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Academic Motherhood
How Faculty Manage Work and Family
Ward, Kelly
Rutgers University Press, 2012

Academic Motherhood tells the story of over one hundred women who are both professors and mothers and examines how they navigated their professional lives at different career stages. Kelly Ward and Lisa Wolf-Wendel base their findings on a longitudinal study that asks how women faculty on the tenure track manage work and family in their early careers (pre-tenure) when their children are young (under the age of five), and then again in mid-career (post-tenure) when their children are older. The women studied work in a range of institutional settings—research universities, comprehensive universities, liberal arts colleges, and community colleges—and in a variety of disciplines, including the sciences, the humanities, and the social sciences.

Much of the existing literature on balancing work and family presents a pessimistic view and offers cautionary tales of what to avoid and how to avoid it. In contrast, the goal of Academic Motherhood is to help tenure track faculty and the institutions at which they are employed “make it work.” Writing for administrators, prospective and current faculty as well as scholars, Ward and Wolf-Wendel bring an element of hope and optimism to the topic of work and family in academe. They provide insight and policy recommendations that support faculty with children and offer mechanisms for problem-solving at personal, departmental, institutional, and national levels.

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Changing the Culture of Academic Medicine
Perspectives of Women Faculty
Linda H. Pololi
Dartmouth College Press, 2010
Over the past twenty-five years, steadily increasing numbers of women have graduated as physicians, in sufficient numbers to be well represented in senior and leadership positions in the nation’s academic medical centers. Yet women’s expected advancement has stalled. Women rarely hold decision-making positions, and female department chairs or deans continue to be exceedingly rare. Why is this the case? Pololi’s study, based on extensive interviews, illuminates medical school culture and shows a sharp disconnect between the values of individual faculty members and the values of academic institutions of medicine. Pololi looks closely at women medical faculty’s experiences as outsiders in medicine, opening a window into medical culture. She argues that placing more women and people of color in leadership positions would provide transformative and more effective leadership to improve health care and would help address current inequities in the health care provided to different racial and cultural groups.
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Charting Your Path to Full
A Guide for Women Associate Professors
Vicki L. Baker
Rutgers University Press, 2020
Institutions, faculty, and students benefit when women academics advance in their careers, yet research shows that women academics are more likely to stall at the associate professor stage of their careers than men. Charting Your Path to Full is a data- and literature-informed resource aimed at helping women in the professoriate excel in their careers, regardless of discipline and institution type. Vicki L. Baker draws on human resources, organizational studies, and positive organizational psychology to help women first focus on their joy as the primary driver of career and personal pursuits, and provides action steps, “To Do” lists, and additional tools and resources to lay out a clear step-by-step approach to help women academics reach their goals. Baker’s wealth of consulting and research insights provides a compelling and accessible approach to supporting women as they re-envision their careers.
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Death of a Department Chair
A Novel
Lynn C. Miller
University of Wisconsin Press, 2006
In Death of a Department Chair, protagonist Miriam Held recounts the events of the previous fall when she was suspected of killing Isabel Vittorio, the chair of her department and her former lover. The controversial and contrary Vittorio was, at the time of her death, attempting to block the hire of a brilliant African American female professor. Already under siege for her attempts to increase diversity on campus, Miriam is forced to defend her reputation and her life. As she searches for the truth, Miriam amasses evidence that leaves few friends and colleagues free from suspicion. Both a classic whodunit and a witty satire, Death of a Department Chair dramatizes how communities can create the very climate of mistrust and paranoia that victimizes them.
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Diary of a Citizen Scientist
Chasing Tiger Beetles and Other New Ways of Engaging the World
Sharman Apt-Russell
Oregon State University Press, 2014
Winner of the 2015John Burroughs Medal, the 2015 WILLA Award for Best Creative Nonfiction, and finalist for the 2015 New Mexico/Arizona Book Awards

In the exploding world of citizen science, hundreds of thousands of volunteers are monitoring climate change, tracking bird migrations, finding stardust for NASA, and excavating mastodons. The sheer number of citizen scientists, combined with new technology, has begun to shape how research gets done. Non-professionals become acknowledged experts: dentists turn into astronomers and accountants into botanists.
 
Diary of a Citizen Scientist is a timely exploration of the phenomenon of citizen science, told through the lens of nature writer Sharman Apt Russell’s yearlong study of a little-known species, the Western red-bellied tiger beetle. In a voice both humorous and lyrical, Russell recounts her persistent and joyful tracking of an insect she calls “charismatic,” “elegant,” and “fierce.” Patrolling the Gila River in southwestern New Mexico, collector’s net in hand, she negotiates the realities of climate change even as she celebrates the beauty of a still-wild and rural landscape.
 
Russell’s self-awareness—of her occasionally-misplaced confidence, her quest to fill in “that blank spot on the map of tiger beetles,” and her desire to become newly engaged in her life—creates a portrait not only of the tiger beetle she tracks, but of the mindset behind self-driven scientific inquiry. Falling in love with the diversity of citizen science, she participates in crowdsourcing programs that range from cataloguing galaxies to monitoring the phenology of native plants, applauds the growing role of citizen science in environmental activism, and marvels at the profusion of projects around the world.
 
Diary of a Citizen Scientist offers its readers a glimpse into the transformative properties of citizen science—and documents the transformation of the field as a whole.
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e-mail trouble
love and addiction @ the matrix
By S. Paige Baty
University of Texas Press, 1999

"This is about a society of isolates who all communicate with one another from terminal sites. This is about being disembodied, distanced, distinct, and that sort of boundary-thing. It is not about being present. It is not about being there. It is not about a shared history, or a shared meal, or a shared story, or any kind of mutuality. It is about contact between virtual strangers. . . . It happens when you feel that you are so alone that you need anybody to talk to—anybody at all—because you believe that your connections have failed you. This kind of connection leaves you cold and dead inside, because it lacks history and a language of belonging."

In this daring, postmodern autobiography, S. Paige Baty recounts her search for love and community on the Internet. Taking Jack Kerouac's On the Road as a point of departure, Baty describes both an actual road trip to meet the object of an e-mail romance and the cyber-search for connection that draws so many people into the matrix of the Internet. Writing in a bold, experimental style that freely mixes e-mails, poems, fragments of quotations, and puns into expository text, she convincingly links e-mail trouble with "female trouble" in the displacement of embodied love and accountable human relationships to opaque screens and alienated identities. Her book stands as a vivid feminist critique of our culture's love affair with technology and its dehumanizing effect on personal relationships.

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The Family Track
Keeping Your Faculties while You Mentor, Nurture, Teach, and Serve
Edited by Constance Coiner and Diana Hume George
University of Illinois Press, 1998
     How do the necessities of caring for others deter, benefit, or redefine
        research and teaching in higher education? What have universities done
        to recognize the difficulties facing academic parents, single mothers
        and fathers, graduate students, lesbian and gay couples? What pro-family
        policies can be enacted during institutional budget crises?
      At a time when the academy is an ever more demanding arbiter and shaper
        of the lives of those it employs, The Family Track: Keeping Your Faculties
        While You Mentor, Nurture, Teach, and Serve discusses the challenges
        and benefits of balancing a rewarding professional life with the competing
        needs to nurture children, care for aging parents, and engage in other
        personal relationships. Here academic women and men explore issues that
        include biological and tenure clocks, childcare and eldercare, surrogate
        parenting of students, and increasing job demands. In telling stories
        about the quality of their lives, they express their hopes, anxieties,
        difficulties, and personal strategies for maintaining a delicate but achievable
        balance.
      "Lively, well-written, useful, and persuasive … The Family
        Track reveals much on family roles within the academy and suggests
        many specific projects and guidelines for Institutional change."
        -- Judith Kegan Gardiner, editor of Provoking Agents: Gender and Agency
        in Theory and Practice
 
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Feminist Accused of Sexual Harassment
Jane Gallop
Duke University Press, 1997
Sexual harassment is an issue in which feminists are usually thought to be on the plaintiff’s side. But in 1993—amid considerable attention from the national academic community—Jane Gallop, a prominent feminist professor of literature, was accused of sexual harassment by two of her women graduate students. In Feminist Accused of Sexual Harassment, Gallop tells the story of how and why she was charged with sexual harassment and what resulted from the accusations. Weaving together memoir and theoretical reflections, Gallop uses her dramatic personal experience to offer a vivid analysis of current trends in sexual harassment policy and to pose difficult questions regarding teaching and sex, feminism and knowledge.
Comparing “still new” feminism—as she first encountered it in the early 1970s—with the more established academic discipline that women’s studies has become, Gallop makes a case for the intertwining of learning and pleasure. Refusing to acquiesce to an imperative of silence that surrounds such issues, Gallop acknowledges—and describes—her experiences with the eroticism of learning and teaching. She argues that antiharassment activism has turned away from the feminism that created it and suggests that accusations of harassment are taking aim at the inherent sexuality of professional and pedagogic activity rather than indicting discrimination based on gender—that antiharassment has been transformed into a sensationalist campaign against sexuality itself.
Feminist Accused of Sexual Harassment offers a direct and challenging perspective on the complex and charged issues surrounding the intersection of politics, sexuality, feminism, and power. Gallop’s story and her characteristically bold way of telling it will be compelling reading for anyone interested in these issues and particularly to anyone interested in the ways they pertain to the university.
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A Feminist Legacy
The Rhetoric and Pedagogy of Gertrude Buck
Suzanne Bordelon
Southern Illinois University Press, 2007

The first book-length investigation of a pioneering English professor and theorist at Vassar College, A Feminist Legacy: The Rhetoric and Pedagogy of Gertrude Buck explores Buck’s contribution to the fields of education and rhetoric during the Progressive Era. By contextualizing Buck’s academic and theoretical work within the rise of women’s educational institutions like Vassar College, the social and political movement toward suffrage, and Buck’s own egalitarian political and social ideals, Suzanne Bordelon offers a scholarly and well-informed treatment of Buck’s achievements that elucidates the historical and contemporary impact of her work and life.

Bordelon argues that while Buck did not call herself a feminist, she embodied feminist ideals by demanding the full participation of her female students and by challenging power imbalances at every academic, social, and political level.

A Feminist Legacy reveals that Vassar College is an undervalued but significant site in the history of women’s argumentation and pedagogy. Drawing on a rich variety of archival sources, including previously unexamined primary material, A Feminist Legacy traces the beginnings of feminist theories of argumentation and pedagogy and their lasting legacy within the fields of education and rhetoric.

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A Feminist Perspective in the Academy
The Difference It Makes
Edited by Elizabeth Langland and Walter Gove
University of Chicago Press, 1983
The advent of women's studies has brought a feminist perspective into the academy—but has it made a difference there? Has it transformed our curriculum; has it reshaped our materials; has it altered our knowledge?

In the essays collected here, nine distinguished scholars provide an overview of the differences the feminist perspective makes—and could make—in scholarship in the humanities and social sciences. Carefully documented and judiciously critical, these essays inform the reader about developments in feminist scholarship in literary criticism, the performing arts, religion, history, political science, economics, anthropology, psychology, and sociology. The authors point out achievements of lasting value and indicate how these might become an integral part of the various disciplines.
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Full Moon at Noontide
A Daughter's Last Goodbye
Ann Putnam
University of Iowa Press, 2015
Full Moon at Noontide is the story of Ann Putnam’s mother and father and her father’s identical twin, and how they lived together with their courage and their stumblings, as they made their way into old age and then into death. It’s the story of the journey from one twin’s death to the other, of what happened along the way, of what it means to lose the other who is also oneself. And it’s the story of how Ann Putnam herself struggled to save them and could not, and how she dealt with the weight of guilt, of worrying that she had not done enough, said enough, stayed long enough for them all. How she learned that through this long journey all that was really needed was love.
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Gender Roles and Faculty Lives in Rhetoric and Composition
Theresa Enos
Southern Illinois University Press, 1997

Combining anecdotal evidence (the personal stories of rhetoric and composition teachers) with hard data, Theresa Enos offers documentation for what many have long suspected to be true: lower-division writing courses in colleges and universities are staffed primarily by women who receive minimal pay, little prestige, and lessened job security in comparison to their male counterparts. Male writing faculty, however, also are affected by factors such as low salaries because of the undervaluation of a field considered feminized. As Enos notes in her preface: "The rhetoric of our institutional lives is connected especially to the negotiations of gender roles in rhetoric and composition."

Enos describes and classifies narratives gathered from surveys, interviews, and campus visits and interweaves these narratives with statistical data gathered from national surveys that show gendered experiences in the profession. Enos discusses the ways in which these experiences affect the working conditions of writing teachers and administrators in various programs at different types of institutions.

Enos points out that fields in which women excel—and are acknowledged—receive less prestige than other fields. On the university level, those genres in which women have demonstrated competence are not taken as seriously as those dominated by men. In practical terms, academia affords more glory for teaching literature than for teaching rhetoric and composition.

Within the field of rhetoric and composition, however, Enos finds it difficult to determine why the accomplishments of women receive less credit than those of men. She speculates as to whether it is part of the larger pattern in society—and in academia—to value men more than women or something in the field itself that keeps women from real power, even though women make up the majority of composition and rhetoric teachers.

Enos provides fascinating personal histories of composition and rhetoric teachers whose work has been largely disregarded. She also provides information about writing programs, teaching, administrative responsibilities, ranks among teachers, ages, salary, tenure status, distribution of research, service responsibilities, records of publication, and promotion and tenure guidelines.

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Generations
Academic Feminists In Dialogue
Devoney Looser
University of Minnesota Press, 1997

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Green World
A Tragicomic Memoir of Love & Shakespeare
Michelle Ephraim
University of Massachusetts Press, 2024

At twenty-three, Michelle Ephraim was failing at everything. The only child of reclusive Holocaust-survivor parents who were dismayed by her literary studies, she found herself dumped by her boyfriend and bombing out of graduate school. Then, one night, she crashed a Shakespeare recitation party. Loopy from vodka and never having read a single line of Shakespeare, she was transfixed. Shakespeare, she decided, was the lifeline she needed.

Green World is the hilarious and heartbreaking story of Ephraim’s quest to become a Shakespeare scholar and to find community and home. As she studies Shakespeare, Ephraim’s world uncannily begins to mirror the story of the Jewish daughter in The Merchant of Venice, and she finds herself in a Green World, an idyllic place where Shakespeare’s heroines escape their family trauma. Green World reckons with global, historical, and personal tragedy and shows how literature—comic and tragic—can help us brave every kind of anguish.

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I Never Left Home
Poet, Feminist, Revolutionary
Margaret Randall
Duke University Press, 2020
In 1969, poet and revolutionary Margaret Randall was forced underground when the Mexican government cracked down on all those who took part in the 1968 student movement. Needing to leave the country, she sent her four young children alone to Cuba while she scrambled to find safe passage out of Mexico. In I Never Left Home, Randall recounts her harrowing escape and the other extraordinary stories from her life and career.
From living among New York's abstract expressionists in the mid-1950s as a young woman to working in the Nicaraguan Ministry of Culture to instill revolutionary values in the media during the Sandinista movement, the story of Randall's life reads like a Hollywood production. Along the way, she edited a bilingual literary journal in Mexico City, befriended Cuban revolutionaries, raised a family, came out as a lesbian, taught college, and wrote over 150 books. Throughout it all, Randall never wavered from her devotion to social justice.
When she returned to the United States in 1984 after living in Latin America for twenty-three years, the U.S. Immigration and Naturalization Service ordered her to be deported for her “subversive writing.” Over the next five years, and with the support of writers, entertainers, and ordinary people across the country, Randall fought to regain her citizenship, which she won in court in 1989.
As much as I Never Left Home is Randall's story, it is also the story of the communities of artists, writers, and radicals she belonged to. Randall brings to life scores of creative and courageous people on the front lines of creating a more just world. She also weaves political and social analyses and poetry into the narrative of her life. Moving, captivating, and astonishing, I Never Left Home is a remarkable story of a remarkable woman.
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In Search of Susanna
Suzanne L. Bunkers
University of Iowa Press, 1996

 On a summer day in 1980 in Niederfeulen, Luxembourg, Suzanne Bunkers pored over parish records of her maternal ancestors, immigrants to the rural American Midwest in the mid 1800s. Suddenly, chance led her to the name Simmerl and to the missing piece in the genealogical puzzle that had brought her so far: Susanna Simmerl, Bunkers' paternal great-great-grandmother, who had given birth to an illegitimate daughter in 1856 before coming to America. Finding Susanna was the catalyst for Bunkers' intensely personal book, which blends history, memory, and imagination into a drama of two women's lives within their multigenerational family.

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Interrogating Privilege
Reflections of a Second Language Educator
Stephanie Vandrick
University of Michigan Press, 2013

Interrogating Privilege is a welcome combination of personal essays and academic research, blending theory, analysis, and narrative to explore the function and consequences of privilege in second language education.

While teachers’ focus on the learning process and class goals are quite important, there is not enough attention paid to the types of privilege—or lack thereof—that individuals bring to the classroom.  Through chapters that can either stand alone or be read together, with topics such as gender, age, and colonialism (the author is the daughter of missionary parents) in second language teaching, this book seeks to address the experiences of teachers, scholars, and students as “whole persons” and to observe the workings of identity and privilege in the educational setting.

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Leave The Dishes In The Sink
Alison Comish Thorne
Utah State University Press, 2002
Alison Thorne provides a small-town Utah perspective on the progressive social movements that in the mid to late twentieth century dramatically affected American society. A born activist, Thorne has fought for women's rights, educational reform in public schools and universities, the environment, peace, and the war on poverty. Her efforts have been all the more challenging because of the conservative social and cultural environment in which she has undertaken them. Yet, Thorne, who has deep personal and familial roots in the politically conservative and predominantly Mormon culture of Utah and much of the West, has worked well with people with varied political and social perspectives and agendas. She has been able to establish effective coalitions in contexts that seem inherently hostile. She demonstrated this through her election to the local school board and through her appointment by both Republican and Democratic governors, eventually as chair, to the statewide Governor's Committee on the Status of Women.
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Mothering from the Field
The Impact of Motherhood on Site-Based Research
Edited by Bahiyyah Miallah Muhammad and Mélanie-Angela Neuilly
Rutgers University Press, 2019
The heated national conversation about gender equality and women in the workforce is something that women in academia have been concerned with and writing about for at least a decade. Overall, the conversation has focused on identifying how women in general and mothers in particular fair in the academy as a whole, as well as offering tips on how to maximize success. Aside from a long-standing field-specific debate in anthropology, rare are the volumes focusing on the particulars of motherhood’s impacts on how scientific research is conducted, particularly when it comes to field research.
 
Mothering from the Field offers both a mosaic of perspectives from current women scientists’ experiences of conducting field research across a variety of sub-disciplines while raising children, and an analytical framework to understand how we can redefine methodological and theoretical contributions based on mothers’ experiences in order not just to promote healthier, more inclusive, nurturing, and supportive environments in physical, life, and social sciences, but also to revolutionize how we conceptualize research.  
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The PhD Parenthood Trap
Caught Between Work and Family in Academia
Kerry F. Crawford
Georgetown University Press, 2021

What it’s really like to be a parent in the world of higher education, and how academia can make this hard climb a little less steep

Academia has a big problem. For many parents—especially mothers—the idea of “work-life balance” is a work-life myth. Parents and caregivers work harder than ever to grow and thrive in their careers while juggling the additional responsibilities that accompany parenthood. Sudden disruptions and daily constraints such as breastfeeding, sick days that keep children home from school, and the sleep deprivation that plagues the early years of parenting threaten to derail careers. Some experience bias and harassment related to pregnancy or parental leave. The result is an academic Chutes and Ladders, where career advancement is nearly impossible for parents who lack access to formal or informal support systems.

In The PhD Parenthood Trap, Kerry F. Crawford and Leah C. Windsor reveal the realities of raising kids, on or off the tenure track, and suggest reforms to help support parents throughout their careers. Insights from their original survey data and poignant vignettes from scholars across disciplines make it clear that universities lack understanding, uniform policies, and flexibility for family formation, hurting the career development of parent-scholars. Each chapter includes recommendations for best practices and policy changes that will help make academia an exemplar of progressive family-leave policies. Topics covered include pregnancy, adoption, miscarriage and infant loss, postpartum depression, family leave, breastfeeding, daily parenting challenges, the tenure clock, and more. The book concludes with advice to new or soon-to-be parents to help them better navigate parenthood in academia.

The PhD Parenthood Trap provides scholars, academic mentors, and university administrators with empirical evidence and steps to break down personal and structural barriers between parenthood and scholarly careers.

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Presumed Incompetent II
Race, Class, Power, and Resistance of Women in Academia
Yolanda Flores Niemann
Utah State University Press, 2020

The courageous and inspiring personal narratives and empirical studies in Presumed Incompetent II: Race, Class, Power, and Resistance of Women in Academia name formidable obstacles and systemic biases that all women faculty—from diverse intersectional and transnational identities and from tenure track, terminal contract, and administrative positions—encounter in their higher education careers. They provide practical, specific, and insightful guidance to fight back, prevail, and thrive in challenging work environments. This new volume comes at a crucial historical moment as the United States grapples with a resurgence of white supremacy and misogyny at the forefront of our social and political dialogues that continue to permeate the academic world.

Contributors: Marcia Allen Owens, Sarah Amira de la Garza, Sahar Aziz, Jacquelyn Bridgeman, Jamiella Brooks, Lolita Buckner Inniss, Kim Case, Donna Castaneda, Julia Chang, Meredith Clark, Meera Deo, Penelope Espinoza, Yvette Flores, Lynn Fujiwara, Jennifer Gomez, Angela Harris, Dorothy Hines, Rachelle Joplin, Jessica Lavariega Monforti, Cynthia Lee, Yessenia Manzo, Melissa Michelson, Susie E. Nam, Yolanda Flores Niemann, Jodi O’Brien, Amelia Ortega, Laura Padilla, Grace Park, Stacey Patton, Desdamona Rios, Melissa Michal Slocum, Nellie Tran, Rachel Tudor, Pamela Tywman Hoff, Adrien Wing, Jemimah Li Young

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Presumed Incompetent
The Intersections of Race and Class for Women in Academia
edited by Gabriella Gutiérrez y Muhs, Yolanda Flores Niemann, Carmen G. González, and Angela P. Harris
Utah State University Press, 2012

Presumed Incompetent is a pathbreaking account of the intersecting roles of race, gender, and class in the working lives of women faculty of color. Through personal narratives and qualitative empirical studies, more than 40 authors expose the daunting challenges faced by academic women of color as they navigate the often hostile terrain of higher education, including hiring, promotion, tenure, and relations with students, colleagues, and administrators. The narratives are filled with wit, wisdom, and concrete recommendations, and provide a window into the struggles of professional women in a racially stratified but increasingly multicultural America.

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Spinning Tea Cups
A Mythical American Memoir
Alexandra Teague
Oregon State University Press, 2023

In these quirky and richly told tales, Alexandra Teague brings readers along for the wild ride of her youth, traversing wide swaths of the American landscape in the company of a talking puppet, Victorian ghosts, and a family fueled by fantasy, dysfunction, and fierce love.

Why did people who shunned the culture of consumerism and prided themselves on making everything from scratch take annual trips to Disney World, the mecca of mass-manufactured fun? Did her mother really have psychic abilities? Why did her sensitive youngest nephew speak in a voice that wasn’t his own? How do family legacies of grief and dysfunction and creativity intersect? How can she escape her circumstances without replicating the escapist fantasies with which she was raised?

Teague attempts to understand and contextualize her family in terms of trauma and mental health, but also with deep love and humor. Carefully attuned to the vagaries of geographical cultures, she weaves her family’s history with explorations of pop culture and the specific cultures of the places she and her family pass through: a Texas city, an Arkansas Victorian tourist town, a Southwest ghost town, Central Florida, the Bay Area, Kansas City, and Moscow, Idaho—a college town in the Inland Northwest.a college town in the Inland Northwest.

Spinning Tea Cups will appeal to readers interested in American cultural studies, those concerned with the ongoing crisis of mental illness in this country, and anyone seeking to explore the dangerous and recuperative powers of fantasy.

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Transforming Science and Engineering
Advancing Academic Women
Abigail J. Stewart, Janet E. Malley, and Danielle LaVaque-Manty, Editors
University of Michigan Press, 2010

"If you have thrown up your hands in despair after trying to retain women science and engineering in the academy, read this book. It offers detailed descriptions of a wide array of tried-and-true programs that have been tested out by the NSF ADVANCE program."
---Joan C. Williams, 1066 Foundation Chair & Distinguished Professor of Law Director, Center for WorkLife Law University of California

"Solid and practical, this volume details the first years of NSF funded institutional change to remake gender dynamics inside U.S. science. What works? What doesn't? And why?"
---Londa Schiebinger, John L. Hinds Professor of History of Science and Barbara D. Finberg Director, Michelle R. Clayman Institute for Gender Research at Stanford University, and author of Has Feminism Changed Science?

"This book's time has come. Transforming Science and Engineering is important, and lots of people can learn from what has happened in the ADVANCE universities."
---Lotte Bailyn, Professor of Management, Behavioral and Policy Sciences Department, Sloan School of Management, MIT; author of Breaking the Mold: Redesigning Work for Productive and Satisfying Lives; and coauthor of Beyond Work-Family Balance: Advancing Gender Equity and Workplace Performance

"This collection profiles 16 NSF ADVANCE grant successes, sandwiched between an interview with Dr. Alice Hogan and Dr. Lee Harle's summary of cost-effective practices from ADVANCE programs, giving so many 'biggest bang for the buck' examples in so few pages that it will easily justify both the cost of the book and the reading time. These accounts do not continue the too-common vague referrals to 'unhealthy environment' or 'chilly climate,' but rather expound the situations before and after the interventions, something necessary in order to transplant the programs, or even to use the programs for idea generation. Transforming Science and Engineering is a model of excellence, and will be extremely useful for those women, men, faculty, or administrators wanting to help their universities move into the 21st century and attract to their campuses qualified women and men who want opportunities to attain their full potentials."
---Donna J. Nelson, Associate Professor of Chemistry, University of Oklahoma

In 2001, the National Science Foundation's ADVANCE Institutional Transformation program began awarding five-year grants to colleges and universities to address a common problem: how to improve the work environment for women faculty in science and engineering. Drawing on the expertise of scientists, engineers, social scientists, specialists in organizational behavior, and university administrators, this collection is the first to describe the variety of innovative efforts academic institutions around the country have undertaken.

Focusing on a wide range of topics, from how to foster women's academic success in small teaching institutions, to how to use interactive theater to promote faculty reflection about departmental culture, to how a particular department created and maintained a healthy climate for women's scientific success, the contributors discuss both the theoretical and empirical aspects of the initiatives, with emphasis on the practical issues involved in creating these approaches. The resulting evidence shows that these initiatives have the desired effects. The cases represented in this collection depict the many issues women faculty in science and engineering face, and the solutions that are presented can be widely accepted at academic institutions around the United States. The essays in Transforming Science and Engineering illustrate that creating work environments that sustain and advance women scientists and engineers benefits women, men, and underrepresented minorities.

Abigail J. Stewart is Sandra Schwartz Tangri Distinguished University Professor of Psychology and Women's Studies at the University of Michigan.

Janet E. Malley is a psychologist and Associate Director of the Institute for Research on Women and Gender at the University of Michigan.

Danielle LaVaque-Manty, former Research Associate at the Institute for Research on Women and Gender at the University of Michigan, teaches composition at U-M's Sweetland Writing Center.

Cover photo: Joanne Leonard

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Where Is Juliet Stuart Poyntz?
Gender, Spycraft, and Anti-Stalinism in the Early Cold War
Denise M. Lynn
University of Massachusetts Press, 2021
On a sweltering June evening in 1937, American Juliet Stuart Poyntz left her boardinghouse in Manhattan and walked toward Central Park, three short blocks away. She was never seen or heard from again. Seven months passed before a formal missing person's report was made, since Poyntz worked for the Soviet Secret Police and her friends (many of whom were anti-Stalinist radicals in the United States) were scared to alert authorities. Her disappearance coincided with Josef Stalin's purges of his political enemies in the Soviet Union and it was feared that Poyntz was a casualty of Soviet brutality.

In Where Is Juliet Stuart Poyntz?, Denise M. Lynn argues that Poyntz's sudden disappearance was the final straw for many on the American political left, who then abandoned Marxism and began to embrace anti-communism. In the years to follow, the left crafted narratives of her disappearance that became central to the Cold War. While scholars have thoroughly analyzed the influence of the political right in the anti-communism of this era, this captivating and compelling study is unique in exploring the influence of the political left.
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Women at Michigan
The "Dangerous Experiment," 1870s to the Present
Ruth Bordin
University of Michigan Press, 2001

Women at Michigan traces the fascinating history of women at at the University of Michigan, from the first reluctant admission of women students in the 1870s (which one male administrator referred to as "the dangerous experiment") to the tumultuous post-World War II period and from the radical changes of the 1960s and 1970s to the present. The hurdles that women who pursued higher education at Michigan and elsewhere faced may surprise those who observe the relative freedom of women on college campuses today.

Women at Michigan was written by well respected historian Ruth Bordin, whose own career was impeded by the gender inequality of the era and who unfortunately died before seeing this book in print. Her study is grounded in historical detail. While drawing upon the larger historiography of women's higher education to round out its story, the book shows Michigan to be one case among many. Women at Michigan is richly illustrated with archival photographs depicting women's experience at the University of Michigan--as students, faculty, administrators, and staff--through the years.

Historian Ruth Bordin was author of A Pictorial History of The University of Michigan; Frances Willard: A Biography; and Alice Freeman Palmer: The Evolution of a New Woman. Martha Vicinus is Professor of English and History, University of Michigan. Kathryn Kish Sklar is Distinguished Professor of History, Binghamton University. Lynn Weiner is a historian and Associate Dean, Roosevelt University.

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front cover of Women in Academe
Women in Academe
Progress and Prospects
Mariam K. Chamberlain
Russell Sage Foundation, 1988
The role of women in higher education, as in many other settings, has undergone dramatic changes during the past two decades. This significant period of progress and transition is definitively assessed in the landmark volume, Women in Academe. Crowded out by returning veterans and pressed by social expectations to marry early and raise children, women in the 1940s and 1950s lost many of the educational gains they had made in previous decades. In the 1960s women began to catch up, and by the 1970s women were taking rapid strides in academic life. As documented in this comprehensive study, the combined impact of the women's movement and increased legislative attention to issues of equality enabled women to make significant advances as students and, to a lesser extent, in teaching and academic administration. Women in Academe traces the phenomenal growth of women's studies programs, the notable gains of women in non-traditional fields, the emergence of campus women's centers and research institutes, and the increasing presence of minority and re-entry women. Also examined are the uncertain future of women's colleges and the disappointingly slow movement of women into faculty and administrative positions. This authoritative volume provides more current and extensive data on its subject than any other study now available. Clearly and objectively, it tells an impressive story of progress achieved—and of important work still to be done.
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