SELF-STUDY

PREPARED BY
THE WOMEN’S STUDIES
CERTIFICATE PROGRAM
OF
THE GRADUATE CENTER

CITY UNIVERSITY OF NEW YORK

MARCH 23, 2007



3/13/07

The Graduate School and University Center

The City University of New York

EXTERNAL PROGRAM REVIEW

INFORMATION REQUESTED OF CERTIFICATE PROGRAMS

1. Name of Certificate Program: Women’s Studies

2. Year this program started: 1990

3. Number of students enrolled in the certificate program each academic year from 2001-02

through 2005-06.
YEAR

2001-02
2002-03
2003-04
2004-05
2005-06

TOTAL

132
144
151
203
227

4. Number of certificates awarded each academic year from 2001-02 through 2005-06.

YEAR

2001-02
2002-03
2003-04
2004-05
2005-06

TOTAL

DOAN

5. Names of doctoral programs and the number of students from each who have been awarded a
certificate from 2001-02 through 2005-06:

DOCTORAL PROGRAM NUMBER

English
Sociology

Social Personality Psychology

Political Science
Art History
Clinical Psychology

Comparative Literature
Certificate_Programs_Data_Form1_3_13_07

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Developmental Psychology 1
German

History
Linguistics
Philosophy
Social Welfare
Urban Education

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6. Doctoral programs represented by the currently enrolled (Fall 2006) students in this certificate
program:

DOCTORAL PROGRAM NUMBER OF STUDENTS ENROLLED
American History
Anthropology
Art History
Business
Comp Lit.

Computer Science
Criminal Justice
Developmental Psych
Educational Psych
English
Environmental Psych
French

German

Hispanic Lit.

History

Linguistics

MALS

Music

Musicology
Philosophy

Political Science
Psychology

Social Personality Psych
Social Welfare
Sociology

Spanish

Theater

Urban Ed.

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Total: 227

7. At what level do the majority of students enroll in this certificate program?
Certificate_Programs_Data_Form1_3_13_07 2 3/19/2007


10.

3

X Level I Level II Level III

What is the average number of semesters it takes for a student to earn this certificate? 5

REQUIREMENTS FOR THE CERTIFICATE PROGRAM: (see also Description Section)

In addition, please list the courses (e.g., introductory, core, seminar) required for the
certificate and how often each course is offered:

NAME OF COURSE FREQUENCY OF OFFERING
Major Feminist Texts Every Fall
Contemporary Feminist Thought Every Spring
Proseminar: Multicultural/Transnational Feminisms Every Fall
Workshop in Women’s Studies Every Spring

Two electives with a gender component in any field

How many Certificate Program courses for which the student could earn credit toward this

certificate were offered during the following semesters?

11.

12.

13.

Fall ‘01 26 Spring ‘02 22
Fall ‘02 28 Spring ‘03 32
Fall ‘03 25 Spring ‘04 28
Fall ‘04 27 Spring ‘05 26
Fall ‘05 23 Spring °06 33

Do you evaluate courses offered toward the certificate?
yes X no If yes, what method(s) is used?

How many faculty are in this Certificate Program? 63
(list of faculty provided in Faculty Profile Section)

Other than teaching, how are faculty involved in this Certificate Program?
Please describe.

All faculty are involved in advising students on both a formal and informal basis. Faculty
representatives are elected on a rotating basis to serve on the Advisory Board which, with
the Coordinator, develops projects and approves the appointment of faculty to the
Program. Faculty also are involved in developing each semester’s Speaker’s Series, and
faculty also make presentations in the Speaker’s Series.

Certificate_Programs_Data_Form1_3_13_07


14. Are all faculty cv’s, current with the 2005-06 academic year, on file in this Certificate
Program office?

X yes no

How often do you request updates? Every 5 years.

15. What process is followed in selecting faculty for membership in this Certificate Program?

New faculty are recommended by Program executive officers, faculty in the Program, and
also faculty can self-nominate. The Coordinator receives the recommendations, and if
appropriate, forwards them to the Advisory Board, which votes to appoint or not.

16. What activities were sponsored by this Certificate Program during the 2004-05 and 2005-06
academic years for students and faculty? Were any of these jointly sponsored? Were any offered
for the Graduate Center community at large? Please list and attach any flyers.

ACTIVITY: Speaker’s Series _—_ Fall 2004
Spring 2005
Fall 2005
Spring 2006
See attached flyers.

A number of events each’semester are co-sponsored with the Center for the Humanities, with the
Feminist Press, and with individual Programs such as English, Sociology, History, Music, and
Anthropology. The Women’s Studies Certificate Program is happy to co-sponsor with any
Graduate Center group whose program would be of interest to our faculty, students, and other
interested parties.

All of our events are offered for the Graduate community at large, as well as to all faculty and
students at all the CUNY colleges. We also have on our distribution lists people who are not
connected to CUNY but who are interested in our programs and projects. Many attend.

17. Would more students benefit from this certificate program? Yes X No
If yes, how would you recruit?

Certificate_Programs_Data_Form]_3_13_07 4 3/19/2007



In the next year, we plan to visit appropriate Programs and invite interested students to come
talk to us about the Program. (We have already distributed our informational flyers to all
Programs.) We also plan in early in the Fall 2007 to have an informational coffee hour to which
we will invite new students who might be interested in the Program.

If there are roadblocks to your efforts, please describe.

We have to initiate all recruiting, but when we do, we are supported by the Graduate Center
administration.

18. How does earning this certificate give graduates an advantage in the marketplace? Please give
specific examples.

We get regular email posts advertising jobs, part-time, full-time, and tenure track, in Women’s
Studies. There are a limited number of colleges and universities where one can earn a Ph.D. in
Women’s Studies, so our Certificate is a credentialing degree. Further, many colleges want
faculty who are qualified to teach both Women’s Studies and another discipline such as English
or History or Sociology, and so the combination of a Ph.D. degree in a discipline and a
Certificate in Women’s Studies gives our students a strong advantage .This is evidenced by the
fact that over 90 per cent of our graduates are teaching Women’s Studies, some in full-time
Women’s Studies positions.

Are there other advantages?
The Women’s Studies Certificate Program at the Graduate Center is one of the places at the

Graduate Center that students may do interdisciplinary work, which prepares them for jobs
which demand a wide and varied range of expertise.

Certificate_Programs_Data_Form1_3_13_07



6

Completed by:

Date

Certificate_Programs_Data_Form1_3_13_07 6 3/19/2007


EXTERNAL PERIODIC REVIEW, 2006-07
Institution: CUNY GRADUATE SCHOOL Date: Spring 2007
Program: Women’s Studies Certificate Program Degree: Advanced Certificate
2. DESCRIPTION OF PROGRAM
HISTORY

The interest among a group of faculty from the social sciences and the humanities in
starting a Certificate Program in Women’s Studies at The Graduate Center CUNY began in the
early-1980s. With administrative support from President Harold Proshansky and subsequently
by President Frances Horowitz and from Provost Geoffrey Marshall, the Women’s Studies
Certificate Program (WSCP) was approved by the Graduate Council of the Graduate Center, the
Board of Trustees of CUNY, and the State of New York Education department in 1988.

The governance structyre for the Certificate Program was approved by Graduate Council
in 1990. It called for a Coordinator, appointed by the President for a three-year term; an
Advisory Board of nine faculty members made up of at least four from the social sciences and
four from the humanities, plus four students (two from social sciences and two from the
humanities) elected by the students, and two alternate faculty and two alternate student members.
The term of membership on the Advisory Board is three years, one year for student members.
The governance document also calls for a Curriculum Committee of seven appointed by the
Advisory Board and a Special Awards Committee of seven members also appointed by the
Advisory Board. Both these committees were to have at least three members each from the social

sciences and the humanities.


The first Coordinator of the Program was Professor Judith Lorber of the Sociology
Program, who served for three years (1988-1991), and was followed by Professor Jane Marcus of
the English Program (1991-1993). The principle of alternating the position of Coordinator
between the social sciences and the humanities was part of the governance doument of the
Program. The Coordinator position was subsequently filled by Professor Joyce Gelb, Sociology,
(1993-1996); Professor Roslyn Bologh, Sociology, served for one semester while Professor
Gelb was on sabbatical. The next Coordinator was Professor Electa Arenal, Hispanic and Luso-
Brazilian Studies (1996-2000) followed by Professor Patricia Clough, Sociology (2000-2006);
Professor Catherine Silver, Sociology, served one year while Professor Clough was on leave.
Professor Anne Humpherys, English, was appointed by Provost Linda Edwards as Acting
Coordinator in Fall 2006.

From 1990 to 1993, the Women’s Studies Certificate Program and the Center for the
Study of Women and Society (CSWS) had two separate heads: Professor Sue Zalk was head of
the Center from the mid-1980s until October 1993, when it was decided that there would be only
one position for the Coordinator of Women’s Studies and the Director of the Center for the Study
of Women and Society, and that, in addition, there would be a Deputy Director of the Center, a
recommendation that has never been fully implemented, though there has been one Deputy
Director (Professor David Kazanjian) who served with one course release for two years, and two
faculty who were essentially Deputies (Norah Chase and Karen Miller) who donated their time.

In 1994, the Provost, Geoffrey Marshall, stated in writing that the combined position of
Coordinator of the Program and Director of the Center “is a full-time appointment” though this

has not been consistently implemented either.


The number of students entering the Women’s Studies Certificate Program grew steadily
through its early years and now averages between 20 and 30 new students every year; the
number of faculty appointed to the Certificate Program has also grown as new faculty have been
appointed to the Graduate Center, and now totals 63, with several new appointments in the works,
and also in addition 13 emeriti faculty.

The mission of the Women’s Studies Certificate Program is to prepare students in any
discipline to teach and conduct research in women’s studies, to develop courses with a focus on
women, and to expand the scope of any professional activity to include women and gender. The
curriculum has been designed to emphasize an interdisciplinary focus, as indicated by its
mandated rotation of Coordinators between the social sciences and the humanities. It has also
been the intent of the faculty of the Program that its courses should reinforce that
interdisciplinary quality by team-teaching whenever possible. The governance document that
was approved in 1990 indicated that at least two of the four required courses should be team-
taught by faculty from both the social sciences and the humanities, and while there has not been
support for team-teaching of two courses for some years, there has been an effort to have at least
one course team-taught each year.

The Women’s Studies Certificate Program prepares students to teach courses and to do
research in Women’s Studies through both focused course work (see below) and through
opportunities to take part in a wide range of graduate student-faculty activities, such as forums
and an extensive and wide-ranging speakers series which the Program organizes and sponsors
every semester which brings in many speakers and events from both within and without the

institution (see flyers for speakers series attached).The Certificate Program and the Center also



support the student-run Feminist Studies Group (whom we support with finances as well as
developing and organizing events), the Society for the Study of Women in the Renaissance, and
the Society of Women in Philosophy, whose meetings we help arrange and publicize. Students
also have opportunities to participate in the research programs of the Center for the Study of
Women and Society at The Graduate Center. In the past, the Program had student awards from
the Helena Rubinstein Foundation and the Time-Warner Cable, both to help defray tuition costs
for students in the WSCP. The Program currently had two annual dissertation awards, the Nina E.
Fortin Memorial Fund Dissertation Proposal Award for the best dissertation proposal focused on
women, and the Carolyn G. Heilbrun Dissertation Prize for the best dissertation on a subject
related to women. Students do not have to be in the Certificate Program to be eligible for these
awards.

Under the Coordinatorship of Professor Patricia Clough, who was also Director of the
Center for the Study of Women and Society from 2000 through June 2006, a number of
significant initiatives were undertaken. There was a survey of all students in the WSCP to
determine what they thought might be developed in the Program, and out of that survey the
required Proseminar was retooled towards emphasizing global feminisms and issues of ethnicity,
race, and gender, which the subtitle “Transnational Feminisms” indicates. The second required
course, the Workshop, was also rethought to include the study of methodologies and practice in
the writing about issues relating to women and gender in different modes—the dissertation of
course, but also article length pieces—as its subtitle, “Critical Methodologies/Research” also
indicates. Professor Clough also brought in faculty from the CUNY colleges to teach some of the

courses in order to take advantage of the expertise available throughout the University.


Also under her Coordinator/Directorship, the Community and College Fellowship (CCF),
an organization devoted to helping formerly incarcerated women get college and advanced
degrees, was (and continues to be) sponsored by the Center for the Study of Women and Society.
This collaboration has given opportunities to students in the Certificate Program and the
Graduate Center at large to give papers at conferences, such as those on April 30, 2001,
“With/Out Walls” (two graduate students presented papers); March 21, 2003 “Beyond Reentry”
(a symposium of CCF, and Graduate Center faculty and three graduate students) ; and March 16-
17, 2006 “Beyond Bio-politics” (four graduate students gave papers). Students also have
opportunities to tutor, and to do research connected with the Center’s mission.

In connection with CCF, from 2000 through June 2006, the Certificate Program and the
Center sponsored the Conviction Seminar, which provided stipends for students and faculty to
come together to discuss a variety of issues concerning social activism, education and
incarceration. In 2003-2004 a symposium was developed by CLEAR (Community Leadership
and Education After Re-Entry), a research group that grew out of the Conviction Seminar and
still in operation, which also provided stipends for students and faculty who participated. Four
Graduate Center students were funded to do research for CLEAR on a position paper last year
entitled Life Capacity Beyond Reentry: A Critical Examination of Racism and Prisoner Reentry
Reform.

Another funded seminar was the Rockefeller seminar “Facing Global Capital/Finding
Human Security: A Gendered Critique” (July 2001-June 2004). Several major conferences were

also mounted during Professor Clough’s Coordinator/Directorship: “Italian Fashion: Identities,



Transformations, Production” (Spring 2002); “With/Out Walls:

Incarceration/Control/Education” (Spring 2002);“Future Matters: Technoscience, Global Politics,
and Cultural Criticism” (Spring 2003); “Power Matters: Reshaping Agendas Through Women’s
Leadership” with the National Council for Research on Women (June 2005); “Beyond
Biopolitics: State Racism and the Politics of Life and Death” (Spring 2006). During this same
period, to increase the visibility and communication among members of the Program and the
community at large, a Newsletter was begun and a website constructed. A number of faculty and

students donated their time to institute all these projects.

PROGRAM-SPECIFIC REQUIREMENTS

The Women’s Studies Certificate Program is a course of study for students already
enrolled in a Ph.D. Program at The Graduate Center. It is designed to complement existing
doctoral programs and to accept as electives courses that the student can also use to fulfill degree
requirements elsewhere in The Graduate Center. To qualify for a Certificate in Women’s Studies,
students must take two prerequisite courses (unless similar course work has been done at another
institution), twe required courses, and minimum of two electives. The Certificate is conferred at
the samme time as the Ph.D. degree. Women’s Studies courses also may be taken to fulfill
requirements for the Women’s Studies concentration in the Master of Arts in Liberal Studies at
the Graduate Center.

The two prerequisite courses are “Major Feminist Texts” offered every fall semester with

the Liberal Studies Program and “SContemporary Feminist Thought” offered every spring


semester, also with the Liberal Studies Program. All the courses required in the Program take a
somewhat different shape depending on the professor(s) teaching them. But generally, “Major
Feminist Texts” offers students the opportunity to explore some of the writings that have shaped
feminist scholarship. The general aims of the course are, first, to explore a range of critical
reflections on the experiences of women and men in terms of differences of gender, sexuality,
race, class, ethnicity and nationality. Second the course introduces students to the history and
logics of feminist scholarship, its various epistemologies and methods, its relationship to the
disciplines and to other critical approaches, and the political and theoretical claims involved. The
second prerequisite, “Contemporary Feminist Thought” provides an introduction to themes,
issues and conflicts in contemporary feminist theory. Readings and discussion also address the
conflicts within feminism in debates about the category of woman, the politics of difference, the
performance of gender, and sexual identities and feminist engagements with mainstream politics.

The two required courses are the Proseminar “Transnational and Multi-cultural
Feminisms,” offered in the fall semester, and the “Workshop in Women’s studies: Methods and
Guided Research” offered in the spring. The Proseminar explores the diversity and ambiguity of
various feminisms through a number of frames, such as postcolonialism, reproductive rights,
environmentalism/biodiversity, and economic justice with particular attention paid to regional,
national, and local histories and geographies. The “Workshop” focuses on the wide range of
methodologies developed for feminist research, as well as preparation for writing and publishing
essays and research papers and the dissertation itself.

The Women’s Studies Certificate Program consults each semester with Ph.D. Programs

throughout the Graduate Center and cross-lists a wide variety of offerings in these programs as



fulfilling the Women’s Studies Certificate requirements for two electives. In Spring 2007, there
were 23 such courses listed from eight different Programs (Criminal Justice, English, History,

Political Science, Psychology, Anthropology, Sociology, and Social Work).

RELATIONSHIP WITH DOCTORAL PROGRAMS

One of the ways the Women’s Studies Certificate Program builds a relationship with both
Ph.D. and M.A. Programs at the Graduate Center is through the cross-listing of courses.
Sometimes professors contact WSCP and ask that their course be cross-listed. WSCP also
contacts individual faculty and Programs and asks if there are courses that would be useful for
our Certificate students, and we cross-list all such courses.

The Women’s Studies Certificate Program has an extensive and committed relationship
with many entities at the Graduate Center in addition to the cross-listing of courses. We also are
actively involved with several programs and centers through our speakers series. Many WSCP
events are co-sponsored with various Ph.D. Programs (spring 2007 with English, History, Art
History, Sociology, and Psychology), with the Center for the Humanities, with which we have in
spring 2007 five co-sponsored events, with the Feminist Press (which is located at the Graduate
Center), with whom we co-sponsor events and with whom we sponsor the journal Women’s
Studies Quarterly, and with other Certificate Programs such as the Renaissance Studies
Certificate Program (we help sponsor the Society for the Study of Women in the Renaissance)
and the Film Certificate Program with whom we are planning a major event, a screening of
“lost” women’s films, in November 2007. In fact, the Women’s Studies Certificate Program is

thoroughly integrated into most aspects of the intellectual life of the Graduate Center.


LIBRARY RESOURCES

In addition to the regular holdings of the Mina Rees Library at the Graduate Center and
the research libraries throughout the city, the Women’s Studies Certificate Program has a small
library of donated books and periodicals that students and faculty may use. The library has
become somewhat disorganized as the WSCP changed its office space in early September 2006,
and it is not catalogued, which makes it more difficult to use. We are currently in discussion with
the Information Technology office of the Graduate Center about a program they are developing
that would allow us to catalog the library digitally, to post the holdings on the website, and
enable us to keep track of the books as they are used. It is our hope that this project can

commence in the summer of 2007.

EQUIPMENT

The Coordinator, the Assistant Program Officer, Ms. Elizabeth Small, and the College
Assistant all have computers in the office, and all have access to the central printers with xerox,
faxing, and scanning capabilities. The APO’s computer is an older model and needs to be
replaced, particularly since it is on her computer that we maintain all the program records and it
is she who prepares all the publicity for the events sponsored by the Program; we have registered
this request with Robert Campbell, head of Information Technology and he has assured us that
replacement of Ms.Small’s computer is high on the list. The Coordinator and the APO also have
desk printers. Students have access to the excellent computer facilities at the Graduate Center in

the basement of the library, as well as in their discipline Programs.


FACILITIES

There is adequate room for the work spaces for the APO and the Coordinator, but
nonetheless, the new office space is cramped and does not have space for receptions or small
meetings. Thus for all receptions for the speakers series and for all meetings of any size, the
Certificate Program has to scramble to find other rooms. The Program also needs some
furniture—a round table in the outer office (which would free up a little space) and a table in the

Coordinator’s office where small meetings might be held.

ENROLLMENT TRENDS

The enrollment in the WSCP has grown steadily over the past five years (and the years
before), going from 124 in 2001-2002 to 227 in 2005-2006. (See page 1.) As an example of the
healthy interest and enrollment in the Program, in Spring 2007 we are offering for the second
time this year, a section of “Contemporary Feminist Thought” (which was given, along with
“Major Feminist Texts,” in the Fall 2006 term, when both classes had over 15 students). The
course this term has, again, over 15 students enrolled.

The Women’s Studies Certificate Program has students from many different Programs.
Though the largest number come from English (52 in fall 2006) and Sociology (30 in fall 2006),
with 35 from the Master of Arts in Liberal Studies in fall 2006, there are also currently students
from 25 other Programs. (See list on page 2.) We continue to get inquiries from both inside and
outside the Graduate Center about the Certificate Program and see no reason why this increase of

students should not continue.


11
The number of graduates who received Certificates in Women’s Studies over the last

three years includes four in 2004 (English, History and Sociology); two in 2005 (English and
Political Science), and in 2006—Feb. 2007, fourteen (Comparative Literature, English, Urban
Education, Sociology, German, Psychology, Social Welfare, and Philosophy). As stated above,
we have, in 2006-2007, 227 students enrolled in the Women’s Studies Certificate Program,

including 22 new students who enrolled in the program this year.

EMPLOYMENT OF GRADUATES

For this self-study, we contacted 20 of our recent graduates. Sixteen of these are teaching
in colleges or universities; one is teaching in a high school, one is doing academic administration,
one has a post doc, and one is writing up her research for publication. Two of these who are
teaching have appointments in Women’s Studies at a college. (See the attachment that lists these
graduates since 2004 and a sample of the letters which we received from some of them.)
One graduate who is teaching sociology at Wagner College reported in an email that “my
certificate in Women’s Studies has been very helpful” and further that”! really enjoyed the
process of earning the Certificate; I learned a lot. This background has been enormously helpful
in my teaching, and really, in my life more generally. Two, the Certificate has given me the
validity at my current job (and past jobs) such that I am considered an ‘expert’ in Women’s
studies and allowed to teach... Women’s Studies and Gender Studies courses.” Another,
teaching in the Politics Department at Fairfield University, has published on feminist theory and
serves on the Women’s Studies Executive Board at Fairfield University. Another, having
finished her dissertation and about to begin teaching Political Science at Winthrop University,

reports that “I cannot say enough about how the Women’s Studies Certificate Program has


enhanced my experience at the Graduate Center. It has afforded me opportunities in the areas of
scholarship, research, teaching, and awards which not only made me a better Political Scientist,
but also a stronger candidate when I entered the job market. I primarily chose to attend the
Graduate Center because of the wide range of courses offered through the Women’s Studies
Certificate Program by an amazing collection of faculty assembled through CUNY’s consortial

model of education.”

SPECIAL FEATURES OR OTHER INFORMATION RELEVANT TO DETERMINING
MERIT

The Women’s Studies Certificate Program has a relationship with the National Council
on the Research on Women and through that connection and through our website we receive an
average of ten requests a month for information about the Program. A number of these requests
come from people who want to pursue an M.A. degree in Women’s Studies at the Graduate
Center. We also receive invitations and announcements from Women’s Centers all over the
country, and various programs and groups both at The Graduate Center and at CUNY at large
asking us to distribute information about their events to our distribution lists. These distribution
lists include not only the faculty and students of the WSCP, but also of all the Women’s Studies
Programs and Women’s Centers throughout CUNY. In fact, through the CUNY Women’s
Studies Discipline Council (which includes representatives from all the CUNY campuses) ,which
is convened by the Coordinator of the WSCP of the Graduate Center, we bring together faculty
throughout the system to share ideas and plan events. In Fall 2006, the WSCP sponsored a one-

day conference on “The Future of Women’s Studies” that featured speakers from throughout


CUNY who reported on what was happening on their campuses in relation to Women’s Studies.
Out of that successful day-long conference came the suggestion, which the WSCP at The
Graduate Center is in the process of implementing, of a CUNY-wide Women’s Studies blog
through which all faculty and students can access information about Women’s Studies as a whole
and on individual campuses. The Graduate Center WSCP has a design now for the blog and is in
the process of purchasing the software to implement it, which we hope to be able to do before the
end of the Spring 2007 semester.

Thus, the Women’s Studies Certificate Program, in collaboration with the Center for the
Study of Women and Society, not only serves graduate students wha want to have Women’s

Studies as a field and the Graduate Center community through its extensive speaker’s series, but

serves as a facilitator and collaborator for women’s studies across CUNY.


14

EXTERNAL PERIODIC REVIEW, 2006-07

Institution: CUNY GRADUATE SCHOOL Date: Spring 2007
Program: Women’s Studies Certificate Program Degree: Advanced Certificate
3. ISSUES

Some of the issues that are of current concern and interest to the Women’s Studies
Certificate Program have been mentioned in the previous description of the program (i.e. the lack
of meeting space in the office); some others we are currently involved in addressing, and some
are to be addressed in the near future.

In terms of issues that we are currently engaged in addressing: first, at a meeting with
students in the WSCP in Fall 2006, it was suggested that student evaluations be required in all
Women’s Studies courses. The Advisory Board approved this recommendation in Fall 2006, and
the Liberal Studies M.A. Program, with whom Women’s Studies shares the responsibility for the
two prerequisite courses, also agreed. We have gathered the student evaluations used by several
of the Programs at the Graduate Center and, in conjunction with Liberal Studies, are developing
an evaluation form that we hope to use this spring 2007 term.

Also, we want to address the issue that results when some students in the Certificate
Program do not finish the Ph.D. in their Program but do finish the requirements for the
Certificate in Women’s Studies. In the discipline programs such students can receive an on-
route M.A. or a M.Phil degree which recognizes the work they have completed. There is no
corresponding citation for a student who has completed the requirements for the Certificate but
not for the degree. We are at the beginning stages of determining how we might institute a

Certificate of Completion in Women’s Studies which students in such a situation could apply


for and which would certify that they have completed all the requirements for a Certificate in
Women’s Studies. We hope that we will be able to implement this in the next year.

Another issue that is more long range is the possibility of instituting an M.A. degree in
Women’s Studies. There is certainly demand for such a degree, as witnessed by the number of
inquiries we receive about such a degree each semester. Further, there is no such M.A. in
Women’s Studies at CUNY, nor at Columbia or NYU either. The cost of instituting such an
M.A. would be minimal, essentially additional released time for the Coordinator since the
support staff is already in place.

However, for the most part, The Graduate Center does not offer M.A. degrees, which are
instead offered at the four-year colleges. (There are some M.A. degrees in Graduate Center
Programs where there are no M.A.s in the colleges.) But the Graduate Center has recently been
discussing the possibility of instituting some M.A. Programs, and in Fall 2006 actually did
approve a letter of intent for an M.A. in Middle-Eastern Studies. Women’s Studies has a rubric
for an M.A. degree in the 16 credits already required for the Certificate. Thus, in the next year,
the WSCP will confer with the Provost of the Graduate Center about the possibility of such a
degree and then develop it if it would be supported.

The possibility of developing an M.A. in Women’s Studies leads into a discussion of
curriculum, As stated in the section of this self-study on the History of the Program, the
governance document of the WSCP called for an elected Curriculum Committee of seven faculty
and four students. Because the general descriptions of the requirements and required courses for

the Women’s Studies Certificate Program have not changed over the years, there has not been a


16

perceived need for such a committee; if there have been issues related to curriculum, such as
instituting student evaluations, the Advisory Board has acted as a Curriculum Committee.

However, now might be a time to revisit curricular and teaching matters. Generally
speaking, within a broad rubric, the format and readings in the four required courses for the
certificate (not counting the electives) depend on the instructor teaching the course. We rotate the
teaching of these courses to include not only faculty at the Graduate Center but also faculty from
the CUNY colleges, and we also alternate between Humanities and Social Science faculty. The
process is somewhat casual, that is faculty either volunteer or the coordinator invites faculty to
teach, in the case of the prerequisites in collaboration with Liberal Studies.

In terms of content, there is an interest on the part of many faculty and students to
introduce a global perspective into Women’s Studies, which we have tried to do through our
subtitling our required Proseminar “Transnational Feminisms,” though it is possible that more
could be done in this direction. Further, it was, as stated above, the original intention in the
formation of the Certificate Program that the required courses in Women’s Studies would be
team-taught to ensure an interdisciplinary approach to all subjects. The opportunities for team-
teaching are now, however, governed by the number of “units” that are available to the WSCP, a
number which has shrunk over the past few years. The WSCP at the moment has six units: two
are for released time for the coordinator (one course each semester); one is for the prerequisite
course “Contemporary Feminist Thought” (the other prerequisite “Major Feminist Texts” comes
out of the unit allotment of Liberal Studies); one unit is used for the required Proseminar, and
one for the Workshop. That leaves one unit to be used for team-teaching (a team-taught course

uses two units, one for each instructor), meaning that only one of the four courses can be


team taught. (In fall 2007, the Proseminar will be team-taught by a historian and a sociologist.)
However, the reduction in available units has limited the interdisciplinary impact on individual
students. For although we alternate the teaching of the individual courses between Humanities
and Social Sciences, students do not have the opportunity, except for one time, to experience the
different perspectives that a team-taught course would offer.

It might make sense in the next year to convene an ad hoc committee of faculty and
students to discuss and suggest strategies both for assigning the teaching of the courses and
widening their scope and assuring their interdisciplinarity. An example of one small thing that
could be done in this direction is that this semester, spring 2007, the WSCP is starting an
informal dissertation workshop for any student at the Graduate Center who is writing on a topic
related to women who would like to present and receive feedback from other students and
faculty. The students who have expressed interest come from English, Sociology, Political
Science, Theater, and Art History. Needless to say, the faculty who will be part of the workshop
are donating their time.

As stated earlier in this report, when it was decided to combine the responsibilities of the
Coordinator of the WSCP and the Director of the Center for the Study of Women, the Provost at
the time, Geoffrey Marshall, recognized the expanded responsibilities and confirmed that the
position would be a full-time Graduate Center position which would involve the Coordinator
teaching two of the four requirements for the Certificate each year. At the present time, this is
not the case. The combined Director and Coordinator position carries one course release each
semester which means that if this person has her appointment at one of the colleges as opposed

to being a central line (that is, wholly at the Graduate Center), which has been the case for all of


the eight faculty serving as director, she must teach, over the year, 15 credits, some five courses.
Such a teaching load, which also involves traveling to the local campus, plus managing of what
is the largest certificate program at the Graduate Center which enrolls more new students each
year than some Ph.D. Programs, and through the Center organizes several major events each
month as well as maintaining contacts with outside organizations, is very burdensome, and
makes it difficult to recruit faculty to take the position. The Director of the Center (who is,
needless to say, the same person as the Coordinator of the WSCP) is also expected to develop
grants and seek outside funding for projects.

At the time that the two positions were made one, it was also stated that there should be
an Associate Director of the Center, but that was implemented only once for a couple of years,
when David Kazanjian was given the title Associate Director to help run the Conviction Seminar
and assist the Coordinator, Patricia Clough. He arranged various events for students and faculty,
helped with the Center for the Study of Women and Society Newsletter. There have been two
faculty who have volunteered their time as Associate Directors: Norah Chase (under Electa
Arenal) and Karen Miller (under Patricia Clough).

Since the current Coordinator/Director is in an acting position and does not wish to
continue beyond 2007-2008 (and in any case is using her accumulated credits for Dissertation
Students and tutorial teaching to supplement the one course released time), the issue of adequate
compensation for the position of Coordinator/Director needs to be addressed before the
recruitment of the next person to fill this position begins.

The Certificate Program in Women’s Studies is a significant part of the intellectual life of

the Graduate Center community and beyond. It not only provides an attraction for students to


come to the Graduate Center to do their Ph.D. work (a number of students in the Program have
stated that one of the reasons they came to the Graduate Center was because there was a
Women’s Studies Certificate Program), but it enhances the visibility and prestige of the Graduate
Center through its many events that bring outside scholars, writers, and activists into the
Graduate Center to interact with faculty and students. Moreover, the WSCP is in the process of
establishing a closer relationship with the Women’s Studies Programs and faculties at all the
CUNY colleges, which not only enables collaboration among the scattered colleges but builds
good will in the University. The WSCP has also been increasing its collaboration with many
Graduate Center Ph.D. Programs and Centers (especially the Center for the Humanities) as well
as the Feminist Press and the National Council on the Research on Women to sponsor speakers,
conferences, and major events. Next fall, for example, we have already planned a major
conference on “Activism and Academics” for 19 November 2007, a film festival and discussion
of ‘lost” films by women directors restored by the Women’s Film Preservation Fund on 9
November 2007 (co-sponsored with the Center for the Humanities and the Film Studies
Certificate Program), as well as a conference on “Religion, Sex, and Politics” (organized by
Professor Clough on November 10, 2007 in collaboration with the Barnard Women’s Center and
Duke University Women’s Studies Program), plus a celebration on September 11, 2007 of the
author Tillie Olsen, which will include on the program major novelists and critics, and is co-

sponsored with the Feminist Press.


EXTERNAL PERIODIC REVIEW, 2006-07

Institution: CUNY GRADUATE SCHOOL Date: Spring 2007

Program: Women’s Studies Degree: Advanced Certificate
4, FACULTY PROFILE

Name Date Appointed to Present Title Highest Degree Courses % of Effort in
Program & Status & Institution Taught Certificate
2005-06 Program
All Have Ph.D.
Except as Noted

Abramovitz, Mimi 1996 Professor of Social Columbia U. 1
Work
A r

Brownstein, Rachel 1989 Dist. Professor of
M. English
Caws, Mary Ann 1989 Dist. Professor of U. of Kansas 5%
English, Comp Lit,
French
10 | Clough, Patricia 1996 Professor of Sociology | U. of Illinois, 2 5%
Ticineto Champaign-Urbana

1 3/19/2007

2 lexander, Meena 1990 Dist. Professor of Nottingham U. 2
English



EXTERNAL PERIODIC REVIEW, 2006-07

Institution: CUNY GRADUATE SCHOOL Date: Spring 2007
Program: Women’s Studies Degree: Advanced Certificate

Name Date Appointed to Present Title Highest Degree Courses % of Effort in
Program & Status & Institution Taught Certificate
2005-06 Program
All Have Ph.D.
Except as Noted

11 | Cook, Blanche 1989 Professor of History | John Hopkins
Wiesen

Cee
2 | Cooper, Sandi E. 1992 Professor of History NYU ee ae
13 | Crahan, Margaret E. | 2002 Professor of History |Coumbia JO 5%

14 | Crehan, Kate 2000 Professor of Social U. of Manchester 5%
Anthropology

15 | Deaux, Kay 1989 Dist. Professor of U. of Texas, Austin 5%
Psychology

16 | DiSalvo, Jackie 19961993 Assoc. Professor of U. of Wisconsin, 1 5%
English Madison

17 | Edwards, Linda Nasif | 1996 Professor of Columbia U. 5%
Economics

19 | Epstein, Cynthia 1989 Dist. Professor of Columbia U. 5%
Fuchs Sociology
20 | Fine, Michelle 1993 Dist. Professor of Columbia U. 71%
Psychology

2 3/19/2007



EXTERNAL PERIODIC REVIEW, 2006-07

Institution: CUNY GRADUATE SCHOOL Date: Spring 2007
Program: Women’s Studies Degree: Advanced Certificate

Mee —

Certificate
Program
Bi) Gelb, Joyce 1989
Fe Gibson, Mary S. 2003
Gittell, Marilyn 1989
Jacobs

21
22
23

25 | Gornick, Janet C.

Herzog, Dagmar 2005
Hisami, Ellie M. 2001
28 | Hitchcock, Peter 2004
29
30

Date Appointed to
Program

Courses
Taught
2005-06

Present Title Highest Degree
& Status & Institution

All Have Ph.D.
Except as Noted

Professor of Political | NYU 1 5%

Science

Professor of History Indiana U., 2 5%
Bloomington

Professor of Political | NYU 2 5%

Science

Law

Professor of Political | Harvard U. 5%
Science

Professor of Music CUNY GC
Professor of English | CUNY GC 5%

Professor of Clark University 1 10%

Psychology

Associate Professor of | UC Berkeley 1 5%
English

3 3/19/2007

2001

ps Kazanjian, David 2004

1993



Institution: CUNY GRADUATE SCHOOL
Program: Women’s Studies

‘ie
Program

32 | Levin, Gail 2005

33 | Low, Setha M. 2005

34 | Mainardi, Patricia 1989

36 | McCarthy, Kathleen 1989
D.

Miller, Nancy K.

38 2004

39 | Mullings, Leith 1990

40 | Paulicelli, Eugenia 2002

wow

WwW
~

EXTERNAL PERIODIC REVIEW, 2006-07

Date: Spring 2007
Degree: Advanced Certificate

% of Effort in
Certificate
Program

Courses
Taught
2005-06

Present Title
& Status

Highest Degree
& Institution

All Have Ph.D.
Except as Noted

Professor of Art Rutgers
History

Professor of UC Berkeley
Anthropology

Professor of Art CUNY GC
History

Professor of English | Northwestern U. 1 5%

Dist. Professor of Columbia U. 2
English and Comp.
Lit.

Professor of Sociology | UCSF
Presidential Professor | U. of Chicago 1 5%
of Anthropology

Professor of European | U. of Wisconsin, 3 7%
Languages and Lit. Madison

4 3/19/2007



EXTERNAL PERIODIC REVIEW, 2006-07

Institution: CUNY GRADUATE SCHOOL Date: Spring 2007
Program: Women’s Studies Degree: Advanced Certificate

Date Appointed to

Present Title Highest Degree Courses % of Effort in

Program & Status & Institution Taught Certificate
2005-06 Program

All Have Ph.D.

Except as Noted

41 | Petchesky, Rosalind 2001 Dist. Professor of Columbia U. 1 5%
Pollack Political Science and
Women’s Studies
42 | Pitts, Victoria 2005 Assoc. Professor of Brandeis U. 1 5%
Sociology
43 | Piven, Frances Fox 1989 Dist. Professor of U. of Chicago
Political Science and
Sociology

44 | Revenson, Tracey A. | 1996 Professor of NYU 1 5%
Psychology
45 | Rothman, Barbara 1989 Professor of Sociology | NYU 3 10%
Katz
46 | Saegert, Susan 1989 Director, Center for U. of Michigan
Human Environments

1989 Professor of Sociology | NYU
1993 Professor of French UCLA

49 | Schwarzenbach, Sybil | 1994 Assoc. Professor of Harvard U.
Ann Philosophy

5 3/19/2007


EXTERNAL PERIODIC REVIEW, 2006-07

Institution: CUNY GRADUATE SCHOOL Date: Spring 2007
Program: Women’s Studies Degree: Advanced Certificate

Name Date Appointed to Present Title Highest Degree Courses % of Effort in
Program & Status & Institution Taught Certificate
2005-06 Program
All Have Ph.D.
Except as Noted
5%

Sedgewick, Eve 2003 Dist. Professor of Yale U. 2
Kosofsky English

Silver, Catherine B. 2004 Professor of Sociology | Columbia U.
a Cee

Sokoloff, Natalie J. 1989 Professor of Sociology | CUNY GC 1

53 | Stanley, Barbara 1989 Professor of Criminal | NYU
Justice

54 | Stanton, Domna C. 2001 Dist. Professor of CUNY GC 5%
French

55 | Susser, Ida 1990 Professor of Columbia U.
rapeaTNa ea

56 | | Tenenbaum, Elizabeth Elizabeth yigae. =. ee Professor of | Professor of English _| Stanford

57 | Tittle, Carol Kehr 1989 Professor of Ed. U. of Chicago
Psychology

58 | Tronto, Joan C. 1996 Professor of Political | Princeton U.
is ae Rey ema

59 | | Waldman, Gloria F. Gloria F. Foie Saeed Professor of | Professor of Spanish _| lcunycc | GC
60, Wallace, Michelle 1991 Professor of English MA, City College a

6 3/19/2007


EXTERNAL PERIODIC REVIEW, 2006-07

Institution: CUNY GRADUATE SCHOOL Date: Spring 2007

Program: Women’s Studies Degree: Advanced Certificate
Date Appointed to
Program

Present Title Highest Degree Courses % of Effort in
& Status & Institution Taught Certificate
2005-06 Program

All Have Ph.D.
Except as Noted

Welter, Barbara 1995 Professor of History UC Santa Cruz

62 | Wrigley, Julia 1993 Professor of Sociology | U. Wisconsin, po
Madison

7 3/19/2007


EXTERNAL PERIODIC REVIEW, 2006-07

Institution: CUNY GRADUATE SCHOOL Date: Fall 2006/Spring 2007
Program: Women’s Studies Degree: Advanced Certificate

5. REPRESENTATIVE FACULTY PUBLICATIONS
1). Abramovitz, Mimi
BOOKS
Taxes Are A Women’s Issue: Reframing the Debate. The Feminist Press (w/
Sandra Morgan) March, 2006.

The Dynamics of Social Welfare Policy, NY: Oxford University Press(w. Joel
Blau). ( 18' ed) ( 2nd rev. ed, in press). 2004.

Under Attack, Fighting Back: Women and Welfare in the United States NY:
Monthly Review Press,, 2nd revised Edition. 2000.

Regulating The Lives of Women: Social Welfare Policy From Colonial
Times to the Present, Boston: South End Press, 2nd Revised Edition. 1996.

MAJOR RESEARCH REPORT

In Jeopardy: The Impact of Welfare Reform on Non-Profit Human Service
Agencies in New York City, NYC Chapter ,National Association of Social
Workers and United Way of New York City . February (56 pgs). 2002.

2). Alexander, Meena

PUBLICATIONS

Meena Alexander, La Casa Della Canoa Rossa e Altre Poesie, translated by Martina Bove and
Andrea Sirotti (Napoli: Heimat Editore, Orientale University, forthcoming 2006 )

Indian Love Poems (editor) (Everyman’s Library/ Knopf, 2005)
Raw Silk — poems ( Triquarterly Books/ Northwestern University Press, 2004)

Fault Lines-- memoir (New York: Feminist Press, 1993)/India:Penguin, 1994). Selected as one of
Publishers Weekly’s Best Books of 1993. New expanded edition with Coda: “Book of
Childhood’ and preface by Ngugi Wa Thiong’o (New York: Feminist Press, 2003)

Illiterate Heart — poems, (Triquarterly Books/ Northwestern University Press, 2002) (Winner of a PEN
Open Book Award, 2002)

3). Baron, Beth

BOOKS

Egypt as a Woman: Nationalism, Gender, and Politics (University of California Press, 2005, 287
pages; reprinted by American University in Cairo Press, 2005; paperback edition forthcoming
in 2007).

1 3/19/2007


EXTERNAL PERIODIC REVIEW, 2006-07

Institution: CUNY GRADUATE SCHOOL Date: Fall 2006/Spring 2007
Program: Women’s Studies Degree: Advanced Certificate

The Women’s Awakening in Egypt: Culture, Society, and the Press (Yale University Press, 1994, 259
pages); reviewed in The New York Times Book Review (12 June 1994); paperback released in
1997; translated into Arabic by the Supreme Council of Culture in Egypt 1999.

ARTICLES
“Women, Honour, and the State: Evidence from Egypt,” Middle Eastern Studies 42, no.1 (2006): 1-20
(20 pages).

“Women’s Voluntary Social Welfare Organizations in Egypt,” in Gender, Religion and Change in the
Middle East: Two Hundred Years of History, ed. Inger Marie Okkenhaug and Ingvild Flaskerud
(Berg, 2005), 85-102 (18 pages).

“An Islamic Activist in Interwar Egypt,” in /ran and Beyond, 201-20. Reprinted in Women,
Philanthropy, and Civil Society, ed. Kathleen D. MacCarthy (Indiana University Press, 2001),
225-44 (20 pages).

4). Berkin, Carol

BOOKS

Jonathan Sewall: Odyssey of an American Loyalist. New York: Columbia
University Press, 1974. Nominated, Pulitzer Prize

Women of America: A History (ed. with Mary Beth Norton). Boston: Houghton
Mifflin Company, 1980.

Women, War and Revolution (ed. with Clara M. Lovett).New York: Holmes Meier, 1980.
First Generations: Women in Colonial America . New York: Hill and Wang, I996.

Women's Voices, Women's Lives: Documents in Early American History.(ed. with Leslie Horowitz)
Boston: Northeastern University Press, 1998.

5). Besse, Susan
BOOKS

Restructuring Patriarchy: The Modernization of Gender Inequality in Brazil, 1914-1940. Chapel Hill:
University of North Carolina Press, 1996.

ARTICLES

"Defining a ‘Nacional Type:’ Brazilian Beauty Contests in the 1920s." Modernizagao da Desigualdade:
Reconstrugdo de Genero no Brasil, 1914-1940. Sao Paulo: Editora da Universidade de Sao
Paulo, 1999.

2 3/19/2007


EXTERNAL PERIODIC REVIEW, 2006-07

Institution: CUNY GRADUATE SCHOOL Date: Fall 2006/Spring 2007
Program: Women’s Studies Degree: Advanced Certificate

"Brazilian Civil Code, 1916." In Encyclopedia of Latin American History and Culture, edited by
Barbara A. Tenenbaum. New York: Charles Scribner's Sons, 1996.

"Introduction to Latin American Civilizations" (Course Syllabus), Radical History Review 61 (Winter
1995).

6). Bolugh, Roslyn W.

BOOKS

Love or Greatness: Max Weber and Masculine Thinking -- A Feminist Inquiry, Boston, London:
Unwin Hyman (now Routledge) Annual Book Award of the Association for Humanist Sociology. 1990

Dialectical Phenomenology: Marx's Method, Boston, London: Routledge & Kegan Paul. 1979
ARTICLES

“The Spectre of Financial Crisis and the Failure of the Left,” Co-author, Leonard Mell, New Politics
Vol. VI, No. 4, pp. 141-150. 1998 (Winter).

"Organizing Against the Contract With America: A Dialectical Perspective," Co-author, Leonard Mell,
Humanity and Society, Vol. 19, No. 4, pp. 21-40. 1995 (November).

"Modernism, Postmodernism, and the New World (Dis)Order: A Dialectical Analysis and Alternative,"
Co-author, Leonard Mell, Critical Sociology, Vol. 20, No. 2, pp. 81-120. 1994.

.BOOKS

Editor. Pamphlets from the English Renaissance Controversy about Women: An Annotated Old-
Spelling Edition, 1540-1640. Volume One. Three-volume series under General Editor Susan
Gushee O'Malley. New York: Garland Publishing, (forthcoming).

ARTICLES AND BOOK CHAPTERS
"Aemilia Lanyer and the Invention of White Womanhood." Solicited for Women's Alliances in Early
Modern England. Ed. Susan Frye and Karen Robertson (forthcoming).

Gender in the Theater of War: Shakespeare's "Troilus and Cressida." Gender and Genre in World
Literature 4. New York: Garland Publishing, 1993.

"Writing Caliban: Anticolonial Appropriations of The Tempest.” Current Writing (Durban, South Africa)
5 (Fall 1993): 80-99.

3 3/19/2007


EXTERNAL PERIODIC REVIEW, 2006-07

Institution: CUNY GRADUATE SCHOOL Date: Fall 2006/Spring 2007
Program: Women’s Studies Degree: Advanced Certificate

"Untroubled Voice: Call and Response in Cane." Black American Literature Forum 16 (Spring 1982)
12-18. Reprinted in Black Literature and Literary Theory. Ed. Henry Louis Gates, Jr. London
and New York: Methuen, 1984, 186-205.

7). Bowen, Barbara

BOOKS

Editor. Pamphlets from the English Renaissance Controversy about Women: An Annotated Old-
Spelling Edition, 1540-1640. Volume One. Three-volume series under General Editor Susan Gushee
O'Malley. New York: Garland Publishing, (forthcoming).

ARTICLES AND BOOK CHAPTERS
"Aemilia Lanyer and the Invention of White Womanhood." Solicited for Women's Alliances in Early
Modern England. Ed. Susan Frye and Karen Robertson (forthcoming).

Gender in the Theater of War: Shakespeare's "Troilus and Cressida." Gender and Genre in World
Literature 4. New York: Garland Publishing, 1993.

"Writing Caliban: Anticolonial Appropriations of The Tempest.” Current Writing (Durban, South Africa)
5 (Fall 1993): 80-99.

"Untroubled Voice: Call and Response in Cane." Black American Literature Forum 16 (Spring 1982)
12-18. Reprinted in Black Literature and Literary Theory. Ed. Henry Louis Gates, Jr. London and New
York: Methuen, 1984, 186-205.

8). Brownstein, Rachel M.

BOOKS

Becoming a Heroine: Reading about Women in Novels (Viking, 1982; Penguin, 1984; reprinted with a
new “Postscript,” Columbia University Press, 1994).

Tragic Muse: Rachel of the Comedie-Francaise (Knopf, 1993; Duke University Press, 1995). Winner
of the 19093 George Freedley Award of the Theatre Library Association; reviewed on front
page of New York Times Book Review, 2 May 1993; listed as one of the Notable Books of
1993 by NYTBR.

ARTICLES IN BOOKS

“Endless Imitation: Austen’s and Byron’s Juvenilia,” in The Child Writer from Jane Austen to Virginia
Woolf, ed. Christine Alexander and Juliet McMaster, Cambridge University Press, 2005.

“The Reel Jane Austen,” in Re-Drawing Austen: Picturesque Travels in Austenland, ed. Beatrice
Battaglia and Diego Saglia, Liguori Editori, 2004.

4 3/19/2007


EXTERNAL PERIODIC REVIEW, 2006-07

Institution: CUNY GRADUATE SCHOOL Date: Fall 2006/Spring 2007
Program: Women’s Studies Degree: Advanced Certificate

“Personal Experience Paper,” in Personal Effects: The Social Character of Scholarly Writing, ed.
Deborah Holdstein and David Bleich, Utah State University Press, 2001.

9). Caws, Mary Ann
BOOKS
Vita Sackville-West: Selected Writings_ ed. New York and London: Palgrave, 2002; paper, 2003

Mallarmé in Prose, co-tr. and ed, New York: New Directions, 2001
Maria Jolas: Woman of Action..Columbia, S.C.: University of South Carolina Press, 2004
Yale Book of 20th Century French Poetry, ed. and co-tr. New Haven: Yale University Press, 2004

Surrealism, ed.London and New York: Phaidon (Themes and Movements Series), 2004

10). Clough, Patricia Ticineto

BOOKS
The Affective Turn: Theorizing the Social (edited collection of essays by graduate students and
former graduate students) with Jean Halley. Forthcoming Duke University Press, 2007

Autoaffection: Unconscious Thought in the Age of Teletechnology. Minneapolis: University of
Minnesota Press, 2000.

The End(s)of Ethnography: From Realism to Social Criticism. Second Edition with New Preface.
New York: Peter Lang Inc., 1998.

Feminist Thought: Desire, Power and Academic Discourse. Cambridge: Blackwell, 1994; Chinese
Translation, 1995.

The End(s) of Ethnography: From Realism to Social Criticism. Newbury Park, CA: Sage, 1992.
11). Cook, Blanche Wiesen

BOOKS
Eleanor Roosevelt: A Biography, Volume III (New York, N.Y.: Viking, forthcoming).

Eleanor Roosevelt: A Biography, Volume II (New York, N.Y.: Viking, 1999).

Eleanor Roosevelt: A Biography, (New York, N.Y.: Viking, 1992).

5 3/19/2007


EXTERNAL PERIODIC REVIEW, 2006-07

Institution: CUNY GRADUATE SCHOOL Date: Fall 2006/Spring 2007
Program: Women’s Studies Degree: Advanced Certificate

The Declassified Eisenhower: A Divided Legacy of Peace and Political Warfare,(Doubleday 1981,
Penguin 1984) listed by the New York Times Book Review as one of the notable books of 1981,
December 6, 1981.

Crystal Eastman: On Woman and Revolution (Oxford 1978).

12). Cooper, Sandi E.
ARTICLES

“Peace as a Human Right: The Invasion of Women into the World of High International Politics”
Journal of Women’s History (July, 2002), 9-25.

“The student of a Feminist Historian” in Voices of Women Historians: The Personal, The Political,
189) nom oeip ie Ed. By Eileen Boris and Nupur Chaudhuri (Bloomington: Indiana U Press,

“Women and the World Order” Women Studies Quarte tif (Special issue: Teaching about Violence
against Women - International Perspectives” XXVII,1&2(Spr/Summer, 1999} 98-108.
Review 598) 00418 oe Women’ in War and Peace” The International History Review (XX,4 Dec.,

"Women in War and Peace, 1914-1945" in Renate Bridenthal et al., eds., Becoming Visible: Women
in European History 3rd ed., (Boston: Houghton Mifflin, 1998) 439-460.

13). Crahan, Margaret E.

BOOKS

Wars on Terror and Iraq: Human Rights, Unilateralism, and U.S. Foreign Policy. With Thomas G.
Weiss and John Goering, eds. New York: Routledge, 2004.

Religion, Culture, and Society: The Case of Cuba. Washington: Woodrow Wilson International
Center for Scholars, 2003.

The City and the World. with Alberto Vourvoulias-Bush, eds. (New York: Council on Foreign
Relations, 1997) .

ARTICLES

"Civil Society and Religion in Cuba: Past, Present, and Future."Joseph S. Tulchin, et al., eds.
Changes in Cuban Society Since the Nineties. Washington:Woodrow Wilson International
Center for Scholars, 2005, 231-242.

"Religion and Conflict Resolution: The Case of the Guatemalan Peace Process." Renato Zerbini

Ribeiro Leao, et al., eds. Trends in International Law of Human Rights. Vol. Il. Porto Alegre:
Sergio Antonio Fabris Editorial, 2005, 221-248.

6 3/19/2007


EXTERNAL PERIODIC REVIEW, 2006-07

Institution: CUNY GRADUATE SCHOOL Date: Fall 2006/Spring 2007
Program: Women’s Studies Degree: Advanced Certificate

14). Crehan, Kate
BOOKS
Gramsci, Culture and Anthropology, Pluto Educational Series: Reading Gramsci, Series Editor:
Joseph A. Buttigieg, London: Pluto Press, Berkeley: University of California Press. 2002
Translation into Spanish (2004, Barcelona: Edicions Bellaterra)
Translation into Portugal (2004, Lisbon: Campo da Comunicacao)
Translation into Korean (2004, Seoul: GIL Publications)
Translation into Italian (Forthcoming, Argo Press)
The Fractured Community: Landscapes of Power and Gender in Rural Zambia, Berkeley: University
of California Press. 1997
Planners and History: Negotiating Development in Rural Zambia edited jointly with Achim von Oppen,
Lusaka: Multi-Media Press. 1994
Women, Work and Family in Britain and Germany edited jointly with T.S. Epstein, A. Gerzer and J.
Sass, Croom Helm. 1986.

ARTICLES AND BOOK CHAPTERS
Forthcoming ‘Culture’ (11,000 words) in Critical Term for Gender Study edited by Catharine R.
Stimpson and Gilbert Herdt, University of Chicago Press

15). Deaux, Kay

PUBLICATIONS

Vickberg, S. M. J. & Deaux, K. “Measuring the dimensions of women’s sexuality: The Women’s
Sexual Self-Concept Scale.” Sex Roles. (In press)

Deaux, K., Reid, A., Martin, D., & Bikmen, N. “Ideologies of diversity and inequality: Predicting
collective action in groups varying in ethnicity and immigrant status.” Political Psychology, 27,
123-146. 2006.

Thomas, T. & Deaux, K. “Black immigrants to the United States: Confronting and constructing
ethnicity and race.” In R. Mahalingam (Ed.), Cultural Psychology of Immigration (pp. 131-150).
Mahwah, NJ: Erlbaum. 2006

To Be an Immigrant. NY: Russell Sage Foundation. 2006

“A nation of immigrants: Living our legacy.” Journal of Social Issues, 62 (3), 633-651. 2006.

16). DiSalvo, Jackie

BOOKS

DiSalvo, Jackie, Christopher Hobson, and George Anthony Rosso. Eds. Blake, Politics, History. New
York: Garland, 1998.

DiSalvo, Jackie. War of Titans: Blake's Critique of Milton and the Politics of Religion. Pittsburg: Pittsburg
U P, 1984.

7 3/19/2007


EXTERNAL PERIODIC REVIEW, 2006-07

Institution: CUNY GRADUATE SCHOOL Date: Fall 2006/Spring 2007
Program: Women’s Studies Degree: Advanced Certificate
ARTICLES

DiSalvo, Jackie. "On E.P. Thompson and William Blake.” New Politics Summer 1994.

DiSalvo,Jackie. "Milton and Shaw Once More: Samson Agonistes and St, Joan." Milton Quarterly
Winter 1989.

DiSalvo, Jackie. "Make War Not Love: On Milton's Samson Agonistes and Brecht's Caucasian Chalk
Circle." Milton Studies January 1989: 203-2371.

17). Edwards, Linda Nasif

ARTICLES

“Women’s Higher Education in Japan: Family Background, Economic Factors, and the Equal
Employment Opportunity Law,” (with Margaret Pasquale), Journal of the Japanese and
International Economies, Vol 17, No. 1 (March, 2003), pp. 1-32. An earlier version of this
paper appeared as A Equal Employment Opportunity and Women’s Higher Education in
Japan, Working Paper No. 195, Center on Japanese Economy and Business, Columbia
University Graduate School of Business, March 2002.

“Marriage and Home-Based Paid Employment,” (with Elizabeth Field-Hendrey), chapter in Marriage
and the Economy: Theory and Evidence from Advanced Industrialized Societies, edited by
Shoshana Grossbard-Shechtman (New York: Cambridge University Press, 2003), pp. 271-90.
Chinese translated edition forthcoming in 2005.

“Home-Based Work and Women’s Labor Force Decisions,” (with Elizabeth Field-Hendrey), Journal of
Labor Economics, Vol. 20, No. 1 (January, 2002), pp. 170-200.

“Work Site and Work Hours: The Labor Force Flexibility of Home-Based Women Workers”
(with Elizabeth Field-Hendrey), chapter in Working Time in a Comparative Perspective, Vol. II:
Studies of Work over the Life Cycle and Nonstandard Work, edited by Susan Houseman and
Alice Nakamura (Kalamazoo, MI: Upjohn Institute, 2001), pp.251-292.

“Commentary on A Framework for Understanding Telework,” by Amy Helling in published proceedings
of U.S. Department of Labor Symposium ATelework and the New Workplace of the 21*
Century,@ New Orleans, LA, October 16, 2000, pp. 69-72.

*8). Eisenstein, Hester
BOOKS
Globalization, Empire, and the Women’s Movement: Complicity or Resistance? (book contract with

Columbia University Press; manuscript due August 2007).

Inside Agitators: Australian Femocrats and the State. Philadelphia: Temple University Press, 1996.

8 3/19/2007


EXTERNAL PERIODIC REVIEW, 2006-07

Institution: CUNY GRADUATE SCHOOL Date: Fall 2006/Spring 2007
Program: Women’s Studies Degree: Advanced Certificate

Gender Shock: Practicing Feminism on Two Continents, Boston: Beacon Press, 1991; Allen & Unwin,
Sydney, 1991.

Contemporary Feminist Thought, London and Sydney: Allen & Unwin, 1984; Boston: G.K. Hall, 1983.

Co-editor, The Future of Difference, New Brunswick: Rutgers University Press, 1985 (paperback);
Boston: G.K. Hall, 1980.

19). Epstein, Cynthia Fuchs

PRINCIPAL RESEARCH

“The Impact of Law School on Legal Careers in the Public Interest.” (Grant from the Atlantic
Philanthropies.$438,000) 2000-2004.

“Legal Services for the Poor: Changing Concepts, Changing Environment: A Study of the Legal Aid
Society of New York.PSC-Cuny Grant. 1999-2000.

"Workplace Alternatives: A Study of Flexible and Part-time Work in the Legal Profession" Grant
from the Alfred Sloan Foundation, 1995-97

The Advancement of Women in the Legal Profession, Grant from The Association of the Bar of the
City of New York, 1992-5

Women in Law: Ten Years Later, Grant from PSC-CUNY, 1989-92

20). Fine, Michelle

BOOKS

Cammarota, J. and Fine, M. (Eds, forthcoming) Revolutionizing Education: Youth Participatory Action
Research in Motion. New York: Routledge Publishers.

Sirin, S. and Fine, M. (forthcoming) Hyphenated Selves: Muslim American Youth Negotiating their
Identities. New York: New York University Press.

Weis, L. and Fine, M. (2005) Beyond silenced voices (second edition) Albany: SUNY Press.

Weis, L. and Fine, M. (2004) Working Method: Social justice and social research. New York:
Routledge Publishers.

Fine, M., Weis, L., Pruitt, L. and Burns, A. (2004) Off white: essays on race, power and resistance.
New York: Routledge Publishers.

21). Gelb, Joyce
9 3/19/2007


EXTERNAL PERIODIC REVIEW, 2006-07

Institution: CUNY GRADUATE SCHOOL Date: Fall 2006/Spring 2007

Program: Women’s Studies Degree: Advanced Certificate

BOOKS

Women and Public Policies. (Co-Author with Marian Palley) Princeton University Press, 1982, 2™
edition, 1987.

Feminism and Politics: A Comparative Analysis. University of
California Press, May 1989.

Women of Japan and Korea: Continuity Or Change. Temple University Press, 1994. (Co-Editor with
Marian Palley).

Women and Public Policies, rev. ed., University of Virginia Press, 1996.

Gender Policies in Japan and the United States: Comparing Women’s Movements, Rights and
Politics. Palgrave Macmillan , 2003.

22). Gibson, Mary S.

BOOKS

Translation (with Nicole Rafter) of Cesare Lombroso’s Criminal Man [with scholarly introduction and
notes] (Durham, N.C.: Duke University Press, 2006)

Nati per il crimine: Cesare Lombroso e le origini della criminologia biologica (Milan: Bruno Mondadori,
2004) [translation of Born to Crime]

Translation (with Nicole Rafter) of Cesare Lombroso’s Criminal Woman, the Prostitute, and the
Normal Woman [with scholarly introduction and notes] (Durham, N.C.: Duke Unversity Press,
2004)

Born to Crime: Cesare Lombroso and the Origins of Biological Criminology (Westport, Conn.:
Praeger, 2002)

Stato e prostituzione in Italia, 1860-1915 (Milan: || Saggiatore, 1995) [translation of Prostituion and
the State]

Prostitution and the State in Italy, 1860-1915. 2" Edition (Columbus: Ohio State University Press,
1999); 18' Edition (New Brunswick, NJ: Rutgers University Press, 1986)

23). Gittell, Marilyn Jacobs
BOOKS
ed. Social Capital and Social Citizenship Lexington Books. February 2003.

ed. Strategies for School Equity: Creating Productive Schools in a Just Society. Yale University
Press.1998.

10 3/19/2007


EXTERNAL PERIODIC REVIEW, 2006-07

Institution: CUNY GRADUATE SCHOOL Date: Fall 2006/Spring 2007
Program: Women’s Studies Degree: Advanced Certificate

ed. State Politics and the New Federalism: Commentaries and Readings. Longman, 1986. 544p.

et. al. Choosing Equality: The Case for Democratic Schooling. Temple University Press, 1986. 222p.
Limits of Citizen Participation: The Decline of Community Organizations. Sage, 1980. 280p.

24). Glen, Kristen Booth

25). Gornick, Janet C.

BOOKS

Gornick, Janet C. 2006 & 2007. Guest Editor. “Work-Family Reconciliation Policies in High-
Employment Economies: Policy Designs and their Consequences,” a Special Double Issue of
the Journal of Comparative Policy Analysis: Research and Practice. (First issue published June
2006; second issue forthcoming 2007.)

Gornick, Janet C., and Marcia K. Meyers. 2003. Families That Work: Policies for Reconciling
Parenthood and Employment. New York: Russell Sage Foundation. (Paperback, 2005.)

ARTICLES

Gornick, Janet C., and Alexandra Heron. 2006. “Working Time Regulation as Work-Family
Reconciliation Policy: Comparing Europe, Japan, and the United States.” Journal of
Comparative Policy Analysis: Research and Practice 8(2): 149-166.

Gornick, Janet C., and Marcia K. Meyers. 2006. “Entre Travail Remunéré et Responsabilités
Familiales, le Réle des Etats Providence: Un Regard Américain sur la Prise en Compte du
Care dans les Politiques Sociales Européennes.” (“Welfare Regimes in Relation to Paid Work
and Care: A View from the United States on Social Protection in the European Countries.”) La
Revue Frangaise des Affaires Sociales (The French Review of Social Affairs) (1/2006): 187-
212.

Presser, Harriet B., and Janet C. Gornick. 2005. “The Feminization of Weekend Employment: A
Comparative Analysis.” Monthly Labor Review (August): 41-53.

26). Herzog, Dagmar

MONOGRAPHS

Sex after Fascism: Memory and Morality in Twentieth-Century Germany (Princeton, NJ: Princeton
University Press, 2005).
*Author Meets Critics Session, Council for European Studies, Chicago, 31 March 2006.

----- . Published in German translation as Die Politisierung der Lust: Sexualitat in der deutschen
Geschichte des 20. Jahrhunderts (Munich: Siedler, 2005).
*Top Ten Books, Norddeutscher Rundfunk, November 2005.
*Books of the Month, Literaturen Magazin, January 2006.

1] 3/19/2007


EXTERNAL PERIODIC REVIEW, 2006-07

Institution: CUNY GRADUATE SCHOOL Date: Fall 2006/Spring 2007
Program: Women’s Studies Degree: Advanced Certificate

*Top Ten Nonfiction, Siddeutsche Zeitung, July 2006.

Intimacy and Exclusion: Religious Politics in Pre-Revolutionary Baden (Princeton, NJ: Princeton
University Press, 1996).

ARTICLES

“The Death of God in West Germany: Between Secularization, Postfascism, and the Rise of
Liberation Theology,” in Michael Geyer and Lucian Hélscher (eds.), Die Gegenwart Gottes in
der Moderne (Gottingen: Wallstein, 2006): 425-60.

“How Jewish is German Sexuality? Sex and Antisemitism in the Third Reich,” in Neil Gregor, Nils
Roemer and Mark Roseman (eds.), German History from the Margins (Bloomington: Indiana
Univ. Press, 2006): forthcoming.

“East Germany’s Sexual Evolution,” in Paul Betts and Katherine Pence (eds.), Socialist Modern (Ann
Arbor: University of Michigan Press, 2006): forthcoming.

27). Hisama, Ellie

BOOKS

Ruth Crawford Seeger's Worlds: Innovation and Tradition in Twentieth-Century American Music, ed.
Ray Allen and Ellie M. Hisama (Rochester: University of Rochester Press, 2007)

Critical Minded: New Approaches to Hip Hop Studies, ISAM monograph no. 35, ed. Ellie M. Hisama
and Evan Rapport (Brooklyn: Institute for Studies in American Music, 2005)

Gendering Musical Modernism: The Music of Ruth Crawford, Marion Bauer, and Miriam Gideon
(Cambridge: Cambridge University Press, 2001)

ARTICLES

"In Pursuit of a Proletarian Music: Ruth Crawford's 'Sacco, Vanzetti’," Ruth Crawford Seeger's
Worlds: Innovation and Tradition in Twentieth-Century American Music, ed. Ray Allen and Ellie
M. Hisama (Rochester: University of Rochester Press, 2007)

“We're All Asian Really’: Hip Hop's Afro-Asian Crossings," Critical Minded: New Approaches to Hip
Hop Studies, ISAM monograph no. 35, ed. Ellie M. Hisama and Evan Rapport (Brooklyn:
Institute for Studies in American Music, 2005)

28). Hitchcock, Peter
BOOKS

The Long Space: Transnational Trilogies and Tetralogies. Princeton: Princeton UP. (Under Review)

Imaginary States:Studies in Cultural Transnationalism. Champaign/Urbana: U of Illinois P. (2003)
Oscillate Wildly: Space, Body, and Spirit of Millennial Materialism. Minneapolis: University of
Minnesota Press, 1998.

12 3/19/2007


EXTERNAL PERIODIC REVIEW, 2006-07

Institution: CUNY GRADUATE SCHOOL Date: Fall 2006/Spring 2007
Program: Women’s Studies Degree: Advanced Certificate

Dialogics of the Oppressed. Minneapolis: University of Minnesota Press, 1993.

Working Class Fiction in Theory and Practice: A Reading of Alan Sillitoe. Ann Arbor: UMI Research
Press, 1989.

29). Katz, Cindi

BOOKS

Growing Up Global: Economic Restructuring and Children’s Everyday Lives. University of Minnesota
Press. (2004).

Life’s Work: Social Reproduction and the Transnational Imaginery. Edited with Sallie A. Marston and
Katharyne Mitchell. Blackwell. (2004).

Globalizacién, Transformaciones Urbanas, Precarizaci6n Social y Discriminaci6n De Genéro. La
Cuesta, La Laguna: Nueva Grafica, S.A.L.. With Neil Smith. (2000).

Full Circles: Geographies of Women Over the Life Course. London and New York: Routledge.
Edited with Janice Monk. (1993).

ARTICLES AND BOOK CHAPTERS

“Messing with ‘the Project’.” In N. Castree and D. Gregory (Eds.) David Harvey: A Critical Reader.
Blackwell. (2006): 234-46.

30). Kazanjian, David
BOOKS
The Brink of Freedom (current project)

The Colonizing Trick: National Culture and Imperial Citizenship in Early America. Minnesota:
Minnesota UP. 2003.

Co-edited (with David L. Eng) Loss: The Politics of Mourning. California. 2003.

Co-edited (with Shay Brawn, Bonnie Dow, Lisa Maria Hogeland, Mary Klages, Deb Meem, and
Rhonda Pettit) The Aunt Lute Anthology of U.S. Women Writers, Volume One: Seventeenth
through Nineteenth Centuries. Aunt Lute Books. 2004.

31). Lazreg, Marnia
BOOKS
Twilight of Empire, Torture and Identity, Princeton University Press, forthcoming, Fall 07

13 3/19/2007


EXTERNAL PERIODIC REVIEW, 2006-07

Institution: CUNY GRADUATE SCHOOL Date: Fall 2006/Spring 2007
Program: Women’s Studies Degree: Advanced Certificate

Editor, Making the Transition Work for Women in Europe and Central Asia, World Bank Discussion
Paper No. 411, Washington DC, 2000

The Eloquence of Silence: Algerian Women in
Question, Routledge, 1994

The Emergence of Classes in Algeria: A Study of Colonialism and Socio-Political Change, Westview
Press: Boulder, Colorado, 1976
A revised edition was translated into Arabic.

CHAPTERS IN BOOKS
“Development: Feminist Theory’s Cul-de-Sac,” in Kriemild Saunders ed., Feminist Post-
DevelopmentThought, Zed Press, 2002

"Decolonizing Feminism," in Kum Kum Bhavnani ed., Feminism and Race, Oxford University Press,
2001. Also in Oyeronke Oyewumi, ed. African Gender Studies. A Reader.
Palgrave/Macmillan, 2004.

32). Levin, Gail

BOOKS

Becoming Judy Chicago: A Biography of the Artist. New York: Harmony Books (Random House.)
Forthcoming Feb 27, 2007.

Ethics and the Visual Arts. New York: Allworth Press. 2006.

Co-author with Judith Tick. Aaron Copland'’s America: A Cultural Perspective. Watson-Guptill, 2000.
Edward Hopper: An Intimate Biography. Alfred A. Knopf, 1995.

ae tes A Catalogue Raisonné, W.W. Norton, 1995 (3 volumes & a CD-ROM); Mosel Verlag

33). Low, Setha M.
BOOKS
Politics of Public Space. New York and London: Routledge. Edited with N. Smith. 2006.

Rethinking Urban Parks: Lessons in Culture and Diversity. Austin: University of Texas Press. With D.
Taplin and S. Scheld. 2005

Behind the Gates: Life, Security, and the Pursuit of Happiness in Fortress America. New York and
London: Routledge. 2003. (2004 Paperback Edition.)

14 3/19/2007


EXTERNAL PERIODIC REVIEW, 2006-07

Institution: CUNY GRADUATE SCHOOL Date: Fall 2006/Spring 2007
Program: Women’s Studies Degree: Advanced Certificate

The Anthropology of Space and Place: Locating Culture. Oxford: Blackwell Publishers. Edited with D.
Lawrence. 2003.

On the Plaza: The Politics of Public Space and Culture. Austin: University of Texas Press. 2000
Reprinted 2003, 2004.

34). Mainardi, Patricia
BOOKS
Classical Landscape from Claude to Matisse (working title). Current project.
Copies, Variations, Replicas in Nineteenth-Century Art, edited anthology. Current project.

Henry Monnier: The Comedy of Modern Life. CUNY Graduate Center Gallery, NYC, 2005-
2006. Exhibition catalogue

Husbands, Wives and Lovers: Marriage and Its Discontents in Nineteenth-Century France. Yale
University Press, 2003.

Directory of Historians of Nineteenth Century Art. Editor. University of Delaware, Newark, DE, 1995.

35). Marcus, Jane Connor

BOOKS

In progress: White Looks, Black Books: Nancy Cunard and Modernist Primitivism, Poets Exploding
Like Bombs: Nancy Cunard and Her Comrades on the Spanish Civil War.

Virginia Woolf, Three Guineas, with Introduction, Notes, and Bibliography (New York: Harcourt,
2006).

Hearts of Darkness: White Women Write Race (New Brunswick: Rutgers University Press, 2004).

Art and Anger: Reading Like a Woman (Columbus: Ohio State University Press/Miami University
Imprint, 1988).

Virginia Woolf and the Languages of Patriarchy (Bloomington: Indiana University Press, 1987).

36). McCarthy, Kathleen D.

BOOKS

American Creed: Philanthropy and the Rise of Civil Society, 1700-1865 (University of Chicago Press,
2003; paperback edition, 2005).

Women's Culture: American Philanthropy and Art, 1830-1930 (University of Chicago Press, 1991).

15 3/19/2007


EXTERNAL PERIODIC REVIEW, 2006-07

Institution: CUNY GRADUATE SCHOOL Date: Fall 2006/Spring 2007
Program: Women’s Studies Degree: Advanced Certificate

Winner of the Distinguished Book Award of the Association for Research on Nonprofit
Organizations and Voluntary Action, 1994.

Noblesse Oblige: Charity and Cultural Philanthropy in Chicago, 1849-1929 (Chicago: University of
Chicago Press, 1982).

ARTICLES
“Women and Political Culture,” in Lawrence Friedman and Mark McGarvie, eds. Charity, Philanthropy
and Civility in American History (New York: Cambridge University Press,2003).

“Women, Politics, and Philanthropy,” in Patrice Flynn and Virginia A. Hodgkinson, eds., Measuring
the Impact of the Nonprofit Sector (New York: Kluwer Academic/Plenum Publishers, 2002).

37). Miller, Nancy K.

BOOKS

But Enough About Me: Why We Read Other People's Lives. New York: Columbia University
Press, 2002.

Bequest and Betrayal: Memoirs of a Parent's Death. New York: Oxford University Press, 1996;
paperback edition, Bloomington: Indiana University Press, 2000.

French Dressing: Women, Men and Ancien Régime Fiction. New York and London: Routledge,
1995.

Getting Personal: Feminist Occasions and Other Autobiographical Acts. New York and
London: Routledge, 1991.

Subject to Change: Reading Feminist Writing. New York: Columbia University Press, 1988;
paperback edition, 1989.

38). Moore, Lisa Jean

BOOKS

Gender and the Social Construction of Illness. Second Edition. With Judith Lorber. Walnut Creek:
Altamira Press. 2002.

ARTICLES
“Billy the Sad Sperm with No Tail: Representations of Sperm in Children’s Books.” Sexualities. 6(3-4):
279-305. 2003

“Extracting Men from Semen: Masculinity in Scientific Representations of Sperm.” Social Text. 73. 1-
46. 2003.

16 3/19/2007


EXTERNAL PERIODIC REVIEW, 2006-07

Institution: CUNY GRADUATE SCHOOL Date: Fall 2006/Spring 2007
Program: Women’s Studies Degree: Advanced Certificate

“Attention All Shoppers, Queer Customers on Aisle Two: Investigating Lesbian and Gay
Discrimination in the Marketplace.” With Andy Walters. Consumption, Markets, and Culture.
5(4). 1-19. 2002.

“The Traffic in Cyberanatomies: Sex/Gender/Sexualities in Local and Global Formations.” With Adeld
Clarke. Body and Society. 7(1): 27-40. 2001.

39). Mullings, Leith

BOOKS

(co-edited with Amy Schulz) Gender, Race, Class and Health: Intersectional Approaches, San
Francisco: Jossey-Bass. 2005.

(with Manning Marable) Freedom: Une Histoire Photographique de la Lutte des Noirs Américains,
French Edition, London: Phaidon Press, 2003.

(with Manning Marable) Freedom: A Photographic History of the African American Struggle, London:
Phaidon Press. 2002.

(with Alaka Wali) Stress and Resilience: The Social Context of Reproduction in Central Harlem, New
York: Kluwer Academic/Plenum Publishers. 2002.

(co-editor with Manning Marable) Let Nobody Turn Us Around: An Anthology of African American
Social and Political Thought from Slavery to the Present, Lanham, MD: Rowman and
Littlefield. 2002.

40). Paulicelli, Eugenia

BOOKS

Editor of Moda e Moderno.Dal Medioevo al Rinascimento (Fashion and the Modern from the Middle
Ages to the Renaissance ) (Rome: Meltemi, 2006)

Fashion under Fascism. Beyond the Black Shirt (Oxford and New York: Berg, 2004)

Parola e immagine. Sentieri della scrittura in Leonardo, Marino, Foscolo, Calvino (Florence: Edizioni
Cadmo, 1996)

Dimore (Poems) (Ragusa: Libro Italiano, 1996)

Co-author with Augusto Ponzio and Maria-Grazia Tundo, Lo spreco dei significanti: L'Eros, la morte,
la scrittura (Bari: Adriatica, 1983)

7, 3/19/2007


EXTERNAL PERIODIC REVIEW, 2006-07

Institution: CUNY GRADUATE SCHOOL Date: Fall 2006/Spring 2007
Program: Women’s Studies Degree: Advanced Certificate

41). Petchesky, Rosalind Pollack

BOOKS

Sexuality, Health and Human Rights, with Sonia Correa and Richard Parker,
under contract with Routledge, anticipated publication Fall 2006

Global Prescriptions: Gendering Health and Human Rights, 2003 (Zed Books,
London; Palgrave International, New York, in association with the United
Nations Research Institute on Social Development)

Negotiating Reproductive Rights: Women’s Perspectives Across Countries and Cultures, co-editor
with Karen Judd and author of Introduction and Conclusion (Zed Books, London and St.
Martin’s Press, New York, 1998)

Abortion and Woman's Choice: The State, Sexuality, and Reproductive Freedom
(Northeastern University, 1984; Second [revised] edition, 1990; British
edition, Verso, 1986); Winner - Joan Kelly Memorial Prize, American
Historical Association; cited by U. S. Supreme Court in Planned Parenthood
v. Casey (1992)

The Individual's Rights and International Organization (Smith College, 1966)
42). Pitts, Victoria

BOOKS
Forthcoming: Surgery Junkies: Norms and Extremes of Cosmetic Culture. Rutgers University Press.

Forthcoming: The Sociology of the Body. Polity Press.
2003: In the Flesh: The Cultural Politics of Body Modification. Palgrave MacMillan.

ARTICLES
“The Body, Beauty and PsychoSocial Power,” Bodies in the Making: Transitions and Transgressions,
eds. Helene Moglen and Nancy Chen. Santa Cruz, CA: New Pacific Press. 2006.

“The Surface and the Depth: Medicalization, Beauty and Body Image in Cosmetic Surgery,” Judith
Lorber and Lisa Jean Moore, Gendered Bodies: Feminist

Perspectives. Los Angeles, CA: Roxbury, 2006.
43). Piven, Frances Fox

BOOKS
The War at Home: The Domestic Costs of Bush’s Militarism, New York, The New Press. 2004.

18 3/19/2007


EXTERNAL PERIODIC REVIEW, 2006-07

Institution: CUNY GRADUATE SCHOOL Date: Fall 2006/Spring 2007
Program: Women’s Studies Degree: Advanced Certificate

Welfare, Work and Politics, edited by Frances Fox Piven, Joan Acker, Margaret Hallock and Sandra
Morgen, University of Oregon Press. 2002.

Why Americans Still Don't Vote (revised and updated edition of Why Americans Don't Vote.) Beacon
Press. 2000.

The Breaking of the American Social Compact. New Press. 1997

Updated Edition of Regulating the Poor. 1993.

44). Revenson, Tracey A.

BOOKS

Revenson, T.A., Kayser, K., & Bodenmann, G. (Eds.) (2005). Couples coping with stress:
Emerging perspectives on dyadic coping. Washington DC: American Psychological
Association.

Revenson, T.A., D'Augelli A.R., French, S.E., Hughes, D.L., Livert, D., Seidman, E., Shinn, M., &
Yoshikawa, H. (Eds.) (2002). A Quarter Century of Community Psychology: Readings from the
American Journal of Community Psychology. New York: Kluwer Academic/Plenum Publishers.

Revenson, T.A., D'Augelli A.R, French, S.E., Hughes, D.L., Livert, D., Seidman, E., Shinn, M., &
Yoshikawa, H. (Eds.) (2002). Ecological Research to Promote Social Change: Methodological
Advances from Community Psychology. New York: Kluwer Academic/Plenum Publishers.

Baum, A., Revenson, T.A., & Singer, J.E. (Eds). (2001). Handbook of Health Psychology.
Mahwah, NJ: Lawrence Erlbaum Associates. Newman, S., Fitzpatrick, R., Revenson, T.A.,
Skevington, S., & Williams, G. (1996).

Understanding Rheumatoid Arthritis. London, England: Routledge, Kegan, Paul.
45). Rothman, Barbara Katz

BOOKS
In press, co-authored with Wendy Simonds, Laboring On, Routledge Press.

Forthcoming, co-edited with Elizabeth Armstrong, Bioethical Issues, Sociological Perspectives in
the Advances in Medical Sociology Series, Elsevier Publishers.

Forthcoming, co-edited with Heather Dalmage, a reader on Race in America, Roxbury Press.
Weaving a Family: Untangling Race and Adoption. The Beacon Press. 2005.
The Book of Life: A Personal and Ethical Guide to Race, Normality, and the Implications of the

19 3/19/2007


EXTERNAL PERIODIC REVIEW, 2006-07

Institution: CUNY GRADUATE SCHOOL Date: Fall 2006/Spring 2007
Program: Women’s Studies Degree: Advanced Certificate

Human Genome Project. The Beacon Press. 2001.

Originally published in 1998 as:

Genetic Maps and Human Imaginations: The Limits of Science in Understanding Who We
Are. W.W. Norton & Company.

Finnish edition, Ei Yksin Geenista; Mataopas Rodun, Normaaliuden Ja Sikiamisen
Genomikkaan. Vastapaino Press, Finland, 2002.

46). Saegert, Susan

BOOKS AND MONOGRAPHS

Saegert, S. (Ed.) (1975). Crowding in real environments. Beverly Hills, CA: Sage Publications
(Sage Social Science Monograph No.25; reprinted from Environment and Behavior special
issue, 1975, 7, Whole No. 2).

Lamont, R., Kaplan, F., & Saegert, S. (Eds.) (1980, Spring). Women in public and private spaces.
Special issue of Centerpoint.

Leavitt, J.. & Saegert, S. (1990). From abandonment to hope: Community households in Harlem.
New York: Columbia University Press.

Chapin, D., & Saegert, S. (1993). New Principals for Environmental Design Research. Special Issue
of Architecture and Behavior, Vol.9, #1.

S. Saegert, J.P. Thompson, M. R. Warren (Eds) (2001). Social capital in poor communities. New
York: Russell Sage.

47). Satow, Roberta

BOOKS

Doing the Right Thing: Taking Care of Your Elderly Parents Even if They Didn't Take Care of You.
Jeremy Tarcher Publishers, 2005.

Gender and Social Life, Editor. Allyn & Bacon, 2000.

Co-author with Gina Vastola, Gender and Social Life: A Workbook. Allyn & Bacon, 2000.
ARTICLES

“Using Female-Friendly Content to Teach Women Quantitative Reasoning.” AW/S Magazine, Fall

1999:6-9.

"New Yorkers in the Countryside: Status Conflict and Social Change." Journal of Contemporary
Ethnography. Volume 22, July 1993:227-248.

20 3/19/2007


EXTERNAL PERIODIC REVIEW, 2006-07

Institution: CUNY GRADUATE SCHOOL Date: Fall 2006/Spring 2007
Program: Women’s Studies Degree: Advanced Certificate

48). Sautman, Francesca
BOOKS

Encyclopedia of Sex and Gender. General Editor, Fedwa Maalti-Douglas. Assoc. eds: Francesca
Canadé Sautman, Jamsheed Choksy and Judith Roof. Thompson-Gale/Macmillan. 5 vols.
NY: Scribner/Gale/Macmillan, under contract, publication end 2007.

Same-Sex Love and Desire Among Medieval Women, ed., with Pamela Sheingorn. New York: St.
Martins’ Press/Palgrave, 2001.

Telling Tales: Medieval Narratives and the Folk Tradition (with Diana Conchado and Giuseppe di
Scipio). New York: St. Martin's Press, 1998.

La Religion du Quotidien: Rites et croyances populaires de la fin du Moyen Age, Firenze: Leo S.
Olschki Editore, Biblioteca di Lares, 1995.

JOURNAL EDITOR

Medieval Folklore, (the Edwin Mellen Press). Francesca Canadé Sautman and Madeleine Jeay,
editors. An international, interdisciplinary journal devoted to the study of folklore in the Middle
Ages and the XVIth century, published yearly, indexed. Vol.1, no.1, Spring 1991; Vol.2, Fall
1992; Vol. 3, Fall 1994.

49). Schwarzenbach, Sybil Ann

BOOKS

On Civic Friendship: Including Women in the State (under review with
Columbia University Press) Mss. 350 pp.

Women and the United States Constitution; History, Interpretation, Practice, Editor (with Patricia
Smith), New York, NY: Columbia University Press), January 2004, pp. 1-408.

ARTICLES

“Civic Friendship: A Critique of Contemporary Care Theory.” Friendship and
Politics (ed. Oleg Kharkhovsky and Preston King), Special Issue of Critical Review
of International Social and Political Philosophy (Routledge, 2006).

“Autonomie und Besitz des Koerpers in der Prostitution.” in Sexarbeit: Prostitution
und Frauenhandel, ed. Elisabeth von Duecker (Hamburg: Temmen Verlag, 2006).

“Democracy and Friendship.” Journal of Social Philosophy, (Cambridge, UK:
Cambridge University Press), Vol. XXXVI, Summer, 2005, pp. 233-254.

21 3/19/2007


EXTERNAL PERIODIC REVIEW, 2006-07

Institution: CUNY GRADUATE SCHOOL Date: Fall 2006/Spring 2007

Program: Women’s Studies Degree: Advanced Certificate

50). Sedgewick, Eve Kosofsky

BOOKS

Touching Feeling: Affect, Pedagogy, Performativity. Durham, N.C.: Duke University Press, 2003.
(Series Q).

Dialogue on Love. Boston, MA: Beacon Press, 1999.
Fat Art, Thin Art (poetry), Durham, N.C.: Duke University Press, 1994.
Tendencies, Durham, N.C.: Durham, N.C.: Duke University Press, 1993 (Series Q).

Between Men: English Literature and Male Homosocial Desire, New York: Columbia University Press,
1985 (Gender and Culture Series); paperback edition, 1986; reissue with new material, 1993.

Epistemology of the Closet. Berkeley: University of California Press, 1990; paperback edition, 1992. A
Centennial Book. Awarded Honorable Mention for the MLA's James Russell Lowell Prize,
1991.

51). Silver, Catherine B.

BOOKS

Psychodynamic Perspectives on Desire, Power and Authority in Organization (expected submission
summer, 2007).

Frederic LePlay: On Family, Work and Social Change, The Heritage of Sociology Series, The
University of Chicago Press, 1982.

Black Teachers in Urban Schools: The Case of Washington, D.C., 1973.
Praeger Publishers, New York,

ARTICLES
“Making Emotional Sense of the Proposed Boycott against Israeli Academics and
Intellectuals.” To be published on the Web site ENGAGE Feb 2007

“Womb Envy: Grief and Loss of the Maternal Body,” The Psychoanalytic Review.
Fall 2007.

52). Sokoloff, Natalie J.
BOOKS

Domestic Violence at the Margins: Readings on Race, Class, Gender, and Culture (with Christina
Pratt; Foreword by Beth Richie). New Jersey: Rutgers University. (2005)

22 3/19/2007


EXTERNAL PERIODIC REVIEW, 2006-07

Institution: CUNY GRADUATE SCHOOL Date: Fall 2006/Spring 2007
Program: Women’s Studies Degree: Advanced Certificate

The Criminal. Justice System and Women: Offenders, Prisoners, Victims, Workers, Third Edition. Co-
edited with Barbara Raffel Price. New York: McGraw-Hill. (2004). (Completely revised and
updated from 1995 edition.)

ARTICLES

“Women Prisoners at the Dawn of the 21 Century.” Criminal Justice & Women, 16(1/2): 127-137.
(2005)

“Domestic Violence at the Intersections of Race, Class & Gender: Challenges and Contributions to
Understanding Violence against Marginalized Women in Diverse Communities” (with Ida
Dupont). Violence Against Women, 11(1): 38-64. (2005)

“Domestic Violence: Examining the Intersections of Race, Class, and Gender: An Introduction” (with
Ida Dupont). In Natalie J. Sokoloff (Ed.), Domestic Violence at the Margins: Readings in Race,
Class, Gender, and Culture. Rutgers University: 1-13. (2005)

53). Stanley, Barbara

Stanley, B. and Brodsky B. “Suicidal and self-injurious behavior in borderline personality disorder:
The self-regulation action model.” Gunderson, J. & Hoffman, P. (eds.). /n Borderline
Personality Disorder Perspectives: From Professional to Family Member Sharing
Knowleage.....Building Partnerships. Washington, DC: American Psychiatric Press. (2005).

Oquendo, MA; Brent, DA; Birmaher, B; Greenhill, L; Kolko, D; Stanley, B; Zelazny, J; Burke, AK;
Firinciogullari, S; Ellis, SP; Mann, JJ. “Post Traumatic Stress Disorder Comorbid with Major
Depression: Factors Mediating the Association with Suicidal Behavior.” American Journal of
Psychiatry, 162(3):560-6, 2005.

Stanley, B. & Galietta, M. “Informed consent in treatment and research.” In Hess, A. and Weiner, I.
(eds). Handbook of Forensic Psychology, 3” edition. New York: John Wiley and Sons, Inc.
2005.

Mann, J.J., Currier, D., Stanley, B., Oquendo, M.A., Amsel, L.V., Ellis, S.P. “Can biological test assist
prediction of suicide in mood disorders?” The International Journal of
Neuropsychopharmacology, (8) 1-10, 2005.

Fertuck, E. A., Lenzenweger, M. F., Clarkin, J. F., & Stanley, B. (2005). "Neurocognition and
borderline personality disorder: Status and future directions.” Klinik & Forschung 11(1), 9-13.

23 3/19/2007


EXTERNAL PERIODIC REVIEW, 2006-07

Institution: CUNY GRADUATE SCHOOL Date: Fall 2006/Spring 2007
Program: Women’s Studies Degree: Advanced Certificate

54). Stanton, Domna C.

BOOKS

Discourses of Sexuality: From Aristotle to Aids, edited and with an introduction. Ann Arbor: University
of Michigan Press, 1992;second edition, 1994.

Women and Memory, Co-edited and with an introduction by Peg Lourie, Domna Stanton and
Martha Vicinus, special volume of The Michigan Quarterly Review, 1987.

The Defiant Muse: French Feminist Poems from the Twelfth to the Twentieth Centuries, edited and
with an introduction. New York: The Feminist Press, 1986.

The Female Autograph: Memoirs, Letters, Journals and Autobiographies by Women, edited and with
an introduction. New York Literary Forum, 1984; paperback, The Female Autograph: Theory
and Practice of Autobiography from the Tenth to the Twentieth Century. Chicago: University of
Chicago Press, 1987.

The Aristocrat as Art: A Study of the "Honnéte Homme" and the Dandy in Seventeenth- and
Nineteenth-Century French Literature. New York: Columbia University Press, 1980.

55). Susser, Ida
BOOKS
Norman Street Revisited. New York: Oxford University Press. Forthcoming

From the Cosmopolitan to the personal: women and HIV/AIDS in
southern Africa. In preparation.

Medical Anthropology in the World System, 2" Edition
Praeger Publishers, Westport (CT) coauthored with Hans Baer and Merrill Singer. 2003.

The Castells Reader on Cities and Social Theory. Blackwell Publishers. 2001.

La Sociologia Urbana de Manuel Castells. Alianza Editorial. 2001.

56). Tenenbaum, Elizabeth

BOOKS

The Problematic Self: Approaches to Identity in Stendhal, D.H. Lawrence, and Malraux (Harvard
University Press, 1977).

ARTICLES

24 3/19/2007


EXTERNAL PERIODIC REVIEW, 2006-07

Institution: CUNY GRADUATE SCHOOL Date: Fall 2006/Spring 2007
Program: Women’s Studies Degree: Advanced Certificate

"Conrad as Nihilistic Conservative" (A review of Anthony Winner, Culture and Irony: Studies in
Joseph Conrad's Major Novels), Review, II (Fall, 1989), 93-102.

"The Problematic Self," rpt. in D.H. Lawrence: Modern Critical Views, ed. Harold Bloom (New York:
Chelsea House, 1986), pp. 195-199.

"Beckett's Pozzo and Lucky: The Alternative to Waiting for Godot," Studies in the Humanities, 7
(September, 1979), 27-33.

"And the Woman Is Dead Now: A Reconsideration of Conrad's Stein," Studies in the Novel, 10 (Fall,
1978), 335-345.

57). Tittle, Carol Kehr

ARTICLES

Tittle, C.K.. “Assessment of teacher learning and development.” In P.A. Alexander and P.H. Winne
(Eds.), Handbook of Educational Psychology, 2"’.ed. (pp. 953-980). Mahwah, NJ: Lawrence
Erlbaum Associates. 2006.

Leinhardt, G., Tittle, C.K., & Knutson, K. “Talking to oneself: Diary studies of museum visits.” In
Leinhardt, G., Crowley, K., & Knutson, K. (Eds.) Learning conversations in museums. Mahwah,
NJ: Lawrence Erlbaum. 2003.

Tittle, C.K., Pape, S.J., & Flugman, B. “Using evaluation to foster NYCETP goals: Case studies and
intercampus collaboration.” The Journal of Mathematics and Science: Collaborative
Explorations, 3(1),107-115. 2000.

Tittle, C.K. “Test bias. In J.P.Keeves” (Ed.). Educational research, methodology, and measurement:
An international handbook (2nd. Ed.), 813-819. Tarrytown, NY: Elsevier Science. 1997.

Tittle, C.K. “Testing, scholarship, and the curriculum.” In D.O.Helley (Ed.), 0. Baltimore, MD: National
Center for Curriculum Transformation Resources on Women, Institute for Teaching and
Research on Women, Towson U. 1997.

Tittle, C.K., Weinberg, S.L., & Hecht, D. “Investigating the construct validity of scores from a measure
of student perceptions about mathematics classroom activities using multidimensional scaling.”
Educational and Psychological Measurement, 56(4), 701-709. 1996.

25 3/19/2007


EXTERNAL PERIODIC REVIEW, 2006-07

Institution: CUNY GRADUATE SCHOOL Date: Fall 2006/Spring 2007
Program: Women’s Studies Degree: Advanced Certificate

58). Tronto, Joan C.

BOOKS

Moral Boundaries: A Political Argument for an Ethic of Care. New York, Routledge, 1993.
[Translated and republished: Confini morali: Un argomento politico per L’ethica della cura, A cur
Allssandra Facchi, Tr. Nicola Riva. Reggio Emilia: Edizioni Diabasis, 2006]
[Translated and forthcoming: Les frontiéres morales ; un argument politique pour une éthique de
sollicitude, Tr. Hervé Maury, Paris : Economica, forthcoming 2006

Co-Editor, Women Transforming Politics: An Alternative Reader ed. Cathy Cohen, Kathy Jones, Joan Tr«
(New York: New York University Press, 1997).

ARTICLES AND BOOK CHAPTERS (REFERRED)
“Is Peace Keeping Care Work?” forthcoming, in Peggy DesAutels and Rebecca Whisnant, eds. Global Ei

Lanham MD: Rowman and Littlefield, forthcoming, 2007.

With Stephen Leonard, “The Genders of Citizenship,” forthcoming, American Political Science Review,
February 2007.

“Vicious and Virtuous Circles of Care: When Decent Caring Privileges Social Irresponsibility” Socializing
Care, ed. M. Hamington and D. Miller (Lanham, MD: Rowman & Littlefield, 2006): 3-26.

59). Waldman, Gloria F.

BOOKS

Argentine Jewish Theatre: A Critical Anthology, eds. and trans., Gloria Waldman and Nora Glickman,
Bucknell University Press, 1996

Spanish Women Writers: A Bio-Bibliographical Source Book, eds. Linda Gould Levine, Ellen
Engelson Marson, Gloria Feiman Waldman, Greenwood Publishing Group, Inc., 1993;

Luis Rafael Sanchez: Pasion Teatral. Institute of Puerto Rican Culture, San Juan, Puerto Rico, 1989;

Teatro Contemporaneo: Nine Latin American Plays eds., Gloria Waldman and Elena Paz. Heinle and
Heinle Publishers, Boston, MA, 1983;

Feminismo ante el franquismo; Entrevistas con feministas de Esparfia. Ediciones Universal, Miami,
Florida, 1979, with Linda Levine.

26 3/19/2007


EXTERNAL PERIODIC REVIEW, 2006-07

Institution: CUNY GRADUATE SCHOOL Date: Fall 2006/Spring 2007
Program: Women’s Studies Degree: Advanced Certificate

60). Wallace, Michelle
Dark Designs and Visual Culture. Durham, NC: Duke University Press, 2005. 480 pages.

Passing, Lynching and Jim Crow:A Genealogy of Race and Gender in U.S. Visual Culture, 1895-
1929, Dissertation in Cinema Studies, New York University, UMI, May 1999. 357 pages.

To Hell and Back: Black Feminism in the 70s and 80s. Brooklyn, NY: Olympia X Inc., 1997, 20 pages.
Also at A Black Cultural Studies Web Site: http://www.tiac.net/users/thaslett.

Black Popular Culture, A Project by Michele Wallace, edited by Gina Dent, Bay Press/Dia Center for
the Arts, Seattle and New York, 1993, 373 pages.

Invisibility Blues: From Pop To Theory, Haymarket Series: Verso, New York and London, 1990, 267
pages.

Black Macho and The Myth of The Superwoman (reissued with critical introduction and bibliography),
Haymarket Series: Verso, New York and London, 1990, 228 pages

61). Welter, Barbara
BOOKS
The Bible and the American Women (ed. F. Sandeen, American Bible Society, 1978).

Dimity Convictions: American Women in the Nineteenth Century (Ohio University Press, 1976).

ARTICLES/REVIEWS/ESSAYS
"The Pragmatic Sanction in American Mission," American Quarterly (Summer 1978).

"The Y.M.C.A.: The Dynamics of a Women's Organization," (Berkshire Conference, Mount Holyoke,
August 1978).

62). Wrigley, Julia

BOOKS

Wrigley, Julia. Other People's Children: An Intimate Account of Middle-Class Parents and the Women
They Hire to Raise their Children. New York: Basic Books. 1995.

Reprint: Wrigley, Julia. 2006. “Clashes in Values.” Pp. 345-367 in Childhood Socialization,
edited by Gerald Handel. New Brunswick, NJ: Transaction Press.

Wrigley, Julia, editor. Education and Gender Equality. London: Falmer Press. 1992.

Wrigley, Julia. Class Politics and Public Schools: Chicago 1900-1950. New Brunswick, N.J.: Rutgers
University Press. 1982.

ay 3/19/2007


EXTERNAL PERIODIC REVIEW, 2006-07

Institution: CUNY GRADUATE SCHOOL Date: Fall 2006/Spring 2007
Program: Women’s Studies Degree: Advanced Certificate
ARTICLES

Wrigley, Julia and Joanna Dreby. Forthcoming. “Violent Fatalities in Child Care.” Contexts
(Publication scheduled November 2006. )

Wrigley, Julia and Joanna Dreby. “Fatalities and the Organization of Child Care in the United States,
1985-2003.” American Sociological Review 70: 729-757. 2005.

28 3/19/2007


THE EXTERNAL REVIEW COMMITTEE REPORT FOR THE
WOMEN’S STUDIES CERTIFICATE PROGRAM
OF THE GRADUATE SCHOOL AND UNIVERSITY CENTER

CITY UNIVERSITY OF NEW YORK

THE REVIEW PROCESS

The External Review Committee consisted of Professor Adrienne Munich, Professor of
English and Women’s Studies, Stony Brook University and Professor Joanna Regulska,
Women’s and Gender Studies Department, Rutgers University. The review of the
Women’s Studies Certificate Program (WSC) at the Graduate School and University
Center began with the careful examination of the impressive and comprehensive Se/f-
Study prepared by the program faculty and staff. The preparatory materials were well-
organized and helpful in directing our attention to concerns as well as to the many
positive aspects of the WSC. The site visit took place April 26-27, 2007. During the two-
day visit we met Acting Provost Linda Edwards, President William P. Kelly, and
Program Coordinator Professor Anne Humphreys. We also met with the Program faculty,
the Advisory Board of the WSC, graduate students, as well as with the staff member. It
was a very busy and informative two days. Upon our request, the Program Coordinator
and the staff member were able to provide us with additional materials. Without
exception we have received very courteous treatment through the visit and felt confident
that there was sincere interest in our review.

FINDINGS
Strengths

Founded in 1990, the Graduate Certificate in Women’s Studies represents the
most comprehensive graduate program in Women’s Studies in the New York and
therefore it uniquely positions the Graduate School and University Center as the center of
graduate women’s studies education in the city. While Columbia University offers a
graduate certificate through its Institute on Research on Women and Gender, it is on a
much smaller scale and enrolls fewer students. There is virtually no competition for
Institutes and Centers devoted to the study of women and undergraduate majors and
minors. Barnard has a Center for Women and offers a major, but it has no graduate
program. The graduate program in the New School recently closed down and only 2—
undergraduate program is offered through Eugene Lang College. NYU and Fordham also
offer only the undergraduate program.

Meanwhile interest in the Graduate Center Women’s Studies offerings is growing,
along with the interest and abilities of faculties in the senior and community colleges.
Therefore, the already superior faculty affiliated with the Program enjoys the support of a


large body of qualified newer faculty and is in a position to tap into the interest in more
and different kinds of graduate offerings. The senior distinguished faculty is also able to
mentor the newer faculty and thus maintain the pre-eminence of the program. In addition,
the presence of The Feminist Press and the activities of the Center for Lesbian and Gay
Studies (CLAGS) offers exciting collaborative possibilities that can build on current
collaborative offerings. There are possible reconfigurings that could consolidate the
academic offering of CLAGS with the WS certificate program and potential Masters
Program. The current head of CLAGS is eager for more collaboration, and The Feminist
Press also has a history of co-sponsored events. With a more active Center for the Study
of Women and Society (SCWS), these enterprises are poised to give the Graduate Center
a more noticeable name, both locally and nationally, as the outstanding place for the
study of women (and gender—more on that below). As we progressed through the
interviews with faculty and students, the External Review Team became aware of these
already existing high-achieving units that ultimately are necessary for success. The
question that emerged for us was how WSC and the Graduate Center can capitalize on
already attained successes and become a more recognized leading force in feminist
education in New York City.

There is no question that the intellectual force as represented by faculty is
remarkable. The Certificate Program has 62 faculty out of which 19 (31%) are central
line appointments with remaining faculty coming from other campuses of the CUNY
Consortium. The WCS faculty is extremely distinguished and well known. Its
productivity is extraordinary, as reflected in the fact that during the last three years, the
Women’s Studies faculty has published fifty-two books.

We are also impressed with the number and quality of the initiatives already in place.
The Program engages in constant outreach to Women’s Studies in the entire CUNY
system:

e It has established and maintains a blog, which generates enthusiasm, interest,
and a sense of an academic community across the entire system, For instance,
during the days we were reviewing the program, both Medgar Evers and
Hostos community colleges posted to the blog.

e Itruns a dissertation study group, with time volunteered by the Director,
Anne Humphreys (when first announced, immediately 15 students signed
up) .

e The Program organizes conferences and speakers’ series, one collectively
run with CUNY-wide speakers. From one series or another, there is
commonly one speaker a week, an unusually rich offering.

e The Program has a regular newsletter.

e The Program supports the Interdisciplinary Feminist Group, run by
students, a feminist studies seminar to bring in speakers and run programs,
receiving only $250, the limit of current possible support.

e The Program initiated new ways to bring together WST CUNY - system
wide faculty through the special events such as the annual book party.


The Certificate Program has admitted two hundred forty-one students to its
Program since figures were made available to us starting in 1998. Seventy six percent of
the students entered the Program during the last five years, with 42% of all students
completing half or more of the requirements for the Certificate. Thirty two students out of
241 (1.6%) are Master of Liberal Arts (MALS) students The program offers the actual
certificate only upon the students’ completion of a Ph.D. ina field. The Program
documents 32 students actually finishing both the Ph.D. and the certificate, with only one
MALS student completing the Certificate. We had an opportunity to meet with the
graduates of the program and we were impressed with their high quality. The submitted
Self-Study reinforced our impression that graduates are very successful in securing
academic jobs and that the completion of WSC makes them more marketable. As one of
the former students pointed out, she was hired precisely because she has the Certificate in
Women’s Studies. Currently she coordinates concentration in Women’s Studies at
another college. In conversation with the External Review Team she asserted:
“Certificate prepared me for doing and developing Women’s Studies”.

Challenges

Below we highlight main challenges that we believe should be addressed in order for the
Program to engage in a long-term strategic expansion that, given interest and potential, it
merits..

1. Completion of the Certificate

At the initial interview with the President and the Acting Provost, we were asked to
examine the disparity between the number of enrolled students and the number of
students actually completing the Certificate. We have raised this question with the
Program Coordinator and the Program faculty, and received various possible
explanations. While the evidence of possible explanation is anecdotal (as no hard
data is available), the interviewees pointed out to us that:
e Students take the introductory courses and are satisfied with that
theoretical background and then concentrate on their departmental work.
Students finish their certificate but do not finish their Ph.D.
Students have yet to finish their Ph.D.
e Students may have only one course in the certificate to complete but do
not complete it in time to receive tuition for it. Therefore, they would
have to pay additional tuition in order to complete the coursework.

The fact that not all students complete the Certificate did not appear to us as a
disadvantage either to the students or to the Program. It indicates that some students
view an interdisciplinary introduction to Women’s Studies essential to their
disciplinary work as this particular field would help them conceive their research
objectives in ways not available in traditional departments. In addition, some


department requirements do not easily allow for completion of both the departmental
and certificate offerings in the time allotted for tuition credits.

2. Curriculum Issues

Requirements: . Although the issue of the appropriateness of the requirements might
be seen as calling for a more extensive report, we will simply note that prerequisites
are necessary for a responsible program and that there is more than one way to fulfill
the requirement. The two required courses are the foundation of the Certificate and
constitute the central measure of the Program’s success. They provide a base,
common knowledge, and an overview of the field, its methodology, theory, and
pedagogy. In the past, they have been co-taught as a way of enforcing the true
interdisciplinarity of Women’s Studies.

Course evaluations: Both the current Program Director and we observe that these
courses need more adequate vetting. The Self-Study recommends that the courses be
evaluated by the students. The Review Team also recommends that the faculty > 7,
evaluate the electives. Women’s Studies as a separate interdisciplinary field is not
always congruent with traditional departments in their consideration of women. In
fact, any early perception that lead to the formation of Women’s Studies and feminist
theory as a field depended upon the insight that volumes and volumes had been
written about women (in large part by men) and that there are sexual politics
imbedded in these volumes, whatever their field. While the vetting of courses is
indeed a delicate political issue, it is clear that not all courses that include women and
gender in their syllabi are appropriate for the Certificate. In addition, some of the
courses that fulfill the electives do not focus exclusively on questions of women
and/or gender. This is not necessarily a disadvantage and could, in fact, constitute
strength. It is not clear that the Certificate student taking these electives are required
to write papers for the courses which focus on gender and women either in the way
the requirements have introduced them to the field or on women and gender at all.

3. Space and Resources

While the Women’s Studies Certificate Program became increasingly popular with
students and launched numerous of new initiatives, it finds itself in a paradoxical
situation. The applicants and entrants to the program are growing but the resources
and morale are diminishing. This situation arises from a reduction of space and the
merging of the Center for the Study of Women and Society with the Women’s
Studies Certificate Program. Under the new arrangement, the duties of both units are
consolidated under one Director, with no addition of staff to support both enterprises
and no additional support for the Director, either in terms of additional course release
or mechanisms to facilitate institutional affiliation for faculty teaching in the program
in terms of additional teaching units. The former has resulted in great difficulties in
finding a Director able to make the considerable sacrifices required to run the
program. The latter has resulted in a diminishment of the actively interdisciplinary


character of the courses. Whereas formerly required courses had been genuinely co-
taught, at this point the reduction in teaching units available to the Program has meant
that only one course is co-taught. This has affected not only the morale of the
teaching faculty but a diminishment of the vitality of its courses. The theory of
interdisciplinarity so vital to feminist theory and feminist revision of traditional ways
of knowing and central to a superior academic program has been sacrificed. As a
measure of the state of the Program, the Advisory Board faculty, many of them
renowned in the historic struggle to establish women’s studies and feminist theory as
academic disciplines, is spending their considerable energies not simply in the
extensive academic offerings and research in the field and/or planning ahead
curricular and research offerings commensurate with the interest in the program, but
also in energy-draining and sometimes demoralizing efforts to maintain a viable
Program.

REVIEWERS’ RESPONSE

In contrast to the inside feeling of discouragement, the outside readers found a great deal
in the current program impressive, particularly in light of the relatively insignificant cost
of the program. More interestingly for the prominence of the Graduate Center in general,
the potential importance of the Women’s Studies Program for the outward profile of the
Graduate Center, on the one hand, and its academic offerings, on the other, seem to us to
be without parallel. The Graduate Center’s Women’s Studies Program offers the
potential to be the exciting, cutting-edge face and voice of Women’s Studies for the
entire city of New York.

Whatever solution is adopted, it is clear to us that some significant structural
changes are essential. The current arrangement is strangling a still-vibrant program with
committed and unusually distinguished faculty. We emphasize in this report that we
consider the current arrangement as barely viable, and it is only with the (charitable)
contribution of the current Director’s accrued course-off credits that she is able to fulfill,
but only partially, duties that had previously been divided between two Directors.

With this exciting potential in mind the External Review Team offer a variety of
structures for the Women’s Studies Program, the first the most visionary and with the
most institutional support required. We strongly believe the first option preferable.

Recommendations

1. Name change to Women’s and Gender Studies

We suggest this change in name to match with the description of the Program and to
place the Program in line with the tendencies in the field to include masculinity
studies, queer theory, inter-sexed, transgender, lesbian and gay studies, areas which
are an outgrowth of women’s studies. As one recent Program description brochure
states: “The general aim of the program is to offer critical reflection on the
experiences of both women and men in terms of differences of gender, sexuality,
race, Class, ethnicity and nation.”


2. M.A. in Women’s and Gender Studies

As we have pointed out none of the New York institutions offers an MA program
(the closets is Rutgers and SUNY Albany). Both the faculty and the Director raised
the possibility of the development of the MA program in Women’s and Gender
Studies (such a possibility was also raised by the President and Acting Provost).
Because there is no competition, the Director has found to be a demand for such a
Program as measured in part by the frequent inquiries requesting such a degree
(approx 10 inquiries per month). Indeed, the Graduate Center would be the ideal site
for this degree with many of the faculty already in the Graduate Center on center
lines and the senior colleges contributing talented faculty to create a large pool to
offer courses. We believe the new MA Program will be able quite quickly to operate
at a profit, or, at the outset, with no significant expense. Faculty believe that the
establishment of such a program would give the solidity to the Certificate program,
would institutionalize what already has been built and that such a change would
actually further enhance the already distinguished quality of the program. It seems to
us that the development of the MA would indeed increase the involvement of the
faculty (both of those holding center lines and those involved in the CUNY- wide
system) and would raise the prestige of the program, thus further attracting new
faculty to teach in the Women’s Studies. The experiences of other institutions show
that MA graduates pursue diverse careers including PhDs in a variety of professional
fields (e.g. law, social work, urban planning) and in academic fields, both in
humanities and social sciences.

3. Certificate of Completion

We applaud the Program’s plan to offer a certificate of completion. This would give
the student who does not finish the Ph.D. a credential in pursuing other career options
and will offer the Program an easy way to keep records on those who have completed
the Certificate. We suggest exploring the possibility of tuition waivers to allow
students to finish the Certificate during the years where a student has advanced to
candidacy. This would allow students to be admitted to the Certificate Program in
their second year, when some of them become more certain of their areas of interest.
Perhaps the Program would have the power to allot tuition waivers to students.

4. Publicity of the Certificate Program

The Director plans to recruit students more actively to sign up during their first year
and therefore reaching out students early on in the graduate career. In addition, the
Director and faculty intends to present the Certificate Program at orientation meetings
for new students. To do so, the Departments could insert a brochure about the
Women’s Studies Certificate Program in their acceptance packet. Furthermore,
President Kelly’s new emphasis on development and fundraising, opens new
possibilities for closer relationships with Alumnae, who from our brief meetings, are
exceptionally devoted to the Certificate program and who pointed out to us, how the
Certificate changed their life.


5. Course Requirements

The Program considered the requirements and whether there are too many to be
fulfilled in the time allotted. In this regard, we note that the two prerequisites can be
waived, depending upon the courses having been already taken at other institutions.
As we noted to the Provost, unlike Departmental curricula, Women’s Studies cannot
assume that a student would be familiar with the field; whereas a student entering a
Economics Department, for instance, would be assumed to have taken a good number
of economics and related courses. The Women’s Studies Program, representing a
relatively young field of inquiry that pursues many different lines of scholarship, is
not taught at every college. Therefore one cannot expect that students coming to the
program already have grounded and extensive knowledge of the field. Consequently,
the Women’s Studies Program does not want to design a curriculum requiring that
students be already familiar with the field. Since the prerequisites also serve the
M.A. in Liberal Studies, (MALS), we find that the offerings are fairly efficient and
serve the academic mission of both Programs. To some degree the pressure to find
faculty teaching in the program and the need to lower the expenses of bringing faculty
from other colleges, could be easily alleviated by creating incentives for the center
line faculty to become more involved and teach in the Certificate Program. The
involvement of such faculty would also attract new students as students tend to follow
faculty by whom they are mentored.

6. Elective Courses

We suggest that students in the electives fulfilling the requirements for the Women’s
Studies Certificate be required to write a Women’s Studies appropriate seminar paper.
Elective courses are managed by departments and capped to give priority to their own
students. This situation requires extra work for the Director in forming an adequate
curriculum. The Program recognizes that it must exercise more oversight on the
electives, consistent quality of offerings. Students make this suggestion, and the
Director understands the necessity and the great difficulty in planning a consistent set
of electives.

7. Reinstatement of co-taught courses.

Students, faculty, alumni agree that the co-taught courses are one of the most
appealing and desirable aspects of the Program and are essential to the theoretical
underpinnings of the field. We strongly suggest that more units be allotted to the
Program so that they can re-establish these co-taught courses as congruent with their
mission. Given the interdisciplinary nature of the field, co-teaching will assure and
reinforce that such framework is actually practiced in the classroom and that dialogue
between humanities and social sciences takes place.

8. At least 50% course release for the Director

The Program is more complex than is reflected in the compensation received by the
Director. For one course relief, she is expected to run both the Certificate Program
and CSWS. The latter requires programs, such as lectures, conferences, a research
component, and grant writing. The Certificate Program requires complex curriculum


planning that involves interacting with all the departments in which faculty are
housed, student mentoring, publicity of the program, recruitment and admissions,
encompassing a faculty larger than most departments. These duties do not include
teaching, advising, and directing dissertations in the Director’s home department. We
have been told that finding a person willing to run the Women’s Studies Program is
directly a result of the inadequate support required to do a responsible job. Ideally,
we believe the Program (Department) requires a full-time Executive Officer or
Director.

9. The Center for the Study of Women and Society.

While we were not asked to comment on the Center for the Study of Women and
Society, the topic was introduced by the Acting Provost, the President, and the
Director, as well as by Patricia Clough, with whom we had dinner. We cannot
comment at length on it—we did not see their space or meet anyone currently
working there. However, from what we were told, the Center has been an important
place that offers programs attracting significant numbers from outside the Graduate
Center, programs such as important conferences on social policy, seminars, a
speaker’s bureau. Its Conviction Project offers just the kind of link between social
commitment and academic research that should be recognized for its vital importance,
not only for supporting exactly the kind of program—education—that is most
effective in preventing recidivism, but also providing a treasure of research data that
has yet to be adequately exploited for articles and books by students and faculty. This
is precisely the kind of project envisioned by the founders of Women’s Studies,
bridging the outside world of women and the academy, with the potential to change
both. Although the current structure seems to us to ensure the gradual withering of
the Center, with adequate support, such as a person to write grants and so forth
(suggested in the restructuring proposals below), we believe that the Center will
attract grants and function more effectively to publicize Graduate Center programs. It
has the potential, we believe, on the basis of the six Centers and Institutes associated
with the Rutgers University Women’s and Gender Studies, for example, to
supplement the academic program and provide creative synergy for projects, courses,
conferences, and publications.

While the above individual recommendations aim to strengthen existing program and
in many instances basically ask for reinstatement of the resources that the Women’s
Studies Program had in the past (resources that were lost despite the Program’s growth),
we believe that the Administration should take a longer-term approach and rethink the
actual structure of the Program and its relationship with the Center for the Study of
Women and Society. What is proposed below are three possible models that take into
account the intellectual and structural developments in the field of WST (growing
emphasis on the interdisiciplinarity, global and transnational feminism, increased number
of foreign students, increased number of PhD programs in the country, growing demand
for MA programs, growing number of WST departments ) and the unique position and
location of the Graduate School and University Center.


Three Possible Structures for Graduate Women’s and Gender Studies

1. Academic Department, with an Executive Officer

This model assumes that the Department of Women’s and Gender Studies will be
created with an Executive Officer to which two units will report: the academic
program and the CSWS. We believe that the two can function as essential strengths
of a whole, with an active research Center contributing to the intellectual life of the
Department and also providing data for student research. The Department will require
support staff, including staff for the Center or an Associate Officer in charge of the
Center’s grantwriting. Its academic programs will include:

e M.A. in Women’s and Gender Studies

e Graduate Certificate in Women’s and Gender Studies

e PhD. in Women’s and Gender Studies (in the future)

2. Graduate Program in Women’s and Gender Studies/ Center for the Study of
Women and Society.

This structure would have one full-time director of both the academic and research
units, with two in staff, one devoted to the academic programs and the other devoted
to the research, conferences, visiting scholars and lecture programs. It would require
a Director with most of her energies directed to administration and would provide a
significant reduction in teaching requirements. This structure, as in whatever structure
adopted, assumes restoration of units lost to enable co-taught courses. The academic
side will offer two educational options:

e M.A. in Women’s and Gender Studies

e Graduate Certificate in Women’s and Gender Studies

The Center for the Study of Women and Society will continue and expand its
scholarly activities through the strengthened research/grant component and lecture
and conference component.

3. Graduate Program in Women’s and Gender Studies

This structure would be dependent upon restoration of cuts to the program and
assurance that sufficient teaching units are allocated to enable co-taught courses. The
Director would have to be provided with sufficient course reduction to enable
competent administration of a complex, demanding Program. The Program would
offer:

e M.A. in Women’s and Gender Studies

e Graduate Certificate in Women’s and Gender Studies

The CSWS, would have its separate Director and office assistant.


CONCLUSIONS

All of our suggestions are aimed to build stability in order, first, to maintain the current
high level of the program and second, to move the program to the next level of
excellence. We find that Women’s Studies fits in with the mission and profile of the
Graduate School as committed to social responsibility and economic justice, principles
central to the founding of Women’s Studies as a field of inquiry. Once the Graduate
Center recognizes Women’s and Gender Studies as a powerful tool to gain further
recognition and prestige for the Graduate Center as a unique institution, we believe that
our suggestions will be seen to fit in with its central mission and that the Graduate Center
is able to ensure the stable future and growth of Women’s and Gender Studies. Given the
current positive fiscal situation and promise for further prosperity of the Graduate Center,
we believe that now is the ideal time to make a firm commitment to its strong
interdisciplinary foundation and to recognize it as a place where students and faculty
meet to perform cutting-edge research, teaching, and learning, where they both
congregate to push the envelope beyond traditional disciplines.

Summary of our Recommendations

e Change structure from Program to Department, with adequate

compensation for Executive Officer

Change name to Women’s and Gender Studies

Develop an MA in Women’s and Gender Studies

Restore units for co-taught courses

Elective courses should require students to write seminar papers directly

relevant to Women’s and Gender studies

e More carefully vet the electives, with requirements for suitable student
research projects.

e Issue a Certificate of Completion

e Continue the productive relationship with MALS

e Build further ties between CLAGS and Women and Gender Studies,
exploring the possibility of a similar relationship as with MALS to include
the CLAGS course in the curriculum.

e Strengthen relationship with The Feminist Press

e Ifdepartmental recommendation is not adopted, provide more support and
resources to enable the Director to perform all her duties.

e Maintain the Center for the Study of Women and Society, either as part of
the Department or Program (preferred), or as a separate entity, but with an
adequately supported person in charge of grant writing, programming,
research, and community outreach.

Submitted May 21, 2007

10


RESPONSE OF COORDINATOR TO THE EXTERNAL REVIEW COMMITTEE
REPORT FOR THE WOMEN’S STUDIES CERTIFICATE PROGRAM OF THE
GRADUATE SCHOOL, CITY UNIVERSITY OF NEW YORK

11 June 2007

Introduction

We want to thank the external reviewers, Professor Adrienne Munich, Professor
of English and Women’s Studies, Stony Brook University (SUNY) and Professor Joanna
Regulska, Women’s and Gender Studies Department, Rutgers University, for their
thorough review of the Certificate Program in Women’s Studies of The Graduate Center
CUNY and for their enthusiastic support of the Program and its activities. Most helpful
are their suggestions for new initiatives and ways to rethink current practices. The
process of writing the self-study and the discussions with the reviewers, as well as with
faculty in the various joint meetings of reviewers and faculty, was a very productive
experience, one that will be of great benefit to the WSCP both immediately and in the
future.

We find ourselves in general agreement with most of the twelve recommendations
the reviewers made, many of which were part of our self-study but some of which
highlighted issues and possibilities that we had not included in that document.

The issues and recommendations in the reviewers’ report can be divided up
generally into five categories all of which are interrelated:

e The definition of the Program and the scope of its offerings, including the
desirability of developing an M.A. in Women’s Studies;

e the administrative structure of the Program both in itself and in its
relationship to the Center for the Study of Women and Society (CSWS);

e the nature of the curriculum and the requirements in the WSCP;
e the completion of the Certificate;

e relationships of the WSCP with other entities at the Graduate Center,
and at CUNY, especially the Women’s Studies Discipline Council of
CUNY, and MALS, CLAGS, and the Feminist Press at the Graduate
Center.

The Definition of the Program and the Scope of its Offerings:

The external reviewers suggested changing the name of the Program from
Women’s Studies to Women’s and Gender Studies. This has been a topic of discussion at
Advisory Board meetings and in informal conversations for some time. As one of the
reviewers’ (Professor Regulska) own affiliation suggests, this expansion of Women’s


Studies to include gender studies is part of a trend across the country. It is, however,
wherever it is introduced into discussion, a controversial issue, and there are strong
feelings on all sides. There is, for example, strong sentiment among some founding
faculty of the WSCP that expanding the nature of the Program will diminish both the
historical and current focus on women. At the Graduate Center it is also complicated by
the strong presence of CLAGS as a center for research and, recently, as a Concentration.
Nonetheless, we will introduce the issue at the first Advisory Board meeting in the Fall,
and discuss the best way to arrive at a consensus on this issue. Expanding the name to
“Women’s and Gender Studies” does seem to be a good way in which to strengthen the
connections between WSCP and the CSWS and CLAGS.

There is no controversy, however, about instituting an M.A. in Women’s
Studies [and Gender Studies] in addition to the Certificate for students in Ph.D. Programs.
This idea has been broached at Advisory Board meetings in the last year and with faculty
and students, and has received unanimous support. The Certificate Program has a strong
foundation on which to build an M.A.; we have an 18-credit requirement for the
Certificate in place, and if you add on another three credits for thesis research (standard
in M.A. Programs), there would be only three more courses required to make up a 30-
credit M.A. We also have an extensive and distinguished faculty to call upon, and an
M.A. Program would give more of them an opportunity to teach women’s studies. In fact,
an M.A. might be one way to involve the central line faculty at the Graduate Center more
frequently in teaching in the Program. The WSCP is ready to engage immediately in
discussions with the Provost and the President about developing an M.A. in Women’s
{and Gender] Studies. (The name will have to be negotiated with the Program’s faculty
and students.)

The Structure of the Women’s Studies Certificate Program

The external reviewers provided three models for reorganizing the structure of the
Program; all of them recognized the need for additional compensation for the director
and/or additional staff for CSWS. As the Acting Coordinator of WSCP and Director of
the CSWS (I am dropping the corporate “we” for this), I absolutely and in the strongest
terms agree with this assessment of the external reviewers as did Provost Geoffrey
Marshall when the positions of Coordinator of the Certificate Program and director of the
Center for the Study of Women and Society were first collapsed into one administrative
position at which time he said in writing that the new position needed to be —and would
be--full-time. I will be happy to detail in another format what this position has entailed
over the course of 2006-2007, but here I will only reiterate that the external reviewers did
not exaggerate how inadequately this double responsibility is supported.

As far as the three models for reorganization are concerned—an academic
department, a graduate program which maintains the connection with the CSWS, and a
graduate program with the CSWS as a separate entity—I personally would favor the
second, that is the current structure but with sufficient support, including an associate
director for the CSWS. But other members of the Women’s Studies community of The
Graduate Center—faculty (including emeriti faculty who are quite active), students, and
alumni—will have different takes on these models. There is still strong support among


some faculty for a Ph.D. in Women’s Studies, and some favor having two directors, one
for the Certificate Program and one for the Center. I have sent the external reviewers’
final report to the faculty and Advisory Board and have asked them for responses.

The Curriculum and the Requirements in the WSCP

On the issue of the curriculum and requirements for the Certificate in Women’s
Studies, the external reviewers found the number of required courses was just right and
supported the need for the two pre-requisite courses, which for students who have a
foundation in Women’s Studies when they enter the Program, can be waived. The
reviewers focused their suggestions on two areas: the need to restore the units to make
team-taught courses possible, and a more careful vetting of the electives students are
required to take to complete their Certificates, including a requirement that Certificate
students be required to write papers in these courses on subjects relevant to Women and
Gender Studies.

Again, I must agree that team-taught courses are fundamental to the discipline
of Women’s Studies. In particular the pre-requisites should be team-taught by faculty
from the humanities and social sciences. Under the previous coordinator there was an
effort to reach out to the CUNY colleges and tap the strong faculty in Women’s Studies
throughout the system to teach our courses. That continued during this past year, and I
think this has been an important initiative. (One of my goals as Coordinator has been to
strengthen ties through the discipline council with the CUNY colleges women’s studies
faculty.) But we also need to find ways to encourage central line faculty to team teach
with these faculty which would enable us to have more team-taught courses. I do agree
that the Certificate Program needs more units to make Women’s Studies courses, through
team-teaching, truly interdisciplinary again.

The recommendation of the external reviewers that we vet more carefully the
electives we accept for the Certificate and that we require Certificate students to write
papers in these courses directly relevant to Women’s and Gender studies is a good
recommendation, but, I am afraid, not a very practical one. We rely on our own faculty to
decide whether the courses they are offering in their academic Programs are relevant to
Women’s Studies, and when we are in doubt, we always consult the faculty member
teaching the course. But it is just not practical in terms of time and labor for the
Coordinator to gather syllabi from some 20 courses each semester and vet them. And I
also don’t know how we could require Certificate students in courses that we don’t
control to write certain kinds of papers. Our capstone required course in Women’s
Studies, the “Workshop in Women’s Studies: Methods and Guided Research” ensures
that Certificate students will write a significant paper directly relevant to Women’s and
Gender Studies, which in a minor way addresses this issue.

As an outgrowth of the self-study and external review process, however, we have
already decided to ask the Advisory Board in the fall to set up a curriculum committee
to review the curriculum in general, including beginning the work to establish an M.A.


The Completion of the Certificate

We understood from the initial discussions with the external reviewers that they
were asked to investigate the disparity between the number of students who were
admitted into the Certificate Program and the number who received their Certificates.

As an introduction to the response to this issue, we want to present a few statistics.
Of all 241 students, 30 (12.5%) have completed the Certificate but not the Ph.D.; and
42% have completed half or more of the requirements for the Certificate.!

The external reviewers have in their report responded to the request to consider
the difference between the number of students enrolled in the Certificate Program and the
number of students who have received their Certificate. We are in agreement with their
conclusion that though there are some things that might be done to lessen the disparity,
the problem is mainly systemic. Furthermore, though graduation is the official marker
these days of outcomes success, I have to say that students who take one or two or three
Women’s Studies courses and then no more have definitely benefited by this involvement
in the WSCP, which may also have included participation in many of the lectures and
conferences sponsored by the CSWS. Their not continuing to completion of the
Certificate should not, in my view, be considered an unsuccessful outcome.

One reason that every student who enters the Certificate Program does not get a
Certificate is that, though they have completed the Certificate requirements, they have not
completed their Ph.D. (As state above, there are 30 such students at present.) This is the
easiest reason to remedy, and we had already thought of the way to do so. We will,
starting in 2007-08, offer a Certificate of Completion for students who have completed
the requirements for the Certificate but have not completed their Ph.D. We will honor
them at the December student awards lunch. Not only will this encourage students to
finish the Certificate and give those who have not completed the Ph.D. official
recognition of their completion, but it will help us keep track of students who have
signed up for the Program, which, based on the work we did for the self-study, we are in
a good position to do.

Another reason students do not complete the Certificate is that they take several
courses in Women’s Studies and then either decide to devote their time to their
Ph.D.,and/or they move to Level III and do not want to have to pay extra for finishing
their Certificate. The requirement that students at Level III who continue to take courses
must pay extra for them is definitely an issue for students who would like to take the
Certificate and have made progress on it but who, quite rightly, want to move forward on
their Ph.D. Others, in programs with a high number of required courses, may not have

' Our statistics show that 34 (1.6%) of the 241 students registered for the Certificate are MALS students.
MALS students for the most part do not try to complete the Women’s Studies Certificate; they are moving
towards an M.A. in Liberal Studies with a concentration in women’s studies, and they are required to take
only the two prerequisites and write a thesis on a women’s studies subject in order to fulfill the MALS
women’s studies concentration or track.


time while they are Level II to complete the Certificate.” This could be addressed of
course if students were able to request a tuition waiver to complete their Certificate
requirements once they reach Level III.

There is some anecdotal evidence from both students and faculty that when the
pre-requisite courses were no longer team taught—with a faculty member from the
humanities and one from the social sciences—some students found these introductory
courses less interdisciplinary and lost some motivation to continuing the Certificate.

Some of these reasons for the disparity in number of completed Certificates are
outside the control of the WSCP (such as the necessity for students at Level III to pay for
courses needed to complete the Certificate), but there are some initiatives that we can
introduce, namely

I. We will institute a Certificate of Completion and, building on the
statistical surveys we did for the self study of the students in the
Certificate Program, construct a data base that will allow us to keep better
records on our Certificate students’ progress.

2. We will encourage students to begin their work on the Certificate in their
first year. We already attend the New Student Orientation every
September and hand out information and answer questions and even sign
up interested students. But we would like to follow this up next year by
having an informational meeting early in the semester and invite both
current and prospective Certificate students to come and talk and meet
each other.”

The Relationship of the WSCP with other entities at the Graduate Center, and at
CUNY, especially the Women’s Studies Discipline Council of CUNY, and MALS,

CLAGS, and the Feminist Press at the Graduate Center

Over the course of the last year, the WSCP has continued to collaborate with
MALS in the staffing of the two prerequisite courses. In the spring 2007 term, as a result
of this collaboration between the two programs, the Graduate Council of the Graduate
Center approved the revised names for the two prerequisite courses, changing “Major
Feminist Texts” to “Feminist Texts in Context” and “Contemporary Feminist Thought”
to “Feminist Theory”.

? Of the 241 students registered as in the WSCP currently, 54 (22.4%) entered before 2001 and 187 (76%)
after 2001. We are currently polling every student registered for the Certificate as to whether they plan to
complete the Certificate. It is clear from the early and incomplete responses that for those who say they will
not complete the Certificate the most frequently given reason is that they are at Level III and they don’t
want to pay extra for the courses that would enable them to finish the Certificate.

3 In the enrollment as of June 12, 2007 for the prerequisite course “Feminist Texts in Context” in fall 2007,
there are 18 WSCP students registered and four MALS students. Of the 18 WSCP students, 16 are level I
students and two are level II.. These numbers not only show the strong interest in the WSCP and the health
of the Program, but also that students are beginning their work on the Certificate early.


The WSCP and the CSWS have also strengthened their relationship with the
Women’s Studies Discipline Council of CUNY. We sponsored a conference in fall 2006
“The Future of Women’s Studies at CUNY” which brought together representatives of
women’s studies from all over CUNY who spoke about the activities on their campuses
and in their programs.

Out of this conference came the idea fora CUNY Women’s Studies blog, which
would provide a place where all CUNY campus women’s studies groups could share
information about their events and issues. We implemented this blog in the spring 2007
(it can be accessed at http://womenstudies-cunywide.gc.cuny.edu) and there are already a
number of entries. We will have a formal launch at a discipline council meeting in fall.

We have also strengthened the connections with The Feminist Press, located at
the Graduate Center. We are involved in the “Women and Science” project, headed by
Shirley Mow, and the coordinator of WSCP is on the Advisory Board for this very
exciting project. The WSCP also co-sponsored with the press three major book launches
in 2006-2007, and are co-sponsoring a major celebration on September 11, 2007 of the
work of Tillie Olsen, which will bring in many major authors and activists. We also plan
an event around the Feminist Press’s “Women Writers in Africa” series either in the fall
or spring.

We also co-sponsored and partially supported in the last year talks and
conferences with the Center for the Humanities, and the Art History, History, Sociology,
and English Programs.

The one Graduate Center entity that WSCP needs to develop a more integrated
relationship with is the Center for Lesbian and Gay Studies (CLAGS). Particularly if
WSCP is to change its name to Women’s and Gender Studies, it is crucial to work with
CLAGS on ways of closer collaboration both in terms of curriculum and outreach. In the
developing of an M.A., collaboration with CLAGS will also be important. One goal for
the next year is to develop a closer connection to CLAGS.

All of these collaborative relationships will continue and develop in the future.

OR OK OR OK OK OK OK

In conclusion, the Women’s Studies Certificate Program is poised to move forward,
developing and expanding its current activities, adding others as possible, and with new
energy rethink its structure and its future.

Summary of Activities to be Undertaken in the Next Year as a Result of the

External Review

1. Ask the Advisory Board to discuss the recommendations of the external
reviewers to change the name of the Program;


10.

11.

Initiate discussion with Advisory Board and faculty, including alumni, about
the three models of structure suggested by the external reviewers, and initiate
action if desirable;

With the Advisory Board begin the process of developing an M.A. in
Women’s [and Gender] Studies;

Set up an elected (as required by the Program’s by-laws) Curriculum
Committee to do an evaluation of the current curriculum and make
recommendations for changes as necessary;

Reach out to central line faculty to try to increase the number of WSCP
courses that can be team taught;

Schedule an introductory informal meeting for prospective WSCP students
early in the fall semester;

Encourage students to begin their Certificate requirements early to enable
them to finish by the time they reach Level III;

Institute a Certificate of Completion;

Build on the statistical surveys we did for the self study of the students in the
Certificate Program, and construct a data base that will allow us to keep better
records on our Certificate students’ progress;

Further develop the CUNY wide Women’s Studies blog and have a formal
launch in fall 2007;

Set up an ad hoc group to develop relations and projects with CLAGS.

Respectfully submitted,

Signed: Professor Anne Humpherys

Coordinator of the Certificate Program in Women’s Studies
Director of the Center for the Study of Women and Society,
The Graduate Center CUNY


From spreadsheet of students:

TOTAL NUMBER OF STUDENTS WHO ARE CERTIFICATE STUDENTS: 241
Entered program pre 2001 (54 or 22.4%)
Entered 2001-spring 2006 (187 or 76%)

MALS STUDENTS: 34 students out of 241 (1.6% of total); only one of the 30 certificates
completed was by a MALS

NUMBER OF COURSES TAKEN TOWARD THE CERTIFICATE:

0 courses: 30 students (12.5%)

1 course: 65 students (27%)

2 courses: 45 students (19%)

3 courses: 34 students (14%)

4 courses: 25 students (10.4%)

5 courses: 12 students (5.5%)

6 courses students (completed certificate, but not all have completed Ph.D.): 30 (12.5%)

42% OF ALL STUDENTS ON LIST HAVE COMPLETED HALF OR MORE OF THE
REQUIREMENTS FOR THE CERTIFICATE.

KR K RR KOK RR ROK

TOTAL NUMBER OF FACULTY: 62

TOTAL NUMBER OF THE 62 WHO ARE CENTRAL LINE APPOINTMENTS:
19 (31%)

TOTAL NUMBER OF BOOKS PUBLISHED BY WOMEN’S STUDIES FACULTY
MEMBERS IN THE LAST THREE YEARS:

52


WOMEN’S STUDIES CERTIFICATE PROGRAM
THE GRADUATE CENTER CUNY

21 March 2007

Dear colleague,

As you may know, the Women’s Studies Certificate Program at the Graduate Center is
undergoing an external review this semester. This is the first time this has been done, and

it is extremely important to the future of the Program that it go well.

The dates of the review are Thursday and Friday, April 26 and 27. The outside reviewers
are Professors Adrienne Munich, Stonybrook SUNY, and Joanna Rugulska, Rutgers.

Attached you will find the full schedule for the two-day review.
There are three opportunities for faculty to meet and speak with the external reviewers;

1. Thursday, April 26 at noon-2 p.m.: an informal lunch in room 8400 of the
Graduate Center with both faculty and students;

2. Thursday, April 26 at 2:00-3:00 in the Provost’s Conference Room: one of
two opportunities for faculty to meet as a group with the evaluators (the other
is the next day at 10:45).

3. Friday, April 27, 10:45-12:15 in the Provost’s Conference Room: the second
opportunity for faculty to meet as a group with the evaluators.

The last two are especially important because faculty will have an opportunity to speak
directly to the evaluators about the Certificate Program (the Coordinator will not be
present at these two meetings). It is our hope that by scheduling two meetings a good
number of faculty can attend one of these meetings.

It is very important for the future of the Program that the evaluators see that there is
commitment and support for the Program from the faculty.

Will you kindly let me know if you can be available for the lunch, and either of the
general meetings?

Thank you in advance for your support in this important endeavour.
Anne
Professor Anne Humpherys

Coordinator of the Women’s Studies Certificate Program (Acting)
The Graduate Center CUNY


Women’s Studies Periodic External Review Schedule

April 26-27, 2007

Thursday April 26, 2007
Lunch Faculty
12:00-2:00 2:00-3:00
Room 8400 Provost Conf.
Faculty & Rm. 8113.10
Students

Brownstein,
Rachel M.

Hintz, Carrie

Students
3:00-4:00
Provost Conf.
Rm. 8113.10

Levy, Antonia

Petchesky,
Rosalind
Brownstein,Rachel

Cynthia Fuchs
Hintz, Carrie
K.

Rosalind
Francesca C.
Weingarten,

Karen
Chez, Kery

Alexander, Meena

Michaelson,
Venezia
Springs,
Amanda (?)
Weingarten,
Karen
Chez, Kery

Friday April 27, 2007

Alumni

9:30 — 10:45
Provost Conf.
Rm. 8113.10

Jacqueline Mimi
| i Katz, Cindi

Faculty
10:45 — 12:15
Provost Conf.
Rm. 8113.10

Schaffer, Talia

Advisory
Board
4:15-5:45
Provost Conf.
Rm. 8113.10

Mimi Patricia

K. Anne
ie eee | ce. ee |
ME 2 | ae ee


8:45-9:00

9:00-10:00
10:00-10:30
10:30-11:30
11:30-Noon
12:00-2:00
2:00-3:00
3:00-4:00
4:00-4:15
4:15-5:45
5:45-6:30
6:30

9:30-10:45
10:45-12:15
12:15-1:45

1:45-2:45
2:45-3:00
3:00-4:00
4:00

Page 3 of 4

THE GRADUATE CENTER
THE CITY UNIVERSITY OF NEW YORK

Certificate Program in Women’s Studies
External Periodic Review

SCHEDULE
Thursday, April 26, 2007

Meet David W. Adams, Building Foyer

Director of Institutional Research
and Program Evaluation

Meeting with Acting Provost Linda Edwards Room8113
Meeting with President William P. Kelly Room 8201
Meeting with Program Coordinator Room 5116
Break

Lunch with Program Faculty and Students Room 8400

Provost’s Conference Room 8113.10
Provost’s Conference Room 8113.10

Meeting with Program Faculty
Meeting with Program students
Break

Meeting with Advisory Board Meeting Provost’s Conference Room 8113.10
Break

Dinner with Coordinator and selected faculty

Friday, April 27, 2007

Provost’s Conference Room 8113.10
Provost’s Conference Room 8113.10

Meeting with Alumni
Meeting with Program Faculty

Luncheon Meeting of Site Visitors Room 8400
to Discuss Preliminary Findings
Final Meeting with Coordinator Room 5116

Break
Meeting with Acting Provost Edwards Room 8113
Site Visitors Discuss Preparation Provost’s Conference Room 8113.10

Elizabeth Small

Assistant Program Officer

Women's Studies Certificate Program and

The Center for the Study of Women and Society
1-212-817-8905
http://web.gc.cuny.edu/womenstudies
http://web.gc.cuny.edu/womencenter

-----Original Message-----

From: Humpherys, Anne

Sent: Thursday, March 29, 2007 4:37 PM
To: Small, Elizabeth

4/11/2007