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In this study we present results of a discourse analysis of the interactions between two partners, Uma and Sean, through a feminist lens. During roughly five hours of small group work in a teaching experiment, how each partner used language to position each other's thinking as mathematically significant and establish a collaborative environment varied dramatically. Specifically, Uma shouldered the burden of continuously working to maintain collaboration, oftentimes at the expense of having her thinking positioned as mathematically significant. On the other hand, Sean regularly offered little opportunity for Uma to engage openly with his thinking, which ultimately constrained Uma's opportunities to learn. [For the complete proceedings, see ED630210.]

For the forty-third time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented online during the annual AECT Convention. Volume 1 contains 37 papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For Volume 2, see ED617422.]

In a replication and extension of a 1984 study by M. A. Ferguson to investigate the status of theory building by public relations scholars, 748 abstracts and/or articles published in "Public Relations Review,""Journal of Public Relations Research," and its predecessor "Public Relations Research Annual," since their inceptions through the year 2000, were subjected to content analysis. Nearly 20% of articles analyzed were found to have contributed to theory development in public relations compared to only 4% in Ferguson's study. Theory was most prevalent in articles about excellence/symmetry, public relationships, ethics and social responsibility, crisis response, critical-cultural, feminism/diversity, and international topics. These and interdisciplinary influences are expected to continue to contribute to ever more theory building in public relations. (Contains 42 references, 10 notes, and 4 tables of data. An appendix presents a categorization by titles of all articles analyzed.) (Author/RS)

This paper examines the implications of the 1972 Title IX Education Amendments and the 1997 U.S. Supreme Court Cohen v Brown University decision on gender equity in athletics in higher education. It argues against the widely held belief in higher education that in the process of implementing social reforms such as Title IX, which broadly prohibits discrimination on the basis of sex under any education program or activity receiving federal financial assistance, "the law" operates as an irrevocable barrier between what is wanted or desirable and what reason dictates is possible. The paper maintains that the current Title IX doctrine bears a closer resemblance to the broad policy ambitions of the women's movement prior to the statute's enactment than to their legal expression in the statute, and that the decision making underlying the result has been at least as entrepreneurial as it has been dutiful to the mandate and its legislative history. It is concluded that from a highly confined expression of nondiscrimination policy, Title IX policy currently embraces programs as economically insular as athletics, and is arguably less concerned with rectifying the discriminatory conduct of colleges and universities than societal attitudes about female participation in sport. (Contains 50 references.) (MDM)

This paper examines the potential contributions of a feminist critical perspective to an understanding of assessment in higher education. It uses as a foundation the nine principles of feminist assessment (published in 1992 as an outgrowth of a project on women's studies programs) and an American Association for Higher Education (AAHE) list of nine principles of Good Practice for Assessing Student Learning, which concern themselves with values, student-centered assessment and the influence of institutional culture on assessment. The paper discusses the beginnings of the assessment movement in higher education in the United States, various assessment principles, compares the feminist principles with the AAHE principles, and describes how various institutions use feminist principles in their assessment activities. In another section the study discusses two important contributions of feminist theory to assessment: the understanding that power and politics underlie issues of knowledge; and as an activist perspective, the idea that feminist theory can transform as well as inform educational practice. A table listing the principles of feminist assessment and the AAHE principles of good practice for assessing student learning is appended. (Contains 24 references.) (CH)

This paper uses Title IX of the Education Amendments of 1972 as a case study to explore the education field and the impact on civil rights legislation dealing with gender. The U.S. record in gender-equity legislation has been mixed, no doubt due in part to the fact that female representation in U.S. legislative bodies has been among the lowest in the world. Title IX is the most extensive U.S. legislation addressing gender equity in education. With the United States entering its third decade under this regulation, Title IX can provide a good study in what legislation can and cannot do to bring about social change. The paper discusses what Title IX is, its origins and context, successes and failures of Title IX, and points to consider when legislating equity. Contains 21 references. (EH)

This study applied feminist organizational theory to explore the effects of gender structure on perceptions of organizational culture and climate. The study used data from a 1994 survey of permanent, noninstructional staff at a major midwestern university (n=4,800). The research sought to determine: (1) whether gender-dominated organizational sectors exist in the noninstructional work setting of a university; (2) how employee gender relates to perceptions of organizational work culture and climate; (3) how gender dominance in job type relates to perceptions of organizational work culture; and (4) how employee gender, gender dominance in work sector, and perceptions of organizational culture relate to perceptions of work climate. The conceptual framework for the study included feminist views of organizational theory, literature on organizational culture and climate, and issues of gender in higher education. The data revealed distinctive gender distributions among job types, supporting the feminist description of a gendered organization, with women segregated into particular job types and academic disciplines. It also appeared that employees in job types dominated by women tended to view their work culture as one which emphasized relationships, shared values, and group loyalty, rather than as an entrepreneurial-style adhocracy. Most respondents rated their work environment favorably. (Contains 25 references.) (CH)

This paper examines the teacher research movement from feminist perspectives of achieving gender equity and social change in schools. The paper presents the personal experiences of two middle-class, Caucasian, women professors and teacher educators in their 40s, in a dialogue between the two. The paper discusses the complex role of women's values, relations, multiple identities, and political imperatives and their effects on educational research to improve students' educational opportunities. It examines how the issues of choice, opportunity, equal access, and equity can limit visions of what teacher research might address and enact within agendas for school reform and change, by defining them only in relation to already established male structures and practices. The paper argues that teacher research should question how roles as teachers, students, parents, or administrators are socially constructed in multiple ways, some of which involve gender. The paper concludes that such points of understanding as gender, class, race, or age are all in dynamic relationship to each other, to changing frameworks for work and life, and to the journey toward the "freedom of inclusion." (Contains 25 references.) (JDD)

This paper reviews the program of the Bryn Mawr Summer School for Women Workers in Industry, held from 1921 to 1938, and attempts to discern whether the curriculum and pedagogy of the school was feminist. An introduction notes that sources for the paper include course syllabi, videotaped interviews, and first person accounts of the school's functioning. A section describing the history of the summer school covers the thinking of its founders, Hilda W. Smith and M. Carey Thomas, the opening of the school, the curriculum, the student body which was racially integrated, and the school's involvement in the union movement (which eventually caused its close). A central section looks at the characteristics of the school, student evaluation, non-academic learning experiences, curriculum, and the effect of the school on its students, women from blue-collar occupations. A further section offers an overview of feminist pedagogy and method as a preparation for a section on the use of feminist pedagogy at the Summer School. This section notes that the school's educational philosophy was founded on feminism and the progressive education of John Dewey. A conclusion argues that the experience of the school demonstrates that a commitment to women's learning makes possible collaborative process, shared authority, and empowerment. (Contains 23 references.) (JB)

This paper explores the impact of feminist scholarship on the professions of education and business, and looks critically at the assumptions on which the study of professionalism has been based. The paper begins with a feminist critique of professionalism, based on characteristics of professions and gender theory. Feminist theory is applied to education, focusing on research, textbooks, curriculum, gender bias, and efforts to empower teachers and students. Feminist critiques of research on teaching and learning are examined, using gender as a theoretical framework through which to critique male-dominated theories, reconceptualize teaching and learning, and restructure the educational system. Feminist scholarship on business is then addressed, and its limitation to the liberal perspective is noted. Three kinds of critiques are explored: research examining gender as a regulator of individuals' activity according to their biological sex, research on the cult of true womanhood as opposed to the cult of rationality, and research on the changing character of American business. It is concluded that as feminists begin to question the professionalism paradigm and to subject it to gender analysis, models can be built that are more sensitive to women as professionals and that can eliminate the dualisms that categorize women differently from their male colleagues. Notes concerning seven suggested readings are appended. (JDD)

In seeking to expand research on the actual effects of diversity on college students, this study investigated whether various multi-cultural and feminism-related variables at the individual, peer, and institutional levels significantly influenced educational degree ambitions among women. The study used data from the Cooperative Institutional Research Program 1985 Freshman Survey and 1989 Follow-up Survey as well as data gathered through a national 1989-90 Higher Education Research Institute (HERI) Faculty Survey, 1989 HERI Survey of Registrars, and the Higher Education General Information Survey (HEGIS) of Opening Fall Enrollments. The national survey reached 15,050 students attending 392 four-year colleges and universities. The study used the "Input-Environment-Outcome" methodological framework which controls for students' background characteristics in order to examine the effects of college environmental variables on a particular outcome. This study's dependent variable was a student's graduate degree aspirations. The study found that certain forms of diversity promote increased degree aspirations for white and minority women. It found that, though diversity variables at the institutional or peer level were less important, those that occurred at the individual level were important. These included a sense of feminism, the acts of socializing with someone of a different ethnic group, discussing racial/ethnic issues, and taking a course in women and gender studies. The appendix contains a list of regression variables. (Contains 10 references.) (JB)

This study used feminist poststructuralist analysis to examine ways in which the relationships between college students and faculty influenced the enactment of feminist teaching. It used open-ended interviews with 22 faculty, the majority of whom were either affiliated with the women's studies program or were in a department in the School of Education, all of whom were employed at a large midwestern university, as well as observations of the teaching strategies and philosophies of two of the participants. Using the interview and observation data, the study examined how feminist teachers incorporated student experience into their teaching, identity construction in feminist teaching, political identity, and identity as a teaching tool. (Contains 27 references.) (MDM)

This study examined faculty characteristics and teaching environments of higher education institutions that may hinder or facilitate student-centered pedagogical practices derived from feminist theory. Feminist pedagogy generally advocates democratizing the classroom, building cooperative learning environments, legitimizing personal experiences as a form of intellectual inquiry, and applying classroom learning to society. These approaches draw on themes of power, the community of learners, social responsibility and action, and emotions and feelings as central to learning. Data were drawn from a 1989-90 national survey of 35,478 faculty at 392 institutions. The data contained responses from full-time teaching faculty from every major type of institution. However, for the purpose of this study, two-year colleges were eliminated. This resulted in 29,961 respondents from 303 institutions. Data covered time spent on teaching, research, and administration; interactions with students; teaching practices and evaluation methods; perceptions of institutional climate; views and attitudes; sources of stress and satisfaction; and demographic and educational preparation. Results indicated that faculty background characteristics and faculty interests play a strong role in predicting the use of feminist pedagogical practices. The strongest predictor of the use of feminist pedagogical practice is being committed to student development regardless of gender. In addition, being a woman, being a liberal, or participating in a seminar to integrate perspectives of women and minority groups into the curriculum also predicted use of feminist pedagogical practice. (Contains 44 references.) (JB)

This study explored the spiritual development of college women, to gain an understanding of what religion, spirituality, and faith mean to them. Interviews with three college women explored issues critical in their religious lives, revealing the emergence of their faith and religious identities. The three were entering their fourth year at a large, public research university and belonged to an intergenerational group exploring issues of Christianity and feminism. The women tell stories of how they have come to integrate the dominant, external perception of Christianity with their own internal, personal understanding of Christianity. Each of the women talked about the need for information, for arguments in support of their new ideas, and for ways to discuss ideas such as feminism and social justice within Christianity. Each of the women was working to integrate faith into every aspect of their lives. Findings suggest that the women were struggling to integrate the public understanding of faith and Christianity with their internal beliefs about what it means to be a feminist Christian. The use of narrative is presented as a valuable research methodology in higher education research and more specifically as an appropriate method for studying a topic such as faith development. (Contains 52 references.) (JDD)

These 12 papers reflect the range of issues and perspectives discussed at a forum that addressed three main topics: what a feminist critical literacy pedagogy is; a gender perspective of policy, organizations, and teachers' work; and concepts and practices of equity and inclusivity. The papers are as follows: "Questioning 'Progressive' Pedagogies" (Alison Lee); "Towards a Feminist Critical Numeracy Pedagogy" (Betty Johnston); "A Letter to Conference Participants" (Tricia Bowen); "'Once Upon a Time...': An Examination of Some Picture Books in the Light of a Feminist Critical Literacy Pedagogy" (Terri Morley-Warner); "Policy, Organisation, and Teachers' Work" (Jill Sanguinetti); "The Struggle for Critical Literacy and Feminist Reform: Some Axioms and Observations" (Nicole Gliding);"The Reconstruction of Women's Work in Adult Education" (Jennifer Angwin); "Bilingual NESB [Non-English Speaking Background] Women: An Untapped Resource" (Marta Rado); "Concepts and Practices of Inclusivity: Centring White Ethnicity in Literacy Practice" (Sue Shore); "A Crisis of Identity: Developing Strategies for Gender Inclusive Literacy Practices" (Jeanne Solity); "Talking on the Outer Edge" (Merilyn Childs); and "Postscript: Notes for a Film" (Delia Bradshaw). The forum program is appended. (YLB)

This study used qualitative research to develop a richer description and deeper understanding of the collaborative process among 26 feminist women faculty. The participants were all on the faculty full-time at two research universities in the Midwest and espoused feminism as evidenced by their formal association with women's studies programs. In particular the study asked what role collaboration with other women plays in feminist women faculty's construction of their own scholarly identities. The interviews were semi-structured, following a general interview guide of about 35 open-ended questions. Emerging from the participants' narratives were five identity themes: (1) synergy, (2) affirmation, (3) pragmatism, (4) resistance and rebellion, and (5) confirmation and empowerment. The research also suggested that feminist women see collaboration as a way to model and promote feminist values in their scholarship and in the competitive and individualistic culture of the research university. Participants repeatedly expressed the desire to integrate their values and their scholarship by doing research on a topic or using methods which reflect their commitments. A supportive environment may be fostered by ways of collaborating that consciously encourage resistance to hierarchy, exclusion, and exploitation, that encourage creative rebellion, and that lead to a synergy of ideas enlivening scholarship. (Contains 26 references.) (JB)

This study investigated how men involved in higher education settings change and develop positive attitudes toward women and feminism using naturalistic inquiry, phenomenological, and ethnographic research methods. An unstructured, open-ended, interview protocol was used to talk with men about their attitudes toward women and feminism. The five men who were interviewed were chosen because of their essentially pro-feminist viewpoint and commitment to work for social justice. Content analysis of the interviews are presented in two contexts. First, ideas and statements from each man are presented as a story of his changing attitudes. Then, themes or topics that appeared across different interviews are discussed as possible patterns, metaphors, and processes of web-like development. Patterns that appeared in the interviews covered the importance of recognizing contradictions, epiphanies and conversion experiences, children, and working against sexism. The patterns indicate that the subjects' development was not a linear, hierarchical movement but more web-like. Also noted was the impact of the higher education environment for development and changing attitudes, and the role of the researcher in the type of study presented here. (JB)

This study examined 509 articles within the "Journal of Higher Education" (JHE) and "The Review of Higher Education" (RHE) for evidence of influence by feminist scholarship. The study covered the time periods of the late 1960's, the late 1970's, and the late 1980's. Findings are broken down and discussed within each time frame and include the following: (1) women, whether as topics of research, researchers, or simply as higher education faculty, student, or administrators were all but invisible in the literature of the late 1960's; (2) the presence of women became slightly more apparent in both journals during the late 1970's; and (3) the late 1980's shows a significant increase in articles involving women. The presence of women as scholars in each of the time sequences studied is also discussed, and reveals increasing numbers of articles in this area over the decades. Finally, feminist phase theory is examined through 16 articles which focused exclusively on women or on topics commonly associated with them. Contains 53 references. (GLR)

An analysis of five mid-nineteenth century women's suffrage periodicals ("The Lily,""The Genius of Liberty,""The Una,""The Revolution," and "The Woman's Journal") suggests that the papers succeeded in creating, sustaining, and inspiring the suffrage community as it developed and matured, and in dramatizing and debating alternative versions of a new life style for women. In 1893, the 13,000 members enrolled in the official suffrage organization had few opportunities for face-to-face interaction and communication and saw themselves as poorly (negatively and infrequently) reported in the popular press. Thus it was through and with their own papers that the suffragists came together as a community. (AEA)

The Wellesley College Center for Research on Women represents a triumph of women's studies. Women's studies have sought a particular ethic, valuing the moral equality of those who seek education and of those who offer it. Women's studies have sought to alter institutions so that they embody such an ethic and to change the consciousness of both individuals and institutions. It is necessary for those involved in women's studies to maintain the power they have gained and, at the same time, to retain the perspectives of the outsider. Women's studies outside the United States can offer new approaches to child care, to women's collective action, and to doing research about women. There are several questions that women's studies must now confront. These include determining what women's studies are looking at and doing, and examining the causes, nature, and extent of sex differences. Two major attitudes toward sex differences exist. The first is the minimalist attitude which realizes that sex differences exist but goes on to claim that historical forces have largely determined these dissimilarities. The second is the maximalist attitude which proposes that deep, transcultural forces create many sex differences and that the link between biological "sex" and social "gender" is profound. Both of these positions require further study. Because women's studies still meet opposition, another future task of women's studies is to overcome that opposition. (NB)