Proposal, New England Regional Resource Center for Women in Higher Education, 1971, page 5

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against women (not to mention the special problems of non-white women). Even
where guidelines are standardized, the translation of guidelines into
practicable and acceptable action procedures is still being done individually
on each campus [4] and, in some cases, outside the very scrutiny of the women
members of the community.

4. Establishment of Grievance Procedures

We agreed after some discussion that there is probably no effective
way for a regional unit to act as a supra-institutional appeal board, hearing
individual grievances, although we do foresee such a unit providing legal
guidance (see No. 1 above). On the other hand, universities are not equally
adapted to responding to women's problems. Indifference, harassment, and
retaliation are always possible within the academic profession; therefore,
the service to be provided would be to recommend ways of protecting individual
women and augmenting existing grievance procedures. This is one area which
would be served by workshops.

5. Structural Innovations

Women are still virtually absent from the center of governance of
universities. Although many universities have appointed a "token" woman in
charge, job descriptions, budgets and access to persons in power vary widely
among those universities that have appointed a major woman administrator.
First, through the roster, the regional office will help identify top women
administrators. Second, the regional office can review existing structors
to develop models which assure participation of women in the decision-making
process of every institution which sets as its goal the education of women.

6. The Special Needs of Undergraduate, Graduate and Professional
Women Students in Co-educational Environments

These include counseling, medical care, curriculum changes (including
women's studies) ways of making faculty more sensitive to the concerns of the

See Appendix 1