, English and Black Studies) discusses her 2007 report, “Diversity and Inclusion at Amherst”. Finally, hear Lisa Raskin (1979, Psychology and Neuroscience) reflect on her experiences as a former Dean of the Faculty. The panel is moderated by Pat O’Hara (1983, Chemistry).