WSC e-bulletin

From The Director

2012-02-21T15:03:00.000-06:00

March is Women’s History Month

This year’s theme is “Women's Education - Women's Empowerment.”

The stories of women's achievements are integral to the fabric of our history. Learning about women's tenacity, courage, and creativity throughout the centuries is a tremendous source of strength. Knowing women's stories provides essential role models for everyone. And role models are genuinely needed to face the extraordinary changes and unrelenting challenges of the 21st century.

National Women's History Month, designated by Joint Resolutions of the House and Senate and Proclamations by six American Presidents, is an opportunity to learn about and honor women's achievements today and throughout history.
For more information:
• National Women’s History Project: http://nwhp.org/whm/index.php
• International Women’s Day: http://www.internationalwomensday.com/

March 8th is International Women's Day

An online event will run on March 8, 2012.
This year, Gender Across Borders and CARE will host the
Third Annual Blog for International Women’s Day

This is a day where bloggers, writers, and humanitarian organizations are asked to write about the International Women’s Day theme on March 8.
This year’s theme is “Connecting Girls, Inspiring Futures” and they are asking bloggers to address one or both of the following points:

How can we, as a culture and as members of the global community, involve, educate, and inspire girls in a positive way?
Describe a particular organization, person, group or moment in history that helped to inspire a positive future and impact the minds and aspirations for girls.

Throughout the day of March 8, they will have an ongoing live blog of what we have to say about “Connecting Girls, Inspiring Futures” at GenderAcrossBorders.com.

Women’s Studies Consortium members work together for institutional transformation even in difficult times.

The University of Wisconsin System Women's Studies Consortium (WSC) was created in 1989 to ensure the continued development of Women's Studies in the UW System, to maintain our current national prominence in the field, and to create a unique inter-institutional model for educational innovation. The Consortium serves as the formal organization of the fourteen campus-based Women's Studies programs and UW Extension, and is coordinates with the Office of the Women's Studies Librarian, housed at UW-Madison, and the Women & Science Program, hosted by UW-Oshkosh

When the Women's Studies Consortium was first established by the UW System Board of Regents, it was with the recognition that education is a keystone to changing attitudes and institutional structures that allow some in our culture and institutions to be marginalized. This is still true as we have come to better understand how markers of identity intersect with gender in complex ways to result in inequity in access to resources. Our Women's and Gender Studies programs and departments still lead the way in teaching critical thinking, modeling the use of high impact teaching practices, and establishing co-curricular efforts that engage students, staff, and faculty in making their campuses more accessible to people representing a broader range of identities. For example, many students across the UW System are enrolled in WGS stand alone and cross-listed courses. This ranges from 2,097 students at the flagship university of UW Madison with 100 majors and 3,043 students at UW-Milwaukee to 20 to 40 minors or majors in addition to certificates in WGS and LGBTQ at the comprehensives. In addition, the statewide, two-year liberal arts transfer campuses, the UW Colleges, enrolled 659 students across 13 campuses in 2010-2011.

As the curricular arm that supports instructors, students, and courses across the system, the Women’s Studies Consortium thus serves the important purpose of supporting faculty and academic staff in leadership positions statewide, faculty and academic staff who oversee an expansive and interdisciplinary curriculum that both serves as a core for teaching and learning about gender, diversity, and inclusion and helps instructors across disciplines infuse their courses with content that acknowledges difference, celebrates diversity, and promotes critical thinking. WGS programs across Wisconsin are at the forefront of introducing students to the history of feminist achievements in the US and globally. In Women's and Gender Studies courses, students engage with diverse course content like the study of international women's movements and feminist scholarship within disciplines as far-reaching as history, literature, philosophy, economics, business, world languages, communication, psychology, and many others. They develop key, 21st-century skills such as a critical awareness of cultural diversity and other cultural competencies. The WSC provides national visibility to the UW System Women’s and Gender studies programs and departments through its participation in the larger regional and national Women’s and Gender Studies learning community in higher education.

Currently housed at UW System Administration in Academic, Faculty, & Global Programs in the Academic Affairs, the WSC does the following:

· Focuses on initiatives in instruction, research, outreach, library resource development and international programs.

· Encourages all the UW System Women's Studies and Gender Studies programs to fulfill central goals of the mission of the University, leading to the continued growth and development of education by, for, and about women in the State of Wisconsin.

· Offers, through its Women's Studies programs, approximately 500 courses to a total of over 10,000 students yearly.

· Promotes communication and collaboration among the System's Women's Studies departments, programs, research centers, faculty members and scholars.

In addition to co-coordinating the annual Wisconsin Women's Studies Conference that brings the regional women's and gender studies learning community together (now in its 36th year and collaborating for the 7th time to create a Wisconsin LGBTQ Conference in conjunction with it) the WSC works toward real institutional change through faculty and curricular development and collaborative efforts on the campus and state level.

I'll finish with an example of the collaborative researched UW System Childcare reportwritten by members of the WSC Advisory Council , shared here:

The Critical Importance of Childcare on all UW Campuses:

A Research-Based Rationale from the UW System Women's Studies Consortium

Summary

The UW System Women's Studies Consortium, a network of Women's Studies programs and departments on all UW System campuses, strongly urges all UW campus administrators to establish, support, and expand the availability of quality on-site childcare at their institutions. Countless studies, which we highlight below, document the positive effects of on-site childcare on recruitment and retention of faculty, staff, and students, productivity, job satisfaction, quality of life, and gender equity. The need for ample on-site childcare on our UW campuses is especially acute and even more necessary in this time of financial retrenchment.

Rationale

An increasing number of businesses across the US have recognized that work-life issues, including childcare, directly impact employee recruitment, productivity, retention, and job satisfaction. The availability of childcare in the academic workplace likewise has proven highly effective in attracting and retaining students, faculty, and staff, increasing diversity among these groups, enhancing quality of life and job satisfaction, and redressing gender inequities. On UW campuses, access to on-site childcare is a significantly pressing need. As a public university system, UW campuses have a responsibility to provide access to higher education to deserving students, and at many of our campuses, the number of non-traditional students, among them working parents, has been rising.

Recognizing the importance of attracting non-traditional students to UW institutions, the 2008-2009 UW-System Adult Student Guide (My Degree is Possible!) features a non-traditional working parent on the second page. The campus-by-campus chart of adult student services, intended to demonstrate the range of support offered to adult students, includes on-campus childcare under the category “Family Perspectives.” Although figures on non-traditional parent-students in the UW-System are not available, the Guide shares the prevailing nationwide view that a sizeable number of prospective non-traditional students are parents.

Women currently comprise half of the US workforce (BLS 07/09; ctd. Shriver). Nearly two-thirds of working mothers (62.8%) in 2008 were primary wage earners (single mothers or mothers earning as much or more than their partners) or co-earners contributing at least 25% of a family’s income. For over ten years, the majority of students in the UW System have been women (54.1% in 2008-09, UWS Accountability Report). By type of institution, there were majority female student populations of 55.4% in the Comprehensive Universities, 53.4% in the Colleges, and 52.6% in the Doctoral Universities in 2008-09. More women than men in that year were non-instructional academic staff (57.1%) and classified staff (55.9%). This pattern has occurred at least since 2004 (UWS 2007-2008).

The majority of UW instructional academic staff is also female, mirroring a national trend in which women are 10 to 15 times more likely than men to occupy “contingent,” non-tenure track teaching positions (Finley, 2010). Given that nearly two-thirds of all teaching positions in colleges and universities in the US are non-tenure track, a large and growing number of women occupy unstable, less lucrative positions (Finley). Because these positions have lower pay and lower status (regarding the number, regularity, and time of classes taught, e.g.), reliable on-campus childcare is crucial to ensure that institutions retain quality instructors on whom they depend heavily. Although men continue to comprise the majority of tenure-track faculty, 43% of UW System faculty were women in 2007 (2007-2008 UWS Accountability Report).

These numbers mean that a significant percentage of UW faculty and staff must find ways to balance family and work responsibilities, and that many of our students have the additional task of balancing family and work with their education. This challenge can be especially difficult for single parents, and single parents with children comprise more than a third of US families (Shriver, 2009). Clearly, childcare is not just a women’s issue, and quality, low-cost, campus-based childcare also benefits male students, faculty, and staff. Nevertheless, substantial research continues to show that working women who are parents more frequently confront the dual obligations and pressures to be both good workers and good caregivers.

A significant body of research has demonstrated the connection between available childcare in the workplace and four positive outcomes addressed below: recruitment and retention of faculty and staff; recruitment and retention of students; productivity, job satisfaction, and quality of life; and gender equity. The UW System Women’s Studies Consortium strongly urges all UW campus administrators to establish, support, and expand the availability of quality on-site childcare at their institutions.

Recruitment and Retention of Faculty and Staff

A large number of colleges, universities, and professional organizations consider campus-based childcare to be an effective recruitment and retention tool for faculty and teaching staff. The AAUP’s Statement of Principles on Family Responsibilities (2001) recommends “an institutional commitment to the provision of quality child care for the children of faculty and other academic professionals.” In its view, “the availability of child care is a crucial issue in recruiting and retaining faculty.” The American Council on Education specifically mentions “quality, affordable childcare” in its recommendations to “Improve Career Satisfaction, Retention, and Advancement” of faculty (2005). The Sloan Foundation’s extensive Work and Family Research Network funds research nationwide into work-life issues, including a Faculty Family-Friendly Edge initiative for the University of California system. The initiative lists quality childcare for infants and preschoolers of tenure-line faculty, particularly new hires, and childcare programs for school age faculty children during breaks and summer among its recommendations to enhance faculty retention (Wilson, 2003).

This finding is born out in practice. As part of its initiative to improve the campus climate for women and to attract women and minority faculty, Duke University allocated nearly $3 million to childcare (Lipka, 2004). Cornell University credits its place on Working Mothers Best 100 Companies for 2007 to its extensive childcare program (Fulop, 2007). Working Mothers includes childcare as one of its seven assessment criteria for the ranking which both rewards companies and influences potential job candidates. Two-thirds of faculty respondents to a survey on expanding childcare at the University of Georgia indicated that potential candidates had asked about childcare during job interviews (UGA, 2006).

Moreover, the UGA survey found that on-site childcare was a wide-spread concern, not limited to parents of pre-school aged children. Employees with no children, grown children, or planning children in the future also viewed childcare availability as a recruitment tool, evidence of UGA’s commitment to its employees, and a matter affecting the productivity of fellow faculty, staff, and students (UGA, 2006). There was no evidence that non-parents resented the costs of campus-based childcare. A Virginia Tech survey regarding the establishment of VT-associated childcare likewise found that 70% of respondents who either did not have or plan to have children recognized the need for and supported on-site childcare (VT Advance, 2004).

In fact, the perceived negative impact on recruitment caused by the lack of a childcare facility was one of the survey’s major findings (VT Advance). This finding is significant for UW campuses, because the VT study, funded by NSF, was designed to identify practices that would "increase the participation and advancement of women in academic science and engineering careers." In 2003, professors surveyed in the University of California system identified campus-based childcare as “the most important ‘family-friendly resource’ the university could provide” (Wilson, 2005). The survey went to all faculty in the UC system and had a response rate over 50%, indicating the importance of childcare to faculty (Mason and Goulden, 2004). The UC system dedicated “up to $1.25-million in matching grants to encourage campuses to build new centers” (Wilson, 2005).

An investment in on-site childcare produces benefits even in difficult financial times. The University of Georgia survey concluded: “Salaries are important, but they are by far the most expensive way to address employee satisfaction. Work-family issues, including childcare, are effective measures that cost less. UGA may not be able to control state funding allocated for salaries, but it does have the opportunity to excel as a family-friendly employer. A true commitment in this area will do much to attract and retain our nation’s best faculty and staff.”

Recruitment and Retention of Students

Specific data addressing impact of childcare availability on student recruitment and retention is voluminous, beginning with a watershed study in 1988 for the State University of New York Office of Community Colleges (Fadale and Winter, 1988.) The study included a survey of 24 SUNY community campus childcare centers. Its findings "showed conclusive evidence of a strong relationship between campus-based childcare services and the academic success of student-parents" (Fadale and Winter, ctd. Triplett, 2000). In particular, "more than 80% of the student parents surveyed credited the availability of campus-based child care as an important factor to their initial and continued enrollment as well as their persistence in program completion” (Fadale and Winter, ctd. Triplett). The study concluded that, where campus childcare exists, students are more likely to stay in school and to graduate; in addition, they earn higher grades and graduate in fewer years (Kappner, 2002). A 2007 study of the relationship between the academic success of single mothers and campus-based childcare also found “significant correlations” between childcare and “grade improvement, persistence, and credits earned” (Carey-Fletcher, 2007).

A study of student parents at Southern Illinois University produced similar results. There, 83% of respondents reported that the availability of "a comprehensive campus-based child care program" had a positive impact on their academic achievement (increases in GPA) and continued enrollment (Triplett, 2000). Two findings from the study are especially important for the UW System. First, “a significant number of African American student-parents reported that they could not have either started or continued their college programs without a comprehensive campus-based childcare program.” The "perceived impact" of on-site childcare was almost three times higher for respondents of color than for white student-parents (Triplett).

Second, after finishing their programs, many students either stayed at SIU or enrolled there for graduate studies, and the primary factor in their decisions was the availability of childcare on campus. Campus-based childcare thus can have a significant impact in increasing the diversity of our student population and workforce (Inclusive Excellence) and increasing the number and diversity of college graduates in the state (Wisconsin Growth Agenda).

Productivity, Job Satisfaction, and Quality of Life

On-site child care can relieve a major concern for campus parents and enhance their quality of life and commitment to the university. This benefit is significant: there are countless examples from business and organizational management fields that demonstrate the positive relationship between childcare and employee productivity and job satisfaction. A U.S. Department of the Treasury release on childcare and working parents concludes that, “With on-site care, parents have less need to take time off because of child care emergencies, increasing attendance and productivity” (1997). Intel’s creation of childcare services, including on-site care, resulted in reduced rates of absenteeism, turnover and “workplace disruptions.” Employees also reported 95% satisfaction with the childcare programs (Sorensen, 2005). A recent Australian study similarly found an association between on-site childcare, greater productivity, and reduced absenteeism (Brandon, 2008).

The Penn State manual, Employer Options for Employee Childcare: Effective Strategies for Recruitment and Retention, lists several advantages for employers to on-site childcare: it “attracts and retains employees; cuts absenteeism and tardiness caused by unreliable childcare arrangements; improves the quality of employees’ work and productivity by alleviating anxiety about their children…; improves morale by demonstrating that the employer cares about employees” (Van Horn and Beierlein, 2001). Additional studies link the perception of employer support for the employee’s family life to a range of positive outcomes, including greater job satisfaction, stronger loyalty to the organization and commitment to its success, and a higher probability of employee retention (Bond et al, 1998, ctd. Van Horn and Beierlein). Universities, like businesses, can realize similar gains by providing quality campus-based childcare for its faculty and staff.

In both environments, there is a need for quality on-site childcare. In the Virginia Tech survey, 40% of respondents indicated that their childcare provider’s schedule made it difficult for them to perform their job effectively (2004). This result mirrors numerous studies from the business sector. 57% of mothers and 33% of fathers with children less than six years of age, in a survey of 5000 employees at five companies, indicated that they spent “unproductive” time at their jobs due to childcare concerns (Women’s Bureau, ctd. Van Horn and Beierlein). In the same study, roughly three-fourths of male and female respondents with children under 18 years of age said that they spent time dealing with family issues during the work day (Women’s Bureau, ctd. Van Horn and Beierlein). “Breakdowns in care giving arrangements directly translate into time missed at work. The average working parent in the US misses nine days of work per year. As children enter elementary school, the number rises to thirteen” (Carillo, 2004, ctd. Shellenback, 2004).

In contrast, employer-provided childcare resulted in a 63% increase in productivity, including a 40% reduction in employee stress over family responsibilities and 35% increase in concentration on the job (survey of nearly 1500 employees at American Business Collaboration companies). In addition, employees felt that the ABC-supported childcare improved their productivity (ABT, 2000, ctd. Shellenback).

With children in campus childcare, faculty parents can spend more time on campus working and interacting with students, with less time spent commuting to childcare off-site (UGA, 2006). All campus parents benefit from the ability to be reached in an emergency, a reduction in transportation time and cost, and the opportunity to visit with a child during the day (AAUP). There is also the relief of knowing a child is receiving quality care in a dependable facility (AAUP; Dept. Treasury, ctd. Van Horn and Beierlein). Childcare needs are especially acute for parents during final exams, when schedules change, and over school breaks and summer vacations (CCSU, 2008). Moreover, campus parents, particularly students, can feel a greater sense of belonging to the university community if childcare is available on-site. Childcare obligations often interfere with a parent’s ability to participate in or attend campus events; they also can affect a student parent’s choice of classes. A survey of faculty, staff and students at Central Connecticut State found that 48% of respondents missed an on-campus event or class due to lack of childcare (CCSU). Available, quality childcare will enable UW campuses to reach one important goal of the Inclusive Excellence Initiative, which is “an improved campus climate and strong sense of community belonging.”

Gender Equity

A number of recent studies show that the amount of time men spend on domestic and child-rearing activities has been increasing. (Drago and Williams, 2000; Galinsky et al, 2008; Shriver). Over the last 40 years, the hours men spend have more than doubled, from seven hours a week in 1965 to 16.3 hours a week in 2005 (Bianchi, ctd. Shriver). Yet, despite this increase, working women with children still spend disproportionately more time--nearly twice the hours per week—than men do in these roles: 31.8 hours a week in 2005. Thus, while childcare is not solely a women’s issue, the domestic and child-raising responsibilities continue to be substantially heavier for women. The availability of on-campus childcare for student, staff, and faculty mothers plays an especially crucial role in their ability to successfully manage their family, work, and educational responsibilities.

Increasingly, “universities are using child-care centers as their major initiative to address gender-equity issues” (Wilson, 2005), a realization that led the UC system to allocate funds to build new childcare centers on its campuses. The UW System Board of Regents policy relating to the “Elimination of Discrimination Based on Gender,” likewise identifies campus-based childcare as a key strategy to address gender inequity: “As an alternative to community child care, where it does not meet the needs of the institution/unit, each University should set a goal of seeing that top quality, low-cost child care and extended child care services, preferably campus based, are available to the children of students, faculty, and staff” (14-3.II.F)

Moreover, there is compelling evidence that having children adversely impacts a female professor’s ability to achieve tenure. There is “a large and consistent gap in achieving tenure” between women and men who become parents early (less than five years after the Ph.D.): tenure-track fathers are 38% more likely to achieve tenure than tenure-track mothers (Mason and Goulden, 2002, ctd. 2004). Academic field (social sciences, sciences, humanities) and type of four-year institution have only a small impact on the degree of difference; overall, “the ‘baby gap’ is robust and consistent” (Mason and Goulden, 2002). Early fathers actually attain tenure at slightly higher rates than non-parents of both sexes (Mason and Goulden, 2002).

An academic career definitively impacts family formation, and the “life trajectories” of male and female tenured faculty are not the same (Mason and Goulden, 2004). Women’s reproductive years and pre-tenure years are often parallel (the average age for receiving a Ph.D. is 33), and more female faculty delay childbirth or have fewer children than their male counterparts (Mason and Goulden, 2004). In the UC survey of faculty (4400 respondents), more than twice as many women as men reported having fewer children than they would have liked (38% to 18%). Female assistant professors had newborns at a significantly lower rate than their male counterparts, and the rates only narrowed markedly during the sixth and seventh years, just after tenure (Mason and Goulden, 2004). Among tenured faculty in the study, 74% of men were fathers (70% married) compared to 55% of women who were mothers (44% married). The study concludes that both professional and family outcomes (as measured by marriage and children) must be considered in any accurate assessment of gender equity (Mason and Goulden, 2004).

Like working women in general, faculty mothers spend significantly more hours in caregiving and housework than faculty fathers. In the UC study, faculty mothers between 30 and 50 years of age devoted less time per week to their professional work (51.2% to 55.6%), and they spent significantly more hours per week on caregiving and housework (50.1 hrs/wk to 32.2 hrs/wk) (Mason and Goulden, 2004). Faculty mothers spent over 100 hours per week on career and domestic work, whereas faculty fathers in the same age range spent slightly more than 85 hours per week. Given the greater burden faculty women carry, the provision of quality campus-based childcare will be a greater benefit for faculty mothers, particularly for pre-tenure faculty mothers.

Conclusion

As a consortium, we are deeply concerned about proposed reductions in the funding of on-site childcare on several UW campuses, as well as about the fact that some campuses either do not have childcare facilities at all, or have facilities that are only available for children over a certain age. We believe that despite budget cuts, or in fact because of them, there has never been a greater need for quality childcare on university campuses. If we cannot offer faculty salaries commensurate with their training, if we are reducing pay without reducing workload in the form of the system-wide furlough, and if we are increasing student fees regularly, offsetting these changes with child- and family-friendly campuses would allow the recruitment and retention of the kind of students and faculty of whom we can continue to be proud.

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Thank you!

Helen Klebesadel, Director

University of Wisconsin System

Women's Studies Consortium

WSC Statement on the Budget Repair Bill

2012-02-21T15:02:00.000-06:00

Statement on the Budget Repair Bill Proposal (JR ISB 11)

University of Wisconsin System Women’s Studies Consortium
March 2011

We are writing to register concern over Governor Walker’s proposed “Budget Repair Bill” because of the disproportionate financial, personal, and professional burdens this legislation places on women. Certainly the bill would implement an array of policies and budget decisions that would have a devastating impact on the quality of life in Wisconsin for both public and private sector workers, but we want to highlight the many ways this bill is particularly damaging for Wisconsin women. Specifically, the collective bargaining provision will dramatically impact women in the workplace while the bill’s other fiscal provisions will negatively affect women’s access to healthcare services.

First, taking away the worker’s voice provided by collective bargaining is wrong for everyone--but disproportionately affects women. Governor Walker’s effort to eliminate collective bargaining is applied in a capricious manner that punishes women workers. This has special relevance to the public sector workers who would be affected by this legislation, particularly in the way the legislation has been crafted to cover certain segments of the public sector work force but not others. For example, according to statistics from the Department of Labor, public safety workers—who have been exempted from the collective bargaining limitations—are male-dominated professions: men make up 96% of firefighters, 85% of police officers, and 79% of security officers. Conversely, women make up 82% of elementary and middle school teachers, the third most prevalent occupation for women as of 2009. They are the majority of our nurses, teachers and social workers. Nationally, women make up 92% of registered nurses and 97.8% of preschool and kindergarten teachers: that means that most of the people whose jobs will be impacted by Walker’s bill are women. Other professions affected by this legislation are even more starkly gendered—for example, 95% of childcare workers (who are singled out in this bill as stripped of their collective bargaining rights) are female, as are 85% of personal and home health care aids. With median weekly earnings of $384 and $406 respectively, these latter two groups will be disproportionately affected by the fiscal aspects of Walker’s proposal.

Distressingly, the occupations who will experience the most loss of autonomy and wage-earning are already among those that make it difficult for these workers to make ends meet. A 2008 study by the Center for Economic Policy and Research reports that joining a union increases a woman’s salary and the likelihood she will have health insurance—strikingly, “All else equal, joining a union raises a woman's wage as much as a full-year of college, and a union raises the chances a woman has health insurance by more than earning a four-year college degree.” Supporting access to collective bargaining and union membership for women is an important part of achieving gender equity and helping working women attain self-sufficiency, very particularly for those occupations affected by the Budget Repair Bill. Collective bargaining provides women a voice in the workplace and is one way to help close what is still a substantial gender wage gap, documented by US Census data as women earning 77 cents for every man’s dollar.

Second, taking away the worker’s voice provided by collective bargaining is wrong for everyone, but punishes women in specific ways. Labor standards like family medical leave, health benefits, paid sick days, and living wages are pro-family because the workplace needs to be structured so that workers can succeed while caring for their families. The Budget Repair Bill’s proposal to limit collective bargaining for some state employees to wages is insufficient to provide occupational security for women workers. Negotiating for family medical leave, health benefits, paid sick days, and living wages is critical for the survival of families in general. It is also particularly crucial for women to be able to negotiate these benefits safely since women still provide the majority of unpaid childcare in many homes as well as the majority of unpaid domestic tasks.

Occupational resources such as family medical leave are thus indispensible for women. Such leave allows women much-needed time with newborns and to recover from childbirth or to welcome an adopted child into the family environment; it allows women’s partners to share the work of parenting. In addition, it provides women, who are statistically more likely to provide care to sick family members, with the ability to provide this care without risking job loss. The Global Working Families report, a Harvard study, shows that 163 countries in the world mandate some form of paid family leave to care for a new baby or a sick family member; the US does not. Thus, it is incumbent upon individuals and individual workplaces to agree on family leave policies. The inability to bargain over family medical leave would make it disproportionately difficult for women to continue to care for loved ones while maintaining quality of life as well as career and financial stability.

Workers must also retain the right to collective bargaining over paid sick days and health benefits: women, who have primary responsibility for the care of children in many homes, are particularly affected by the availability of sick days and good healthcare. Maintaining personal health as well as being able to visit quality providers when ill means that women can be well for their families and partners. Good healthcare also relates directly to the well being of those families and partners themselves. For single parents, most of whom are women, such care is a necessity. Without affordable healthcare and the ability to take paid sick days, single women with families are particularly vulnerable to financial devastation and job loss, especially as women in the fields listed above make about 15% less than their male counterparts already.

If workers lose the legal power to negotiate for everything except their wages, the flexibility and access to care necessary to raise a family effectively will vanish. Again, such changes would be disproportionately negative for women because they shoulder most of the responsibility for childcare and eldercare, because they are more often the heads of single-parent families, and because they occupy the majority of public sector jobs in education, childcare, and social work – precisely the areas most impacted by this bill.

Third, taking away the worker’s voice provided by collective bargaining is wrong for all, but it will devastate many minorities. Labor standards highly impact minorities who even with current standards lag significantly behind in pay. Taking away the benefit of collective bargaining will put more people of color at risk for poverty. The workplace needs to be structured in a way where everyone regardless of race, ethnicity, or gender can receive a fair wage.

Collective bargaining provides women of color a voice in the workplace. Women in general and women of color specifically still have a long way to go to achieve wage equality. As the Status of Women Report published by the Institute for Women’s Policy notes, “[White] Women in Wisconsin have among the lowest wage ratios compared to men in the country: they earn only 71 cents to men’s dollar for full-time, full-year work, compared to 76 cents nationally, and rank 45th among the states on this indicator.” While these statistics are appalling for all women in general, they are far worse for women of every other racial and ethnic group in Wisconsin. Thirty percent of African American women in Wisconsin live in poverty, double the overall national rate of poverty.

Poverty rates for families headed by women of color in Wisconsin are very high. Taking away collective bargaining rights will effectively alienate women of color who are already disadvantaged in political, social, and economic status. Women of color who have equal opportunity to bargain collectively have a better opportunity for raising themselves and their children out of poverty. We need people of all races, ethnicities, and genders in the workforce to make a strong Wisconsin.

If women lose collective bargaining, history shows they will be unequally rewarded for their work. There are social costs to women as a group being unequally rewarded for their work. With many types of benefits (such as social security, disability insurance, unemployment insurance, and pensions) linked to one’s salary, paying women less means apportioning inadequate amounts of social guarantees to a huge number of the populace. American women over sixty-five are already more than twice as likely to be poor as men of the same age, and the numbers are greater for women of color. Leaving women and especially women of color to struggle at the end of their lives, imposes substantial economic costs on society trying to move forward toward equality for all citizens.

Though the removal of collective bargaining rights has a particularly detrimental impact on women workers, young women and seniors will feel this bill in other, negative ways, specifically in their access to healthcare services. For example, as the Wisconsin Alliance for Women’s Health reports, the bill eliminates Badgercare for some poor families (at 133% of the poverty level), depriving 55,000 families of affordable health care services. It eliminates the Title V family planning program, reduces funding for a program that helps pregnant women with smoking cessation, reduces funding for sexual assault victim services, and repeals the law requiring insurance providers to cover prescription birth control. The proposed non-fiscal changes to the operation and oversight of Medicaid programs—granting an unprecedented level of authority to the Department of Health Services to make changes to the program’s eligibility, benefits, and cost-sharing aspects without input from the public or legislative approval--has the potential to seriously restrict access to reproductive and overall healthcare services for hundreds of thousands of Wisconsin women. For example, the Wisconsin Alliance for Women’s Health notes that nearly 300,000 women are in need of contraceptive services that they access through publicly supported services. This includes nearly 100,000 teenagers.

Clearly, this piece of legislation will not serve our state’s citizens well, but it is particularly damaging for Wisconsin women.

Sincerely,

Alison Gates, Associate Professor of Art and Visual Design, Chair, University of Wisconsin-Green Bay Women’s and Gender Studies Program

Holly Hassel, Associate Professor and Chair, University of Wisconsin Colleges Women’s
Studies Program

Deb Hoskins, Chair, Dept. of Women's, Gender, and Sexuality Studies, University of
Wisconsin at La Crosse

Dianna Hunter, Coordinator, and Members of the Gender and Women’s Studies Committee,
University of Wisconsin-Superior

Glenda Jones, Assistant Professor and Director of Women and Gender Studies Program,
University of Wisconsin-Stout

Helen Klebesadel, Director, University of Wisconsin Women's Studies Consortium

Jane Collins, Chair, UW-Madison Department of Gender and Women's Studies

Theresa D. Kemp, Women’s Studies Program Coordinator, University of Wisconsin—Eau Claire

Christie Launius, Director, Women’s Studies Program, University of Wisconsin-Oshkosh

Gwynne Kennedy, Director, Center for Women's Studies, University of Wisconsin-Milwaukee

Kathy Miller-Dillon, Assistant Director, Center for Women’s Studies, University of Wisconsin-Milwaukee

Sandy Moats, Director of Women and Gender Studies, University of Wisconsin-Parkside

Nerissa Nelson, Associate Professor, Coordinator of Women’s and Gender Studies, University of
Wisconsin-Stevens Point

Michelle Parkinson, Associate Professor, Coordinator, Women’s Studies Program, University of
Wisconsin-River Falls

Lauren Smith, and members of the UWW Women’s Issues Committee, University of
Wisconsin-Whitewater

Lisa Lindfield, UW-Extension

Phyllis Holman Weisbard, University of Wisconsin System Women’s Studies Librarian.

Works Cited
"Fact Sheet 2010, Professional Women: Vital Statistics." Department for Professional Education, AFL-CIO. Department for Professional Education, AFL-CIO. April 2010. Retrieved 10 Mar. 2011.

Fitzpatrick, Laura. "Why Do Women Still Earn Less Than Men?" Time. 20 April 2010. Retrieved 10 Mar. 2011

“Governor’s Budget Undermines Wisconsin Women’s Health, Wellbeing & Economic Security: Creates Incredible Challenges to Reaching Goal to Raise the Status of Wisconsin Women’s Health.” Wisconsin Alliance for Women’s Health. 3 Mar. 2011. Retrieved 10 Mar. 2011.

Schmitt, John, “Unions and Upward Mobility for Women Workers.” Center for Economic and Policy Research. Dec. 2008. Retrieved 10 Mar. 2011.

US. Department of Labor. Women's Bureau. "Nontraditional Occupations for Women in 2009." U.S. Department of Labor, Bureau of Labor Statistics, Employment and Earnings, Annual Averages, 2009. Retrieved 10 Mar. 2011

US. Department of Labor. Women's Bureau. "20 Leading Occupations of Employed Women: 2009 Annual Averages." U.S. Department of Labor, Bureau of Labor Statistics, Employment and Earnings, Annual Averages, 2009. Retrieved 10 Mar. 2011

Wisconsin Alliance for Women’s Health. “Governor’s Budget Undermines Wisconsin Women’s
Health, Well-Being, and Economic Security.” 3 March 2011.

http://www.supportwomenshealth.org/media/documents/pressrelease /WAWH%20Budget%20Release%203.3.11.pdf. Retrieved 11 March 2011.

“Women's Stake in the Battle Over Public Employees' Collective Bargaining Rights.” National Women’s Law Center. 10 Mar. 2011. Retrieved 10 Mar. 2011.

WSC Announcements

2012-02-21T15:00:00.005-06:00

SAVE THE DATES
Spread the word and propose a paper or session yourself for the
2012 36th Wisconsin Women's Studies and 7th UW System LGBTQ Conference
March 1, 2012 Deadline for proposals

We are still looking for engaging, powerful and creative presentations! Proposals are due March 1, 2012.

Do you have information and knowledge to share? Join us for the 36th annual Wisconsin Women's Studies Conference and 7th Annual University of Wisconsin System LGBTQ conference.

How do we have power, political or otherwise, as
voters, citizens, students, educators, workers, activists,
and creators and consumers of culture?

We are currently seeking proposals for the 2012 conference. Join us to discuss this year's theme of Power, Politics and Performance in Women's and LGBTQ Studies. The 2012 conference focuses on how we perform our roles and identities, particularly in the context of our current political environment.

We are looking for presentations that focus on:

Research
Scholarship
Curriculum or program development
Pedagogy
Campus programming
Community activism

Students, staff, faculty, community members, and activists are all encouraged to submit proposals. We are especially interested in presentation topics that discuss how our theme intersects with ethnic, disability and sustainability studies.

Proposals may be for papers, panel discussions, workshops, performances or posters.

Proposals are due Thursday, March 1, 2012. Visit www.uwosh.edu/go/ppp for more information.

CALL FOR APPLICATIONS

Visiting Assistant Professor for the 2012-2013 academic year,

The Women’s Studies Program at the University of Wisconsin-Milwaukee

The deadline for applications is April 1, 2012

The Women’s Studies Program at the University of Wisconsin-Milwaukee

offers a BA and minor, graduate certificate, MA, and MA/MLIS.

The Program seeks a visiting assistant professor for the 2012-2013 academic year, prepared to teach feminist theory and feminist research methods at both undergraduate and graduate levels. Teaching load is three courses per semester, with some advising responsibilities. Completion of Ph.D. by start date, and research, training or scholarship sufficient to teach graduate feminist research methods and feminist theory are required. Demonstrated commitment to Women’s Studies, expertise in transnational feminisms or sexuality studies desirable.
Applicants should upload letter of application, curriculum vitae, and writing sample of 25 pages or fewer (upload to “Other 1”) to this URL: http://jobs.uwm.edu/postings/7816.
Three letters of recommendation should be sent by email to: Prof. Gwynne Kennedy (gkennedy@uwm.edu), Director, Women’s Studies Program, University of Wisconsin-Milwaukee PO Box 413, Milwaukee, WI 53201.

SAVE THE DATES -NWSA Conference 2012

Feminism Unbound: Imagining a Feminist Future

November 8-11, 2012
Oakland Marriott City Center
Oakland, CA

http://www.nwsa.org/

Feminism Unbound: Imagining a Feminist Future builds on our conversations about Feminist Transformations in 2011 by examining the ways feminist scholarship is transgressing such boundaries as public/private; gender conformity and sexuality; nationalism; disability, race, ethnicity, class and culture. It encourages us to explore our vision of 21st century feminism. NWSA 2012 identifies several thematic areas in which feminist transgressive possibilities have been particularly relevant and/or require sustained dialogue:
* Revolutionary Futures
* Traveling Theory
* Social Networks, Power, and Change
* Decolonizing Knowledge
* Creative Awakenings

The National Women’s Studies Association (NWSA) is happy to announce new conference discussion forum threads for all conference subthemes and pre-conference events. http://www.nwsa.org/forum_new.asp

If you are not yet a current 2012 NWSA member, create a login by joining as an NWSA member or non-member guest here: http://082511c.membershipsoftware.org/assoc_subscribe.asp

The National Women’s Studies Association (NWSA) has released a

White Paper on Women's Studies as Civic Engagement: Research and Recommendations

With funding from the Teagle Foundation, NWSA's Working Group on Women's Studies and Civic Engagement released a White Paper: Women's Studies as Civic Engagement: Research and Recommendations which explores the role that Women's Studies as a discipline has played and continues to contribute to the development of civic engagement among students. The paper concludes with three recommendations for women's studies and higher education.

1. Support of faculty is absolutely necessary to the integration of civic engagement into the core experiences—i.e., the curriculum—of undergraduate students. This includes not just the usual resources of time and money, but a reconsideration of what counts for tenure and promotion that is better aligned with institutional mission statements.

2. National organizations like NWSA must lead the way in explicating Women’s Studies’ expertise on civic engagement. As one of the most diversely constituted disciplines in the U.S. academy, Women’s Studies would benefit from better articulations of how the variety of the civic engagement practices that go on in its curriculum connect to the core principles of the discipline.

3. The work of coming to terms—literally developing a common language to speak about the importance of civic engagement across disciplines, campus units, and surrounding communities—is urgently required, not just to make Women’s Studies’ contributions intelligible beyond its disciplinary borders but to allow for more meaningful exchanges about the practice of civic engagement at every level of higher education. You can find the white paper here: http://www.nwsa.org/WomensStudiesasCivicEngagement2011Revised_Finalpdf

CALL FOR ART
The Center for Research on Gender and Women (CRGW)

UW-Madison

The CRGW provides a forum to display university student and faculty artwork with feminist or woman centered content. The Department of Gender and Women’s Studies Conference Room and Gallery, located in 3401 Sterling Hall has been prepared to display framed, ready to hang 2-d art works. There is some limited space also to display smaller 3-d art objects as well. Art work will be on display for approximately eight week periods and will be given recognition in the CRGW website, newsletter and bulletin.

To apply for submission of your artwork, please provide slides (4-6) of your work, title, an artist’s statement outlining how your work relates to women’s issues, and a brief bio of yourself. The CRGW Committee will review all applications. There is no application deadline, as this is an ongoing process. If you would like to have your work considered for exhibition in the CRGW please e-mail crgw@mailplus.wisc.edu . http://www.womenstudies.wisc.edu/CRGW/

Additional UW System Announcements

2012-02-21T14:58:00.001-06:00

"Out of the Attic and Into the Stacks": Feminism and LIS: the Unconference

March 9-11, 2012

UW-Milwaukee

Cost is $25.

A meeting of practitioners, scholars and aspirants in the field of library and information studies to explore feminism as theory, boundary, ecology, method, flavor, relationship, and epistemology -- among others. Unconference will include an unposter session.

Support provided by the Center for Information Policy Research at the School of Information Studies, University of Wisconsin-Milwaukee and the School of Information Studies. Co-sponsors include the Graduate School of Library and Information Science at UIUC and the School of Library and Information Science at University of Wisconsin - Madison. Unconference begins with a reception on Friday evening and concludes Sunday at noon. Room reservations available at the Hilton Milwaukee, which provides a shuttle service to the UWM campus. Light breakfast on Saturday and Sunday, lunch on Saturday provided. Contact Joyce M. Latham (latham@uwm.edu) or Adriana McCleer (adriana.mccleer@gmail.com)

The Green Energy Summit and Exposition

March 7-10, 2012

Frontier Airlines Center, Milwaukee, WI

http://www.greenenergysummit.us/

The Green Energy Summit and Exposition recognizes unprecedented opportunities and encourages investment and development in the green sector.

We embrace Education, Energy Efficiency, Financing, Green Agriculture, Green Building, Green Business & Manufacturing, Green Careers, Innovation, Recycling, Renewables, Social Responsibility, Sustainability, Transportation and Water.

Topic Areas of Special Interest for Presentations Include:

Green development in Education
Energy Efficiency and Financing
Green Agriculture, Green Building, Green Business & Manufacturing, Green Careers
Innovation
Recycling and Renewables
Social Responsibility and Sustainability
Transportation and Water

Announcing
On-line Journal devoted to the Scholarship of Teaching and Learning

Check out the UW System's "Teaching Forum: A Journal of the Scholarship of Teaching and Learning" that is now on line at: http://www.uwosh.edu/programs/teachingforum/public_html/ which includes several articles of interest to faculty in Women’s Studies and using feminist pedagogical approaches in their teaching.

From the Office of the Women's Studies Librarian

2012-02-21T14:57:00.000-06:00

Announcing

FEMINIST COLLECTIONS: A QUARTERLY OF WOMEN'S STUDIES RESOURCES, v. 32, no. 3-4 (Summer-Fall 2011), double issue
http://womenst.library.wisc.edu/publications/feminist-coll/FC_323-4_Editorial.pdf

BOOK REVIEWS:
GLOBAL ISLAMIC FEMINISMS, by Mahruq Khan, UW-La Crosse.
http://womenst.library.wisc.edu/publications/feminist-coll/FC_323-4_KahnBookRev.pdf .
Reviews Jamillah Karim, AMERICAN MUSLIM WOMEN: NEGOTIATING RACE, CLASS AND GENDER WITHIN THE UMMAH. (New York University Press, 2009); Faegheh Shirazi, VELVET JIHAD: MUSLIM WOMEN’S QUIET RESISTANCE TO ISLAMIC FUNDAMENTALISM (University Press of Florida, 2009); and

Margot Badran, FEMINISM IN ISLAM: SECULAR AND RELIGIOUS CONVERGENCES. (Oneworld Publications, 2009).

WOMEN POLICING: BUSTING THE GENDER BARRIER IN LAW ENFORCEMENT CAREERS, by Susan Riseling, UW-Madison.

Reviews Dorothy Moses Schulz, BREAKING THE BRASS CEILING: WOMEN POLICE CHIEFS & THEIR PATHS TO THE TOP (Westport, CT: Praeger, 2004); Adam Eisenberg, A DIFFERENT SHADE OF BLUE: HOW WOMEN CHANGED THE FACE OF POLICE WORK (Lake Forest, CA: Behler, 2009); Robert L. Snow, POLICEWOMEN WHO MADE HISTORY: BREAKING THROUGH THE RANKS. (Rowman & Littlefield, 2010); and

Stacy Dittrich, STUMBLING ALONG THE BEAT: A POLICEWOMAN’S
UNCENSORED STORY FROM THE WORLD OF LAW ENFORCEMENT (Kaplan, 2010).

FEMINIST VISIONS:

ARTICULATING THE FEMINIST SPIRIT: FOUR FILMS ABOUT MUSLIM WOMEN, by Mahruq Khan, UW-La Crosse.

Reviews THE MOSQUE IN MORGANTOWN : COMPETING PATHS TO CHANGE IN AN AMERICAN MUSLIM COMMUNITY, 76 mins., 2009, by
Brittany Huckabee, see www.themosqueinmorgantown.com;

VEILED VOICES, 59 mins., 2009, directed, produced, & edited by Brigid Maher, see
www.typecastfilms.com ;

FAITH WITHOUT FEAR: IRSHAD MANJI’S QUEST, 54 mins. (84 mins. with special features), 2007, by Irshad Manji & Ian McLeod, see www.onf-nfb.gc.ca; and

UNVEILED VIEWS: MUSLIM WOMEN ARTISTS SPEAK OUT, 52 mins., 2009, distributed by Women Make Movies, see www.wmm.com.

TRAILBLAZERS, TRAGEDY, AND REPENTANCE: WOMEN AS ROLE MODELS IN SPORTS, by Scott A. Nikolai, UW-Platteville.

Reviews

UNMATCHED, 51 mins., 2010, directed by Lisa Lax and Nancy Stern Winters; and MARION JONES: PRESS PAUSE, 51 mins., 2010, directed by John Singleton. Both are distributed by ESPN Films as part of 30 for 30 documentary film series, see
http://30for30.espn.com/ .

REVIEWS OF MULTIPLE MEDIA
FEMINIST RESPONSES TO VEILING: FOUR BOOKS AND TWO FILMS, by Virginia Corvid, UW-Madison.
Joan Wallach Scott, THE POLITICS OF THE VEIL (Princeton University
Press, 2007, pap., 2010);

Marnia Lazreg, QUESTIONING THE VEIL: OPEN LETTERS TO MUSLIM WOMEN (Princeton University Press, 2009, pap., 2011);
Bronwyn Winter, HIJAB AND THE REPUBLIC: UNCOVERING THE FRENCH HEADSCARF DEBATE (Syracuse University Press, 2008, pap., 2009);

Eva Meyer & Vivian Liska, eds., WHAT DOES THE VEIL KNOW? (Springer, 2009); TRANSPARENCY, 30 mins., 2002, directed & produced by Osama Al-Zain, released by Zahra Pictures, see http://zahrapictures.com;

MY HEAD IS MINE: WOMEN IN ISTANBUL, 40 mins., 2001, directed by Petrus van der Let & Andrea Simon, released by the National Film Network, see
http://www.nationalfilmnetwork.com/store .

WOMEN AT WAR: CHANGING ROLES IN THE U.S. MILITARY, by Lisa
Schreibersdorf, UW-Fond du Lac.
http://womenst.library.wisc.edu/publications/feminist-coll/FC_323-4_Schreibersdorf.pdf .

Reviews nine media items:

LIONESS. 82 mins. (56-min. version also available), 2008 (deluxe edition DVD, 2010), directed by Meg McLagan & Daria Sommers, see http://lionessthefilm.com/;

WOMEN IN THE MILITARY: WILLING, ABLE, ESSENTIAL. 59 mins. 2009, directed by Susan Sherwood, distributed by Pennsylvania Veterans Museum., more information at http://www.paveteransmuseum.org/home/education-women.php; “WOMEN AT ARMS.” Produced by Kassie Bracken & Diana Oliva Cave, New York Times, August–December 2009, free to stream at
http://topics.nytimes.com/top/news/us/series/women_at_arms/index.html?ref=us

“ON THE FRONT LINES: WOMEN IN WAR.” Morning Edition, NPR, February
2011, free to stream or download at http://www.npr.org/series/133869535/women-in-combat; Kayla Williams,
“LOVE MY RIFLE MORE THAN YOU,” interview by Terry Gross, Fresh Air, NPR,
August 25, 2005, free to stream or download http://www.npr.org/templates/story/story.php?storyId=4814647;

Abby Pickett, “A WOMAN SOLDIER’S BATTLES ON THE FRONT LINES,” interview by Alex Chadwick, Day to Day, NPR, May 19, 2005, free to stream or download at http://www.npr.org/templates/story/story.php?storyId=4658361;

Abby Pickett, “A WOMAN GUARD MEMBER’S STRUGGLES WITH PTSD,” interview by Joseph Shapiro, Morning Edition, NPR, June 2, 2005, free to stream or
download at http://www.npr.org/templates/story/story.php?storyId=4676372;

WOMEN AND WAR, Helen Benedict, et al. blog posts, PBS, 2010, see
http://www.pbs.org/pov/regardingwar/conversations/women-and-war ; and
WOMEN, WAR AND PEACE, five-part special series, PBS, 2011, see
http://www.pbs.org/wnet/women-war-and-peace/ .

E-SOURCES ON WOMEN AND GENDER:
http://womenst.library.wisc.edu/publications/feminist-coll/FC_323-4_E-Sources.doc

NEW REFERENCE WORKS IN WOMEN’S STUDIES:
Matthew Harrick reviewed BOY CULTURE: AN ENCYCLOPEDIA, ed. by Shirley R.
Steinberg, Michael Kehler, and Lindsay Cornish (ABC/CLIO/Greenwood, 2010);
Emily E. Lawrence, EATING DISORDERS SOURCEBOOK, 3rd ed., ed. by Sandra
J. Judd (Omnigraphics, 2011); Colleen Seale, WOMEN’S HISTORY: SITES &
RESOURCES, 2nd ed,, ed. by Heather A. Juyck (University of Illinois
Press for the National Collaborative for Women’s History Sites, 2010);
Amy Stewart-Mailhiot, DOING FEMINIST RESEARCH IN POLITICAL & SOCIAL
SCIENCE, by Brooke Ackerly & Jacqui True (Palgrave Macmillan, 2010);
Sherri L. Barnes, TRANSFORMING SCHOLARSHIP: WHY WOMEN’S AND GENDER STUDIES STUDENTS ARE CHANGING THEMSELVES AND THE WORLD, by Michele Tracy
Berger & Cheryl Radeloff (Routledge, 2011); Bernice Redfern, WOMEN
COMPOSERS OF CLASSICAL MUSIC, by Mary F. McVicker (McFarland, 2011);
Nancy M. Lewis, WOMEN IN MUSIC: A RESEARCH AND INFORMATION GUIDE. 2nd ed, ed. by Karin Pendle & Melinda Boyd (Routledge, 2010) and Yadira V.
Payne, WOMEN IN COMBAT: A REFERENCE HANDBOOK, by Rosemarie Skaine
(ABC-CLIO, 2011).

PERIODICAL NOTES (Descriptions of special thematic sections or issues of periodicals)

FEMINIST COLLECTIONS , http://womenst.library.wisc.edu/publications/feminist-coll.htmledited by JoAnne Lehman and published by the UW System Women's Studies Librarian's Office, is now available. FEMINIST COLLECTIONS is also available online through GenderWatch database. We welcome being contacted by people interested in writing and reviewing for us. Contact pweisbard@library.wisc.edu or jlehman@library.wisc.edu.

Browse Feminist Periodicals: A Current Listing of Contents in its new searchable, online-only format!

Feminist Periodicals reprints on a quarterly basis the table of contents pages of over 150 magazines and journals, from academic journals such as Signs and Feminist Studies to special interest periodicals on women of color, art, law, health care, lesbian issues, and women around the world. Since many international and grassroots titles are not indexed in standard sources, FEMINIST PERIODICALS is the best key to their contents -- an invaluable aid for researchers scanning the current literature. FEMINIST PERIODICALS is part of a joint subscription with FEMINIST COLLECTIONS and NEW BOOKS ON WOMEN, GENDER, & FEMINISM. (4/yr, online only; subscribers will receive notification of each issue) reproduces tables of contents of over 150 women's studies journals and magazines, and includes publishing/subscription information on each periodical.

New Books on Women, Gender & Feminism (formerly New Books on Women & Feminism

NEW BOOKS ON WOMEN, GENDER & FEMINISM comes every six months, crammed with thorough bibliographic coverage of the most recent books in women's studies, women's issues, and gender topics published in English anywhere in the world. Organized into more than 30 subject sections, NEW BOOKS also provides detailed author and topic indexes. With the name change, we are expanding our coverage of Masculinity/Men's Studies and Gay/Lesbian/Bisexual/Transgendered/Queer Studies. This unique record of publishing cites not only authors, titles, and publishers, but precise information needed for ordering books through libraries or bookstores -- price, ISBN, references to book reviews and announcements, and addresses for small presses not found in standard sources. NEW BOOKS is known as the most complete record of English-language feminist publishing available today. NEW BOOKS is NOT a record of the holdings of University of Wisconsin Libraries. We cannot guarantee that books listed here are held by the University of Wisconsin Libraries. NEW BOOKS is part of a joint subscription with FEMINIST COLLECTIONS and notification of new online issues of FEMINIST PERIODICALS.

Women's Audiovisuals in English (WAVE) is a a database we maintain that lists documentary, experimental, and feature film and video productions by and about women. The information has been drawn entirely from distributors' and producers' catalogs and websites, reviews in periodicals, filmographies, reference works, and library catalogs; in most cases we have not examined the materials themselves. WAVE is NOT a record of the holdings of the University of Wisconsin libraries, nor a distributor for any material listed. WAVE provides the distributor's name directly within the individual record, but further contact information is in a separate file linked from each WAVE entry.

Phyllis Holman Weisbard, Publisher, FEMINIST COLLECTIONS, and
Women's Studies Librarian
University of Wisconsin System
430 Memorial Library, 728 State Street
Madison, WI 53706
608-263-5754; pweisbard@library.wisc.edu
http://womenst.library.wisc.edu

Women & Science Program

2012-02-21T14:56:00.000-06:00

2012 UW System Women & Science Program Spring Conference

May 16-17 at the Chula Vista Resort, Wisconsin Dells.
For more information about the conference, go to our website: http://www.uwosh.edu/wis/faculty-development-programs

CALL FOR ABSTRACTS

2012 Advancing the STEM Agenda in Education, the Workplace and Society Conference

July 16-17, 2012

UW-Stout, Menomonee, Wisconsin

The second annual STEM Agenda conference will be held this July on campus. Abstracts are now being accepted for review. Details for submission are on the website at http://asq.org/conferences/stem-agenda/call-for-papers.html

The UW System Women & Science Program is committed to promoting excellence and diversity in STEM education. We envision a future in which education in the STEM disciplines is accessible and attractive to diverse students resulting in STEM fields enriched by diverse practitioners.

The mission of the Women & Science Program is to attract and retain more women and minority students in science, technology, engineering and mathematics (STEM) by promoting systematic changes in the ways that science and science education are regarded and carried out within the University of Wisconsin System, the Wisconsin community and beyond.

In particular, the program seeks to: increase faculty expertise in inclusive and student-centered pedagogy; promote science education that includes analysis of the social context in which science is practiced; provide role models of women and minority STEM professionals, scholars, and educators; promote campus & classroom climates that attract and retain women and minority students in STEM disciplines; and foster collaborative communities for UW System STEM educators and students.

For more information: http://www.uwosh.edu/wis/

The Women & Science Program
Dr. Jennifer Mihalick, Ph.D
Associate Professor of Chemistry, UW-Oshkosh
UWS Women and Science Program
Associate Professor of Chemistry
800 Algoma Boulevard
University of Wisconsin-Oshkosh
Telephone: (920) 424-7404
Fax: 920/424-7076

Calls For Manuscripts, Articles, Submissions and Art

2012-02-21T14:55:00.000-06:00

Call for Submissions

Spontaneous Generations

2012 Theme: Visual Representation and Science

Deadline: February 24, 2012

An open, online, peer-reviewed academic journal published by graduate students at the Institute for the History and Philosophy of Science and Technology at the University of Toronto. Spontaneous Generations publishes high quality, peer-reviewed articles on any topic in the history and philosophy of science. For our general peer-reviewed section, we welcome submissions of full-length research papers on all HPS-related subjects. Scholars in all disciplines, including but not limited to HPS, STS, History, Philosophy, Women's Studies, Sociology, Anthropology, and Religious Studies are welcome to submit to our sixth (2012) issue. Papers from all historical periods are welcome.

In addition to full-length peer-reviewed research papers, Spontaneous Generations publishes opinion essays, book reviews, and a focused discussion section consisting of short peer-reviewed and invited articles devoted to a particular theme. This year’s focus is "Visual Representation and Science."

Submission Guidelines The journal consists of four sections:

1. The focused discussion section, this year devoted to "Visual Representation and Science" (see below). (1000-3000 words recommended.)

2. A peer-reviewed section of research papers on any topics in the fields of HPS and STS. (5000-8000 words recommended.)

3. A book review section for books published in the last 5 years. (Up to 1000 words.)

4. An opinions section that may include a commentary on or a response to current concerns, trends, and issues in HPS. (Up to 500 words.)

Submissions should be sent no later than 24 February 2012 in order to be considered for the 2012 issue. For more details, please visit the journal homepage at http://spontaneousgenerations.library.utoronto.ca/

Focused Discussion Topic: Visual Representation and Science

How do scientists use visual representations? A cursory examination of scientific practice suggests that images are used extensively; from textbooks to lab books, from private notes to public lectures, images are often researchers’ and educators’ favorite tool in understanding and explaining the objects of their inquiry. However, it is only recently, with scholars’ turn towards examining scientific practice, that the cognitive and social implications of scientific imagery have come under investigation. Historians, philosophers,

and sociologists of science have begun to ask how scientists use visual techniques to assist in their reasoning, embody their theories, frame and control debates, and convince their publics. From adaptive landscapes to Cayley graphs, from drawings of early hominids to medical imaging, the pictures that scientists use every day to illustrate, deduce, and understand have come under investigation.

In this issue of Spontaneous Generations, we invite papers for a focused discussion that will explore and give new perspectives on the relationship between science and its visual representations, from antiquity to the present. Some questions that may be addressed by papers submitted for the focused discussion section include, but are not limited to:

What are the role(s) of visualizations in scientific practice?
How should we understand the relationship between schematic images and the complex, natural objects they represent?
What validity should be ascribed to scientific mental pictures and/or thought experiments?
How do images reflect and influence scientific values? How do images affect the content of science?
How have scientific representations contributed towards particular conceptions of the objects and theories of science?
How have changing visual technologies affected scientific theory and practice?
How have certain visualizations come to signify and embody specific scientific entities and theories?
How should we understand the visual decisions taken in the design of scientific models, instruments and apparatus? Which factors determine how scientists visualize “invisible” entities, such as biological processes, subatomic particles, or chemical states?
What is the epistemic status of visual models and simulations?

ANNOUNCING

University of Chicago Press

Signs: Journal of Women in Culture and Society

2013 Catharine Stimpson Prize for Outstanding Feminist Scholarship.

Deadline for Submissions: March 1, 2012

Named in honor of the founding editor of *Signs: Journal of Women in Culture and Society*, the Catharine Stimpson Prize is designed to recognize excellence and innovation in the work of emerging feminist scholars. The Catharine Stimpson Prize is awarded biannually to the best paper in an international competition. Leading feminist scholars from around the globe will select the winner. The prize-winning paper will be published in Signs, and the author will be provided an honorarium of $1,000. All papers submitted for the Stimpson Prize will be considered for peer review and possible publication in Signs.

Eligibility: Feminist scholars in the early years of their careers (less than seven years since receipt of the terminal degree) are invited to submit papers for the Stimpson Prize. Papers may be on any topic that falls under the broad rubric of interdisciplinary feminist scholarship.

Submissions must be no longer than 10,000 words (including notes and references) and must conform to the guidelines for *Signs *contributors.

Guidelines for submission are available at: http://www.jstor.org/page/journal/signs/instruct.html.

Please submit papers online at http://signs.edmgr.com. Be sure to indicate submission for consideration for the Catharine Stimpson Prize. The honorarium will be awarded upon publication of the prize-winning article. Papers may also be submitted by post to: The Catharine Stimpson Prize Selection Committee *Signs: Journal of Women in Culture and Society*, Rutgers University, Voorhees Chapel, Room 8, 5 Chapel Drive, New Brunswick, New Jersey 08901

Call for Submissions

Indie Ladies Comic Anthology

Deadline March 1, 2012.

Electronic submissions only - submissions@indieladiescomic.com

Seeking submissions from female comic creators for the first volume of an independent female comic anthology. The anthology will serve as a platform to showcase the variety of storytelling and artistic contributions that female independent comic creators make to the medium. The first print of the anthology will be released at the April 2012 independent comics convention, S.P.A.C.E, in Columbus, Ohio. Submissions in all genres from women from all walks of life are welcome. Submissions from writer/artist teams will be accepted. Submissions from men will be considered keeping in mind the theme of the anthology. Limited editorial space for short essays on the subject of women and comics is also available. Remuneration for contributors will be in copies of the anthology.

Essays/opinion pieces: 2-4 pages, typed, double space (word or PDF formats). Photo/website link/short bio of author (30-250 words) optional.

Comic submissions: 1 – 12 pages, 300 -600 dpi, any dimension which will fit within 8.5 x 11 inches (JPG, TIFF, RIFF, or PDF formats). Full Color or grayscale. Short bio (30-250 words) of creator(s) preferred - photo/website link optional.

For more information see our website at www.indieladiescomic.com

Or contact Crystal Ash at feedback@crystalash.com or Molly Durst at symphonyoftheuniverse@gmail.com

CALL FOR AUTHORS:

SAGE Multimedia Encyclopedia of Women in Today’s

World-New Expanded Online Volume

We are making assignments that are due March 2, 2012.

We are inviting academic editorial contributors to the Multimedia Encyclopedia of Women in Today’s World, a new online library reference that will look at women today around the world and delve into the contexts of being female in the 21st century. Thus the scope of the encyclopedia will focus on women’s status starting in approximately 2000 and look forward. The new work will supplement the 4-volume print and online edition of the encyclopedia already in production. The 500 signed entries (with cross-references and recommended readings) will cover issues in contemporary women’s and gender studies and the articles will include information relevant to the following academic disciplinary contexts: women in different cultures/countries; arts and media; business and economics; criminal justice; education; family studies; health; media; military; politics; science and technology; sports; environmental studies; and religion.

This comprehensive project is being published in stages by SAGE Reference and will be marketed to academic and public libraries as a digital

product available to students via the library’s electronic services. The General Editors, who will be reviewing each submission to the project, are Dr. Mary Zeiss Stange of Skidmore College, and Dr. Carol K. Oyster of the University of Wisconsin-La Crosse.

If you are interested in contributing to this cutting-edge reference, it is a unique opportunity to contribute to the contemporary literature, redefining women’s issues in today’s terms. Moreover, it can be a notable publication addition to your CV/resume and broaden your publishing credits.

SAGE Publications offers an honorarium ranging from SAGE book credits for smaller articles up to a free set of the printed product or access to the online product for contributions totaling 10,000 words or more.

The list of available articles is already prepared, and as a next step we will e-mail you the Article List (Excel file) from which you can select topics that best fit your expertise and interests. Additionally, Style and Submission Guidelines will be provided that detail article specifications.

If you would like to contribute to building a truly outstanding reference with the Multimedia Encyclopedia of Women in Today’s World, please contact me by the e-mail information below. Please provide a CV or brief summary of your academic/publishing credentials in women’s and gender issues.

Call for Submissions

Central Illinois Feminist Film Festival

Eastern Illinois University

Deadline: March 2, 2012

Festival: March 27, 2012

We are looking for films of high artistic quality that satisfy at least two of the following criteria:

1. Films created with an emphasis on gender and/or social justice issues

2. Films that link local and global issues

3. Films created by people underrepresented in the media field (women, people of color, queer/transgendered people, people with disabilities)

4. Films made by people from the Central Illinois area

How to submit:

Send a DVD or videotape of your film and a cover letter to: Central Illinois Feminist Film Festival, Women’s Studies Program, Eastern Illinois University, Charleston, IL 61920, Attn: Robin Murray

Guidelines:

1. Films should be short: under 60 minutes in length.

2. Film DVD or videotape should be labeled with a) your name, address, and email address and b) the title of your film.

3. You should email us an acknowledgement at rlmurray@eiu.edu

4. In your cover letter, explain how you and your film fit our criteria and include a two-three sentence synopsis.

Note: There is no submission fee for this film festival.

This film festival promotes the mission of our Women’s Studies Program: to promote an understanding of how issues related to gender, age, race, economic status, sexual identity, and nationality affect women's lives and the communities in which they live. In order to promote an equitable and sensitive environment for all persons, Women’s Studies also responds to issues affecting women on campus and in the community.

Call for chapter proposals of original work of up to 500 words

The Body In a Global World, tentatively entitled

The submission deadline for proposals is March 10, 2012.

The volume will consist of multi-disciplinary, historical and comparative reflections on the body in a global world. The editor invites scholars to think of the various ideals and practices associated with the body, and about how these have developed and changed in a world characterized by a fast-paced flow of ideas, products, and people. Topics may include (but are certainly not limited to):

Tattooing
henna
body piercing, body carving
body hair removal
cosmetic surgery (including “ethnic surgery”)
hair straightening
skin lightening/ bleaching
working out
the global beauty industry and the marketing of “Western” ideals
beauty pageants, “international standards” of beauty
body-image disorders

Since the volume is focused on the globalized and globalizing nature of body practices and ideals, proposed works should consider how these practices and ideals have travelled from their place of origin to where they are practiced now; and how specific practices and ideals regarding the body are changing, or resisting change, in a particular society through the process and rhetoric of globalization and/or nationalism.

The volume will comprise two kinds of essays: original scholarly essays (between 6,000-9,000 words), and shorter original personal reflection pieces (under 2,500 words). Once a proposal has been conditionally accepted, a first draft of the entire chapter will need to be submitted by July 15, 2012.

To submit a proposal for a scholarly or personal reflection essay, or for further information, please contact the editor: Afshan Jafar, Ph.D., Department of Sociology, Connecticut College, ajafar@conncoll.edu

CALL FOR PAPERS:

Demeter Press is seeking submissions for the edited collection

Chasing Rainbows: Exploring Gender Fluid Parenting Practices

Editors: Fiona Green, May Friedman

Deadline for Abstracts: March 15, 2012

Deadline for acceptances: May 15, 2012

Deadline for completed papers: February 15, 2013

Publication Date: Early 2014

Feminist parenting creates unique challenges. Mothers may struggle with shifts in their own subjectivity and the peculiar conjoinment of parenthood. As women experience the unique powerlessness of motherhood, they also hold the uncomfortable power of acting as agents of socialization and social control over their children. Fathers may feel the desire for feminist parenting while experiencing a backlash and a lack of support, while some parents may attempt to resist the binaries of mothering and fathering in their feminist parenting journey.

Feminist parents may attempt to resist gender binaries; they may submit to them while attempting to foster critical dialogue; they may struggle with the display of their own femininity and masculinity or, for some, its perceived lack. For some parents a dialogue about gender normativity may be inspired by gender-diverse behavior on the part of their own children, while others may parent children who happily submit to the mainstream and query the need for gender questioning. Chasing Rainbows: Exploring Gender Fluid Parenting Practices attempts to cast a lens on the messy and convoluted ways that feminist parents approach parenting their children in gender aware and gender fluid ways. The collection aims to draw together scholars, activists and community members to open a conversation about the challenges of exploring and maintaining an awareness of gender while parenting in a highly gender normative world.

Because gender is expressed and performed differently in various places and spaces, and across different ages, this collection welcomes submissions from feminist parents and from the widest range of experiences. Possible approaches may include (but are not limited to):

Cross-cultural, historical, transnational, comparative and interdisciplinary modes of inquiry and analysis

Gender fluid parenting within and beyond gendered mother and father parenting roles

The challenges and gifts of affective/psychic/embodied transformations of gender fluid parenting

Media representations and spectacles of gender fluid/diverse/variant families

Alternative visual and artistic depictions of gender variant socialization in/of family life

Racialization of gender variant parenting/family discourses

Gender diverse self-help parenting texts

Community based gender variant/diverse/fluid family activism and organizing

Commodification of gender fluid and gender variant families

Practical and theoretical ways of complicating and shaping fluid gender expression

Broad social and historical forces that impact what can be done and said in the name of gender diverse families

Please send a 250 word abstract and a 50 word bio noting citizenship to Fiona Green (f.green@uwinnipeg.ca) University of Winnipeg, 515 Portage Ave., Winnipeg, MB. R3B 2E9 AND May Friedman (may.friendman@ryerson.ca) Ryerson University, 350 Victoria St. Toronto, ON M5B 2K3. Deadline for abstracts is March 15, 2012.

Deadline for acceptances is May 15, 2012. Accepted papers not exceeding 15 pages (3750 words) will be due February15, 2013 and should be formatted according to MLA guidelines. The book is to have 50% Canadian content, so Canadian contributors are especially encouraged to submit. Publication date early 2014.

CALL FOR PAPERS for an Edited Volume

Tenuous Veneers: Women of Color in the Academy —Narratives of Distress and Success in the Tenure Process

Deadline: March 30, 2012

Submissions are sought for an edited volume titled Tenuous Veneers: Women of Color in the Academy —Narratives of Distress and Success in the Tenure Process. The theme for this compilation derives from dialogues with faculty of color whose receptions on university and college campuses in the U.S. resonate with the immigrant experience of attempting to settle and acculturate in a new country. The familiar concept of embracing a “land of opportunity” serves as a useful metaphor for the challenging and disorienting experiences faculty members of color often undergo as new arrivals onto the landscape of academic opportunity.

Faculty women of color often come enthusiastically onto campuses where we discover that the terrain of the ivory tower is uncharted by forerunner academics of color who have paved the way in integrating the hallowed halls of traditionally Anglo academe. Navigating this reality can be fraught with painful difficulties that are rarely understood or even noticed by the dominant academic culture, and adapts well to W.E.B. DuBois’ famous quote regarding the American Negro, in that the faculty woman of color “is gifted with second-sight in this American [university] world,—a world which yields [her] no true self-consciousness, but only lets [her] see [her]self through the revelation of the other world. It is a peculiar sensation, this double-consciousness, this sense of always looking at one’s self through the eyes of others, of measuring one’s soul by the tape of a world that looks on in amused contempt and pity. One ever feels [her] two-ness,—an American [academic], a [faculty woman of color]; two souls, two thoughts, two unreconciled strivings; two warring ideals in one [ethnic other] body, whose dogged strength alone keeps it from being torn asunder” (Adapted from The Souls of Black Folks, 1903).

Tenuous Veneers builds from this truth while also seeking to be inclusive of a representative range of narratives from distress to success for women of color in academe. Submissions for this edited volume are invited and encouraged in order to tell a complete and balanced story that reveals both the challenges and the rewards of careers in the academy for faculty women of color. Please send email 500-word abstracts by deadline to: masmith@seattleu.edu

CALL FOR SUBMISSIONS

International Journal of Multicultural Education (IJME)

FIFTH ANNIVERSARY SPECIAL ISSUE 2012

Multicultural Education: Past, Present, and Future

Deadline: April 1, 2012

Contact: Katherine Richardson Bruna, Associate Editor (krbruna@iastate.edu)

The editors of the International Journal of Multicultural Education (IJME) want to take advantage of this special 5th anniversary issue to reflect on the state of the field: where it has been, where it is, and where it is going. To do this, we will publish manuscripts that highlight important insights about multicultural education theory, teaching, and research. We are soliciting manuscripts that present a variety of critical perspectives by illuminating educational practices that demonstrate successful approaches to enhancing learners’ multicultural knowledge, dispositions, and skills. We have selected an emphasis on the demonstrated effectiveness of multicultural education because we believe that an evidentiary focus is expected by public and professional audiences more than ever in today’s high-stakes education policy and thus needs to figure more prominently in its future, especially if multicultural education is to enhance legitimacy within and beyond the accountability discourse of present educational priorities. For this reason, we seek manuscripts that link learner outcomes to particular goals that include, but are not limited to, developing

1) sociohistorical and sociocultural knowledge in service of an affirming orientation toward diversity;

2) constructivist dispositions toward knowledge, teaching, and learning in recognition of the partial, value- and power-laden nature of school curriculum, instruction, and assessment and of the broader cultural pedagogy of society; and

3) change-agent skills of voice and organization for the purpose of active democratic participation.

Evidence of these learner outcomes may take different forms, depending on the theoretical and methodological nature of the research inquiry and design. Because of the special emphasis on demonstrated effectiveness, we welcome manuscript submissions that draw on both the qualitative and quantitative educational research traditions. Indeed, the very nature of research activity in multicultural education’s past, present, and future is just one example of the important topics we hope to highlight in this exciting anniversary issue.

SUBMISSION GUIDELINES: Please follow guidelines and submission procedures

for the International Journal of Multicultural Education

(www.ijme-journal.org). For full consideration in this special issue, please

submit your paper online to the journal by the preferred submission date of

April 1, 2012. When submitting your article, please indicate that you want

to have your submission considered for this special issue. The anniversary

issue will be published in Fall 2012.

Editors, International Journal of Multicultural Education (IJME)

Eastern University

1300 Eagle Road

St. Davids, PA 19087

ijme@eastern.edu

http://ijme-journal.org

Call for Papers

Violence Against Women Special Issue

Rape and Sexual Assault Prevention, Resistance, Education, and Intervention: The Role of Self Defense

Edited by Martha McCaughey and Jill Cermele

Closing date for submissions is April 13, 2012

Sexual violence against women is a global health problem. Although there is solid, and growing, scholarship on the reality and efficacy of women’s resistance to rape and sexual assault, many scholars, activists, funding agencies, and members of the lay public remain skeptical about women’s right and capacity to thwart an attack, and about the ethics of teaching and funding of self-defense. Moreover, while both scholarly and advocacy literature on violence against women often discusses prevention, resistance, and intervention, these concepts do not always imply women’s use of verbal and physical self-defense techniques. Increasingly, we see positive images of women successfully defending themselves against perpetrators of violence in popular culture, but scholars of violence against women have much to communicate to both scholarly and lay audiences about women’s use of self-defense.

This special issue calls for papers that focus on the ways in which women prepare to defend themselves against sexual assault, the multiple and diverse methods women employ – including the use of physical aggression and violence – in their own defense, the effectiveness of self defense, and how self defense and resistance to sexual assault is understood and constructed in individual, social, cultural, and legal contexts. We define the term sexual assault broadly, to include verbal, non-verbal, and physical threats or acts of sexual violence, both implied and enacted; similarly, we define the term self-defense to include verbal and physical strategies, including aggressive, violent, and lethal means, that thwart imminent or ongoing acts of sexual violence and to serve to maintain women’s physical, sexual, and psychological integrity. Possible topics include:

Efficacy of physical and verbal resistance against sexual assault
Efficacy of self-defense training
Comparative studies of different types of self-defense programs
Beliefs about resistance and self-defense training for women and girls
Self-defense training as a clinical intervention
Defining resistance, self-defense, and violence
Identity, intersectionality, and resistance
The collection of crime victimization data and women’s self-defense
The impact of women’s self-defense training on rates of acquaintance rape
The funding models impacting women’s opportunities to learn self-defense through schools, community centers, shelters, and crisis centers
Where the training or use of self-defense fits into feminist discourses of sexual assault prevention
Self-defense training in the workplace, on campuses, in public schools, in NGOs
Where women's self-defense fits into the gun control debates
Gender, self-defense, and the law

We invite articles using a variety of theoretical and methodological approaches, including empirical research, research notes, review essays, legal notes, and clinical notes. Empirical research articles should not exceed 30 pages, and all other submissions should be between 12 and 18 pages, including references, tables, and figures. Manuscripts should be typewritten, double-spaced, with footnotes, references, tables, and charts on separate pages, and should follow the Publication Manual of the American Psychological Association (5th edition).

Each article should begin with an abstract of about 100 words. For further details, consult the manuscript submission guidelines at http://www.sagepub.com/journalsProdDesc.nav?ct_p=manuscriptSubmission&prodId=Journal200837. All submissions will be subjected to review, and submission does not guarantee acceptance in the special issue.

To discuss a possible submission or the scope of the issue, or to submit a manuscript, contact Martha McCaughey at mccaugheym@appstate.edu or Jill Cermele at jcermele@drew.edu.

CALL FOR PAPERS:

Service Learning in the Humanities

For The Journal Interdisciplinary Humanities

Submission Deadline: May 1, 2012

The Fall 2012 issue of the journal Interdisciplinary Humanities will be a special issue on service-learning in the humanities. The editors welcome submissions of articles, essays, and reflective pieces on service-learning from various points of view: students, faculty, agency mentors, and higher-education and non-profit community administration and staff. Documents may focus on studies, theory, practice, interdisciplinary collaboration, and school-community partnerships as they apply to service-learning. The co-editors for this special issue are Isabel Baca (University of Texas-El Paso) and Joana Owens (Jacksonville University). Send inquiries and papers to Isabel Baca at: ibaca@utep.edu and Joana Owens: jowens1@ju.edu

Call for submissions
A special issue of Woolf Studies Annual on
Virginia Woolf and Jews/Jewishness
Forum commentaries/statements due: June 30, 2012
Full-length articles (8,000-10,000 words): August 30 2012
Annotated Bibliography recommendations: November 15 2012
The 2013 volume of Woolf Studies Annual will be devoted to the topic of Jews and/or Jewishness in Woolf's writing. We are less interested in the question of whether or not Woolf herself was or was not antisemitic (except insofar as this can be articulated in readings of her texts) than in how the figure of the Jew operates within her work. The special issue is not limited to work on Virginia Woolf herself, but also will welcome contributions on Leonard Woolf, and on the Bloomsbury milieu. In addition to full-length articles, we also envisage a forum of short commentary, and an annotated bibliography.
Forum
We invite brief commentary of up to 750 words on a relevant short passage from Woolf's writing: for example, from the "Present Day" chapter of The Years; "The Duchess and the Jeweller"; "Street Haunting"; Three Guineas; Between the Acts, and elsewhere-there is no limitation on what you might select. Additionally, we welcome brief statements in response to the following broad questions:
• How do Woolf's representations of Jews compare with those of other modernist writers?
• How have treatments of Woolf's antisemitism/prejudice figured within Woolf scholarship?
• In treating this topic within Woolf's work, what are the salient issues?
• What is the relation between her fiction and the extensive biographical record of Woolf's comments/ruminations about Jews and Jewishness available in her letters, diaries, and memoirs?
A number of such brief commentaries and statements would then be shared for response, and the opportunity for dialogue enabled, with the resulting texts published as a forum on the topic.
Annotated Bibliography Recommendations for previously published scholarship and sources on the topic are also welcome and will be included as an annotated bibliography in the special issue.
-N.B. WSA submission guidelines apply (see http://www.pace.edu/press/journals/woolf-studies-annual) (General articles on any topic may continue to be submitted for consideration.) Please direct all correspondence, inquiries, submissions to woolfstudiesannual@gmail.com

Call for Submissions
Reconstruction: Studies in Contemporary Culture
Open submission deadline
http://reconstruction.eserver.org/092/contents092.shtml
This journal is an innovative online cultural studies journal dedicated to fostering an intellectual community composed of scholars and their audience, granting them all the ability to share thoughts and opinions on the most important and influential work in contemporary interdisciplinary studies. Reconstruction publishes three themed issues and one open issue per year. Send open submissions (year round) to reconstruction.submissions@gmail.com and submissions for themed issues to the appropriate editors listed on the site.

Call For Submissions
Best Bi Short Stories
Open submission deadline
http://www.biwriters.org
Seeking stories that illuminate something about the experience of being bi. Stories can focus on relationships, romance, dating and sex, of course but we would like to see much more than that. All genres such as fantasy, science-fiction, romance, historical, mystery, western, vampires, etc. as well as contemporary fiction are encouraged.

Call For Submissions
Journal of International Women's Studies
Open submission deadline
http://www.bridgew.edu/SoAS/JIWS/
The Journal of International Women's Studies (JIWS) is currently accepting book reviews for possible publication. JIWS is an on-line, open-access, peer reviewed journal that provides a forum for scholars, activists, and students to explore the relationship between feminist theory and various forms of organizing. The journal seeks both multidisciplinary and cross-cultural perspectives. Through its diverse collection, the journal aims to create an opportunity for building bridges across the conventional divides of scholarship and activism; "western" and "third world" feminisms; professionals and students; men and women.

Call for Submissions
Journal of Women's Intercultural Leadership
Open submission deadline
http://www.saintmarys.edu/cwil/jwil
The Journal of Womenís Intercultural Leadership serves as a resource for scholars and practitioners who seek to bring intercultural perspectives and practices to their classes, research, programs, or institutions. This refereed journal focuses on women’s studies, leadership development, and intercultural education (including international and domestic multicultural) and the complex interdisciplinary intersections between these disciplines to yield a distinctive, interconnected synthesis of ideas and best practices. The Journal contains articles, discussion forums, and book reviews.

Call For Submissions
NWSA Journal
Open submission deadline
http://www.lsu.edu/departments/nwsaj/
The NWSA Journal, a peer-reviewed scholarly publication of the National Women’s Studies Association, is committed to providing a forum in which the research of feminist scholars, established and new, results in critical dialogue. We invite submission of articles in all areas related to Women’s Studies, with emphasis on diversity and internationalism. Articles from all disciplines are welcome; however, writers should keep in mind that the NWSA Journal has a multi-disciplinary audience. We will also consider reports, book reviews, archives, and personal scholarship that engage in a feminist perspective.

Call For Submissions
Qui Parle
University of California Berkeley
Open submission deadline
http://www.ocf.berkeley.edu/~quiparle/
Qui Parle, an interdisciplinary journal of the humanities, arts and social sciences, is currently accepting general submissions for upcoming issues. Since its inception in 1986, the print journal has explored questions of language and textuality, theories of subjectivity, aesthetics, gender studies, critical theory and postcolonial theory. In recent years, the journal has expanded upon its original affiliation with literary criticism and Continental philosophy in order to feature articles from the human sciences, including the philosophy of science, anthropology, and sociology. This dilation enables even greater possibilities for comparative examinations of critical questions of concern for the humanities and social sciences alike, including: cultural alterity, the politics of visual culture, secularity and religion, nationalisms, political violence, migration and diaspora, questions of psychological development and trauma, the politics of memory, the historical anthropology of science, and modes of non-European or Anglo-American intelligibility.

Call For Submissions
Women's Studies International Forum
Open submission deadline
http://www.elsevier.com/wps/find/journalaudience.cws_home/361/description#audience
Articles discussing gender/women/sexualities in Western Europe and in Eastern Europe, particularly within transnational/globalization frameworks, including the new identity of Europe as European Union and its extension toward Eastern Europe.

Call for Submissions
Women's Studies: An Interdisciplinary Journal
Open submission deadline
Women's Studies: An Interdisciplinary Journal invites submissions for its 2010-2011 editorial year. Women's Studies provides a forum for the presentation of scholarship and criticism about women in the fields of literature, history, art, sociology, law, political science, economics, anthropology and the sciences. We encourage scholars from all disciplines to submit articles based in film, television, literature, art, or other media. Women\'s Studies also publishes creative fiction, creative non-fiction, and book reviews. Submissions for cover art or art essays are always welcome.
Submissions: Each manuscript must be accompanied by a statement that it has not been published elsewhere and that it has not been submitted simultaneously for publication elsewhere. All manuscripts must be formatted according to MLA guidelines. Essays should be approximately 25 pages in length. Authors should also supply a shortened version of the title for a running head, not exceeding 50 character spaces, an abstract of approximately 100 words, the author\'s affiliation and location. Each submitted article must contain author\'s mailing address, telephone number, e-mail, and a short biographical paragraph.
Send a cover letter, three copies of the manuscript, and a copy on disk to:
Women's Studies: An Interdisciplinary Journal
Sharon Becker, Associate Editor
Claremont Graduate University
Department of English, Blaisdell House
143 East Tenth Street
womstudj@cgu.ed

Call for Conference Papers and Proposals

2012-02-21T14:54:00.000-06:00

Call For Proposals
Women's and Gender Studies conference

Inclusive Pedagogies: Health, Science, and Online: WGST Discipline
Conference

Friday April 13th 2012

Century College White Bear Lake Campus in the Twin Cities

Hosted by Century College and Minnesota State University, Moorhead
Deadline February 27, 2012

Acceptance notifications will be sent by March 8, 2012.
Themes of the conference:
1. Inclusive pedagogies – how to integrate Women’s and Gender Studies (WGST) values of inclusivity into classrooms in any discipline
2. Interdisciplinary WGST programs in health and science – how to collaborate with science, nursing and community health programs to enhance WGST and interdisciplinary work on campus
3. Online Engagement – keeping online students engaged through innovative methods of online student interaction in WGST-related courses

Speakers:
Keynote speaker “Liberatory biology: the practice of an immunologist in the liberal arts“ Dr. Devavani Chatterjea, Professor, Macalester College, Hands-on Workshop “Online Instruction: Beyond the Four Walls of a Classroom. “ Dr. Linda Lein, online teaching specialist from MSU Moorhead

Concurrent sessions will include 15-minute presentations from a diversity
of participants organized by common theme. Please submit Title, List of authors and contact information, Abstract and Proposal Description to

Abstract (100-word maximum)
Write a maximum 100-word abstract that explains the focus and goals of you presentation; your abstract will be in the program and will be the description upon which participants base their decision of whether or not to attend your session. Workshop committee members may revise or edit your abstract to fit the program. Proposal Description (500-word maximum) Write a maximum 500-word description that includes the following:

A summary of your paper/presentation
Main purpose of your presentation, including target audience
Description of what participants will learn from your presentation
How the presentation relates to the conference themes and which theme the presentation fits best.

Century College, White Bear Lake Campus
Century College is located just north of St. Paul, north of I-694, about 20
minutes from downtown Minneapolis at 3300 Century Avenue North, White Bear Lake, Minnesota 55110. Questions: Kris Peleg, Century College, kristine.peleg@century.edu, and Linda Fuselier, Minnesota State University Moorhead, fuselier@mnstate.edu

Call for Proposals
Modeling Equity, Engaging Difference: New Frameworks for Diversity and Learning

October 18-20, 2012
Baltimore, Maryland
Proposals Due February 29, 2012

For the past twenty years, AAC&U has gathered together national leaders of the diversity movement to articulate a shared vision of the complex connections between societal diversity, liberal education, and democratic aspirations. It is now understood that without a fully inclusive vision of democratic justice and voice—and the creation of significant new knowledge that accompanies that recognition—there is no genuine academic excellence; without high expectations for excellence for all, there is no genuine inclusiveness.

AAC&U invites proposals that examine how campuses are linking diversity, inclusion, and equity initiatives in order to redefine notions of academic excellence. How are institutional leaders shaping their missions to contribute to building more inclusive, just, and democratic communities? How might we be informed by the points of contention on campuses and join with colleagues to set a new agenda for diversity, inclusion, and equity?

In addition to the Call for Proposals, AAC&U is publishing a series of posts as part of the LEAP Blog. The series, Perspectives on Modeling Equity, Engaging Difference, is designed to foster dialogue about the pressing issues related to diversity and learning both on campuses and in communities across the country. We invite you to join in and contribute to this conversation.

Learn more about this conference online.

For more information, please call 202.387.3760, or write to Siah Annand at network@aacu.org.

Call For Proposals

36th Annual University of Wisconsin System Wisconsin Women’s Studies Conference and 7th Annual University of Wisconsin System LGBTQ Conference

Power, Politics, and Performance in WS and LGBTQ Studies

October 5-6, 2012, Reeve Memorial Union, UW Oshkosh

Proposal Deadline, March 1, 2012

How do we have power, political or otherwise, as voters, citizens, students, educators, creators and consumers of culture, workers, and activists? How do we perform those roles and identities, particularly in the context of our current political environment?

The conference organizers seek proposals from across the disciplines addressing research, scholarship, program development, pedagogy, curriculum, the arts, campus programming, and/or community activism in the fields of Women's Studies, Gender Studies, LGBTQ Studies, and Sexuality Studies, especially as they intersect with such areas as Ethnic Studies, Disability Studies, and Sustainability Studies. We are particularly interested in proposals that address the conference theme of power, politics, and performance.

http://wsc.uwsa.edu/events/confer/annualconf/annualconf.htm

AAC&U Call for Proposal

Institute on High-Impact Practices and Student Success
June 19-23, 2012
Portland State University, Portland, Oregon
Applications Due March 1

AAC&U's Institute on High-Impact Practices and Student Success—formerly the Greater Expectations Institute—is designed to help campuses develop intentional and integrative plans to strengthen student learning and student success. The institute curriculum emphasizes high-impact practices and campus-wide strategies that are engaging to students and effective at improving both persistence and achievement of essential learning outcomes.

The Institute on High-Impact Practices and Student Success is designed to help campus, system, or regional collaborative teams (faculty, student affairs professionals, academic administrators, students). The institute curriculum addresses the challenge of leading for change in an era of austerity. It offers innovative models for program implementation and assessment. The program will be of particular interest to campus- or system-wide cross-functional teams working on programmatic curricular and cocurricular change, assessment of new or existing programs or practices, or development of effective institutional collaborations. The institute is also ideal for teams working on accreditation.

Learn more about the Institute on High-Impact Practices and Student Success at www.aacu.org/meetings/hips. For additional information, contact Jordan Fraade at 202.884.7407 or e-mail fraade@aacu.org.

The 2nd Annual

Queer Students of Color Conference 2012

Friday, April 13th- Sunday, April15th

Portland State University- Portland, Oregon

Submission Deadline March 1. 2012

What is QSoC?

The Oregon Queer Students of Color conference is a conference initiated and led by Queer Students of Color in order to provide resources and tools for campus and community change to Queer Student of Color and their allies. The QSoC Conference (QSoCC) will provide resource, leadership, training, and skills through workshops that engage, stimulate, and bring awareness to the unique issues that affect Queer Students of Color and the communities they belong to. Throughout the course of the weekend we will create and maintain a safe space which will allow for the exploration of white supremacy, patriarchy, heterosexism, trans-oppression, fat oppression, ableism, religious oppression, and other intersecting oppressions, as well as how they affect and restrict access to higher education, resources, for Queer Students of Color and connections to students, faculty and administrators of all backgrounds.

Are Allies Welcomed?

We invite all of our allies to help support us in this effort by recognizing that the experiences of Queer Students of Color are different than those of their peers; that by working together we can create accessible realms of higher education for all students. So, while the conference focuses on and will be led by Queer Students of Color we invite our heterosexual and white allies to join us in conversations as participants and allies. We also ask that they respect spaces that are designated for students of color, queer students of color, and queer students only.
How Do I Submit a Workshop?

Workshops proposals are due March1st,2012. You can submit a physical form in the Portland State Queer Resource Center Smith Memorial Student Union Room 401 or contact Jayvin Jordan-Green for more information at qsocconference@gmail.com

Sex, Lies and Things Our Mothers Never Told Us:
How Reproductive Justice Fits into Every Aspect of Our Society
April 28, 2012 at Carleton College, Northfield, Minnesota
The Free Day-Long Conference:
This one-day event features workshops held by committed activists, professionals and organizers from the Midwest, including keynote speaker Loretta Ross from SisterSong Women of Color Reproductive Justice Collective. To register: https://apps.carleton.edu/student/orgs/rjc/conference2012/
Proposal Deadline: March 1, 2012
http://womenstudies.wisc.edu/documents/Call%20for%20Proposals%20Carleton%20College2012.pdf
Please submit proposals to carletonrjc@carleton.edu

Call for Presenters –

Community College National Center for Community Engagement’s 21st Annual National Conference

Leaders Leading Leaders in Service Learning and Civic Engagement

May 23-25, 2012

Deadline: March 9th 2012

Scottsdale, Arizona

CCNCCE invites you to collaborate with your colleagues to submit a proposal for the 2012 Annual National Conference. As you prepare your proposals please keep in mind the three major focuses of this year's conference: Leadership, Technology, and Higher Education's Mission to Civic Learning and Democratic Engagement. Please join us in Scottsdale, Arizona to share your knowledge, skills, and ideas, and to network with colleagues from across the U.S. and abroad. http://www.mesacc.edu/engagement

CALL FOR PRESENTATIONS
Mid-Atlantic Women’s Studies Conference
Asserting Our Value(s): Women’s Studies in the 21st Century
June 15, 2012
Penn State University, Abington College
Abington, PA (near Philadelphia)

Deadline March 10, 2012
Women’s Studies and Women’s Centers have recently and increasingly come under attack, fending off closures, downsized curriculum and services, and loss of faculty and staff positions. Designed for faculty, administrators, and other WS/WC practitioners, this conference explores strategies for asserting our worth and necessity in the face of these setbacks.
Suggested topics:

advocating for resources
developing alliances across the university
community partnerships
marketing programs and events
budgeting and fundraising
feminist leadership within and beyond WS

Direct questions or abstracts to Karen Weekes, kweekes@psu.edu. Abstracts for panels, workshops, or individual presentations should be sent as attachment (Word preferred) with subject “MAWSA 12 proposal.”

CALL FOR PAPERS
Motherhood Initiative for Research and Community Involvement (MIRCI)
MOTHERING AND REPRODUCTION featuring an embedded conference on the topic of
MOTHERING, SCIENCE, AND TECHNOLOGY
October 18-20, 2012, Toronto, ON, Canada
Deadline March 15th, 2012
We welcome submissions from scholars, students, artists, mothers and others who research in this area. Cross-cultural and comparative work is encouraged. We are open to a variety of submissions including academic papers from all disciplines and creative submissions including visual art literature, and performance art.

This conference will examine the ethical, political, social/cultural, economic, historical, religious, spiritual, and psychological dimensions of reproduction and mothering. While the larger conference will be broad in its interpretation and engagement with the subject of 'Mothering and Reproduction', an embedded conference will be specific to exploring how mothers’ decisions and experiences of reproduction and mothering have been/are influenced by science and technology. This Call For Papers is for both the larger conference, and the embedded one. Please feel free to submit to either, without necessarily specifying which you have in mind for your abstract/presentation.

Topics may include but are not restricted to: Bioethics and fertility; abortion, birth control and assisted fertility in a cross cultural context; reproductive technologies and the interplay of religion; mothering in families of high order multiple births; mothering on the blogosphere; queer engagements with reproduction; motherhood and the technological womb; modern childbirth and maternity care; (mis)educative experiences teaching and learning about menstruation and reproduction; re/productive roles mothers play in de/constructing embodied understandings of reproduction; surviving traumatic birth experiences; mothers in academe/research; mothering and the workplace, how technology permeates the work/home barrier; attachment with adopted and biological children; birth plans; how science and technology inform social justice issues; assisted reproductive technologies, state policy, and federalism’s impacts on women in the United States and around the world; reproductive decisions and a politics of location; impact of social media on opinions regarding reproduction; “mothering” from a distance; the experience of egg donation; mothers' changing relationship with "the experts" regarding birthing, infant care in the age of infectious diseases, baby books and birth control; reproductive rights and wrongs, including rise of contraceptive technology alongside state-coerced sterilization; mothering in the Information Age; maternalist political rhetoric in favor of labor rights; mothering bodies; pre and postnatal bodies and reconstructive surgery; eating disorders and reproduction; reproductive consciousness and politics of reproduction; outcomes associated with scientific/technological intervention; outsourcing of reproduction to developing nations; maternal and erotic/maternal eroticism; history of reproductive technologies; Indigenous mothers and mothering; cross-cultural perspectives on reproduction including reproductive technologies.
If you are interested in being considered as a presenter, please send a 250 word abstract and a 50-word bio by March 15th, 2012 to
info@motherhoodinitiative.org TO SUBMIT AN ABSTRACT FOR THIS CONFERENCE, ONE MUST BE A MEMBER OF MIRCI
http://www.motherhoodinitiative.org/membership.html
Motherhood Initiative for Research and Community Involvement (MIRCI) 140 Holland St. West, PO Box 13022, Bradford, ON, L3Z 2Y5 (905) 775-9089 http://www.motherhoodinitiative.org info@motherhoodinitiative.org

Call for Papers:

A Mirror of our Culture: Sport and Society in America Conference
May 22-24, 2012
St. Norbert College, De Pere, Wisconsin
Lambeau Field, Green Bay, Wisconsin
Abstract Deadline: By March 31, 2012
The second Sport and Society in America Conference invites proposals for individual papers or complete sessions focused on sport in literature. Scholarly critical submissions should be guided by the Sport Literature Association's goal to "celebrate the intersection of literature with the world of play, games and sport." All topics related to sport in literature are welcome, which includes essays on fiction, poetry, drama, film, and creative nonfiction. Of particular interest are papers that explore the following: gender and sexuality, class, race, disabilities in sport, traditional and nontraditional sports, and sport and culture. In addition, the conference will include sessions on original fiction, poetry, and creative nonfiction.
For more details about the convention, please go to www.snc.edu/sportandsociety.

Upload submissions at www.snc.edu/sportandsociety/secure/submitpaper.html.

Conference Announcements

2012-02-21T14:53:00.000-06:00

Sociology of Security Mini-conference
Eastern Sociological Society Meetings
February 23-26, 2012
Deadline for conference registration: Feb 29 2012
Millennium Broadway Hotel in New York City
http://essnet.org/AnnualMeeting_Call.asp

56th Session of the Commission on the Status of Women
Rural Women, Empowerment, Poverty Reduction, and Rural Development
February 27, 2012 to March 9, 2012, Union Nations, New York
http://www.un.org/womenwatch/daw/csw/56sess.htm

SEXUAL CULTURES: THEORY, PRACTICE, RESEARCH
An International Conference co-hosted by the Onscenity Research Network and Brunel University
Brunel University, London, April 20-22 2012.
Deadline for conference registration: Feb 29 2012
Please note conference fees include refreshments, dinner on Friday (20th), lunch and dinner on Saturday (21st), and lunch on Sunday (22nd).
Day registration fee for Friday includes dinner, for Saturday includes lunch and dinner and for Sunday includes lunch.
Further details and registration forms available at: http://www.onscenity.org/conf1/

Women and/in The Arts a Conference

Sarah Lawrence College
Friday-Saturday, March 2-3, 2012
Free and Open to the Public

THE ART OF GENDER IN EVERYDAY LIFE IX
Wednesday, March7 - Friday, March 9, 2012

Idaho State University
This conference will explore the various ways in which gender is crafted, celebrated, endured, deciphered, expressed or, in short, the art of how it is lived on a daily basis.

Gender and Women's Studies in the Arab Region

March 7-9, 2012
Sharjah, Sharjah, United Arab Emirates

The conference themes:

Track I. Curriculum Matters: Gender and Women’s Studies in/and the Arab Region Classrooms
Track II. Research Matters: Gender and Women’s Studies Perspectives in/on the Arab Region
Track III. Focus on Arab Feminisms

Website: http://www.aus.edu/conferences/cfp/
Contact name: Nawar Al-Hassan Golley and Susan Feiner

White House LGBT Conference on Housing & Homelessness
Hosted by the White House and the U.S. Department of Housing & Urban Development in partnership with the Ruth Ellis Center
Friday, March 9, 2012
8:30 AM – 5:30 PM
Wayne State University, Detroit, MI
FEATURING
Secretary Shaun Donovan
U.S. Department of Housing & Urban Development
SPACE IS LIMITED. REGISTER ONLINE AT http://go.usa.gov/QVd

SAVE THE DATE!

WE LEARN

Annual (Net)Working Gathering & Conference on Women & Literacy and Annual Membership Meeting

March 8-10, 2012
Providence RI

Women Using Technology: Computers and social media to support community and learning

A Hands-On Training Institute

http://www.litwomen.org/conference.html

Women and the *NEW* American Dream
March 9 and 10, 2012

Otterbein University
www.otterbein.edu/opportunitynation

"Out of the Attic and Into the Stacks": Feminism and LIS: the Unconference

March 9-11, 2012

UW-Milwaukee
A meeting of practitioners, scholars and aspirants in the field of library and information studies to explore feminism as theory, boundary, ecology, method, flavor, relationship, and epistemology -- among others. Unconference will include an unposter session. Cost is $25.

The Art Of Gender in Everyday Life IX

A multidisciplinary conference, The Art of Gender in Everyday Life IX, will take place at Idaho State University on Wednesday, March 7 through Friday, March 9, 2012.

Gender is not a given. Its meaning and significance are constantly in flux. This conference will explore the various ways in which gender is crafted, celebrated, endured, deciphered, expressed or, in short, the art of how it is lived on a daily basis.

The conference will include, in addition to other gender-related events and workshops: a keynote address on Friday evening by Stephanie Coontz, Professor of History and Family Studies at The Evergreen State College, Olympia WA; a Friday lunchtime talk by an ISU faculty member; and a screening of LUNAFEST.

http://www.isu.edu/andersoncenter.

Gendered Borders and Queer Frontiers

March 16-17, 2012

Organized by the Graduate Student Committee of the Program in Gender and Women’s History

University of Wisconsin-Madison

The fields of Gender and Women’s studies have long offered spaces for conceptual exploration and innovation in history, the social sciences, cultural and literary studies. But what does it mean to “do” gender studies in this age of queering and intersectionality? What are the limits of current scholarship and how can we push beyond them? Are some conceptual boundaries productive?

http://genderedbordersandqueerfrontiers.wordpress.com

Cripples, Idiots, Lepers, and Freaks:
Extraordinary Bodies / Extraordinary Minds
Thursday, March 22 – Friday, March 23, 2012
The Graduate Center of the City University of New York
http://esaconference2012.wordpress.com/

Save the Date

13th Annual White Privilege Conference!

Intersectionality: Vision, Commitment, and Sustainable| Partnerships

March 28-31, 2012

New Mexico Equity and Social Justice Alliance

Albuquerque Convention Center in Albuquerque, New Mexico
Sponsored in part by the University of New Mexico Division for Equity and Inclusion and the Office of the Provost.

www.whiteprivilegeconference.com

CONFERENCE To Attend:

Lake Super Service-Learning Regional Conference

Creating Sustainable Partnerships through Service-Learning.

March 29-30, 2012

University of Minnesota Duluth (co-sponsored by UW-Superior)

This is an opportunity to learn from nationally-recognized service-learning leaders, network with other educators and service-learning professionals across the region, and explore how to create sustainable partnerships and best practices supporting service-learning.

Sessions will focus on:

1) The Community: win-win partnerships; impact; sustaining programs when facing economic barriers; community-based research.

2) The Classroom: from theory to practice; research; student outcomes; using The Standards for Quality Practice.
3) The Institution: engaged departments; overcoming barriers at the institutional level; matching missions of institutions and agencies

The keynote speakers are Dr . Barbra Jacoby, Faculty Associate for Leadership and Community Service-Learning at University of Maryland, and Dr . Andrew Furco , University of Minnesota Associate Vice President for Public Engagement. Julie Plaut, Executive Director, Minnesota Campus Compact will be facilitating the concluding presentation. Additional conference information, including registration information, can be found on our conference website at: z .umn .edu /lsslconference. The conference is planned by UMD’s Office of Civic Engagement in partnership with the College of St. Scholastica, Lake Superior College, and the University of Wisconsin-Superior

8th Annual National Young Feminist Leadership Conference
March 31 - April 2, 2012

The Hilton Crystal City in Arlington, VA
More information will be on the way soon - keep checking feministcampus.org for updates and registration information! If you have any questions, please do not hesitate to contact your Campus Organizers at 1-866-444-3652 (East Coast) and 1-866-471-3652 (West Coast) or email nyflc@feminist.org.

Maine Women Writers Collection Academic Conference
New England Women’s Studies Association Conference
IDENTITY ● MEMORY ● TESTIMONY
March 30-31, 2012
Hosted by the Maine Women Writers Collection
at the University of New England, Portland, Maine

California State University, Northridge
The 7th Annual Queer People of Color Conference 2012
“Fourway: Intersections of Race, Class, Gender and Sex[uality]”
March 30th to April 1st 2012
Fourway is a public national conference that gives participants the chance to deconstruct and understand the diversity amongst persons of color in the queer community. We want to give voice to multiple perspectives through workshops, keynote speakers, panels and caucuses. This year we will focus on the intersections between race, class, gender, sex[uality], and how these intersections pertain to our perspectives as Queer People of Color. http://www.qpocc2012.org/workshops.html

Poverty, Coercion, and Human Rights Conference
April 13-15, 2012

Loyola University, Chicago
Confirmed speakers include Amy Allen, Claudia Card, John Christman, Ann Cudd, Leslie P. Francis, Hille Haker, David Ingram, Alison Jaggar, Christine Koggel, Diana Tietjens Meyers, James Nickel, Thomas Pogge, Tisha Rajendra, and Alan Wertheimer. For further information, or to register, please contact Randall Newman, rnewman2@luc.edu or 773-503-2373.

Fashion And …

April 20-22, 2012

University of Minnesota

St. Paul, Minnesota, USA

http://design.umn.edu/fashionand/health/index.html
This symposium is the first of a series of events entitled "Fashion And …" connecting fashion with other themes of importance in today's world. The symposia of Fashion And… will examine the implications of fashion into day's world.

Sexual Cultures, Theory, Practice, Research
This conference, co-hosted by the Obscenity Research Network and the Schools of Arts and Social Sciences at Brunel University, will take place on April 20-22 2012 at Brunel University, London, UK. http://www.onscenity.org/conf1/

Save the Date

Planned Parenthood of WI

Safe, Healthy, Strong Conference

Professional Training Conference
May 1-4
Milwaukee, WI

http://www.plannedparenthood.org/Wisconsin/professional-training-calendar-37574.htm

Planned Parenthood of Wisconsin invites all youth-serving professionals to learn about effective practices and innovative approaches to promote positive, healthy sexuality in our youth. If you have any questions about the conference, please feel free to contact me at jay.botsford@ppwi.org or 414-289-3786.

SAVE THE DATES

40th anniversary of Title IX,

Sport, Health, and Activity Research and Policy (SHARP) Center for Women and Girls

University of Michigan- Ann Arbor

May 9-11, 2012

The new University of Michigan Sport, Health, and Activity Research and Policy (SHARP) Center for Women and Girls is hosting a national conference to celebrate the 40th anniversary of Title IX, the landmark legislation that has changed the lives of women and girls. The SHARP center is a collaboration between the Women's Sports Foundation and the University of Michigan.

Gender and Women's Studies Forum

Gendered Memories of War and Political Violence
Sabanci University, Istanbul
May, 22-23 2012
Workshop organized in the framework of the Central European University - Sabanci University Joint Academic Initiative by Ayse Gül Altinay and Andrea Petö. Opening Remarks by Cynthia Enloe. The 20th century has been a century of wars, genocides, and other forms of political violence. It has also been a century of feminist struggle and theorizing globally. At the peak of what is sometimes called the "memory boom," this conference seeks to explore the different ways in which wars, genocides, and other forms of political violence are remembered through a gender lens. Workshop website: http://myweb.sabanciuniv.edu/genderconf/

Women’s Organizations and Female Activists in the Aftermath of the First World War: Moving Across Borders.
Memorial Day Weekend: 26th to 28th May 2012
Hamline University

St Paul, Minnesota, USA
Recent developments in the social and cultural history of modern warfare have done much to shed new light on the experience of the First World War, and in particular how that experience was communicated in popular and high culture, and in acts of remembrance and commemoration after 1918.

The Hamline Conference builds on this work and is supported by a network grant from the UK-based Arts and Humanities Research Council (AHRC). It will be followed by a fourth international conference in Budapest, Hungary with an emphasis on Eastern and Central Europe. Two special issues of a peer-reviewed journal and a volume of comparative essays are planned for 2014.

Attendees will be invited to visit sites and events of interest, including Victory Memorial Parkway in Minneapolis (a boulevard and collection of monuments dedicated in 1921 to the servicemen and nurses of Hennepin County who died in the First World War) and the Memorial Day Program at Fort Snelling National Cemetery.

21st IAFFE Annual Conference:

Weaving Alliances from Feminist Economics
June, 27-29, 2012
Barcelona, Spain

For more information visit us at www.iaffe.org
The 2012 IAFFE conference theme, “Human Well-Being for the 21st Century: Weaving Alliances from Feminist Economics”, will be conducive to discussions on the effects of the global crisis as well as policy, action and alliances from a feminist economics perspective. In addition to regular presentations, we invite everyone to organize sessions and present papers analyzing the multiple aspects of the crisis and to shape feminist responses to the challenging questions facing the world today.

Energize! Organize! Stop the War On Women
2012 National NOW Conference
June 29 -July 1, 2012, Baltimore, MD

Submission Deadline: Monday, April 2

Registration open

http://www.now.org/organization/conference/2012/index.html

Managing Social Vulnerability: Welfare and Penal Systems in Comparative Perspective
July 16 - 27, 2012

Central European University

Budapest, Hungary
http://summer.ceu.hu/managing-2012

Rhymes, Rhythms, and Rituals: 25 Years of Rural Women’s Studies Revisited
Rural Women’s Studies Association Triennial Conference
University of New Brunswick and Saint Thomas University, cooperation with Nova Scotia Agricultural College in Nova Scotia,
July 26-28, 2012.

Website: http://www.uncp.edu/rwsa/

Crossing Boundaries, Workshopping Sexualities
the first Section on Sexualities Section mini-conference
August 15-16, 2012

Denver, CO
http://www.crossing-boundaries.org/register-pay

Save the Dates: NWSA Conference 2012

Feminism Unbound: Imagining a Feminist Future

November 8-11, 2012
Oakland Marriott City Center
Oakland, CA

http://www.nwsa.org/

Opportunities for Students

2012-02-21T14:52:00.001-06:00

The 2nd Annual

Queer Students of Color Conference 2012

Friday, April 13th- Sunday, April15th

Portland State University- Portland, Oregon

Submission Deadline March 1. 2012

What is QSoC?

Are Allies Welcomed?

The Enloe Award

Deadline April 10, 2012

The International Feminist Journal of Politics (IFjP)

in conjunction with Taylor and Francis, created the Enloe Award in honour of Cynthia Enloe’s pioneering feminist research into international politics and political economy, and her considerable contribution to building a more inclusive feminist scholarly community. The Award is given annually, after an open competition judged by a committee of eminent feminist scholars drawn from the IFjP Board. It recognizes exceptional quality in a paper submitted to IFjP by an emergent scholar. The winning entry is published in the journal as the Enloe Award Essay and the author given an honorarium (currently US$500) on publication.

Those eligible for the Award include postgraduate students nearing completion of their PhD thesis and postdoctoral scholars who are within five years of the award of their PhD at the time of the competition deadline will be eligible to enter. Papers should fall within the rubric of IFjP, which as a journal seeks to publish lively, original research at the intersection of international relations, politics and women's studies. They should also be no longer than 8000 words long, including notes, and conform to IFjP house style, details at www.tandf.co.uk/journals/authors/rfjpauth.asp. The deadline for submissions for the Enloe Award 2012 is April 10th 2012. Please submit papers to ifjp@ufl.edu, marking them clearly as intended for consideration by the Enloe Award Committee.

Undergraduate Diversity at Evolution 2012

'Undergraduate Futures in Evolutionary Biology'

Meeting July 6-10, 2012, Ottawa, Canada

Application deadline is Friday, March 30^th,

Decisions will be announced by Friday, April 6^th, 2012
We are pleased to announce an undergraduate travel award to bring talented and diverse undergraduates to the Evolution meetings. For the 10th year in a row we will fly a cohort of undergraduates from throughout the US and Puerto Rico to present a poster at the meetings, receive mentoring from graduate students, postdocs and faculty, and participate in a career-oriented 'Undergraduate Futures in Evolutionary Biology' panel and discussion. The program covers the costs of travel, registration, food and accommodation at the meetings.

Applications are welcomed from all undergraduates, and the admissions goal is to create a diverse pool of students.

An overview of the program and student eligibility can be found at: http://www.oeb.harvard.edu/faculty/edwards/community/application.html

Apply online at: Http://www.nescent.org/Evo2012undergradapp

Applications consist of a short statement of interest, a letter of recommendation and the title and abstract of the poster to be presented.
In addition, we will be soliciting names of graduate students, postdocs and faculty members who would like to serve as mentors during the meetings. Mentors meet with pairs of students and attend talks with them, introduce them to colleagues, network and generally make the meetings a welcoming place for them. Although costs are not covered for mentors it is an unusually rewarding experience. Contact Richard Kliman <rmkliman@cedarcrest.edu> if you are interested in serving as a mentor.

For inquires contact one of the organizers: Scott Edwards - sedwards@oeb.harvard.edu; Richard Kliman - rmkliman@cedarcrest.edu; Jory Weintraub - jory@nescent.org

The Starbucks Foundation-Starbucks Shared Planet Youth Action Grants

Deadline: Rolling
Youth Action Grants are designed to help youth realize their natural potential to reinvent their local communities. The Starbucks Foundation accepts applications from organizations that provide young people (ages 6-24) with a continuum of service opportunities in social entrepreneurship. Grants range from $10,000 to $25,000. Eligible applicants include nonprofit organizations with 501(c)(3) status. Contact the Starbucks Foundation for more information and to apply for this funding: http://www.starbucksfoundation.com/index.cfm?objectid=998EF1C4-1D09-317F-BBF7F71F7B681A12

Call for Submission
Independent Girls, Inc.
Open Submission deadline
www.independentgirls.org
Independent Girls, Inc. is a new nonprofit organization based in Florida, that aims to provide positive role models for girls, to get them thinking about goal setting and success, and to give them the tools to be self-confident, emotionally grounded, healthy, and independent. Each week the website will feature a different role model for girls as well as an article related to positive, healthy girls' development. The site will send regularly scheduled e-mails to girls and parents who subscribe. Independent Girls' goal is to create a counterbalance to the celebrity-saturated, image-based culture of 9 ñ15 year old girls by providing girls with the strong, positive female role models who are currently missing from teen media and by addressing issues germane to girls' healthy development. Independent Girls seeks people to write original content for the website and weekly newsletters. Writers will identify, research, and write about topics and trends salient to 9 ñ 15 year old girls, with an emphasis on how to become a healthy, balanced, emotionally grounded, confident girls. Additional emphasis will be placed on understanding popular culture and developing the critical thinking skills necessary to becoming media literate/savvy. Weekly articles should provide girls with information about things that girls deal with between the ages of 9 - 15, for example self-esteem, body image, puberty, bullying/ cyber bullying, healthy relationships, eating disorders, healthy eating/nutrition, exercise, time management/stress management, goal setting, leadership, cliques and popularity, frenemies, peer pressure, financial independence, internet safety, and media awareness. Articles should be between 250-500 words long; some topics may need to be covered in a series of articles. Articles should be informative and easy to read and, most importantly, must engage girls. Articles should answer questions that girls have (and perhaps even answer questions that girls didn't even know that they had). The site will also feature blogs where writers can have on-going editorial columns about different topics. Please contact Julie Simons if you are interested in getting involved with this project: julie@independentgirls.org/561-352-3511. Compensation will be per article published and will be based on both the length of the article and how ready for publication the article is upon receipt by Independent Girls.

Internships and Job Opportunities at the National Organization for Women
With over 500,000 contributing members, NOW is the largest feminist organization in the United States. Since NOW was founded in 1966, we have struggled to end the injustice and inequality women face daily. As an intern with the National NOW Action Center you will be on the front lines of the women's rights movement. An important element of our program is comprehensive leadership training. We hold a series of workshops to empower young feminists and give you the tools and knowledge to become leaders on your campuses and in your communities. You will learn the organizing skills from leaders of the most prestigious feminist organization in the world. Becoming a NOW intern is a commitment to apply the skills learned during the internship and to become, or continue to be, an activist leader. Each semester NOW interns participate in a wide range of activities which distinguish us from other Washington, D.C. based programs. These are just a few of the activities provided for interns each semester: First-hand observation of how a sexist, racist, and classist political system impacts women in this country. Frequent opportunities to organize and attend Congressional and U.S. Supreme Court hearings, press conferences, demonstrations and rallies. Intern Lobby Day which includes a "how to lobby" workshop. Training in our successful, time-honored grassroots organizing including workshops on campus organizing, coalition building and networking. Weekly intern discussion groups and field trips on a wide range of feminist issues which are led by National NOW staff and officers. Please read the application and information. Your assistance in this fight is crucial. We must stop the backlash against women and regain total power and control over our bodies and our lives. Visit: http://www.now.org/organization/work.html

Internship Program
A National Internship Program in Feminism and Public Policy
The Feminist Majority and Feminist Majority Foundation seek highly motivated undergraduate students who aspire to become leaders in the feminist movement to serve as interns in our Washington, DC and Los Angeles offices. The Feminist Majority Foundation, one of the nation’s leading research and advocacy organizations for women’s rights, develops creative long-term strategies and permanent solutions for the pervasive social, political, and economic obstacles facing women. Through educational and research projects the Feminist Majority Foundation seeks to transform the public debate on issues of importance to women’s lives. The Foundation also publishes Ms. Magazine in editorial offices in Los Angeles and publishing offices in the greater DC area. Applications are processed on a rolling basis. Full details at www.feminist.org/intern

4collegewomen.org
Members of the Brandeis Community want to help inform women everywhere of an ever-developing website that has evolved into a useful resource. The website includes links to other sites that address all aspects of women's health and features spotlight articles researched by Brandeis students. The website is created and maintained by Brandeis University students and is sponsored and overseen by the Former Assistant Surgeon General, Dr. Susan J Blumenthal. This site focuses on women's issues and beyond but specializes in college-aged women. The website is http://www.4collegewomen.org

http://scholar.google.com/
Google Scholar enables you to search specifically for scholarly literature, including peer-reviewed papers, theses, books, preprints, abstracts and technical reports from all broad areas of research. Use Google Scholar to find articles from a wide variety of academic publishers, professional societies, preprint repositories and universities, as well as scholarly articles available across the web. http://scholar.google.com/

Service Learning Opportunities

2012-02-21T14:51:00.000-06:00

Webinar:

Service-Learning and Addressing Sexual Violence and Abuse on Campus

Wednesday, February 29, 2012, 1:00pm – 2:00pm

Register by February 28, 2012

In this interactive webinar, the presenters will share their personal story of violence and their work to engage students, other faculty, administrators, and community partners in reducing sexual assault and dating violence. Examples of both curricular and co-curricular programs that bring awareness, educate, and provide victim services will be highlighted. Finally, the speakers will facilitate discussion about obstacles and opportunities that exist on our campuses today.

REGISTRATION DETAILS: These webinars are part of an ongoing professional development series sponsored by California Campus Compact, Iowa Campus Compact, Kansas Campus Compact and Minnesota Campus Compact. Faculty, staff, students, and other affiliated individuals at member institutions of the Compacts in these states qualify for half-price, discounted ticket rate; as do individuals from campuses that belong to Campus Compact, but are not members of a state compact. The regular registration fee is $60.00 per login http://slandsexualassault.eventbrite.com

Conference – Conference – To Attend and Present

Upper Midwest Civic Engagement Summit

Co-Sponsored Iowa, Minnesota and Wisconsin Campus Compacts

June 5-6, 2012

Macalester College in St. Paul Minnesota.

Submit a proposal or poster by February 24, 2012

You are invited to present and join us for the inaugural Upper Midwest Civic Engagement Summit. The Summit will provide opportunities for faculty, professional staff, student and community leaders interested in higher education civic engagement activities to network and learn from one another while engaging in skill-building sessions as well as discussing challenging issues facing our communities and campuses. This work is critical to democracy. In an era of deeply polarized and uncivil public discourse, high-quality community work and learning prepares students to listen and speak respectfully across differences. Rather than resigning ourselves to the existence of major social problems, campuses can build partnerships that support student success and address specific community priorities. Investing in assessment also allows us to communicate the value of these collaborative efforts and continue to improve them. Registration will open in March. Early registration rates are $75 for Campus Compact members, $150 for non-members and $40 for students and AmeriCorps members. Stay tuned for more information on the schedule and registration in 2012! Please visit: http://www.wicampuscompact.org/?p=478

Conference – To Attend

Building Access through Service-Learning in P-16 Teacher Education

March 1st, 2012

Hosted by Illinois Campus Compact, 8:30am to 3:30pm, Columbia College, Chicago, IL

Pre-Teacher Students: Free

Campus Compact members: $25.00

Registration/Information link: http://www.illinoiscampuscompact.org/member-events/

Conference – To Attend

Women and the *NEW* American Dream:

Otterbein University (OH)

March 9 and 10, 2012

This is a conference for all of us who are determined to work together in our communities to create innovative new strategies for women and girls to flourish. We are issuing an immediate call to action to invite students, scholars, higher education staff, and community partners to join us in Ohio for this important dialogue. If you are interested in attending yourself or sending a team, please visit our website at www.otterbein.edu/opportunitynation and click on the “Intent to Participate” button to complete the requested information by February 9, 2012. After we have received your information, one of our summit coordinators will work with your campus or community organization to facilitate participation and registration ($125 non-students, $25 students).

Conference – To Attend

Developing Global Citizens in Schools, Higher Education and the Community:

5th International Conference on Conflict Resolution Education, (CRE)

March 14 – 19, 2012

Cleveland, Ohio, USA.

Special rates for college and university faculty, staff, and students! Registration information and details at: http://creducation.org/cre/goto/5th

8th Annual National Young Feminist Leadership Conference
March 31 - April 2, 2012

The Hilton Crystal City

Arlington, VA
More information will be on the way soon - keep checking feministcampus.org for updates and registration information! If you have any questions, please do not hesitate to contact your Campus Organizers at 1-866-444-3652 (East Coast) and 1-866-471-3652 (West Coast) or email nyflc@feminist.org.

Poverty, Coercion, and Human Rights Conference
April 13-15, 2012

Loyola University, Chicago

Community College National Center for Community Engagement’s 21st Annual National Conference

Leaders Leading Leaders in Service Learning and Civic Engagement

May 23-25, 2012

Scottsdale, Arizona

Lake Superior Service-Learning Conference

Creating Sustainable Partnerships through Service-Learning

Mar. 29-30, 2012

University of Minnesota Duluth

For more information, visit http://www.d.umn.edu/outreach/civic/LSSL%20Conference.html or call Michelle Hargrave at 218-726-7125. Keep an eye on the conference webpage as planning continues to evolve and more information becomes available.

Webinar

Service-Learning in Graduate Professional Education:

Wednesday, April 5, 2012, 2:00pm – 3:30pm
Are you interested in implementing a service-learning curriculum in a graduate professional education setting, but the challenges seem daunting? This webinar will explore the challenges and opportunities involved in implementing service-learning in a graduate professional education setting. We will discuss ways of overcoming challenges and tips for success. We will describe a few examples of existing curricula at UCSF, including learner and community partner perspectives.

CALL FOR PAPERS:

Service Learning in the Humanities

For The Journal Interdisciplinary Humanities

Submission Deadline: May 1, 2012
The Fall 2012 issue of the journal Interdisciplinary Humanities will be a special issue on service-learning in the humanities. The editors welcome submissions of articles, essays, and reflective pieces on service-learning from various points of view: students, faculty, agency mentors, and higher-education and non-profit community administration and staff. Documents may focus on studies, theory, practice, interdisciplinary collaboration, and school-community partnerships as they apply to service-learning. The co-editors for this special issue are Isabel Baca (University of Texas-El Paso) and Joana Owens (Jacksonville University). Send inquiries and papers to Isabel Baca at: ibaca@utep.edu <mailto:ibaca@utep.edu> and Joana Owens: jowens1@ju.edu <mailto:jowens1@ju.edu>

Toolkit for the Evaluation of Service-Learning Programs:

The toolkit is divided into four parts: general evaluation guidelines for service-learning; developing a rigorous evaluation for service-learning; design instruments and recruitment materials from the national evaluation; and an annotated bibliography based on literature reviews conducted for the national evaluation. The Toolkit for the Evaluation of Service-Learning Programs is available as a free download at the NSLC website: http://www.servicelearning.org/library/resource/9624

CALL FOR FACULTY MENTORS

Undergraduate Journal of Service Learning and Community-Based Research

The editorial team of Undergraduate Journal of Service Learning and Community-Based Research is seeking faculty mentors for this new undergraduate journal.

Undergraduate Journal of Service Learning and Community-Based Research is a refereed, multi-disciplinary, online undergraduate journal open to all undergraduate students in the U.S. and across the globe. Faculty mentors, scholar-teachers familiar with service learning and community-based research, are a crucial part of the journal’s review process. We seek faculty mentors in a wide range of disciplines.

For Volume 1, all submissions will first be read by the editor. She will send submissions that seem to fit the journal's general specifications to a faculty mentor. Every effort will be made to send submissions to faculty mentors in the student's discipline. At this point, a faculty mentor will make one of four decisions: Accept, Accept with Minor Revisions, Revise and Resubmit, or Reject. Faculty mentors will one directly with potential authors through the revision process. We will generally commit to publishing an article if the student puts in sufficient time and effort to revise the draft based on the faculty mentor's suggestions. For detailed information about the journal, please see our website at http://www.bk.psu.edu/Academics/33679.htm.

The National Women’s Studies Association (NWSA) has released a

White Paper on Women's Studies as Civic Engagement: Research and Recommendations

Feminism in the City: Internship in Women's Studies

UW-Milwaukee Center for Women's Studies

WOMEN'S STUDIES SEMESTER IN THE CITY PROGRAM

The University of Wisconsin-Milwaukee (UWM) Center for Women's Studies, in partnership with the UW-System Women's Studies Consortium, invites students from throughout the UW-System to experience a semester in the city. In keeping with UWM's urban mission and commitment to use its metropolitan location to expand the student educational experience by providing more learning opportunities in the community, the UWM Center for Women's Studies offers a seminar-grounded internship course entitled Feminism in the City: Internship in Women's Studies. The internship program is facilitated and taught by the former coordinator of the federally funded "Safe at Home Project" of the Milwaukee Women's Center. Our internship program has enabled students to apply their knowledge of Women's Studies scholarship to the practical experience of working in a local women's organization in the metropolitan area, such as the Milwaukee Women’s Center, the YWCA, and the Women's Fund, among others. Students who enroll in the UWM Women's Studies Semester in the City program are required to enroll in the Women's Studies internship course (Course #958-489; Title: Feminism in the City: Internship in Women's Studies; 4 credits) and must agree to meet its requirements. At this time, the Women's Studies Semester in the City program and the Women's Studies internship course, Feminism in the City: Internship in Women's Studies, will be offered annually during Spring semester only. For more information contact Kathleen Miller-Dillon, Assistant Director, kmdillon@uwm.edu

LGBTQ and Sexuality Studies Opportuities

2012-02-21T14:50:00.000-06:00

The 2nd Annual

Queer Students of Color Conference 2012

Friday, April 13th- Sunday, April15th

Portland State University- Portland, Oregon

Submission Deadline March 1. 2012

What is QSoC?

Are Allies Welcomed?

White House LGBT Conference on Housing & Homelessness
Hosted by the White House and the U.S. Department of Housing & Urban Development
in partnership with the Ruth Ellis Center
Friday, March 9, 2012
8:30 AM – 5:30 PM
Wayne State University, Detroit, MI
FEATURING
Secretary Shaun Donovan
U.S. Department of Housing & Urban Development
SPACE IS LIMITED. REGISTER ONLINE AT http://go.usa.gov/QVd

NEW WEBSITE

Consortium of Higher Education Lesbian Gay Bisexual Transgender Resource Professionals!

http://www.lgbtcampus.org/

The combined vision and mission of the Consortium is to achieve higher education environments in which lesbian, gay, bisexual, and transgender students, faculty, staff, administrators, and alumni have equity in every respect. Our goals are to support colleagues and develop curriculum to professionally enhance this work; to seek climate improvement on campuses; and to advocate for policy change, program development, and establishment of LGBT Office/Centers.

LGBT- Friendly Campus Climate Index

http://www.campusclimateindex.org/

The LGBT-Friendly Campus Climate Index is a vital tool for assisting campuses in learning ways to improve their LGBT campus life and ultimately shape the educational experience to be more inclusive, welcoming and respectful of LGBT and Ally people.

Resource: GlbtNearMe, GLBT National Help Center offers a list of resources by location, glbtnearme.org.

Call For Submissions
Best Bi Short Stories
Open submission deadline
http://www.biwriters.org
Seeking stories that illuminate something about the experience of being bi. Stories can focus on relationships, romance, dating and sex, of course but we'd like to see much more than that. All genres such as fantasy, science-fiction, romance, historical, mystery, western, vampires, etc. as well as contemporary fiction are encouraged.

UWSA now has a domestic partner benefit website online: http://www.uwsa.edu/hr/benefits/dpbenefits.html. The page will be updated as information becomes available so please check back for changes, so check back

The UW System Office of the Women's Studies Librarian has put online the Summer 2010 issue of FEMINIST COLLECTIONS, with"Diversifying and Complicating Representations of Trans Lives: Five Documentaries about Gender Identity," a review by Joelle Ruby Ryan of five trans videos. It is available at http://womenst.library.wisc.edu/publications/feminist-coll/TransDocumentaries.pdf

The five reviewed are:

Against a Trans Narrative, 61 mins. , directed by Jules Rosskam; distributed by Video Data Bank, 2009;

Diagnosing Difference, 64 mins., directed by Annalise Ophelian, Floating Ophelia, 2009;

Still Black: a Portrait of Black Transmen, 77 mins., directed by Kortney Ryan Ziegler, Black Star Media, 2008;

Switch: a Community in Transition. 52 mins., directed by Brooks Nelson, Boxxo Productions,
2009; and

Two Spirits: Sexuality, Gender, and the Murder of Fred Martinez. 60 mins, directed by Lydia Nibley, Say Yes Quickly Productions, 2009).

Ethnic, International, and Area Studies

2012-02-21T14:49:00.000-06:00

SAVE THE DATES

36th Annual University of Wisconsin System Wisconsin Women’s Studies Conference and

7th Annual University of Wisconsin System LGBTQ Conference

Power, Politics, and Performance in WS and LGBTQ Studies

October 5-6, 2012, Reeve Memorial Union, UW Oshkosh

Proposal Deadline, March 1, 2012

http://wsc.uwsa.edu/events/confer/annualconf/annualconf.htm

CALL FOR PAPERS for an Edited Volume
Tenuous Veneers: Women of Color in the Academy —Narratives of Distress and Success in the Tenure Process
Deadline: March 30, 2012
Submissions are sought for an edited volume titled Tenuous Veneers: Women of Color in the Academy —Narratives of Distress and Success in the Tenure Process. The theme for this compilation derives from dialogues with faculty of color whose receptions on university and college campuses in the U.S. resonate with the immigrant experience of attempting to settle and acculturate in a new country. The familiar concept of embracing a “land of opportunity” serves as a useful metaphor for the challenging and disorienting experiences faculty members of color often undergo as new arrivals onto the landscape of academic opportunity.

Faculty women of color often come enthusiastically onto campuses where we discover that the terrain of the ivory tower is uncharted by forerunner academics of color who have paved the way in integrating the hallowed halls of traditionally Anglo academe. Navigating this reality can be fraught with painful difficulties that are rarely understood or even noticed by the dominant academic culture, and adapts well to W.E.B. DuBois’ famous quote regarding the American Negro, in that the faculty woman of color “is gifted with second-sight in this American [university] world,—a world which yields [her] no true self-consciousness, but only lets [her] see [her]self through the revelation of the other world. It is a peculiar sensation, this double-consciousness, this sense of always looking at one’s self through the eyes of others, of measuring one’s soul by the tape of a world that looks on in amused contempt and pity. One ever feels [her] two-ness,—an American [academic], a [faculty woman of color]; two souls, two thoughts, two unreconciled strivings; two warring ideals in one [ethnic other] body, whose dogged strength alone keeps it from being torn asunder” (Adapted from The Souls of Black Folks, 1903).

Tenuous Veneers builds from this truth while also seeking to be inclusive of a representative range of narratives from distress to success for women of color in academe. Submissions for this edited volume are invited and encouraged in order to tell a complete and balanced story that reveals both the challenges and the rewards of careers in the academy for faculty women of color. Please send email 500-word abstracts by deadline to: masmith@seattleu.edu

Save the Date

13th Annual White Privilege Conference!

Intersectionality: Vision, Commitment, and Sustainable| Partnerships

March 28-31, 2012

New Mexico Equity and Social Justice Alliance

Albuquerque Convention Center in Albuquerque, New Mexico
Sponsored in part by the University of New Mexico Division for Equity and Inclusion and the Office of the Provost.

www.whiteprivilegeconference.com

FEATURES:

High School Youth Leadership Conference

Day-long, Pre-Conference Institutes on Wednesday

|Institute options on Saturday

Evening Film Series

More than 100 concurrent workshops

Caucuses for: People of Color, White Anti-Racist Activists and support groups

Meet the Speakers & Book Signing Reception

Shabbat “Ce-Liberation” Dinner

Undergraduate, graduate credit available;

Continuing Education unite available

|WHO Attends the WPC: the Attendees
• Approximately 1,500 participants each year from all sectors of the workforce, K-12, Higher Ed, students, activists, musicians, artists, & faith communities
• Participants represent more than 40 states, Australia, Canada, & Germany
• More than 90% participants report that they return home with new information, resources, and strategies for addressing issues of privilege and oppression
• More than 90% plan to attend future conferences and will recommend it to others
ABOUT the WPC:
The WPC has become a venue for fostering difficult and critical dialogues around white
|privilege, diversity, multicultural education and leadership, social & economic justice, and intersecting systems of privilege and oppression. The conference is unique in its ability to bring together students, youth, teachers, university faculty, activists, social workers and counselors, healthcare workers, and members of both the spiritual community and corporate arena. Issues of race, addressed from a comprehensive, intersectional perspective, bring in dynamics of gender/gender identity, ethnicity, sexuality, religion, ability and class oppression and advancing social and economic

Call For Submissions
Journal of International Women's Studies Open submission deadline
http://www.bridgew.edu/SoAS/JIWS/
The Journal of International Women's Studies (JIWS) is currently accepting book reviews for possible publication. JIWS is an on-line, open-access, peer reviewed journal that provides a forum for scholars, activists, and students to explore the relationship between feminist theory and various forms of organizing. The journal seeks both multidisciplinary and cross-cultural perspectives. Through its diverse collection, the journal aims to create an opportunity for building bridges across the conventional divides of scholarship and activism; "western" and "third world" feminisms; professionals and students; men and women.

Call for Submissions
Journal of Women's Intercultural Leadership Open submission deadline
http://www.saintmarys.edu/cwil/jwil
The Journal of Women’s Intercultural Leadership serves as a resource for scholars and practitioners who seek to bring intercultural perspectives and practices to their classes, research, programs, or institutions. This refereed journal focuses on women’s studies, leadership development, and intercultural education (including international and domestic multicultural) and the complex interdisciplinary intersections between these disciplines to yield a distinctive, interconnected synthesis of ideas and best practices. The Journal contains articles, discussion forums, and book reviews.

Resource: Directory of LGBTQ People of Color Organizations and Projects in the U.S. http://www.lgbtfunders.org/files/FLGI_POC_Dirctry_2009.pdf

Resource: Comprehensive Handbook for Building Legally Sustainable Campus Diversity Programs, The American Association for the Advancement of Science, http://www.aaas.org/news/releases/2010/0507diversity.shtml

Resource: From the Wisconsin Center for the Advancement of Postsecondary Education
Report Examines Diversity Among Higher Education Leaders. A new monograph co-authored by Jerlando F. L. Jackson, UW-Madison, provides a clear and succinct synthesis of literature examining the experience of administrators of color in higher education in order to help policymakers, administrators, faculty, researchers, and governing boards make decisions that increase administrative diversity in their institutions and improve working conditions for administrators of color. The monograph is the third issue in Volume 35 of the ASHE Higher Education Report, published by Jossey-Bass in cooperation with the Association for the Study of Higher Education. http://www.ashe.ws/?page=176

Resource, The Critical Multicultural Pavilion, http://www.edchange.org/multicultural/

Sustainability Studies Opportunities

2012-02-21T14:48:00.000-06:00

We invite prospective speakers to submit abstracts!

The Green Energy Summit and Exposition

Frontier Airlines Center, Milwaukee, WI

The Green Energy Summit and Exposition recognizes unprecedented opportunities and encourages investment and development in the green sector.

Topic Areas of Special Interest for Presentations Include:
Green development in Education
Energy Efficiency and Financing
Green Agriculture, Green Building, Green Business & Manufacturing, Green Careers
Innovation
Recycling and Renewables
Social Responsibility and Sustainability
Transportation and Water

http://www.greenenergysummit.us/

Resource:

Farmer Jane: Women Changing the Way We Eat
http://www.farmerjane.org/resources.html
FarmerJane.org is dedicated to featuring the efforts of women - both sung and unsung heroes – that are making positive changes for our food system.

Resource:
Midwest Regional Collaborative for Sustainability Education (MRCSE)
They believe that learning is at the heart of change. They are collaborators from all walks of life exploring transformative practices that can catalyze a sustainable future for all. Their aim is to see and live in the world differently by drawing upon their creative ability to imagine a new future. http://www.mrcse.org/

Study Abroad in WS and LGBTQ Studies

2012-02-21T14:47:00.000-06:00

In London with the Michigan State University Women's Studies Program

July 2012

Deadline for applications for summer 2012 is March 1!
Women’s Studies in London offers the opportunity to study the lives of British women.
London is a perfect setting for cross-cultural and cross-disciplinary investigation into British women's writings and culture, feminist movements, and feminist theories and perspectives. British women have made vital contributions to women's progress and have had intellectual, social, and political links to the United States since the 18th century.

Classroom discussion and readings are guided by such questions as: What influences have constructed notions of gender, race, class, ethnicity and sexuality had on British women's and men's lives? What are British feminisms? By focusing on an overview of the ideas and history of the British women's movement, and on an overview of selected British women writers, we hope to come to some answers to these questions and to raise others as well.

Discussions and readings will be enhanced by contacts with women's organizations and trips to the Women's Library (formerly the Fawcett Library), London's premiere archive of British women's activism. Participants will go on walking tours of London's great sights and of Women's London, to theaters, art museums, and on trips to Stonehenge and Hampton Court. Along the way, they will compare U.S. notions of gender with England's and examine ways in which culture is influenced by legendary and ordinary women.
Study Abroad in Women’s Studies:

A new resource list on Study Abroad Programs focusing on gender and women's studies has been posted to the NWSA website on the PAD's resource page for programs and individuals that are members of the National Women’s Studies Association. To locate this list go to:

http://nwsa.org/PAD/resources.php and scroll down to the section titled "Students."

Disability Studies Opportunities

2012-02-21T14:45:00.000-06:00

A Conference

New Volume
Feminist Disability Studies. Edited by Kim Q. Hall, published 10/3/11.
Disability, like questions of race, gender, and class, is one of the most provocative topics among theorists and philosophers today. This volume, situated at the intersection of feminist theory and disability studies, addresses questions about the nature of embodiment, the meaning of disability, the impact of public policy on those who have been labeled disabled, and how we define the norms of mental and physical ability. The essays here bridge the gap between theory and activism by illuminating structures of power and showing how historical and cultural perceptions of the human body have been informed by and contributed to the oppression of women and disabled people.

American Educational Research Association (AERA) Special Interest Group: Disability Studies in Education - The mission of the Disability Studies in Education SIG is to promote the understanding of disability from a social model perspective drawing on social, cultural, historical, discursive, philosophical, literary, aesthetic, artistic, and other traditions to challenge medical, scientific, and psychological models of disability as they relate to education.

Law School Disability Programs Directory - In order to provide lawyers, law students, and potential law students with disabilities, as well the the legal community, with the best available information, the American Bar Association Commission on Mental and Physical Disability Law collects data from ABA-accredited law schools concerning their disability related programming. For each state below, there is information regarding contact information for assisting students with disabilities, student organization(s) associated with disability law/rights or students with physical or mental disabilities, clinical program(s) associated with disability or mental health law or disability-related legal matters, and other relevant programs or information.

Disability Law Blog - A blog with periodic updates on developments in disability law and related fields.

Disability Law Links - A collection of organizations and resources on disability law and policy.

Disability Law Research Guide - Associate Director of the Law Library, Wendy Scott, has prepared this Research Guide for Disability Law related research. (PDF format)

Disability Studies for Teachers - This website contains lesson plans and materials designed to help teachers integrate disability studies into social studies, history, literature, and related subjects in grades 6-12. The plans and materials also can be adapted for use in postsecondary education.

International and Comparative Disability Law Resources - This website was developed to assist researchers and to promote the international work of our new Disability Law and Policy Program.

Links to Other Disability Resources by the Center on Human Policy - A broad listing of web sites & resources concerning people with disabilities compiled by the Center on Human Policy.

UN Enable - Rights and Dignity of Persons with Disabilities - The Convention on the Rights of Persons with Disabilities and its Optional Protocol are serviced by a joint Secretariat, consisting of staff of both the United Nations Department of Economic and Social Affairs (DESA), based in New York, and the Office of the High Commissioner for Human Rights (OHCHR) in Geneva. This Enable website is provided by DESA.

The Center for Women’s Policy Studies
2011 Barbara Waxman Fiduccia Papers on Women and Girls with Disabilities

In 1999, at the urging of our sister and colleague Barbara Faye Waxman Fiduccia, the Center launched a series of reports on women and girls with disabilities (see below)– written by women leaders in the disability rights and women’s rights movements. Sadly, we lost Barbara in 2001 and, while we will always miss her great and powerful spirit, her passion to ensure the full human rights of women and girls with disabilities continues to inspire the Center’s work.

The Center for Women’s Policy Studies calls for a series of new Barbara Waxman Fiduccia Papers on Women and Girls with Disabilities– on a full range of women’s human rights crises that affect women with disabilities in every corner of the globe. In Barbara’s words in Women and Girls With Disabilities: Defining the Issues – An Overview (1999): “Disabled women and girls are of all ages, all racial, ethnic, religious and socioeconomic backgrounds and sexual orientations. . . Disabled women and girls live at the corner of disability and womanhood – with two ‘minority’ identities, a double dose of discrimination and stereotyping and multiple barriers to achieving their life goals.”
http://www.centerwomenpolicy.org/publications/disability/default.asp

2011 Barbara Waxman Fiduccia Papers will present the self-defined perspectives of women with disabilities – both in the USA and globally – on such topics as: access to health care, reproductive rights and health, violence against women and girls, women and AIDS, educational equity, family life and parenting, employment and economic development, balancing work and family, participation in Government at every level – from local to national to international. They also urge you to propose Papers on issues that we have not mentioned here. To submit a proposal or ask a question about our plans for the 2011 Papers, send an email to the Center’s president at lwolfe@centerwomenpolicy.org. cwps@centerwomenpolicy.org

Previous Papers:

Re-shaping, Re-thinking, Re-defining, Feminist Disability Studies (2001) by Rosemarie Garland-Thomson. This paper describes the aspects of feminist disability studies – focusing on representation, the body, identity, and activism – and explains how feminist disability analyses link and expand disability studies and women's studies. http://www.centerwomenpolicy.org/pdfs/dis2.pdf
Strong Proud Sisters: Girls and Young Women with Disabilities (2001) by Harilyn Rousso. This report paints a portrait of disabled girls and their needs and resilience, looking at a range of issues – definitions and demographics, access to health care, substance abuse, exercise and sports, depression, self-esteem, eating disorders and body image, disability identity, role models and media images, social and sexual development, violence, educational equity, and employment. http://www.centerwomenpolicy.org/pdfs/dis3.pdf
Women and Girls with Disabilities: Defining the Issues - An Overview (1999) by Barbara Waxman Fiduccia and Leslie R. Wolfe. Prepared for the first-ever conference for grant makers on women and girls with disabilities, convened by Women and Philanthropy in June 1999, this report addresses a wide range of issues – including physician assisted suicide, access to health care, reproductive rights and health, family life, education and employment, violence against disabled women and girls, and disabled women's leadership. The report also considers how applying a "disability lens" and reflecting the values and vision of disability feminism can help bring the voices of disabled women and girls to the policy arena and to feminist research, policy and advocacy agendas. http://www.centerwomenpolicy.org/publications/disability/documents/DIS1.pdf

Disability Studies Learning Community:
The Women's Studies Consortium is interested in using its infrastructure to support the development of a Disability Studies Learning Community across the UW System. We are collecting contacts for faculty and academic staff across the UW system with an interest in Disability Studies. Participants who would be interested in starting a list serve, sharing resources, scholarship, and promoting development opportunities around curriculum, scholarship, teaching, and learning are invited to send their contact information, ideas for such a group, and particular interest areas to Helen Klebesadel at hklebesadel@uwsa.edu

A Primer on Universal Design (UD) in Education
This is a website maintained by Dr. Dave L. Edyburn of UW-Milwaukee.
http://www.uwm.edu/~edyburn/ud.html
The purpose of this web page is to provide a brief introduction to the applications of universal design in education (also known as: Universal Design for Learning). Links to additional resources are provided for teachers and administrators interested in more information.

Blogs of note:

Cripchick, http://blog.cripchick.com/, Cripchick is a powerchair-roaring, young queer disabled woman of color. She grew up on an army base in the South for 18 years and continues to live (and love) North Carolina. She has been a disability/crip youth organizer since high school. Cripchick is crushing hard on popular education, radical women of color feminism, and people practicing liberation & interdependence.

The Deal With Disability, http://thedealwithdisability.blogspot.com/
This is a new video blog capturing one 26-year-old woman's experience navigating through life with a "severe" physical disability. Eva Sweeney was born with a condition called cerebral palsy, which means that she cannot walk, speak, or use her muscles in conventional ways. She uses a power wheelchair to get around and spells out what she wants to say on a letter board.

Miscellaneous

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March is Women’s History Month

This year’s theme is “Women's Education - Women's Empowerment.”

March 8th is International Women's Day

How can we, as a culture and as members of the global community, involve, educate, and inspire girls in a positive way?
Describe a particular organization, person, group or moment in history that helped to inspire a positive future and impact the minds and aspirations for girls.

Throughout the day of March 8, they will have an ongoing live blog of what we have to say about “Connecting Girls, Inspiring Futures” at GenderAcrossBorders.com.

Call for Applications:

The European Institute for Gender Equality (EIGE) is currently seeking to receive applications from appropriately qualified professionals for a number of vacancies. The place of work is Vilnius, Lithuania. EIGE would appreciate if you could bring to the attention of potential candidates the following link: http://www.eige.europa.eu/content/career-opportunities

Multimedia Encyclopedia of Women in Today's World
http://digital.library.wisc.edu/1711.web/encyc-womentoday
This encyclopedia focuses on women's status starting approximately in the year 2000 and looks forward, defining women in the contemporary world. It includes multimedia features and is especially strong on American aspects of subjects covered and on popular culture topics in general. Categories: activism, arts, business, countries, education, environment, government, health, media, religion, science, sports, sexualities, war, and women's lives.

Performance: Jane Curry

Jane Curry travels nationally with one-woman performances she has researched and written. They are grounded in women's history, are humorous, and address issues of
gender equity. Her shows include: Nice Girls Don’t Sweat; Miz Wizard’s Science Secrets; Samantha “Rastles” the Woman Question; and Sisters of the Quill and Skillet. Descriptions and more information can be found here: http://www.usfamily.net/web/dllund/jac/faces.htm

Performance: Guerrilla Girls On Tour: If You Can Stand the Heat: The History of Women in Food

This is the only touring theatre company in the United States that creates performances that take a hilarious look at the current state of women in the arts and beyond. This year they received the Yoko Ono Courage Award for the Arts. For more information fe-mail Aphra Behn at info@ggontour.com. Or call 917 742-2973.
Sign up for: Quarterly newsletter at: www.ggontour.com

The Feminist Art Project
http://feministartproject.rutgers.edu/home/
The Feminist Art Project is an international collaborative initiative celebrating the Feminist Art Movement and the aesthetic, intellectual and political impact of women on the visual arts, art history, and art practice, past and present. The project is a strategic intervention against the ongoing erasure of women from the cultural record. It promotes diverse feminist art events, education and publications through its website and online calendar and facilitates networking and regional program development worldwide.

Feminist Art Resources in Education (FARE)
http://feministartproject.rutgers.edu/resources/
FARE is a portal to unique educational resources that utilize feminist art practice, theory and history to enrich learning and empower students, youth and adults to use critical thinking and build self-esteem.

Feminist Art Base
http://www.brooklynmuseum.org/eascfa/feminist_art_base/index.php
The Feminist Art Base of the The Brooklyn Museum’s Elizabeth A. Sackler Center, is the first online digital archive dedicated solely to feminist art. This ever-growing database offers profiles from some of the most prominent and promising contributors to feminist art from the 1960s to the present. Each profile includes multiple images, video and audio clips, short biographies, CVs, and "Feminist Artist Statements."

Announcing New On-line Journal devoted to the Scholarship of Teaching and Learning
Check out the UW System's "Teaching Forum: A Journal of the Scholarship of Teaching and Learning" that is now on line at: http://www.uwosh.edu/programs/teachingforum/public_html/ which includes several articles of interest to faculty in Women's Studies and using feminist pedagogical approaches in their teaching.

Reaching-At-Risk Students website available
Associate Professor of English and Women's Studies Holly Hassel and English Lecturer, Joanne Giordano, both of UW-Marathon County, presented an OPID funded conference in June 2009 called Reaching-At-Risk Students. Their website offers information on the conference and will also serve as an ongoing resource for faculty and staff across the state of Wisconsin who work with students who are at-risk of not succeeding academically. Please check it out at http://www.uwmc.uwc.edu/rars/index.htm

Ms. in the Classroom
Beginning this fall, Ms. in the Classroom will be available online for your students at a special low rate. For more information including cost, go here: http://salsa.democracyinaction.org/o/1400/t/9823/signUp.jsp?key=4454

The HerStory Scrapbook
http://www.herstoryscrapbook.com
This website focuses on the final four years of the womenís suffrage campaign in the United States as chronicled in the pages of The New York Times. Unlike much of the documentation from the suffragists who emphasized either the National American Woman Suffrage Association or the National Woman's Party, The New York Times reported on the women in both organizations. And, that makes our understanding much richer. Consider including the HerStory Scrapbook as a reference in your women's history or women's studies courses. The HerStory Scrapbook has been recommended by the National Women's History Project.

Gerri Gribi has donated her Women's Center Database to the National Women's Studies Association (NWSA), with the stipulation that it will always be available free online. Go here to find it or to update it with new information http://www.nwsa.org/research/centerguide/

Spring 2009 MS Magazine and NWSA launched a Searchable Database Guide to Women's Studies Undergraduate, Masters, and PhD Programs. You can find it here: http://www.nwsa.org/research/theguide/index.php

The Feminist Majority Foundation has a listing of Global Women's Studies Programs:
http://www.feminist.org/Global/globalwst.asp Their listing of Global Women's Studies Programs with the information in local languages can be found at: http://www.feminist.org/global/wstlocal.asp

National Council for Research on Women Presents 2009 Award to New AAC&U Report on Women's Progress in Higher Education
AAC&U was awarded the National Council for Research on Womenís (NCRW) Research and Scholarship Award for its recent report, A Measure of Equity: Womenís Progress in Higher Education. The award recognized AAC&U for ìoutstanding research and production of knowledge built on theoretical perspectives that advance understanding of the experiences of women and/or girls in society.î A Measure of Equity was written by Judy Touchton, with Caryn McTighe Musil and Kathryn Peltier Campbell. You can purchase a copy of the report on the AAC&U publications page on their website: http://www.aacu.or

AACU Launches New Blog on Liberal Education http://blog.aacu.org/ As part of its signature initiative, Liberal Education and America's Promise (LEAP), AACU has launched a new multi-authored blog that features postings and perspectives on liberal educationóhow it is changing, why it is so important in today's world, and what people are saying about it around the country and the world. With weekly commentary by Blog Contributing Editor Debra Humphreys, along with guest bloggers representing a variety of perspectives, the forum will introduce readers to issues in the news important to all those who care about liberal education and its future. Visit the blog sign up to receive postings via RSS, and add your perspectives to the expanding national dialogue on the future of higher education.

Liberal Education and America's Promise Wisconsin Advocacy and Campus Action Initiative Wisconsin was designated the first official partner state in the LEAP campaign in March 2005. In collaboration with AAC&U, leaders in Wisconsin have piloted a series of campus action and advocacy efforts that champion the value of a liberal education for all college students. An initiative of the University of Wisconsin System, LEAP in Wisconsin seeks to increase understanding of the value and purpose of liberal education for UW System students and Wisconsin citizens. Go here for more information: http://www.aacu.org/leap/wisconsin_initiative.cfm

FEMINIST BLOGS:

Alas, a Blog: A feminist blog created to discuss current events and feminist issues. It offers places for comments, debates, and discussion. There are a lot of interesting videos and many links to other sites. It's a little bit random but entertaining and informative. http://www.amptoons.com/blog/

Beauty Schooled: Begun as a place for feminist journalist Virginia Sole-Smith to chronicle her adventures in beauty school and explore the price we pay for pretty. She now blogs about how women relate to beauty, body image and health from a feminist perspective, and cross-posts content between Beauty Schooled http://beautyschooledproject.com/ and iVillage's Never Say Diet http://www.ivillage.com/neversaydiet/.

Focal Point/ Duly Noted: These are blogs by Lindsay Beyerstein a feminist who writes about exposing political corruption and feminism. Focal Point is her older blog and Duly Noted is just beginning so it would be great to start reading now and watch how the blog develops. Duly Noted shares the same philosophies as Beyersteins earlier blog. Both have a strong focus on media influences. http://bigthink.com/blogs/Focal-Point and http://www.inthesetimes.com/duly-noted

Cycling

Anew blog of the Society for Menstrual Cycle Research. re: Cycling is written by members of SMCR about all matters menstrual, especially sociocultural aspects of menstruation and new research about menstruation and women's health. Currently, the bloggersare Chris Bobel, Associate Professor of Women's Studies at University of Massachusetts-Boston; Giovanna Chesler, filmmaker and Assistant Professor of Communication Arts at Marymount Manhattan College; Chris Hitchcock, researcher at the Centre for Menstrual Cycle and Ovulation Research at the University of British Columbia; and Elizabeth Kissling, Professor of Women's Studies and of Communication at Eastern Washington University. The new blog can be found at the SMCR web site, http://www.MenstruationResearch.org/blog.

Feministing: Feministing has been around for about 5 years. They promote young women speaking on their own behalf about issues that affect them. They hope to encourage progressive and safe discourse, therefore they maintain their blogs and the subsequent comments carefully to avoid any harsh anti-feminist sentiment. Plus they have some really rad merchandise with their super cool logo on it. http://www.feministing.com

Feministe: Another blog which has been around for years. Feministe is ran solely by and for women. They cover issues from race and homophobia to language issues, advertising and abortion. They also offer an extensive list of blogs, media sources, and organizational links to other great feminist websites. Plus their writing is usually humorous but poignant, making it not only funny to read, but informative. http://www.feministe.us

Hip Mama Zine: This website is the online outlet for the print 'zine of the same name, started a number of years ago. Although it focuses entirely on parenting from a feminist perspective, I thought it may be of interest to anyone who is considering having children in this patriarchal world of ours one day. It is informative, funny, touching and interesting. http://www.hipmama.com

I'm not Sexist but... : this blog shows you how mainstream sexism really is without people even realizing it. Some of these are really seriously disturbing and some of them are so over the top ridiculous that you have to laugh. There is also I'm not Racist but.... Which follows the same concept as the Sexist blog but with racism comments. http://www.notsexistbut.net/ and http://www.notracistbut.com/

Jezebel: This blog focuses a lot on celebrity culture, fashion, sex, and advertising. They focus on a lot of feminist topics like body image and of women in the media. This is a great blog if you follow celebrity culture and are interested in viewing it through a feminist lens. http://jezebel.com/

Our Bodies Our Blog: If you have ever read the book, Our Bodies, Ourselves, you would see the connection between this site and the book. This website, like the book, represents a non-profit public interest group centering women's health education, advocacy and consulting. If you have any questions about your body and what's going on with it, this is definitely a good place to go. They aim to provide easily accessible research-based information about women's sexuality and health. http://www.ourbodiesourblog.org

Pandagon: supported by four women, this site offers not only feminist cultural critiques of current events but also has a political slant, leaning left. If politics interest you at all, I would definitely recommend giving this site a look. Their list of categories range from body image issues to the Bush administration to L-O-S-E-R-S. Want to know what that means? Go check it out! http://www.pandagon.net

Professing History Blog
A new blog on teaching Latin American history to college students, written by Dr. Rosa Maria Pegueros, Associate Professor, Department of History, and Women's Studies University of Rhode Island
http://professinghistory.blogspot.com/2009/08/august-is-one-long-sunday-night.html

The F Bomb: This site is aimed towards teenagers and younger feminists who have something to say about their rights as women and aim to be heard, but it is also interesting for the older crowd, too. They encourage young women who are pissed off by what's going on in the world around them to come here and talk to one another about it to create a community of awareness and support. If anything you learn while studying feminism really angers you, this is the site to go to in order to find like-minded women speaking their mind. http://thefbomb.org

The Pursuit of Harpyness: This site is written by five "of the most charming and vicious women on the internet." They comment on topics in the daily news by looking at them through a feminist lens and reporting how they think and feel about it, no holds barred. These women are tough, funny, and easy to read. If you're looking for a feminist perspective on current events, this is a good place to check out. http://harpness.com

TransGriot: This is the blog of Monica Roberts. She describes her blog as "News, opinions, commentary, history and a little creative writing from an African American trans woman about the world around her." It is an excellent blog that often explores the intersection of race and transgender issues, among other engaging topics. http://transgriot.blogspot.com/

Viva La Feminista: This site is by one woman in search of understanding the intersections of being a mom, a Latina, and a feminist. Besides just rants and raves, she offers interesting book reviews about timely topics. http://www.vivalafeminista.com

Womanist Musings: Womanist is a word to describe someone who finds the word feminist to have too many racially limited or discriminatory connotations. This website is aimed toward women of color, and offers a feminist lens and racial lens to view and analyze current events. I recommend this site highly to anyone who wishes to open their eyes to the issues that women of color face on a daily basis. http://www.womanist-musings.com

Save The Dates-

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SAVE THE DATES

Announcing

36th Annual University of Wisconsin System Wisconsin Women’s Studies Conference and

7th Annual University of Wisconsin System LGBTQ Conference

Power, Politics, and Performance in WS and LGBTQ Studies

October 5-6, 2012, Reeve Memorial Union, UW Oshkosh

Proposal Deadline, March 1, 2012

National Women's Studies Association Conference 2012

Feminism Unbound: Imagining a Feminist Future

November 8-11, 2012
Oakland Marriott City Center
Oakland, CA

http://www.nwsa.org/

Opportunities and Resources

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The Starbucks Foundation-Starbucks Shared Planet Youth Action Grants

Deadline: Rolling
Youth Action Grants are designed to help youth realize their natural potential to reinvent their local communities. The Starbucks Foundation accepts applications from organizations that provide young people (ages 6-24) with a continuum of service opportunities in social entrepreneurship. Grants range from $10,000 to $25,000. Eligible applicants include nonprofit organizations with 501(c)(3) status. Contact the Starbucks Foundation for more information and to apply for this funding: http://www.starbucksfoundation.com/index.cfm?objectid=998EF1C4-1D09-317F-BBF7F71F7B681A12

Ben & Jerry's Foundation Social Change Projects

Deadline: Ongoing

Ben & Jerry's Foundation provides support to nonprofit, grassroots organizations throughout the United States that facilitate progressive social change. Grant applicants need to demonstrate that their projects will lead to societal, institutional, and/or environmental change; address the root causes of social or environmental problems; and lead to new ways of thinking and acting. Projects must facilitate leadership development and strengthen the self-empowerment efforts of those who have traditionally been disenfranchised in our society. The Foundation does not make grants to support basic or direct social service programs. Letters of inquiry may be submitted at any time. Visit the website to review the funding guidelines and download the application form. http://www.benjerry.com/foundation/

Deadline For Submissions

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Submissions for the next WSC e-bulletin should be submitted by April 1, 2012. To submit announcements for the bulletin, or to get on or be removed from the list, please contact the Women's Studies Consortium Office, 1632 Van Hise Hall, 1220 Linden Dr., Madison, WI 53706. Phone: 608-262-3056 Fax: 608-263-2046, Email: WSCOffice@uwsa.edu.