Report on the conclusions of the Task Force on Barnard and the Educated Woman, with edits, 1971, page 9

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          2) Set up a resource file drawn from the large group of New
York alumnae and other women who exemplify a variety of patterns
of life. These women would:
a) Be aqailable for formal lectures in the classroom.
For example, an alumna who is a civil rights lawyer could speak
before a political science class.
b) Be aflailable for informal discussions at Barnard about
a particular pattern ofrlife. A woman could, for example, help

students to recognize the frequent ambivalence married women

feel about their careers, or working women feel about marriage.
Such speakers would be but one aspect of a larger program of
realistic counselling for undergraduates which would include
information, not only about jobs, but also about physiology,
sexuality, and marriage. Lectures on these topics could be
open to Columbia students and to residents of the community.

3) The woman who wants to go back to work after a period
of years away from the job market has a number of needs: (i) facts

about kinds of available jobs; (ii) retraining in order to get

re .
certain jobs; (iii) funds to underwrite such/Ktraining; (iv) moral

support. Barnard should set up a data bank to supply women with