I
SiMON FRASER UNIVERSITY
Iii
.
?
MEMORANDUM
SENATE
To
......................................................
Subject
M.A.
PROGRAM IN WOMEN'S STUDIES
T
SENATE ?
COMMITTEE.EE
?
ON
?
ACADEMIC IC P
From
.................
.................
Date ........
April 26, 1983
The proposal for an M.A. Program in Women's Studies was
considered by the Senate Committee on Academic Planning at its meeting of
April 13, 1983. ?
The following motion was approved:
"That SCAP approve, and recommend approval to Senate,
the proposed M.A. Program in Women's.Studies."
The approval of the motion was not unanimous.
In support of the motion, it was pointed out that Women's Studies
is a multi-disciplinary area of study which has academic value, is growing
in acceptance in Canada and has been identified as a major area of research
by SSHRC. Women's Studies at Simon Fraser is well established with a
Minor in existence and an investment in jointly appointed faculty who are
willing to take on the extra teaching load required to support the proposed
program.
In opposition, reference was made to the fact that the program
was too narrow in scope and stemmed from a sociological problem that will
become nonexistent in 50-75 years.
?
It was suggested that a more appropriate
route would be to establish a research institute and accommodate graduate
students via special arrangement programs.
MOTION:
"That Senate approve, and recommendaproval to the Board
of Governors, as set forth in S.83-
?
the proposed
M.A. Program in Women's Studies."
ill
To ?
ç,•
ry. ..
?
.....
...c.:tee
on Academic Planning
Sub
jod.......
.
.A. 1
1
?.
cfl
.' •
Studies
Sc-AP
()
'P
LNJ i-)
From.........
.
. ?
.
t9rr,
•
•94IQ
.In ?
.
.cte.
tV4iS...................
Date ........
?
ZUY.
21,19.V
SiMON FRASER UNIVERSITY
MEMORANDUM
.
At the SCAP meeting of February 16, 1983, several Carrnittee members
requested information on the Assessment Committee report on the Wxnen 's
Studies' graduate. proposal. The Assesnènt Committee
met
three times.
At the first meeting, the Assessment Committee moved that the proposal
be sent out for evaluation and identified three external assessors.
At the second meeting of the Ccmnittee, the draft proposal and the
letters of assessment were considered. Following this meeting, the
program proposers were asked to provide responses to a series of
questions identified by the Committee.. (Copies of the. questions
and the response are attached.)
At the third meeting of the Carmittee, the proposal was approved
subject to a rewrite of the proposal which incorporated the responses
to the Carrnittee' s queries and other recommended revisions. (See
metro of November 3, attached).
The revised proposal was then considered by the Senate Committee
on Graduate Studies. It was passed subject to the re-examination of
the course title of W.S. 800 (see metro of Decenber 23 and response of
December 30).
/
Attachments
0
7)ck
h4.L.L-1i--/
//
1L4
Monday,, ?
cioh'r 4, 19fl3
c
iZ
r
Ient
Cum
A-
1
of
.SC t S -
Proosed
_...
?
pperam in Woen'
m
Stu
1.
The Comm
itce met at .0 p.m. Dr. Webster in the Chair;
Drs. Day, Sutton, Aniersofl, Boland, MacPhersOn, Steig
present. Also present were Dr. A. Doerr and M. McGinn,
Assistant Pegistrar,
2.
The following additional information was requested
following consideration of external letters of assessment:
a.
More detailed information on admissions policy:
qualifications of students
preliminary screening of applicants
disciplinary basis of students as well as
interdisciplinary grounding.
b.
Reasons why an M.A. in Women's Studies is necessary
jr
students can currently pursue research through regular
disciplinary degree such as History or Psychology for
example. Alternatively, has any attempt been made to
have students pursue Special Arrangements ?1.A.'s to moot
the same objectives. General issue here is the
relationship of Women's Studies to other proqrams.
c.
Where is the academic strength of this program?. Is
the real objective to offer a .pseudo-proessiOflal or
academic research degree.
d.
More specific information on career profiles for
students pursuing Women's Studies. Is the program
directed to those areas where women's needs in the
short
long term are
and
the. most pressing? (Business
versus literature, for example)
e.
Is the program truly inter-disciplinary or simply
nmlty-disciplinary?
f.
Are resources.adequate. Qualifications of faculty
raise questions about
.
ability of current faculty to
sustain a graduate program.
g.
Question of approving a program being offered as
overload by faculty. This is not a good or perhaps
acceptable precedent.
h.
Problem of student support needs to be addressed.
I
?
I
SiMON FRASER UNIVERSITY
MEMORANDUM
•TO
...........
udrey
Doer.
.......
.
From
...... Mer edit....bal
Associate Dean, ?
Coordinator
p•1•• Studs ................ . .....
?
}p•pe.i•'.5t.q4i.es
Subjed ......
...fleiS..t.!J.ci.e...A..
?
Date
.Qcqb..Z.,..1.9.8.2
.......
Attached you will find our response to the various concerns
raised by the Committee.. Each section responds to the specific
section outlined in your comments to us. Could you see that
committee members each get a copy of this response? Also, if I.
don't hear from you, I assume the meeting is on for November 1 at
3:00. Nikki and I will come to your office shortly before 3:00.
Meredith Kimball
S
MK/jr
End.
Response to Assessment Comm'ittee.of SCGA - Proposed M.A. Program
in Women's Studies
The following comments are, provided in response to the
concerns expressed by the Assessment Committee of SCGS about the
proposed MA program in Women's,Studies.
a) Admissions Policy.
In addition to the information outlined on pages 17 and
18 of the proposal, the Graduate Program Committee, which
will include all the continuing faculty in
.
the program,
will look for the, following qualifications:
1)
good B.A. degree
2)
specialized disciplinary training and broader
interdisciplinary
,
work concerned with women.
3)
an expressed interest in an area of study that
coincides with anarea of expertise of one or more
of the continuing faculty in Women's Studies.
?
(a
student will not be admitted unless there is a
b
faculty memer prepared to work with her/him)
Because there are so. few interdisciplinary programs in
Women's Studies. which prepare students for graduate work
in the discipline, it is not possible to' draw up a simple
profile of what an entering student will look like as it
is in most traditional disciplines. "if the student does
not meet the requirements laid out by the Committee but
otherwise has an excellent record, the proposal specifies
that a student may be required to take up to 12 hours of
undergraduate work. Generally this extra undergraduate
work would consist of upper level Women's Studies
courses, including the advanced methodology course (W.S.
400). However, it is possible that a student would apply
with an adequate Women's Studies background but with an
inadequate preparation in the traditional discipline(s)
that form
'
a critical part of their proposed program. In
this case, the', student would be required to take upper
level courses in the' appropriate discipline before
beginning graduate work in Women's Studies.
b) The necessit' of a' Women's Studies M.A. in addition to
re g
ular disciplinary degrees and the Special Arrangements
TheM..A. in Women's Studies will attract a different set
of students than those interested in doing research about
women within the regular disciplinary degree programs.
In particular,' students with either a backgr.ound in
Women's Studies or those who deal with a broad array of
women's issues in their work', will find a graduate
program in Women's Studies more suited to their needs.
Other students, who wish to take a degree in a
traditional discipline, with a focus on women, will
continue to do so.
5
-
The M.A. in Women's Studies is definitely superior
to the Special Arrangements '1. A..
?
The M.A. program would
provide each cttident with a
?
roup of
Cho
l
ars who are
i n I v i dual I y and coil cc t I vol
v n13ged
in work on wo:non as
'el I as a grcoi) of other gralu;tte students cngac'J in
similar types of study.
?
Such a'communit
y
would not be
provided to students doing Special Arr,anSemcntS M.A.
?
In ?
addition the M.A. in Women's Studies would provide an
irnportan'tstructure to foster the development of
knowledge in the area of Women's Studies. Using the
Special Arrangme'nts M.A. would not provide such a
structure to either the faculty in Women's Studies or to
the individual student.
?
Simon Fraser University has
pioneered in the development of Women's Studies, and the
introduction of the M.A. program represents another step
in the continuing develoment of Women's Studies as an
academic discipline.
C)
Objective of. the Program.
The
M.A.
program is designed to be a, strong
academic research degree.
?
As with other disciplinary,,
?
areas, it is possible that the academic work required for
the M.A. will he of use to the studen
.
t in terms of their
professional development and advancement. However, that
. ?
is not the primarypurpose of the degree. Some students
will he gathering specific knowledge about some aspect of
women's lives for later professional use, but all
students will be developing
'
their abilities to understand
women'sIivesand positions within society, to analyze
new situations, and to organize their knowledge.
Furthermore, not all students enter any 'LA. program for
professional advancement alone. Many choose to do work
beyond the M.A. level because
of
a strong interest in
deveipia ?
ntel1cctnal and analytical skills within a
speci[icarea of study.
?
As with
other 'l.A.
programs, we
?
assume some of our. students will
enter
the program for
these reasons.
d) Carder jofiles of students.
?
Short vs. long-term.
The M.A. prograliTheen fsi
gifd
to encourage and
'foster the development of teaching and research in
Women's Studies. 'Thus the 'present limits of the program
are time and areas of expertise, not those of matching
the shortor long term needs'
,
f women. ?
That is, the
?
goals of the program are academic.
We
assume students
who enter the program will do so 'in order to pursue their
academic incrests'concerning women. That their work in
the progiam 'might also contribute to their other long or
short term goals is a definite possibility hut it is not
a primary consideration in the development of this
academic program.,
e)
Interdisciplinary vs. 'Mu Ui-(!'iscipjn4r.
"
XYlWomen's StüTes courses, unTergraduate as well
as the proposed graduate courses are designed to be
interdisciplinary. ?
Indeed in the original designing of
?
the minor in Women's Studies it was located in FIDS
because of the need for aninterdisciplinary program.
1ladthc focus been multi -disciplinar
y then the program
would hav,e been designed using various courses within
traditional academic departments. The samegoals apply
to the proposed M.A. program.
Courses
focus, of
necessity, more on some disciplines than others, but all
courses are interdis.cipl mary in Tile thodologv and
perspective. For example, a course examing the
psychological development of women would examine the
material not, onlywith a focus' on the individual hit also
on how individual development is affected by and affects
the. social and economic context,
?
Similarly a course
focusing on the economic situation of women would also
consider the importance of psychological and social
variables.
f)
Adequacy of Resources.
Several points should he
made
concerning this
issue:
I.) ?
If the concern is with the lac)
.
of 'a full
professor, it should he 'pointed out there are fewer,
than five full professurs in Canada doing serious'
academic work concerning women and these people are
working within traditional disciplines rather than
in interdisciplinary programs. Furthermore,. no
department in the university requires ,that a
faculty member be a full professor to .supervise,
sit on the committee, or to.ev:aluate the work of a
graduate student. '
As all the current. faculty in
Women's Studies hold jçint appointments, we are all
eligible and most of
!J
do supervise graduate
students in our home departments.
2)
Some of, the referees ?
speak on this issue in
their letters may not be aware of the use of
secondments and designated courses at SFU. We are
fortunate to'haveseveral resource people who, in
addition to the regular 'Women's Studies faculty,
will participate in the program from time to time
and thereby-strengthen and broaden the program.
3)
Attached you will find the CV of Dr. Kaj;: Silverman'
(Associate Professor in Vdinen's Studies and Centre
for the Arts). Her CV was not included with
original proposal.
?
As you can see, her expertise
considerably strengthens us in the area of fine
arts, in particular liter'.atureand film theory.
Also, since the M.A. program was first designed,
7
-4-
Dr. Kar'lene Faith has been appointed
DISC
coordinator in the Crimiflology department.
?
She has
cousidera'ble expertise in the area of women and the
criminal justice s
y
stem as well as other areas of
Women's Studies and has :agreed to ;erve as a
resoui cc person.
?
Her CV is also attached.
g') Overload Issue.
• ?
.
?
OiiiTssuc we are realists. ?
We are. aware both
• ?
of the economic situation and the limits on our time.
With this in mind, the following points speak to the
overload issue:
1)
The, program at the beginning, and until additional
'resources are available, 'will be small.
?
We
will
admit only, the students we cah reasonably handle
both in terms of. their interests overlapping with
ours and. in terms of our time.
2)
All graduate supervision at SFU and some teaching
in other departments is being done on an overload
basis. ?
Since this is the norm at SFU, we should
not he judged as unusual in this respect.
3)
Where possible we will adjust faculty assignments
• ?
and commitments so
,
that non-teaching
responsibilities will be lightened whil.e faculty
are teaching graduate courses.
4). ?
The proposal
includes
teaching credit for the ?
graduate* methodolog
y
course (w.S.. 800).
h) Student Suort.
Al
thouTh
I
. ruv not be
.
able to guarantee full
support t-:' all our
?
tU:ientS ,
this is not unusual; many
departmei:'s ?
re
fl
longer able to guar-intee support to
all students. ?
I1o.e.'er, in spite of this, we rec'ogni:e
?
this "as an important issue and thus see the following
areas of support:
1)
'
?
Half-time 'T' position associated with W.S. 100 for
two out of every three, terms.
2)
'' We are develo p
ing several DISC courses and
positions of Tutor/Marker will be available for
these courses.
3) .
-We expect some RA money will be available either
from individual research grant or from conferences
the program sponsors from time to time. For
• ?
example, just this term, money was made available
from SStIRC to hire a bibliographic researcher.
This mone
y
was the result of a conference, Women in
the
Canadian iconomy,
which, was funded by SSHRC
and
-
organized by Women's Studies and Continuing
Education.
4)
Our students would be elegible for various
universit y
, community,. and SSHRC scholarchips.
5)
We expect some of our students will enroll as part-
time students.. This will allow them to also work
part-time outside the university..
S
.
1.
SIMON FRASER UNIVERSITY
MEMORANDUM
To .........
Dr.M
.............. ...................
.....From
?
......John M. Webster
Co-ordinator, Women's Studies
?
Dean of Graduate Studies
tudie......•
?
oppa1• ?
Date.......
At its meeting of November 1, the Assessment Committee
passed a motion recommending to the Senate
Committee
on
Graduate Studies the approval of the Women's Studies proposal
subject to the following revisions:
.A re-writing of pages 17 and 18 of the proposal
to clarify and give details of admissions require-
ments, supervisory committees, degree requirements,
including, clarification of "extended papers";
2.
review and revise the list of SFU Faculty and
staff resources, and
3.
incorporate, where appropriate, the additional
material provided in your October 25 memo.
The Cornmittee suggested that you might consider doing
a complete rewrite of your proposal at this time so that the
proposal that goes to the Senate Committee on Graduate Studies
is a complete and cohesive presentation.
If you have any questions do not hesitate to call me or
Audrey Doerr for further discussion. I look forward to
receiving the revised version at' your earliest convenience.
SIMON FRASER UNIVERSITY
MEMORANDUM
Dr. M. Kimball
To
?
From .......
.................
te.
•
Dr. S. Wendell
Subjed .....
..rbposalfo.....
A
Women's Studies -
Dean of Graduate Studies
Date........
?
1982 ?
.
At the meeting of the Senate Committee on Graduate
Studies on December 20, 1982, the proposal for an N.A.
in Women's Studies was passed by the Committee. The
motion to approve the proposal contained a clause
suggesting a re-examination of the title of the métho-
dology course W.S. 800. .1 urge
y
ou to do so and to
state a rationale for its retention or change.
The major concern raised in the general discussion
of the Proposal related to mounting the programme on
.a
teaching overload basis. You may well be addréssing
this question again in SCAP, Senate, etc. and should
be well prepared for it. It might also be useful to
include in your proposal description :Inore detail about
the availability of external research support from SSHRC
and other sources in this subject area.
The Proposal must now go to SCAP and the next
meeting of SCAPis January 10. Material must be
deposited with the Secretary to the Committee, .John
Chase, on or before January 3. I am attaching a copy
of formal guidelines for proposals to SCAP and .UCRC.
If you have any question
' s about these or other matters
related to the proposal do not hesitate' to call me.
.
attachment
.
11
I ?
I
APPENDIX B
PROPOSAL FOR NEW PROGRAMS
(Guidelines for the Universities)
I - GENERAL INFORMATION
1.
title of the ?
program
2.
credential
?
to be awarded ?
to graduates
3.
faculty or school ,
?
dipartinent or unit
?
to offer ?
the program
4.
date of Senate approval
5.
schedule for implementation
I!
?
-
PROGRAM DESCRIPTION AND RELATED MATTERS
1.
objectives of the proposed program
2.
relationship of the proposed degree to the role and mission of
the university
3.
list dnd brief description of existing programs
?
it the other
institutions
?
related ?
in
content ?
and ?
similar ?
in objectives
?
to
?
the
proposed program
4.
indication of
?
how the proposed ?
program will:
-
(a) ?
either complement existing
?
similar programs within
?
the
•
institution
?
or ?
at
?
the
?
other. institutions
(b) ?
or be distinct ?
from other programs
?
in the field at
?
the other
I ir., I. it ut ions
5. curriculum: ?
courses directly ?
identified with the program:
(a)
?
existing courses
(b) ?
new courses
6. . for professional
?
degrees: ?
evidence of formal
?
consultation with
?
the
professional
?
organizations or ?
licensing agencies which accredit
programs of the type. proposed
7. for professional ?
degrees: ?
if the university already offers a
program at another level ?
in the same field,
?
evidence that ?
the
existing program is accredited by the professional
?
organization
8.
details of consultation with non-university agencies
?
such as
likely employers., ?
trade groups, ?
etc.
III
?
-
NEED FOR PROGRAM
1.
i ndlca t ion of cul tural , ?
Soc
i ('Idl
?
or ?
professional ?
needs ?
the
?
program
is designed ?
to meet
?
in addition to
?
the objectives, ?
already
mentioned
2.
enrolment:
(a) ?
evidence of student
?
interest ?
in
?
the program (written enquiries,
etc.)
e L
(b) ?
enrolment predictions,
?
indicating the proportion of new and
transfer students
?
(program's ?
impact on the total
?
university
enrolment)
(c)
?
cvi dnce (other
than (a ) )
?
to siippur t
?
c'ii rolinent
?
estimates
(d) ?
proposed growth
?
limits and minimum enrolment
J c.
S
1.
3.
types of jobs for which the graduates will be suitable
4.
for Ph.D's and professional degrees: estimate of (annual) eriployer
demand for graduates, provincially and nationally
5.
for Ph.D's and professional degrees: estimate of number of
current candidates for appropriate (annual) openings in the
eniploytrient market, provincially and nationally,
(a ?
from the institution itself
..(b ?
from the other two B.C. universities
(c) from Canadian universities
6.
(as a further indicator of demand)
ifrthe
department already offers
graduate or professional programs: indication of student placement
patterns in these proarains over the last three years (teaching,
industry, professional, government, other)
IV - PRESENT AND PROJECTED RESOURCES
1.
administrative personnel (to be hired or reassigned)
2.
faculty, including T.A.'c and R.A.'s (to be hired or reassigned)
3.
library rcources (existing and proposed)
4.
capital costs attributable to the new program (classrooms, labs,
Office.* etc.)
5.
indication of ant Ic I
pLi
Led external funds
6.
Budget requests will be calculdted according to the methodology
outlined in New and ImerientProgranis: BudetSubmssion
Guidel ires.
7.
for graduate prorjrams: indication of fcUlty research awards in the
department (amount and .ou ri es)
V -. EVALUATION
1. evaluation of the proposal by the other B.C.institutions referring
to:
(a)need for the I)1O1)OSed program, particularly in the context of
the relationship Lo cxistin
q
proqrautis which have a similar
Or
complementary purpose
(b) academic quality of the proposed program
(c)
fed si hi li ty of the FrOPOSed program
(d)
probable impact of the proposed prOgram on existing and druticipated
programs at the other institutions
2.
any eterrual evaluation of the proposal obtained from experts in
the field of the program
3. procedures for institplionâl evaluation of the program during and
subsequent to impl cuuien La t ion
4. plans for future external evaluation
.
.
S
13
V
APP[ND1X C
PROGRAM BUDGETS
U
The Program Coordinaiing Committee and the universities have
the following responsibilities in the area of program budgets.
1.
When the Program Coordinating Committee recommends a program to
Council, the Committee will advise Council on an appropriate
budget for that program. Furthermore, if that program Is to be
an emergent program in the succeeding years, the Committee will
provide an estimated budoet a
p
propriate for each of thoe years,
at the time of recornendation.
2.
In a program's emerging year(s) enrolment figures will be provided
by the relevant institution by the deadline for program proposals,
and Council will .review funding for the following year(s)
accordingly.
3.
If a new program proposal states that the program does not require
funds for its implementation and continuation, no funds may later
be requested for that program under new or emergent program
categories from the Universities Council.
4.
Budgets will be calculated according to the methodology outlliied.
in New and Emàr9ent Pro9 rams: Bud yet Submission Guidelines.
I A
,iiu'Ji
£.ftft11it
i.ji'1WI1fl1I
I?
MEMORANDUM
To ?
Dr. John Webster, Associate
Vice-President Academic
. .
. !.A.. proposa
l
From ?
Wendell, Women's Studies
Program
Date............ ?
198
The Co-ordinator of Women's Studies has asked me to reply to
your memo of 23 December about the Women's Studies M.A. proposal.
With regard to the title of W.S. 800, "Methodology in Women's
Studies Research,"I would like to point out that my use of the word
"methodology" in the title is standard both in philosophical discourse
and in ordinary English. However, if the committees of Senate believe
that the present title of the course will be confusing to the academic
community, I do not object to changing the title to "Research Issues and
Methods of Criticism in Women's Studies."
Webc1ieve that. the other issues that arose in the Senate Committee
on Graduate Studies are-dealt.-with adequately, in our proposal,' but should
they arise again in the further progress .of'.the' proposal, we will be happy
to answer questions regarding them.
• ?
•
?
_,4^
a4A-
Susan Wendell
c.c. John Chase, Secretary to SCAP
SW: kw
H ?
,•
/T.
INN
?
I
15
SiMON FRASER UNIVERSITY
?
ScP?
-2
MEMORANDUM
From .........
.I
?
Munro
nt ,
Aclic
Date .........
.
Jiry
.
•7•••83
Women's Studies
Before the proposed M.A. Program in Women's
.
Studies is
considered by the Senate Committee on Academic Planning, there
are a few matters which should be addressed through extension
of the proposal document. ? . . .
1.
Relationships with other programs at Simon Fraser University
should be discussed. Similarily, UCBC will expect some
additional discussion of the program offerings of the other
two Universities in the province.
2.
The question of resources required to mount the program is
dealt with by the statement that"no additional resources will
be required". How, then, will the program be mounted? If
the plan is for faculty members in Women's Studies to teach
the graduate courses on a free overload basis, that should
• ?
. be includedin the program document. , If, on the other hand,
the plan is to reduce the commitment of faculty resources
to the undergraduate Women's Studies program, then that
should be stated.
3.
There appears to be no statement from the Library concerning
the ability of present library resources to support the pro-
gram. This should be obtained.
4.
Most new graduate programs have been preceded by some experience
with graduate students working under the special arrangements
mechanism. Have, there, in fact, been any special arrangements
graduate students in Women's Studies? If not, why not?
The next meeting of the Senate Committee on Academic Planning
is on February 9, 1983. If. this proposal is to be included on
the agenda for that meeting, a revision of the program document
addressing the matters listed above will have to be received by
the secretary of the Committee, John Chase, by February 3, 1983.
(yl
1,.J.M.
'c. John Chase
Alison Watt
?
I t'
SiMON FRASER UNIVERSITY
MIMORANDUM
T
o.-........
?
From.........
Dean,
.....
.
Vicxidnt+.Aa4e.nu.c.........
?
U&CUJ.ty..QJj,1).$
SubI.d......
?
Date.............February 8, 1983
I attach a response from
Women's Studies which
addresses the questions raised
in youi memorandum of
January 17. A statement from
the Library is also attached.
.1 hope that this proposal can
be discussed at SCAP
on February 16, 1983'.
?
-
?
- -' -
TWC
/ d.:
cc: M. Benston,
Co-ordinator,
Women's Studies Program
'John Chase, (attachment)
- - -
?
Director, ?
- -
Analytical Studies -
17
SiMON FRASER UNIVERSITY
MEMORANDUM
STo .......
Dr...W.Calvert
Dean, IDS ??
.
From ....
Mg..T1O.
Coordinator
...........
Subject ...?
9pQ$.ecI..M,A....Jr.QgI.am
.................
?
Date
....
.
F.eb.ruaxy..2,..19.83
Women's Studies ?
I
In answer to Dr. Munro's memo of Jan. 17: Questions 1 and 4
are most easily answered together. First of all, as far as our
relationship with other graduate programs is concerned, the
program we are proposing is unique. There are no similar
graduate programs in British Columbia or, indeed, in Canada. As
we mention in the proposal itself, the only graduat
. e program in
Women's Studies anywhere in the country is a very limited program
in Women and Education at the University of Saskatchewan.
We expect to have complementary relationship with the other
graduate programs at SF11. ?
While the graduate offerings in
Women's Studies will form the core of our students programs,
these offerings can be supplemented in some cases by courses from
other departments, depending on individual students', needs and
background. Many of. the departments in the social sciences and
S ?
humanities offer one or more courses that may be of interest to
these individual student.
We would stress
)
however
)
that even though various courses
appropriate for a Women's Studies student exist at present in the
various departments they can not, by themselves, provide the
basis for a graduate program -in Women's Studies. An area which
is developing a coherent interdisciplinary scholarship cannot be
approximated by a multidisciplinary approach which simply selects
courses from a number of existing areas. It is for this reason
that we have not had any students doing graduate work under
special arrangements. The lack of graduate cours.es'appropriate
for a degree specifically in Women's Studies has, in fact,
discouraged several students who inquired about the possibility
of graduate work. (Some students with more strictly disciplinary
interests have been accommodated in the home departments of
Women's Studies faculty. W.S. faculty have also served on
graduate committees in other departments, such as Communications
and English.)
Many of our. courses may be of interest to graduate students
in the various disciplines and we would encourage this kind of
exchange as beneficial to all the students
involved.
Continued p..2
..........
40
-2-
?
U
• In answer to your 'second questiOn, as stated
'
in the proposal
(on page 4) .
most of the, courses wIll be taught on overload. The
only exception'to
this maybe W.S. 800. Ordinarily this will be
taught in conjunction with
W.S. 400, with a special section for
the graduate students (as is common in several other SFU
departments). If there are too many students to
.
be accommodated
in this fashion, .then the
.
instructor. would 'be freed from one
undergraduate course. We' would hope to replace her with a
sessional instructor for that course but if that were not
posible, then at most every two or three-
.
years we might have to
reduce our undergraduat
e
offerings by one course. Even if this
is necessary, and
it is in
fact quite unlikely, the benefits of
the M.A.' program overall will more than outweigh such a
relatively insignificant 'change in our undergraduate offerings.
The graduate program will, in fact, complement and strengthen the
undergraduate one by providing a structure for women's studies
faculty to continue to-add-to and keep abreast of the latest
research in this
rapidly' developing field.
In answer' to the third question, I. have contacted Ms. Eve
Szabo in thq library and the
:
required'form is attached.
-0
Margaret Benston
"•ifv
MB/jr.
"-S
19
For Library
Date:
For Fa ?
Depart
7
ueaulznc U6LC_______________________
I
?
I ?
-
SIMON FRASER UNIVERSITY LIBRARY COLLECTION EVALUATION
(To be completed only for new course proposals; not needed for re-numbering)
5 ?
Course number and name
?
Women's studies MA DroDosa
1. Evaluation of current library collection (indicate method used, as applicable):
See attached sheet
2. Recoended additions to collection (monographs, serials, other);
attach sup-
plementary lists as necessary:
3. Estimated costs:
A.
Initial, costs
?
monographs
serials
Total
B.
Continuing costs
?
monographs
serials
Total
4. Special budget and scheduling factors (include special processing, equipment,
and servicing costs):
5. Other pertinent details.:
20
Monitoring the Library's collection to insure there is adequate
support for wómeñ's studies' courses has been an on-going process for
several years. We
have, systematically expanded the collection and
there are
?
sufficient materials available to support a master's
program as áutlinéd in the Proposal for a Master of Arts Degree in
Women's Studies at Simon Fraset Universiy which was prepared in
December 1982.
The 'Library's book 'collectón is quite comprehensive in English
language materials and covers
a wide range of subjects, e.g. sociology,
education, employment, hitory., literature, as they relate to women's
studies. We also havé'éxtensive bibliographic resources as indicated
by the Women's studies bibliography which is included in Appendix 6
of the proposal.
Our
seriáls
,
holdiñgs'arè extensive. We subscrIbe'to, and have
backfiles for, the '- major journals in the field and also have the
indexes necessary to access their content. The bibliography Serials
for women's studies, which' is included' 1r Appendix 6 of the proposal,
describes these' materials in detail.
If our budget allocations remain,at their present levels, we will
be able to continue to maintain and enhance the strength of the col-
lection by
foIlózing
our existing acquisitions policy.
0
21
I ?
I
SiMON .FRASER UNIVERSITY
MEMORANDUM
To ........
John. .M....Web.Ste1 .................... .......
..From ........edth.M
?
itball
Dean of Graduate Studies
?
Coordinator
.......................
?
.
Women's. .S.tud.ie.s
Subect....
WDmen' s- Stud ies-..........................
?
Date ......
Decentber. .13.,.198.2...................
M.. A. Proposal
Enclosed you will
•
find the revised Women's Studies M.A.
proposal. I understand that it will go before the Graduate
Studies Committee at their meeting on December 20. 1 would
appreciate it if you. could inform me when and where the committee
will meet. My understanding from Dr. Doerr was that it would not
be necessary for a representative of the program to be present at
the meeting. However, should the Graduate Studies Committee have
any specific questions, both Dr. Strong-Boag (3150) and Dr.
Wendell (3328) will be available in their offices on December
20th during the time of the
.
meeting-
Meredith Kimball
I,
c.c. S. Wendell
V. Strong-Boag
Approved by the Assessment Committee for New Graduate Programmes at their Meeting
on November
1, 1982.
. ?
H
22
PROPOSAL ?
FOR A MASTER OF ARTS
?
DEGREE IN WOMEN'S STUDIES
?
AT SIMON FRASER.UNIVERSITY
December, 1982
S
23
- ?
4
1
o __
Table of Contents:
I. Members of the Women's Studies Coordinating Committee
II. Summary
III. Rationale for a Graduate Program in Women's Studies.
1.
Employment Opportunities
2.
Relevance of a Graduate Program in Women's Studies
3.
Role of Simon Fraser University
4.
Preferability of .a Graduate Program to a Major Program
S. Advantages of a Women's Studies MA inaddition to Disciplinary
and Special
.
Arrangements.MA's.
6.
Student Support.
7.
Conclusion
IV. Proposed Graduate Calendar Entry M.A. Program in Women's Studies.
Appendices:
1.
Graduate Course Proposal Forms and Course Descriptions.
2.
Correspondence Resulting From Consultations
* 3. Letters of Inquiry- regarding an M.A. - in Women's Studies.
4. Universities and Colleges in Canada and the U.S.A. offering
graduate programs in the Women's Studies area.
S. SHJ Faculty and Staff Resources for an M.A. in Women's
Studies.
* 6. Library Holdings in Women's Studies.
7. Letters of Appraisal.
* On Senate distribution Appendices 3 and 6 were deleted
?
but maybe seen at Secretariat Services if required.
o
24
I. Members of the Women's Studies Co6rdinatin2 Committee
NAME
RANK
AFFILIATION
Margaret Bston,
Assistant
Professor
Women's Studies!
Computing Science
Meredith Kimball
Associate
Professor
Women's Studies!
Psychology
Mary Lynn McDougall
Assistant
Professor
Women's Studies!
History
Veronica Strong-Boag
Associate
Professor
Women s Studies!
History
Susan Wendell
Assistant Professor
Woü's Studies!
Philosophy
Kaja Silverman
Associate
Professor
Women's Studies!
Centre for the Arts
Andrea Lebowitz
.
Lecturer
English
HoireeNewcombe
Staff Representative
English
Arlene McLaren
Assistant Professor
Sociology/Anthropology
S
2
a ?
3
II. Summary
Women's Studies, as an expanding field of scholarly, inquiry,
needs a program
of
advanced studies to foster assessment of the
new data and theories. Since the subject matter and much of the
scholarship transcend traditional. disciplinary boundaries,
comprehensive evaluation and integration of the new information
requires
a
rigorously interdisciplinary approach.
The proposed MA. Program would assess previous scholarship,
foster interdisciplinary methods, and sponsor needed research on
local women's issues. The program includes a required course on
.methodology optional courses in five well-developed areas of
research on women, and a required research thesis or two extended
essays.. Each course would examine traditional approaches to the
• topic and evaluate alternative, interdisciplinary approaches.
Supervisors would help students select the courses most
appropriate to the preparation of their theses.
Simon Fraser University is uniquely well suited to offer an
M.A. ' in Women's Studies because the University has a Faculty of
Interdisciplinary Studies and the first, and most fully
developed,
'undergraduate. program in Women's Studies in Canada.
The proposed program would enrich the existing undergraduate
program by developing methodologies and analyses, as well as by
generating much needed research and information on women in B.C.,
to be utilized in our undergraduate courses. Th.e .
program would
also enhance programs elsewhere through the contribution of our
faculty members to curriculum development and teaching in their
home departments, as well as through. the participation of faculty
23
'4
members of other departments in the supervisory committees of
Women's Studies students,. In general, the interdisciplinary
nature of the program should encourage interdepartmental and
interfaculty research and program development'.
The program would draw, first and foremost, on the existing
faculty in the Minor
.
Program in Women's Studies,
and secondarily
on associated faculty inother'departments
who have agreed to sit
pa the supervisory committees of students in the Program (see
Appendix 5).' The Womens" Studies Program. has.expanded' in the
past five years and can provide
.a faculty member trained in 'the
discipline most closely associated with the topic for each of the
courses
'
listed in the Proposed Graduate Calendar Entry.
Furthermore, the faculty presently
"
te.aching the the Women's
Studies Program can supervise students in
.
five of the most.vital
areas of research on women: the psychology of women, feminist
theory, women's history, and feminist art and literary
criticism. Because our inquiries and inclinations suggest a
small enrollment of two to five students per year in the first
five years, and' because we intend to attract and serve part-time
students, it should be possible to teach all 'the courses, except
the required methodology course, on overload. All graduate
supervision and most graduate teaching in other departments is
done on an overload basis. The Women's Studies MA program will
be similar to other small graduate programs in "this respect.
Where possible we will adjust faculty assignments and commitments
so that non-teaching responsibilities will', be lightened while
faculty are teaching graduate courses. Graduate teaching will be
27
5
assigned so as to guarantee the continued high quality of
teaching in undergraduate courses.
Since the Library has been accumulating publications in
Women's-Studies for five years, and since graduate students have
access to older sources in theUniversity of B.C. Library,
library resources should be adequate (See Appendix 6). Of
course, a modest acquisition policy would be necessary to keep up
with the number of new publications in the field.
The proposed program will fill the need for advanced
.training in Women's Studies felt by teachers, government
officials, legislative assistants, civil servants, social
workers, nurses, counsellors, therapists, archivists,
museologists, and personnel officers.. For all government,
professional and business people, a graduate degree which
• . improves their credentials is more attractive than an
undergraduate minor or
.
major. There are no graduate programs in
Women's Studies in the province of British Columbia or any other
province in Canada. The only related. graduate program in the
country has just recently been established at the University of
Saskatchewan as the narrowly-defined M.A. in Women and
Education. Simon Fraser which took the lead in developing a
comprehensive Undergraduate Minor in Women's Studies, has the
opportunity to perform the same service at
?
graduate level. At
this time no other undergraduate program in Women's Studies in
the country is able to take this initiative. They.will be
watching our progress with considerable sympathy and interest.
a.
RM
.6
The Women's Studies Minor Program has built a reputation for
academic excellence and already
draws undergraduate students to
SFU. ?
Since we have received a substantial number of inquiries
about the possibility of. graduate
work
•
in Women's Studies in the
past three years, we believe that the proposed program, which.
reflects our current strengths on a more sophisticated level,
will attract graduate students to the University.
?
Furthermore,
our effort to facilitate part-time graduate studies in particular
will
encourage:
people working
in relevant fields, and especially
women who have been out of sthool for years, to return to
academe ?
This potential client population is important in a time
when traditional reliance on younger,
?
full -time students is no
longer sufficient for the university looking to the future.
29
I' ?
7
• ?
. ?
III. •Rationale for a Graduate Program in Women's Studies
1. ?
Employment Opportunities
We expect a substantial proportion of students in this
program already to have employment and to be seeking a
postgraduate, degree in' order to upgrade their job or career
qualifications. These students, whether enrolled on a
part-time basis--we would estimate' the majority--or on a
full-time basis with leave of absence from their 'employers
will have significan.t labour force attachment and
presumably a pragmatic appreciation of jobs and career
opportunities. ?
A Fall 1981 'telephone survey of recent
graduates 'in the Women's Studies Minor,
?
for example,
'identified just
?
such a client group.
?
'Graduates affirmed
that their minor had proven employment relevance--in work
in women's transition houses for example--and in addition,
indicated 'consi'der'able
?
interest in pursuing a senior
degree, on a part-time basis,.
?
in Women's Studies.
?
As
foreseen the degree
.
would be used to upgrade qualifications
for' 'already existing employments.'
The remainder of our anticipated student population- - those
without a significant existing attachment to the labour
'market which they wish to pursue--will find ample
opportunities for
?
employment.
?
Educational institutions are
the most obvious.places requiring people with a background
in Women's Studies.
?
During the last decade Women's Studies
courses and programs have, been
,
instituted in the public
30
8
schools as well as at colleges and universities •across
North America. In the province of British Columbia, for
example, well-established Women's Studies courses exist at
the high school and community coileg
.
e level. '. One of the
consequences of this development is the need for trained
teachers and scholars to staff these programs and courses.
Public school teachers, involved in teaching Women's
Studies or interested in doing so., also need access to
courses which will provide them with the, training necessary
to inform their own students of the rapid development of
Women's Studies scholarship; These teachershaverequested
courses which will enable them to improve their
professional credentials.,
In addition, there are many professionals and policy makers
?
S
for whom post-LA. training in Women's Studies would be
useful, if not essential. Governmental agencies concerned
with Human Rights and Justice makeincreased demand for
specialized expertise in Women's Studies areas such as
'family, law, violence against women, and sexual
discrimination ?
In addition, legislative assistants and
researchers regularly need information on questions
pertaining to women and public policy as do civil servants
in social welfare and educational ministries in
particular. Since social .workers are frequently concerned
with social and economic dilemmas particular to women and
children, an understanding of the legal, economic and
social situations of women in the past as well as 'the
21
9
present would be enormously helpful. Other professional
areas for which work in Women's Studies would seem
increasingly essential include counselling, therapy,
archival and museum work, communication, corrections, and
law--to name but a few. In addition, there is a growing
need in the business world for personnel officers with
information on the status and role of women. Such
information has become critical because of the increasing
numbers of women in the workforce. Business and industry
have expressed repeated interest in attracting and keeping
female personnel at all levels. Their ability to establish
the appropriate policies is dependent on informed decision-
makers. An M.A. in Women's Studies would be a way of
creating the expertise needed for long-range business
planning. In short, professionals in many kinds of public
and private institutions are looking for post-graduate
programs which offer them the additionalknOwledge and
official certification they need to perform their tasks
successfully and to advance within their chosen fields.
The steady increase in demand for specialized knowledge
regarding women's issues is a relatively recent phenomenon
but there is every indication of its permanence. The entry
of unprecendented numbers of women into the paid workforce,
the concern with the rising level of female criminality,
the demographic significance of the female elderly, the
continued influence of the feminist movement, and the
commitment of major political parties to sexual equality
10
mean
for the
that.
foreseeable
demand for
future.
expertise in Women's Studies is here
?
4
2.
?
Relevance of a Graduate Program in Women's Studies
With the growing need for people with training in Women's
Studies, there has been agéneral increase in requests for
graduate courses and/or M.A. programs. In the United
States graduate programs have already been instituted. In
Canada the Faculty of Education at the University of
Saskatchewan has jut inaugurated an M.A. in Women and
Education. (See Appendix
:
4 for examples of, gràduáte
programs in Canada and-the United States). Simon Fraser
University has one of the finest undergraduate Women's
Studies program in Canada, and it is' not surprising that
many
us. The-majority
requests for
of
more
these
advanced
requests
training
hàvebeenin-the
are directed
form
to
?
4
of phone calls which the various coordinators calculate at'
some ten to fifteen a year for the last four or five
years.. There have also'b,een a steady flow of written
requests.
C
See. Appendix 3), Such unsolicited demand
suggests very strongly'tha.t
.
SFU can take the lead-in
developing an M.A. program as we did with our undergraduate
program.
The timeliness and legitimacy of a more advanced degree in
Women's Studies is affirmed by the vastly increased body of
scholarship dealing with all aspects of 'female
experience; The well-established and
, respected Canadian
review, Resources for' Feminist Research (Toronto) has
33
11
attempted to act as a facilitator and clearing house for
Canadian research developments. In this'it has' been very
successful, confirming the wide-spread interest in Canadian
Women's Studies. The success of research 'programs
subsidized and promoted 'by the Advisory Council on the
Status of Women, the 'Canadian Committee on Learning
Opportunities for Women, the National Committee on Women
and'the Law, theVancouver Women's Research Centre, and the
Canadian Research Institute for the Advancement of Women
also. indicate that this is an opportune time for the
inauguration of'a po.st-graduate degree in Women's 'Studies
at a Canadian university. Only an organized program of
study and training can undertake the tasks' of integrating,
applying and expanding the data and analytical base upon
which further work in the area of Women's Studies
ultimately depends.. As with any other research area, a
graduate program is the most appropriate method for
fostering' the, development of more' sophisticated approaches.
a
12
Role of SFU
?
'
?
.
?
•.
SFU is in a, unique positionto 'undertake this advance in
Women's Studies; We have an integrated., interdisciplinary,
undergraduate program with six.. years experience and a core
of committed students interested in pursuing 'their
studies. In addition
.
, we
'
have a group of established'
faculty with joint appointments in Women's'Studie.s and
Psychology, History, Philosophy. and Fine Arts. :We also
have a group of SFU faculty in Literature, Education,
Sociology andCommunicatio .
ns who have given, designated
courses forWomen's Studies and who are available to be
seconded for assistance. in a graduate program. Finally,
with modest supplementation, Library resources are adequate
for the initiation of graduate work'(See
'
Appendix 6). In
short the existing program offers structure--institutional
and intellectual--upon 'which to develop a graduate program.
S
S
2i
I )
I
4. ?
Preferability of a graduate program to a major program
Perhaps 'it might be suggested that a major program, rather
than a graduate program, would be the next appropriate step
in the development of Women's Studies. However, the need
to develop scholarship in Women's Studies, the demand of
students and the resources presently available make a
graduate program the more meaningful and effective
development. Given, faculty numbers, a major program would
put an enormous strain on faculty perhaps at the expense of
their own research and hence contribution to the
development of Women's Studies internationally as well as
at,SFU. The projected size of the enrolment and the
relevance of a graduate program to their own research means
that the Women's Faculty are willing to teach graduate
students on overload, a procedure which is not uncommon in
other departments. It
'
is less costly and more efficient to
allow faculty to combine their own research interests with
graduate instruction rather than to strain, these resources
to the breaking point by mounting a major program' when it
is obvious that little if any
new
hiring could be possible
at this'time. Further the present primary need. is for
training at the post-BA level. Hence demands, for graduate
training Is compatible with the available' faculty
resources. A graduate program would allow SFU to respond
to an identifiable'need for further expertise and to assume
leadership in the
development of
post-BA
studies which
would complement
this university's
1975
initiative ?
in
C-,
14
undergraduate instruction in Women's studies. In this way,
SFU could provide guidance and service not 'only to our own
students but to interested students and scholars across
Canada.
.5. ?
Advantages of a Women's Studies MA .
in addition to
?
Disciplinary and Special Arrangement MA's.
The M.A. in Women's Studies will attract a different set of
students than those interested in doing research about
women-within the regular disciplinary deg.ree
.
programs. In
particular, students with
. either a background in Women's
Studies or those who deal with a broad array of women's
issues in their work, will find agraduate program in
Women's Studies more suited to their needs. Other
students, who wish to take a degree in a traditional
discipline, with a focus on women
.
, will continue to do so.
The M.A. in Women's Studies is definitely superior to
the Special Arrangements M.A. The M.A. program .would
provide each student with a group . of scholars who are
individually .and. collectively engaged in. work on women as
well as a group of other graduate students engaged in
similar types of study. Such a community would. not be
provided to students doing Special Arrangements M.A.
?
In
addition the M.A. in Women's Studies would provide an
important structure to foster the development of knowledge
in the area of Women's Studies. Using the Special
Arrangements M.A. would not provide such a structure to
either the faculty in Women's Studies or to the individual
.
0
0
27
1'S
• ?
student. Simon Fraser University has pioneered in the
development of Women's Studies, and the introduction of the
• M.A. program represents another 'step in the continuing
development of Women's Studies as an academic--.discipline.
6. ?
Student Support
?
.
Although we may not be able to guarantee-full support to
all our students, this is not unusual
. ; many departments are
no longer able to gua
r
antee support to all students.
However, in spite of this, we recognize this as an
important issue 'and thus see the following areas of
support: ?
.
1) ?
Half-time TA
'
position associated with W.S. 100 for
two out of every three terms.
• 2) ?
We are developing several DISC courses and positions
of Tutor/Marker will be available for these courses.
3)
We expect some RA money will be available either
from individual research grant
,
s or from conferences
the program sponsors from time to time. For
example, just. this term, money.was made •available
from SSHRC to. hire a bibliographic, researcher. This
money was the result of' a conference, Women in the
Canadian Economy, which was funded by SSHRC and
organized by Women's Studies and Continuing
Education. ' (September, 1982)..
4)
Our students would be eligible for various
university., community, and SSHRC scholarships.
5). ?
We expect some of our students will enroll as. part-
time students.. This will allow them to also work
part-time outside the university.
38
16
7. ?
Conclusion ?
.,
?
•
In summary, a Master's Program in Women!s Studies will be
an interdisciplinary program 'which draws on the resources
of faculty in many
•
areas of Arts and Science as well as
Interdisciplinary Studies
?
Whether students elect to take
• • .a single course or a full M.A. program, they will receive
instruction designed to suit their scholarly, professional
or employment interests and goals.
?
••
• ?
.
17
IV. PROPOSED GRAI1JATE CALENDAR ENTRY
M.A. PROGRAM IN W04H'S STUDIES
The Master's Program in Women's Studies is an interdisciplinary program
which draws on the resources of faculty in many areas of the Arts and Sciences
as ll as Interdisciplinary Studies. It 'is therefore possible for the
Master's student to create, in cooperation with the Women's Studies. Graduate
Committee, an individualized program of studies to suit her/his scholarly
interests and goals.
Admission Requirements:
Applicants must satisfy the Women's Studies Graduate Program Committee
that they are prepared academically to undertake graduate-level work in
Women's Studies.
oIn-addition to University requirements, listed in the General Regulations
section, the program requires:
1.
A sample of scholarly i.rk in the form of a substantial essay which
is scholarly in format and approach. The. paper, submitted may be an
undergraduate essay previously prepared, or one specially written for
this purpose.
2.
A short statement of interests and goals 'in Women's Studies; normally
students will be expected to.prest a definite proposal 'for their
research.
3.
A short description of previous relevant course work and/or
employment. Previous course work should include both specialized
-'
?
disciplinary 'training and broader interdisciplinary work concerned
o
?
with women.
S
40
18
Qualified students will be accted into the.M.A. program only if a suitable
senior supervisor is available and willing to supervise'the student. Senior
supervisors will only be selected from joint appointees in Women's Studies and
continuing faculty members on the Co-ordinating Committee of the Women's
Studies Program.
A student with incomplete academic preparation for the M.A. program may
be required to take up
to
12 hours of additional work in either the Women's
Studies or another program relevant to her/his program. The Graduate
Committee will specify these requirements, for the incoming* student. The
Graduate Committee, which will deal
,
with'admissions and all matters pertaining
to individual students, will consist of all continuing faculty members on the
Coordinating; Committee.
The Program
Description
The M.A. program is designed to lead to a, strong academic ,research
degree. As with other disciplinary areas, it is possible that the academic
work required for the M.A., will be of use to the student in terms of her/his
professional development arid advancement. Some sthdts 'will be gathering
specific knowledge about an aspect of women's lives for later professional
use, but all students will be developing their
'
abilities to understand women's
livesarid positions within ,
society, to analyze new situations, and to organize
their knowledge. Students will be expected to develop and demonstrate
intellectual and analytical skills within a specific area of study.
The Program recognizes the special needs of persons already working itho
may wish to improve their qualifications. Some graduate courses will
regularly be offered at night, and part-time students are permitted (though
.
S
S
S
?
-
University regulations require that all M.A. students must complete their work
• ?
within five calendar years of their first enrolment).
Requirements
The student will normally complete the following requirements:
1.- A minimum of 20 semester hours of graduate seminars, including W.S.
800-5, maintaining at least a 3.0 CGPA, and
2. Submit a thesis or two extended essays giving evidence of independent
research and critical abilities. An MA thesis is expected to be an
•
?
in-depth empirical or theoretical study. The normal length of the
• ?
thesis is 60-120 pages. Extended, essays are defined as scholarly
papers that meet the same standards of excellence as -a thesis; they
• ?
will be examined in the same way as a thesis, prepared in the same
format, bound, and placed in the Library. Normally, the length of
each essay is 30-60 pages. The extended essays are expected to
denonstrate a breadth of knowledge and competence over several areas
of study.
The student will be required to take an oral examination on her or his
'thesis or papers at the end of the M.A. program. For further information, see
the General Regulations section of the Graduate Studies calendar.
Servisory Committee ?
- ?
- ?
: ?
- •.. ?
S
?
-
Following enrolment by' the student in the Program, a Supervisory
Committee will be formed, whichshall have the responsibility for determining,
in consultation with the student, the-projected program of study, selecting
appropriate research topics, and ensuring that the candidate fulfills all
• ?
degree requirements. The Committee will consist of at least two faculty
members from Women's Studies. The senior supervisor will be selected from
O ?
S ?
•
20
joint appointees in Women's
.
Studies and continuing faculty members on the
Coordinating Committee. Other. faculty outside the Program who are considered
necessary by the student and her/his supervisors ma
y
also be added to the
Committee.
Description of Wo
men's
Studies Graduate Courses:
W.S. 800-5 Methodology in' Women's Studies Research
An interdisciplinary seminar in methods of research in Women's Studies.
Students, will examine theoretical issues in Women's Studies methodology and
study examples of research and criticism from Women's Studies in History,
Art/Literary Criticism, Philosophy, Psychology and the 'Social and Natural
Sciences. anphasis will be placed on developing' a rigorous and creative
interdisciplinary approach to problems. Students will apply methods studied
in the course to their own areas of,corentration..
W.S.' 820-5 Graduate Seminar in Women's History ,.
This course will examine one.. ór two, critical issues in the history of
won. Canada, England and France are of special interest in this course, but
students, with, the permission of, the instnrtor,' may focus their work on North
America and/or Europe mere 'generally.
0
S
o
21
W.S. 821-5 Graduate Seminar in Psychology of Women
This course will consist of an in depth exploration of both traditional
and feminist theories of the development of feumle personality. Special
consideration will be given to the impact of social and economic factors on
women's psychology and the extent to which such factors are or are not taken
into accwnt.
W.S. 822-5 Graduate Seminar in Feminist Theory
This course will analyse and compare major feminist social and political
theories, including those that, have emerged from liberal, socialist and
radical feminist traditions. The relationship among theories of sexism and
political goals and practices will be discussed.
W. S. 823-5 Graduate Seminar, in Feminist Art/Literary Criticism
This course will examine the development of. feminist aesthetic theories
with particular reference to. literary, cinentc and/or art forms. The
fundamental assumptions of feminist literary and/or art criticism as well as
the principles of art forms will be discussed..
W. S. 824-5 Graduate Seminar on Women and Social Policy
This course will focus on one or more social issues and policies in such
fields as law, health, economics, social welfare, and science and technology.
22
W.S. 825-5 Graduate Seminar in Women, Technology and Social Change
?
.
This course will focus on relationships betwêen changes in the
techiilogical and scientific bases of a society and changes in other, major
aspects of that society, particularly as they affect women's roles and ideas
about women.
Bnphasis will be on Europe and North America.
W. S. 830-5 Selected Topics Graduate Seminar I
W.S 831-5 Selected Tics Graduate Seminar II
W. S. 840-5 Directed Studies
W.S. 898 M.A. Thesis
?
.
.
p.
APPENDIX 1
?
GRADUATE COURSE PROPOSAL FORMS AND COURSE DESCRIPTIONS
a
o
46
CJ!FJDARI N FORMAT I ON:
I
Department: ?
Women's Studies
?
Course Number:
?
800
.Title:_ ?
Methodo1oy_in_
Women's Studies Research.
Description:
?
See attached
Credit Hours:
?
S
?
Vector:
?
Prerequisite(s) if anv
.a;Rc'L1MF.NT AND SCHEDULING:
tirited Enrollment:
, ?
3-4 ?
Then will the course first be offered:
?
1983
How often will the course be offered:
lISTIFICATION:
mis
will ?
required course ill nt rdieip1
ill
niet1iod of study ink' women to
repare M.A.candidates for their theses or extended. papers.
Pa.:SOURCCS:
t.'hich Faculty member will normally teach the course:
Dr. S. Wendell and other faculty
'hat are the budgetary implications of mounting the course:__ t1p
Are there sufficient Library resources (a
pp
end details):
Anpended:. a) Outline of the Course
b)
M lndicatidn df the comoetence of the Facult y member to
give
the course.
c)
L ?
ár -esbürcEs
ptnR3 ciadUJ4
S%iLis Comnitttr
?
Date:
Faculty Graduate Studies Co.-cittee:
?
S ?
-
Date:______________
Faculty:
?
-:-
Date:
Senate Graduate Studies Colttee:
?
Date:_______________
Senate:
?
S
?
Date:
a
#
IA
Women's Studies 800-5
MethodoloyiniVoinen' s Studies Research
An ipterdiscipiinary Seminar in the methods of research in Women's
Studies. Students will examine,
theoretical issues in Women's Studies
methodology and study examples of research and criticism from Women's Studies
in History,
Art/Literary
Criticism, Philosophy, Psychology and the Social and
Natural
Sciences.'Emphasis will-be placed on dcve]oping a rigorous find
creative interdisciplinary approach toproblöms. Students will apply methods
studied in the course to their own areas of concentration.
Faculty Compet ence
S. Wendell, M.L. McDougall and M. Kiinhai1 have taught the Advanced
Seminar in Women's Studies Methodology (W.S.
400-5)..
They and other W.S.
faculty
will participate
in
the co sc from time to time. l!owcvcr, Sue
Wendell will most frequently teach the course. S:. Wendell has twice taught
MIL
231, Sexual Equality,
which involves a review and critique of major
social
philosophers on the subject of women. Her experience in analysis and
criticisms
of social
and
political
theoEics about women is-extensive. Since
her Ph.D. thesis on JS. Mill's The SUbjection of Women, feminist social and
political theory has remained her major area of research interest, and she has
published two 'papers on the subject. In
addition, she' has substantial
backpbünd
in biology and
psychology and.graduate training in the philosophy
of sc.6firbi
àn4 Mb ias
published
in
the',philosophy of biology.
Library Resources
The library resources for this course are very good.
48
• Women !
s Studies 800-5 Methodology in Women's Studies
Course Outline
Please note: Although the aims and the interdisciplinary approach of this
course will remain the same, the subjects on which it focusses will differ
from time to time. Occasionally, it will be team-taught by S. Wendell and
other faculty or taught entirely by other faculty
.
in Women's Studies to enable
us to focus on criticism in the arts or on methods of Women's Studies research
inhistory. What follows is
a
sample course description.
The course is.divided in two major sections.
Section 1
In the first half of the course, some historically influential attempts
by philosophers to expiainand/or justify women's roles in the family and in
political and econbinic life will he studied in the context of their over-all
views of society. Bnphasis will be placed on Locke and Engels, although one
or more of Plato, Aristotle, Rousseau and Mill may be studied as well.
Critiques of these theories and alterative theories of scholars in Women's
Studies, such as Lorenne Clark, Christine Pierce, Juliet Mitchell and Gayle
Rubin will also be studied. We will focus on uncovering assumptions about
.human nature and about natural difference between the sexes and understanding
S
how these assumptions shape the theories. This process of uncovering
assumptions and their, implications is essential to critical method in Women's
Studies. ?
. . ?
.
Section 2
In the second half of the course, we will examine questions about the
scientific study of women, especially: In what ways do commitments to values
and/or social goals (such as sexual equality or inequality) enter into and
affect the work of scientists, including social scientists? What sorts of
objectivity can we hope to attain in the scientific study
of
himian
behavi ur?' How should we evaluate c]iiTns that successful explanations of
social phenTna
?
sexual divisions of labour) have implications for
social policy?
In this sec
?
L'
the course-we will make use of some theoretic work in
the piiilosophy .
?
ince in addition to studying some scientific theories,
such as suciobiol
lig
Y nd Freudianism, and the rival theories of their critics
in Wcznen's Studi
5
Our aim will be to find good methodological principles
for the scientific study of women as well as to increase our abilities to
evaluate the claims of science and social science about Women.
Reading List (Readings will be selected from the following):
Reading
List (Readings will be selected frrn the following):
Section I:
Locke,Two Treatises
.
of Government
Engels,
The Origin of the Finily, .Ptivate Property and. theState
Plato
17ieRepub1ic
Aristotl&, Politics
Rousseau, Emile ?
-
Mill ,The Subject ion of Women
Clark and Lange, The Sexism
"of Social;and
Political Theory
0km, Women in Western PoliticaYTlght
Gould and Warto '
fsky, eds , Women and1'hTlosop
Macpherson, The Political Theory fl ?
'give Individualism
Section IX
Ryan, The
_Philosophy _of Social
_Science
Nagel, The
Structure of
Science
Feigi ai'Brodbeck,
eds., Readings
inthe 1hi16'o
j
2of Science
Kuhn,
The
Structure of Sc
ientiic1evo1 lit ions
Laslea, Liberation and the ATms ofThcjencc
Strouse,Wen and Analysis (sTcctions on Irtud ind his critics)
Goldberg, - Me -
Inevitabih
' V of.-Patriarchy
Dawkins,
Ih
Selfish Gene
Hubbard and rowe, eds., cncS
and Gender 11
Hubbard,
Iknif
in and IriéJ,Rs.Thccnoo at II(ThVIOohinat Women
Pierce, Natural Law nguage
aañd_Women
rrcbilcot,
Sex Roles The
Argument from Nature
Course Requirements
Students will be expected to make brief oral presentations on the
readings and to write two short take-home exams and a substantial paper (about
20 pages). The paper will normally be a methodological critique of 'selected
research ohwanen in the student's own major area of study;
.
I.
.1 ?
•
CALENDAR
INF0WTIOi!
cpartment:
.
?
Women
?
Studies ?
Courser ?uber:
?
820
(rainate
Seminar in Women's flistofl
Description:
?
See
pttached
Criit Hours:
?
5 ?
Vector:
__
?
_rrerequialte(s) if an
y :
-
-------
--
--.-S
?
--- ?
-.--.
FFOLLtENT
-----
ANt) SCHEDULING:
SCHE
?
offered: ?
1983-1
rtL -ted Enrollment:
?
3-4
?
______Thcn will the course f1rt be
Hc.w
often will the course he offered:
.SflF1CATION
ThiiU_iic the _core
S
?
rfo ?
!xj&A. candidate preparing to write a thesis or
. x tended papers n women'
S
history ; it will also_povidcfU11Ck00ot
.idIte
students in
Women's
Studies
?
-
?
-
ouRccs:
Iacult7 member will normally teach the course,
?
M.L.
McDougal
.::at
are
the budgetary implications
of mounting the course:__J%J.e
;.re there
bufficient
Library resources (anoend details):---
?
Yes
Appended:
a)
a)
Outline
of
the
Course
?
- ?
b) An
indication
of the comDetance of the Facult
y
nember to give the course.
c) Library resources
oved: Drpartnental .
CradUat* Studies Co itter:_______._,_ - ___Datr
Faculty
Craduate Studies Committee:
?
-
Date;
V*culty
?
S
Sm&tS Ctàduate Studies
Committee:
—
?
?
- __Date
?
flate
.10
W.S. 820-5 Graduate Seminar in Wcxnen'sHisy
This course will exaznine'one or
two central. issues in women's history.
Canada, England and France are
of:
special interest in this course,
but
students, with the permission of
the instructor, may focus their work on North
America and/or Europe more generally.
Faculty Canpetence and Library
The history of
women in Canada is
a well-recognized
specialization in
Canadian history. As
the recent publication, True Daughters
of
the North.
Canadian Women's History An Annotated 131 1o j
rpjl)) Beth 1ihThiiT
Veronica St tong- Boag-(Toronto; 1980).
2'10 p. dcmonstratcs,there
is a'
substantial body of. scholarly work on
which to' draw. The development of this
field was àcknowl
edged" in
1979-80 by the creation at Concordia University of.
the first graduate-course n-the - history of Canadian-women offered anywhere.
Since that date, the field, has developed
rapidly. (
1)
Dr. Strong-Boag was the
instructor in that first course.
As her attached curriculun vitae shows, she
has.a successful record of teaching and publishing
in
that field.
-. Mary Lynn McDougall has published articles on women's work in modern
Europe and is currently doing' research
on protective labor legislation for
women in France, 1874-1914. She has
taught European women's history,
in
upper-
level undergraduate courses since 1976 and has taught European' social and
labor history, with major units on women in the family, women in the labor
force, and wcmen and unionization,
since 1978. As In most fields of European
history, it would be necessary to
supploment our Library resources with the
more extensive collections
of older sources" in the University
of B.C.
Library. Access to these collections
(and more precisely to the
marvelous
microform collections in
European wcincn's history) has never been a problem
- ?
see Veronica Strong-Boag, "'Be Sure and Tell. It Like
It Is: A .
Review Article", Journal of Canadian Studies,
forthcoming.
Dr. M. L. McDougall
SWomen's Studies 820-S Women and Private Life in
• Modern Europe (1600-20th Century
Course Outline
The course examines the role(s) of Western European women in the family and
the home, as well as the meaning of private life to these women, through
reading in the history of women, the family, dstic1ife, and, more
particularly, through autobiographical, sources.
Course Requirements and Gr'ading
Students will be responsible for a brief weekly report on one or two of
the weekly reading assignments; these reports will be worth 40% of the final
grade. Each student will also present a longer report on their major research
paper; it will be worth 20% of the. final grade. The research paper will be
based on original sources and will account
'
for 40% of the final grade.
Unit One: ?
.
?
. .
?
.
Was there a "private life" in the modern sense in early modern Europe?
What did family, home, privacy mean? Were women responsible for family, home
and private 'life in early modern Europe?
Readings selected. from:
P. Aries, Centuries of Childhood.
R. Bridenthal and C. Koonz, Becoming Visible: Women in European History.
A Clark, Working Life of Women in the 17th Century.
Family and Inheritance: Rural Society in Western Europe, 1200-1800.
J.L. Flar1rih, Families in Former Times.
? . .
S
D ?
Hunt, Pareiits and Children in History.
P ?
Laslett, The-World
ve
We Ha
Lest
D ?
Levine, Family Forntion
in
an Age of Nascent Capitalism
I ?
Pinchbeak ?
M ?
Hewitt, Children in English Society, I, From Tudor Times to
18th Century .
L. Stone, The Family, Sex andMarriage in England, 1500-1800'--'.
C ?
Tilly, Historical Studies of Changing Fertility
L ?
Tilly and-J
?
Scott, Wonen, Work and Family.
RWheaton and T K
?
Harvan, Family and Sexuality in French History.
And what did the "ladies" think Of 'their
?
ives, families,
?
omes?
Readings from:
M. Astell, Some Reflections upon. Marriage.
A. Bn (d. 1689), Ten Pleasures of MarriaRe.
'Nary
-
Granville Delany,11700-1788),.The Autobiography and Correspondance.
Ann Herbert, Countess of Pembroke (
?
-1676), Diary (1923)
Dorothy Osborne;--Letters from
?
to Sir William Temple (1648-54)
J4ne. de Sevigne (1626-96) Letters..
-
Unit
?
2:
?
.•
-
?
The invention of dome
?
(and private life) in the 18th century?
Selections from
?
S
•
Aries,
?
op.cit. ?
.
?
.:
P. Branca, Women in Europe Since 1750.
Bridenthal
?
Koonz, op.cit. ?
S
J. Donnison, Midwives andMedical Men: A History of Interprofessional
Rivalries and Women's Rights.
P.Fritz'Wom-in the 18th Century.-
?
...
-
T. Gisborne 711S8-184§)-An Inquiry into the Duties of the Female Sex.
H.J. Habakkuk,- Marriage Settlements
in
the Eighteenth. Century.
Levine, op.cit.
1.:.
S. Mason, Inieland the Status of Women.
?
.• ?
.
?
'
?
..
?
.
I ?
Pinchbeck; Women Workers in the Industrial Revolution.
Pinchbeck ?
Hewitt,op
?
it
..
13 ?
P ?
Ranum, Popular Attitudes toward Birth Control in Pre-industrial
France and Ireland
•
J.
Stone,
J
?
Rousseau,
op cit
Emile (section on Sophie).
?
:
...........
•
R. Trumbach, The Rise of the Egalitarian Family: Aristocratic. Kinship and
DomesticRelations in 18th Century England.
*
Wheaton and Harevan,
?
op
cit
And what did the women have to say? Did they initiate, or support, the
changes?
SSelections from:
F. Burney, Cecilia or Evelina.
Mrs. Cartwright, Letters on Female Education, (1777).
M. f L. Edgworth, Practical Education.
I. Ehrenpreis, The Lady of Letters in the 18th Century.
A.K. C. Elwood, Memoirs
.
of Literary Ladies of England.
M. Reynolds, The Learned Lady' in England, 1650-1760.
L.
P. Stebbins, London Ladies; True Tales of the 18Th Century.
P. Wakefield, Reflections, on' the Present Condition of the Female Sex.
M.
Wolistonecraft, Thoughts on'the Education of Daughters.
Unit 3:
The triumph of domesticity and the "angel of the hearth" in the 19th
century.
Selections from:
M. Anderson, Family Structure in 19th Century Lancashire.
Aries, op.cit.
J.A. and 0. Banks, Feminism and Family Plannin
?
in Victorian
England.
F. Basch, Relative Creatures: Victorian Women in Society and the Novel.
Branca, op.cit.
Branca, Silent Sisterhood: Middle Class Women in the Victorian Household.
Bridenthan ?
Koonz, op.cit.
J. Calder, The Victorian Home.
J. Calder, Women and Marriage in Victorian Fiction.
W. Camp, Marriage and the Family in France Since'the Revolution.,
L. Davidoff, The Best Circles.
G. Eley, The Ruined Maid:. Modes and Manners of Victorian Women.
G.R. Drysdale, The Elements of Social Sci
ence.
R.J. Evans and W.R. Lee, The German Family
M. Foucault, The History of Sexuality.
P. Fryer, The Birth Controllers.
I.' Gibson, The English Vice: Beating, Sex and Shame in Victorian England and
After.
B. Harrison, Separate Spheres: The Opposition to Women's Suffrage in Britain.
F. Harrison, The Dark Angel: Aspects of Victorian Sexuality.
M. Hewitt, Wives and Mothers in Victorian Industry.
'L. Holcombe, Victorian Ladies at Work.
W.S. Johnson, Living in Sin: The Victorian Sexual Revolution.
A. McLaren, Birth Control in 19th Century England.
J. Michelet, Woman.
W. Neff, Victorian Working Women.
G. Petrie, A Singular Iniquity: The Campaigns of Josephine Butler.
Pinchbeck, op.cit.
B. Van de Wallë, The Female Population of France in the 19th Century.
M. Vicenus, Suffer and Be Still.
M. Vicenus, A Widening Sphere.
A. Walker, Women Physiologically Considered As to Mind, Morals, Marriage....
Wheaton and Ha revan, 'op. cit.
. r
VI
I
?
I
And what did the angels of the hearth contribute to the ideology of
domesticity and the child-centered family? Power in private virtue, or
constraint in the home?
?
.
A. Adburgham, Women in Print; Writing Women and Women's Magazines From the
Restoration to the
.
Accession of Queen Victoria.
L.
Agress, The Feminine Irony: Women on Women in Early 19th Century English
Literature.-
.
.
?
.
?
• C. Branted, TheJournal . of....,1800-1832. . ?
.
M.
Brunton, Self-Control.
?
. .
?
.
J.B. Carlyle, Letters to her Family, 1839-63.
• M. B. Edwards , Mid-VictorianMemories.
S. Ellis, The Daughters of England
.
(1843) ?
.
?
,TheWivesof England. (1843).
C. Fox, Memories of Old Frierkls, 1835-1871.
?
•
?
• •
H. Martineau, Autobiography (l877- .. ); . •
H. More, Strictures on the Modern System of Education For Women.:,
E. Parikhurst, My Own Story (1914).
?
.
G. Sand, History of My Life...
?
.
?
•
0. Schreiner, Women and Labour.
? • ?
E. Sewell, Principles of Ediration (1866).
J. West, Letters to 4 Young Lady C1811).7
..• •. • ?
.
As
S ?
S
a
S
o
PROPOSED OUTLINE OF WOMEN'S STUDIES 820-5
PROF. V. STRONG-BOAG
THE
HISTORY
OF WOMEN IN CANADA
W.S. 820-5 examines the experience of women in'Canada and
assumptions regarding that experience from the period of New
France to the present day. Although the focus of the course will
be on Canadian materials there will be frequent reference to
British and American studies.
Recommended Readin
A.
Prentice, S.M. Trofimenkoff, The Neglected Majority. Essays
in Canadian Women's History
J. Acton, et.al
. Women at Work
M. Hartman, L. Banner, Cilo's Consciousness' Raised
M. Jean, Quebecoises. du 20e siecle
M. Gagnon, Les femmes du Quebec vues par les honunes
Linda Kealey., A Not Unreasonable Claim. Women and Social Reform
in Canada
M. Lavigne, Y. Pinard, 'Les femmes dans la societe guebecoise
B.
Light, V. Strong-Boag, True Daughters of the North
Wrsrr1 -A
There is one major research paper of 30 typed pages. This paper
will focus heavily on primary materials. The topic will be
selected in consultation with the instructor early in
,
the
semester. A 5 page proposal, outline and bibliography
(annotated) are due the end of October. These will count for 15%
of the final grade. The final draft is due the last week of
classes. This will count for 50% of the final grade. Two typed
copies are required.
rd
Participation in seminar discussions is an essential part of this
course. This will count for 35% of the final, grade. Each
student will be expected to lead at least.' one seminar. Should
the 'class decide a certain part of this grade may depend on peer
evaluation.
Seminar Topics
I.
The' Study
'
of Women: Problems and Methodology
G.
Lerner, "Placing Women in History", ?
Feminist Studies,
?
v.
3,
no. ?
1 ?
2,
?
1975.
V.
Strong-Boag, "Cousin Cinderella",
?
in Women ?
in Canada, ed. M'.
Stephenson.
V.
Strong-Boag, "Raising Clio's Consciousness in Canada",
Archavaria,
?
v.
?
6,
?
Summer 1978.
M.
Andrews, ?
"Attitudes
?
in Canadian Women's History,
?
1945-197511,
Journal of Canadian Studies,
?
Summer 1977.
M.
Dumont-Johnson, "Note critique:
?
peut-on' ?
faire l'histoire de
la
femme?" RHAF, Dec. .197S.
A.
Prentice, "Writing Women into History,". Atlantis, ?
Spring 1978.
J.
Kelly-Gadol, "The-Social-Relations of ?
the Sexes", ?
Signs,
Summer 1976.
R.M. Morantz, "The 'Perils
?
of Feminist History," Journal of
Interdisciplinary History,
?
Spring 1974.
Patr
-
i
r'
cia Kruppa, "The American Woman and the Male Historian",
Social Science. Quarterly, Dec. 1974.
C. Degler, "Is there a History of Women?" Feminist Studies, v.
3, no. 3 t 4, 1975.
B.
Roberts, "They Drove Him to Drink", Canada. An Historical
Magazine, Dec. 1975.
C.
Smith-Rosenberg, "The New Woman and the New History.
.
2. The Founding Mothers:' Religion, Class and Power in New
France
W. Eccles, The Canadian Frontier
J. Marshall, Word from New France
M.
Innis, The clear Spirit
N.
Griffiths, Penelope's Web, ch. 2-3
PrCht ice, Trofimenkoff,
The'
Neglected Majority, article' by 2.
- Foulche-Delboac.
J. Chalmers, "MargueritaBoirgaoys", in R.S. Patterson,
Profiles of Canadian Educators.
J.E. McDowell, "Madame la Framboise", Michigan History, Winter
1972.
L.
Ptamondon,
"Une femme d'affaires en Nouvelle-France", RHAF,
Sept. 1977.
M.Jean, "L'etat et les comrnumautes religieuses feminines au
Quebec, 1639-1840
11
, Studia Conanica, 1972.
R.L. Seguin, "La Canadienne au XVIIe et au XVIIIe siecles",
RHAF, v. 13, 1959-60.
M. d'Allaire, "Origine sociale des regiieuses de 1'Hopital
General de Quebec, 1692-1764",' RHAF, Mars 1970.
L. Lacourciere,' "Le triple' destin de Marie-Josephte Corriveau",
.Les Cahiers de dix, v. 33, 1968.
3. 'Indian Women,
'
White Men: The Political Economy of Inter-
racial Sex
S. 'Van Kirk, Many Tender Ties.
S. Van Kirk, "'Women in Between': Indian Women in Fur Trade
Society in Western Canada", CHA Historical Papers, 1977.
S. Van Kirk, "The Impact of White Women on Fur Trade Society",
The Neglected Majority.
S. Van Kirk, "'The Custom of the Country': An Examination of
Fur' 'Trade Pract'ice,s".
S. Van Kirk, in L. Thomas, ed., Essays in Western' History
Thanadelthw", The Beaver,' Spring 1974.
J. Brown, "A Demographic Transit'ion in the Fur Trade Country",
Western Canadian Journals of Anthropology, v. 6, no. i.'
J. Brown, "Changing 'Views of Fur Trade Marriage and
Domesticity", WCJA', v. 6, no. 3, 1976.
J. Brown, "A Colony of Very
?
Hands", The Beaver, Spring
1977.
F. Pannekoek,in C. Berger, The West and the Nation.
Judith Brown, "Economic Organization and the Position of Women
Among the Iroquois", Ethnic History v. 17.
D.
Chaput,, "Charlotte
de:
Rocheblàve: Met isse Teacher. of the
Teachers", The Beaver, Autumn 1977.
Alice Keho,e, "Old
.
Woman Had, Great Power," WCJA, V. 6,
,
NO. 3,
1976.
E.
Leacock,"Montagnais marriage and t-he Jesuits' in the 17th
Century" WCJA, v. 6, no. 3, 1976.
J. Brown, Strangers' in Blood
4. The Maintenance of Gentility: The Upper Canadian Pioneers
N. Griffiths, Penelope 's'Web, ch. 4-6.
Prentice, S. Houston, Family,' School and Society in 19th
Century Canada, Intro and Pt. I.
A-.S. Millar, The Journals of Mary O'Brien, 1828-1838
C. Traill, The Journals of' Mary O'Brien, .1828-1838
S. Moodie, Roughing It in,the Bush
"The 'Strickland Sis.ters" in M. Innis, The Clear Spirit
A. Morris, The Gentle Pioneers
V. C. Fowke, "The Myth of the 'Self-Sufficient Pioneer",
Transactions of the Royal Society of Canada, Series' III,
V.'
76
—
,
-
1
-
96 —
2.
R. Mathews, "Susanna Moddie, Pink Toryism, ' 19th Century
Ideas
of Canadian Identity", JCS, Aug. 1975.
S. The West: Building a Nation
S
C. Philip, "The Fair Frail Flower of Western Womanhood.", in
Rasporich ?
H. Kiassen, ed., Frontier Calgary.
S. Jameson, "The Social Elite of the Ranch Community and
Calgary", in Frontier Calgary.
L. Salverson, Confessions of an Immigrant's Daughter.
N.. McClung, Clearing in.the West.
?
.
?
.
L.
Berton, I Married, the XlOndike.
M.
Black, My '90 Years or My 70 Years.
M. Ormsby, A Pioneer Gentlewoman in British Columbia.
H. Purdy, D. Dagan, eds., "Pioneering in the North West
Terr itor ies", Canada. An Histor ical
.
Magazine, June
.
1975.
S. Roberts, Us and Oxen'
S. Jameson, "Women inthe Southern Alberta Ranch Community,
1914", The Canadian West,. ed., H. Kiassen.
L. Rasmussen,.A Harvest Yet to Reap.
G. Binnie-Clark, Wheat and Woman.
6. Wages for Housework: The Domestic Servant
A.
?
I
1881-
R.
Pierson, "Home Aid",Atlantis, Spring 1977, Pt. u•
Leoore Davidoff, "Mastered for Life: Servant and Wife in
Victorian and Edwardian Eng.land
t , :
Journal of Social History,
Summer 1974.
?
.
?
.
W. Turner,
11
80 Stout and Healthy Looking Girls", Canada. An
Historical Magazine
1
Dec. 1975.
S.
Buckley, "Some Schemes for the Emigration of British Females
to Canada, 1884-1931
11
, ms.. 1976.
?
. . ?
.
B.
Roberts, "Daughters of
.
the Empire and Mothers of the Race",
Atlantis, Spring 1976.
? .
G. Leslie, "Domestic Service in Canada, 1880-1920
11
, Women at
Work. ?
.
?
.
?
,. ?
.
Strong-Boag, J Stoddart,"...And Things Were Goin
g ?
Wrong at
Home", Atlantis, Fall 1975..
?
. .
S. Cross, "The NeglectedMajority",. in The Neglected Majority.
Y. Piggott, "Fredericton 1861: The Experience of Working.
Women", Paper presented
.
at the CHA meetings 1977.
M. Katz, The Pèople'of A Canadian City.Hamilton, Canada West.
C.
Gaffield, D. Levine, "Dependence and Adolescence on the
Canadian Frontier: Orillia, Ontario in the Mid-19thCentury"
History of Education Quarterly, Spring 1978.
7. Women's Work in Industrial Canada:
E. Pleck, "Two Worlds in One: Work and Family"
.
, Journal of
Social History, Winter 1976.
S. Trofimenkoff, "l02.Muffled Voices: .Canada's Industrial
Women in the 1880s", Atlantis, v. 3, Fall 1977.
G. Kealey, Canada Inviiiigates Industrialization
A. *Klein, W.. Roberts, "Beseiged Innocence... ", Women
W. Roberts, Honest Womanhood
M. Katz, The People of a Canadian Cit
at Work
_0
qQ
• ?
T. Copp, The Anatomy of Poverty, ch. 3,4.
S. Cross, "The Neglected Majority", in The Neglected Majority.
J. Sangster, "The 1907 Bell Telephone Strike", Labour/Le
Travailleur, 1978.
Winda Bohneen, "Women Workers in Ontario: A Socio-Legal
History", University of Toronto Faculty of Law Review, 1973.
M. Lavigne, J. Stodclart,"Women's Work in Montreal at the Turn
of the Century", in Women in Canada (1977).
8. A Special Education
Prentice, Houston, Family, School and Society,
pp.
244-69.
I. Davey, "Trends in Female School Attendance...", Social
History/Histoire Sociale, No. 1975.
D. Ronish, "The Montreal Ladies' Educational Association",
McGill Journal of Education, Spring 1971.
R. Stamp, "Adelaide Hoodiess", in-Profiles of Canadian
Educators or "Teaching Girls their"God Given Place in Life",
Atlantis, Spring 1977.
J. Conway, "Perspectives on the History of Women's Education in
the United States", History of Education Quarterly, v. 14,
no. 1, Spring 1974.
L.
Lemieux, "La fondation de l'ecole menagere de St. Pascal 1905-
9", RHAF, no. 3, 1971.
M.
Royce, "Arguments Over the Education of Girls", Ontario
S
History, March. 1976.
M. Royce, "Methodism and the Education Of Women in the 19th
Century Ontario," Atlantis, Spring 1978, Pt. 1.
M. Innis, "Adelaide Hunter Hoodless", in The Clear Spirit.
9. The Respectable Professions
K. Archibald, Sex and the Public Service.
D.
'Garrison, "The Tender Technicians...", CIio's Consciousness
Raised, ed. Hartman
?
Banner.
A. Prentice, "The Feminization of Teaching", The Neglected
Majority.
A. Boivin
?
K. Landry, "Francoise et. Madeleine. pionnieres du
journalism feminin au Quebec," Atlantis, Autumn 1978.
M. Street, Watch-Fires on the Mountains.
Strong-Boag, "The Forging of Reformers", in L. Kealey, A Not
Unreasonable Demand.
V. Strong-Boag, ed., A Woman with a Purj?ose.
E.
Graham, "Schoolmarms and Early Teaching in Ontario", Women at
Work.
A. Strauss, "The Structive and Ideology of American Nursing",
The Nursing Profession: 5 Sociological Essays.
J. Coburn, '
II I
see and am Silent'...", Women at Work.
D. French, High Button Boot Straps.
. ?
S. Cross, "The Neglected Majority", The Neglected Majority.
C. Hacker, The Indomitable Lady Doctors.
61
10. Woman Reformers and Urban -. Industrial Society
B. Bri g
den, "One Woman's 'Cam
pai g
n for Social Purit
y
and Social
Reform", R. Allen, The Social Gospel in Canada.
M.
Lavigne, Y. Pinard, J. Stoddart, "La Federation Nationale St.-
Jean-Baptiste et les revendications feministes au debut du
20e,siecle", Les Femmes dans la Societe quebeçoise", ed. M.
Lavigne, Y'. Pinard and RHAP, Dec. 1975.
N.
McClung, In Times LikeThese.
W. O'Neill, Everyone Was .Brave.
B. Welter, "The Feminization of ,American Religion", Clio's
Consciousness Raised.. -'
J. Conway, "Women Reformers and American Culture", Journal Of
Social History, Wintet'1971-72.
R. Cook, "Francis Marion B:eynon...", C. G'erger, R. Cook, The
West and the 'Nation.
W. Morrison, "'Their Proper 'Sphere'.. .", Ontario History, March
and June 1976.
W. Roberts,
11
6
New Women", Atlantis, 3, no. 1, Fall 1977.
N. Sutherland, Children in Engli.sh Canadian Society.
L. Kealey,.ed., A Not Unreasonable Claim.
11. The Suffragists 'and their Enemies
D. Gorham, English Militancy and the Canadian Suffrage
Movement", Atlantis, Fall '1975.
C. Cleverdon, 'The Woman Suffrage Movement in Canada.
N. McClung, In Times Like These.
A. Kraditor, The' Ideas, of the Woman Suffrage Movement.
Lavigne, Pinard, Stoddart, "La Federation Nat ionale St. Jean-
Baptiste...", Les Femmes Zan la Societe quebecoise or RHAF,
Dec. 1975.
T. Casgrain, A Woman mA Man's World.
W. O'Neill, Everyone was 'Brave.
M. Jean, ,Qüebecoises du Z'Oe si,ecle.
B. Tennyson, "Premier Hearst,' The War and Votes for Women",
Ont. History,.
Sept. 1965.'
P. Voisey,
FtThe
,
Votes, for Women 'Movement", Alberta History,
Summer 1975.
C. Bacchi, "Liberation Deferred", HS/SH, Nov. '1977.
S.M.'. i.Trofimenkoff, "Henri Bourassa and "The Woman question",
The' Neglected Majority and 'Les Femmes dans La Societe,
guebecoise.
S.M. 'Trofimenkoff,. "Les femmes dans l'oeuvre de Groulx" RHAF,
Dec. 1978.
G.'Smith, Essays on the 9uestions of the Day.
A. Bowker, The Social Criticism of Stephen Leacock.
A. Mecphaill, Essays in Fallacy.
W.,Mtc.hinson, R. Cook, The Proper Sphere.'
.: Stoddart, "The Woman Suffrage
?
in 'Quebec", Women An
Canada (1978).
M. Gagnon, Les femines v,ues par le Quebec des hommes.
-Ap
COL
T ?
12. The 1920s: Consolidation and Conservation
W. Chafe, The American Woman.
M. Vipond, "The Image of Women in the Canadian Mass Circulation
Press in the. 1920's", The Nelected Majority.
Strong-Boag,' "Canadian Feminism in the 1920
1
s:
• the Case of Nellie
L. McClung", JCS, Nov. 1977.
•
?
Strong-Boag,
T
mTe Girl of the New Day", Labour/Le Travailleur,
1979.
Strong-Boag, "Wages for Housework", JCS, Summer 1979.
• ?
Strong-Boag, The Parliament of Women, ch. 8.
Lavigne, Stoddart, in Women in Canada (1977).
D. Durkin, The Magpie.
E.
Freedman, "The Woman.. . ", Journal of American History, 1974.
K. Yellis, "Prosperity's Child... ", American Quarterly, Spring
1969.
V. Strong-Boag, "Intruders in the Nursery: Childcare
Professionals Reshape the Years from One to Five, 1920-193911,
in J. Parr, ed., Essays in the History of Canadian Children.
D.
Page, "The Development of a Western Canadian Peace Movement",
S. Trofimenkoff, The Twenties in Western Canada.
E.
Murphy, The Black Candle.
L. Trifiro, "Une Intervention a Rome dans la lutte pour le
suffrage feminin au Quebec", RHAF, Juin 1978.
. ?
M. Hallete, "Nellie McClung and the Fight for the Ordination of
Women in the United Church of Canada", Atlantis, Spring 1979.
M. Lapointe, "Le syndicat catholique des allumettieresde Hull,
1919-1924", RHAF, Mars 1979.
13. The War and Beyond
R.R. Pierson, "'Jill Canuck', CWAC of all Trades, But No Pistol
Packing Momma", CHAHP, 1978.
Women's Emancipation and the Recruitment of Women into the
Canadian Labour Force in WWII", The Neglected Majority.
?
M.J. Gagnon "Les Femmes dans le mouvement syndical quebecoise",
in Les Femmes dans la Societe guebecoise.
W. Chafe, The American Woman.,
P. ?
H. Armstrong, The Double Ghetto.
J. Lamarsh, Bird in a Gilded Cage.
F. Barry, Le Travail de la femme.
Royal Commission on the Status of Women.
M. Luxton, More Than a Labour of Love.
63
C'ALtDAR
INFORMAION:
DcpartentZ
?
Women's
?
Studies
Course Number:
?
821
Title: ?
Griiate
Seminar in
Psycholo
gy
of Women
Description:
?
seeattached
Credit Hours: ?
____
?
Vector: ?
rrerequ1s1te(s) if nv:
PIROLLMENT
ANDSCHEDULING:
}stitated Enrolment
?
3- 4
_When will the roure
flit3t
be of ft red
1982-3(?)
H ?
often will the course be offered:
?
.
_
Student
dem.ind
.SrIF)CAT1ON:
This will bethecoreseminar for anyM.A. candidate interested in writing a thesis or
extended papers on the psychology of women; it should provide a useful perspective to
'ridu;te
students in all areas
of Women's
Studie
s.
FOURCCS:
.Thich Faculty
mesberwill
normally teach the cure:
?
Dr. M. Kimball
are the tudge.tary tculicatons of
mountinc the cnur'e:
Are
there
sufficient Library .resource
(a
ppend
details):
?
Yes
Anpended:
a) Outlineof the Course
b)
An indication of the
com p etence of the Facult
y
member to give the. course.
c)
Library
.
resources ?
•:
Approved; e.ie p
srteits.1 OtadOisto
Studies Coittee:__
?
Date:-
Faculty Ctadu.te Studia Co.ittee:_________
Tacultyz
?
: ?
Date:____________
Senate Graduate
Studies Cr1ttee:
?
Date:
-Date:
Women's Studies 821-5 Graduate Seminar in
.
Psychology
of Women
This course will consist of an in-depth exploration of both traditional
and feminist theories of the development of female personality. Special
consideration will; be given, to the impact' of social and economic factors on
women's
psychology
and the' extent to which such factors are or are not taken
into account.
'Faculty Competence
?
.
Dr. Meredith Kimball has taught a number of tndcrgraduate courses in
related areas including: Female Roles in Contemporary Society (W.S. 203)0
Women and Therapy (W.S. 301), Developmental
.
Psychology (PSYC 351), Social
Psychology of Sex Roles (PSYC 460), The Development of Sex Differences (PSYC
450) and Adult' Development and Aging (PSYC 456). In the spring of 1982 Dr.
Kimball will be teaching Women and Psychoanalysis (W.S. 300). For 10 years
she has been active in research concerning women and achievement. In addition
to this main research interest, Dr.. Kimball has also investigated the
influence of media sex roles and children's attitudes, ..written papers on sex
role development, and most recently, reviewed the area of biological theories
advanced to explain intellectual sex differences.
Library Resources
Ai
though the Library has most of the journals and books needed to teach
such
a course, one journal is not in the Library which would be needed for
o. ?
such
a course: The Psychology of Women Quarterly.
0
• .
65
Women's Studies 821-5 Graduate. Seminar in Psychology of Women
Course Outline
This course will consist of two parts. The first one will
focus on psychoanalytic theorie
,
s of female ,
development. Using an
historical framework we will being with Freud. In addition to
'reading carefully his work on feminjne psychology we will also
examine the personal, social, and economic factors that
influenced his work. Next several traditional psychoanalysts
including Deutsch, Homey, and Thompsonwill be studied. For the
final section of this part, modern feminist psychoanalytic
theorists such as Chodorow and Dinnerstein will be studied.. For
each of the theories the historical context in which they were
created as well as the: implications for social change will be
examined.,
In the second part of the course we will return to the
beginning of psychology as a discipline but will this time
examine the empirical tradition within psychology and how this
body of work has examined female psychology. Beginning with the
early works on individual differences, we will follow this line
of work through the-first half of the 20th century ending with
the work of Maccoby and Jacklin, feminist responses to this work,
and modern feminist thinking' on the issue of sex differences.
again as with the psychoanalytic theories, the historical context
of this empirical work will,be examined.
Throughout the course students will be expected to focus on
core questions such as: What is the best way to study sex
differences?. Do we need nevi methodological tools to study
e xper i
ence What responsibilities do scientists have for
how their results are 'used? Wha,t questions need to be asked that
we haven't yet asked?
Each student, would' be expected both to present several
seminars on the readings
.
throughout the term and to write a major
paper examining either an issue in the psychology of women or a
major theorist in the area.
Readings for the first section of the course will be selected
Trom:
Benjamin, J. The 'bonds of love: Rational violence and erotic
domination. Feminist Studies, 1980, 6, 144-174.
Chasseguet-Smirgel, J. (Ed.) Female' Sexuality, ann Arbor:
University of-Michigan Press, 1970.
Chodorow, N. The Reproduction of Mothering: Psychoanalysis and
the Socioloy of under. Berkeley, Calf: University of
California Press, 1978.
Dinnerstein, D. The Mermaid and the Minotaur:' Sexual
Arrangements and the' Human Malaise.' N.Y.: Harper
?
Row,
1976.
66
• ?
Flax, J. The conflict between nurturance and autonomy inmother-
daughter relationships and within feminism Feminist
Studies, 1978, 4, 171-189.
Fliegel, 1.0. FemininepsychoSeXUal development in Freudian
theory. Psychoanalytic Quarterly, 1973, 42, 385-408.
Garrison, D. Karen Homey and feminism. Signs, T81, 6, 672-691.
Hirsch. M. Mothers and daughters. Signs,1981, I, 200-222.
Homey, K. Feminine Psychology. N.Y. : Norton, 1967.
Lorber, J. et. al. On The Reproduction of Mothering: A
methodological debate. Signs, 1981, 6, 482-514.
Miller, P.Y.
?
Fowlkes, M. R. Social and behavioral constructions
offemale sexuality.. Signs, 1980, 5, 783-8--.
Ruddick., S. Maternal Thinking. Feminist Studies, 1980, 6, 342-
367.
Schafer, R. Problems in Freud's psychology of women. Journal of
the american Psychoanalytic Association, 1974, 22, 459-
485.
Strouse, J. (Ed.). Women and Analysis, N.Y.:
.
Grossman, 1974.-
Thompson, C. Psychoanalysis: Evolution and Development, N.Y.:
Grove Press, 1950.
Thompson, C. On Women. N.Y.: New American Library, 1964.
Weisskopf, S.. Maternal sexuality and asexual motherhood. S
ig
ns,
1980, 5, 766-782.
Readings for the second section of the course will be selected
• .
?
from:
Allen, C. N. , Studies in Sex differences. Psychological Bulletin,
1927, 24, 294-304.
?
.
Allen, C.N. Recent research in sex differences. Psychological
Bulletin, 1935, 32, 343-354.
Anastasi, A. Differential Psychology, 3rd. ed. N.Y.: MacMillan,
1958.
Anastãsi, A. Four hypotheses with a derth of data: Response to
Lehrke's "A Theory of X-Linkage of Major Intellectual
Traits". American Journal of. Mental Deficiency, 1972, 76,
.620-622.
Burt, C. and Moore, R.C. The mental differences, between the
sexes: IV Journal of Experimental Pedagogy, 1912 1
1, 355-
388.
Calkins,.M.W. Community of ideas of men and women.: Psychological
Review., 1896', 3, 426-430.
Caplan, P. J. Sex differences in anti-social behavior: does
research methodology produce or abolish them? Human
Development, 1975. 18 444-460
Castle, C. A statistical study of.eminent women. Columbia
University contributions in Philosophy and Psycholoby,
1913, 22 (no. 27), 1-90.
Cattell, J.M.A statistical study of eminent men. Popular
Science Monthly, 1903, 62, 359-377.
Eagly, A.H. Sex differences inTnfluenceabilitY Psychological
'Bullet in,.1978, 85, 86-116. .
W ?
Ellis, H. Man and Woman: A Study of Human Secondary Sex
'Characteristics. London: Walter Scott, .1894.
67
Ellis, H.
?
Variation in man and
. woman. ?
Popular Science Monthly,
1903, ?
62
9
?
237-253. ?
.:
Fraiser, G.
?
W. ?
A comparative study of the variability of boys
and girls. ?
Journal of Applied Psychology,
?
1919, ?
3, ?
151-
155.
Frodi, A.,. Macaulay,
?
J.,
?
and
:
-Thorne,
?
P.R ?
Are women always less
aggressive than men?.
?
Areview of the experimental
literature. ?
Psychological Bulletin
.
,
?
1977, ?
84, ?
636-660.
Furomoto, ?
L. ?
Mary Whiton Calkins
?
(1893,
-
?
1930), •fourteenth
president of the American Psychological Association.
Journal of History of
:
the Behavioral Sciences,
?
1979, ?
15,
-
. ?
..
346-356.
?
..
?
.
Galton, F. ?
Hereditary Genius:
?
An Inquiry into its Laws and
consequences. ?
1869; ?
. 2nd
. ed.
?
N.Y.:
?
Horizon Press,
?
1952.
Geddes,
--
T. —
and Thomson,
?
J..A.' ?
The Evolution of Sex, ?
N.Y.:
Scribner, and Welford,
?
1890. ?
Ch. ?
19. ?
.
Goodenough, ?
F.L. ?
The consistency of sex differences ?
in mental
traits ?
at various ?
ages.
?
Psychological Review, ?
1927, ?
34,
440-462.
Hall, G.S.
?
The contents of children's minds on entering
school. ?
Pedagogical
?
Seminary,
?
1891, ?
1, ?
139-173.
Gilligan, C. ?
In a different voice:
?
Women's conceptions of self
and morality.
?
Harvard
.
Educational Review,
?
1977, ?
47, ?
481-
517. ? .
?
..
Hollingworth, ?
L.S. ?
Variability as related to sex differences in
achievement. ?
American Journal of Sociology,
?
1914, ?
19,
510-530.
?
S..
Uollingworth, ?
L.S.
?
The comparison of the sexes in mental
traits. ?
.. Psychological
?
Bulletin, ?
1918, ?
15, ?
427-432.
Hyde, J.S.
?
How large a
?
cogniive gender diffiFences? ?
A meta-
analysis using w
?
and d. ?
American Psychologist.
?
1981,
?
36,
892-901. ? . ?
.
Jastrow, J.
?
A study ?
in mental
?
statistics.
?
New Review, ?
1891, ?
5,
559-568.
Jastrow, J.
?
Community and Association of ideas:
?
A statistical
study
.
. ?
Psychological. Review,
?
1894, ?
1
1
?
15 2-158.
—
women.
Jastrow, J.. Community of ideas of men and
?
Psychological
Review, ?
1896
9
?
3, ?
368-371. ?
. ?
. ?
.
Jastrow, J.
?
Reply to
-
Calkins.
,
Psychological Review,
?
1896, .3, ?
430-
431.
Lamb.er, H.H.
?
Biology and equality:
?
A perspective on sex
differences. ?
Signs,
?
1978, ?
4,
?
97-117.
Lowe, M.
?
Sociobiology and sex. differences,
?
Signs, ?
1978, ?
4, ?
118-
125. ?
. ?
.
?
. ?
,.
?
.
Maccoby, ?
E.E. ?
and Jacklin, C.N.
?
The PsycholOgy:of sex
Differences,
?
Stanford, Calif:
?
Stanford University Press,
1974. ?
. ? .. ? ,.,
McNamar, Q
. ?
and Te.rman,
?
L .
.M..Sex differences in variational
tendency. ?
Genetic Psycholog' Monographs,
?
1936, ?
18,1-66.
Miles', C.C.
?
and Terman,
?
L.M.,
Sex
differences in the association
of ideas. ?
American Journal of Psychology,
?
1929,41, ?
165-
206.
.
Montague, H.
?
and Hollingworth. ?
L.S. ?
The comparative variability
of the sexes at birth. American Journal of Sociology,
1914, ?
20, ?
335-370. ?
5.
Nevers, '
C. Dr. Jastrow on community of ideas of men and women.
S
Psychological Review, 1895, 2, 363-367.
Parlee, M.B. Psychology and women. signs, 1979, 5, 121-133.
Rosenthal, R. Covert communication in the psychological
experiment. Psychological Bulletin. 1967, 67, 356-367.
Ross iter, M.W. women scientists in America
.
before
iflo.
American
Scientist, 1974, 62, 312-23.
Shield, S.A. Ms. Pilgrim' progress: The contributions of Leta
Stetter Hollingworth to the psychology ofl women. American
Psychologist, 1975,
303, 852-857.
Shields, S.A. Functionalism, Darwinism, and the psychology of
women: A study in social myth. . American Psychologist,
1975, 30, 739-754
?
.
Shields, S.A.'The variability hypothesis: The history of a
biological model of sex differences. in intelligence.
Signs,. 1982, 7, 769-797.
?
. .
Staff of.the Division.of Psychology of the Institute of
Educational Research, Teachers College, Columbia
University. Sex.differences in status and gain in
intelligence test scores from thirteen to eighteen.
Pedagogical Seminary., 1926, 33, 167-181.
Staff of the Division of Psychology, of the Institute of
Educational Research, Teachers College, Columbia
-
?
University. On the variability of boys and girls from
thirteen to eighteen. Pedagogocal Seminary, 1926, 33,.
S182-18,4.
Tanner, ?
. . .
?
.
?
.
A. The community of ideas of men and women.
Psychological Review, 1896, 3, 548-550.
Thompson. H. B. The Mental Traits
oT Sex.
Chicago: University
of Chicago. Press, 19
.
03. ?
. ?
.
Tyler, L.E. The Psychology
of
Human Differences, 3rd. ed. N.Y.:
Appleton Century Crofts, 1965.
Walker, L.J.Sex differences in the development of moral
reasoning: A critical review of the literature. Paper
presented at theCanadian Psychological Association
meetings, Montreal, June, 1982.
Wooley, H.T. A review of the .recent literature on the psychology
?
of
sex. Psychological Bulletin, 1910, 7, 335-342.
Wooley, H.T. The psychology of
sex.
Psychological Bulletin,
1914, 11, 353-3
.
79. ?
. ?
..
?
. . ?
.
Wooley, H.T.. An Experimental Study of Children, N.Y.:
Macmillan, 1926.
?
. .
69
('
.
1rUDAR INFOP-MATIONI
Department:
?
Women's
Studies ?
--
?
j.ourse
1ILm,er: 822
Title: ?
Crdmte Seminar in Fcinist Theory
fletcripttofl ?
See
_
tt-ched-
Credit Hours
?
5 ?
_______Vector ?
-
?
rrereqtiis1te(s) if
?
v
NROLLMT AND SCHEDULING:
Ftfiiated
Enrollment:
3-4..
__
When
will the course first he cffcred: ?
198-1
How often will the
course be
offered:
____AccnrtLijtastuddnt_dcW_.__
JISTIF1CAT1QN1
This
seminar will prepare
M.A.
candidates for a thesis or extended papers in the area
of Feminist theory
as
well as
introduce other graduate students in Women's Studies to
;pOhisticated theory
in their
field.
Rr.SOURCCS:
%Thich Faculty member will normally teach the course:
?
ndell
it are the,
budLetary implications
of incwntinZ the ccure None -
?
-
Are there
sufficient Library resources
(aooend details):
?
_
?
)'CS
•rpeuded$
a) outline
.
of the
Course
b)
An indication of the con
p etance
of the Facu1tvmetbet to give the course.
c)
Librlry rsoUtce. .
Approved:
iepartmenti dtadu3te Studies
Cor.e%itkee:
?
_____Date:_____________
?aeulty OrCduats studies ett.e ?
Date
Faculty:
?
--Date:
Sêit*t. Criduate Studies Conaittee:
?
Dite:______
70
?
án*t.*: ?
••. ?
-
?
_ _________ 1)atc:
Women's Studies 822-5 Graduate Studies in Feminist Theory
This course will analyse and compare major feminist social and political
theories, including those that have emerged from liberal, socialist and
radica l
feminist tradition. The relationship among theories of sexism and
politicalgoals and practices will be discussed.
Faculty Competence
S. Wendell has twice taught Feminist Theory as a 5-credit Special Topics
course in Women's Studies (W.S. 300-5).. Feminist theory has been her major
research area for the past five years. She expects to
.
publish an annotated
Bibliography of Feminist Theory with Women's Press and is working on a book of
comparative feminist theory. She has published two articles in this area.
o
?
Library Resources
•
?
?
Library. resources for this course are adequate. The Library's collection
of relevant periodicals is good. Its collection of books on feminist theory
is generally adequate, when supplemented by inter-library loans from U.B.C.;
however, it must keep up with the rapidly-grcMiñg body of literature in this
field. Local bookstores are often our 'first -sources for these books, but the
instructor has had no trouble so far guaranteeing students' access to the
necessary material.
71
Women's Studies 822-5 Graduate Seminar in Feminist Theory
Course Outline
In this course we will study theories of the
,nature and or ig in of
inequalities between the sexes
?
These theories can be categorized, according
to the historical traditions fr.hlch they arise, as liberal feminist,
Marxist and other socialist feminist, and radical feminist.
?
Liberals have
emphasized the importance of the prejudice, ignorance and immorality of
individuals and the. reinforcement of these by governments and institutius.
Marxists and other socialist 'feminists have focussed on the economic
conditions which demand. and perpetuate women's oppression.
?
Radical feminists
have analyzed
sexist
societies in terms of a basic male/female split and the
nearly universal undervaluing of whatever is associated with females.
?
In this
seminar we will study son
?
of the 'nest interest iñg and influential analyses
from each of these traditions and the political goals and strategies they
generate,
?
. ?
. . ?
. ?
.
We will criticize and compare .theories about the nature of sexual
inequalities, their historical and/or biological origins and the conditions
'of
which perpetuate them.
?
We will also examine various conceptions
?
the
desirable future for women and views about the best methods of creating that
future. ?
Students will be encouraged-to-make use of valuable elements from all
the readings in beginning to develop their own feminist theories
Reading List (Reading will be selected from the following):
Liberal Feminism:
Mary Wollstonecraft, A Vindication of the Rights of Woman
John Stuart Mill, The Subjectionof
,
women
?
. ?
.
?
. ?
.
Juliet Mitchell, 'i'IonEn and Equality,
t
' in Mitchell and Oakley, The Rights
and Wrongs of Women..
?
. ?
.
Traditional Marxist Feminism:
?
.
?
S.
Engels, The Origins of the Family, Private Property and the State
Evelyn Reed, "Wonn: Caste or Oppressed Sex?" in Jaggar and Struhl, Feminist
Frameworks
$
.• ?
2
Socialist Feminism:
Peggy Morton, 'women's Work is Never Done," in Women Unite
Juliet Mitchell, Woman's Estate
Mariarosa Dalla Costa, Power of Women and the Subversion of the Coninunity
Sheila Rowbothain, Woman's Consciousness, Man's World
Beyond the Fragments: Feminism and the Making of Socialism
Radical Feminism:
Shulainith Firestone, The Dialectic of Sex
Ti-Grace Atkinson, Amazon Odyssey
Adrienne Rich, Of Woman Born
Mary Daly, Gyn-ecology
Others:
Simone de Beauvoir, The Second Sex
. ?
Sandra Harding "Feminism; Reform or Revolution?" in Gould and Wartofsky,
Women and Philosophy, and other anthologies..
Angela Miles, "Feminism and Class Analysis," in Atlantis, Vol. B, No. 2,
Spring, 1978.
Anthologies:
• ?
Jaggar
and
Struhl, eds.,
Feminist Frameworks
Rossi,
ed.,
The Feminist
Paper ? •
Course Requirements:
Students will be expected to make brief oral presentations on the
readings and to write two short papers on assigned topics and one long paper
on an issue in feminist theory or an important feminist theorist or set of
theorists. ?
•
?
S ?
•
07
4
'I
(*Li,J
)
AR INFORMATION:
Dcpartcnt
?
Women's
Studies
?
_—Course Nunher:_
?
823
Title:
?
Graduate
Seminar in Feminist ArtLiterary_CTitiCiSm
Description:-
?
see attached
Credit
Hou rs:
_yector:
rrerequ1a1te(s)
if irnv:
F:O1.i.MZNT AND
SCHEDULiNG:
1
q
tjoatcd EroI1nent:
4
?
5 ?
When will
tic
course first be ofItred:831(
!L'w
often will the course be
:I!1IFICATlON.
This
will
be the central seminar to prepare M.A. candidates for theses
or extended
papers onwomen's
art
or
literature, and feminist criticisms of art
or
literature. It should
also
provide useful
background and critical training to other
graduate
students in Women's Studies.
• ?.EOURCCS:
,a1ch
Facult y
utcsber will normally
teach
the course:
?
?
•cowitz,j.gijsh_orK.Silverman,
WS.. and Film
are the budgetary Implications
of mc'untinc the course:
.
Are there sufficient Library
resources (aootnd
detaI1n):_)pS
.pLnded: a) Outline
of
the
Course
b)
An indication of the cococtence of the
Facult y
member
to
g
ive
the course.
c)
Library
resources
ipoved:
Dcparti'ental Graduate Studies çoittee:________
?
Date:
Faculty Graduate Studies Co.ittee:
?
____
?acult7:
?
_Date:
Zin1i Graduate Studies Cor=ittee:
?
Date:
--,... .•..
*
S
?
Women's Studies 823-5 Graduate Seminar in Feminist Art/Literary Criticism
This course will examine the development of feminist aesthetic theories
with particular reference to literary, cinematic and/or art forms. The
fundamental assumptions of feminist literary and/or art criticism as well as
the
"principles of art forms will be discussed.
Faculty Competence and Library Resources
A. Lebowitz hs taught Feminist Literary Criticism at the graduate and
undergraduate level in the Department of English. In addition A. Lebowitz is
supervising two English M.A students, who are preparing a critical
bibliography of
.
Feminist Literary Criticism sire 1975. This bibliography
will be a valuable addition to the SFIJ resources. For further information,
see C.V
K. Silverman has taught Feminist Film Criticism as units within graduate
and undergraduate courses on Semiotic Theory and in undergraduate courses on
Film Theory and Representations of Women in American Fiction and Film. In
addition, she treats the topic in her forthcoming book on Semiotics: A
Methodological Guide (Oxford Press, 1982) and articles in Framework and New
German Critique. For further
,
information, see C.V. When she teaches this
course some reasonable additional funding for film rental and purchase may be
necessary. A normal library acquisition policy reflecting the major growth of
the film area in the Centre for the Arts should, however, rapidly eliminate
present weakness in SRi holdings.
S
IL)
Women's Studies 823-5 Graduate Seminar in Feminist
Mt/Literary
Criticism
Course Outline
The following is a sample only, since both the theoretical and, practical
section of. the course will vary with different faculty and/or topics.
Generally, for literature, the outline would be:.
1. Review of major schools of literary criticism (2 weeks).
2.
Review of contemporary avant garde critical theories (2 weeks).
3. Introduction to Feminist Literary Criticism (3 weeks). This would
include a chronological and thematic survey of Feminist Literary Theory
sure approximately 1975. 'The student would become familiar with some
of the assumptions coninon .to all Feminist Literary Criticism; with the
development of critical questions and methods . for pursuing, these
assumptions; with the development of debates among Feminist Literary
critics; and with the relationship of Feminist Literary criticism to
other critical theories.
4. Application of the theory to one or two.individual writers (6 weeks).
The artist(s) selected for this section of the course would vary from
semester to semester. ? .
Requirement
--Two seminar presentations (one during the first theoretical part of
course and one during the second part on the individual artist)..
--25-30 page essay.. . ?
. ?
.. ..
Note:
In any one semester, W.S. 823-5 will investigate one area of the arts. The
area will change over the semesters as faculty are available. Presently,
there are regular faculty members in literature and film, who could do the
course. However, the course could also be taught by someone in the field of
paiting, music, etc. Although we do not have full time faculty members in
these areas. at this time, we hope to be able to offer these variations of the
course in the future with visiting, sessional
.
or exchange faculty. Hence, we
are making the course description broad in order to accommodate this future
possibility.
76
çJJflAP I NFDR1ATION
?
.
.,
DepaXtmeflt ?
.
Women's St3ldies
?
Course
__
Title: ?
GrtiitP
Sp
minrnn]women
_an Social Policy
Description:
?
-
see attached ? .
?
-
Credit
Hours:5
?
S
?
Vector:
?
--
Prereqiiiaftc(s) if
anV________
10LLT1T
AND S.CHEDULING.
Fst1ted
Enrollment:
?
3-S
?
'Then
will
the course
first he
offered: ?
1983-3(?)
k.w
often
will
the course
be
,
offered:
?
AccQrding to sttident_demand
STITICATiON:
This course will prepare students_interes
ted
in research on social problems and
nolicies for their thesis and provide useful background for any student interested
in women's history and feminist theory.
x0URCCS:
tThtch
faculty meber will noriaIly
teach the course:
M
s.
hat
are the budgetary inplications
of mounting the cnurse: ?
None
at...theprccDt.
.5j.i1cQJaCu1ty_ will teach small courses.onoverload.
Are there
sufficient .ibrary resources (aoiwnd detail.):
.pcnded:
a) Outline
?
the Course
b)
&
'
i irgdjrtiori
of
the com
p
etence of
the
Facult y
member
to
'ive the course.
c)
Libt*r
iilo6icii
.iiatoved:
?
udist
torclittret
?
Date:
Faculty
-- ?
. ?
Faculty Graduate Studies Committee-
?
.
?
Date:
.
?
Facultyz
?
Date:..
Senate Graduate Studies'
Cov=tttee: ?
.
Date:
Senitt ?
______ . .
? . ?
. _Date:__
W. S.
824-5 Graduate Seminar -
oh-Women and Social Policy
Course Outline: ?
0
This course will focus on one or more social issues and policies in such
fields as law, health, ecormics, social welfare, and science and techrology.
Faculty Competence and Library Resources:
M.L. McDougall has pub1ishd in the area of labour history for six years
and in the more specific area of women's labour history for the past four
years. She is pre.seitly engaged in. research on protective labour legislation
for women in France In all her historical work, she has relied upon the work
of labour economists and sociologists specializing in the sociology of work
She is currently reading political theory of social policy and law in
preparation for a book on protective labour legislation. In addition, she has
taught modem European labour and economic history at the graduate level since
1978, and has taught upper-level undergraduate courses on women and work See
C.V. for further details.
Library resources are adequate for the proposed course.
(,0
—41
78
S
a
o
Women's Studies 824-5. Graduate Seminar on Women and Social Policy
Professor M.L. McDougall
This semester the seminar will examine the ecorEmic,. social and political
problems associated with women in the labour market and the social policies
designed to cope with or perhaps cover up these problems. Some specific
topics will be: job ghettos, wage differentials between menand women, women
in a male-dominated and male-oriented labour market, women's broken work
patterns, the economic and sociological explanations of
sexual segregation,
wage gaps, the lack of day care and flexible work hours, and the political
responses of antidiscrimination or human rights and equal pay legislation.
Course Requirements and Grading
Students will be expected to present a brief oral report every week on
one or
two of the weekly reading assignments; these reports will be worth 40% of the
final grade. Students will also make a longer oral presentation on their
research paper worth 20% of their final grade. The research paper will count
for 40% of the final grade.
Unit One:
The Problems: Ecoix)mic Data and Theories
Selected readings from:
World's Women Data Sheet of the Population Reference Bureau,
Inc. (and UNICEF)
Labour Canada, Women's Bureau, Women in the Labour Force, Facts and Figures.
79
2
Province of B.C., Ministry of Labour, Labour Research Bulletin.
Blaxall and Reagon, Women and the Workplace: The Implications of Occupational.
Segregation.
Marchak, The Working Sexes.
Stromberg and Harkess,.Women Working
?
S
G. Becker, Human Capital ?
5;
Mincer and
Polachek, "Family investments in Human Capital: Earnings of
Womi",Journa1 of Political Economy, 82:2 (1974).
R. Marxke, "Lower Pay for 'Women? A Case of Economic Discrimination?"
Industrial 'Relations (Oct. 1971).
B. Phelps, "The Statistical
Theory
of Racism Sexism", American Economic
Review (1972).
M. Strober, "Lower Pay for Women: A Case of Economic Discrimination?
Comment", Industrial Relations (May 1972).
F. B. Weisskoff, 'Women's Place in' the Labor Market", American Economic
Review, 62 (May 1972).
B.R. Bergmann, "Occupational Segregation, Wages and Profits When Employers
Discriminate by Race or Sex", Eastern Economic Journal, (April-July 1974).
K. Arrow, "The Theory, of Discrimination" in Discrimination in Labor Markets
(Princeton U. Press, 1973)
M.H. Stevenson, 'Wage Differences Beten, Men and Women: Economic Theories",
in Stromberg/Harkess.
J. Madden, The Economics of Sex Discrimination. .
B. Deckard ej H. Sherman, "Monopsony Poir and Sex Discrimination". 'Politics
and Society (1974).
Edwards, Reich and Gordon, Labor Market Segmentation (especially Mary
Stevenson essay).
M.J. Piore, "The Dual Labor Market: Theory and Implications" in Problems of
Political Economy (ed. Gordon).
Stevenson Article in Edwards et. al.
H. Zeilner, "Discrimination Against Women, Occupational Segregation and the
Relative Wage", American Economic Review. (May 1972)
MI
Wachter, "Primary and Secondary Labor Markets: A Critique of the Dual.
Approach", Brookings Papers on Economic Activity, v. 3.
_'o
-0
80
S
a
P. Connelly, Last Hired, First Fired.
Critique: P. Marchak, "Introduction", The Working Sexes.
Unit Two: Sociological Perspectives:
J'. Acker, 'Women and Social Stratification: A Case of Intellectual Sexism",
American Journal of Sociology 78 (1973).
C.
F. Epstein, "A Different Angle of Vision: Notes on the Selective Eye of
Sociology", Social Science Quarterly, 55 (1974).
L. Marsden, "Livelihood: A Feminist View of
:
the Sociology of Work",
Atlantis, vol. III, r. 2, pt. 2 (1978).
D.E. Smith, 'Nome's Perspective as a Radical Critique of Sociology",
Sociological Inquiry, 44 (1974).
R. L. Coser G. Rokoff, 'Women in the Occupational World: Social Disruption
and Conflict", Social Problems, 18 (1971).
R.
Collins, "A Conflict Theory of Sexual Stratification", Social Problems, 17
(1971).
S.
Firestone, The Dialectics of Sex (1970).
P. Morton, "Women's Work is Never Done", in Women Unite.
J. Mitchell, Women's Estate.
M. Della Costa, Power of Women and the Subversion of the Community.
A.
Miles, Feminism and Class Analysis", Atlantis, vol. 3, r. 2 (Spring 1978).
P. Armstrong, "Marxism and Feminism", Atlantis, vol. 4, no. 2 (Spring 1979).
Unit Three: Social Problems (Two of the following.):
Impact of Women's Work:
On Women's Health:
J. Steilman, Women's Work, Women's Health.
P. J. Aixir isani, "Job Sat is fact ion Among Working Wom", Signs (SprIng 1978).
B.
Cumming, C. Lazer L. Chisholm, "Suicide as an Index of Role Strain
Among Employed and Not Employed Married Women in British Columbia", Canadian
Review of Sociology and Anthropology, 12:4 (1975).
FI!
4
S. Welch
A.
Booth, "Th1oyment and Health :
Among Married Women With
Children", Sex
Roles, 3:4 *gust 1977).
Inact
on
Children:
Cohen, S.E., 'Maternal Bnployment and Mother-Child Interaction", Merrill-
Palmer Quarterly,
vol. 24,
i.
3.
D. Gold D. Andres,
"Relations. Betieii Maternal
flnployment and Development
of Nursery
School
biktrà',
CBnadian
Journal of Behavioural Science, 10:2
(1978). ?
.
D. Gold,
"Full-Time ftloyment, of
Mothers in
Relation to Their Ten-Year uld
Children", Atlantis.
?
.,
?
.
L. Hoffnan,
"Effects
ohì
Child" In
Working Mothers, ed L. Hoffman and I. Nye
(1974). ? . .
?
.
?
. ?
.
?
.
?
.
On Family Relatiohìs:
S. Bahr, "Effects on Power
and
Division of Labor in the Family", in Working
Mothers.
?
. ?
. ?
. ? .
S.
ClarkA.S. Harvey, "The
Sexual Division of
Labor", Atlantis, 2 (Fall
1976) ...
M.
Meissner et al "No Exit for Wives", Canadian Review of Sociology and
'Anthr opology,
12 (1975)2.
R.
R.
Rapcort,
Dual
Careet Families Reexamined (1976).
J. Robinson
et
al, "Sex Role.
Dif.férerès
in
Time Use", Sex Roles, 3:5 (1977).
-
0
--i
o
-
Women and thenrloynt:
H.L 'Robinson, "A Secondary Majority; The Hidden Unemployed", Canadian
Form, October 1977.
?
. ?
.
?
..
D.
Werneke, "The Economic Slowdown
and
Women's Employment Opportunities",
International Labour
..
Review, vol.
117, i. 1 (Jan-Feb.
...
1978).
?
,.
-
Women and Welfare:
Women and
Poverty; A report by the National Council of Welfare (Oct. 1979).
B. W1son, Women and the Welfare State (1977).
L
0
Women in the Professions:
S
?
S. Cheda, "That Special Little Mechanism", Canadian Library Journal, 31
(1974).
C.F. Epstein, Women's Place: Options and Limits in Professional Careers
(1970).
"Feminism and Professionalism in Librarianship", Canadian Library Journal, 31
(1974).
A. Rossi ( Caldetwood, Academic Women on the Wove (1973).
R. L. I.H. Simpson, "Women and Bureaucracy in the Semi-Professions" in A.
Etzioni, The Semi-Professions and Their Organization.
A. Theodore, The Professional Woman (1971).,
P.A. White-Tanabe, "Social Work as a Women's 'Profession: Image and Reality",
Atlantis, 4:2 (Spring 1979).
Women and the Trades:
A. Smedley, Daughter of Earth.
5 ?
L. Rainwater, Blue Collar Workers.
L. Rainwater, Blue Collar Marriage.
T.
Wetherby, Conversations: Working Wonn Talk About Doing a "Man's Job"
(1977).
women and White Collar Work:
U.
Braverman, Labor and Monopoly Capital, chapter, 15.
M. Hennig A. Jardim, The
.
Managerial Woman (1976).
L.
Kapp Ho,
Pink Collar Workers: Inside
the World of Wàm&s Work
(1977).
J.
TeppernBn,
Not Servants,'Not Machines;
Office Workers'SPeak Out
(1976).
Unit Six: Legislative Solutions:
Resources for Feminist Research, vol. 7 (1979) Special pI1ication on
(Un)equal Pay: Canadian and International Perspectives.
6
S. Gelber, "Women Work in Canada: A Study of Legislation" Women's Bureau,
1974.
M. Gunderson,. "t4a1e-Fen1e Wage Differentials and the Impact of Equal Pay.
Legislation", Review of BcorDmics and Statistics, 57 (1975).
N.C. .Agarwal
4
H.0 Jam, "Pay Discrimination Against Women in Canada:
Issues and Policies", International Labour Review, vol. 117, i. 2 (irc1j•
April1978).
H. C. Jain
?
Sex
and
Minority Group Discrimination Legislation in North
Aflr ica and & Itain",
Industrial
kelat ions Journal, vol. 9, r. 2 (1978).
0
NfV
..ra1ate
-.--
Cc'ur,,e
Pro,n',,,l roni .
CALENDAR INFORMATION:
I
npartment:
Wome
n's
Studies ?
Course Number: ?
825
STitle: ?
Graduate Seminar in Women,
Technology and Social Change
I)scription:
?
See attached
.-
Credit Hours:
?
5 ?
_.Vcctor
,
?
_rrerequisfte(g) if
FROLLMENT
AND SCHEDULING:
Estimated
Enrollment: ?
3-4 ?
When will the course first be offered:
?
1983-1
How often will the course
be offered-
According _
to student demand
JUSTIFICATION:
This seminar will prepare students
interested in research on the social
implications
of technology for their thesis as
well as introduce other
graduate students in Women's Studies to current developments in this field.
vcrmCc!
Which Faculty member viii normally
teach the course:
Dr. ?
M..
Bens ton
tire
?
the budgtarv ImPlicattons
of
mut1ng the
course:
NOfl
Are there
sufficient
Library restir..
(zt .
tnd details):__
-Yes
Anpended: a) Outline of the Course
b) An indication of the Comeetance of the F*u)tv member to Rive the course.
C)
Library resources
proved: Departmental Graduite Studie, Cc'utittpe:
Date:
Faculty Craduat, Studies Coiittee:
?
Date:______________
Faculty: ?
_ ?
Date:_____________
Senate Graduate Studies Committee:
?
Date:__________
Senate:_______
?
Date:
o
o
CHANGE
W. S. 825-5
GRADUATE SEMINAR IN WOMEN, TECHNOLOGY AND SOCIAL
This course will focus on relationships between changes in
the technological and scientific bases of a society and changes
in other major aspects of that society, Particularly as they
affect
Europe and
women's
North
roles
America.
andideas about women. Emphasis will be
on
Faculty Competence
M.
L.
Benston has been
teaching in-the area of social
women
two
implications
years
and
she
m
icrotechnology..
of
has
technology
focussed on
for
Besides
the
the
issues
last
publishing
of
ten
women
years.
two
and
articles
For
science
t
?
she
last
and
has
these
given
a
r
eas.
a number
A
complementary
of invited
research
or keynote
interest,
talks at
is
conferences
in the area
in
of
the social impactof telematics and she has just finished a major
computer-based
policy
this area.
report
She
for
communications
is
the
heading
Federal
a pilot
network
Departmproject
for
e
n t-
women's
of-
to
Communications
establish
groups
.a
in
in
Vancouver
Communications.
which has
been'-f.unde.d
by the Department of
Library resources are adequate for this course
86
W.S. 825-5 GRADUATE SEMINAR IN WOMEN, TECHNOLOGY AND SOCIAL
CHANGE
Modern Canadian society is highly dependent on scientific
and technological practice and knowledge. Ideas about women, the
work that they do and the lives they lead have been shaped in
very important ways by the growth of a scientific and
technologically based society. . The purpose. of this
,
course
is to
analyze that shaping and the extent to which its effect has been
different for women than for men. There are two main areas of
difference to be explored: first, women have been largely
excluded from the development or practice of either science or
technology, second, as receivers and consumers of technology,
women's lives have been very different from those of men, both in
their work lives and by changes in reproductive technologies.
While the bulk of the material in the course will deal with
20th century Canadian and U.S. material, a brief introductory
section will examine scientific and technological theories and
developments in England and N. America in the l9th and.early 20th
centuries. This will provide a background for the analysis of
modern developments. Factors in that period tending to exclude
women from science and technology, among them the separation of
scientific and technological expertise from everyday life, the
•
?
growth of a mechanistic world view,' and the ideas of women's
place and women's nature
,
current during this period will be
reviewed. The impact of the new technologies of the time on
women's lives, particularly in the areas of household technology,
factory work and medical science will also be examined briefly.
In the main section, an exploration and analysis of the
reasons for and consequences of the exclusion of women from
participation in scientific and technological work will be the
first area of study. A second major theme to be explored will be
the effects on women's lives of major technological changes after
the early part of the century. Case studies will include
consequences of automation, particularly in office work, changes
in household' technology, the individual 'and social consequences
of the new birth control technology and the potential .of advances
in biology, especially in genetics. The analysis of women's
exclusion from the practice of technology will be brought to bear
in the case studies to provide a framework for understanding
reasons why the technology may have developed in ways that do not
serve women's or more general social interests,
o
8ri
-
1
0
Selected References (A sample of possible books, a
included) ?
.
?
.
?
..
rticle.s are not.
Baslea, B., Science and Sexual Oppression.
Bhrenreich, Tfe Cultural Crisis of Modern Medicine. ..
Groberstein,_A., A Double View of the Double Helix.
Hayden, D., The Grand Domestic-Revolution.
Menzles, H., Womer and theChip. .
Merchant, C. ,The Death
.
f
Nature:
Women, Ecology and the?
Scientific Revolutiôio;
?
. ?
.,
?
. ?
.
Rose, H and Rose, S., (ed.), Ideology of/in Natural Sciences
Zimmerman,
J-
., Future, Technology and women
t.
APPENDIX .2 ?
CORRESPONDENCE RESULTING FROM CONSULTATIONS
a
a...
0
I,- "-.
89
Jane Rule
TL 10,41
Rt.
I
G,aliano. &T;t;dl Columtiii
VoN Po
Hay 12, 1981
oar
Iary Lynn:
I'm delighted to hear of the, possibility that Simon Fraser may
offer an M.A.
:roram.ln Women's Studies. It seems to me even more importatt at this level than
at the undergraduate level because of the huge amount of work to be done in recovering
our history, literature, re-evaluating the dicta of psychology-, politics, criticism,
ich must go on before the undergraduate programs are as strong and diverse as they
.hould be,
I, of course, know a great deal more about the literary content of such a,procram.
zcause of the women's movement, large 'numbers of books' 'relevant to such studies are
Wing reprinted in reasonably priced. editions, scholarly studios published, as well
as new work blg .offered. And you could draw on a. number of literary figures in
3
rIada to suplirnent your staff for short periods of
tim
.
1
not only Qndor your existing
;'rogrm of distinguished visitors but also by applyinr, to the new program of short
.arm (between 4 and lOdays) writers in resic1enc'sponsorod by Canada Council, in
.i1ch work shops are' encouraged. As you know, I would be very Duch interested
in
, ?
uutr1but1n to such a program as I am sure would Aulrey Thomas and a number of other
o ?
en writei's wbo are. concerned with feminist issues, seeing thorn as an integral part
o the study of literature, a neG
?
lected area of the h
history of I
deas which has been
a respected approach to literature for years.
?
.
?
. .
I know
it Is
the concern of most universities now to,.ru'iefine their usefulness' to
the community, to see that serving the 18 to 22 year olds is only one of. their functions.
Though all extension programs seem to me valuable, . I am
particularly interested in seeing
31
%.rong academic programs developed to encourage older students to return to the academy
r1ot
only to-become qualified professionally
but; to have an opportunity to use
universit1e
as
they have been tradtionally
used for the open exploration of knowledge. Women's
Studies is not a new discipline, a, fad, but a neglected area of academic concern in
which the fundamental
values of
higher education can be affirmed. If ever we needed
knowledge first of
all
for its own sake, it is about women, and all the disoplines you
airoadyhave
will
be 'of the
at
highest
Your command
standard.*
in
?
your undergraduate
.
program should ensure that
scholarship
If I can be of any.assistance, please let me know.
Warmest regards,
I14J-
I
e
a
-
MCI
I ?
p
teac}'erzs
riritish ccJL(.1r'r)[icI
ç
?
-
?
ios
-225 BURRARD STREET,
-o-
?
t IC )r.
?
VANCOUVER, BRITISH COLUMBIA.
S
?
V6J3H9
TELEPHONE (604) 731-8121
General Secretary
R.M. Buzza
May
27:
1981
?
0
TO WHOM IT MAY CONCERN:
It has
COM to
our attention that
SFU is considering the development of a
master's program for women's, studies.
The BCTF supports such a program. One
significant element
in, addressing
the problem of discrimination, against
women is making people aware of
its
existence
and of
women's contributions
to history and society. A
master
of arts in vomen'estudiea'wuld allow
students to pursue
this knowledge
with the same credibility
p
rovided to other disciplines.
Our organization would be
plcaaed to rublicize the existence of the progrm
to teachers and
students.
Yo re sincerely, ?
S ?
S
L
:ry Kuehn,
12-sr /ice-Prealdebt.
Lk:
'
dja
?
,
?
0 ?
0
0
S
01
-
?
Sttrivqy Teaci
IC1S' ASS(
)Ci
ttk)iI
OF THE BRITISH COLUMBIA TEACHERS FEDERATION
Uur
'tKP1MNLNI
aaaress is:
I LCP4ON 54.53I)
•
?
'
?
6205 136th Street,
Surrey, B.C. V3W 5E3.
(corner of 62nd Ave.)
February 18th, 1981.
/
Ms. McDougall,
History Department,'
Simon Fraser University,
Burnaby Mountain,
Burnaby, B.C.
Dear Ms McDougall:
Our committee would like to see a graduate program
developedin Women's Studies for the following reasons:
(a)
women must be provided with the expertise in education:
which is essential to them to participate in the devel-
opment of specific programs for women.
(b)
A course is needed to promote an extended awareness of women's
issues so that they can be dealt with more effectively,
and to bring about
,
changes in areas which have affected women
'drastically; notably in the socio-economic structure.
Please advise us if there is any way we can be of
more assistance In attaining these goals.
Yours truly,
STATUS-OF-WOMEN COMMITTEE,
Surrey Teachers' Association
• ?
' ?
Marlyn Sparks,
?
r.
MS:jd
•
?
•..
- ?
!32
HOUSE OF COMMONS
?
0
•SV(NO ROBINSON. MP
?
CANADA
?
-
?
Ye
OJNNA•Y
?
OITAWA I6I3 996597
OURNAI, t604 434 4022
OTTAWA
May 20, 1981
Md. MA.
McvougaLL
Cookdiia.oJL
Women'
4
StudLe6
P!Lognain
Simon
Fna.4VL thiLven.4AttJ
8winab:j, S.C.
USA 1S6
Pea.t
Nd. MCD0U9O.12:
Thank you ve.ij much 6ôn.
yowt
&eccnt ?
t-tc.4:on the 4ubjëct
o6 yowt ?
4opodo2
6on. a Ma.dW. o A'i.to
n
Worncii'4 StudteA
to
be
p4e5evLted
to ijouit Un2veA4J.ty Senate. Hav.ng
c&teu.Uy 'evLcwed the natuxe o
you,'.
MAJLOL P&ogkanI,.
I con oay JUIiout It
e,6
-i -ta.ton, that I)uch
a Ma,te/t4
ptog'toin ttuL4 appealt to be
0,6
ve'L.y.g'ieat
vauc..
The
ZS 6
UU
which wouLd..,
be add'tedded Ln duck a
MatvL.'d
Pkog/uwl
Me
o6 geat ünpontanae.
in
Canadian society today. At a t4nc oç
economic
cut-back6 in w1t4e.h
women
ae oCen the
614t
to
•
u'eii, 4t
4 esaent('at that
6uch
•Lue..4 be
adcte6de.d in depth. A6 3te.e C'utc 66.1
the New Venwciat&
Pa.n.ty, I
wou2d
0240
6td 4ua11. a
pkôg'LaIn oS geat
as6i.6tance
in p'wvLdLn
me
wi.2JL
41440w'ue4
to appMaci; vM.4.0tL4
4,6,6ueA
a4
iAing
in
PanLarnent patcu2aJLy
a
66
ectthg
women. In
AhoAt, duck a
ptópn.arn wouLd
be mo/jt
wo'L.thy
o ouppon_t
aid i! hope tJüU the tIn.Lueic4Lty Senate
giva ve.'ty
6eA2ow6 .cobt4Ade..ka.t<on to
t.
'd appn.ec4a.te
being
i.n6oniied
o6
the
ph/LeAd
06 yowL pnopodat.
OOiA Luck' ?
'.
S.Lnce.te2tj you4,
?
'4AW4
S 'end J. Ro1L.on,
S.IR/4t
.
S
I
HOUSE Or COMMONS
?
CHAMBRE
DES COMMUNES ?
CANACA
June 1, 1981
Miss Mary Lynn McDougall
Co-ordinator of Women's Studies
Simon Fraser University
Burnaby, British Columbia
VSA 1S6
Dear Miss McDougall:
Thank you for your recent letter regarding
the proposal
:
for a Master of Arts program in Women's
Studies at Simon Fraser LJnivcrsity,
o
I can assure you that I fully support your
efforts to introduce a Women's Studies Program at
the graduate level, indeed, 1 wholeheartedly endorse
any initiative that will further our iindc rst and lug
of the particular problems and issues that face
women, not only in today's society but also those
that we will face in the future.
I ?
I was very impressed by the range of
courses you already offer at the minor level and can
think of only one area into which you might like to
expands For some time now I have been interested
in the problem of Women and Aing. While examining
government programs one question seems to come up
over and over
again: do our social security and
pension programs
:
treat women fairly? Because of the
• ? special problems that elderly women have, the answer
to that question is more often than not in the
negative.
... ?
2
J.
-2-
.4
How
,
our Social ?
Security ?
system deals
with women represents but a small
?
fraction
of the
obstacles and
problems of
elderly
women. ?
But
?
I
have ?
found, ?
while attempting ?
toptirsue ?
this ?
issue,
that very little has
been
written, ?
and
research
material
?
is scarce.
?
It
would
seem to.
me
?
to
be a
worthwhile
?
field for students
?
in
your Masters Program
to ?
investigate. ?
,. ?
..... ?
. ?
. ?
. ?
.
We are entering ?
into a
?
period
where ?
the
elderly will
?
represent ?
an ?
increasingl y ?
larger
percentage of the
,
popu lati on and-more'
than half of
those senior citizens will
?
be
women. ?
I
?
believe
?
it
is our duty to ensure that
women can look
?
forward
to a future free from insecurity
or
financial
hardship, and one of
the way
thiscan be
achieved
is through rséarch into the
special problems women
will encounter as they near
retirement age.
I wish yo"
,
every success with your
tastcrs
?
program and I
?
hope ?
that ?
my suggestion ?
is ?
of
some help
Sincere'y, ?
. .
cz-
Flora ?
Mac Dona ld,'
?
P.C.
?
,
M.P.
Kingston
and ?
the ?
islands
o
NATIONAL ACTION COMMITTEE
?
on the status of women
?
Suite 308
40 a
y
. SI•CIaIr est
?
• sur le statut de la femme
?
(416)922.3248
?
LE COMITE NATIONAL D!ACTION
?
4O St. Clair Ave. E.
Toronto M4T 1 M9
September 1, 1981
.••
V. Strong-Boag
Acting Coordinator of the
Women's Studies Program
Simon Fraser University.
Burnaby, B.C.
V5A 1S6
?
S
?
-
Dear Professor
I
Strong-Boag:
The National Action Committee on the Status of Women, at Its meeting
of June 21, expressed its support for your plans to Institute a
Master of Arts program in Women's Studies at Simon Fraser.
Please let me know what specifically we can do to support your
project. ?
5
SIncere1,
L-' ?
I ?
,
f
>•
Chaviva Hosek
?
5
• Secretary, NAC Executive
.
S
CH:jp ?
S
?
•
? •
q5 G
HOUSE OF COMMONS?
CHAMB.RE Ots COMMUNES
PAT CARNEY, M.P.
?
N
VANCOUVER CENTRE
?
. ?
. ?
CONSTITUENCY OFFICE-
House of CorntoM
?
.
?
1357 Hornby Street.
On.w., Ont. KIA DAB -
?
Vancouver. B.C. V6Z 1W7
10131996-7691 ? . ? . ?
... ?
:
?
, ( 604) 687- 3330
June 17th, 1981
Ms.
Mary Lynn
McDougall, ?
.
Coordinator,
Women's Studies.Prograin,
Simon Fraser University,
• ?
. ?
Burnaby, B.C.
?
.
?
. .
?
.
V5A 1S6
•
?
Dear Ms. McDougall.: . ? . ... .
Please accept
.
my
apologies for not replying sooner to your
letter of April
27th. I was away
from
Ottawa for most of
May and
am just now able to clear the backlog of mail.
I welcome the Women's
Studies Program at the undergrad
level. However, I would question :having a Master's Program
at this stage unless it was employ)iient-oriented and could
be used
in
some professional capacity.
?
. ?
.
I eel you are doing great work in the area of Women's
studies and.fully support your efforts.
You ?
sincerely,
• S ?
•
?
5 ?
0
H,
?
•
Pat Carney, M.P.
?
•
?
5 ?
. ? S
Vancouver Centre
?
S • • ?
••
? . ?
.
PC/jw
?
•;
S
?
••••• ?
... ?
• ? S ?
•• ?
. ?
. ?
• ?
.
S.
HOUSE O COMMONS
CHAMBRE DES COMMUNES
PAT CARNEY. M.P.
?
CANADA
VANCOUVER CENTRE
?
CONSTITUENCY
OFFICE:
House of Commons
?
1357 Hornby Stveei,
Oltewe, Oft. KIA 0A8
?
Vancouver. BC. V6Z 1W7
1613) 995-7891
?
(604) 687-3330
a
•
9. Septarber 1981
Dr. Veronica Strong-Boag
Co-ordinator
?
S
Women's Studies Program
Simon Fraser University
Burnaby, B. C.:
VS1iS6
?
-•
Dear Dr. Strong-Boag:
I received a letter fran Dr. Md)ougall in August advising
we that after receiving suggestions and letters of support
.from many
people:
the
Waren
'S
Studies Program has decided
" to go ahead with the application for a Master of Arts in
Women's Studies.
This letter is to let you know-how pleased I am to hear
that, and to wish you continued success in your efforts.
.1 look forward to hearing that your application has been
approved.
' Yours sincerely,
Pat
Pat Carney, M.P. ., ?
• ?
-
Vancouver 0antre ?
•
a
•
J
?4
SECTION
?
S
CANADA
MINISIRE DE LA
-MINISTIM OF NATIONAL HEALTH AND WELPARC
?
SANTE NATIONALE
ET DU
BIEN
•
CTRE SOCIAL
OTTAWA, K1A OK9
27 VII 1981
Mary Lynn McDougall,
Coordinator,
Women's Studies
Program,
Simon Fraser University,
BURNABY,
British Columbia.
V5A 1S6 ?
.'
Dear Mary Lynn McDougall:
Thank you
for your letter describing your plans
fora graduate degree to be offered in Women's Studies.
My Department has, as you may know, a major role
to play in the
National Plan of ActiOn for the Decade of
Women, which sets forth many of. the issues requiring more
study in this
country, Examples of problems addressed
include
pensions
and income security for women; violence
against women and within the family;, the health -
repçoductive,.occupational and general - of all
Canadian
women, disabled
women, Native women; the questions of
maintenance obligations,
child support, and support
Services, to
assist families.. ?
. ?
'.
I am enclOsing
a copy Of the Annual Report for
1979-80 on. the National Plan of Action - Towards Equality,
which discusses these matters and other important points
in some
detail.
_0
/2
C 9
rn
-2-
Mary Lynn McDougall
.1 believe we could all benefit from further research
and studyof these issues. Within my Department, we continue
to fund many projects directed to or of concern to women
• ?
•through our grants and contributions programmes in both
health and welfare. Should you require further information
about my.Departinent's programmes, please contact Freda Paltiel,
Senior Adviser, Status of Women, who will be pleased to
• ? assist you. •
?
• ?
•
? •
I trust you are gaining the support you seek in
developing a Master of Arts Programme in the field of
Women'sStudies, and Iwish yousuccess in your worthy
endeavours.
Yours truly,
o ?
•
?
,:
• ?
•
?
Monique 13gin.
• •
?
End.
101
10
•
?
National Museums" Musêos ntionoux
canada ?
Canada
Nition& Mussm
?
Muth national
of Man
?
di' rHom
May 28, 1981
Professor Mary
Lynn McDougall
Co-ordinator of Women's Studies
Simon Fraser
University:.
Burnaby, B.C.
VSA1A6
Dear Professor
McDougall,
I have
recently learned of plans to institute I
Master's programme in Women's Studies at Simon Fraser
University and.
I want to express my support for
that.
yen-
ture. The information I' ' received indicated that the
approach is an interdisciplinary one and suggested as
well that it might be 'related to the concept of "public
history". If so, the
latter should be exceptionally use-
ful, not only
in creating opportunities for employment but
also strengthening' research
areas 'not 'traditionally defined
as women's
fields.
Research for and about women and their
situations 'should
eventually "lead to the development of
policies
which
are inf&rmed
by the results of such research.
Further research into and knowledge about women
in
the past is a prime requisite for the proper presentation
of
life,
in
the past,
as
demonstrated by museums and historic
sites. There is,
a 'need for much more' information on women's
traditional activities
and roles, particularly the domestic
one's, so as to
correctly illustrate the concerns' and respon-
Sibilitjes of our ancestors. My own research on domestic
food preparation is
the first that I am aware of in this
country while the subjects of housekeeping and child care
in
the'
home have hardly been touched. historic sites and
historical museums have found that
.
c.xhibitions dealing with
home
life in
'the past are', among the most appealing and most
educational for
the general public since they deal with a context
which is.universaliy
familiar. Because of this familiarity
the historical
information and interpretation is more easily
assimilated by the visit-or.
The very lack of
information on women's lives in
the
past
,
is justification
enough for the
,
establishment of
a.seeiii!ed
programme to
?
ourage such research since it
,wili tdke
decades
to
right/
ç
sent historical imbalance. The
üIóie ?
üdëht g
in Omen's
studies, the 'greater the demand for
the
EbilectiOn and
preservation of research material which
Cdii
shed light
'oh
women
In
the past. ' It is interesting to
ii6ta
that wMlo
museums
have collected artifactual evidence
of women's activities for decades, archives 'have been reluctant
Ottawa
KIA
2.
to expand. into the acquisition of textual and visual
evidence. Increasing numbers of graduate students will
lend weight to the campaign.for more active and-aggressive
archival collecting. The key word is "aggressive" since the
written andvisual,
record of women's activities is not contained
in the usual traditional sources which are collected passively,
with little initiative on the part of archives. Information
on women is rather found in a host of materials - from rape
crisis centres, women's networks, family, photographs, women's
works - which are not known ouside, the immediate group and
which will disappear once the group disbands. Only an active
aggressive collector will find and salvage any of these primary
sources..
I wish you and your colleagues well in this endeavour.
I am interested in receiving detailed information about the
programme once it is officially estal)l ished.
1
Sincerely,
2
Ba/bara 'Riley
Assistant Chief (Curatorial)
History Division
be
102
1 June 1981.
Piovincial Aichives
of Alberta
403/42,.
12845
.
102nd Avenue
?
Edmonton. Alberta, Canada
?
15N 0M6
Professor
Mary
Lynn McDougall, Coordinator
Women's Studies Program
Simon Fraser University
Burnaby, B.C.
?
.. ? .
V5A 156
?
. ?
.
Dear Professor
McDougall; ?
0
I recently 'earned that the
Women! &
Studies Program at S1io
Fraser University Is
considering, the establishment of an M.A.
program, and I
would like
t
O
.
O
xPress
my support for this step.
During my
eight years as an
archivist at the Public Archives of
Canada and
the
Provincial
Archives of Alberta,. I have been aware
of an increasing number of
.
requests from researchers for
historical
records documenting the
?
I)CC
of C;in;id fan women.
Various archival institutions
and individual archivists have attempted
number
to meet
of
thIs
reasons
need
for
but with
this;*
uneven
.
however
results.
one significant
'
There are
factor
undoubtedly
is lack
a
of background on the part of staff attempting to identify, acquire
and preserve
such historical material. Speaking from my own experience
and from
dj.scussions with
others, it has been 'difficult to carry out
lack
a systematic
of
specialized'
approach
knowledge
to
collecting
of women's
women's
Issues
records
and
because
history.
of
Canada
a
esta
has
blishmefltof
lacked. such a
an
graduate
LA. .proram
evl
would
program
go
In
a long
women
'
-way
!
s
stu4ies,
toward correcting
and the
this weakness by providing both
archivists and users of archives with
the necessary background and depth in
the field
hope
I would,like
that it will
to reiterate
be
un4erwayin
my support
the
for
near
the
future.program
and express the
.0
.
Yours. truly,
;;j&.
0 ?
.
? (
Ms. ?
ean E. Dryd
Senior Archivist
•t*cc
-?
4
APPENDIX 4
UNIVERSITIES AND COLLEGES IN CANADA AND THE U.S.A. OFERING
•
GRADUATE PROGRAMS IN THE WOMEN'S STUDIES AREA
104
SASKATCON. CANADA
S7N O
DEPARTMENT OF EDUCATIONAL
?
FOUNDATIONS
?
306-343-2259
UNIVERSITY OF SASKATCHEWAN
COLLEGE OF EDUCATION
6 October 1981
o
Professor Veronica Strong-Boag
Coordinator of Women's Studies, and
Associate Professor of History
Simon Fraser Uni versi ty
Burnaby, B.C.
Canada V5A 1S6
Dear Professor Strong-Boag,
I am delighted to respond to your request for inforrtion concerning
our new master's program with a focus- on Women and Education. I have enclosed
a copy of the outline of the program as well as the course outline for
the introductory class. Our program was born and bred on the prairies;
we are quite untainted by any American models! I am sure in many ways that
our program is not ideal. When planning, you keep one eye on what you
perceive to be needed and the other on that magnetic field
on what iè
administratively and politically possible and all of this in the light
of what resources
you have at your disposal. still, r
think we have made
a very good start and we can look forward to improvejrents in the
future.
As for the origins of the program and i` ts future
proSpects,
I
would prefer to wait un ti . we could meet. Conversation is on points like
this so much more satisfactory than letter writing. I expect to be passing
through Vancouver and spending a day or two there around the Christmas
vacation period; Is there any chance that you will be In town at that time?
Yours sincerely,
Don Cochrane
DC/lm)]
1e1i
WOMEN AND EDUCATION: A MASTERS OF EDUCATION
WITH THESIS'
Department of Educational
Foundations
College of Education
University of Saskatchewan
SASKATOON, Saskatchewan
S7N OWO'
1.
UNDERGRADUATE REQUIREMENTS.* The 'regular College standards pertain; further,
students must have completed .EDFDT
581 (fortnerly
.
EDFDT 416) or its
equivalent.
EDFDT
582.3.
and SOC. 239A,'EDFDT 582.3 and HIST
3073 are among the combinations
that would suffice. Those not having this
latter requirement will take the needed
make-up classes in addition to their
graduate courses but can be admitted
as
"conditionally qualified".
2.
A DISCIPLINE BASED APPROACH: In addition
to selecting this special, focus of
study, a student will
choose a disciplinary approach from among
these
options: the historical, phf1cophical,
sociological and comparative.
3. PROGRAM COMPONENTS:
A. FOUNDATIONS CORE
2
, '
(
ONE FULL COURSE)
Chosen from the following:
1.
H.ptorica]. - EDFDT' 822.3', Seminar in History
of Canadian Education
-
EDFDT 823.3,
Education and Canadian Minorities (formerly
EDFDT 806)
2. Philosophical -
EDFDT 835.3, Problems in Philosophy and Education
(formerly EDIDT 803 A/B)
and one
'
additional half course
in
philosophy chosen in
consultation with the advisor
3.
Sociological -
EDFDT 040.3, Methods of Inquiry
.
in Sociology of Education
- EDFDT 841.3, Sociological Theories of Education
4. Comparative -
EDFDT 850.3 Comparative Studies in Education
(formerly EDFDT 809) and one additional.half course
in
comparative
education in consultation with the advisor
B
•
RESEARCH COMPONENT:: (ONE FULL COURSE)2
All students vill,take EDRES.895A
(Research Methods), and one other half-
course appropriate to his/her
research 'interests.' .
C. WOMEN AND EDUCATION COMPONENT (ONE FULL COURSE)
1.
EDPDT 872.3, The Experience of
Women in Canadian Education
2.
EDFDT 873.3, Feminist Thought and Its
Implications for
Canadian Education ? ..
Masters degree without thesis
can also be planned.
Studenis
further
10i3
the
will,
?
aims
be
of
encouraged
'
the Women
to
and
shape
Education
the
major
focus.
projects in these courses
to
2.
D. ?
ELECTIVES ?
(ONE FULL COURSE)
Students in consultation with their advisor will choose courses to a minimum
of one full course.
?
They may draw on existing courses within the department
of beyond. ?
They may chooseoptions from Sections A not originally. selected.
EDFDT 891.3 - 895.6 (formerly EDFDT 590), Individual Reading in Educational
Foundations, may prove useful in fulfilling a student's particular interests
and in preparing for the thesis. ?
The range of possible topics is very
broad; aspects or the following could be considered:
Sex
Roles and Social Relationships
History of Saskatchewan Native Women and Education
Women and Contemporary History
History of Women and Biblical-Allusions in Literature
Specialized Studies in History of Women in
Education
Development of Stereotyping Attitudes in Education
Native Women and Emerging Self Image
N. McClung and Education
Rural and Indigenous Women and Education
Women and Existentialism ? .
?
.
Women and Their Image in Philosophical Thought
Women and Philosophy ?
. ?
.
Moral Education and Women
.
?
.
a
THE FOCUS OF STUDY ON WOMEN
AND EDUCATION IS REPRESENTED ON THIS. DIAGRAM:
FOUNDATIONS .CORE* -
choose one disciplinary area
?
it
History
EDFDT 822.3 and EDFDT
.823.3 (formerly EDFDT
806) Seminar in His-
tory of Canadian Edu-
cation and Education
and Canadian Minoriti
Philosophy .. ?
. ?
Sociology
EDFDT 835.3 (formerly EDFDT 840.3 and EDFDT
803A or B-) Problems
?
841.3 (formerly EDFDT
in
Philosophy
and. ?
808) Methods of Inqui
Education and one
?
. in Sociology of Educa-
additional half
?
. . . tion and Sociological
si course ?
. ?
Theories of Education
Comparative
EDFDT 850.3 (formerly
EDFDT 809) Compara-
tive Studies in Edu-
cation and one
additional half
course
RESEARCH COMPOIE,NT* - take both
1. EDRES 895A or B - Research Methods
?
2. EDNT 899B Research Methods in
?
.
?
2. EDRES .
?
one half course
?
Continuing Education (for those
?
appropriate to research interests.
OR
with a special interest in
? . .
historical and
philosóphicál
inquiry).
WOMEN AND EDUCATION COMPONENT -. take both
1.
EDFDT 872.3.- The Experience-of Women in Canadian Education
AND
2.
EDPDT 87363
.
- Feminist Thought and Its Implications for
Canadian Education
• .
?
ELECTIVES -take a mjnimurn.of one full course
ThEtS ?
. .
0
108
' ?
THE
GEORGE
WASHINGTON
UNIVERSITY
home,, s Studies 12025 / Street. A W. /
k'ashington, D.C. 200321202-676-69$2
June 20, 1979
To those de
y
eloping graduate programs in women's studies:
I apologize for the use of a form letter,. but as oneof the few graduate
training programs in the country, we receive a large number of queries about
our proOram, which require an inordinate amount of time to answer individually.
lf,after reading the following description of the program and the pertinent
materials enclosed, you still have some specific questions, please address
them to me; .1 will be happy to answer them in so far as I can.
The !omen's Studies Pr
j
ram operates at GW1J under the administrative
brella of the Graduate School of Arts and Sciences as one of a number of
inter-disciplinary M.A.
p
rograms in special studies overseen by the Graduate
School. .. (Included in our format are programs In Urban Learning and
Criminal Justice, for instance.) When the Women's Studies Program was
pro p osed in
.
1972, therefore, It fell into an existing graduate format,
although it differed in two important ways from the other special studies
M.A. programs. First, the Women's Studies Program was planned by the
director Gfa.COntinujna Education for Women and adopted certain features
of CEW: its own office, an administrative budget, and faculty appointments
• ?
and course listings separate from existing academic
,
departments
.
. From the
beginning, then., the Women's Studies Program was more than a collection of
departmental courses taught by existin
g
.
University faculty and administered
by the Graduate School. Second, due to Its administrative budget, the Program
• ?
. ,could'lssue a newsletter,. use Postage for various mailings, operate a
• . ?
. speakers' program, fund students to attend national meetings like the
'ational Women's Conference in Houston. The budget also Includes a small
library fund with which to buy periodicals, reports and some monographs
for the Women's Studies. library.
?
. . ?
. . .
For faculty, the Program depends primarily on reQular appointments
in other departments to turn up friendly faculty *with competence to teach
courses that can be cross-listed with Women's Studies., This Is sometimes
problematic as the de
p
artment involved will allow a faculty member to
teach an undergraduate course on women (which can be taken for graduate
credit), but will not allow
,
the faculty person to teach a graduate course
appropriate for women's studies. The Pro
g
ram has only one faculty position,
'.hich Is shared with American Studies,
,
and there are funds to hire two to
three people a year to. teach single courses in the Women's Studies Program.
Hiring for a single course has been common in Feminist Theory, for Instance,
since there was no VU faculty member prepared to do It and a rich supply
of feminist theorists
in
the Washington area.
The courses taught under the Women!s Studies rubric are inter-disciplinary
courses. Either by pairing faculty from different disciplines or by working
c
ocoerativelyto formulate course content and syllabi, the'Pro
gram
has
enerily óveded teaching courses of the "Woman and..." variety. This is
still
a
diffftuit issuts but one which we feel is essential to confront.
1e9
In addition, students in
WST220 and 14ST225 have been systematically trying
:o formulate basic questions and data that define this new discipline.
'!hile we have not, yet arrived at
the new paradiams of a t'onen's Studies
discipline, this
is
the ultimate goal.
The Women's Studies courses provide an analytic groundinq for taking
related courses to fill out the 36
hours ofthe Program. Students clump
the course work
outside
Women's Studies around one other department or
around
a specific topic of interest
?
That is, many students take a
substantial
i
number
of
courses in
Public Administration, a good department
here and one with some excellent women faculty. Other students focus on
Issues such
as
employment and occupational segregation and take appropriate
courses In Economics and Sociology. There are enough sympathetic faculty
in various social science and
humanities departments, as well as.in
the
Schools of
Governments and Business
Administration and Education so that
students can find helpful instructors and advisors, even if they are 'ot
Always teaching courses specifically on women.
The Program
is
governed by a steering cotnniittee made up of regular
faculty, including some who do not teach courses on women, Program staff,
and two students.
In
addition, four students constitute a Student Advisory
Soard that funnels .recommendations to the steerinocommittee. Students
and faculty committee members work together on task groups that make
recommendations to the committee on curriculum, hirin
q
, publications,
academic advising, and Program-sponsored activities. All staff, includinq
secretarial support, meet weekly to plan
work schedules, and the secretarial
staff people are members of the task groups as well.
Ideoldqically, the Pro
g
ram-is committed to the ideal of integràtina
theory and action. As will be evident in some of the s
y
llabi, courses are
organized
so
as to develop
theoretical approaches and then to test or to
assess the practical-political applications and implications of the
theoretical approaches. In addition, students are encouraged to do
research on real problems faced by various women's community grou
p
s and
national organizations In
the !ashinqton area -- to provide academic
expertise to people
,
working in
the field. Recently we hav& concluded a
working agreement with the research arm of the Congresswomen's Caucus,
which
will allow Women's
Studies students to do year-long
'
internships in
the offices of the women members of Congress. Students will also work in
research assistantships on research projects desi
g
ned to summarize
existing theory
and data in
a field like wife .abusearid provide Congresswomen
with
legislative recommendationbased
on the research summary.,
Since
1974 the Program has graduated 84 students. As of fall, 1979,
approsimately 37 students will be in
the Program as degree candidates, and
numbePt of other students will be takina individual courses or using Women's
Studie's as a cognate field in
Ph.D. programs. The students range in age
from 23 to 60, with the bulk concentrated in
the late 20's.
?
lost of the
?
students have work or voluntary organization
experience, and most have to
work- ,
and/or maintain family
responsibilities while they are in the Program
\
!os students expect to work
onwomen's issues in service agencies, women's
commissions, government agencies, national women's oroanizations, orin
business ?
Since the internship and
practical aDplicatlons are so central?
to
the
Program, most students do work in such places durina their time in
the
Program. Students In the past
have had work experiences at •sites
ir.c1ud
j
q the Women's
Program office of the Office of Education, The
at1àl
Iomen's Political Caucus,
the Commission on Working Women,
.11.0
.....................................
(I'
S
I
nd in the offices of various Federal !!omen's Program fianagers. The
Graduates have a good employment record, working at places like the ationa1
Council for Alternative Work Patterns, the rational Commission on Working
Worien, and the Women's Equity Action Leacue Fund. Others have worked
on
successes
setting
of
up
.
the
corrnunity
Programs'
action
graduates
and training
have demonstrated
p
r
o q
rams for
that
women.
professional
The
omen's specialists can.be trained who-have both information and theoretical
crounding in women's issues and that
'a graduate traininqproaram can
provide the technical and analytic skills necessary to detect and to offer
alternatives to gender biases in public. policies.
Enclosed is a brochure from the Pro
g
ram and syllabi from the
introductor' course (220). Feminist theory (225), and a literature course
(251) thatinte
g
rates women's literature with social science material..
If there is other specific information lacking, please feel free, as
I said earlier, to contact us again..
Sincerely,
Phyllis M. Palmer,
Academic Coordinator
111
.-,o
0
.1
.'.
University ?
..
?
S
r ':iw
dI: ?
'$doS HO(&OWATAYI
w
JI
S SAM W'CISCO, CAu?CPOA P4IU
?
I
•
9lQOIiOF
4uuAM1rIu ,
?
'
I
e'
14 W .
'
e
,
?
e ?
ff
S
•;",.i\We
?
?
receiyed
ietter'asking
for
information
yqur
about
an
M.A
degre,1n Women Studes. We
started our B A degree in Women Studies
-
in the
1
Fa1 1
1976
.
We do no
have an
M A
degree
in
Women Studies.
• ?
'therô arc w4g;uate
de9ree options available
t
'Optior 1
?
A
,
.few
iomen 9et approval
for a cross-discipU.nary, ?
indiyival]4' deined'M A.
as a "Special. Major (Women Studies)".
.ThiteaFe
so
meQ
f
is op the
faculty who are willing to setve,as,
C
a
d visors
fdr çlevoloping
such a special
major. The program must
then be approved by
Ihe
Dean of Graduate Studies.
Option 2; The Interdisciplinary Social Sciences Department
.
?
;
offers a
second
option. If your interest is in the social science
area, you may develop an M.A. program
with. a
"Focus on Women" theme.
Write' to
Sue Bossrner, Depart nof Itdisciplincy Social Sciences,
for
m ere
information. ?
.•, ?
•
L
?
0
4
Applications for
admission must be requested Erom the office of
Admissions and Records. You ay
obt3in'4
current
University Bulletin
• •..
?
by sending a request
along with
$_3 ?
,to Franciscan Shops, Campus
Booktore, Student
Union, San Francisco State University,
•. •.' ?
San Francisco,C. ?
94132. It will
Include informationon graduate
?
programs in 9eners].,
and on Special Vajor requirements in particular.
A11tpeS of financial aid
must be arr3nged through the
Office of,
-
Student 7inancia3 id.
?
I
%C -
?
£s ?
,•
SI, ?
4
:.
Enclosed' Ls our latest brochure listing courses for thfs'.'5
simesterwhichhave a
focus on women. Special Majors (W
'Omeq Studies)
fl-..
include.maflY covrses
like these in their
programs.
_Write tO meif
•4;.,youffied more
1.infomation about the
Special Major Optio•-• r-i•
?
?
'S
A4ile':-:
?
& ?
4Jr ?
£,, ?
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4 ?
Gurko '
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c'->y:
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/ Associate Dean
• ? '•. ?
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School of ffumanittes
: Lt
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(415) ?
469-1109..''-.
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Son Jose State (in iversity
SAN
JOSE.
CAL
I
FORN
I
A
cs197
S ?
Sri ?
NCES
IM
riomeWs Studies
ADMISSION TO THE
WOMEN'
S
STUDIES GRADUATE PROGRAM
San Jose State
University
a
University Requirements:
Students must met University minimum requtre1-'nt3. See Section III
of Graduate
Catalog.
Lower
division
Requiremer.t9 15 units. in the
3ocia1
.
Sciences.
Upper division Requirements
Option 1 - For students who plan to take Option 1 of the MA Proam
(Con'entratiOn in
one social
science
field and women's
-studies)
Requirements: Z.
upper
division
units
in
both
fields selected
for the Master's Procram (B average)
C,tion 2 -
For
studenta
.
WhO.
LLre concentrating
in Women's
Studies.
Either 30
units in Social science or a minimum of
12 units
in
Social Sciences, including Social
Scerice
1959 and upper division Women's
Studies classes equalling a
total of
30 units.
For more information, contact Women's Studies (408)
277-2352
a
?
I
tb
?
PPE CAtJFORNIA ATE UNIVERSITY AND COLLGS
?
11 3t
State
L,'nt'jc:Oity •..
?
.
?
30ci.1 science ProCrrn
!4.A.
in SOCI
AL
SCIE
CE/7C.EN' S STUDIES
?
0
- - ---- —. - — ___
mis
Is a Moster of Arts in Social Seicrice rith
a concentration
in
Vomen,
s
Studte offering two options
on the
graduate level.
I
o: ctucent
selection in
coc'4t*tiOti
with the p;orrem coordinator.
1.
flQUI!MEZTSVV?3R ADMISSION
TO1:
A.
thte3io: Must complete an unc!erSredu&te pi:ogrtm in Social Science of
21 semester units in each of two
-
fields: .Anthro, Ec.cn, Ccog,
Hiot, Pol Sci,.
Socio,or SoeSci.; or 30câniester units in social
rcie.1ce courses .represerLttng
four suboct
matter-departments
one of
which iust iwvo a m
i tnimum
of 12 upper
division semester u
nits
proforEb].y devoted to a strtle topic, c:ee, o problem;
r 21 units in one 5o.ia1 sctenct'. and r,
co.plet:ci
?
drithta tftinor in
?
rts
B.
Must h,we a 3.0 rcde point
VCIfl
I
n
?
:
:.:;..$c.nc; or ''th Por-
'nt11c C'ducitc Rcod
Ezi;rn Verb!; o by
?
'cd
.n t:fl:it
?
volii'
(12) utta .s . "Ccncitin].
G:c'tmtc
:.'o
ioe thni 12
tnitc tz ?
itJ.iu Ue r.:5.::.i.
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r.: ?
';.':ct
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on o
?
the
C
Corrp1.ted.
A. ?
tton'It.
(30
units, .15 iit
he ?
at ?
'ccc.
295
r.cied,
:td 6 units
?
be ?
:oLde &,cil Science):
:::r:s STV_E.
?
V
Units
L
?
I
G6n.iEr_
__.
• Cptio
?
2: (30 unite, 15 must beC:cdte 2COlvel, SccSci 295 required,
?
units may
bc outside tcLa1 Science):
This c-, p tioa mlist concen1atc on a topic
area
flri!titt:
daLug with Vomen.
• ---------------------
?
Jra...._ ?
—.
(cuces:
pellt ?
Etimb-:r ?
Short Title
&A Units
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-
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—. .. —.
tZ. Cfl?LETiONCFPitOG?i)1: ?
Drforc advFcec:i'to ?
':ch ?
iitt nucc
lic Lrivrs.ty ret trcucnt o.
?
?in:..
the Ce'u
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ihat--you will
?
cce:.ish th.c in iic
?
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.-.i ?
.
?
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ccp1etLon of IS urtG.
Iv. .?pr
.
va1 of prcrr by ccSci Co3rciinto::
?ian J (with thesis)
?
Plan B (CoT rc nsive o1 E:n)
lep t }IA
.
Mv-tsor approved program on file (Option I only)
Dtc 1A Ptorca tiuct be completed: 0
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The
UniversitvOf Oklahoma at Norman
Women's Sludies Program
April 7, 1981
N. L. McDougall, Co-ordinator
Women's Studies
Program
Simon Fraser University
Burnaby, B.C. V5A 1S6
Dear Mary Lynn McDougall:
Th& University of Oklahoma Women's Studies Program offers an
individualized
interdisciplinary M.A. as a planned program through the Graduate College.
Only one student has pursued such a degree. program
at
this time. She Is a
Humanities student, whose program includes ccursea in literature, History,
md the Social Sciences. She is writing a thesis on the diaries of wne
tr( ists.
This Program works very well, 1 think, for a student who kiic. exactly what
.lie wants to accomplish and who can derive what her program needs from a
tinge of courses whose classroxn focus may be different from that of her plan
Our Program is primarily directed to undergradu:ites. The enclosed list for
Fall, 1981 will give you an idea of the courses we offer. Thoc numbered
.
000 or 5000 may be taken for graduate credit.
I hope this answers your question adequately.
Sincerely,
i;
L t
,JJ4
?
?)rl
ihrbara Itillyer Davis, Director
Wij'g Studies Program
H1i0:eb
6CI Elm Room
22?. Norman,
?
toma.
1.
1
1019
(41
1
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325-4R
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119
Elinor Ames, Psychology
S
Developmental
psychology, child-
rearing, infancy
1
GRADUATE PROGRAM IN: WOMEN'S STUDIES - FACULTY RESOURCES
JOINT APPOINTMENTS
Margaret Benston, Computing Science
Women in Science;
computing methods.
Meredith Kimball, ?
Psychology
S
Women and
achievement;
development of sex
roles
Mary Lynn McDougall, ?
History
.
Women in Europe,.
especially France
Kaja Silverman, Centre for
?
the Arts
Women in film;
semiotics
Veronica Strong-Boag, ?
History ?
. Women in North
America, especially
Canada
Susan Wendell, ?
Philosophy ?
.
.
Political ?
theory;
ethics; pornography
COORDINATING COMMITTEE ?
.
?
.
Andrea Lebowitz, English
. Modern British
Literature; ?
19th and
20th Century American
Literature; Feminist
Literary Criticism
Arlene McLaren, ?
Sociology/Anthropology
Sociology of
Education; Gender
Roles; ?
Sociology of
the Family
PRELIMINARY LIST OF EXTERNAL FACULTY RESOURCES
These faculty have indicated their willingness to advise graduate
students because of their interest in the ways women do or do not
figure in their areas of expertise.. Although few are engaged
directly in research on women they would be able to provide
essential contextual and methodological advice.
120
-2-
Technology, Political.
Economy of
International
Relations
Ethics; Philosophy of
Law
Comparative.
•,.
?
government and
:pol!itics-Africa
History of Children
• ?
and education in
Europe
Audrey Doerr, Political Science
?
Public administration
Canadian government
Karlene Faith, Criminology
?
Women in the Criminal
(DISC Coordinator) ?
Justice System
Michael Fellmán,
History ?
American history
Beverley Gartrell, Sociology/Anthropology
?
Africa, Women in
Development
Reading
Spanish Literature
Developmental
Psychology, Infancy,
Child Rearing
French history
French-Canadian
history ?
.
British, Canadian
(especially French-
Canadian) literature
Canadian popular- •
culture, Labour
History
Public Policy
• Canadian West, Labour
history
Learning Disabled
Students
Robert Anderson, Communications
David Copp, Philosophy
M.A. Covell,. Political Science
Rod Day, Histoty
Janet Kendell, Education
Theresa Kirschner, DLUJ
Jean Koepke, Psychology
Robert Koepke, History
Jack Little, History
Kathy Mezei, English.
Bryan Palmer, History.
Liora Salter, Communications
Alan Seager, History.
Beinice Wong, Edtication
i1L
-4
0.
3
[1
-GRADUATE TEACHING EXPERIENCE
?
WOMEN'S STUDIES COORDINATING COMMITTEE
MARGARET BENSTON
Simon Fraser University
Supervisory-Committee (Chemistry):
R. Ferguson- ?
..
M. Mobley
Senior
.
Supervisor:
A. V. Anantaraman, Ph.D. 1974
Supervisory Committee (Communications):
Udo Keding, M.A.,.ongoing.
External Examiner
?
.
• Angela Miles, Ph.D. , University of Toronto, Department of
Political Science, 1980.
MEREDITH KIMBALL
Simon Fraser University
Senior Supervisor (Psychology):
Valerie Whiffin,. M.A. , 1981; PhD. in progress
Leslie Joy, Ph.D. , in progre.ss
Supervisory Committee (Psychology):
Patricia Hadoway, M.A., 1979.
Patricia Hadoway, Ph.D.., in progress.
Mary Russell, Ph.D.,
William Roberts, Ph.D., in progress.
Supervisory Committee:
Kate Braid, M.A. Department of Conununications, 1980.
University of British Columbia
Senior Supervisor (Psychology):
Toby Yan, M.A., .1973.
Developmental Graduate-Seminar.
External Examiner
Sharon Kirsch, Ph.D., Department. of Psychology, University
of Toronto, 1981.
?
. ?
. ?
.
ANDREA LEBOWITZ
Simon Fraser University.
Supervisory Committee (English):
David Anido, M.A.., 1969.
Margo Dunn, M.A., 1976.
Sally Seymour, M.A., 1979.
122
4
Mildred Wirtanen,
M.
A. 1980.
Sheenah .
Andrews, M.A.,, 1981. .
?
.
?
. .
Barbara. Wild, M.A. .1981.
Gautam Kundu, M.A. 1981.
Jean Giltrow, Ph.D. 1981.
Jean Malljnson, Ph
* D *
1981.
Michele Valiquette and Wendy Frost (joint thesis), M.A.
ongoing ?
.
?
.
Trudianne King, M.A;,
ongoing.
Pat Maika., M.A. ongoing.
?
. ?
.
?
.
Graduate Courses.:
.
?
. .
English 808-5
Studies-in 20th Century Literature
English 841-5
?
Directed Readings A.
English 942
7
5 ?
Directe.d Readings B
External Supervisor (H
. istory) ?
. . .
Ba.rbaraRoberts, M..A.1, 1976
MARY-LYNN MCDOUGALL
? . . .
Simon Fraser University.
Senior Supervisor (History)
F.
Roberts, M.A., o.ngoing.
E. Bernard, Ph.D., pngoing.
Supervisory Committee:
?
. ?
.
M. Ewen, M.A., wjthdr•ew.
L ?
Fernig, M.A.,, 1980. .
?
.
C.: Huxley, M.A.,ongoing.
D.
Davidson, M.A.:, ongoing.
M. Mabin, M.A., ongoing.
J. Sproule, M.A., ongoing..
E.
Watts, M.A., ongoing.
L.Rudland,M.A., ongoing.
A. Khaki,M.A., ongoing.
Graduate Courses: (History):
History827
?
European Social History, 1978.
History 827
?
European Social History, 1978.
History 824
?
Modern France, 1979.
History 897
?
Supervised Readings, 1979.
History 827
?
European Social History, 1980.
Histo.ry . 822 ?
Modern Great Britain, 1980.
ARLENE MCLAREN
• ?
Simon Fraser University
?
1
Supervisory Committee (Sociology)
•' ?
Marc Hale, M.A.
?
198.2..
Wayne Simonson, M.A., ongoing.
Brent Andrews, M.A. , Ongoing.
Graduate Courses: (Sociology):
.
S
.
C)
IL. ?
5
Sociology 853, in Sociology I, 1981.
Sociology, 853, Readings in Sociology I, 1982.
VERONICA STRONG-BOAG:
Concordia University
Graduate Courses (History):
History 623 (823) Topics in the History of Canadian Women,
1979-80.
S2njor Supervisor (Nisto:
Three students 1979-80
Senior Co-Supervisor (Humanities):
Roberta Hamilton Ph.D., ongoing.
Simon Fraser University
Senior Supervisor (History):
LorrieRudland, M.A., ongoing.
Susan Va1sh, M.A., ongoing.
Jane Sproule, M.A., ongoing.
Supervisor yComittee(History):
G. Huxley, M.A., ongoing.
Graduate Courses (
?
y)
History 897, Suprvised Readings, 1980.
History 897, Supervised Readings,, 1981.
Supervisor:
External
Cerise Morris, Ph.D. Department of Sociology, McGill
University, 1978,ongoing.
Gillian Weiss, D.Ed., Department of Educational Foundations,
University of British Columbia, 1980, ongoing.
SUSAN WENDELL
Supervisory_Committee (Philosophy)
Barbara Kassen, M.A., ongoing.
Nicholas Sleigh, M.A., ongoing.
. ?
0
124
APPENDIX. 7 ?
LETTERS OF APPRAISAL
a
I
Iniurrsitil
1if
u7croitto
I'
LH.PI\ITMENT OF SOCIOLOGY
SPADINA AVENUE
)DONT0 M5S IA1
..
14 June, 198.2
P
rofessor Bryan P. Beirne,
Dean of Graduate Studies,
Simon Fraser University,
Burnaby, B.C. V5A 1S6
Dear Dean Beirne,
I
FDEAN
r7
I am most distressed to hear that you have not received my
review of your proposed MA programme in Women's Studies. I am even
more distressed to find that although our office log shows that the
letter was typed and sent to vo-u April 2 last no. one, including me,
can put
a
hand to a copy. Everyone remembers the letter (which was
several pages long), and I have my rough notes. When the letter
turns up I will send you a copy, but in the meanwhile here is a
oreproduction of the content of that letter.
Overall, I regard your proposal as one worthy of support. If
there is to be a Master's programme in Women's Studies in Canada,
you have the best reeources and the best chance of success In my
view. ?
.
?
. ?
.
However,
.I have some reservations about certain aspects of the
programme. For example, I am concerned that your admissions proceedure
will allow a very broad range of students into the programme who will
not be equal to the level of work which must be undertaken. I would
be
inclined
to recommend that in the first years of the programme at
least, some closer fit between the undergraduate degree and the courses
offered (which are quite restricted) should be specified.
In response to your specific questions., I have reviewed the material
you sent ag .
ain and have the following responses.
1)
You
have in your faculty some of the best minds at work
in
the field at present. However, I believe the. proposed programme
promises mote than those individuals can de1ver. For example, the
fit betwen the stated needs of students (
p
3) and the needs expressed
in the letters of support and reference is most unclear. In particular,
strength in the field of social policy or social administration, and
of economics or business administration seems a requirement of your
'
potential students and no one listed among the faculty has that knowledge.
. The sudents want to know how to operate in social agencies and in the
cornniunity; your faculty want to teach feminist
.
theory and philosophy.
I see a potential but not insu•rah1e prOblem.
12G
2
2)
There are hardly any institutions in the field. I think
There
and
the
on
quality
is
the
no
resolution
of
a priori
your
g
raduates
reason,
of the potential
howev,
depends
why
upon
problem
your
the
stuentg
adm.jgjog
XAise4
in
should
point
process
not
one.
or
be
a specialty
even
as good
research
as
in
any.
women'
Positions.
Note,
S
studies
however,
Part
are
of
that
failing
the
many
explan4tiQn
to
graduates
fifld
is
academic
of
the
OISE
state
Positions
with
nature
of the job
of the
market,
training
but some
and
.of
skills
it
learned.
has to do with the ii]. defined
3)
In my opinion, the needs expressed by your
p
otential
students
Politics
for training
and
to
in
continue
the community
their
g
work
enerally
in the
are
field
Probably
of social
the clearest
welfare,
need in this field. I doubt if feminist theorists are going to win
enhanced
businjobs
esapeopie,
on the
by some
basis
teachers
p
of
ractical
that
and
specialization
and
others
theoretical
may find
but
training
that
Social
their
in
workers,
women's
work is
studies.
4)
Assuming that the objectives are stated in the summary,
then I think that there is a somewhat difficult lack of fit between
the objectives, of those being trained and those who. are teaching.
spOnsor
To "assess
needed
previous
research
acholarhjp,
on local
foster
women's
interdissues"
isciplinary
are useful
methods
objectives
and
but it is not clear that the types of research that the women
identified on page 5 will under take will support those objectives.
In summary, I believe that this initiative is one that. is
worth undertaking but I would encourage you to consider hiring or
finding faculty with strength in those areas which would have appeal
Support.
to the constituency
?
.
identified by' the proposal and the letters of
My aipoloqies for the
diffjru1
tins surrounding this
letter. I
mailed the first'replyso long ago that
I
have moved back to my
research office. I hope that the delay in this reply has not delayed
the
recent
assessment
letter to
of
ensure
the project.
that you
i
wo'il.d
telephoned
know that
the moment
overall
i
my
got
re
y our
is a positive one.
?
sponse
Yo rs sincerely,
LOrnà Marsden
'Professor'
S
.
-
-
121
THE UNIVERSITY OF MICHIGAN
L,rTML:1T ?
I,GLISH LANGUAGE AND LITEI4ArLJHE
?
/607 ,iAvt:N HALL
ANN ARBOR 48109
April 15, 1982
Dean Bryan P. Beirne
Dean of Graduate Studies
Simon Fraser University.
Burnaby, British Columbia VSA 1S6
Dear Dean Beirne:
1 have now had an opportunity to read through all the material presented
for the proposed M. A. in WomeYs. Studies. First I would like to say that
I strongly concur with the proposers' argument that Simon Fraser University
is ideally suited to be the first Canadian university to offer anM. A. in
Women's Studies. Simon Fraser's long tradition of experimental and flexible
educational programs makes it especially suited for the kind of M. A. that
is proposed.. Moreover,. I believe, that Women's Studies is growing as an important
adjunct to. the established disciplines; an M. A. in Women's Studies would
help those entering the social services, teaching and the arts..
I am pleased to see the widespread support for Women's Studies among women
S
and men in a variety of field. This will make it possible to supervise
theses in many'areas. I am
'e . specially glad. 'to'see that Professor Strong-Boag
specializes in Canadian women's history as I believe that Simon Fraser should
offer courses that meet specific Canadian needs. The proposed program, however,
suffers from a problemfaced by virtually every Women's Studies Program
in North America, namely the lack of tenured full professors. Presumably
time will cbrrect this problem, but I think that the graduate program would
be greatly assisted by the involvement of more advanced faculty.
,
I am also
concerned to find that only one faculty member is available from the Department
of English, and one as an external resource from Spanish. Since languages
and literature are particularly important areas of study, .1 would recommend
seeking a joint appointment in Women's Studies and one of the literature
departments. ?
.
I approve of the decision to begin with a small program, under the assumption
that
over ,
arive-year period the reputat
i
on of the M. A. will grow sufficiently
to -'ttalt a reii1at '-1{nte1e, or will feach a flexible minimum that can be
n overibad,. I am concerned however, about the decision to teach
al] of ie
?
urse
at
a
overload, and 'WOtld recommend teaching the required
111e
1
hod01oy' thursO
Cvety
dthr year as pu.rt of a regular load, and working
tca'Jhis
?
8j All-the seminar
?
'I believe that the credibility
oj
tIt jbi'á1 k*Bil t
?
gthhd b such a decision. I also think that
the methodology course should be taught by arotating group of faculty members,
so as to offer. different perspectives on the subject. Professor Wendell
has quite rightly emphasized her. strengths, feminist philosophy and the philosophy
S. .
of science, while someone in a different speciality would offer something
rather different in terms of Women's Studies methodology. I also feel that
the feminist theory course could be broader and strengthened by more input
from different fields. ? . ?
. ?
.
123
-2-
Related to my concerns about the 'content' and format of the course offerings
is an issue which I offer most tentatively. Since I am'not thoroughly familiar
with Simon Fraser's M. A. requirements, beyond your catalogue, I do not
in a position to comment definitivel
y on the cocourse
re
quirements.
N
everthele
feel
c
four courses of five hours' credit apiece before writing the thesis seems
Philosophy,
rather few. I
and
noticed
that English
that this
requires
is the requirement
twenty hours
of
of
such
seminar
department
work.
s
My
as
problem
is that the courses, as outlined, seemed to be the equivalent Of three hours
credit, rather than five. I would feel more comfortable with the requirement
of four courses in Women's Studies at three hours each, and two courses
in
an area of specific interest, to the student before'
:
thé thesis.
Additional courses in an 'established field, such as sociology, ç
use
or literature,
the research
would
tools
help
of
a
these
student
disciplines.
interested
This
in writing
will help
a thesis
obviate
t
?
ie
wi
problem of offering a Women's Studies methodology course that does not, for
example, include sociological statistical methods or literary criticism.
Many of the students will be interested in writing theses that will involve
some knowledge of such
methodologies
(for example, a student-in social
with the aged would want an advanced course in statis
?
work
tics to analyze demographic'
data), yet we cannot expect a limited number of faculty to meet all needs.
The
is its
major
i
nterdisciplinary
contribution
i
ntellectually
approach but
which
I do not
Women's'
think
Studies
we can
makes
lose sight
to academia
of the
need for tools from specific disciplines that will help students in dOing
original research. Every Women's Studies student should be rooted in 'a
approach
specific
of
discipline,
Women's Studies.while
being
?
thoroughly
.
familiar with the
int
erdisciplinary
Turning more directly to the questions you posed in your letter; I do
think that the available academic, expertise is sufficient to implement the
program, but I recommend an additional appointment of a faculty member in
of
Women's
seeking
Studies
a. major
and
figure
a literature
in Women's
departmentStudies
)
at
as
the
well
full
as
professor
the long-term
level.
proposal
The latter appointment could be considered in five years, after theM. A.
program (and the On-going B. A.. program) have proved themselves.
'
' Such an
appointment, while difficult to make' in these times of financial cutbacks,
would add considerablyto' the national and international prestige of the program,
in addition to attracting graduate students from all areas of Canada.
Another temporary alternative would be the 'hiring of visiting professors on
a one-semester or occasionally annual basis.
I think that the graduates would-be of an equivalent quality to those
produced
courses
sufficiently
offered,
at other
stringent
but
universities,
also-the
r
equirements
thesis.
such
are
as
Since
George
established
a student
Washington
in
will
regard
University,
not
notbe
'
accepted
only
if
to the
unless there is someone to direct her/his thesis,
'
quality wi'll be maintained'.
Through additional experience in teaching the feminist
'
theory and methodology
couses, the faculty will be able to confront whatever difficulties they might
have
attracted
in teaching
to the Pan
OS
interdisciplinary
Slbiljtjes of writing
approach
a thesis
to
that
research.
will be
i am
of
particularly
'specific
assistance to persons who are upgrading their skills for their job or in
search of another job.
.,
I
- ?
')cl
j
Since
no
no
other similar program exists in Canada, it is difficult to
o
?
estimate how great the demand will be for the proposed M. A. I think the
modest beginning is correct, and assume that as the
M. A.
gains a wider
reputation, it will. steadily grow. I would recommend an external review of
the M. A. in five years, with an eye to the possibilities of further hiring,
the institutionalization of courses as part of a regular workload, and the
necessity of further expansion or contraction. Obviously the quality of
the students and the completed work
'
for the M. A. should be thoroughly assessed
at that time.
Finally I feel confident that the proposed program will meet the stated
objectives. The combined library facilities of Simon Fraser, University
of British Columbia and the University of Victori
.
a are outstanding, and the
past commitment of Simon Fraser to buying in the area
of ,
Women's Studies will
have already provided a firm foundation for library research.
In sum, I recommend acceptance of the program as proposed, with, the proviso
that the Committee consider the possibility of, extending the course requirements
to include two additional courses in a field of the student's choice, and that
the long-term plans be initiated for strengthening the program in literature.
Efforts should also be made to attract senior faculty to participate more
actively.
I will keep the materials you have sent to me,, unless you wish to have
?
them returned. Please feel free to telephone me or write for further details,
if
you have-any questions about my report.
o
?
Sincerely yours,
Martha Vicinus
Professor
MV : 1kb
130
REPORT
on the
_9
PROPOSAL FOR A MASTER OF ARTS DEGREE IN WOMEN'S STUDIES
.
AT SIMON FRASER_UNIVERSITY
prepared by Dr S.M. Trofimenkoff, Ascociate professor
and former chairman, Department of History, University
of Ottawa
Let me say first that I have always been somewhat ambivalent .aout
women's studies courses and programs. The subject matteritself is still
too easily dismissed by the traditional disciplines and hence the danger
of isolation continues, the approach has to be interdisciplinary and that
is a very difficult undertaking qiven
.
the formal training of most scholars,
and the ultimate aim surely isto do away with just such courses and
programs as the •study of women finally becomes part of any academic
undertaking. Indeed, many of th4rguments used in this particular
proposal could as easily support the integration of more material on
women in such areas as psychology, social work, public administration,
education, commerce and law. Butsince that is not happening with the
speed or thorouçhness that the subject deserves, a distinct program is the
only viable alternative. The: oroposal in fact offers a very cogent
argument --some aspects of which were new to me and which I found very
compelling -- for just such a program and I think Simon Fraser should
encourage and support it. The proposed program is interesting, innovative
and important; it will draw the attention of students and scholars to
Simon Fraser and allow the university to embark on an academically
exciting venture without much cost. For all those reasons the proposal
merits the university's favour.
Indeed, I Would like to register for such a program myself in
order to be exposed to the multi-disciplinary facets of the study of
women. Such a possibility, however, raises a number of difficulties
about the presentation of the program itself. How, for example, would
I be admitted? Who would my professors be and would they deliver what the
calendar promises? And what would I do afterwards?I do not think these
difficulties should result in the-scrapping Of the program but I do think
they should be addressed by theproposers themselves and by the various
committees of assessment.-Depending on the administrative structures
and practices of Simon Fraser, some of the problems may be of little
consequence but they do stand out to an outsider..
The question of admission to the M.A. in women's studies is not
adequately covered in
the proposal itself. Given the clientele the
proposal prides itself on being able to attract, the omission is serious.
e
. ?
.
-2-
o
Does one need a background in women's studies, as the phrase "incomplete
academic preparation" on
p.
18 seems to imply, for admission to the
program? If so, how will I, with only a history background, or another
already in the labour market in, say, personnel 'management,'or another
still who has "been out of school for years" (p.6) qualify for admission?
If any of these people have to do extensive make-up work either in
women's studies, or for that matter, in' the various disciplines grouped
in the program, they may be much
,
less inclined.to
embark on such studies.
particularly on a part-time basis and if their priamry purpose is
professional upgrading.
Assuming the admission ,urdle is overcome and that the Universit .,
residency requirements can be met by the part-time students the progr'
hopes to attract, what will the student do in the program itself? Ean
of the proposed courses is thorough and sound in itself (and, I pre time,
open to students in other programs) and the patterns of'course'choi
Ac
are most interesting with the academically inclined likely doing 800,
822, 820 and 823 and the professionally oriented 800, 822, 821 and 824.
What, however, does "an individualized program of studies" on
p.
17 mean?
Is it something different from the possible combination of courses
o ?
outlined in the proposal? Moreover, the extended descriptions for those
courses do not always match the calendar entry at least for the Methodology
course and the Canadian history course, the latter of which covers far
more than the "one or two critical issues" which the calendar entry states.
The Methodology course in particular is 'not what I would call Methodology
at all: it's not a "how to" course from various disciplinary perspectives
although the calendar entry suggests it might be that,but rather a history
or philosophy of ideas about women. And with the course being obligatory,
a student might well, depending on the other course offereings in any
given year, end up with Professor Wendell for three of the four courses
and even as the thesis supervisor. This would not be healthy for the
student, the program or the professor who would indeed be overloaded.
(I am not sure what the . expression "overload" means in the SFU context
but as an administrator I would be uneasy about sanctioning much of it,
no matter how willing the faculty.)
Within each course, how is a student with no background in a given
discipline to cope with both the subject matter, the approach to it
and the required work? For in spite of the program's claim to inter-
disciplinarity, most 'of the courses are strictly disciplinary and it
is difficult to see how someone with no background
in
history-or
psychology, for example, will be able to handle those courses. Either
they will be too difficult or they will deliberately be made too simple.
Simon Fraser may have solved such problems, already with its other
interdisciplinary programs and certainly they are questions that should
be resolved as universities attempt to attract non-traditional students
but this particular proposal does not raise the matter at all. I think
.4
there are ways around some ofthe difficulties by designing different
but equivalent types of written work but there is no indication in the
proposal that such a format has been considered.
Finally, in a program ttat might better be labelled multi-disciplinary,
it is difficult to see just h
,
ow the student is to acquire an inter-
disciplinary training.., 'The latter would seem to be a happy result,
occurring more by osmosis than by deliberate 'fostering in the classroom.
Given that, I would like to sèé some kind of research 'seminar attached
to the program in which' all students would have' to expose the topics of
their research' papers from the various courses 'and their theses to each
other for comment, criticism,'.and suggestions about how, for example,
literature, psychology or history could contribute to a topic in
philosophy. Such a seminar may'well develop informally in a program
such as' the proposed one but students usually take formally structu d
seminars more seriously. Without such a seminar I see the benefits of
interdiscipliharity accruing p
ore to the professors involved in the
program than to the students. Not that that is necessarily a bad thing;
It is just not what is implIed'by the' proposal.
My third area of concern is what students from such a program
will do afterwards'. I am quite' convinced by the proposal that the
employment opportunities are many and expanding, probably more so in the
business and-social policy fi,ei.ds' than in institutions like museums or
archives where I foresee directors and training centres. (such' as
Toronto's 'museology program) remaining sceptical fOr another generation.
Where I am less sure is the academic field. Could a. student continue
to a
Ph.D.
program and in' what field? Doctorates in women's studies
are only available
in
the United States 'but could a student have
,
an
undergraduate degree.i.n, say,history or psychology, do an M.A. in
women's studies at SFU and then go on to a Ph.D. in, history Or
psychology at a Canadian university? In other words, is the proposal
designing a professional degree, a
,
terminal degree? I would have no
quarrel with' either and-the rationale for the program would seem to
suggest both, but whatever it is, it should 'perhaps be stated.
The foregoing comments may seem overly long 'and overly critical;
they reflect perhaps as much my academic training, sceptical nature and
administrative experience as
.
'any serious flaws in, the proposed program.
The academic expertise is certainly there, if being stretched .a bit too
bràadly in one case as mentioned above; graduates of such a program
will have a thorough exposure' to the major issues and approaches in
the field-and will be the only Ones in Canada; as such they will not
only find jobs but invent them. 'themselves; and with the particular
exceptions noted above, the program itself is well designed to meet
its stated objectives. I would
,
therefore recommend that my queries be
raised wi-th the proposers of the program but that the University proceed
to approve and implement it. Simon Fraser is noted for' its academic
innovation and it might as well maintain its reputation, particularly
in such an intellectually stimulating and socially relevant field.
ust O 1982
1133
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