Wellesley College
Wellesley Centers for Women
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Contact Information:
106 Central Street
Wellesley, MA 02481
Phone: 781-283-2500
Fax: 781-283-2504
E-mail: wcw@wellesley.edu
CENTER DESCRIPTION
For more than 30 years, the Wellesley Centers for Women (WCW) as been a driving force, both behind the scenes and in the spotlights, in promoting positive change for women and girls. The nation's largest women's research center, WCW is the powerful alliance of the Center for Research on Women and the Store Center at Wellesley College.
AREA(S) OF EXPERTISE
Adolescence; affirmative action; aging; business; child care; community service; corporate women; cultural diversity; economic development; economic literacy; education; elder care; employment issues; equity issues; family; feminist thought and scholarship; health and health care; human rights; international issues; leadership and leadership development; media; philanthropy; poverty; quality of life; reproductive rights; rural women; science and technology; sexuality; socioeconomic status of women; violence against women; volunteerism; welfare reform; women of color; women's studies development; women with disabilities; work and family.
RECENT PROJECTS AND ACTIVITIES
International Issues
Violence Against Women
Women's Rights Network. A project of the Wellesley Centers on Women, the Women's Rights Network was founded in 1995 as an international human rights organization working to end domestic violence and sexual abuse worldwide through organizing, training, research, and public education. The
network comprises the Global Network Against Domestic Violence and Sexual Abuse and the Human Rights Education and Advocacy Initiative, and focuses on the Battered Mothers' Testimony Project.
National Violence Against Women Prevention Research Center. Another project of the Wellesley Centers on Women is the Prevention Research Center. Funded in 1998 from the Centers for Disease Control, the center is a consortium of researchers dedicated to the prevention of all types of violence against women through the fostering of research-practitioner and interdisciplinary collaboration. The goal is to improve the ability of the field to conduct research that is relevant to the prevention of violence against women, is interdisciplinary, builds on prior research, is conceptually and methodologically sound, and is designed to address violence issues over the life-course.
RECENT PROJECTS AND ACTIVITIES OF THE CENTER FOR RESEARCH ON WOMEN
Adolescent Sexuality Project. Funded by the Ford Foundation, this project seeks to develop models of sexual health for girls and boys which extend beyond pregnancy and disease. Based on Brofenbrenner's ecological model of social experience.
Learning Circles. This project examines the Patriot's Trail and Plymouth Bay Girl Scouts Council Learning Circles in an effort to create Learning Circles for mentoring girls ages 10-12. These circles will provide an opportunity where girls can meet regularly with adults to discuss personal issues of importance.
Raising Confident and Competent Girls. This longitudinal study looks at middle girls' perceptions of their competencies, actual school performance, and perceptions of social support in the following categories: race/ethnicity; social class; acculturation; and residence urbanization.
Sports as Protective of Girls' High-Risk Sexual Behavior. Researchers are conducting secondary analyses of the National Longitudinal Study of Adolescent Health dataset to examine the protective effects of sports involvement on adolescents' likelihood of engaging in high-risk sexual behaviors.
The Early Childhood Connection. Aimed at children up to 5 years old, the Early Childhood Connection project provides resources for parents, providers, and policymakers by running workshops devoted to topics such as finding quality child care, curriculum for children, using the Internet, combining work and family, and more.
National Institute of Child Health and Human Development (NICHD) Study of Early Child Care. This NICHD undertaking is the most comprehensive child care study conducted to date in the United States. It analyzes the impact on child development and family functioning of child care and maternal employment from one month of age through first grade. Ten nationwide sites have been selected; the study includes 1,300 infants and their families.
National Institute on Out-of-School Time (NIOST). The National Institute is located at the Wellesley Center for Research on Women and conducts policy-oriented and basic research on issues that affect women. The mission is to improve the quantity and quality of school-age care programs nationally by concentrating on research; education and training; consultation; program and community development; and public awareness. The following are undertakings of NIOST:
Puerto Rican Young Fathers' Involvement with Their Children. The research team aims to describe what predisposes Puerto Rican young men to become the kind of fathers they are by interviewing a random sample of 300 Puerto Rican young fathers (aged 18 to 26).
Cross-Cities Network (CCN).The CCN brings together leaders from 25 citywide after-school initiatives in major cities across the United States. The three primary goals of this project are to increase the capacity and knowledge of high-level leaders, to improve the effectiveness of citywide after school initiatives, and to contribute to the development of a coherent vision for the field at the national level.
Strategic Planning: Building a Skilled and Stable Workforce for After School Programs. The National Institute on Out-of-School Time (NIOST), in collaboration with the AED Center for Youth Development and Policy Research (the Center) is engaged in a 9-month, national strategic planning process for workforce development across the after school field.
Evaluation of Jacksonville Children's Commission's (JCC) After-School Program Initiatives. TEAM UP is a solution of the Jacksonville community to help its families meet the challenges of raising youth in today's society by providing a safe, structured, positive learning environment during the after school hours.
The Empathy Project. One of the major developmental tasks of preschoolers is to develop empathy (the ability to understand and share in waht others are feeling), sharing and cooperation, and othersocial skills they will need as they mature. Empathy is a building block for other kinds of "prosocial behavior"- that is, helping, sharing, and comforting- and one of the cornerstones of later social competence.
Women in Community Development (WICD) Higher Education for Lower-Income Women: A Real Route Out of Poverty. Begun in 1997, WICD is a joint venture of Project Hope, the Women's Institute for Housing and Economic Development, and the College of Public and Community Service (CPCS) at the University of Massachusetts at Boston. With funding provided by the Nellie Mae Foundation, Senior Research Scientist Fern Marx consulted with WICD staff, program participants, and an evaluation advisory group in order to help the program better understand its work and establish in-house monitoring, accountability, and evaluation activities to guide future program development.
Curriculum
Shaping a Better World: Global Issues Teaching Guide. A guide for middle school teachers designed to help them teach about the Fourth World Conference on Women in Beijing and the critical issues discussed at that conference.
Bringing Yourself to Work: Caregiving in After-School Environments. A new training model for after-school program staff that places emphasis on the importance of self-awareness among caregivers.
Higher Education Resource Services. HERS, New England now provides an unusual in-service model of administrative training- The Management Institute for Women in Higher Education.
National SEED Project on Inclusive Curriculum (Seeking Educational Equity and Diversity). The SEED Initiative is a staff-development equity project for educators. It establishes teacher-led, faculty development seminars in public and private schools to promote gender-fair and multiculturally equitable materials and curriculum.
Summer Institute (for Science Teachers) on Gender Equity. This institute works to help teachers devise gender-equitable teaching methods and materials.
Aging
Assessing the Relational Resources of Older Workers (ARROW). A project of the Center for Research on Women, ARROW received funding from the National Institute on Aging in 2001. This study is investigating the workplace-relevant relational beliefs of older workers and is developing a measure to assess relational beliefs among this population. Project staff are collecting data through in-person, semi-structured interviews with Boston-area workers aged 55+ both female and male.
Economic & Social Status of Women
Experiencing Globalization: The Construction of Gender and Ethnicity in the TNC Workplace. This project focuses on Korean immigrant women workers' experiences of globalization in the workplace. Because work and identity are central features of modern life, this study enhances our understanding of the globalization process and how it intersects with the specific features of the workplace to configure many dimensions of identity.
Mental Health
Women Involved in Living and Learning (WILL)/Westhampton Reports: A Research Agenda for the WILL Program. Westhampton College and WCW attempt to address low self-esteem through a three-pronged attack: women's studies coursework; co-curricular programming on gender issues; and collective action that fosters self-awareness and confidence. This project is based on successful work completed by Westhampton and seeks to create a new agenda to improve self-esteem and confidence.
Women's Review of Books. A publication that reviews the latest books on or by women, in addition to offering comment and criticism.
Project on Teasing and Bullying. The Project on Teasing and Bullying seeks to examine and counteract the effects of the culture of bullying on children and youth. Central to this work is the impact of societal messages about gender and gender roles on the development of aggressive and violent behavior. The project addresses these complex issues through a combination of research, action, and advocacy.
Sexual Harassment in the Schools. Addresses gender violence and the need for acknowledgment and information about gender violence in the schools and curriculum.
The Effects of Maternal Welfare on Children's Outcomes. Funded by the William T. Grant Foundation, this project investigates the effects of partial welfare receipt on things like the well-being of children, measuring development, health, education, and fertility behavior.
The Changing Workforce. The U.S. workforce is changing, with rising rates of employment in service industries, diversification of the workfroce with respect to gender and race or ethnicity, and rising rates of employment among workers over the age of 50.
RECENT PROJECTS AND ACTIVITIES OF THE STONE CENTER
Mental HealthGender Relations Project. This project seeks to promote healthy, mutually enhancing connections between women and men and boys and girls, and in couples, families, schools, and organizations.
The Jean Baker Miller Training Institute. The institute follows the Relational/Cultural Model developed by the Stone Center, which advocates that growth-fostering connections are the central human necessity and disconnections are the source of psychological problems. Jean Baker offers residential and training programs for people with master's degrees in clinical areas, RNs, MDs, and PhDs.
Wellesley Relational Model Instrument Development. The Relational Model was developed in 1991 as a theoretical feminist paradigm for the assessment of women's psychological development and well-being. It is distinguished due to its emphasis on gender difference and on the power of caretaking and relationships in women's lives.
K-12
Reach Out to Schools: Social Competency Program. This program is a comprehensive social and emotional learning program for children in kindergarten through fifth grade, their teachers, and their parents. It features an Open Circle Curriculum, which aims to foster positive relationships in a cooperative classroom environment and enhance the necessary skills to solve interpersonal problems. Additionally, it offers training programs for parents, teachers, and staff.
Reach Out to Schools: Social Competency Program Assessment Project. The goal of this initiative is to improve the social skills of children, encourage problem resolution, increase relationship building, and foster a caring and respectful environment for elementary aged school children.
Mental Health
Higher Education
Assessment of Relational Health and Psychological Development Among College Women. In conjunction with the Jean Baker Miller Training Institute and Office of Counseling Services, this project aims to address relational health and the psychological development of college-age women.
Mental Health
Adult Memories and Consequences and Recovery from Child Sexual Abuse. Currently being undertaken by center staff, this longitudinal study looks at adult memories, negative outcomes, and resiliency of women and men who were sexually abused as children.
Longitudinal Research on Partner Violence, Child Physical Abuse, and Child Sexual Abuse. A comprehensive follow-up study, this project studies families in which physical and/or sexual abuse has occurred with the aim of creating programs and policies that will prevent and treat family violence and promote child safety and family functioning.
PUBLICATIONS OF THE WELLESLEY CENTERS FOR WOMEN
The Stone Center and Center for Research on Women publishes the WCW Publications Catalog annually in January/February. This catalog contains working papers, works-in-progress, special reports, curriculum, books, and tapes of current Center work.
In the News is an insert published twice a year in the membership newsletter, Memberlink.
WCW Progress Report details project information, funding, major research findings, lists of events, conferences, colloquia, institutes, workshops, etc.
Research Report is published twice a year in the spring and fall and updates readers on the status of the center's projects and programs.
PUBLICATIONS OF THE CENTER FOR RESEARCH ON WOMEN
Gender and Race Patterns in the Pathways from School-Based Sports Participation to Self-Esteem, Allison J. Tracy and Sumru Erkut (2001). This working paper uses data from the National Longitudinal Study of Adolescent Health on Caucasian and African American girls and boys.
The Skin We're In: Teaching Our Children to Be: Emotionally Strong, Socially Smart, Spiritually Connected, Janie Victoria Ward (2000). In 1990-1991 the author received a Rockefeller Foundation Postdoctoral Fellowship to design and implement a research project on raising balck adolescents around issues of race in the post civil rights era. IN 1996-1997, as a Visiting Research Scholar at the Wellesly Centers for Women, her analysis of that data became the foundation of this latest work.
Protective Effects of Sports Participation on Girls' Sexual Behavior, Sumru Erkut, Allison Tracy (2000). Based on secondary analysis of data from the National Longitudinal Study of Adolescent Health, this paper shows that among high school girls, participation in sports is associated with a later age of becoming sexually active.
Raising Confident and Competent Girls: How Middle Schools Can Support Girls, Fern Marx, Sumru Erkut, Jacqueline Fields, Jacklyn Blake Clayton (2000). This is a facilitators' training manual for conducting a research-based workshop for middle school educators, staff of youth-serving organizations, and parents.
Doing Research in a Disadvantaged Population: Methods of Obtaining and Retaining Samples, Sumru Erkut, Cynthia Garcia Coll, Odette Alarcon (1999). Drawing on two studies of community-based samples of minority youth, this paper describes methods used to increase volunteering and retention that are important for the validity of results obtained in longitudinal studies.
The Femininity Ideology Scale: Development and Validation of a New Measure of Gender, Deborah L. Tolman, Michelle V. Porche (1999). This paper describes the development and validation of the Femininity Ideology Scale (FIS) through three studies with racially, ethnically, and socioeconomically diverse early, middle, and late adolescent girls.
Normative Study of Puerto Rican Adolescents- Final Report, Sumru Erkut, Odette Alarcon, Cynthia Garcia Coll (1999). This final report of the longitudinal study of Puerto Rican adolescents' development includes a discussion of the methodological advances and notable findings generated by the research team as well as the results of the cross-sectional and longidudinal hypotheses that guided the study.
Raising Confident and Competent Girls: Implications of Diversity, Sumru Erkut, Fern Marx, Jacqueline P. Fields, and Rachel Sing (1998). A study of African-American, Caucasian, Chinese-American, and Puerto Rican middle school girls' self evaluations.
Stereotyped Perceptions of Mainland Puerto Rican Adolescents' Behaviors, Sumru Erkut, Odette Alarcón, Cynthia García Coll, Laura Szalacha, and Wanda Guzman (1996). Describes two studies, one that examines the extent of Puerto Rican youth's self-reported risk taking and another that investigates community perceptions of the risk-taking of Puerto Rican youth.
Books for Boys and Girls Today: An Annotated Bibliography of Non-sexist Books for Infants, Toddlers and Preschoolers, Carrie Spillane, and Maureen Crowley (1996). A list of books for infants, toddlers and preschoolers; also includes publisher information for each book.
Mutual Psychological Development Among Latina Girls, Nancy P. Genero (1996). A video in which the speaker discusses Latina adolescent girls' perceptions of their close relationships.
Language Development from Birth to Six Months, Wendy Wagner Robeson (1996).
Discusses stages of language development through which infants pass before speaking their first words. It outlines activities that adults and others can use to promote and encourage early communication efforts in infants, and explains why they enhance linguistic development.
Raising Competent Girls: An Exploratory Study of Diversity In Girls' Views of Liking One's Self, Sumru Erkut, and Fern Marx (1995). A study of middle school girls' understanding of what it means for a girl to like herself and what advice they would give new parents on how to raise their baby girl so she will grow up to have a positive regard for herself.
Engaging in Culturally Sensitive Research on Puerto Rican Youth, Odette Alarcón, Sumru Erkut, Cynthia Garcia Coll, and Heidie A. Vázquez (1994). A description of two culturally sensitive longitudinal studies of normal development of Puerto Rican adolescents and Puerto Rican children growing up in the U.S.
Girls in Schools: A Bibliography of Research on Girls in U.S. Public Schools (Kindergarten through Grade 12), Susan McGee Bailey (1992). Books, reports and journal articles listed by topic headings, including sex and gender socialization, teen pregnancy and parenting, vocational education, sexual harassment, and women in educational leadership.
New Economic Trends for Women's Employment: Implications for Girls' Vocational Education, Lynn C. Burbridge (1992). Reviews literature on the effectiveness of secondary level vocational education programs and on the impact of these programs on girls and young women.
Body Talk, Margaret L. Stubbs (1990). A set of four pamphlets designed to help early adolescents find answers to their questions about pubertal growth.
After School Programs for Low-Income Young Adolescents: Overview and Program Profiles, Fern Marx (1989). Discusses the incidence and consequences of self-care for young, low-income adolescents, provides criteria for developing good programs, and profiles 18 programs that are successfully serving this population.
Becoming a Woman: Considerations in Educating Adolescents About Menstruation, Margaret L. Stubbs, Jill Rierdan, and Elissa Koff (1988). Reviews findings on the psychological significance of menstruation and offers recommendations for improving menstrual education for both girls and boys.
Education
Links to Learning: Supporting Learning in Out-of-School Time Programs, NIOST (2002). This lively video, aimed at practitioners and policy makers, delivers a clear message about the unique role after-school programs play in supporting children's learning and development.
New Perspectives on Compensation Strategies for the Out-of-School Time Workforce, Gwen Morgan and Brooke Harvey (2002). In this paper we touch briefly upon the unique characteristics of the out-fo-school time workforce that contribute to inadequate compensation and we explore workforce compensation more deeply from the perspective of economics.
Working Together for Children and Families: A Community's Guide to Making the MOST of Out-of-School Time, MOST Initiative (2001).
Fact Sheet on School-Age Children's Out-of-School Time, NIOST (2001).
A Place of Their Own: Designing Quality Space for Out-of-School Time, NIOST (2001).
The Road to SAC Professionalism: Emerging Models, Trends, and Issues in Credentializing, Liz Nilsen (1999). This paper presents and discusses results from a nation-wide survey conducted on current state efforts toward establishing school-age credentials.
Literacy: Exploring Strategies to Enhance Learning in After-School Programs, Kathryn Hynes, Susan O'Connor, An-Me Chung (1999). This paper explores different ways that after-school programs can support children's literacy development.
MOST Initiative: Making the MOST of Out-of-School Time: The Human Side of Quality (1998). A short video discussing the importance of the relationships that children develop in out-of-school programs, with ideas on how to support children's social and emotional needs.
SACC Project Fact Sheet on School-Age Children (1998). A fact sheet providing demographics of how children use their out-of-school time.
Homework Assistance and Out-of-School Time: Filling the Need, Finding a Balance, Susan O'Connor and Kate McGuire (1998). A research paper designed to help out-of-school programs design their role in providing homework assistance.
Homework and Out-of-School Time Programs: Filling the Need, Finding a Balance, Susan O'Connor and Kate McGuire (1998). A booklet summarizing the main points from the paper on homework assistance.
Making the MOST of Out-of-School Time: Technology's Role in Collaboration, Lilian Coltin and Kate McGuire (1997).
Growing Together: Connections Between School-Age Care and Youth Work Professionals, Marie E. Esposito (1997).
Twelve Key Elements for Higher Education Training: A Conceptual Framework for the Field of School-Age Care, Marie E. Esposito and Joan Costley (1997).
I Wish the Kids Didn't Watch So Much TV: Out-of-School Time in Three Low Income Communities, Full Report, Beth Miller, Susan O'Connor, Sylvia W. Sirignano, and Pamela Joshi (1997). Describes the findings of a study of children's out-of-school time.
#4 Out-of-School Time: Effects on Learning in the Primary Grades, Beth Miller (1995). Describes some of the major issues raised by research on the effects of out-of-school time on children's learning and discusses possible responses to the issues raised by the literature.
SACC Project National Study of Before-and After-School Programs, Executive Summary, U.S. Dept. of Education (1993). An assessment of the prevalence, structure, and features of formal programs that offer enrichment, academic instruction, recreation, and supervised care for children between the ages of 5 and 13 before and after school, as well as on vacations and holidays.
Older Women in the United States, Betty Greenfield, Nancy Emerson Lombardo, and Rosalind C. Barnett (1999). Conference report discussing the changing context for older women in the U.S. and examining some of the outdated and restrictive ideas embedded in society about older women's physical abilities, relationships, and economic options.
Relational Resources and Older Adults, Anne E. Noonan (2001). This paper suggests areas in which relational/cultural theory can inform more mainstream gerontological research.
Parting Company: Understanding the Loss of a Loved One, Cynthia Pearson, Margaret L. Stubbs (1999).
The Cost and Quality of Full Day, Year-round Early Care and Education in Massachusetts: Preschool Classrooms, Nancy L. Marshall, Cindy L. Creps, Nancy R. Burstein, Frederic B. Glantz, Wendy Wagner Robeson, Steve Barnett (2001). This report reveals what key factors are related to better-quality early care and education for peschoolers.
The Relevance of Self at Work: Emotional Intelligence and Staff Training in After-School Environments, Michelle Seligson and Marybeth MacPhee (2001). This paper examines how adult educators in after-school programs can mobilize their inner-resources and social-emotional aptitude to achieve good relationships with their coworkers and with the children in their care.
Parent Involvement as a Predictor of Student Achiveement for Low-Income Children, Michelle Porche (2000). This paper investigates the relationship between parent involvement over time and children's academic achievement for a sample of low-income families participating in a longitudinal study of language and literacy development.
How Do You Advance Quality Child Care? SACC (1999).
Estimating the Unmet Need for Child Care Services in Massachusetts, Magaly Queralt, Ann Dryden Witte (1999). In this paper the authors propose a novel way of conceptualizing unmet need for social services as well as a systematic and unique method of identifying the geographic areas where it exists, using a child care illustration.
After-School Programs and the K-8 Principal: Standards for Quality School-Age Child Care (Revised), National Association of Elementary School Principals (1999). This publication was developed to provide practical assistance with: guidelines for administration and programming; resources for information, collaboration, and funding; checklists for program evaluation and improvement planning.
A Resource Guide for School-Age Child Care, Kathryn A. Wheeler (1998). A listing of books, videos, and organizations that would be of interest to after-school providers.
Child Care in Massachusetts: Where the Supply Is and Isn't, Magaly Queralt, Ann Dryden Witte (1997). This publication uses sophisticated graphics and statistical modeling to examine the availability of child care to low-income families.
Talk Sports Like a Pro: 99 Secrets to Becoming a Sports Goddess, Jean McCormick (1999). Talk Sports Like a Pro is a crash course in sports discourse. The book teaches readers how to watch, understand, and speak sports.
SAC Information and Resource Sharing Via the Internet, Lilian Coltin (1997).
Reach Out and Touch Someone: Networking on the Internet, Lena Sorenson (1997). Presents results from a study on how professional women are using e-mail to network.
Inside Women's Power: Learning from Leaders, Sumru Erkut (2001). Analysis of 60 interviews with prominent U.S. women regarding their leadership practices.
The Soul at Work: Embracing Complexity Science for Business Success, Roger Lewin, Beirute Rejine (2000). In this book, the authors argue that another way of thinking about business is needed for the 21st Century.
Women in Corporate Leadership: Reviewing the Current ResearchJean Lipman-Blumen, Todd Fryling, Michael C. Henderson, Christine Webster Moore, and Rachel Vecchiotti (1996). Reviews current research on women in leadership roles in America's corporations.
Women Corporate Directors and New England Companies, Bette Woody (1995). Summarizes results of a survey of women corporate directors and CEOs in major New England companies.
Corporate Policy and Women at the Top, Bette Woody (1990). Findings of a current research project discussed in this paper suggest that contemporary human resource development approaches, coupled with strong commitment by top management, will accelerate representation of women in senior-level positions.
The Color of My Skin: An Index to Measure Children's Awareness of Their Skin Color and Satisfaction With It, Odette Alarcón, Sumru Erkut, Laura Szalacha, Cynthia Garcia Coll, Jacqueline P. Fields, and Sabrina Gonzalez (1998). Describes the development of a new measure to assess children's perception of their skin color and the measure's psychometric properties.
"There is Diversity Within Diversity": Community Leaders' Views on Increasing Diversity in Youth-Serving Organizations, Sumru Erkut, Jacqueline P. Fields, Deirdre Almeida, Brunilda DeLeon, Rachel Sing, and Stephanie Geller (1993). A guidebook for youth organizations planning to expand their services to youth from diverse racial and ethnic groups, and to those that wish to develop more effective outreach and retention programs.
Diversity in Racial and Ethnic Self-Identification: Intergenerational and Developmental Issues, Sumru Erkut (1993). Reports on data compiled during a study of diversity in the Girl Scouts of the U.S.A., and points to the diversity in self-identification by factors such as age, race, and ethnicity.
Strength in Diversity: Toward a Broader Understanding of Racial and Ethnic Diversity in Girl Scouting, Sumru Erkut, Jacqueline P. Fields, Deirdre Almeida, Brunilda DeLeon, and Rachel Sing (1993). The executive summary provides highlights, key findings, general recommendations, and action steps to broaden racial and ethnic diversity in the Girl Scouts.
Surviving the Distortions: A Daughter/Mother Relationship Affected by the Disease of Alcoholism, Wendy Sanford (1991). Presents a personal account of experiencing and reworking a relationship with an alcoholic mother, using literary analogies from the author's and others' writings.
Work Stress and Alcohol Use Among Women in the Health Industry: A Longitudinal Study, Nancy L. Marshall and Rosalind C. Barnett (1991). Examines relationships between change over time in work stress and change over time in alcohol use.
The Jossey-Bass Reader on Gender in Education, Susan M. Bailey, Forward (2002). The Jossey-Bass Reader on Gender Education is a comprehensive anthology that explores the varied terrain of gender landscape, offering a thought-provoking view of the educational paths taken by girls and boys.
Becoming an "Educated Person": Narratives of Female Professors from the Working Class, Sandra J. Jones (2001). This paper explores the experience and meaning of education for a small gorup of women academics from the working class by drawing on grounded theory and narrative analyses of interviews.
Advocating for Children with Learning Disorders in a Socially Responsible Manner: Helping Parents and Schools Find Common Ground, Lore Kantrowitz (2000). This paper discusses the way that psychologists can advocate effectively and responsibly for clients with learning disorders, offering interventions that balance the needs of specific children and the broader community.
"What About the Boys?" What the Current Debates Tell Us, and Don't Tell Us, About Boys in School, Michael Kimmel (2000). This paper poses two questions to help frame the discussion: What about the boys? What's going on with them and why is this such a pressing question on the cultural agenda?
How Schools Shortchange Girls: The AAUW Report - A Study of Major Findings on Girls and Education,Susan McGee Bailey (1995). An analysis and synthesis of more than 1,200 research studies on girls and boys in U.S. public elementary and secondary schools.
Teaching Stories, Judy Logan (1993). An urban middle school teacher describes the daily challenges, conflicts, choices, and joys of a teaching approach that responds meaningfully to students' own lives and concerns.
How Schools Can Stop Shortchanging Girls (and Boys): Gender Equity Strategies, Kathryn A. Wheeler (1993). A guide for gender-equitable learning environments, including an introduction, a summary of How Schools Shortchange Girls, a gender bias self-assessment instrument, research-based strategies to promote gender equity, and resources for teachers.
The Interaction of Race, Gender and Socioeconomic Status in Education Outcomes, Lynn C. Burbridge (1991). Part of an ongoing research project to assess differences in educational attainment when controlling for race, sex, and socioeconomic status.
History of 19th Century Women's Education: A Plea for Inclusion of Class, Race and Ethnicity, Barbara M. Brenzel. Overview of formal and informal educational opportunities for women in the 19th century.
Curriculum Development
Shaping a Better World: Global Issues, Gender Issues, Janet Kahn, Susan McGee Bailey (2000). Shaping a Better World, inspired by the 1995 UN Fourth World Conference on Women in Beijing, China, brings key issues raised in the Platform for Action into 7-12 grade classrooms. The project addresses human rights, sweat shops, ethnic conflict, the U.S.'s role in conflicts around the world, keys to sustainable development, biodiversity, and cultural diversity.
Toward Transformation of the Management Curriculum: Visions and Voices for Inclusion, Bonita L. Betters-Reed (1994). Explains the infusion of women in the management curriculum through an adaptation of Peggy McIntosh's five-phase typology (1983, 1990).
Working Families: The Transformation of the American Home, Rosanna Hertz and Nancy L. Marshall (2001). The editors, CRW Senior Research Scientist Nancy L. Marshall and Wellesley College Professor of Sociology and Women's Studies Rosanna Hertz, have compiled a highly informative snapshot of the intricate fabric of work and family in the United States.
The Construction of Gender and Ethnicity in the Globalizing Workplace, Jo H. Kim (2002). This article presents Korean American women workers' experiences of globalization in the workplace.
Faculty in the Middle: The Effects of Caregiving in Universities, Margaret M. Robinson, Bonnie L. Yegidis, Joanie Funk (1999). This study explores the relationship between the effects of caregiving and organizational stress and quality.
Equal Engagement: Observations on Career Success and Meaning in the Lives of Women Lawyers, Nancy H. Ballard (1998). Examines women lawyers' definitions of success and career meaningfulness, measures of success at their law firms, and perceived barriers to personally and externally defined success.
Work-Based Gender Equity: Case Study of University of Massachusetts Medical Center, Jacqueline P. Fields and Sumru Erkut (1996). Reports on the Gender Equity study, which was commissioned to examine inequities in the status of women at University of Massachusetts Medical Center (UMMC), identify areas in which progress regarding gender equity has been made, and offer recommendations to correct gender equity concerns across UMMC.
Government, For Profit, and Third Sector Employment: Differences by Race and Sex, 1950-1990, Lynn C. Burbridge (1994). Examines employment patterns in the context of a three-sector model of the economy.
Women Entrepreneurs: A Review of the Current Research, Jennifer Starr and Marcia Yudkin (1996). Reviews current research on women in entrepreneurial roles in the business sector.
Women in Management Today, Rosalind C. Barnett (1992). Discusses both "structural" and "individual differences" models for understanding women's limited progress up the corporate ladder.
Agreement Among Stepfamily Members: A Critique of the Available Modeling Approaches, Allison J. Tracy (1999). A critique of a number of statistical modeling approaches as applied to the study of agreement among stepfamily members is presented and several new approaches are offered as alternatives.
A Framework for Studying Minority Youth's Transitions to Fatherhood: The Case of Puerto Rican Young Men, Sumru Erkut, Laura Szalacha, and Cynthia Garcia Coll (1998). A review of the literature on young fathers and their involvement with their children reveals that most minority young men's transitions to fatherhood remain unexplored.
Changing Perceptions of Mothers of Children with Developmental Disabilities,1960-1992: A Critical Review, Ruth E. Nemzoff (1992). Discusses the idea that, while the view of mothers of children with developmental disabilities have changed over time, little is known about maternal needs in this context.
Women's Studies Development
Broadening Methodological Repertoires: From Subjects to Subjectives: A Handbook of Interpretive and Participatory Methods, NYU Press, Edited by Deborah L. Tolman and Mary Brydon-Miller (2001). This is a book for people who "wish to broaden their medhodogical repertoires, linking psychology with the politics of real people's lives and a commitment to achieving positive social change," according to Deborah Tolman.
Life Prints: A Memoir of Healing and Discovery, Mary Grimley Mason (2000). In this book Professor Mason tells the story of growing up with polio and becoming a feminist.
Family Policies in Western Europe: Convergence or Divergence, Anette Borchorst (1995). This paper briefly presents the typology developed by Gosta Esping-Anderson, sums up the feminist critique of his theory and incorporates a gender perspective in this typology. It then explores the historical origins of family in Western Europe, and considers whether family policies and the position of women have diverged into two welfare state regimes in Western Europe today.
A Study of Couples: Emotional Reactions to In-Vitro-Fertilization Treatment, Dalia Merari (1999). This study examined women and men's emotional responses to IVF treatment, analyzed pertinent demographic and medical history characteristics, and the relationship between these factors and success in conceiving.
Practice Perspectives and Medical Decision-Making in Medical Residents: Gender Differences - A Preliminary Report, Cheri Geckler (1995). Discusses the idea that clinicians have become excessively impersonal in caring for patients, resulting in patient frustration, as well as the gender differences in professional practice philosophy and medical decision-making.
Words and Things: Recovering the Experience of Women in the Emerson Family, 1700-1863, Phyllis Cole (1986). Methodologies of literary and material culture studies are combined in this reconstruction of women's religious and domestic experience in the ancestral family of Ralph Waldo Emerson.
An Alternative Agenda to Male-Dominated History: Material Culture and Women's History, Mary Johnson (1983). Argues that evidence from material culture in conjunction with more traditional verbal sources provides new insights into the study of history in general, and women's history in particular.
The Dimensions of an Adolescent Lesbian Sexual Identity: A Pilot Test of a Measure, Laura Szalacha (1998). Describes the development of a quantitative measure of five hypothesized dimensions of adolescent lesbian sexual identity: sexual desire, sexual behavior, social identification, pride, and internalized homophobia.
Integrating the Curriculum: Teaching About Lesbians and Homophobia, Laurie Crumpacker and Eleanor M. Vander Haegen (1984). Proposes teaching about lesbians and homophobia as essential to a balanced curriculum and suggests strategies for integrating this material.
Reading Literature by U.S. Third World Women, Gloria Akasha Hull (1984). Examines the literature of African-American, American Indian, Chicana, Puerto Rican, and Asian-American women writers in an attempt to broaden the study of ethnic women in this country.
Gender and Race in American Literature: An Exploration of the Discipline and a Proposal for Two New Courses, Phyllis Cole and Deborah Lambert (1983). A review of the process of recent change in scholarship and curriculum and a description of two transformed courses.
Treason Our Text: Feminist Challenges to the Literary Canon, Lilian S. Robinson (1983). A critique of existing canonical texts, this paper emphasizes an alternative female tradition and aims at expanding the existing definitions of literature.
TV's Youngest Viewers: Infants, Toddlers, and Television, Nancy Mullin-Rindler, Carolee Fucigna (1995). Information and guidelines for parents and child care providers about television, infants, and toddlers.
An Industry Study of Services for People with Mental Retardation and Severe Mental Illness in Massachusetts: The Client/Consumers, the Workforce, the Providers, and the State, Dorothy K. Seavey (1999). Examines the service delivery systems that have evolved in Massachusetts to meet the needs of persons with mental health illness and their families.
Clarification of the Role-Quality Concept, Rosalind C. Barnett and Nancy L. Marshall (1989). This paper examines the contribution of two indices of subjective experience in a social role to both psychological well-being and psychological distress.
Reflections on Guilt, Women and Gender, Grace K. Baruch (1988). Discusses some preliminary ideas about how guilt functions in women's lives and about gender differences in the experience of guilt.
Pathways for Women in the Sciences, The Wellesley Report, Part II, Janet T. Civian, Paula Rayman, and Belle Brett (1997). The second phase of the Pathways longitudinal study examines persistence in science in college and beyond and contains the results of a survey of women in scientific and non-scientific fields.
Pathways for Women in the Sciences: The Wellesley Report, Part I, Paula Rayman, Belle Brett (1993). The first phase of a longitudinal study addressing why women choose to enter scientific fields and what promotes or impedes their success.
The Benefit of Additional Math and Science Classes for Young Men and Women: Evidence from Longitudinal Data, Phil Levine (1993). Audiotape in which Levine presents data on whether women have been socialized toward female-dominated and less technical occupations that limit their career choices, options, and earning capacities.
Carolyn Werbel's Journal: Voicing the Struggle to Make Meaning of Mathematics, Dorothy Buerk (1988). Describes and interprets a math-avoidant student's responses of surprise and self-reflection upon "Writing Seminar in Mathematics" experiences designed using Giligan and Perry.
Turing's Man, Turing's Woman, or Turing's Person?: Gender, Language, and Computers, Joan Rothschild (1986). An analysis of gendered language in two books about computers and culture and a method for critiquing technology literature for use in the classroom.
Women and Minorities in Science: An Interdisciplinary Course, Anne Fausto-Sterling and Lydia L. English (1985). Describes the author's experience of teaching a course on Women and Minorities in Science and evaluates some of the syllabus materials available for such a course.
Classrooms and Courtroom: Facing Sexual Harassment in K-12 Schools, Nan Stein (1999).
Selected Bibliography of Children's Books About Teasing and Bullying for Grades K-5, Nancy Mullin-Rindler (1998). This annotated bibliography contains hundreds of listings of children's books and classroom resource materials, as well as references for teachers and parents.
QUIT IT! A Teacher's Guide on Teasing and Bullying for use with Students in Grades K-3, Nancy Mullin-Rindler, Merle Froschl, Barbara Sprung, Nan Stein, Nancy Gropper (1998). Contains ten lessons focused around three sequential themes.
More Than a Few Good Men: Strategies for Inspiring Boys and Young Men To Be Allies in Anti-Sexist Education, Jackson Katz (1998). Outlines five key strategies for inspiring boys and young men to be allies with girls and women in gender violence prevention education.
Bullying and Sexual Harassment in Elementary Schools: It's Not Just Kids Kissing Kids, Nan D. Stein (1997). A review of research on gender-based bullying (U.S., international, and preliminary research results) and discussion and connections to sexual harassment in elementary schools.
Flirting or Hurting? A Teacher's Guide on Student-to-Student Sexual Harassment in Schools (Grades 6 through 12), Nan D. Stein and Lisa Sjostrom (1994). Includes classroom lessons for social studies, English, psychology, and health classes. Also includes student handouts as well as teacher materials.
Secrets in Public: Sexual Harassment in Public (and Private) Schools, Nan D. Stein (1993). Evidence from lawsuits and adolescent girls' narratives describing how student-to-student and adult-to-student sexual harassment and child sexual abuse take place in schools in public.
Secrets In Public: Sexual Harassment in Our Schools, Nan D. Stein, Nancy L. Marshall, and Linda R. Tropp (1993). A joint project with NOW Legal Defense and Education Fund, it contains anecdotal information and analysis of data compiled from a Seventeen magazine survey on sexual harassment.
Social-Psychological Influences on Condom Use, Joseph H. Pleck (1994). Reviews existing research concerning social-psychological influences on condom use and considers data on men's level of concern about preventing unplanned pregnancy, the effect of men's attitudes and beliefs on their use of condoms, and how relationship factors and dynamics influence contraceptive behavior.
Sex Education and Sex Stereotypes: Theory and Practice, Margaret L. Stubbs (1989). Addresses the gap between theory and practice in the application of principles of sex equity to sex education.
International Resource Guide: Meeting the Needs of Children Exposed to the Abuse of Their Mothers, Carrie Cuthbert, Kim Slote (1999). This inernational guide provides annotated bibliographies for a wide vareity of written, graphic, and audio-visual resources on the subject of children exposed to the abuse of their mothers.
Intimate Partner Sexual Abuse: An International Survey and Literature Review, Carrie Cuthbert, Kim Slote (1999). This Report contains findings from WRN's survey of 51 organizations in 24 countries, as well as global statistics on and a human rights analysis of intimate partner sexual abuse.
Gender Violence/Gender Justice: An Interdisciplinary Teaching Guide for Teachers of English, Literature, Social Studies, Psychology, Health, Peer Counseling, and Family and Consumer Sciences (Grades 7-12), Nan D. Stein and Dominic Cappello (1999). A teaching guide to explore power, inequities, and violence in relationships as well as friendship, interventions, justice, and courage in relationships within humanities courses.
Back to Basics: Women's Poverty and Welfare Reform, Dorothy K. Seavey (1996). A report on the popular myths about welfare recipients and the underlying causes of women's poverty in the United States.
Back to Basics: Women's Poverty and Welfare Reform, Executive Summary, Dorothy K. Seavey (1996).
Welfare Reform: Causes and Contradictions, Lynn C. Burbridge (1995). Discusses the idea that the assault on welfare comes from a number of sources, reflecting concerns about race, sex, class, and the role of government in ameliorating poverty.
Employment/Work and Family Issues
Beyond Human Capital: Black Women, Work and Wages, Rhonda M. Williams (1988). From the center's 1988 Economic Condition of Black Women Conference, it reviews neoclassical explanations of black women's relative wages and suggests alternative theoretical explanations of race-gender earnings inequality.
The Work and Family Responsibilities of Black Women Single Parents, Michelene R. Malson and Bette Woody (1985). Examines current evidence and suggests solutions to the crisis of conflict over work and family responsibilities confronting black women single parents who are working in low-wage, low-status jobs.
In Crisis: Low-Income Black Employed Women in the U.S. Workplace, Bette Woody and Michelene R. Malson (1984). Examines the crisis in workplace issues facing more than one-half million employed black women who live below the poverty line.
Work, Family, and Globalization: Broadening the Scope of Policy Analysis, Harriet E. Gross (1999). The author critiques the current conceptualization of work and family and argues the importance of understanding the social and economic structural underpinning of the work/family linkage.
Children's Perception of Their Parents' Work, Ruth T. Hannon (1999). Interviews with 25 middle class Caucasian children suggest that children are knowledgable about parents' work and are aware of some inequity in household management, yet plan to be working parents.
Work and Family Today: Recent Research at the Center for Research on Women, Nancy L. Marshall (1998). Presents recent research from the Center for Research on Women, some of which has been published previously and is reprinted here and some appearing in print for the first time.
Toward a Review of the Work/Family Literature: Work in Progress, Rosalind C. Barnett (1996). Discusses the idea that progress has been hampered by the lack of an inclusive model for understanding the processes by which work and family variables influence one another.
Women's Experiences with Maternity Leave, Nancy L. Marshall (1995). The results of a study conducted in 1991 by the Center for Research on Women, with Working Mother Magazine, of more than 4,000 women, most of whom had returned to work by the time their babies were a year old.
Managing Work and Family: Steps Towards a Better Balance, Nancy L. Marshall (1995). Includes a self-administered survey to determine how the reader's work-family stresses compare to other parents, as well as ideas about how to manage work and family.
Home-to-Work Spillover Revisited: A Study of Full-Time Employed Women in Dual-Earner Couples, Rosalind C. Barnett (1994). An analysis of the moderating effect of marital-and parent-role quality on the relationship between job-role quality and psychological distress in a random sample of 300 full-time employed women in dual-earner couples.
Job Rewards, Job Concerns, and Psychological Distress: A Study of Dual-Earner Couples, Rosalind C. Barnett, Aline Sayer, and Nancy L. Marshall Gender (1994). Discusses a study of the relationship between job-reward and job-concern factors and psychological distress which uses a random sample of 300 full-time employed men and women in dual-earner couples.
Family-Supportive Employer Policies and Men: A Perspective, Joseph H. Pleck (1994). Based on a presentation to the New England Work-Family Association, discusses the idea that men's usage of child care supports and flexible work schedules presents few special issues for employers, but that including fathers in family/dependent care leave policies requires a more fundamental shift in employers' views of employees who are fathers.
"Experiences and Distress: Exploring Gender Effects," Rosalind C. Barnett (1993). A paper adapted from a talk presented during the Annual Meeting of the American Psychological Association, Toronto, Canada, August 21, 1993, it discusses the widely reported finding that women report higher levels of psychological distress than men do.
Having It All: Managing Jobs and Children, Nancy L. Marshall (1993). Presents information from several studies conducted at the Center for Research on Women that discuss the kinds of supports that working parents need in order to manage jobs and children.
Child Care, Division of Labor, and Parental Emotional Well-Being Among Two-Earner Couples, Nancy L. Marshall, and Rosalind C. Barnett (1992). A report from the Adult Lives Project on the relationship between non-parental child care, family division of labor, and the emotional well-being of parents in dual-earner couples.
PUBLICATIONS OF THE STONE CENTER
Deadly Persuasions: Why Women and Girls Must Fight the Addictive Power of Advertising, Jean Kilbourne (1999). Jean Kilbourne reveals how advertising encourages us to develop a relationship with things, especially with potentially addictive products, rather than with people.
We Have to Talk: Healing Dialogues Between Women and Men, Samuel Shem and Janet L. Surrey (1998). Discusses healing dialogues between women and men and strategies that help couples move beyond superficial harmony to genuine connection.
Relationships in Groups: Connection, Resonance and Paradox, Nicolina M. Fedele (1994). Paper and audio tape exploring the differences between a relational group theory and more traditional approaches, and how a relational approach grows out of a feminist perspective.
The Woman-Man Relationship: Impasses and Possibilities, Stephen J. Bergman and Janet L. Surrey (1992). Paper and audio tape describing prototypical impasses between men and women, structures to help relationships move through these impasses, pathways to mutuality, and clinical applications.
When Racism Gets Personal: Toward Relational Healing, Maureen Walker (2001). Three examples from clinical practice will be used to illustrate how racial anxiety impedes movement toward authenticity, mutuality, and empowerment in intimate relationships.
Racial Images and Relational Possibilities, Maureen Walker and Jean Baker Miller (2001). This conversation deals with some of the psychological consequences of structured inequities for those socially defined as "more than" as well as those defined as "less than."
Race, Self, and Society: Relational Challenges in a Culture of Disconnection, Maureen Walker (1999). Discusses a fundamental premise of Relational/Cultural Theory, that we grow our "selves" through action in relationship with others and describes options for moving beyond self-limiting racial-ethnic constructions to expanded possibilities for growth in relationships.
Relational Theory in a South Asian Context: An Example of the Dynamics of Identity Development, Lisa Desai (1999). This paper illuminates the ways in which salient aspects of South Asian culture, including family-centeredness, religion, regional affiliation, and language and caste/class, have an impact on identity development in persons of Indian descent.
Against all Odds: Resistance and Resilience in African American Welfare Mothers, Elizabeth Sparks (1999). This paper discusses the stereotypes and myths that abound in our society about African American welfare mothers and presents research literature that refutes these myths.
Diversity in College Settings: Directives for Helping Professionals, Yvonne Jenkins (1999). This book is a timely, rich, and essential collection of clinical and counseling case studies of college students from diverse populations.
Why Are All the Black Kids Sitting Together in the Cafeteria? And Other Conversations About Racial Identity, Beverly Daniel Tatum (1997). Discusses the idea that talking about race is forbidden, describes racial identity development, and demonstrates its positive value, including how whites need to develop racial identity, as one based on an awareness of white privilege and a commitment to work for racial justice.
Outside the Circle? The Relational Implications for White Women Working Against Racism, Beverly Daniel Tatum and Elizabeth Garrick Knaplund (1996). Based on interviews with eight white women educators who have assumed positions of leadership in their school districts as part of an anti-racist initiative, it explores the relational origins of white women speaking up against racism.
The Experience of Migration: A Relational Approach in Therapy, Margarita Alvarez (1995). A paper and audio tape addressing the losses, traumas, and adjustment difficulties suffered by the people who leave behind significant frames of reference and relational contexts that sustain their identifications.
Consciousness of Context in Relational Couples Therapy, Marsha Pravder Mirkin and Pamela Geib (1995). Discusses the authors' method of eliciting awareness of context, or cultural assumptions and prejudices implicit in societal belief systems, which helps couples develop mutual understanding and empathy.
Women, Race and Racism: A Dialogue in Black and White, Andrea Ayvazian and Beverly Daniel Tatum (1994). An examination of the development of mutuality in a relationship forged across racial lines, including the possibilities of connection, disconnection, and violation in interracial relationships.
Diversity in Psychotherapy: The Politics of Race, Ethnicity and Gender, Jean Lau Chin, Victor De La Cancela, and Yvonne Jenkins (1993). Discusses the idea that an understanding of race, gender and ethnicity is essential for effective culturally competent psychotherapy.
Building Connection Through Diversity, Cynthia García Coll, Robin Cook-Nobles, and Janet L. Surrey (1993). Presenters outline their cultural, ethnic, racial, and social background and explore how these identifications impact their participation in making and maintaining connections across differences.
Cultural Diversity: Implications for Theory and Practice, Cynthia García Coll (1992). Discusses the idea that cultural diversity should be at the core of theoretical and clinical formulations, and includes suggestions for clinical work with clients of diverse backgrounds and for the inclusion of cultural diversity as a central component of a relational framework.
Videotapes and Manuals of Project W.A.I.T. (Wellesley Improv Theatre):
To Your Good Health: Women and Drinking, Nancy A. Gleason (1994). A videotape on developing thoughtful attitudes and making responsible choices about the use or non-use of alcohol. A Leader's Guide is included.
The Inner Struggle: Women and Substance Abuse, Nancy A. Gleason (1994). A dramatization of six specific issues concerning women and substance abuse, such as eating disorders, incest, AIDS and their connection to substance abuse. A Leader's Guide is included.
Putting It Together: Using Improvisational Theater in Prevention, Nancy A. Gleason (1994). Demonstrates how theater may be used as a prevention tool to engage and inspire student audiences in a way that can help them to develop personal responsibility for their behavior. A Training Manual is included.
Women and Prevention: Lessons from an Alcohol Education Program for College Women, Nancy A. Gleason (1993). Discusses recent perspectives about the psychology of women to increase understanding of women's use of substances, especially alcohol.
"The Social Competency Program of the Reach Out to Schools Project," Jean H. Krasnow, Pamela Seigle, and Roberta Kelly (1993). Paper describing the program, which emphasizes the role of relationships in student growth and development and as the key to increased social and academic success for children.
Women Physicians: Relational Dilemmas, Julia McMurray, Judith Jordan (2000). This paper offers one example of the relational approach to understanding the issues facing professional women.
Equal Engagement: Observations on Career Success and Meaning in the Lives of Women Lawyers, Nancy Ballard, (1998). Examines women lawyers' personal definitions of success and career meaningfulness, measures of success at their law firms, and perceived barriers to personally and externally defined success.
Relational Theory in the Workplace, Joyce K. Fletcher (1996). Based on a study of female design engineers, the author describes a way of working that springs from a relational belief system and model of growth-in-connection.
Empowering Children for Life: A Preliminary Report from the Robert S. and Grace W. Stone Primary Prevention Initiatives, Renee Spencer and Jenny Sazama (2002). Thie project is dedicated to the prevention of psychological difficulties and the enhancement of psychological health and vitality among adolescents by focusing on buidling healthy relationships.
Mothers and Sons: Raising Relational Boys, Cate Dooley and Nicolina M. Fedele (1999). Discusses the importance of the mother-son relationship and describes issues and conflicts specific to boys' development at four distinct stages.
Mothering Against the Odds: Diverse Voices of Contemporary Mothers, Cynthia Garcia Coll, Janet L. Surrey, and Kathy Weingarten (1998). Using personal stories, this book discusses the societal and personal barriers that challenge mothers from diverse, "untraditional" perspectives, and the unique strengths women use to overcome those barriers.
A Relational Developmental Approach to Family Therapy, Marsha Pravder Mirkin (1992). Discusses how relational and family therapy approaches can be combined, especially in therapy with the family of an adolescent girl with an eating problem.
Women with Chronic Illness: Overcoming Disconnection, Barbara Halen, Maureen Reid-Cunningham, Dana Snyder-Grant, Kitty Stein, Elizabeth Tyson (1999). Within the framework of relational theory, five psychotherapists and educators offer new information about how women live well with adult-onset chronic illness.
Community Health Psychology: Empowerment for Diverse Communities, Victor De La Cancela, Jean Lau Chin, and Yvonne M. Jenkins (1998). An examination of existing health care for America's minorities, including both historical and contemporary accounts.
Lesbians and Generativity: Not Everyone Waits for Midlife, Suzanne Slater (1995). Discusses the Eriksonian concept of generativity that during the mid-life years adults seriously confront their own mortality for the first time, and how current understandings of generativity fail to accurately describe women's and lesbians' experiences.
The Conundrum of Mutuality in Psychotherapy: A Lesbian Dialogue, Natalie S. Eldridge, Julie Mencher, and Suzanne Slater (1993). Focuses on mutuality in lesbian client/lesbian therapist dyads.
On the Integration of Sexuality: Lesbians and Their Mothers, Wendy B. Rosen (1992). Paper and audiotape examining the lesbian daughter's relationship with her mother and the idea that a mutual empathetic rupture is almost inevitable in a cultural context dictated by sexism and heterosexism.
Creative Moments in Relational-Cultural Therapy, Irene Pierce Stiver, Wendy B. Rosen, Janet Surrey, Jean Baker Miller (2001). This paper describes the basic tenets of the Stone Center's Relational model of women's development and considers the model's implications for the etiology, treatment, recovery, and prevention of substance abuse in women.
Post-Traumatic Stress Disorder: Relationships and Brain Chemistry, Amy Banks (2001). A manual for lay people as well as clinicians.
Relational References: A Selected Bibliography of Research, Theory, and Applications, Linda Hartling, Jenny K. Ly (2001). This is a selected bibliography of the emerging body of literature describing relational-cultural research, theory, and applications.
A Comparison of Relational Psychologies, Renee Spencer (2000). This paper provides a review of relational theories of psychological development offered within feminist psychology, infancy research, and relational psychoanalysis.
An Introduction to Relational-Cultural Theory: Excerpts from Training Institutes, Judith V. Jordan, Jean BAker Miller, Maureen Walker (2000).
Applications of the Relational Model to Time-Limited Therapy, Judith Jordan, Maryellen Handel, Margarita Alvarez, Robin Cook-Nobles (2000). These papers discuss specific ways a model of healing through connection can be applied in settings where a limited number of sessions is a necessity.
Clinical Vignettes: "Martha," The Jean Baker Miller Training Institute- Stone Center (2000). Role play of Relational-Cultual Therapy.
Feeling Like a Fraud III: Finding Authentic Ways of Coming into Conflict, Peggy McIntosh (2000).
Relational Practice in Action: A Group Manual, Judy Jordan, Cate Dooley (2000). This manual is designed to facilitate the teaching of relational practice.
Relational Theory and a Dialogue on Social Problems, Jean Baker Miller (2000). This paper is the first in a series of "Talking Papers." Talking Papers are designed to help make some of the Relational/Cultural Theory concepts more understandable for a wide range of readers.
Shame and Humiliation: From Isolation to Relational Transformation, Linda M. Hartling, Wendy Rosen, Maureen Walker, Judith Jordan (2000). This paper offers a discussion of shame and humiliation that goes beyond individualistic perspectives and offers a broader, relational analysis of these profound and complex experiences. In addition to defining and examining the harmful consequences of various forms of derision and degradation, the authors examine clinical encounters with shame and humiliation, present a case, and describe relational practices that can transform shame and humiliation into opportunities for growth and greater connection.
Therapists' Authenticity, Jean Baker Miller, Judith Jordan, Irene P. Stiver, Maureen Walker, Janet L. Surrey, and Natalie S. Eldridge (1999). An African-American woman, a lesbian, and others describe the complexities of therapist authenticity.
Toward Connection and Competence, Judith V. Jordan (1999). Explores relational competence, the capacity to move another person, to be moved, to effect a change in a relationship, or impact the well-being of the participants in the relationship.
Relational Health Indices: An Exploratory Study, Belle Liang, Catherine Taylor, Linda M. Williams, Allison Tracy, and Jean Baker Miller (1998). Examines the psychometric properties of the Relational Health Indices (RHI) with a group of 450 first-year and senior students at a women's liberal arts college to assess growth-fostering peer, mentor and community relationships.
The Healing Connection: How Women Form Relationships in Therapy and in Life, Jean Baker Miller and Irene P. Stiver (1998). Describes how women learn to experience real connection and overcome psychological problems, and proposes that disconnections are the source of psychological problems.
Child Abuse, Family Violence and Sexual Assault Publications: Office of the Director of Research, Stone Center, Linda Williams (1998). Lists external publications (books, journal articles, and conference presentations) by staff of the Director of Research, Stone Center. Includes publications on child sexual abuse, partner violence, sexual assault, and trauma and memory. Information on where to obtain publications is provided in this document.
Trauma and Memory, Linda Williams and Victoria L. Banyard (1998). A review of research and theory which integrates multidisciplinary research findings with implications for treatment, legal practice, and social policy.
Applications of the Relational Model to Time-Limited Therapy, Margarita Alvarez, Robin Cook-Nobles, Maryellen Handel, and Judith V. Jordan (1996). Describes how a relational approach can be applied to time-limited therapy and creative techniques can often assist
Reframing the Needs of Women in Prison: A Relational and Diversity Perspective, Cynthia García Coll and Kathleen M. Duff (1996). Discusses how the Women in Prison project initiated the development of an integrated relational and diversity approach to the care and treatment of women in prison and after release.
Relational Therapy in a Non-Relational World, Judith V. Jordan (1996). Discusses how strategies of disconnection are inherent in many traditional practices of therapy, how the recent changes in the health care delivery system are producing additional stresses in the therapist-client relationship, and how a relational model, in contrast, emphasizes increasing relational awareness and the importance of context and diversity in people's lives.
Complexities and Dilemmas in Relational Psychotherapy, Judith V. Jordan, Jean Baker Miller, Irene P. Stiver, and Janet L. Surrey (1995). Discusses what a therapist needs to do when s/he moves away from traditional methods and important questions that come up.
Diversity at the Core: Implications for Relational Theory, Cynthia García Coll, Robin Cook-Nobles, and Janet L. Surrey (1995). The major constructs of relational theory are examined as to their relevance to psychological growth and development in other cultures.
Relational Awareness: Transforming Disconnection, Judith V. Jordan (1995). Discusses the idea that development of the capacity for relational awareness allows people to begin to acknowledge, explore, and transform patterns of disconnection.
Relational Images and Their Meanings in Psychotherapy, Jean Baker Miller, and Irene P. Stiver (1995). Discusses the relational approach to psychological development that people create internal relational images built upon their experience in relationships.
Movement in Therapy: Honoring the Strategies of Disconnection, Jean Baker Miller and Irene P. Stiver (1994). Discusses how the paradox of connections/disconnections is at the core of the process of therapy and that when therapists are empathic with both sides of the connections/disconnections paradox, they can better understand how terrifying it is for people to relinquish their strategies of avoiding connections and express their desire for connections.
Couples Therapy: A Relational Approach, Stephen J. Bergman and Janet L. Surrey (1994). A paper and audio tape describing the application of the relational model to couples therapy, including a discussion of gender differences.
Exiled Voices: Dissociation and the "Return of the Repressed" in Women's Narratives, Annie G. Rogers (1994). Examines ways in which women attempt to narrate a life story when their voices have been exiled through processes of repression and dissociation, leaving significant gaps in memory.
A Relational Perspective on Self-Esteem, Judith V. Jordan (1994). Discusses the idea that self-esteem rests on our ability to bring ourselves fully into a relationship where we are responded to with authenticity and respect.
Women in Context: Toward a Feminist Reconstruction of Psychotherapy, Marsha Pravder Mirkin (1994). Discusses the idea that in order to provide helpful psychotherapy, we need to explore the diverse contexts of women's lives, which include gender, race, class, ethnicity, and sexual lifestyle.
Challenges to Connection, Judith V. Jordan (1993). Paper and audio tape discussing how therapists can become aware of their own patterns of disconnection and build strategies for reconnection.
Relational Resilience, Judith V. Jordan (1992). Discusses supported vulnerability, mutual empathic involvement, relational confidence, and relational awareness as ways to move beyond stress and suffering into a new and more comprehensive personal and relational integration.
The Mutual Psychological Development Questionnaire, Nancy P. Genero, Jean Baker Miller, and Janet L. Surrey (1992). Describes and reviews the Mutual Psychological Development Questionnaire (MPDQ), a 22-item self report scale that measures perceived mutuality in close relationships.
Mutuality in Therapy: Ethics, Power and Psychology, Carter Heyward and Judith V. Jordan (1992). Discusses how current ethical conceptions about psychotherapy center on a series of prohibitions and proposes a more positive conception of ethics arising from the process of building mutuality.
Violence Against Women
Mental Health
Partner Violence, Jana L. Jasinski, Linda Williams (1998). Summarizing the major findings of vast research on family violence, this book delineates the strengths and limitations of that research and makes practical recommendations for future research and current practice.
Response to Sexual Abuse: Creativity and Courage, Annie G. Rogers (1993). Discusses how through engagement with the arts, dissociative symptoms can be understood and reframed as vital sources of knowledge.