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This article describes a content analysis of journal articles from the National Council of Teachers of English (NCTE) that sought to measure the degree of curriculum transformation in a large professional organization using Tetreault's Feminist Phase Theory scale. In the course of analysis, a theme emerged which was not addressed in Tetreault's scale, nor in the other feminist phase theory scales. This emergent researcher-labeled "challenges" theme provides important insights regarding the ongoing difficulty of achieving curriculum transformation and suggests the need for a more comprehensive scale to assist both researchers and practitioners.

Foreword Robert Arnove Introduction Reitumetse Obakeng Mabokela and Kimberly Lenease King Transformation Through Negotiation: The University of Port Elizabeth's Experiences, Challenges, and Progress Anne E. Austin Crossing the Divide: Black Academics at the Rand Afrikaans University Doria Daniels Selective Inclusion Transformation and Language Policy at the University of Stellenbosch Reitumetse Obakeng Mabokela Stumbling Toward Racial Inclusion: The Story of Transformation at the University of the Witwatersand Kimberly Lenease King "Oh Sorry, I'm A Racist" Black Student Experiences at the University of Witwaterstand Rochelle L. Woods Transformation and Pedagogy: Expressions from Vista and the University of Zululand Nicole Norfles Higher Education Transformation in Namibia: The Road to Reform and Reconciliation or Rock of Sisyphus? Rodney K. Hopson Historically Disadvantages Technikons in an Era of Transformation: Answering the Call, Confronting the Challenges Sonjai Amar Reynolds Conclusion: Implications for Policy and Practice Kimberly Lenease King Index