Ford Foundation Grant Proposal
Infusing Material on Women of Color into the Liberal
Arts Curriculum of the CUNY Senior Colleges
June 1989 - May 1991

Center for the Study of Women and Society, Graduate School
and University Center, City University of New York
Director Sue Rosenberg Zalk

Revised Proposal
June, 1989


Ford Foundation Grant Proposal

Infusing Material on Women of Color Into the Liberal
Arts Curriculum of the CUNY Senior Colleges:
A Collaborative Gutreach Project
June 1989-May 1991

Center for the Study of Women and Society, Graduate School
and University Center, City University of New York.
Director, Sue Rosenberg Zalk

this project is designed to encourage and assist a substantial
number of full-time Liberal Arts faculty at the ten senior
colleges of CUNY to incorporate material by and about women of
color into introductory courses and to establish a formal and
active network which will continue to promote this goal after
the grant terminates.

In order to implement the above goals, we propose to run seven
intensive one week seminars. Each seminar will target one
specific introductory course from a different discipline.
Seminars will be designed to provide participants with
information and resources that can be integrated into that
particular basic course. A total of approximately 100 faculty
members will participate in these seminars.

In order to encourage and support participants’ continued
efforts at this curriculum revision, monthly meetings will be
held which will include invited speakers as well as discussion
groups which focus on teaching experiences and curriculum
suggestions pertinent to integrating this scholarship into the
courses. Faculty who did not participate in the seminars will
be invited to select meetings (e.g. invited addresses). Part
of the agenda of these meetings will be the creation of an
organized network, with an administrative structure, for the
purpose of continuing these activities and sponsoring faculty
outreach activities. CUNY faculty with expertise in the new
scholarship on women of color will serve as a "mentor" pool and
be available to faculty seeking additional resources or
assistance.

A monthly newsletter containing faculty members' teaching
experiences and curriculum suggestions regarding the
integration of scholarship on women of color will be published
and made available to all CUNY faculty. This newsletter will
continue to be produced after the grant period ends.

The faculty development seminars are not designed to produce
faculty who are experts in the new scholarship by and about
women of color. Its purpose is to have as many faculty as is
economically feasible, within the financial constraints of the


budget, include at least some important material on women of
color in their introductory courses, to provide a system which
will both encourage, support and assist faculty in the pursuit
Of advanced knowledge in this area, to organize a core of
faculty committed to "spreading the word," and to be visible
and accessible to the larger faculty community.

In short, rather than have a few scattered faculty
incorporating a lot of material on women of color into their
courses, we intend to encourage many faculty to integrate at
least some material not previously used into their courses and
to create a structure which will prompt and support their
efforts to achieve advanced knowledge and which promotes the
involvement of others.

RATIONALE

Background

An historical perspective on the present status of Ethnic,
Minority and Women's Studies im the academy reveals not only
the progress made, but the problems and challenges which were,
and continue to be, confronted by those determined to revise
curricula and provide students with a more balanced and less
biased educational experience.

While few committed to the goal of achieving a balanced
curriculum would argue against the position that all courses
should reflect human diversity, the very nature of the academy
excludes the possibility of effectively instituting such a
mandate. Whether the proponents of Ethnic, Minority and
Women's Studies programs adhere to the position that separate
programs are a necessity that a balanced curriculum will
eliminate, or contend that their existence is essential as they
serve to advance equality in ways that a balanced curriculum
does not, it is evident that such programs are presently the
most effective vehicle for guaranteeing students the
opportunity to include in their education at least some non-
mainstreamed information and perspectives.

Nonetheless, instituting Ethnic, Minority and Women's Studies
programs is not, in and of itself, a satisfactory solution.

The limitations inherent in settling for program status to
achieve a more balanced curriculum are apparent and need not be
listed. This approach does not constitute a balanced
curriculum. Including in the core curriculum a required course
which in some way speaks to the diversity of human experiences
is a positive step, but, this also does not address the
problem. The existence of courses specifically tagged as
Women's Studies, Ethnic Studies or Minority Studies and the
creation of courses designed to "teach" students about racism,
sexism and diversity within a standard traditional curriculum


does not challenge or correct the strongly ingrained perception
that ethnic and women's studies scholarship are "special
topics" material and not integral to a field of study.

A balanced, unbiased education must reflect the diversity of
human experiences and perspectives throughout the curriculum.
It must be integrated into all courses. To do so requires the
cooperation of the people who teach these courses.

Recent years have witnessed an impressive amount of high
quality scholarship by and about women of color. This new
scholarship not only provides information and insights
previously unavailable, or invisible, to the academic
community, it exposes the biases, and as such, inaccuracies of
many disciplinary premises, research conclusions and
educational content. College faculty have the competencies to
learn this material, re-evaluate their own thinking about their
fields and revise their courses accordingly. However, the pace
and extent to which this new scholarship is being integrated
into the college curriculum suggests that too few are
sufficiently motivated to undertake this challenging and quite
time consuming endeavor on their own. Although the academic
disciplines are riddled with overt as well as subtle resistance
and hostility to this new scholarship on women, the failure to
engage in this self-imposed and designed re-education is not
necessarily an indication of a lack of interest, resistance or
unwillingness to learn this new scholarship on women of color
and to integrate it into courses.

Faculty Development and the CUNY Experience

The people who have participated in the design of this
curriculum integration project have all, at some time, been
involved in efforts of varying intensity and ambition, to
integrate material on women and/or people of color into the
curriculum. The efforts and successes vary across the
seventeen undergraduate CUNY branches, but these experiences
always lead to the conclusion that there are large numbers of
faculty who are receptive to integrating this new scholarship
or women of color into their courses, but do not. They feel
basically inadequate to do this without making what seems to be
an enormous time commitment, are somewhat frantic in their
efforts to pursue their own research and doubtful that they
will succeed in meeting existing commitments. Curriculum
revision gets put off as it does not present the threat of
deadlines and there is little, if any, external pressure and
incentive to do it.

These observations are not unique to the CUNY experience. They
are not even required to reach the conclusion that faculty
development programs are a necessary prerequisite for achieving
curriculum revisions which integrate scholarship on women of
color.


A number of faculty development projects designed to attain a
more balanced curriculum have been undertaken in the CUNY
system. The more far-reaching and ambitious of these projects
have been undertaken by Hunter College, City University's
Office of Academic Affairs ("East 80th Street") and the Center
for the Study of Women and Society (the applicant for this
grant). The lessons learned from these experiences provide the
bases for the present proposal. A brief description of these
endeavors follows:

1. "Fast 80th Street" sponsors faculty development
seminars and is presently offering, for the third time, a year
long Women's Studies seminar which emphasizes scholarship on
women of color. Roughly 15 faculty members participate in this
seminar which meets once a week for three hours throughout the
academic year. Participants receive release time from one
course. Since the colleges absorb the cost of the release
time, an individual's participation is subject to the
discretion of her or his department chair, college president
and provost.

2. Hunter College, with funds raised by former President
Donna E. Shalala, ran a faculty development seminar with the
ambitious goal of gender balancing one introductory course in
every department in Hunter College. One faculty member from
each department received release time from one course for one
semester in order to participate in the seminars. Their
commitment was to produce a revised course outline and to
encourage others to use it.

8 The Center for the Study of Women and Society received
a Ford Foundation grant to integrate the new scholarship on
women into the Community College curriculum. This project
produced a handbook designed specifically for Community College
faculty (e.g. consideration of demands placed on faculty,
minimum flexibility to alter basic courses, vocational
emphasis) on integrating scholarship whith addresses gender,
race, ethnicity and class into Liberal Arts courses.

Although all of these projects can boast some success in
contributing to curricular change, several common factors
inherent in their designs, many of which were unavoidable at
the time, limited their impact on the 200,000+ students who
attend school in the CUNY system:

1. "Buying" faculty participation with the trade of

release time from teaching subjects interested faculty to the

‘Copies of this handbook can be obtained by contacting the
Center for the Study of Women and Society


choices and priorities of department chairs, college provosts
and presidents. Thus, many interested faculty are not released
for these projects and those colleges with administrators who
are less convinced of the- need for such curriculum revisions
are underrepresented in the programs.

eve Involvement in these projects requires a considerable
commitment of time and energy. As a result, most of the
faculty who "sign up" are already somewhat knowledgeable about
this scholarship and procedurally integrate it into their
courses. Tt is this interest amd commitment which motivates
them to take on institutional bureaucracy in order to
participate in faculty development programs. Faculty who feel
somewhat alienated from this scholarship are rarely touched by
these endeavors.

3. Since most of the faculty who do participate in these
faculty develoment seminars are already familiar with the new
scholarship or women, the seminars tend to be somewhat high
level, furthering the shyness and hesitancy of the less
informed faculty to apply. As a result, these projects tend
to produce a handful of people with expertise in the topic,
which is certainly valuable and a contribution to the academy,
but do not reach out to mainstream faculty who are not
integrating this material into their courses.

4. Not surprisingly, almost all participants in these
programs are females. Male faculty seem to feel that the
seminars are targeted to women and are shy about joining.

3. All of these projects build in a "dissemination”
component in which the participating faculty are charged with
the task of sharing their experience and knowledge with
colleagues and encouraging them to incorporate some of the
material into their courses. The success with which this has
been achieved has been disappointing so far. On their own,
faculty have neither the clout nor the resources for effecting
large scale change.

6. These projects do not provide continued support for
the efforts and goals of the participants. Once the project is
over, they are on their own.

CURRICULUM INTEGRATION PROPOSAL

"Faculty development" is an ongoing process in the academy.
Attendance at lectures, conferences, and the like, can
constitute professional development. Faculty development
projects designed to achieve a more balanced curriculum have
ambitions which are somewhat qualitatively different than
mainstream development efforts. These differences do not
escape notice. Thus, the education of faculty is undertaken


with the specific goal of providing students with a different
educational experience. And, although we may indicate for
public relations purposes, that our intention is simply to add
some material, the scholarship in question challenges
mainstream knowledge. Additionally, these projects generally
aspire to impact the curriculum in ways which extend beyond the
revision of scattered courses. To do this requires the
receptivity and cooperation of a substantial number of faculty.
Meaningful change requires that students be exposed to this new
material in many of their courses and official curriculum
revisions are the domain of the larger faculty body.

The above paragraph suggests some of the unique challenges
confronted when instituting projects to integrate minority

scholarship into the curriculum. These undertakings are
distinctly different from, for example, faculty seminars on the
newest computer software. Inevitably, they have required some

trial-and-error approaches.

The projects, cited above, to integrate scholarship by and
about women of color into the CUNY curriculum have provided
valuable experiences, lessons, and human resources for the
design, implementation and success of a faculty development
project directed at the larger faculty community and
curriculum. They have created a necessary atmosphere and
foundation for a more ambitious project. Specifically, these
undertakings have provided visibility to, and heightened
awareness of, the "movement" to incorporate scholarship by and
about women of color into the curriculum. Endorsement of this
goal at the "top" administrative level, implied by the
inclusion of a course on this scholarship in the series of
Faculty Development Seminars sponsored by City University’s
Office of Academic Affairs, makes overt opposition by college
officers unwise and prompts at least token evidence of their
support. Most importantly, these projects have created a small
but distinct pool of CUNY faculty quite knowledgeable about
this scholarship in their disciplines. What is more, many of
these people have worked together in order to advance their
mastery of this material and are experienced with collective
approaches to learning from and teaching colleagues. AS such,
there is an interdisciplinary core of faculty who can serve as
mentors to others and who are a valuable resource for the
proposed project. Many of these people have advised on the
design of this project.

Goals
The proposed project has the following goals:

1. YO maximize the number of faculty who participate in
the project.


eo To target faculty who feel somewhat alienated from,
and insufficiently knowledgeable about, this scholarship and do
not integrate it into their courses.

Sho To encourage the participation of male faculty.

4. To eliminate administrative agendas from the
consideration of faculty participation.

5. To encourage and support faculty efforts to continue
studying this scholarship and integrating it into their
courses.

6. To provide a vehicle for informing other faculty about
ongoing activities and encouraging their participation.

7. To develop an organizational structure which will
continue efforts to integrate scholarship on women of color
into the curriculum after the grant terminates.

A project designed to meet the above goals, given the financial
constraints of the grant, requires some trade-offs.
Specifically, it will not be possible to provide 100 faculty
members with an in-depth knowledge of the scholarship on
minority women within any one discipline. As such, this
project proposes to provide approximately 100 faculty members,
drawn from the ten senior colleges of CUNY, with specific
information for inclusion in an introductory course that they
teach. This project is not designed to train specialists. Its
goal is to encourage and enable many faculty to integrate at
least some material on minority women into their courses. An
additional goal is to provide the participating faculty with
on-going support and resources for the continuation of their
studies and to form an organization which will continue
activities designed to integrate this scholarship into the CUNY
curriculum.

Project Design

I. Faculty Development Seminars

1. There will be seven intensive one week faculty
development seminars designed to integrate the new scholarship
on and by women of color into the curriculum. Each seminar
will include scholarship on African American Women, Latinas,
Native American Women and Asian American Women.

(Bc Registration will be limited to 13-15 faculty members
per seminar. Past experience with faculty development seminars
has led to the conclusion that peer pressure is a most powerful
motivator for conscientious participation and mastery. Ona
more positive note, limiting the group to 15 participants


encourages the interchange of ideas and information and
facilitates the cohesion of the group. This cahesian is
important for the later phases of the project.

3. All seminars will address issues concerning
senstitivity to multiplicity of backgrounds and plurality of
experiences in the classroom and human diversity. Each seminar
will be directed toward an introductory course in one of seven
disciplines and will provide specific, concrete information
about women of color which can be integrated into the targeted
course. Participants will be provided with specific readings
for students as well as additional resources for pursuing this
body of knowledge. Faculty will be provided with readings
prior to the first seminar meeting as preparatory background
and as a basis to begin dialogue. Additional readings will be
distributed during the seminar week.

4. Each seminar will address an introductory course in
one of the following disciplines: American History, American
Literature, Economics, Politica! Science, Sociology and
Psychology. One seminar will focus exclusively on English
Composition. The six disciplines were chosen because a review
of the core requirements of the ten colleges indicated that
most students will take some combination of courses from these
areas. All degree students in the CUNY system are required to
take English Composition. English Composition is often
overlooked in curriculum integration projects. Experiences at
Hunter College, where they frequently offer Women's Studies
sections of English Composition, and with the Community College
project carried out by the grant applicant indicate that
English Composition is a most appropriate course for this
purpose.

Di Faculty participants will receive a #350 stipend upon
completion of this seminar.

6. Faculty participants' responsibilities to the project
will be included in the application form. Participation will
oblige faculty to:

a. complete the "required" readings prior to the
seminar meeting for which they were assigned.

b. turn in a detailed revised course outline of the
material they intend to include in one (or more) course(s).
The specific materials (e.g. readings, pictures, films) on
women of color that will be included in the course will be
fully referenced and, where appropriate, accompanied by an
explanation of that particular choice.

er teach the revised course in the semester
following the seminar.


d. submit a written evaluation of the implemented.
course at the end of the semester in which it is taught. The
report is to address such things as students reaction to the
material, effectiveness of the pedagogical approach used for
presenting the material, and suggestions for future courses, A
detailed revised outline, based on the experience, is to be
included in the report. The reports from each seminar group
will be edited, generating separate reports for each of the
introductory courses. This material will be widely
disseminated throughout the tern senior colleges.

7. Seminars will be offered in June, 1990, when classes
are not in session. This will eliminate the need to obtain
"permission" to participate.

tI. Follow-up Phase: Support, Dissemination and Qutreach

14. Participants will be requested to identify no more
than three colleagues who, in their opinion, are likely to be
responsive to outreach efforts. The number of people has been
limited as effective outreach can not be undertaken if
participants respond, as a result of their own enthusiasm and
commitment to the goal, by providing the complete faculty
roster of their academic departments. It is also unwise to
invest resources on futile endeavors and constraints require
some selectivity and criteria. The faculty identified by
participants will constitute a “communication network." A
letter acknowledging their interest and designed to engage them
further in the project will be followed by regular
correspondence, which will include selected readings for
faculty and students, classroom activities, relevant events,
select course outlines and the like. They will be provided
with a list of names of faculty who have volunteered to be
resource people who they can contact for references (not
lectures) on particular topics of interest. The “communication
network” will be invited to attend guest lectures and the like.
Additionally, invitational gatherings will be held specifically
for them with the intent of providing people with the
opportunity to meet and interact and to introduce
a sense of "community" with other "network" colleagues within
their institution and within their discipline throughout the
CUNY system.

Members of the network will not receive blanket
invitations to attend the seminars. The Advisory Board concurs
that such a structure would undermine both the short term and
long term goals of the project. Experiences suggest that small
seminars in which all members have an opportunity to
participate and get to know one another, are most effective.
Additionally, the development of a group identity and sense of
community is the base for continued curriculum efforts and it


is from this group that a core network is to be developed. An
open invitation to the community is likely to result in varying
and unpredictable attendance and faces and "guests" are under
no obligation to attend all meetings, do the readings, and so
forth. The Advisory Board does agree, however, that rigid
rules are counterproductive and guidelines must be flexible,to
allow adapting to situational events. There was no objection
to including limited numbers of guests in the seminars. It was
felt that this decision should be at the discretion of the
seminar facilitators, after consultation with seminar
Instructors, and that imposed criteria were purposeless.

ar Meetings will be held monthly for seminar
participants. Faculty who were not previously involved in the
project but express the wish to attend these meetings will be
included in selected meetings or parts of meetings (e.g.
invited presentations vs. small discussion groups focused on
problems encountered). Faculty in the "communication network"
will receive a personal invitation to attend these meetings.
Meetings will vary in structure from small, within disciplinary
discussion groups, designed to share experiences, ideas and
resources, and to provide support and assistance, to larger
interdisciplinary gatherings for addressing common concerns,
future activities, and outreach procedures. Seminar
participants will take turns presenting at the within
discipline meetings.

3. A conference on integrating scholarship on women of
color into the CUNY undergraduate curriculum will be held
toward the end of the grant period. Conference organizers will
be selected by the participants from within each disciplinary
group. Seminar participants will present and run workshops.
All CUNY faculty will be invited to attend.

4. Each within disciplinary group will select one member
to serve on a coordinating committee charged with the task of
Organizing a structure to continue these activities after the

grant terminates. "Unofficial" faculty groups, even with the
best of intentions, can have difficulty functioning without the
recognition and support of some administrative body. As such,

the President of Hunter College has agreed to support the
faculty in his college in their efforts to carry out the
program once the grant is over.

3- A monthly newsletter which includes the participants'
and "networks" experiences and suggestions regarding curriculum
integration efforts will be published and disseminated
throughout CUNY. At the termination of the grant, the Center
for the Study of Women and Society will continue to produce and
send out this newsletter if the above organization is unable to
assume this responsibility.

IIl. Project Evaluation


Roughly %,000 people teach in the CUNY senior colleges in any
one semester. Their teaching responsibilities range from one
course (e.g. adjuncts) to eight courses. This proposal makes
no pretext that we will, or even could, attempt to view the
impact of this project relative to the total curriculum. There
are, however, several ways to assess the effectiveness of the
project in achieving its specific goals.

1. Effectiveness of the Seminars: Seminar participants
will submit pre-seminar outlines, post-seminar outlines to be
implemented in a course the semester following the seminar, and
an evaluation of that post seminar course after it is taught
along with a new revised outline based on the earlier
experience. An evaluation of this material will. provide
information on the effectiveness of the seminars in altering
the participants' curricular intentions as well as the outcome
of these plans. A comparison between the post-seminar outline
and the one revised following its implementation will suggest
the effectiveness of the mont!ly meetings (e.g. new material in
this final course design) in maintaining the participants’
interest and efforts in this scholarship.

ee. Monthly Meetings: Attendance at monthly meetings as
well as patterns in the number who attend as well as who
attends (e.g. people not previously involved) will suggest
effectiveness in maintaining and increasing faculty interest.

Shs Iransfer to other Courses: Seminar participants will
be asked to indicate any changes that they made in non-
targeted courses regarding scholarship on women of color.

4. Conference: Attendance at the conference will suggest
the interest that the project has stimulated. People who
attend the conference will be sent a brief questionnaire about
curriculum revisions they may make as a result of the
experience.

3. Newsletter and Urganized Structure: The appearance of
the newsletter and the successful organization of the group,

with an administrative body, is achievement of the goal. It is
not possible to assess its impact, but it is reasonable to
assume that widely disseminated information and the
continuation of activities and efforts will prompt change.

PROJECT PARTICIPANIS

As noted previously, the proposed project is targeted
specifically to the ten senior colleges. An explanation of the
exclusion of the Community Colleges is appropriate. The Center
for the Study of Women and Society engaged in a project, funded
by the Ford Foundation, to integrate scholarship on gender,


race, ethnicity and class into the Community College
curriculum. The final product of this grant was a handbook
for, and piloted by, Community College faculty. The Office of
Academic Affairs of City University of New York is presently
undertaking faculty development at the Community Colleges and
is enthusiastic about continuing work initiated by the Center
and disseminating the contents of the handbook.

Seminar Participants

As the goal of this project is to encourage and assist faculty
who are not presently incorporating material on women of color
into their courses, faculty meeting this criteria will be given

preference. Thus, faculty who have attended University or
College development seminars on this topic will not be
eligible. Those who do research, workshops, writing and the

like, which focuses on women of color will receive low
Priority. Application forms will request this information.
Broad representation of the faculty at the senior colleges is
most desired and efforts will tbe made to achieve this.
Realistically, however, it will undoubtedly be necessary to
settle for some approximation. Partit:ipation will be limited
to full-time faculty who are tenured or on tenure lines (e.g.
visiting and substitute professors as well as adjuncts will not
be eligible), and preference wil) be given to those who teach
introductory courses. Efforts will be made to have equal
representation at all faculty ranks. Attempts will be made to
involve at least 25 male faculty members. Since it is
anticipated that fewer men will) apply to participate, males
will undoubtedly have greater odds of selection.

Common sense, as well as experience, informs us that to leave
an individual with new and innovative ideas "stranded," that
is, without a partner, alone to implement change, is poor
planning and will render most people ineffectual and unable to
sustain efforts. As such, no participant will be structurally
isolated. Specifically, the structural organization of the
institution will be considered in order that at least two
participants in the seminars fal] under the same structural and
curricular umbrella. It 1s important to note that participants
are not heing asked to introduce and prompt curricular revision
within their particular academic department. This is not the
approach to wider revision being taken in this proposal.
Monetheless, without support based within the structural units.
it will be most difficult to maintain the momentum of
professional development and curriculum integration and more
difficult to sustain post-project involvement. As such, with
the exception of those who wield sufficient clout or hold
recognized leadership positions, selection will give primary
consideration to assuring that a minimum of two faculty members
who fall underneath the same administrative umbrella and
structural community within each college participate.


Achieving this will require consideration of variation among
systems. These differences necessitate flexibility. In order
to achieve this potential for "partnership" and approximate the
criteria for representation cited above, it is unlikely that
faculty from the seven disciplines wil! be represented at every
college.

A subcommittee of the Advisory/Coordinating Committee will
select participants from those applying based on the above
criteria.

Seminar Instructors and facilitators

Seminar Instructors will be peopie with demonstrated expertise
in the relevant scholarship and experience in teaching this
material to undergraduate students. To meet this standard, it
will generally be necessary to engage different faculty for
each of the ethnic groups and disciplines. Additionally, each
seminar will require one facilitator who is responsible for
her/his seminar group (material distribution, follow-up) and
knowledgeable about issues ctonmterning multiplicity of
backgrounds and plurality of experiences in the classroom.
Instructors will be paid $200.00 for the day and facilitators
$500.00 for their contribution.

All facilitators will be full-time faculty at CUNY who have
been participants in the University sponsored faculty
development seminars on gender, race and ethincity. Wherever
possible, instructors will be drawn from CUNY. This will
jnereage the tumber of CUNY faculty invaelved in the praject and
strengthen its potential for effecting change after the grant
period is over. Additionally, these people know the student
body as well as the administrative structure. CUNY has many
faculty with expertise in minority scholarship. The faculty
who collaborated on the design of this grant are among them and
many have expressed interest im contributing to the seminars.
It will, however, be necessary to bring in outside consultants
for most sessions on Native American women and some on Asian
AME Aa WOMEN.

ADVISORY BUARD/EXECUTIVE BUARD

In order to assure that the ten colleges, seven disciplines,
diverse ethnic groups and varied areas of expertise are
represented, an Advisory Board of 35 full-time faculty was
constituted. Advisory Board members have agreed to serve as
liaisons to their colleges and as a resource for seminar
consultants and for suggested educational materials. Twelve
members of the Advisory Board are serving as a Procedure
Committee and are responsible for project decision-making.
They! wi FY eceive an honorarium for their contribution. All
Beminar! *Fatilitators serve on the Procedures Committee.


Advisory Board Members

Alecta Arenal, Modern Languages (Staten Island)
Myrna Baines, Black and Puerto Rican Studies (Hunter )
Safiya Bandele, Center for Women's Development (Medgar Evers)
(P)Rina Benmayor, E1 Centro de Estudios Puertorriquenos (Hunter )
(P,F)Marie Buncombe, Liaison to "80th Street" Faculty Development
Seminar; English (Brooklyn)
(P,F)Robert Cherry, Economics (Brooklyn)
Blanche Wiesen Cook, History (John Jay and Graduate School )
Kay Deaux, Social-Personality Psychology (Graduate School )
Sheryl Graves, Educational Foundations (Hunter)
Jim Hatch, English (City)
(P)Dorothy Helly, Liaison to "80th Street" Faculty Development
Seminar and the CUNY Academy of the Humanities and Sciences
Program on scholarship and the curriculum, History (Hunter )
Florence Howe, English (City), Director, The Feminist Press
(P)Shirley Hune, Educational Foundations and Project for the
Development of an Asian-American Institute and Women's Studies
(Hunter )
Mary Jackson, English and Women's Studies (City)
Gerhardt Joseph, English (Graduate School and Lehman)
(P)Don Quinn Kelley, History Department (Medgar Evers)
Marnia Lazreg, Women's Studies and Sociology (Hunter)
Jane Marcus, English (City College and Graduate School)
Dalton Miller-Jones, Developmental Psychology (Graduate School)
Charlotte Morgan, Black Studies, (Lehman)
Andree Nicola-McLaughlin, Women's Studies, Research and
Development (Medgar Evers)
(P,F)Jill Norgren, Political Science (John Jay)
Anthony O'Brian, English (Queens)
Margarite Fernandez Olmos, Modern Languages (Brooklyn)
(P,F)Barbara Omolade, CE, Center for Worker Education; Liaison to
Friends of Women's Studies and Liaison to Community College
Project on "East 80th Street" (City)
(P,F)Alta Gracia Ortiz, History (John Jay)
Michele Paludi, Psychology (Hunter )
Key Young Park, AsSian/American Center (Queens)
Florence Parkinson, Social Sciences (Staten Island)
Jackie Ray, Psychology (York)
(P,F)Nancy Romer, Psychology and Chair, Women's Studies Program
(Brooklyn)
(P)Virginia Sanchez-Korrol, Puerto Rican Studies (Brooklyn)
Sondra Towns, English (Baruch)
Gloria Waldman, Modern lL.anguages (York)
Ana Celia Zentella, Black and Puerto Rican Studies (Graduate
School and Hunter)

P = Procedures Committee
F = Seminar Facilitator


UNIVERSITY SUPPORI

Supplementary grants from Harold Proshansky, President of the
Graduate School and University Center, and Paul LeClerc,
President of Hunter College, were provided to support the
project. The Graduate School has also contributed release time
for the Director to supervise the project as well as facilities
and the like. City University's Office of Academic Affairs has
agreed to assume responsibility for the reproduction of seminar
readings and production of the Newsletter.

Hunter College has been particularly active in promoting
minority women's scholarship through programs sponsored by the
Women's Studies Program. Additionally, El Centro de Estudios
Puertorriquenos, located at Hunter College, has produced an
impressive amount of curricular materials on Hispanic women and
is enthusiastic about collaborating on the grant. Committed to
supporting these initiatives, President LeClerc has of fered
some financial support to faculty who participate in the
Project. As such, Hunter College's faculty and programs are a.
primary resource for the project.

CENTER FOR THE STUDY OF WOMEN AND SOCIETY AT CUNY

The Center for the Study of Women and Society was founded in
1977 to promote interdisciplinary research, scholarship and
training and sponsor community education programs on topics
related to the experiences, roles and contributions of women in
society. The Center engages in research and sponsors projects,
conferences, seminars, and lecttres and functions as a liaison
with Women's Studies faculty and students at CUNY as well as
with the national and international Women's Studies
communities; collaborates on projects with groups both within
and outside CUNY; assists faculty and students in relevant
research, in the preparation of funding proposals and in
publicizing research findings; and hosts visiting scholars.
Research generated through the Center is interdisciplinary and
generally involves the collaborative efforts of faculty from
the different CUNY branches. Recent undertakings include a
project to gender balance the curriculum in the Community
Colleges, research on substance use among returning women
students, summer seminars in the Humanities, and teaching
Women's Studies to inmates at Rikers Island. The Center
publishes a newsletter which contains information about women's
events in CUNY as well as local events and provides a forum of
information exchange to its readers. Other Center publications
include the Eeminist Directory (a list and brief professional
biography of faculty, staff and students in the CUNY system who
are involved in women's studies work); Library and Information
Sources_on Women: A Guide to Collections in the Greater New
York Area (with the Women's Resources Group of the New York


Chapter af the ACRL, published by The Feminist Press, 1988),
Revolutions in Knowledge: Feminism in the Social Sciences
(Westview Press, in press).

lhe Center for the Study of Women and Society is a CUNY-wide
Center, under the auspices of City University.