By K. Anderson, M. Dinnerstein, J. Lensink, P. Maccorquodale
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Extra resources for Changing Our Minds: Feminist Transformations of Knowledge
Clearly, the superb efforts of individual feminist scholars cannot alone effect the transformation of the academy Rich so eloquently called for. Woolf herself foresaw the problem: that institutional acceptance of a few womenthe invitation to join "the procession of the sons of educated men," but at the end of the linedid not assure any fundamental change within those institutions. 4 For the most recent generation of academic feminists who have attempted to bring critical possibilities offered by their unique vantage points to the academic tradition, her observations seem especially prescient.
Rich, "Toward a Woman-Centered University," in Lies, p. 127. 4. Virginia Woolf, Three Guineas (London: The Hogarth Press, 1938), p. 206. 5. See Florence Howe, "Women and the Power of Education," American Association for Higher Education Bulletin 33 (1981). 6. In 1979, with support from the National Endowment for the Humanities, we distributed evaluation forms to students in history, English, and philosophy courses to assess how much material on women they included. The results of this survey showed that a vast majority of students received almost no information about women except in courses taught by Women's Studies faculty.
GARY F. JENSEN, Professor of Sociology, University of Arizona, is a noted scholar in the field of juvenile delinquency. In addition to numerous articles and book chapters, Jensen is co-author with Dean Rojek of Delinquency: A Sociological View, and an accompanying book of readings. He is currently finishing a research monograph on gender differences in the experiences of lawyers and clients. DOUG MCADAM, Associate Professor of Sociology, University of Arizona, is the author of Political Process and the Development of Black Insurgency, 19301970.