Feminist
Collections
A
Quarterly of
Women?s
Studies
Resources
T h e   U n i v e r s i t y   o f   W i s c o n s i n   S y s t e m
W OMEN? S
S TUDIES
L IBRARIAN
Volume 25, Number 4, Summer 2004
Published by Phyllis Holman Weisbard
Women?s Studies Librarian
Women?s Studies Librarian
University of Wisconsin System
430 Memorial Library
728 State St.
Madison, WI 53706
Phone: 608-263-5754
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Editors: Phyllis Holman Weisbard, JoAnne Lehman
Cover illustration: Miriam Greenwald
Photo, p.4: Janet Robbins, West Virginia University
Illustrations, pp.ii, 24, 36: Miriam Greenwald
Graphic design assistance: Dan Joe
Staff assistance:  Elizabeth Drake, Linda Fain, Melissa Gotlieb, Nicole Grapentine-Benton, Christine Kuenzle,
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           ? 2004-2005 Regents of the University of Wisconsin System
Feminist Collections
A Quarterly of Women?s Studies Resources
ISSN: 0742-7441
Numerous bibliographies and other informational files are available on the Women?s Studies Librarian?s website,
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selected full-text articles from recent issues of Feminist Collections, tutorials, WAVE: Women?s Audiovisuals in English,
a link to the Women?s Studies Core Books Database, a listing of Wisconsin Bibliographies in Women?s Studies,
including full text of a number of them, and links to hundreds of other selected websites and databases on women and
gender.
CONTENTS
From the Editors       ii
               Carroll Wetzel Wilkinson Stronger Students, Better Research:        1
Information Literacy in the Women?s Studies Classroom
                     Elena Yakushkina Gender Studies for a Civil Society:        6
A Russian Experience
Feminist Visions:
Videos Screened at ?Women in the Middle:           10
Borders, Barriers, Intersections?
                                    JoAnne Lehman E-Sources on Women & Gender      15
Phyllis Holman Weisbard & Others New Reference Works in Women?s Studies      18
                                    JoAnne Lehman Periodical Notes      25
                                          M.L. Fraser Zine and Tasted: Yum      28
                                Mary Pfotenhauer Items of Note      33
Books Recently Received      34
Index to Volume 25      35
Subscription Form      37
Feminist Collections
A Quarterly of Women?s Studies Resources
Volume 25, Number 4, Summer 2004
Feminist Collections (v.25, no.4, Summer 2004)Page ii
FROM THE EDITORS
January 7, 2005.  This issue?
officially the Summer 2004 one, de-
spite the date on which it goes to
press?completes the twenty-fifth vol-
ume of Feminist Collections: A Quar-
terly of Women?s Studies Resources.
Twenty-five years is a long or a short
time, depending on how you look at
it?and, no doubt, on how old you are
when you look.
Will FC make it to a fiftieth vol-
ume?  What will that look like?  How
many of us will be around to contrib-
ute to or read it?  I?ll be turning 73; I?d
like to imagine myself semi-retired by
then, but who knows?  Will I wear tri-
focals (I got bifocals during my first
year as editor here), or will laser vision
correction be universal? Will FC pub-
lish the issues of Volume 50 on sched-
ule?  I wonder what topics we?ll be cov-
ering in these pages, what books we'll
review, and how many of them will be
digital rather than paper (and what of
the journal itself?).  What media will
make both VHS and DVD obsolete,
and what will the Internet be like?
Will zines still matter when the daugh-
ters of today?s zine-makers have chil-
dren of their own? Will the artifacts
stored in the back room of the Office
of the Women?s Studies Librarian still
be there?  Will ?women?s studies? be
considered an outdated term for this
discipline?
This line of pondering leads to
other, sobering questions. Who will be
in the White House in 2029? How will
American civil liberties hold up by
then? What will the most acute envi-
ronmental crises be? How will the U.S.
be viewed from elsewhere?  Will the
political map of the world look very
different than it does now? How will
women fare here and around the
world?
Of course, we don?t know the an-
swers; we can?t. We do know some
things about the present, though, and
lots of us believe there is plenty of
work to do in the next twenty-five
years.
Those whose lives and liveli-
hoods were shattered by the December
26 tsunami in the coastal areas of
South and Southeast Asia are probably
not focusing on the next twenty-five
years, but on ?the now? and the imme-
diate future.  Most of us in the West
are aware of worthy international
charities collecting donations for relief
efforts. USAID offers a lengthy list of
such organizations at http://
www.usaid.gov/locations/
asia_near_east/tsunami/ngolist.html
There are also some direct ways to
help grassroots groups in the regions
that were hit by the tsunami. I?m in-
trigued by efforts to help fishing com-
munities that were devastated by the
disaster?for instance, through Sri
Lanka?s National Fisheries Solidarity
(NAFSO). For information about do-
nating to groups like NAFSO or to
read about sustainable fishing culture,
including the situation of women in
fisheries, visit the website of the Inter-
national Collective in Support of
Fishworkers (ICSF) at http://icsf.net/
jsp/english/index.jsp. ICSF is ?an in-
ternational non-government organiza-
tion that works towards the establish-
ment of equitable, gender-just, self-
reliant and sustainable fisheries, par-
ticularly in the small-scale, artisanal
sector.?
? J.L.
Miriam Greenwald
           Page 1Feminist Collections (v.25, no.4, Summer 2004)
In 1997, in a Women?s Studies
Center Curriculum Committee meet-
ing at West Virginia University, our
founding director, Dr. Judith Stitzel,
observed that the students in the
capstone course of the women?s studies
curriculum were not yet ready to meet
the expectations for critical thinking of
this final stage of their undergraduate
work. For some time I?d been ponder-
ing strategies to strengthen the cur-
riculum and contribute to the develop-
ment of critical thought.
Dr. Stitzel?s observation led me to
conceive of a two-part solution: (1)
creation of a program of integrated,
sequential, active learning exercises
about research that could be used by
interested faculty throughout the
curriculum?s four years; and (2) devel-
opment of a three-credit course for
advanced undergraduates, addressing
the feminist research process in a con-
text of scholarly and non-scholarly
communication and dissemination.
During the course of a professional
development leave, I began to imple-
ment that solution by creating a course
entitled ?Women?s Studies Research in
the Information Age? (WS 493).  Four
students successfully completed the
requirements of the course this past
summer.  I hope to offer it again in
Spring 2005 to a larger audience.
The new course addresses the
power of learning through the research
process in women?s studies. It aims to
be an antidote for ?Google overload,?
brushes with plagiarism, and papers
that only skim the surface of a subject.
STRONGER STUDENTS, BETTER RESEARCH:
INFORMATION LITERACY IN THE WOMEN?S
STUDIES CLASSROOM
by Carroll Wetzel Wilkinson
While developing the course, I tried to
balance the traditional intellectual foun-
dation of scholarly (and non-scholarly)
communication in women?s studies with
the constant flow of dazzling techno-
logical innovations.  The course inter-
twines women?s studies information dis-
semination with the tenets of contem-
porary information literacy.
In this article I will first set out the
problem I saw:  Students are often un-
able to grasp research as an important
process because it is rarely, if ever, pre-
sented to them in a meaningful way.   I
will note how this problem connected
with some of my own professional frus-
trations, and how I addressed both mat-
ters.  Finally, I will share the results of
my creative and research process essen-
tial to the realization of the course?s ob-
jectives, as well as an assessment of the
initial outcomes for the students and
their instructor.
Beyond wishing to strengthen the
undergraduate University Libraries? and
women?s studies curricula, one motiva-
tion for my work was my own dissatis-
faction with visiting classes once a se-
mester as a guest to talk about research
before students start a research project.
While the ?one-shot? visit is a step in
the right direction, it is not enough to
ensure that students have rewarding ex-
periences with the research process, or
that more effective papers, exhibiting
critical thought, result.  Furthermore, I
have not seen evidence that many fac-
ulty colleagues are preparing even their
advanced undergraduate students for
the realities of serious research.  Many
seem to assume that students have ac-
quired research skills when in fact they
have not.  Since, as Mary Catherine
Bateson observed, ?Lifelong learning is
not optional,? and since many faculty
do not appear to be providing adequate
preparation, it is up to academic librar-
ians to teach as many students as pos-
sible about in-depth information skills
they can use throughout their lives.
1
Instructional collaboration be-
tween librarians and teaching faculty
has been widely discussed, and pro-
grams to promote information literacy
have been implemented on many cam-
puses.
2
  In Wisconsin, for example,
there are many excellent examples of
information literacy initiatives, most
notably at the University of Wiscon-
sin?Madison. Similar programs exist at
the University of Rhode Island, the
University of California at Los Angeles,
and the State University of New York at
Albany.  The West Virginia University
Libraries sponsor a one-credit course in
basic library skills that reaches large
numbers of students, many ?one-shot?
visits to courses in a variety of disci-
plines, and now my three-credit course
for advanced undergraduates in
women?s studies.   We do not have a
comprehensive information literacy
campus initiative as yet; many other
 Feminist Collections (v.25, no.4, Summer 2004)Page 2
academic libraries are also at this stage
of instructional development.
Early Study and Preparation
I want to promote students? aware-
ness of the information environment of
women?s studies and the affective stages
of research, including students? hitherto
unacknowledged anxieties and fears
concerning the ways of scholarship and
information technology.  I wish to in-
crease their familiarity with controlled
vocabulary, Boolean searching, the vari-
ety of sources they may encounter, and
the knowledge construction they must
pursue in order to communicate their
new knowledge effectively.  Such work
takes at least a semester.
The Association of College and
Research Libraries has established na-
tional standards of information literacy,
including the ability to recognize an
information need, know how to satisfy
it, evaluate information sources criti-
cally, and use information ethically and
legally.
3
  In order to understand the sig-
nificance of these standards, students
must experience the information envi-
ronment around topics that have
meaning for them. The challenge has
been to figure out how to create those
experiences.
During my leave, I reviewed much
of the literature of teaching informa-
tion literacy in the context of women?s
studies. ?Women?s Studies Research in
the Information Age? did not turn out
to be simply tool-based.  Its intellectual
foundation is a m?lange of research
from the literature of feminism, infor-
mation services and literacy, and educa-
tion.   I developed a conceptual frame-
work for the course, emphasizing au-
thentic experience.  I decided to intro-
duce feminist and non-feminist refer-
ence sources through ?orchestrated im-
provisation.?  Though the students
were expected to do traditional reading
throughout the course and to use rel-
evant print and electronic sources, I
also presented active learning assign-
ments as a key part of the pedagogy.
Intellectual Foundation
The research supporting ?Women?s
Studies Research in the Information
Age? appears in writings published over
the last thirty-five years that address the
education of library users and the
unique aspects of the information envi-
ronment of women?s studies.  What
emerged from the literature was the
outline of a developmental process by
which students would begin to experi-
ence research as a problem-solving pro-
cess.  This included rigorous thought
about problem definition, critical read-
ing and analysis of source materials,
and drafting and revision of reports of
their findings.  Although students may
know something about parts of this
process, they may never have seen it
presented as a tightly integrated and
clearly structured research protocol.
Space does not allow explication of the
ideas on which I based the course, but
my online bibliography lists all of my
sources.
4
Course Objectives and Assignments
I sought, within the framework of
the course, to enable students to under-
stand that intellectual foundation and
research protocol through active learn-
ing.  Eight of the assignments I devel-
oped to cultivate such an understand-
ing appear below.
1. Do the Curiosity Inventory pro-
vided (a series of questions about
things you may have wondered
about but not yet had time to ex-
plore) and see what answers you
give to the questions. Discover
whether you already have a topic
on women that you wish to ex-
plore that you have been discour-
aged from exploring in the past.
2. Review the requirements of the
four-part research process essay
and annotated bibliography
throughout the course.
5
  Parts in-
clude: a statement of your subject
and how you chose it, your reasons
for picking it, and your expecta-
tions for the directions it may take
you. The first and second drafts
and the final research process essay
with supporting annotated bibliog-
raphy complete the assignment,
and relevant parts will be due at
four points through the course. At
each stage you will get feedback
from the instructor.
3. Read the Kulhthau ISP (Informa-
tion Search Process) model
6
 and do
self-diagnosis to determine where
you are in the six stages of the pro-
cess. Maintain a research journal to
keep a record your progress
through the stages, noting the
thoughts, feelings, actions, strate-
gies, and moods you experience as
you continue to work through
your project. Be ready to hand in
this journal from time to time
through the course.
4. Read the 26-page ?Library of Con-
gress Subject Headings on
Women? handout provided in
class. Discuss in class their helpful
applications as well as their draw-
backs in searching. Using the
Students are often unable to grasp
research as an important process
because it is rarely presented to
them in a meaningful way.
Information Literacy in Women's Studies
           Page 3Feminist Collections (v.25, no.4, Summer 2004)
headings in searches on topics pro-
vided by the instructor in class,
practice subject searching. Share
findings with class. Use the hand-
out to determine relevant headings
for your topic, once you decide
what it is. Do more subject search-
ing using your own subject and
review the results.
5. Study the Mann ?methods of
searching model? and his defense
of the book.
7
 Go over the seven
types of searches noted and prac-
tice using them on a topic of inter-
est in class, making use of the in-
structor as a guide as you work.
Try these various methods outside
class as well throughout the course.
Find at least four books to include
in your bibliography.
6. Do the in-class ?Hierarchy of
Knowledge? assignment by going
over the definitions of fact, opin-
ion, data, information, knowledge,
and understanding with the in-
structor, and then break up into
groups of two to find examples
about women of each level of in-
formation in the New York Times.
8
7. Visit the class community infor-
mation stations and examine the
publications you find there and
visit the websites on the handout
at Station 1. Using the evaluation
sheets provided, write up your as-
sessment of the quality and author-
ity of each publication or site and
be ready to come back to class and
report on your findings.
8. For extra credit in this course,
maintain a ?Research Portfolio?
throughout the semester. Over and
above the required research jour-
nal, the portfolio may contain ex-
amples that illustrate your ?mess of
research scrapbook,? which will be
very individual to you and your
area of interest and topic of choice.
There may be cognitive maps,
drawings, photographs, photo-
copies of articles and books, screen
prints of bibliographic records you
find that are particularly interest-
ing to you, interview notes from
talks you had with friends, faculty
advisors, or others during your re-
search process, interlibrary loan
requests, stills from films, clips
from video, quotations of particu-
lar meaning, and anything else that
has spurred your creativity and en-
couraged your research process and
improved its quality and diversity.
Though the students are expected
to do traditional reading throughout
the course, class time was spent on ac-
tive assignments such as the ones de-
scribed above?assignments carefully
crafted around ideas and objectives of
information literacy, key developments
in women?s studies, and the students?
own research subjects. To illustrate
these processes, I introduced a variety
of topics related to women, such as
breakthrough publications in global
women?s studies, friendships of women
over the lifespan, the suffrage move-
ment in West Virginia, and class issues
in the workplaces of women in male-
dominated fields.
All of the assignments aimed to
encourage the students to do the fol-
lowing:
? Understand the process of inquiry
in the interdisciplinary environ-
ment of women?s studies.
? Find a women?s studies subject and
use search techniques demon-
strated in class.
? Analyze the subject: state it in a
sentence and ask at least three
questions about it; then turn it
into a research problem.
? Learn about subject language and
controlled vocabulary concerning
women.
? Understand the Mann ?methods of
searching? model.
? Understand the social, political,
and economic components of the
information environment and the
special differences for women and
women?s studies.
? Understand the hierarchy of
knowledge and find examples in a
daily newspaper on subjects about
women.
9
? Understand the publication se-
quence flow,
10
 and find examples
of changes in information over
time through use of the women?s
history timeline.
11
? Expand publication awareness: ex-
perience exposure to an array of
publication types about women.
? Evaluate sources of all kinds, in-
cluding print and electronic
genres.
? Organize and present evidence.
? Write responsibly from sources.
? Cite sources and avoid plagiarism.
Central to the course were the
following questions:  What does it take
to select a workable topic for explora-
tion in women?s studies research? What
are students? experiences searching for
information? What is an effective
model that addresses the process of
searching for information based on stu-
dent experience? What can be done to
incorporate that model into teaching
about research? How do the students
feel at various points during their
searches for information? Do their
views of the information environment
change as they work on their research
and complete the expectations of the
course?
Information Literacy in Women's Studies
 Feminist Collections (v.25, no.4, Summer 2004)Page 4
Student Assessment
The students all took a pre-test at
the beginning of the course that, not
surprisingly, revealed spotty familiarity
with both basic and advanced research
skills. They could identify indexes and
abstracts and access sources on the Li-
braries? online catalog. All had written
at least five to ten papers within the last
two years; however, they used random
searching, depending on Internet
search engines as their primary search
mechanism.  Boolean searching and the
use of formal subject headings were un-
known. Even the basic notion of hav-
ing a plan for gathering information
was new to these students.  Asked
whether their curiosity about any sub-
ject had ever been fostered or encour-
aged by a college or research instructor
in their past, they all answered ?no.?  In
fact, the two graduate students taking
the course volunteered that they elected
it because they were both starting
master?s theses and felt overwhelmed
with the lack of guidance they had re-
ceived from their advisors.
At the end of the course, in an as-
sessment cognitive map,
12
 one student
commented, ?Curiosity is investigation
into knowledge, not claiming to know
or acquiring more knowledge to con-
trol a subject.? This observation came
after completion of the final project
and reflected a good grasp of the pro-
cess orientation that I had hoped to get
across.
As noted, the course?s final project
was a research process essay to be ac-
companied by a sixteen-item annotated
bibliography adapted from Susan Beck?s
?Meta-Learning Research Project.?
13
Based on the results of that four-part
assignment, I know that the students
learned to acknowledge and respect the
steps of information gathering, the dif-
ficulty (and necessity) of focusing on a
smaller subject than, or implication of,
the one they initially chose to work on,
the need to read at different levels to
help the process of self-teaching during
research, and the reality that they had
little idea of the wealth and sophistica-
tion of the information environment
available to them through the Libraries
and the invisible Web. Two students
also bashfully admitted in their course
evaluations that there were quite a few
library services they had never realized
were available to them.
What I Have Learned
Summer school enrollment tends
to be small on our campus. I anticipate
a larger enrollment when I teach the
course in the spring semester. The stu-
dents and I all agreed that the class ses-
sions in summer school were too long.
They would have benefited from the
extended time of a regular semester to
absorb and apply the ideas of the
course. The next time I will not only
assign out-of-class readings, but also
expect students to report on the con-
tent of the readings in class. This will
ensure that they do the readings at least
when they are responsible for a report.
Some students found evaluation of
websites and many varieties of print
publications beneath them; others liked
the exercises. This has not, however,
shaken my resolve to present criteria for
website and other publication assess-
ment. I have learned that cognitive
mapping can be used effectively as an
assessment tool near the end of the
course to determine what themes the
students actually grasped. The anno-
tated bibliography, no matter how
thoroughly explained and how many
examples of it are given, is still a diffi-
cult genre for some students to create
correctly. Finally, the class involved
more consciousness-raising than I ex-
pected.  One student chose to work on
the subject of the wage gap for women
in employment. She assumed that a
level playing field for women in the
workforce had by now been achieved.
Although she did grasp the concept of
sex-based discrimination by the end of
the semester, I am unsure that she ac-
cepted how widespread it still is.
Remaining Questions
With four students, the first offer-
ing of WS 493 was a small beginning
but a good start. Will my hybrid class-
room, with its community information
stations stacked with examples of femi-
nist publications and URL lists, catch
on as an immersion method?  Will my
process approach to teaching research
have staying power? Did mixing the
theoretical with active learning applica-
tions from issues and trends from
women?s studies work? Did the stu-
dents become more effective research-
ers, and will they craft enriched re-
What does it take to select a
workable topic for exploration
in women?s studies research?
Information Literacy in Women's Studies
photo by Janet Robbins
           Page 5Feminist Collections (v.25, no.4, Summer 2004)
search for the body of writing and
study that they do in the future? Will
they actually be life-long learners be-
cause of the experience in my class?
These are the questions I hope to an-
swer as I repeat the course next spring
and over the next few years.
I am indebted to Phyllis Holman
Weisbard for inviting me to share this
work with the readers of Feminist Col-
lections. The course syllabus and out-
line are posted online at
www.libraries.wvu.edu/instruction/
classes.htm (Library Course MDS WS
SPTS 493G; MDS SPTS 493P:
Women?s Studies Research in the Infor-
mation Age). Readers are welcome to
send comments and questions to me at
cwilkins@wvu.edu.  I am also grateful
to Phyllis, Sheridan Harvey and Janice
Ruth of the Library of Congress, and
the librarians of the Schlesinger Library
for the History of Women in America
for their support and encouragement
during the early stages of my own
study.
Notes
The illustration on the opposite page
shows a small portion of the information
environment model the author con-
structed to use as a point of reference in
class.
1.  Mary Catherine Bateson, ?Lives of
Learning,? Chronicle of Higher Educa-
tion, July 25, 2003, p.B3.
2.  Rosemary Young & Stephena Har-
mony, Working with Faculty To Design
Undergraduate Literacy Programs (New
York: Neal Schuman, 1999).
3.  Information Literacy Competency
Standards for Higher Education (Chi-
cago: American Library Association/
Association of College and Research
Libraries, 2000). Online at http://
www.ala.org/ala/acrl/acrlstandards/
informationliteracycompetency.htm
4.  The bibliography appears online at
http://www.libraries.wvu.edu/presen-
tations/wilkinson/2004/sources.pdf.
Knapp, Westbrook, Searing, Beck,
Kuhlthau, Delamont, Jacobson &
Gatti, Mann, Birks & Hunt, Bruce,
Grassian & Kaplowitz, and Reichel &
Ramey, among others, all contributed
to the intellectual and practical founda-
tions of the course.
5.  See Susan Beck, ?Meta-Learning
Research Project,? in Trudi Jacobson &
Timothy Gatti, eds., Teaching Informa-
tion Literacy Concepts: Activities and
Frameworks from the Field (Pittsburgh:
Library Instruction Publications,
2001).
6.  Carol Collier Kuhlthau, Seeking
Meaning: A Process Approach to Library
and Information Services, 2
nd
 ed.
(Westport, CT: Libraries Unlimited,
2004).
7.  Thomas Mann, Library Research
Models (New York: Oxford University
Press, 1993); ?The Importance of
Books, Free Access, and Libraries as
Places?and the Dangerous Inadequacy
of the Information Science Paradigm,?
Journal of Academic Librarianship, v.27,
no.4 (July 2001), pp.268?81.
8.  See Gerald T. Burke, ?Defining,
Identifying, and Understanding the
Difference Between Data, Information,
and Knowledge,? in Jacobson & Gatti,
eds., Teaching Information Literacy Con-
cepts: Activities and Frameworks from the
Field.
9.  Burke, in Jacobson & Gatti, eds.,
Teaching Information Literacy Concepts:
Activities and Frameworks from the
Field.
10.  Sharon Hogan, ?Flow of Informa-
tion? (conceptual approach to library
instruction), 1980. (Adapted by Diane
Zwemer, UCLA Libraries; confirmed in
email correspondence between Sharon
Hogan and Esther Grassian, September
18, 1998.)
11.  National Women?s History Project,
Timeline of Legal History of Women in
the United States, 1701?1998, at
www.legacy98.org/timeline.html
12.  See Jacobson & Gatti, eds., Teach-
ing Information Literacy Concepts: Ac-
tivities and Frameworks from the Field.
13.  In Jacobson & Gatti, eds., Teach-
ing Information Literacy Concepts: Ac-
tivities and Frameworks from the Field.
[Carroll Wetzel Wilkinson is Women?s
Studies Bibliographer, Department Head
for Access Services and the Depository,
and University Librarian at West Vir-
ginia University Libraries in
Morgantown, West Virginia. She holds an
M.L.S. degree from Rutgers University
and a B.A. from Wells College (Aurora,
NY). In July 2003, supported by a profes-
sional development grant from West Vir-
ginia University and a fellowship from
the WVU Stitzel Endowment for Excel-
lence in Teaching and Learning in
Women?s Studies, she took a six-month
leave to create the new three-credit course
described in this article. ?Women?s Studies
Research in the Information Age? will be
taught for the second time in the Spring
2005 semester at WVU.]
Information Literacy in Women's Studies
 Feminist Collections (v.25, no.4, Summer 2004)Page 6
The terms ?civil society,? ?gen-
der,? and ?gender studies? have become
part of contemporary social-political
and cultural lexicons as well as tangible
forces shaping the modern world. In
different world regions, civil society
arises under different conditions and
has varied political characteristics. The
institutionalization of gender issues in
academia also differs across regions and
can depend on a host of factors, includ-
ing political culture, behavioral norms
and traditions in the academy, and cul-
tural expectations. Although they de-
velop in different ways and in different
situations, civil society and gender evi-
dently influence and foster the develop-
ment of one another.  There appears to
be a connection between the teaching
of gender issues and the creation of
civil society. The widening of educa-
tional borders to include gender un-
doubtedly stimulates the creation and
development of social consciousness
necessary for civil society.
The classical model of civil society
is based on the Greek political philoso-
phy of Plato and Aristotle. The concept
of social contract and the concept of
rights were developed during the En-
lightenment by Bacon, Hobbs, Locke,
and Grotius. Their theories emphasized
the principle of personal freedom and
the ideas of the self-worth of every per-
son, respect for private property, and
economic activity.
In the nineteenth century, the idea
of civil society became a political reality
GENDER STUDIES FOR A CIVIL SOCIETY:
A RUSSIAN EXPERIENCE
by Elena Yakushkina
in Europe. The theory of civil society
was developed by Hegel, who consid-
ered civil society as a part of a civil
state.
1
  Alexis de Tocqueville enriched
the theory, presenting civil society as a
network of independent associations or
organizations that exist parallel to the
state.
2
The question of the existence of
civil society is still debated. Some theo-
rists currently see civil society as syn-
onymous with market economy and
private property; others (on the ortho-
dox left) consider the idea of the divi-
sion of civil society and state as nega-
tive; and a third group deems civil soci-
ety to be an autonomous structure, an
early liberal stage in the development of
capitalism. The representatives of lib-
eral and moderate conservative tradi-
tions believe that civil society and state
complete one another.
Beginning with Locke, theorists
often posited private property as the
basis of personal freedom.  Private
property creates many centers of eco-
nomic power, excludes the centraliza-
tion of power by one person or group,
and balances the power of the state.
(This theory only applied to men, how-
ever; women?s claim to own property
was not deemed legitimate.)  If the
state does not possess a monopoly on
economic opportunity, society is guar-
anteed a certain degree of economic
and political freedom.
The existence of alternative re-
sources as means of subsistence guaran-
tees freedom of choice in different
spheres of social life.  Therefore, the
criteria for the real existence of a civil
society are the division of private prop-
erty and state power and the division of
economic and political issues. Because
of this tendency, individualism, pro-
claiming personal freedom and privacy,
is the main theoretical resource of the
concept of civil society and the stimu-
lus for social development and the cre-
ation of democracy.  Personal freedom
can exist only with free economic
choice, which assumes the limitation of
state power in the economic sphere.
 History suggests that there is no
single road map to civil society.  In-
deed, even states with a long-lasting
democratic tradition do not have the
unique model of classic civil society.
The diversity of forms of civil society
mirrors the diversity of its civil initia-
tives according to the peculiarities of its
political and cultural traditions. The
range of social initiatives in modern
society is very wide, and the entities
that foster such initiatives can include
social welfare organizations, ecology
activists, defenders of justice, youth
movements, ethnic groups, special in-
terest clubs, sports associations, and
women?s movements.  Such nongovern-
mental organizations, independent of
official power, are the building blocks
of civil society. Their primary merit is
that they function independently of
government and express concrete social
interests.  Thus, modern political
theory (derived from classic theories)
becomes reality as the property of ordi-
nary consciousness.
3
           Page 7Feminist Collections (v.25, no.4, Summer 2004)
There are two distinct approaches
to the discussion of the civil society in
current Russia. The first is political.
According to this vision, the primary
features of civil society are indepen-
dence from state power; a stable system
of social institutions; and the ability of
social institutions to influence state
policy.  This approach is shared by
many researchers in Russia, including
G.Diligensky,
4
 T.Zaslavskaya,
5
Z.Golenkova,
6
 and others, the majority
of whom think that civil society in
Russia is in its early stages of develop-
ment and point to numerous obstacles
blocking the positive process.  Some,
on the other hand, believe that civil
society in Russia is rather developed.
T.Yarygina, for example, President of
the Academy for ?Civil Society,? as-
sumes that in the Russian case, devel-
opment has moved from the realm of
theory into the realities of everyday po-
litical and social life.
7
The second approach to under-
standing civil society is existential and
dates back to the anti-Marxist ideas of
the famous Russian philosopher
Berdyaev. Supporters of this point of
view (B. Koval?, for example
8
) argue
that the individual is the only subject
of politics and of all social evolution.
As Berdyaev said, ?It is not the person
who is part of society, but it is the soci-
ety that is part of a person.?  In this
view, civil society is composed of cre-
ative independent individuals.
The second approach is used in
analyzing the influence of gender stud-
ies on civil society and understanding
the importance of teaching gender in
creating independent individuals. At
the same time, it is important to note
that the political and existential ap-
proaches supplement each other.
The institutions and norms of
contemporary geopolitics also influence
the development of civil society?for
example, the integration of economics
and education, the ecological move-
ment, and globalization in all spheres.
Civil society assumes that citizens have
awareness of the law and a high level of
political culture.
Education plays a critical role in
the development of legal and political
culture. The program documents of
UNESCO
9
 emphasize the leading role
of education in the formation of indi-
viduals with modern political con-
sciousness. The creation of civil society
is impossible without increasing the
level of political culture of the students.
Higher education could be one of the
main factors in the creation of civil so-
ciety. We should preserve the tradi-
tional basis of education, but, at the
same time, the modern model of edu-
cation must include the new series of
innovations stimulated by the develop-
ment of modern society.
One of the vivid examples of the
transformation of the classical model of
education is the emergence of gender
studies in higher education. Gender
studies has become the main discipline
able to approach the classic subjects
with modern methods and new under-
standing of the personality in the sys-
tem of socio-cultural relationships.
Gender studies is an educational strat-
egy that can render a breakthrough in
consciousness and knowledge and can
transform society to make the world
more equitable for women and men.
The process of institutionalizing
gender studies as a discipline in Russia
began in the 1990s.  Sociology in par-
ticular became the basis for incorporat-
ing gender understanding in academia.
Even during the Soviet era, sociologists
included sex stratification in quantita-
tive methods involving the problems of
family, occupations, etc. But the con-
cept of gender and gender inequality
was overlooked in these studies due to
the ideology of the period, which im-
plied that equality of the sexes was
achieved in Soviet society. Beginning in
the early 1990s, however, more and
more Russian researchers started using
Western concepts of gender inequality
in their work.
The first university courses on gen-
der were initiated by university profes-
sors. Their courses were characterized
by the introduction of new gender
terms and categories. This curriculum
revision became possible because the
general crisis in the educational system
of Russia involved the closing down of
some ideological disciplines as well as
the need to introduce new ones. A vari-
ety of gender courses are now offered at
different institutions in Russia, espe-
cially at universities in Moscow and St.
Petersburg. As for the provincial uni-
versities, it is too early to speak about
gender studies as a separate discipline,
as it is often incorporated into other
subjects (such as history, sociology, psy-
chology, philosophy, and cultural stud-
ies).
Unfortunately, many efforts at
institutionalizing gender studies, espe-
cially in the provincial cities, are ham-
pered by university administration.
Students are not allowed to select their
own disciplines; instead, strict course
requirements are imposed on them.
Gender studies can occupy only a small
place in the curriculum of a system in
which humanities courses are being
eliminated, faculty compete for lecture
hours, and a conservative, all-male ad-
ministration wields the greatest influ-
ence.
Gender studies has more support
in private colleges that have connec-
tions with foreign institutions and
Gender Studies in Russia
 Feminist Collections (v.25, no.4, Summer 2004)Page 8
foundations. For instance, the most
complex program of gender studies is
taught by the faculty of sociology and
political science at the European Uni-
versity?a private independent institute
for postgraduate students funded by
three U.S. foundations (Soros,
MacArthur, and Ford) in
St.Petersburg.
10
 The practical goal of teaching gen-
der studies in Russia is first of all to
change the attitudes and self-percep-
tions of the female students and to im-
prove their status and respect for them-
selves and other women. Other goals
are to awaken women?s social self-con-
sciousness and encourage social activity,
as well as to help male students realize
their place in the world and understand
new and old gender relationships.
Gender studies makes it possible to
analyze different women?s activities in
the process of creating a civil society.
On the one hand, gender studies gives
women the tools to evaluate their role
and status in private life and the family.
On the other hand, gender awareness
also enables women to be more flexible
in new economic situations, including
the challenge of the market economy
(especially in small and medium-sized
businesses). Gender studies, and
women?s awareness of their status in
current and historical terms, makes
women more likely to create new forms
of political and cultural organizations.
Currently in Russia, gender stud-
ies exists as a ?school? for teaching the
basic principles of citizenship and
democratic participation in affairs of
the state.  One of the basic method-
ological tasks of teaching gender studies
is to create democratic ways of thinking
and behavior among students and en-
courage tolerance and respect for other
people.  These qualities will foster the
widening of the social base of civil soci-
ety in Russia. Because of the recent
dramatic changes in the social, politi-
cal, economic, and cultural spheres in
Russia, the relationships between the
individual and the society are also
transforming. As the importance of the
individual increases in contemporary
Russian society, the problem of gender
relationships is becoming one of the
most important facets of the post-So-
viet period.
Women have the opportunity to
transform modern Russian society.
Gender studies allows them to analyze
different aspects of women?s activity in
the process of creating civil society.
First, gender studies incorporates a fo-
cus on the political and legal status of
women. Women realize their new situ-
ation in the rapidly changing and
sometimes unstable world where the
frames of gender stereotypes sometimes
rapidly change. Problems that were for-
merly ignored, shunned, or thought
not to be urgent have become real.
It is important to recognize that
teaching gender is not limited to fe-
male issues . It includes solving philo-
sophical, sociological, psychological,
and economic problems connected
with gender. During the last ten years,
such spheres of gender studies as gen-
der economics, gender politics, gender
law, and gender sociology have
emerged.  Now we can and should look
at traditional social sciences through
gender glasses.  Traditional political
theory was based on the assumption
that women would not participate in
the political process. A woman was not
recognized as a citizen and was denied
the right to own property; her depen-
dence on family and her non-indi-
vidual status were not considered prob-
lematic, because women were believed
to be naturally?biologically and meta-
physically?inferior. A great transfor-
mation has taken place in this sphere,
however, thanks to frequent, active dis-
cussions of the role and status of
women as political subjects.  The start
of a women?s movement is visible in the
modern Russian political process, and
the issues of men?s comprehension of
gender roles, relations between the
sexes, the body, sexuality, and reproduc-
tion have emerged as topics of discus-
sion in academic classes.
Civil society in turn influences the
development of gender studies. Non-
governmental women?s and feminist
organizations also make an impact on
the theoretical discourse of gender.
Civil society provides a nongovernmen-
tal-based arena where issues regarding
women?s status as social and political
actors are played out. The institutions
of civil society?for example, nongov-
ernmental organizations of women?
provide access to information, includ-
ing data about women?s real situation in
Russia, that can set the terms of the de-
bate.
In contemporary Russia, gender
problems are exacerbated by the social
problems of transition, particularly in
the large cities, where unemployment,
violence against women, and other so-
cial problems are more large-scale and
diverse.  Gender studies must work out
theoretical instruments and adequate
practical methods for solving these cur-
rent gender problems.
In my experience of teaching gen-
der studies at Voronezh State University
and analyzing the syllabi for many
other gender courses in Russia, I have
discovered that the discipline here is
limited to political, social, and eco-
nomical issues, and that gender studies
courses are usually highly theoretical.
Gender Studies in Russia
           Page 9Feminist Collections (v.25, no.4, Summer 2004)
The failure of a number of topics ?
e.g., sexuality, the body, health, and
reproduction?to gain wide recogni-
tion can be partly explained by tradi-
tional taboos, which have their roots in
the Russian Orthodox religion and
have become part of the cultural arche-
type.
 Interactivity, the basic method
for teaching gender, is new in Russian
higher education, where the Soviet tra-
dition was for lectures to be mono-
logues and seminars to be repetitions of
the instructors? words.  Interactivity has
great potential for intellectually engag-
ing students, and  it is essential for
leading them to discover practical solu-
tions to the gender problems that have
arisen in Russia in recent years. Ameri-
can researchers Myra Marx Ferree,
Valerie Sperling, and Barbara Risman,
who have conducted Russian seminars
on the women?s movement, consider ?a
culture of conversation [to be] a more
radical and important step in a post-
totalitarian society than it might appear
at first glance.
11
Comparative analysis as a method
is also very important in teaching gen-
der. The ?dialogue of cultures? is be-
coming very important in the era of
globalization. Cross-cultural analysis
has special meaning in Russia, because
of the country?s geographical position
between the West and the East with
their corresponding influences.
Civil society in Russia is in its
early stages of development.  To facili-
tate this development, Russian colleges
have to educate free and independent
individuals?the central figures of the
civil society.  The Russian system of
education must be seriously restruc-
tured if colleges are to fulfill their re-
sponsibility to create such a culture for
their students.  This sort of change can
be accomplished through the teaching
of gender issues. Gender education pre-
pares students for life in a global cul-
ture and helps to develop individuals
who can function successfully in civil
society.
Notes
1.  Georg Wilhelm Friedrich Hegel,
Hegel's Philosophy of Right, trans. T. M.
Knox (Oxford: Clarendon  Press,
1967).
2.  Alexis de Tocqueville, Democracy in
America, trans. George Lawrence, ed.
J.P. Mayer & Max Lerner (New York:
Harper & Row, 1966).
3.  E. Rutkevich, ?Razvitie idei
grazhdanskogo obshestva v istorii
sotsial?no-philosophskoi mysli,? in
Professionaly za sotrudnichestvo, ed.
Kulik Anatoli (Moskva: Kennan, 1999),
p.34.
4.  G. Diligensky, ?Chto my znaem o
demokratii i grazhdanskom obshestve??
Pro et contra, v.2, no.4 (1997), pp.5?
21.
5.  T. Zaslavskaya, ?Innovatsionno-
reformatorsky potentsial Rossii i
problemy grazhdanskogo obshestva,? in
Grazhdanskoye obshestvo v Rossii:
problemy samoopredeleniya i razvitiya,
ed. Boris Koval? (Moskva, 2000),
pp.18?31.
6.  Zoya Golenkova, ?Al?ternativy i
perspectivy razvitiya grazhdanskogo
obshestva v Rossii,? in Grazhdanskoye
obshestvo: teoriya, istoriya, sovremennost?,
ed. Golenkova Zoya (Moskva: Institut
Sotsiologii RAN, 1999).
7.  Interview with Tatiyany Yaryginoi,
Prezidenta Akademii ?Grazhdanskoye
obshestvo,? deputata RF Gosdumy,
Nezavisimoye obozreniye
(02.06.2002), p.1.
8.  Boris Koval?, ?Vstupitel?noye slovo,?
in  Grazhdanskoye obshestvo v Rossii:
problemy samoopredeleniya i razvitiya,
ed. Boris Koval? (Moskva, 2000), pp.3?
7.
9.  ?Reforms and developing of high
education,? UNESCO program docu-
ment (Paris, 1995).
10.  O. Lipovskaya, ?Institutionaliza-
tion of Gender/Women?s Studies in
Russia/St.Petersburg,? in Gender in
Transition in Eastern and Central Eu-
rope Proceeding (Berlin: Trafo Verlag,
2000).
11.  Myra Marx Ferree, Valerie
Sperling,  & Barbara Risman, ?Chal-
lenges of Hierarchy for Feminist Re-
search and Activism: Some Reflections
on American-Russian Feminist Interac-
tions? (unpublished paper).
[Elena Yakushkina earned a Ph.D. in
History at Voronezh State University,
Russia.  She was a visiting scholar at the
University of Wisconsin-Madison in the
2003-2004 academic year.]
Gender Studies in Russia
 Feminist Collections (v.25, no.4, Summer 2004)Page 10
Instead of an in-depth, compara-
tive review of two or three films on a
single topic, this ?Feminist Visions?
column offers brief synopses of all the
videos shown at the 2004 National
Women?s Studies Association confer-
ence, held in June in Milwaukee, Wis-
consin.
Phyllis Holman Weisbard and
Frances Kavenik co-chaired the com-
mittee that selected these videos and
coordinated their showings at the con-
ference.  With help from committee
members Marilyn Gottschalk and
Stephanie Rytilahti, they amassed de-
scriptions of hundreds of videos, pre-
viewed about a hundred, and finally
selected the thirty-five described here.
Phyllis explained that the committee?s
criteria for including a video were that
it be ?recent; suitable for women?s stud-
ies classes and various organizations?
preferably serving multiple purposes;
technically well-done; and available
through some sort of distribution.?  For
the series overall, the committee aimed
to ?cover a range of topics and treat-
ments?narrative and experimental,
personal through global,? and tried to
include some that would ?highlight the
Midwest, its filmmakers, or the confer-
ence theme ?Women in the Middle:
Borders, Barriers, Intersections.??
FEMINIST VISIONS
VIDEOS SCREENED AT ?WOMEN IN THE MIDDLE: BORDERS,
BARRIERS, INTERSECTIONS?
?We were especially conscious that
today?s students are visually oriented,?
Phyllis reported, ?and that videos are
vital tools in teaching about ?others,?
whether those others are in different
cultures within the U.S., in other
countries, or genders, including
transgendered. Most of the videos we
selected were by/about ?others.?? The
series at the conference was a tremen-
dous success, with good attendance
even during competing events.
Feminist Collections readers looking
for films in women?s studies should also
be sure to browse the WAVE  (Women?s
AudioVisuals in English) database
maintained by the Office of the
Women?s Studies Librarian at http://
digital.library.wisc.edu/1711.dl/
WAVE.  We also maintain a webpage
with contact information on distribu-
tors, at http://www.library.wisc.edu/
libraries/WomensStudies/
distribs.htm
ALICE WALKER: A STITCH IN
TIME.  Produced and directed by Bruce
R. Schwartz. Films for the Humanities &
Sciences, 2004, 23 min.
The author discusses her short
story ?Everyday Use? with her official
biographer Evelyn C. White. Over the
course of the interview, Walker talks
about the autobiographical aspects of
the story, the significance of quilting to
African American women, the percep-
tion of class differences, and the impor-
tant life lessons she explores in the
story.
ANGRY LITTLE ASIAN GIRL.  Di-
rected by Kyung Yu. NAATA, 2003, 30
min.
Lela Lee, creator of the under-
ground comic and website Angry Little
Girls, works against stereotypes of Asian
women, while also enjoying a successful
acting career in film and television. The
same fiery attitude and unyielding
principles that distinguish her graphic
projects fuel her on-screen pursuits,
testifying to the ambitions and hopes of
a Korean American woman expressing
her identity.
COVERED GIRLS.  Filmed by Janet
McIntyre and Amy Wendel. Filmakers
Library, 2002, 22 min.
Opens a window into the lives of a
colorful and exuberant group of Mus-
lim-American teenaged girls in New
York, and challenges the stereotypes we
have about them. This film documents
their daily experiences coaching basket-
ball, practicing karate, and rapping, as
well as praying and speaking out about
their faith in the post-9/11 world.
EARTH AND WOMEN. Directed by
Lyndol Michael. Cinema Guild, 2002,
23 min.
Shows how environmentally sensi-
tive women are designing and building
their own homes, using straw bale walls
coated with mud plasters. The empow-
ering nature of the process connects
family members, friends, and neigh-
bors. The use of straw, normally a waste
product, reconnects women with the
earth and expresses women?s traditional
roles as caregivers.
           Page 11Feminist Collections (v.25, no.4, Summer 2004)
FAIR PHYLLIS. Directed by Beth
Portman. National Film Board of
Canada, 2003, 10 min.
Animated short celebrates the resil-
iency of females faced with multi-task-
ing lives. In an eighteenth-century pas-
toral countryside, Fair Phyllis the shep-
herdess struggles with romance in her
chaotic wooly world.
FREEDOM IS CONTAGIOUS: THE
WOMEN?S MOVEMENT AND
STUDENTS FOR A DEMOCRATIC
SOCIETY.  Produced and directed by
Helen Garvy. Shire Films, 2003, 40 min.
Explores the early history (1965?
1969) of the emergent women?s move-
ment, focusing on the interconnections
with SDS. Based on a larger oral his-
tory project on SDS, it contains inter-
views with a dozen women and a few
men who were active in the organiza-
tion in the 1960s, including Bernadine
Dohrn.
FURY FOR THE SOUND: THE
WOMEN AT CLAYOQUOT.  Moving
Images, 2003, 25 min.
Shelley Wine updates her award-
winning 1997 documentary on the
feminist peace camp in British Colum-
bia, where women protested clearcut
logging of old growth forests and over
800 were arrested. The new film shows
this protest in the context of women?s
civil disobedience and worldwide envi-
ronmental activism.
JOAN OF ARC.  Directed by Kate
Gillen. Films for the Humanities & Sci-
ences, 2000, 49 min.
Part of the series ?Mystic Women
of the Middle Ages,? filmed in Orleans
and Joan?s native village of Domremy.
The video uses voiceover readings of
her letters and her responses before the
Inquisition as a corrective to her appro-
priation by many groups and causes.
Images of Joan over the centuries
complement the narration.
THE KIDNAPPING OF INGRID
BETANCOURT. Made by Karin Hayes
and Victoria Bruce. Women Make Mov-
ies, 2003, 76 min.
In February 2002, in the midst of
her controversial campaign for presi-
dent, Senator Ingrid Betancourt was
kidnapped by the Revolutionary Armed
Forces of Colombia (FARC) and be-
came one of the thousands of victims
of Colombia?s forty-year-old civil war.
Using voiceovers from radio interviews
taken before she was abducted, footage
from the campaign trail, and a chilling
proof-of-life video released by her cap-
tors, this video allows Betancourt to
narrate her own story. Shows a woman?s
dedication to freeing her country from
political corruption and the dedication
of her family to her survival.
LOOKING FOR COMMON
GROUND: ONE SCHOOL?S
STRUGGLE FOR GAY AND LES-
BIAN RIGHTS.  By Julie Akeret.
Filmakers Library, 2000, 29 min.
Enactment of a Massachusetts
anti-discrimination law establishing the
rights of gay and lesbian high-school
students polarized the citizens of
Westhampton.  The film gives voice to
the gay and lesbian students who talk
about their struggle for acceptance
along with articulate and passionate
testimony from all sides of the contro-
versy.
MERCURY 13: THE SECRET AS-
TRONAUTS.  Directed and produced
by Robert Lihani.  A&E/The History
Channel, 1998, 45 min.
Originally shown in 1998 as part
of the television series ?In Search of
History.?  In 1961, just as NASA
launched its first man into space, a
group of women underwent secret
physical testing in the hopes of becom-
ing America?s first female astronauts.
Although they passed the same battery
of tests at the legendary Lovelace Foun-
dation as did male Mercury astronauts,
they were summarily dismissed by
NASA as unqualified for space explora-
tion. The film contextualizes the
women?s experiences with those of
other women aviation pioneers
throughout the twentieth century.
THE NATURE OF LOVE. Moving
Images, 2003, 5.5 min.
Ingrid Alesich made this as part of
the collaborative video project ?I Can
See Queerly Now.? A teenager says, ?I
always wanted a fairy tale wedding, and
I guess I haven?t decided yet if I?m go-
ing to be the bride or the groom,?
while bisexual women describe their
experiences in this exploration of the
nature of love.
PLAYING UNFAIR: THE MEDIA
IMAGE OF THE FEMALE ATH-
LETE.  By Kenyon King and Loretta
Alper.  Media Education Foundation,
2002, 30 min.
Provides an in-depth critique of
the sexism and homophobia that per-
vade media representations of female
athletes. Sports media scholars Mary Jo
Kane, Pat Griffin, and Michael
Messner examine the disparity between
the authentic success of female athletes
and sports journalism?s often trivialized
and (hetero)sexualized coverage of
them.
Feminist Visions
 Feminist Collections (v.25, no.4, Summer 2004)Page 12
THE PRICE OF FREEDOM.
Filmakers Library, 2003, 26 min.
Part of the series ?Fearless: Stories
from Asian Women,? produced by
Matthew Kelley, Peter Du Cane, and
Samantha Kelley. In 1994 a young poet
from Bangladesh, Taslima Nasrim,
plunged the country into a wave of
general strikes and mass protest. Her
crime: to write her thoughts about how
religious fundamentalism has consigned
women to a secondary role in modern
society. She now lives in exile in Swe-
den and continues to write about the
forces of oppression despite attempts to
silence her.
RAPE IS?  Directed by Margaret
Lazarus and Renner Wunderlich. Cam-
bridge Documentary Films, 2002, 34
min.
Explores the meaning and conse-
quences of rape from a global and his-
torical perspective, including rape as
genocide, but focuses mainly on the
domestic cultural conditions that make
this human rights violation the most
underreported crime in America. In-
cludes interviews with Eve Ensler and
other survivors and commentators.
A RED RIBBON AROUND MY
HOUSE. By Portia Rankoane. Califor-
nia Newsreel, 2001, 26 min.
This is volume 13 of ?Steps for the
Future,? a twenty-five-cassette series on
AIDS in Southern Africa. Explores the
conflict between a daughter and her
HIV-positive mother due to the
mother?s openness about her HIV sta-
tus in a South Africa that discourages
such disclosure. The mother is shown
talking to mine workers about
condoms and teenagers about AIDS
prevention. Her activism embarrasses
her daughter.
REFRIGERATOR MOTHERS.
David E. Simpson, J.J. Hanley, & Gor-
don Quinn. Fanlight Productions, 2002,
54 min.
From the 1950s through the early
1970s, the American medical establish-
ment, following the lead of noted psy-
chologist Bruno Bettelheim, thought it
had found the cause of autism: poor
mothering. Labeled ?refrigerator moth-
ers,? these women suffered the twin
effects of guilt and shame while strug-
gling to raise their children.  Thirty
years later, seven of them share their
personal experiences along with com-
mentary from Robert Coles and other
contemporary experts.
RICH WORLD, POOR WOMEN. A
Bill Moyers NOW program that aired in
September 2003, produced and directed
by Sherry Jones. PBS, 2003, 60 min.
Examines the female face of pov-
erty in the global economy, in three
segments. Part One shows seamstresses
in Thailand whose factory closes with-
out warning. They stage a sit-in at the
Ministry of Labor demanding that their
government apply its own law requiring
worker notification before closures.
Part Two focuses on women in Senegal
and how the local fishing industry has
been decimated by the government sell-
ing off fishing rights. In Part Three,
Moyers interviews environmental activ-
ist Vandana Shiva on the effects of glo-
balization.
RUTHIE AND CONNIE: EVERY
ROOM IN THE HOUSE. By Deborah
Dickson. Women Make Movies, 2002,
56 min.
A film about love, friendship, pas-
sion, and politics. Long-time friends
and community leaders Ruthie Berman
and Connie Kurtz left their husbands
and children in 1974 to live with each
other. Twenty years later they made his-
tory in a landmark lawsuit winning do-
mestic partner benefits for all New York
City employees. They celebrate their
twenty-fifth anniversary together in
their synagogue, surrounded by loving
family and community.
SEX, POWER, AND THE WORK-
PLACE.  By Robert Dean. KCET Video/
Lumina, 1992, 60 min.
It is estimated that 40-80% of
working women will be subjected to
sexual harassment during their working
lives.  Though prohibited by federal law
since 1964, sexual harassment is too
often tolerated.  This video provides a
brief history of sexual harassment
awareness and legislation, and includes
segments on the women who spoke out
and provoked landmark legal prece-
dents:  Anita Hill, Jackie Morris, Dr.
Frances Conley, Kerry Ellison, Patricia
Kidd, and Brenda Berkman. Other seg-
ments show psychological studies about
why sexual harassment persists, and
how some supervisors and business
owners train male employees to avoid
harassing behavior.
SPEAKING OUT: WOMEN, AIDS,
AND HOPE IN MALI. Fourth install-
ment of JoAnne Burke?s ?New Directions?
series on women?s empowerment in devel-
oping countries.Women Make Movies,
2002, 56 min.
This film presents a compelling
case on the impact of AIDS on women
in Mali and the devastating effects the
epidemic is having in Africa today. Pro-
files a remarkable HIV and AIDS sup-
port project in Bamako, Mali, and
three brave Mali women who tirelessly
work on behalf of the infected commu-
nity, risking social ostracism and family
rejection but gaining a support net-
work.
Feminist Visions
           Page 13Feminist Collections (v.25, no.4, Summer 2004)
THE SPIRIT OF ANNIE MAE. Di-
rected by Catherine Anne Martin. Na-
tional Film Board of Canada, 2002, 73
min.
The story of Annie Mae Pictou
Aquash, a Nova Scotia Micmac, and
her involvement in the American In-
dian Movement (AIM) in the 1970s.
Her execution-style murder on the Pine
Ridge Reservation in 1975 remained
unsolved at time of filming. The film
interviews those closest to her: her
daughters and other activists, including
Buffy Sainte-Marie.
STACEYANN CHIN: A POETRY
SLAMMER. By Ulrik Wivel and Mette-
Ann Schepelern. Filmakers Library,
2002, 27 min.
A slam is the ?athletics of poetry,?
where poets compete against one an-
other in a public forum, with the audi-
ence as judge. Staceyann Chin is a ma-
jor American slam poet at age twenty-
nine, a talented writer and a compelling
performer, whose poems are a reflection
of her turbulent childhood, her mixed
race background, and her lesbian iden-
tity.
STANDING ON MY SISTER?S
SHOULDERS. By Joan Sadoff, Robert
Sadoff, & Laura J. Lipson. Women Make
Movies, 2002, 61 min.
An award-winning documentary
that tells the grassroots history of Mis-
sissippi women, black and white, who
played a crucial role in the U.S. civil
rights movement. This film has the
women give testimony about their his-
tory and achievements and shows why
women were able to take certain risks
in the movement.
TRADING WOMEN.  Directed by
David A. Feingold; narrated by Angelina
Jolie.  Documentary Educational Re-
sources, 2003, 54 min.
This film investigates the trade in
girls and women from the hill tribes of
Asia into the Thai sex industry. Filmed
on location in China, Thailand, and
Burma, it enters the worlds of brothel
owners, trafficked girls, voluntary sex
workers, corrupt police, and anxious
politicians, and explores the interna-
tional community?s response.
TRANSAMAZON: A GENDER
QUEER JOURNEY.  Produced by Joelle
Ruby Ryan & Peter Welch; featuring
Ryan, a self-identified transgender war-
rior. University of New Hampshire
Health Services, 2003, 41 min.
This film explores evolving defini-
tions of trans, genderqueer youth, the
bathroom bugaboo, radical challenges
to the gendered binary, passing, vio-
lence and hate crimes, bigotry, and the
possibility of uniting for cultural trans-
formation.
VENUS BOYZ. By Gabriel Baur. First
Run/Icarus, 2001, 104 min.
An odyssey to transgendered
worlds where women become men ?
some for a night, others for their whole
lives. The Drag Kings of New York
meet in clubs where they change into
their male alter egos, parodying male
archetypes and power strategies while
exploring male eroticism.
VOICES IN TIME. Directed by Salome
Chasnoff. Beyondmedia Education,
2003, 36 min.
A window into the lives of women
who have served time in prison. It fea-
tures the Voices in Time exhibition, a
life-sized artistic re-creation of a prison
cell, and interviews with women shar-
ing their experiences with the criminal
justice system. Also featured is Echoes
of a Caged Soul, written and performed
by former prisoner Pamela Thomas.
VOICES OF CHOICE: PHYSI-
CIANS WHO PROVIDED ABOR-
TIONS BEFORE ROE V. WADE.
Physicians for Reproductive Choice and
Health, 2003, 25 min.
Based on an oral history project
that interviewed twenty-two physicians
and others who witnessed the effects on
women?s lives and health of illegal abor-
tion and acted to provide safe, acces-
sible abortion services. The recent
politicization of abortions specifically
and reproductive care generally have
made it essential to recall and honor
the legacy of these courageous indi-
viduals.
WAR BABIES. Produced by Ramonde
Provencher/Macumba International, Inc.
Filmakers Library, 2003, 55 min.
This film focuses on the women
survivors and the children conceived
through the violence of wartime rape
in Bangladesh, Bosnia, Rwanda, and
Nicaragua. The women and children
tell their own stories, making this
documentary a powerful indictment of
this crime of war.
WOMEN AT THE INTERSECTION
OF RACISM AND OTHER OP-
PRESSIONS: A HUMAN RIGHTS
HEARING. Edited by Rita Raj, in col-
laboration with Charlotte Bunch and
Elmira Nazombe. Center for Women?s
Global Leadership, Rutgers University,
2003, 30 min.
Personal testimonies and speeches
given at a hearing that was part of the
U.N.World Conference Against Rac-
ism, Racial Discrimination, Xenopho-
Feminist Visions
 Feminist Collections (v.25, no.4, Summer 2004)Page 14
bia and Related Intolerance, held in
Durban, South Africa, in 2001. The
video also celebrates the organizing
strategies used by women?s groups to
work against intersectional discrimina-
tion.
WOMEN IN CLASSICAL GREEK
DRAMA. Films for the Humanities &
Sciences, 2003, 37 min.
The presentation of powerful
women in Medea, Antigone, and
Lysistrata is contrasted with the cir-
cumscribed role of women in Athenian
society by six academic and theatrical
professionals.  Film clips from notable
productions illustrate the discussion.
WOMEN OF HULL HOUSE: HAR-
NESSING STATISTICS FOR PRO-
GRESSIVE REFORM. Produced by
John C. Sorenson. Films for the Humani-
ties & Sciences, 2002, 18 min.
At Chicago?s Hull House, Julia
Lathrop and other activists not only
provided outreach services to the poor
and uneducated, but pioneered in data
collection and the application of statis-
tical analysis to social problems, paving
the way for far-reaching reform.
WORKING WOMEN OF THE
WORLD. By Marie France Collard.
First Run/Icarus, 2000, 54 min.
Focusing on Levi Strauss & Co.,
this film examines the relocation of fac-
tories from Western countries to na-
WAVE: Women?s AudioVisuals In English, a database created and maintained by
the Office of the Women?s Studies Librarian, contains close to 3,100 descriptions of
films, videos, and DVDs by and about women. Search WAVE by keyword, title,
filmmaker, and more at http://digital.library.wisc.edu/1711.dl/WAVE. In addi-
tion, our office maintains an associated up-to-date file on distributors of women-
focused media at www.library.wisc.edu/libraries/WomensStudies/distribs.htm.
For further information, read ?About WAVE? at http://
webcat.library.wisc.edu:3200/WAVE/About.html or contact our office.
tions such as Indonesia, the Philip-
pines, and Turkey, where low wages are
the rule and employee rights are lim-
ited. Filmed in Belgium, France, Indo-
nesia, Turkey, and the Philippines, with
extensive interviews with women work-
ers, the video shows how everyone is
exploited in the race to the bottom that
characterizes globalization.
XXXY. By Porter Gale and Laleh
Soomekh. University of California Berke-
ley Center for Media and Independent
Learning, 2000, 13 min.
A portrait of two individuals born
with ambiguous genitalia that calls into
question the medical practice of gender
assignment surgery of intersex infants
and children.
Feminist Visions
           Page 15Feminist Collections (v.25, no.4, Summer 2004)
E-SOURCES ON WOMEN & GENDER
Our website (www. library.wisc.edu/libraries/
WomensStudies/) includes all recent issues of this column
(formerly called ?Computer Talk?), plus many bibliogra-
phies, core lists of women?s studies books, and links to
hundreds of other websites by topic.
Information about electronic journals and maga-
zines, particularly those with numbered or dated issues
posted on a regular schedule, can be found in our ?Peri-
odical Notes? column.
WEBSITES
NARAL Pro-Choice America Foundation is the sponsor of
EM & LO?S SEX ED FOR GROWNUPS, a road tour with
a related website at www.prochoiceamerica.org/
sexedforgrownups/, featuring writers Emma Taylor and
Lorelei Sharkey, ?the self-proclaimed Emily Posts of the mod-
ern bedroom.?  The tour, full of skits, humor, games, and
serious sex education?including information about threats
to reproductive rights?came to Madison?s Cafe Montmartre
in October, but alas, your E-Sources correspondent missed
it.  Thank goodness for the website, complete with tour blog
and video footage of the ?on-the-street game show that tests
your sexual IQ.?
GIRL-MOM, at www.girl-mom.com, offers ?support, com-
munity, and education for young mamas.? The site is pub-
lished by now-33-year-old Bee Lavender, who co-edited the
books Breeder and Mamaphonic and also publishes the
HipMama website.  Nineteen-year-old Allison Crews (a con-
tributor to Breeder) is the editor of girl-mom.com. ?Young?
in this e-community often means ?teen.?  And Crews is ready
with a response to any automatic gasps and raised eyebrows
about that:  ?Girl-Mom in no way encourages teen preg-
nancy, as some critics have implied. Girl-Mom encourages
mothers... We do not encourage childless teens to follow our
path; face it, it?s a tough path. But we encourage all teens
that wake to the call of ?mama!? before dawn breaks, to do all
that they can to empower themselves and nurture their
children...The girls who frequent this site are intelligent,
strong, compassionate, socially aware, politically active, and
eternally nurturing. Together, we will change the face of ?teen
parenthood.??
In August 2004, The Guardian  reported on the dire situa-
tion of lesbians and gay men in Jamaica (see Diane Taylor?s
?If You?re Gay in Jamaica, You?re Dead,? at http://
www.guardian.co.uk/g2/story/0,,1274067,00.html),
where homosexuality, although not technically illegal, is ill-
tolerated socially and often reacted to with violence, and
women suspected of being lesbian have been publicly gang-
raped. J-FLAG: JAMAICA FORUM FOR LESBIANS,
ALL-SEXUALS AND GAYS, which maintains a site at
www.jflag.org, aims ?to work towards a Jamaican society in
which the Human Rights and Equality of Lesbians, All-
Sexuals, and Gays are guaranteed [and to] foster the accep-
tance and enrichment of the lives of same-gender-loving per-
sons who have been, and continue to be, an integral part of
society.?  The site?which offers legal information, a chat
forum, an ?events? page (which, tellingly, currently lists no
events because past ones have resulted in violent harass-
ment), and personal stories?includes phone numbers and a
post office box for the organization, but does not list J-
FLAG?s exact address in Kingston, ?due to the potential for
violent retribution.?
The NATIONAL WOMEN?S BUSINESS COUNCIL
(NWBC) describes itself as ?a bi-partisan Federal advisory
council created to serve as an independent source of advice
and policy recommendations to the President, Congress, and
the U.S. Small Business Administration on economic issues
of importance to women business owners? (www.nwbc.gov).
The Chair is appointed by the President; of the remaining
fourteen positions on the Council, four must be filled by
small business owners who are members of the President?s
political party and four by small business owners from out-
side that party; six Council members must represent women?s
business organizations.  The NWBC website offers several
fact sheets on women business owners in the U.S. at
www.nwbc.gov/keyfacts/keyfacts.html; the most recent
(dated November 2004) is ?Native American/Alaska Native
Women and Entrepreneurship.?
[Note: On July 22, 2003, Senator Mary Landrieu (D-LA)
introduced S.1442, a bill ?to preserve the political indepen-
dence of? the NWBC by amending the Women?s Business
Ownership Act of 1988 to specify how partisan balance is to
 Feminist Collections (v.25, no.4, Summer 2004)Page 16
E-Sources on Women & Gender
be maintained on the Council.  The bill was referred that
day to the Senate Committee on Small Business and Entre-
preneurship, of which Landrieu and also John Kerry are
members.  Nothing has come of it since. See http://
thomas.loc.gov/cgi-bin/bdquery/z?d108:s.01442.]
VETERAN FEMINISTS OF AMERICA (VFA),
www.vfa.us,  is an organization and website for and about
feminists who rode the Second Wave of the women?s move-
ment in the U.S.  The site is graphically poor, with a jumble
of incompatible and distracting fonts and design elements,
flashing and scrolling banners, and too many exclamation
points, but there?s good content on the site, including bios of
such ?veterans? as Jo Freeman, Shere Hite, Judith Kaplan,
Sheila Tobias, Dell Williams, Sonia Pressman Fuentes, and
twenty-one others. ?The goals [of VFA],? according to the
site, ?are to enjoy the camaraderie forged during those years
of intense commitment, to honor ourselves and our heroes,
to document our history, to rekindle the spark and spirit of
the feminist revolution and act as keeper of the flame so that
the ideals of feminism continue to reverberate and influence
others.?  VFA is also the sponsor of the PIONEER FEMI-
NISTS PROJECT (www.edouglass.org/PFP/), a searchable
database (and future book), ?documenting the contributions
of early Second Wave feminists active in 1975 or earlier,?
that will be based at Smith College.
The Women?s Programme of the WORLD ASSOCIATION
FOR CHRISTIAN COMMUNICATION (WACC) (with
origins in the World Council of Churches, not the world of
religious fundamentalism) ?seeks full and equal participation
of women in public communication so that their distinctive
needs, insights and experiences become part of the public
agenda, leading to the elimination of oppressive structures
and practices of discrimination.?  WACC?s Women?s
Programme will sponsor the third Global Media Monitoring
Project in February 2005, ?when hundreds of people in 100
countries will monitor gender portrayal and representation in
the news on television, radio and in newspapers.?  For more
information and to read an 80-page report on the 2000 me-
dia monitoring project, go to http://www.wacc.org.uk/ and
select ?Women? under ?Themes.?
BIBLIOGRAPHIES/DATABASES
The DIRECTORY OF WOMEN LEADERS FROM THE
GLOBAL SOUTH at http://
www.learningpartnership.org/profiles.php (on the website
of the Women?s Learning Partnership) ?seeks to increase the
visibility of women leaders and help connect individuals, or-
ganizations, and networks who focus on women?s human
rights, democracy and civil society, peace and conflict resolu-
tion, information and communication technologies, and in-
ternational development, among other issues.?  The database,
searchable by name, organization or profession, nationality,
area (or country or region) of expertise, and spoken lan-
guages, contains eighty listings so far and invites nomina-
tions of other women leaders ?from the Global South who
[are] working at the grassroots, national, or international
level to improve the rights of women and children.?
Mev Miller (of the Feminist Academic Press Column and the
website litwomen.org) has created an online bibliography of
the HERSTORY OF INDEPENDENT FEMINIST,
WOMEN?S, LESBIAN BOOKSELLING AND PUB-
LISHING on the WOMEN IN PRINT website: http://
www.litwomen.org/WIP/ (scroll down to HERSTORY).
Twenty-six sources and counting (additional entries encour-
aged), ranging from Virginia Woolf?s 1929 classic, A Room of
One?s Own, to a recent Punk Planet article, to a new book by
Simone Murray titled Mixed Media: Feminist Presses and Pub-
lishing Politics.
Reference and online librarian Mark Jackson has developed
the WILLA CATHER BIBLIOGRAPHY DATABASE,
with citations to (so far) nearly 1300 works?including jour-
nal articles, dissertations, conference proceedings, and other
resources?about this American author, at
www.willacatherbib.org.  Users are invited to add citations
or edit existing entries.
LISTSERV
For women?s studies doctoral students and interested others,
WSPHD-L ?will focus on the Ph.D. from students? perspec-
tives.?  To subscribe: send a message with the words SUB-
SCRIBE (YOUR FULL NAME) WSPHD-L in the subject,
and an indication of your status (e.g., ?student in women?s
studies Ph.D. program?) in the body,  to
carimc@verizon.net.
           Page 17Feminist Collections (v.25, no.4, Summer 2004)
E-Sources on Women & Gender
ONLINE PUBLICATIONS
The HUMAN RIGHTS FOUNDATION OF MONLAND
(HURFOM) is a nongovernmental organization started ten
years ago by minority citizens displaced from the southern
region of Burma (Myanmar).  HURFOM sponsors a
Woman and Child Rights Project (WCRP) that seeks to em-
power women and children in this violence-ravaged country,
monitor violations of their human rights, and bring their
situation to the rest of the world?s attention.  WCRP reports
such as THE PLIGHT OF WOMEN AND CHILDREN
IN BURMA, presented in rough but graspable English, can
be found on HURFOM?s website: www.rehmonnya.org
(some links don?t work or lead to mysterious destinations,
but selecting ?Special Issue? from under ?Woman and
Child? in the left-hand menu will lead to a ?Report? button,
which, when selected, brings up a long list of such reports).
From the CENTRES OF EXCELLENCE FOR
WOMEN?S HEALTH (associated with the Women?s Health
Bureau of Health Canada): online versions of CEWH?s RE-
SEARCH BULLETIN,  2000 to 2003, at www.cewh-
cesf.ca/en/publications/RB/index.shtml.  Articles include
?A Gender Analysis of the Stress Experience of Young
Mi?kmaq Women,? ?Violence and Self-Harm Among
Women in Conflict with the Law,? ?Queer Women?s Health
Research: Methodological Questions,? ?Mothers Caring for
Children with Cancer,? ?Blurring the Boundaries: Women?s
Caring Work and Manitoba Health Care Reform,? ?Out in
the Cold: Lesbian Health in Northern BC,? and ?Empower-
ment in the Context of Poverty: Low-income Mothers in
Saskatoon.?
The INSTITUTE FOR WOMEN?S POLICY RESEARCH
posts its RESEARCH NEWS REPORTER ONLINE
monthly at www.iwpr.org/rnr/rnr.htm and also maintains
an online archive of past issues.  The Reporter?s purpose is
?to highlight inventive, informative, innovative, and some-
times controversial research relating to women and their
families. Each selection includes a short description of the
research and either a link to the report itself or a citation. We
sometimes include short pieces in their entirety.?  The  No-
vember 2004 edition reports on such studies as ?The Chil-
dren Left Behind: Deeper Poverty, Fewer Supports,? ?The
Gender Wage Ratio: Women?s and Men?s Earnings,? ?Work-
ing Women Speak Out,? and ?Health Care and the 2004
Elections: Women?s Health Policy.?
From the NATIONAL WOMEN?S LAW CENTER: SLIP-
SLIDING AWAY: THE EROSION OF HARD-WON
GAINS FOR WOMEN UNDER THE BUSH ADMINIS-
TRATION AND AN AGENDA FOR MOVING FOR-
WARD (73p., April 2004), at www.nwlc.org/pdf/
AdminRecordOnWomen2004.pdf.  Among the ten such
erosions described under ?The Bush Administration Record?
are ?Rolling Back Policies That Guarantee Equal Opportu-
nity for Women at Work,? ?Shortchanging Child Care and
Other Supports Women Need to Maintain Self-Sufficiency,?
?Increasing Retirement Insecurity for Women,? ?Sabotaging
Policies That Protect Women?s Health and Reproductive
Rights,? and ?Failing To Support Our Women in Uniform.?
The U.S. Department of Education?s NATIONAL CEN-
TER FOR EDUCATION STATISTICS (NCES) has pub-
lished TRENDS IN EDUCATIONAL EQUITY OF GIRLS
& WOMEN: 2004, by Catherine E. Freeman. The publica-
tion, numbered NCES 2005-016,  ?assembles a series of in-
dicators that examine the extent to which males and females
have access to the same educational opportunities, avail
themselves equally of these opportunities, perform at similar
levels throughout schooling, succeed at similar rates, and
reap the same benefits from their educational experiences.? A
PDF version of the 116-page document can be downloaded
from http://nces.ed.gov/pubs2005/2005016.pdf. This edi-
tion, released November 19, 2004, updates a report by the
same title prepared for Congress in 2000.
?  Compiled by JoAnne Lehman
 Feminist Collections (v.25, no.4, Summer 2004)Page 18
NEW REFERENCE WORKS IN WOMEN?S STUDIES
AFRICAN AMERICAN WOMEN
Janus Adams, SISTER DAYS: 365 IN-
SPIRED MOMENTS IN AFRICAN
AMERICAN WOMEN?S HISTORY.
New York: John Wiley & Sons, 1999
(2000 for paperback and e-book).
432p.  $22.95, ISBN 0-471-28361-4;
paper, $19.95, ISBN 0-471-39526-9;
e-book, $19.95, ISBN 0-471-43702-6.
Sister Days is the third book in an
Adams trilogy that began with Glory
Days: 365 Inspired Moments in African-
American History (1996) and continued
with Freedom Days: 365 Inspired Mo-
ments in Civil Rights History (1998).
Each volume follows the same format:
365 one-page entries?one for every
day of the year?that detail an event,
relating to the book?s specific topic,
that happened on that day at some
point in history. For example, the entry
for August 7 in Sister Days (one of the
more entertaining entries in this book)
contains a portion of a letter written on
August 7, 1865, from an escaped slave
to his former master, who had tracked
the ex-slave and his wife to the North.
The letter explains that the couple will
gladly return if their former master can
prove he will treat them kindly and pay
them both what they should have
earned for their decades of service (with
interest, of course).  ?Say howdy to
George Carter,? the letter ends, ?and
thank him for taking the pistol from
you when you were shooting at me.?
by Phyllis Holman Weisbard, Deirdre Joyce, and Mary Pfotenhauer
In addition to the entries, the book
contains a helpful bibliography that
includes a short listing of archives, li-
braries, and private collections. The
book also includes a general index, in-
dex of subjects, and index of inspira-
tional themes. A few of the themes in
this last index are a little confusing,
such as ?Assumptions? and ?Self-por-
traiture,? but overall the indexes are
helpful for finding specific topics.
Sister Days could possibly be used
for research, if the reader is looking for
a short entry about a specific person or
subject or for an event that happened
on a particular day in history.  This
book, however, like Glory Days and
Freedom Days, is meant for the general
public mainly as an inspirational text.
Some entries celebrate ?moments? that
seem less powerful than others (for ex-
ample, Oprah Winfrey?s cruise on April
15, 1998, in honor of Maya Angelou?s
birthday), and some do not correspond
to a specific event at all (the May 4 en-
try is labeled simply ?Spring 1905?).
Some, however, are truly moving, such
as the account of Ruby Bridges enter-
ing a Louisiana elementary school on
November 14, 1960, as the only black
student, escorted by U.S. marshals, and
stopping to say a prayer for the angry
mob that surrounded her.
Sister Days is an entertaining and
educational read overall. It is also re-
freshing to have an entire book dedi-
cated to the telling of women?s stories
in African-American history, since these
stories are so often overshadowed by
those of white men in mainstream
American history.
CHICANA/LATINA LITERATURE
Kathy S. Leonard, BIBLIOGRAPHIC
GUIDE TO CHICANA AND
LATINA NARRATIVE.  Westport,
CT: Praeger, 2003 (Bibliographies and
Indexes in Women?s Studies, no.31).
290p. $74.95, ISBN 0-313-31987-1.
Kathy S. Leonard, who also wrote
Index to Translated Short Fiction by
Latin American Women in English-Lan-
guage Anthologies, has compiled an ex-
tensive list of works in her latest refer-
ence, Bibliographic Guide to Chicana
and Latina Narrative. This guide lists
more than 2,750 individual works of
all forms of narrative (not just those
printed in anthologies, as in the previ-
ous book), including short story, auto-
biography and biography, novel, and
novel excerpt, dating from the early
1940s to 2002. Children?s literature is
omitted (though adolescent literature
for ages 12+ is included), as are disser-
tations and narrative pieces published
in periodicals or journals. The Biblio-
graphic Guide includes works by ?au-
thors of Mexican-American, Cuban-
American, Dominican-American, and
Puerto Rican-American descent as well
as other writers of Hispanic descent
who were either born or raised in the
United States? (p.xii).  The works in-
cluded are written in Spanish or En-
glish, or, in many cases, both.
Bibliographic Guide to Chicana and
Latina Narrative is made up of five in-
dexes: Author/Title; Title/Author; An-
thology; Novel; and Autobiography/
Biography.  Also included at the end of
the book is a list of ?Other Useful Re-
sources,? containing other bibliogra-
           Page 19Feminist Collections (v.25, no.4, Summer 2004)
New Reference Works
phies and books of theory or analysis of
Chicana/Latina literature.  Each in-
dexed book is given its own letter/num-
ber code, making cross-reference be-
tween indexes easier. There is consider-
able overlap among the indexes as well,
which cuts down on flipping among
them.
This guide, as Leonard explains in
her preface, ?was created to allow schol-
ars, university instructors, students,
and other interested readers quick, easy,
and complete access to the narrative
work by Chicana and Latina authors?
(p.ix). While casual readers might find
it helpful to browse this book to locate
works for recreational reading, the
sheer comprehensiveness of this guide
makes it an essential tool for students
and scholars of Chicana and Latina lit-
erature.
[Mary Pfotenhauer, who wrote the two
preceding reviews, was a student assistant
in the Women?s Studies Librarian?s office
for several years.  She graduated from the
University of Wisconsin?Madison in De-
cember 2004 with a B.A. in Music His-
tory, but plans to continue writing refer-
ence reviews for Feminist Collections
(for which we?re grateful).]
HISTORY
Teresa A. Meade & Merry E. Wiesner-
Hanks, eds., A COMPANION TO
GENDER HISTORY. Malden, MA:
Blackwell, 2004. 676p. bibl. index.
$124.95, ISBN 0-631-22393-2.
Once upon a time, women?s expe-
riences were largely missing from writ-
ten history. Then came the discovery
that some women had in fact been
present, and the history stew was pep-
pered with the names of individual
women. They provided more flavor to
history, but didn?t change the basic
recipe of great men, politics, and wars.
But, close to forty years ago, feminist
historians began doing more than add-
ing women and stirring. They started
to apply gender as a wider analytic cat-
egory, understood by the editors of A
Companion to Gender History as ?a cul-
turally constructed, historically chang-
ing, and often unstable system of dif-
ferences? (p.2). They created whole new
meals consisting of thousands of ar-
ticles, dissertations, and books that re-
examined historical concepts and
events through the lens of gender, par-
ticularly with respect to American and
European history.
1
The latest advance in gendering
history is the recognition that it applies
globally. And that?s the smorgasbord
Meade and Wiesner-Hanks took on in
A Companion to Gender History. It?s a
tall order. As they say in their introduc-
tion, ?There is no aspect of human ex-
istence?labor and leisure, family and
kingroups, laws, war, diplomacy, for-
eign affairs, frontier settlement, imperi-
alism, aggression, colonial policy and
the resistance to it, education science,
romance and personal interaction, the
construction of race and ethnicity?
that is untouched by gender? (p.6).
One can clearly see the impossibil-
ity of covering all those ingredients,
across all time periods and locales, in a
one-volume work. Meade and Wiesner-
Hanks made some wise choices to deal
with the problem. They recognized that
not all eras and places have received the
same level of attention and that the re-
sultant essays would therefore vary in
their sophistication. They saw this as an
opportunity for readers to ?see how a
new historical field is developing and
assess the ways in which insights in one
area can challenge received wisdom and
standard generalizations in another?
(p.2). They also decided to feature both
thematic essays (on sexuality, family,
religion, law, race, education, images in
the visual arts, revolution/nationalism/
anti-imperialism, and feminist move-
ments) and those that take a chrono-
logical-geographical approach. Meade
and Wiesner-Hanks also gave their
contributors leeway to explore their
topics as they saw fit, using a variety of
approaches, yet hoped that the overall
impression the essays convey is that
?from the earliest human cultures until
today, the process of defining societies,
ruling them, settling them and building
them has been a gendered task, one
done by both men and women, but
likewise one motivated by and carried
out according to gendered principles?
(p.6.)
The chronological-geographical
part begins with Marcia-Anne Dobres?s
article summarizing the scant evidence
available from prehistory, which she
defines as from about 40,000 years ago
to 4,000 years B.P.
2 
 She cautions that
research on prehistory depends on ma-
terial artifact interpretation, which is
susceptible to the ?concerns, agendas,
and wishful thinking? of contemporary
researchers (p.212). The next section
examines classical and post-classical so-
cieties in Africa, the Far East, Middle
East, Europe, and the Americas
through 1400. The section on the de-
velopment of modern society (1400?
1750) considers Southeast Asia, Eastern
Europe and Russia, Western Europe,
and the Spanish and Portuguese em-
pires in the New World. Julie
Hardwick?s ?Did Gender Have a Re-
naissance: Exclusions and Traditions in
Early Modern Western Europe? plays
off Joan Kelly Gadol?s influential article
from the 1970s,  ?Did Women Have a
Renaissance?,? in which the very
 Feminist Collections (v.25, no.4, Summer 2004)Page 20
New Reference Works
periodization of history, once women
were introduced, is challenged. Where
Kelly Gadol looked at the contribu-
tions of aristocratic women to literature
(particularly courtly love) and politics,
Hardwick examines Renaissance views
of the family, science, and religion, and
changes that affected the peasantry as
well as the elites. Household patriarchy
all too often served as a template for
Renaissance understandings of the so-
cial and political order.
The next section analyzes gender
and the modern world (through 1920).
South Asia makes its first sustained ap-
pearance in the book in Nupur
Chaudhuri?s contribution, ?Clash of
Cultures: Gender and Colonialism in
South and Southeast Asia.? Although
there are scattered references to India
and Hinduism in other essays, most
notably in Barbara Molony?s on twenti-
eth-century Asia, this is a huge topic
that needs more attention. The final
section, on gender in the contemporary
world, includes Molony?s essay, plus
others on Africa, Eastern Europe and
Russia, Latin America, and the Carib-
bean. The volume ends with a general
look at equality and difference in the
West, written by University of
Melbourne historians Charles
Sowerwine and Patricia Grimshaw,
with reference to North America, West-
ern Europe, Australia, and New
Zealand. They end optimistically with
this:
[W]omen have profited and
continue to profit from the
achievements of feminists in
gaining a speaking voice. First-
and second-wave feminisms,
combined with structural
changes in the economy and
society, opened a path which
pointed humanity towards
equality between men and
women and for people of dif-
ferent sexual orientations.
There is a long road to travel
still on this path, and beyond
it lie other paths of social and
racial justice, but Western so-
ciety came a great distance
during the twentieth century.
It will travel further in the
twenty-first century and femi-
nists will remain in the van-
guard. (pp.607?8)
The insights collected in A Com-
panion to Gender History will be critical
to that task by helping women and
men understand our interactive past.
Notes
1.  The research in American history is
very ably summarized and
contextualized in the earlier Blackwell
volume A Companion to American
Women?s History, edited by Nancy A.
Hewitt, 2002, reviewed in Feminist
Collections v.24, no.2 (Winter 2003).
2.  Her use of  B.P. for ?before the
present? is a welcome change from the
Christocentric terms B.C. and A.D. or
the slightly better B.C.E. and C.E.
Doris Weatherford, gen. ed., A HIS-
TORY OF WOMEN IN THE
UNITED STATES: STATE-BY-
STATE REFERENCE. Danbury, CT:
Grolier, 2004. 4v. illus. bibl. index.
$399.00, ISBN 0-7172-5805-X.
When this set came in, I eagerly
picked up Volume 4 to read the entry
on Wisconsin and see how well the
state-by-state reference had done at
summarizing the history of women in
the state. I am happy to report that the
Wisconsin essay (written by
Weatherford herself) is a very good
one. Since it follows the pattern em-
ployed for all the state essays, I?ll use it
to illustrate the format. The essay opens
with a quotation about a cook in the
logging camp from Come and Get It, by
Edna Ferber, who grew up in Appleton,
Wisconsin, and whose first jobs as a
journalist were in the state. A map on
the first page displays cities and towns
important in Wisconsin history, in-
cluding tiny Belmont, home to the first
territorial legislature in 1836. An inset
map sites Wisconsin within the United
States. A boxed sidebar lists facts such
as the percentage of women in the state
legislature (23.5% in 2003) and the
number of females enrolled in colleges
in the state in 1999 (170,0000, or
55.7% of the total student body). An
introductory paragraph correctly men-
tions both that the Wisconsin legisla-
ture was the first to ratify the Nine-
teenth Amendment (granting suffrage
to women) and that it had rebuffed
earlier suffrage attempts. Then
Weatherford launches into a history of
women in Wisconsin, interwoven with
events in general history of the state,
from prehistory through the present.
According to the preface, the narrative
is divided into periods that roughly
correspond to eras outlined in the U.S.
history school standards. Wisconsin?s
?prehistory? is the life of the peoples
native to the area: Ho-Chunk,
Menominee, Ojibway, and other
American Indian nations. Weatherford
highlights the tasks of women in their
societies, including drying fish, butch-
ering game, tanning hides, weaving
baskets, and constructing dwellings.
White explorers came to the area
from 1634 onward, and thus the sec-
ond era covered is from 1634 to state-
hood in 1848. The explorers returned
to Europe, but they were followed by
           Page 21Feminist Collections (v.25, no.4, Summer 2004)
New Reference Works
French fur-trading men who stayed and
took native women as common-law
wives. Weatherford reminds readers
that the native women were valuable to
their husbands because they spoke the
local language, knew the land and its
resources, and had contacts with ?trust-
worthy business associates? (p.230).
Some of the daughters of the wealthier
unions were tutored or were sent to
eastward or to Canada for schooling.
The first European woman to live in
the state was probably the wife of a
French soldier named Cardinell. To-
gether they settled in Prairie du Chien
in 1726. Weatherford then charts the
passing of the area from French to En-
glish to American hands, mentioning
how in 1824 prosecutor Henry Baird
tried to require formalization of com-
mon-law marriages, causing an uproar
over the illegitimacy of the offspring,
the role of missionaries, and growth in
white settlement, particularly in the
southern part of the state. Teaching was
an occupation open to women?
though at lower salaries?and by the
mid-nineteenth century, Wisconsin had
more female schoolteachers than male.
This section ends with the astonishing
fact that the population of Wisconsin
jumped tenfold from 1840 to 1850,
from 30,945 to 305,391.
The next period is from statehood
through the Civil War and its after-
math. Now Weatherford can begin to
speak about women reformers, educa-
tors, and feminists, many of them im-
migrants from Germany or
Scandinavia. They included Margarethe
Meyer Schurz, who founded the first
kindergarten in America (1856), tem-
perance leaders, abolitionists, and suf-
fragists. Women also assisted the Union
during the Civil War as fundraisers,
nurses, and, in the case of Cordelia
Perrine Harvey, as founder of a hospital
to treat the troops. Students will latch
onto the two Wisconsin women
Weatherford names who disguised
themselves as men and served as sol-
diers (Sarah Collins and Belle
Peterson). If they read on, they?ll dis-
cover plucky Henrietta Colt, who se-
cured an Army contract for uniforms
and hired 475 women to sew them.
The section on the Civil War era
through 1900 charts the failed attempts
at full suffrage, but success at allowing
women to be elected school officials
and to vote in school elections, and,
after some reversals, the admission of
women lawyers to the state bar associa-
tion. During the era of the Progressives
(1900?1920), Wisconsin women fi-
nally achieved suffrage. Weatherford
uses the period from the 1920s through
World War II to discuss the differing
experiences of rural women, whose
household tasks were performed for
many years before the Rural Electrifica-
tion Act without the benefit of electric-
ity, and their sisters in the cities, who
had the advantages of electricity and
telephones. She says that Wisconsin
women were not as affected by the De-
pression as were women elsewhere, in
part because the drought conditions in
the West and South did not prevail in
Wisconsin. On the other hand, urban
women found it more difficult to ob-
tain employment, as the few jobs avail-
able more often went to men, and even
the Wisconsin Art Project (run under
the Works Progress Administration and
the Federal Writers? Project) put few
Wisconsin women to work. When the
United States entered World War II,
Wisconsin women found employment
in ammunition and ordnance plants.
The last chronological section traces
developments from the post-World War
II years through the present.
Weatherford mainly uses this section to
discuss women who achieved statewide
office or election to Congress.
Several sidebars give some flavor to
the Wisconsin story. One is an
antisuffrage poster from 1912 that
reads, ?Danger! Woman?s Suffrage
Would Double the Irresponsible Vote.
It is a MENACE to the Home, Men?s
Employment and to All Business?
(p.239). Another is a discussion of
women in the beer business, and a
third is a photograph of Tammy
Baldwin at the annual Gay Pride Pa-
rade in July 1998, during her successful
campaign for Congress.  A timeline sets
out U.S. and Wisconsin events parallel
to each other.
Three Native American Wiscon-
sinites are discussed together in a
sidebar (Ada E. Deer, Laura Minnie
Cornelius Kellogg, and Roberta Hill
Whiteman), and profiles of several
other prominent Wisconsin women
(Mathilde Franziska Anneke, Tammy
Baldwin, Olympia Brown, Catherine
Taft Clark, Nancy Dickerson, Zona
Gale, Margaret Newell H?Doubler,
Lorena Alice Hickok, Jessie Annette
Jack Hooper, Lizzie Black Kander,
Louise Phelps Kellogg, Belle Case La
Follette, Helen Parkhurst, Vel R.
Phillips, and Ellen Clara Sabin) follow
the narrative section. Information on
museums in the state with material on
women?s history, a listing of selected
organizations and institutions (archives
and some of the women?s studies pro-
grams in Wisconsin), and a bibliogra-
phy of print and Web resources com-
plete the entry.
The Wisconsin entry isn?t perfect.
The narrative points out that Wiscon-
sin lagged behind in electing a woman
to Congress until Tammy Baldwin won
a seat in 1998, which is true enough,
but neglects any mention of Justice
 Feminist Collections (v.25, no.4, Summer 2004)Page 22
New Reference Works
Shirley Abrahamson, on the bench
since 1976 and Chief Justice of the
Wisconsin Supreme Court since 1996.
And though it rightly credits Kathryn
Clarenbach as chairing NOW?s found-
ing meeting, it might also have pointed
out her major role in keeping the orga-
nization afloat for several years thereaf-
ter and her activity connected with the
National Conference for International
Women?s Year (1977)?and spelled her
name correctly in the bibliography.
The video Step by Step: Building a
Feminist Movement, 1941?1977 (pro-
duced by Joyce Follet for Wisconsin
Public Television in 1998 and focusing
on Wisconsin and other Midwest
women leaders of the women?s move-
ment) would have been an excellent,
accessible addition to the bibliographic
section. No statement in the narrative
is footnoted, which means that users
will need to sort through several of the
references listed should they need to
pin down a specific statement (same
problem for all the state essays). But all
told, it is quite a creditable piece.
There?s a lot more in the set than
the state essays. The first volume con-
tains introductory chronological and
thematic essays, including ?Women
and the Settlement of the West,? by
Katherine Benton-Cohen, and ?His-
tory of American Feminism,? by Myra
Marx Ferree, each with accompanying
bibliographies. Volume 4 has several
appendices, including a chronology; a
selection of primary documents (several
suffrage speeches; the Equal Rights
Amendment as passed by Congress in
1972 and Alice Paul?s original wording,
1923; Frances Willard?s address before
the Second Biennial Convention of the
World?s Woman?s Christian Temper-
ance Union, 1893; Amelia Bloomer?s
?Dress Reform,? 1853; Emma Hart
Willard?s ?Education and the Weaker
Sex, 1819; and others); state-by-state
historical statistical tables on popula-
tion, marriage and divorce, employ-
ment, and figures for women in state
legislatures; a general bibliography; and
a subject index.
Weatherford states in the preface
that most states lack a comprehensive
history of women in the state. Conse-
quently, contributors had to synthesize
from a wide range of sources, including
books, reports, articles, oral histories,
etc., with their work often rising to the
level of original research.  She hopes
that this set remedies the situation.  If
the essays on the other forty-nine states
are as good as ?Wisconsin? is,  as I sus-
pect they are, then A History of Women
in the United States: State-by-State Ref-
erence is a real substantive achievement.
It will be a boon to K-12 teachers (and
the librarians they consult) who are
teaching units and courses on the his-
tory of their state and wishing to in-
clude the history of women there. And
in the spirit that ?all history is local,?
women?s history classes and women?s
history enthusiasts alike will also find
the information on the lives of women
in each state useful.
MUSLIM WOMEN
Aisha Bewley, MUSLIM WOMEN: A
BIOGRAPHICAL DICTIONARY.
London: Ta-Ha Publishers, 2004.
221p. pap., ?7.00, ISBN 1-842000-
53-5.
Bewley?s aim is to counteract the
viewpoint that Muslim women have
been confined to their homes through-
out the history of Islam. She has entries
for numerous women scholars of Islam,
as well as Sufi devotees, poets, singers,
rulers, and others from the time of
Muhammad (seventh century)
through the nineteenth century.
1
Bewley laments the decline in the num-
ber of women from more recent peri-
ods. She attributes this to Western in-
fluences:
There is ... a field of study yet
to be explored concerning
how much the current status
of women among Muslims is
due to the influence of West-
ern attitudes towards
women?and in particular,
towards Muslim women?
which the Muslims have un-
wittingly assimilated, amount-
ing to an adoption of the
Western preconception of how
Muslims viewed women. His-
torically, with the exception of
earliest accounts of journeys,
Westerners really started to
write about Islam in the colo-
nial period, a period in which
the Western attitude towards
women was that they were the
weaker, inferior sex. We find
French colonial authorities
excluding women from teach-
ing in the mosques?and I
have spoken to older women
who remember this happen-
ing?and objecting to women
holding positions of authority.
Hence the lens through which
the West viewed Muslim
women was already a distorted
one?and once imposed or
implanted among the Mus-
lims, this viewpoint gradually
became an established norm.
(Introduction)
This is an interesting, if unproved,
theory that, as Bewley points out,
needs more study.
           Page 23Feminist Collections (v.25, no.4, Summer 2004)
New Reference Works
The entries are short, but tantaliz-
ing. Wouldn?t you want to know more
about these women?
? Bija Munajjima, a tenth/sixteenth-
century Sufi from Herat, Afghani-
stan, who was also an expert in
astronomy, a poet who engaged in
rivalry with a famous male Sufi
poet, and a founder of a bath-
house, madrasa (study house), and
mosque.
? Fatima bint Ahmad ibn Yahya al-
Faqiha (died 840/1437), a scholar
of shari?a (Islamic law), who knew
so much that she was allowed to
give legal judgments, at first in
conjunction with her father and
later on her own. Her father would
consult her when he was teaching
and needed an answer to a ques-
tion.
? Shuhda bind Abi Nasr Ahmad
(574/1178), known as al-Katiba
(the writer) because of her calli-
graphic talents. She had an excel-
lent education and she taught
hadith (reported speeches of
Muhammad) and other subjects to
students at the University of
Baghdad. Bewley says that ?she was
one of the most significant scholars
of her time and because of her
great reputation some people even
falsely claimed to have been her
students? (p.147).
There are many more women
scholars in the book. Most were hadith
transmitters, though Bewley says these
are but a sample, with more than 800
known others whom she did not in-
clude. Unfortunately she gives no fur-
ther explanation as to why she chose
some and not others. Another large cat-
egory consists of companions of
Muhammad. Bewley?s sources are vari-
ous classical biographical collections
(many of which have a section on
women), biographical references in
other works, and the five-volume set
A?lam an-Nisa?, by ?Umar Rida Kahhala,
all on notable women. Because she does
not provide citations in the entries, the
volume does not function as an index
to biographical sources on Muslim
women.
The book is arranged in alphabeti-
cal order. The women are identified as
rulers, scholars, Sufis, or companions
or wives of Muhammad, by the abbre-
viations ?ru,? ?sc,? ?su,? ?com,? and
?umm,? respectively, in the entries.  An
appendix listing the names by category
would have helped, since there is also
no overall index in the book. There is,
however, a section called ?Women
Listed as Having Given Allegiance to
the Prophet (Without a Larger Entry),?
and there is a glossary, which will be of
great help to users who are unfamiliar
with Arabic or Islam.
In summary, Muslim Women is a
handy reference to biographical infor-
mation on a selection of Muslim
women.
Note
1.  Bewley actually provides dates ac-
cording to the both the Christian and
Islamic calendars. The latter begins
with the hijrah, Muhammed?s emigra-
tion from Mecca to Medina in 622;
therefore, the nineteenth century corre-
sponds to the thirteenth century A.H.,
or Anno Hegirae.
[Phyllis Holman Weisbard, who reviewed
Muslim Women: A Biographical Dic-
tionary as well as the two History titles, is
the Women?s Studies Librarian for the
University of Wisconsin System.]
Suad Joseph, gen. ed., ENCYCLOPE-
DIA OF WOMEN & ISLAMIC CUL-
TURES, VOL. I: METHODOLO-
GIES, PARADIGMS AND
SOURCES.  Boston: Brill, 2003.
$249.00, ISBN 90-04-11380-0 (vol.I);
ISBN 90-04-13247-3 (set).
The greatest challenge to the inter-
disciplinary researcher always seems to
be the weaving of the disparate disci-
plinary threads into a coherently fabri-
cated whole. As research on both
women and Islamic cultures has
moved, separately, to the forefront of
scholarship in a variety of fields, Suad
Joseph and her team of editors offer us
a comprehensive encyclopedia that is at
the intersection of both disciplines.
The Encyclopedia of Women and
Islamic Culture (EWIC) is an ambitious
project that brings together the essays
of more than a thousand scholars on
myriad subjects relating to women,
both Muslim and non-Muslim, who
live or have lived in any one of the Is-
lamic cultures scattered around the
globe. In this first volume of the six-
volume set, EWIC provides a strong
referential basis for the underlying his-
torical and methodological themes that
have driven scholarship in this area. As
such, Volume I is divided into two sec-
tions representing (1) the historical
background of women living in Islamic
cultures and (2) the disciplinary?or
interdisciplinary?methodologies that
interpret their experience.
Organized chronologically and
regionally, the first section is not only
an excellent historical reference tool,
covering the junction of women and
Islam from the sixth century to the
present, but also an invaluable histo-
riographical tool for any beginning re-
searcher interested in finding out
where and to what extent the primary
and secondary sources exist. The sec-
 Feminist Collections (v.25, no.4, Summer 2004)Page 24
New Reference Works
ond section offers a critical examina-
tion of various methodological themes
and their usefulness to the study of
women and Islamic cultures. These
twenty-two themes include but are not
limited to economics, folklore,
orientalism, political science, sexuali-
ties and queer studies, and oral history.
In addition to these two major cat-
egories, the editors have compiled a
bibliography that is arranged by region
and cross-referenced by both author
name and subject matter. This is par-
ticularly helpful to a beginning re-
searcher putting together her or his
own bibliography. In fact, for academ-
ics in the early stages of research, the
entire volume provides an invaluable
wealth of information and scholarly
stimuli. General readers will also find
this volume an essential starting point
in understanding the complexities of
issues informing the woman?s experi-
ence in Islamic culture.
Finally, while many readers may be
inclined to skip the introduction of a
work such as this (preferring to go di-
rectly to the entries), I would advise
them to resist that inclination here.
The introduction provides a fascinating
look at the EWIC project as a whole
and the editorial challenges it faced.
On a more practical level, the introduc-
tion also serves as a very useful guide to
the structure and organization of the
volumes, thereby accelerating the
researcher?s search for relevant informa-
tion.
We are promised, in Volumes II?V,
an additional 341 topics, grouped both
regionally and as general overviews
(Volume VI is the index).  This mam-
moth project purports to tell us both
anything and everything there is to
know about women and Islamic cul-
ture.  As the field grows, the shortcom-
ings in these volumes will undoubtedly
be discovered and their usefulness will
wane.  Nevertheless, my suspicion is
that the growth of the field will be
greatly augmented by the hard work of
the EWIC project?s authors and editors.
[Deirdre Joyce, who wrote this review,
recently completed an M.A. in History at
the University of Wisconsin?Madison and
is currently working toward a second
master?s degree in Library and Informa-
tion Sciences.]
           Page 25Feminist Collections (v.25, no.4, Summer 2004)
PERIODICAL NOTES
NEW AND NEWLY DISCOVERED PERIODICALS
EIGHTEENTH-CENTURY WOMEN: STUDIES IN
THEIR LIVES, WORK, AND CULTURE.  2001?  .  Ed.
Linda Veronica Troost (Washington and Jefferson College).
1/yr.  ISSN 1529-5966 (hardcover).  Price: $94.50/volume/
year.  AMS Press, Inc., Brooklyn Navy Yard Bldg. 292, Suite
417, 63 Flushing Ave., Brooklyn, NY 11205; fax: (212)
995-5413; email: amserve@earthlink.net  (Issue examined:
Vol. 3 (2003).)
This 350-page, indexed scholarly journal delivers exactly
what the no-nonsense title promises.  Here?s a small sampling
of the article titles in Volume 3: ?Catherine Clive?s Media
Relations: The State as Media and the Page as Performance?
(Cami Agan); ?Prophetic Daughter: Mary Fletcher?s Narra-
tive and Women?s Religious and Social Experiences in Eigh-
teenth-Century British Methodism? (Candy Gunther
Brown); ?The Gambling Woman?s Revolution: An Alterna-
tive Gender, an Alternative Epistemology? (Hope Cotton
Dixon); ?Some Notes on the Hellenism of Mary Robinson?s
Odes? (Sandro Jung); ?Politics, Exile and Authorship: Char-
lotte Smith?s The Emigrants? (Amy Garnai); ?Method to
This Madness: ?Fragmented Discourse in Mary
Wollstonecraft?s Maria (Gloria Shultz Eastman).  Also in-
cludes book reviews.
POEMMEMOIRSTORY (PMS).  2001?  .  Ed.: Linda
Frost.  1/yr.  ISSN 1535-1335.  Subscriptions: $7.00/yr;
sample copy: $5.00 plus ?appropriate postage.?  The Univer-
sity of Alabama at Birmingham, Department of English, HB
217, 900 South 13
th
 Street, 1530 Third Avenue South, Bir-
mingham, AL 35294-1260; website: www.pms-journal.org
(Issues examined:  No.2 (2002), No.3 (2003), No.4 (2004).)
A wonderful find, with more than a hundred pages per
issue of writing by women, PMS is the re-incarnation of the
former literary journal Astarte, transformed into ?something
different, but just as vital.?
Editor Linda Frost writes, ?[W]e hope to keep our focus
broad, documenting what and how women write. We think
PMS offers a pretty good sample of what matters to women
writing today from satisfying sex to personal liberty. We
think you will enjoy our PMS much more than what you
might normally associate with pms but we also hope that
ours is equally as commanding of your attention.?
The memoir section always includes one piece by a
woman ?who has experienced something of historic and na-
tional significance [but] would not necessarily consider her-
self a ?writer??:  in Issue 2, Nancy Johnson-Oberwanowicz,
who was showing her family around her office in Tower Two
when the World Trade Center was attacked on September
11, 2001; in Issue 3, Carolyn McKinstry, who, as a young
teenager in Birmingham in 1963, became active in Civil
Rights protests and survived the racist bombing of the Six-
teenth Street Baptist Church; and in Issue 4, poignant diary
entries by soldier Mary Eila Smothers, who is serving in
Baghdad.
The poems (thirty or more per issue) include ?Inven-
tory: Jewelry Box? (Lynne Burris Butler), ?On Getting a
Dog and Being Told What I Really Wanted Is a Child? (Pais-
ley Rekdal), ?Not a White Girl? (Allison Joseph),
?Imbalanced Meal? (Dandrea V. James), ?Pondering the
Death of My Only Daughter? (Carla Baku), ?Somnia? (Janet
McCann), and ?Beauty and the Beast? (Gail White, begin-
ning evocatively with, ?I disliked children, even as a child?
those vexing, nattering, excluding things?).
Short-story titles are also intriguing, among them ?How
To Dance in America? (Emma Wunsch), and ?Sheila?s Depo-
sition, 1997? and ?Noreen?s Phone Calls, 1999? (both by
Judith Arcana).  Issue 4 ends with a sweet story about a
woman who inexplicably grows a tail.
SWIVEL: THE NEXUS OF WOMEN & WIT.  2004?  .
Publ. & Ed.-in-Chief: Brangien Davis.  2/yr.  Price: $9.00
per issue, plus shipping; orders accepted online only, with
credit card; also available at some independent bookstores.
Website: www.swivelmag.com  (Issue examined: Vol.1,
No.1 (2004).)
Another welcome new literary journal for women, Swivel,
like PMS, includes poetry, memoir, and fiction, but this new,
somewhat-zinelike publication??showcasing women writers
of wit??also offers photography, essays, and ?comix.?  This
first issue includes a (yes, witty) piece by Kate Lake about
being atheist, a coming-of-age story called ?Shuffling Toward
Womanhood in Wedge-Heeled Sandals? (by Heather
Cochran), some ?spontaneous poetry from a trio of perfor-
mance typists,? two comics by Amanda Crichton and one by
illustrator/writer combo Christine Olsen and Nancy Pearl
(?My Life as an Action Figure:...the true story of how Seattle
librarian Nancy Pearl became immortalized as a toy?), and
 Feminist Collections (v.25, no.4, Summer 2004)Page 26
Periodical Notes
lots of other poetry and prose.  Interestingly, none of the
prose pieces are categorized (e.g., as the ?fiction,? ?memoir,?
or ?essay? of the above list).
WORLD PULSE: WOMEN AND CHILDREN TRANS-
FORMING OUR WORLD.  2004?  .  Exec. Ed. &
Founder: Jensine Larsen.  Publ.: J.C. Dalin; World Birth Fo-
rum (?a US-based nonprofit dedicated to bringing the voices
of women and children to the forefront of our global prob-
lem-solving dialogue?).  6/yr.  ISSN: 1549-6678.  Print sub-
scriptions: $23.00/yr. in U.S.; $35.00/yr. in Canada/Mexico;
$45.00/yr. other international.  Web subscriptions: $20.00/
yr.  5935 NE Skidmore, Portland, OR 97218; phone: (503)
331-3900; email: publisher@worldpulsemagazine.com;
website: www.worldpulsemagazine.com  (Issue examined:
Premiere issue, 2004.)
?When I took my first tentative steps to start this maga-
zine,? writes the founding editor in the premiere issue of
World Pulse, ?I had a hunch that something huge was going
on globally with women.  Now, two years later, I am con-
vinced that there is a potent and sophisticated global move-
ment rising from all corners of the earth...
?Women and youth are at the forefront of this unstop-
pable and vibrant worldwide activism.  They are risking their
lives on the frontlines to create peace communities where
peace was not thought possible.  They are designing success-
ful models to end child sexual abuse, standing naked on oil
wells to demand a safe environment and jobs for their com-
munities, and swelling the streets with marches to advocate
for stricter gun controls. They are writing human rights re-
ports and exposing genocide, forming new independent me-
dia, standing up against the practice of female genital cir-
cumcision, and designing models that create islands of health
in some of the poorest nations.  They are holding ambitious
international conferences to bring together women and
youth leaders, banding together as mothers in political action
groups, and inventing sustainable economic policies that
benefit children and the environment.
?These points of light are often hard to see through the
fog of newspapers and television networks that rely on a lan-
guage of conflict and crisis.  But these rays of hope exist and
           Page 27Feminist Collections (v.25, no.4, Summer 2004)
they key to their growing success is the emerging language
they are speaking. It is a language of possibility.?
That emerging language is featured in this first issue in
such articles as ?How Do We Find True Global Security? An-
swers from Around the World?; ?Iraq: A Way Forward (con-
versations with three leading women)?;  ?Breaking the Dev-
astating Link Between International Terrorism and Intimate
Violence? (by Riane Eisler); ?Congo: Emerging from a
Nightmare? (by Marithe Kapinga and Leontine Molwa
Walengo); ?Standing Behind the New International Crimi-
nal Court? (by Sarah Sewall); and ?Rewriting National Bud-
gets (women economists rewrite budget priorities in India,
US, Mexico, and Indonesia).?
SPECIAL ISSUES OF PERIODICALS
ECONOMY AND SOCIETY v.31, no.4, November 2002:
?Feminism and the Political.? Special issue eds.: Angela
McRobbie, Celia Lury.  ISSN: 0308-5147 (print); 1469-
5766 (online).  4/yr. Subscriptions: in US, $297.00 for insti-
tutions (includes print and online versions), $88.00 for indi-
viduals (print only).  Single issues: inquire.  Routledge Jour-
nals, Taylor & Francis Inc., 325 Chestnut St., 8
th
 Floor,
Philadelphia, PA 19106; phone: (800) 354-1420; fax: (215)
625-2940.  Also available online to licensed users through
Ingenta and MetaPress.
Partial contents: ?The Presence of Feminism in the Future of
Welfare? (Fiona Williams); ?The Dilemmas of Pendulum
Politics: Balancing Paid Work, Care and Citizenship? (Ruth
Lister); ?Feminist Thought and the Totalitarian Interloper:
On Rhetoric and the Fear of ?Dangerous Thinking?? (Vikki
Bell); ?From Diversity to Heterogeneity: A Feminist Analysis
of the Making of Kinds? (Celia Lury); ?Reinventing
Cyberfeminism: Cyberfeminism and the New Biology (Sarah
Kember).
JOURNAL OF CANNABIS THERAPEUTICS v.2, nos.3/4
(2003): ?Women and Cannabis: Medicine, Science, and
Technology.?  Special issue eds.: Ethan Russo, Melanie
Dreher, Mary Lynn Mathre.  Published simultaneously as a
monograph by the Haworth Press.  $39.95, ISBN 0-7890-
2100-5; paper, $24.95, ISBN 0-7890-2101-3. Website:
www.HaworthPress.com; email:
orders@HaworthPress.com  (Note: The journal ceased
publication in 2004.)
Partial contents: ?Cannabis Treatments in Obstetrics and
Gynecology: A Historical Review? (Ethan Russo); ?The
Consequences of Marijuana Use During Pregnancy: A Re-
view of the Human Literature? (Peter A. Fried); ?Cannabis
and Harm Reduction: A Nursing Perspective? (Mary Lynn
Mathre); ?Crack Heads and Roots Daughters: The Thera-
peutic Use of Cannabis in Jamaica? (Melanie Dreher); ?Can-
nabis in Multiple Sclerosis: Women?s Health Concerns?
(Denis J. Petro).
?  Compiled by JoAnne Lehman
Periodical Notes
F
eminist T
eacher
Since 1984, Feminist Teacher has been at the
forefront of discussions about how to fight
sexism, racism, homophobia, and other
forms of oppression in our classrooms and
in the institutions in which we work. A
peer-reviewed journal, Feminist Teacher
provides a forum for interrogations of
cultural assumptions and discussions of
such topics as multiculturalism,
interdisciplinarity, and distance education
within a feminist context. Feminist Teacher
serves as a medium in which educators can
describe strategies that have worked in their
classrooms, institutions, or non-traditional
settings; theorize about successes or failures;
discuss the current place of feminist
pedagogies and teachers in classrooms and
institutions; and reveal the rich variety of
feminist pedagogical approaches. The
journal also remains committed to address-
ing issues that face educators today,
including anti-feminism, anti-academic
backlash, and sexual harassment.
A Journal of the Practices, Theories, and
Scholarship of Feminist Teaching
Contact:
University of Illinois Press
1325 S. Oak Street, Champaign, IL  61820
Toll-free: 866-244-0626; Fax: 217-244-9910
journals@uillinois.edu
www.press.uillinois.edu
Subscription rate: institutions, $75 ($95
non-U.S.); individuals, $30 ($50 non-U.S.)
ISSN: 0882-4843
Frequency: Three times a year (FALL,
WINTER, SPRING)
 Feminist Collections (v.25, no.4, Summer 2004)Page 28
Each of the publications reviewed in this column
is delicious, and each is remarkable in its own way:
which one pleases your palate most will just depend
on what you?re looking for in a zine. There?s not a
baddie in the bunch, so pick and choose, knowing
you?re on the right track.
Before the Mortgage (no.4, no.5, both undated)
Christina Amini and Rachel Hutton produce this
little morsel out of Ross, California. Intellectual with-
out being pompous, it verges on social satire. It is
pointed, yet ?everygirl? funny. A few of the excerpts
made me laugh?in particular, Rachel?s description
of terrible fashion sense ("Getting Dressed") and
Christina?s account, in "Soon, I?ll Succeed in Busi-
ness," of pretending to know a gender-unspecified
acquaintance of someone she?s having a job inter-
view with (she later discovers that the mystery ac-
quaintance (male) is the interviewer?s best
friend). I also loved the remarks on ?fake-dating? by
Tim Gihring (of Minnesota Monthly fame). So
that?s what I?ve been doing all this time; it?s nice to
know others are in my boat and have my sensibili-
ties. I laughed very hard at the social gaffe commit-
ted by Dave when he exclaimed ?San Francisco!? in
response to a social nicety from his boss?s boss?s
boss (?B
3
?) (only realizing later that B
3
 had said,
?How you doing today?,? not ?Foggy day today?).
What I like best about this zine is that it is feminist-
friendly without being overtly political. It speaks to
the everyday feminist in us, despite the gender of the
reader or the writer. Yet it still retains the ?just trying
to get my voice out there? feel of a true zine.
Before the Mortgage is a great example of the
thirties grrrl or guy who has not chosen the ?spouse,
kids, and home in the suburbs? route. (Hence, its
title.)  There are three sections in every issue?
?Part of the Problem,? ?Part of the Solution,? and ?On
the Fence? (could be good, could be bad)?a
great idea that examines the politics of the alternate
lifestyle.  I am amused at some of the material that
goes into the ?problem? section of the zine?every-
thing from post-it notes found around the office to
overheard commentary at a poetry reading, to a
piece about bus schedules (?Ahhhh, Ski Week?),
ZINE AND TASTED: YUM
by  M.L. Fraser
and then a bit about living with parents, which many
in this generation find themselves doing (?My
Roommates, My Parents?). This kind of writing
could get bitter and snarky, but instead it pokes
gentle fun at the absurdities of life?a tricky line to
ride, but the authors seem to do it, in both issues of
the zine. Some stuff is a little incongruous, like the
odd home photos combined with the slick writing. A
list of emails that the authors thought were silly (but
aren?t really, just unimaginative) falls into the
?Hmmmm? category. If you ignore that and concen-
trate on the voices and the writing, Before the Mort-
gage is a must-get.
Christina Amini, P.O. Box 68, Ross, CA, 94957;
website: www.beforethemortagage.com. PayPal,
credit cards, and checks accepted: $3.95 per issue;
one-year subscription (three issues) for $10.00.
Chloe Likes Olivia (unnumbered & undated, but
with buried reference to January 2004)
A true riot grrrl, Lizzie lets loose about bands and
feminism. I love her opening paragraph: ?I am one of
those annoying people who refuses to believe that
the radical potential of the zine became obsolete in
1994.? (We don?t believe it either, Liz!!  And given
the number of zine fests popping up all over the
country, many others don?t either; so buck up, Little
Camper.) She then goes on, a sentence or two
later, to say that ?the cut-and-paste revolution will
only die if we let it. so keep reading.? (Rock ON,
sister-friend.)  I also like the title, which comes from
Virginia Woolf?s A Room of One?s Own. But then she
mostly talks about music, not literature, which I found
a little ironic.
So, for the content of the zine: I would have liked
more variety. This is mostly band reviews, which I
always like, providing that I have a chance to see the
bands discussed.  But it?s hard to wade through
write-ups on band after local (for Lizzie) band be-
fore coming to reviews of such amazing headliners
as Le Tigre or Maple (always worth the wait). The
reviews are well written and have some insightful,
though sarcastic, commentary on the cool scene at
Oberlin. The opening interview with photographer
Megan Holmes in Chicago is accompanied by grainy
           Page 29Feminist Collections (v.25, no.4, Summer 2004)
Zine Reviews
reproductions that look like they could be interesting
if I could just see them better.  I did get some good
scoop on little-known foreign bands that are really
good.  I am glad for that, because I might have
missed some cool tunes.  Finally, there is a diatribe
by Josh Goodman about ?emo? music and feminism,
which in my opinion is the best thing about the zine.
This issue of Chloe Likes Olivia would be good to
have, yet okay to miss.  I?ll bet Liz comes up with bet-
ter stuff next time.
Lizzie Ehrenhalt, 215 W. Lorain St., Oberlin, OH
44074; email: Elizabeth.Ehrenhalt@oberlin.edu.
Free.
Emma Goldman (no.1, undated)
Written by a first-year graduate student at
Temple University, this zine is titled as a tribute to
(obviously) Emma Goldman. Rebekah offers little
snippets of information about the legend and prom-
ises more next time. Interspersed throughout are
photographs of Mount Moriah, a 150-year-old Phila-
delphia cemetery that has fallen into ruin. The photos
of fallen headstones remark upon how easily we lose
our history. (Rebekah was a humanities scholar for
a community group working on documenting the
mess and cleaning it up. More photographs appear
in a smaller?and lovely and inspirational?zine
called Mount Moriah Cemetery, also by Rebekah.)
Already I groove on Rebekah?she hates Bush?
s policies on education and gives the ten top rea-
sons they are stupid. Her biggest fear is four more
years of ?W,? and she rants quite the feminist rant
about his idiocy. We like her. I also love the inner-city
version of what earning a Ph.D. means (having the
?Players Haters Degree?).  Having one myself, I
grinned, because yeah, I know some people who
would fall into that category, too.
Overall this is a good first zine, and I?m looking
forward to what Rebekah puts out next. You should
support this one just to keep her writing. (And get
Mount Moriah Cemetery too, because we should
recognize the beauty of our fallen ancestors in their
finality. I like that Rebekah realizes this.)
For Emma Goldman: $1.50, or $1.00 + two
stamps. For Mount Moriah: $.50, or $.25 + one
stamp. Rebekah Buchanan, 428 N. 13
th
 street 5I,
Philadelphia, PA 19123; email:
rebekah@temple.edu; informational website (not
an e-zine): www.emmagoldmanzine.com;
Rebekah?s livejournal: www.livejournal.com/users/
emmagoldman
Leap (no.1, no.2, undated)
What a charming little perzine. The first issue
seems to have been done a year or so ago, while
the second seems to be from the summer of 2004.
This woman suffers, albeit intelligently, from many
things we all go through, like the fear that we are not
?doing it right? even though from all outward appear-
ances we are. She also endures bipolar disorder,
and writes with wit, irony, and familiarity about this
strange and haphazard illness. I think Louise named
her zine Leap because she feels like she has to leap
into the light?that is, from the crazy world she could
so easily stay in, to the world of pizza every Friday
and clean laundry.
In Issue 2 there?s an inspirational journal of
Louise?s first triathlon, as well as a touching com-
mentary by a stepdad (Louise?s husband?) about
seeing movies with an awesome 15-year-old girl. I
thought both issues could have been better without
the recipes or ?Kibbles and Bits? (which should
have stuck to the really good stuff like the link to her
husband?s politically astute webzine and info about a
military grrrl?s zine).
Leap?s covers are great: Issue 1?s is tissue paper
with a glued-on, rubber-stamped image of a hand;
Issue 2?s cover has purple handmade paper and a
beaded (!!) spine (both issues have hand-sewn
bindings). The vote: A good little perzine that
shows the age range of the Third Wave feminist.
Even if this effort doesn?t directly further the field of
women?s studies, it offers another eloquent voice in
the wilderness. Go Louise.
$2.00 per issue. Louise Pohle-Bjolin, 605
Greenfield Ave., Pittsburgh, PA 15207; email:
loupbj@yahoo.com
My Mother?s Fashion: Not Just for the Ladies (un-
dated)
This is a great set of writings based on the
author?s relationship with her mother. Tara starts with
a voyeuristic trip into her mother?s closet and returns
occasionally to the concept of clothes and identity. I
wish she?d stuck with this idea all the way through,
as I think a small girl exploring and remembering her
mother through the clothes she wore is a fascinating
image. I would like to have seen more pieces around
 Feminist Collections (v.25, no.4, Summer 2004)Page 30
this idea, but those might be a different set of writ-
ings for a another time.  Fashion does get mentioned
often, and in interesting ways, but it is not always in
keeping with the title.
Sometimes the complex relationships between
mothers and daughters can only be told in vignettes,
and Tara does a wonderful job of this with her short
pieces. Mothers and daughters will understand and
resonate with the intricacies of Tara and her mother.
But while this ?zine? does remark upon the experi-
ence of being female and is a fabulously sophisti-
cated read for the literary-minded of us, it strikes me
as slicker and more ?McSweeney?s?  (a very ?hip lit
mag rag? that was spawned, along with the likes of
Zadie Smith and Sarah Vowell, by a glossy circle of
writers out of San Francisco) than the fresh cut-
and-paste grrrl zines we adore. The verdict: get if
you like the more polished voice; don?t if you like it a
little more raw.
$2.50. Tara Moyle, P.O. Box 5504, Richmond VA
23220; email: taramoyle@hotmail.com
Radical Cheerleader Handbook (no.3, undated)
An interesting idea that originated in 1996, this
radical movement takes cheerleading to the streets
as a form of radical resistance. As the movement
has grown, it has produced handbooks (this one is
the third) of cheers that have
been performed all over North
America by chapters of Radical
Cheerleaders, who are devoted
to harmless but engaging activ-
ism. Apparently there are more
than thirty squads in the U.S.
and Canada. Kinda cool. It?s
also cool that a convention of
pom-pom waving feminists de-
cided inclusiveness was the or-
der of the day in recruiting
members and creating cheers.
Always a good idea.
These cheers are wonder-
fully sincere and angry. Some
are a bit vulgar, some quite vio-
lent, and some charming in
their simplicity. All messages
are feminist and egalitarian and
promote grassroots social activ-
ism. One of my faves is a
simple count-out cheer performed at the RNC Pro-
Choice rally (?2-3-4-5?We will not apologize... We
are here to take a stand?we want abortion on de-
mand... 2-4-6-8?We?re the ones who ovulate?not
the church and not the state...?). I especially like
that there are cheers in Spanish and French, show-
ing that activism is not restricted to ?mainstream?
America. As a former cheerleader and current activ-
ist, I find this booklet energizing and a good grin.
Even if you?re not familiar with cheerleading or the
possibilities of this fun and creative form of expres-
sion, you can figure it out and have a great time yell-
ing and shaking your pom-poms. Cheers for Cara,
Aimee, and Coleen for getting this thing going?Sis
Boom Bah, Grrrls!
$2.00 per handbook ?if you got it, $0 if you don?t.?
Cara and Aimee, Box 961, Lake Worth, FL 33460.
All proceeds go to the R2K Legal Collective (http://
www.r2kphilly.org/r2klegal/) to help the 400 people
who were arrested while protesting the 2000 Repub-
lican National Convention defend themselves. (Im-
age below is from page 27 of handbook.)
Slither (no.1, June 2003;  no.2, March 2004; no.3,
July 2004)
Wow. This is a great thing. Kelly Froh?s comic is
well-written, well-drawn, and funny (not funny in the
Zine Reviews
           Page 31Feminist Collections (v.25, no.4, Summer 2004)
sense of Archie or Bazooka Joe, but in a smart-in-
the-world way). I don?t understand her title (al-
though ?slither? is fun to say, very ?Harry Potter?),
and she never really explains it, but she doesn?t
need to: Issues 1, 2, and 3 could just as easily have
been called ?Kelly goes to art school,? ?Kelly at her
parents? house for the summer,? and ?Kelly goes
back to art school,? respectively. I can relate to the
story in Issue 1 of roommates who were always
stoned, as well as the one about finally making good
friends (Martin and Manfred). Issue two painfully
recounts a story of misplaced love (a bit ?Gilmore
Girls?), yet also has one about Kelly?s dad getting
drunk and Kelly?s humorous response to him. Issue
3 (about Year 2 of art school) has a great drawing
of a friend?s Halloween costume and describes
Kelly?s first Canadian date with a real Canadian
(who turns out to be a boor to end all boors)?
quite comical, as is the wryness directed at a fellow
art student who is working out Oedipal issues.
These are grrrl comix at their finest. The ?senior?
portraits in Issue 1 are hilarious and poignant.  Kelly
draws young folks, then draws them again when
they?re older (seniors in the non-high-school
sense)?clever, and a good use of her skill. I could
have done without such features as ?The Looks We
Cultivate To Attract Our Soul Mates? in Issue 3; that
one is titled well, but the humor does not present
easily. The few missteps are small ones, though, and
Slither is a runaway good time. Support Kelly and get
her grrrl comix.
$1.00 per issue (a bargain). Find ordering info
at http://www.221colab.org/kelly_froh/.  Issue 4 is
out now, too.
You Are Here (nos.1?5, 2003?2004)
A self-described sarcastic punk cartoonist, Jen
Michaelis lives in Davis, California, creating vignettes
based on her life. Some of the cartoon shorts are
memoirs, like the one many of us can relate to about
Zine Reviews
the ex-boyfriend who now lives with his wife and kid
while we?re off being fabulously underground in
some cool city. Some are about things that happen
in the ridiculousness of right now. My favorite is the
piece about the co-worker who advised Jen to have
children because ?it?s just like having little cats you
can dress up and everything.? Jen?s response is the
only possible one:  ?...umm...?  I prefer the hand-
drawn cartoons to the collages, because I think they
more authentically convey Jen?s sense of the ab-
surd. I also would like to see more of Jen?s underly-
ing feminist philosophy spelled out. The feminism
that is exposed is subtle, yet funny, as if we all have
sort of been there, and the expectation is that we all
sort of understand the journey facing feminists in the
world. We are lucky enough to have been sent all
five issues of this zine to date. My advice: this one is
a ?way get.?
$2.00 per issue (there are also stickers promot-
ing the zine). Jen Michaelis, PMB 299, 1411 W.
Covell Blvd., Ste. 106, Davis, CA 95616; email:
jenm@fastmail.fm;  website:
www.youareherecomic.com
[M.L. Fraser lives in California, where she does not grow to-
matoes, order things from L.L. Bean, or miss a chance to see
her goddaughter. She is very happy reading zines in the sun-
light (even in December) and wearing shorts to work, where
she teaches Women?s Studies and Psychology.]
 Feminist Collections (v.25, no.4, Summer 2004)Page 32
Subscription Information:  
3 issues per year; ISSN: 1040-0656
Subscriptions: Individuals, $37.50 
Institutions, $132.50  
Foreign surface postage, $11.50 
Foreign air mail postage, $23.00 
Single issue with shipping, $24.95 
Send Orders to:
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Email: journals@indiana.edu
NWSA Journal, an offi cial publication of the National Women?s Studies Association, publishes 
the most relevant, interdisciplinary, multicultural feminist scholarship of the day. NWSA 
Journal features intriguing and important essays, balances social science and the humanities, 
textual criticism and oral history, and provides reviews of books, teaching materials, and 
fi lms, as well as invaluable sections such as ?Women Re-Collected? ? progressive portraits 
of less recognized women in history, and ?Voices from the Economic South."
Edited by Brenda Daly
VOLUME 16, NUMBER 1
(Re)Gendering Science Fields: 
Transforming Academic Science and 
Engineering
JILL M. BYSTYDZIENSKI
 
Sustaining Gains: Refl ections on 
Women in Science and Technology in 
2oth-Century United States
SALLY GREGORY KOHLSTEDT
From ?Engineeresses? to ?Girl 
Engineers? to ?Good Engineers?: A 
History of Women?s U.S. Engineering 
Education
AMY SUE BIX
Using POWRE to ADVANCE: 
Institutional Barriers Identifi ed by 
Women Scientists and Engineers
SUE V. ROSSER
Special Issue: (Re)Gendering Science Fields
African American Women in Science: 
Experiences from High School 
through the Post-Secondary Years 
and Beyond
SANDRA HANSON
African Women Pursuing Graduate 
Studies in the Sciences: Racism, 
Gender Bias, and Third World 
Marginality
JOSEPHINE BEOKU-BETTS
 
Breaking into the Guildmasters? 
Club: What We Know About Women 
Science and Engineering Department 
Chairs at AAU Universities
DEBBIE NIEMEIER & CRISTINA GONZALEZ
and more...
Or purchase single articles, subscriptions or back issues online:
http://iupjournals.org 
           Page 33Feminist Collections (v.25, no.4, Summer 2004)
ITEMS OF NOTE
VIOLENCE AGAINST WOMEN: THE HEALTH SEC-
TOR RESPONDS, a 2003 report by Marijke Velzeboer,
Mary Ellsberg, Carmen Clavel Arcas, and Claudia Garcia-
Moreno, is listed as Pan American Health Organization Oc-
casional Publication No.12.  It focuses on gender-based vio-
lence and its ?effects on women?s and girls? physical and men-
tal health,? and offers strategies for women victims of vio-
lence and for the decision-makers who deal with it.  The
114-page publication (ISBN 92-75-12292-X) is available for
$22.00 from Pan American Health Organization, Pan
American Sanitary Bureau, Regional Office of the World
Health Organization, 525 23
rd
 Street NW, Washington, DC,
20037; phone: (202) 974-3086; website: www.paho.org/
English/DPM/GPP/GH/VAWhealthsector.htm
A new guide entitled A CURRICULUM FOR THE TRAIN-
ING OF TRAINERS IN GENDER MAINSTREAMING is
being released by FEMNET: African Women?s Development
and Communication Network.  Written by Rose Chege and
edited by Alpana Patel, the paperbound publication is in-
tended as a guide to FEMNET?s ?training of gender trainers?
workshop and is set up accordingly, including estimated du-
rations (from a few hours to a few days) and handouts for
each section.  The sections are titled ?Gender and Develop-
ment Concepts?; ?The Social Construction of Gender?;
?Gender Analysis Frameworks and Tools?; ?Mainstreaming
Gender in Programmes and Projects?; ?Practical Training
Skills?; ?Plans of Action/Follow-up Activities?; and ?Work-
shop Evaluation.?  The goal of this training is to provide
?participants with information and skills to plan and develop
gender responsive programmes and to mainstream gender in
their programmes.?  The guide is in French and English (the
two forty-five-page parts are bound back to back).  For more
information, contact FEMNET, Off Westlands Road, P.O.
Box 54562, 00200 Nairobi, KENYA; phone: 254-20-
3741301 / 20; fax: 254-20-3742927; email:
admin@femnet.or.ke; website: www.femnet.or.ke
BEYOND VICTIMS AND VILLAINS: ADDRESSING
SEXUAL VIOLENCE IN THE EDUCATION SECTOR, a
fifty-four-page report by Judith Mirsky, was published in
May 2003 by Panos Reports.  The report deals with sexual
violence in educational institutions worldwide, touching on
issues such as safety rights and proposing potential solutions.
Available from Panos London, 9 White Lion Street, London
N1 9PD, UK; phone: 44-207-278-1111; fax: 44-207-178-
0345; email: info@panoslondon.org.uk; website:
www.panos.org.uk
The United Nations Research Institute for Social Develop-
ment (UNRISD) is preparing POLICY REPORT ON
GENDER AND DEVELOPMENT: 10 YEARS AFTER
BEIJING in connection with the ?Beijing Plus Ten? assess-
ment of the Fourth World Conference on Women (Beijing,
1995).  It will be released in New York in March 2005 at the
Forty-Ninth Session of the Commission on the Status of
Women.  The report focuses on four areas: ?the changing
political economy of development?; ?livelihoods, entitle-
ments and social policy?; ?governance, democratization and
civil society?; and ?armed conflict, violence and social
change.?  For information, visit www.unrisd.org/research/
gender/report or contact Caroline Danloy, Associate Infor-
mation Officer, danloy@unrisd.org.  For review copies of
the publication (available by mid-February 2005), contact
Sylvie B. Liu, Dissemination Assistant, liu@unrisd.org. To
contact the Institute: UNRISD, Palais des Nations, 1211
Geneva 10, Switzerland; phone: 41 (0)22 9173020; fax: 41
(0)22 9170650; email: info@unrisd.org; website:
www.unrisd.org
?  Compiled by Mary Pfotenhauer
 Feminist Collections (v.25, no.4, Summer 2004)Page 34
BOOKS RECENTLY RECEIVED
ABORTION AND DIVORCE LAW IN IRELAND.
Spreng, Jennifer E. McFarland , 2004.
ALTERNATIVE FEMINITIES: BODY, AGE, AND
IDENTITY. Holland, Samantha. Berg, 2004.
AMERICAN WOMEN SCIENTISTS: 23 INSPIRING
BIOGRAPHIES, 1900-2000. Reynolds, Moira Davison.
McFarland and Co., 2005.
THE BERKELEY LITERARY WOMEN?S REVOLU-
TION: ESSAYS FROM MARSHA?S SALON. Hudson,
Marsha and others, eds. McFarland & Co., 2005.
BLUESWOMEN: PROFILES OF 37 EARLY PERFORM-
ERS, WITH AN ANTHOLOGY OF LYRICS, 1920-1945.
Bourgeois, Anna Stong. McFarland, 2005.
COURTESANS AT TABLE: GENDER AND GREEK
LITERARY CULTURE IN ATHENAEUS. McClure, Laura
K. Routledge, 2003.
DIARY OF A COUNTRY THERAPIST. Hill, Marcia.
Haworth , 2004.
DOING IT. Scott-Dixon, Krista. Sumach Press, 2004.
EVANGELICAL FEMINISM: A HISTORY. Cochran,
Pamela D. H. New York University Press, 2005.
GATES OF FREEDOM: VOLTAIRINE DE CLEYRE
AND THE REVOLUTION OF THE MIND. Delamotte,
Eugenia C. University of Michigan Press, 2004.
GENDER MYTHS V. WORKING REALITIES: USING
SOCIAL SCIENCE TO REFORMULATE SEXUAL
HARASSMENT LAW. Beiner, Theressa M. New York
University Press, 2005.
A GENEALOGY OF THE WIVES OF THE PRESI-
DENTS AND THEIR FIRST TWO GENERATIONS OF
DESCENT. Hart, Craig. McFarland & Co., 2004.
THE HERMAPHRODITE. Howe, Julia Ward Williams,
Gary, ed. University of Nebraska Press, 2004.
HOW CONNECTIONS HEAL: STORIES FROM
RELATIONAL-CULTURAL THERAPY. Walker, Maureen
and  Rosen, Wendy B, eds. Guilford, 2004.
LESBIAN EX-LOVERS: THE REALLY LONG-TERM
RELATIONSHIPS. Weinstock, Jacqueline S Rothblum
Esther D, eds. Haworth Press, 2004.
MANAGING LITERACY, MOTHERING AMERICA:
WOMEN?S NARRATIVES ON READING AND WRIT-
ING IN THE NINETEENTH CENTURY. Robbins,
Sarah. University of Pittsburgh Press, 2004.
MELANIE KLEIN. Kristeva, Julia, Trans. by Ross
Guberman. Columbia University Press, 2004.
MOTHER OUTLAWS: THEORIES AND PRACTICES
OF EMPOWERED MOTHERING. O?Reilly, Andrea, ed.
Women?s Press, 2004.
NOT FOR SALE: FEMINISTS RESISTING PROSTITU-
TION AND PORNOGRAPHY. Stark, Christine and
Whisnant, Rebecca, eds. Spinifex, 2004.
POVERTY IN THE UNITED STATES: AN ENCYCLO-
PEDIA OF HISTORY, POLITICS, AND POLICY. Mink,
Gwendolyn O?Connor Alice, eds. ABC-CLIO, 2004.
THE POWER OF READING: INSIGHTS FROM THE
RESEARCH. Krashen, Stephen D. Libraries Unlimited,
2004.2nd
LA REBELDE. Villegas de Magn?n, Leonor Lomas, Clara,
ed. Arte P?blico Press, 2004.
SEXUAL MINORITIES: DISCRIMINATION, CHAL-
LENGES, AND DEVELOPMENT IN AMERICA.
Sullivan, Michael, ed. Haworth Press, 2003.
TO THE LAST MAN I SLEPT WITH: AND ALL THE
JERKS JUST LIKE HIM. Zepeda, Gwendolyn. Arte
P?blico Press, 2004.
UNZIPPING GENDER: SEX, CROSS-DRESSING AND
CULTURE. Suthrell, Charlotte. Berg, 2004.
A VERY DANGEROUS WOMAN: MARTHA WRIGHT
AND WOMEN?S RIGHTS. Penney, Sherry H. and
Livingston, James D. University of Massachusetts Press,
2004.
WAR?S DIRTY SECRET: RAPE, PROSTITUTION,
AND OTHER CRIMES AGAINST WOMEN. Barstow,
Anne Llewellyn, ed. Pilgrim Press, 2000.
WOE TO THE WOMEN - THE BIBLE TELLS ME SO:
THE BIBLE, FEMALE SEXUALITY AND LAW. Gaylor,
Annie Laurie. Freedom From Religion Foundation, 2004.
WOMEN AND SUSTAINABLE AGRICULTURE:
INTERVIEWS WITH 14 AGENTS OF CHANGE.
Anderson, Anna. McFarland & Co., 2004.
WOMEN PULITZER PLAYWRIGHTS. Craig, Carolyn
Casey. McFarland & Co., 2004.
WOMEN?S RIGHTS IN THE USA: POLICY DEBATES
AND GENDER ROLES. McBride-Stetson, Dorothy.
Routledge, 2004.3rd ed.
           Page 35Feminist Collections (v.25, no.4, Summer 2004)
INDEX TO FEMINIST COLLECTIONS, VOL. 25
?Beyond the Numbers: Qualitative Research on Low-Income
Women? [book review], by Jeanne Miller, vol.25, no.3,
Spring 2004, pp.1?3.
Breed, Elizabeth, ?Finding Funding for Women: Web and
Non-Web Resources,? vol.25, no.2, Winter 2004,
pp.11?16.
?Bridges, Chasms, and Common Ground: Multicultural and
Transnational Feminism? [book review], by Lynn
Walter, vol.25, no.1, Fall 2003, pp.1?9.
Chmielecka, Malgorzata, ?Polish Women?s Organizations on
the Internet? [website review], vol.25, no.3, Spring
2004, pp.10?13.
Eckberg, Karen, ?Feminism and Pregnancy on the Internet?
[website review], vol.25, no.1, Fall 2003, pp.24?26.
Espinoza, Dionne, ?Women and Maquiladoras on the U.S.?
Mexico Border? [video review], vol.25, no.1, Fall 2003,
pp.18?23.
?Feminism and Pregnancy on the Internet? [website review],
by Karen Eckberg, vol.25, no.1, Fall 2003, pp.24?26.
?Feminist Archives,? vol.25, no.1, Fall 2003, p.23.
Fernandez, Teresa, ?New Reference Works in Women?s Stud-
ies,? [one review in] vol.25, no.3, Spring 2004, pp.18?
26.
?Finding Funding for Women: Web and Non-Web Re-
sources,? by Elizabeth Breed, vol.25, no.2, Winter 2004,
pp.11?16.
Fraser, M.L., ?Rebel Song: Feminist Zines from the (South-
ern) Third Wave,? vol.25, no.2, Winter 2004, pp.23?
26.
Fraser, M.L., ?Zine and Heard (for the Third Time),? vol.25,
no.1, Fall 2003, pp.40?44.
Fraser, M.L., ?Zine and Tasted: Yum,? vol.25, no.4, Summer
2004, pp.28?31.
?From the Editors,? by JoAnne Lehman, vol.25, no.1, Fall
2003 [FC begins 25th volume]; vol.25, no.2, Winter
2004 [ACRL award to PHW; tribute to student intern];
vol.25, no.4, Summer 2004 [FC completes 25th vol-
ume; tsunami disaster]; by JoAnne Lehman & Phyllis
Holman Weisbard, vol.25, no.3, Spring 2004 [reader
reactions to zine reviews].
?Gender Studies for a Civil Society: A Russian Experience,?
Elena Yakushkina, vol.25, no.4, Summer 2004, pp.6?9.
Gotlieb, Melissa, ?Items of Note,? vol.25, no.1, Fall 2003,
pp.46?48; vol.25, no.2, Winter 2004, pp.31?32;vol.25,
no.3, Spring 2004, pp.31?32.
Gotlieb, Melissa, ?New Reference Works in Women?s Stud-
ies,? [one review in] vol.25, no.1, Fall 2003, pp.30?36;
[one review in] vol.25, no.3, Spring 2004, pp.18?26.
?Items of Note,? by Melissa Gotlieb, vol.25, no.1, Fall 2003,
pp.46?48; vol.25, no.2, Winter 2004, pp.31?32;
vol.25, no.3, Spring 2004, pp.31?32;   by Mary
Pfotenhauer, vol.25, no.4, Summer 2004, p.33.
Joyce, Deirdre, ?New Reference Works in Women?s Studies,?
[one review in] vol.25, no.4, Summer 2004, pp.18?24.
Keefe, Alice A., ?The Spiritual Journeys of American Bud-
dhist Women? [book review], vol.25, no.1, Fall 2003,
pp.12?17.
Klebesadel, Helen, ?Practicing Art: A Review of Three Vid-
eos? [video review], vol.25, no.2, Winter 2004, pp.7?
10.
Lehman, JoAnne, ?E-Sources on Women & Gender,? vol.25,
no.1, Fall 2003, pp.27?29; vol.25, no.2, Winter 2004,
pp.17?18; vol.25, no.3, Spring 2004, pp.15?17; vol.25,
no.4, Summer 2004, pp.15?17.
Lehman, JoAnne, ?Periodical Notes,? vol.25, no.1, Fall
2003, pp.37?39; vol.25, no.3, Spring 2004, pp.27?29;
vol.25, no.4, Summer 2004, pp.25?27.
McConnell, Barbarly, ?New Reference Works in Women?s
Studies,? [one review in] vol.25, no.3, Spring 2004,
pp.18?26.
McGrath, Kathryn, ?Pushed to the Margins: The Slow
Death and Possible Rebirth of the Feminist Bookstore,?
vol.25, no.3, Spring 2004, pp.4?9.
Miller, Jeanne, ?Beyond the Numbers: Qualitative Research
on Low-Income Women? [book review], vol.25, no.3,
Spring 2004, pp.1?3.
?New Reference Works in Women?s Studies,? by Phyllis
Holman Weisbard & others, vol.25, no.1, Fall 2003,
pp.30?36; vol.25, no.2, Winter 2004, pp.19?22;
vol.25, no.3, Spring 2004, pp.18?26; vol.25, no.4,
Summer 2004, pp.18?24.
?Periodical Notes,? by JoAnne Lehman, vol.25, no.1, Fall
2003, pp.37?39; vol.25, no.3, Spring 2004, pp.27?29;
vol.25, no.4, Summer 2004, pp.25?27.
?Periodical Notes: Special Issues,? by Stephanie Rytilahti,
vol.25, no.2, Winter 2004, pp.27?30.
Pfotenhauer, Mary, ?Items of Note,? vol.25, no.4, Summer
2004, p.33.
Pfotenhauer, Mary, ?New Reference Works in Women?s
Studies,? [one review in] vol.25, no.2, Winter 2004,
 Feminist Collections (v.25, no.4, Summer 2004)Page 36
Volume Index
pp.19?22; [two reviews in] vol.25, no.4, Summer 2004,
pp.18?24.
Poland, Jessica, ?New Reference Works in Women?s Studies,?
[one review in] vol.25, no.2, Winter 2004, pp.19?22.
?Polish Women?s Organizations on the Internet? [website
review], by Malgorzata Chmielecka, vol.25, no.3, Spring
2004, pp.10?13.
?Practicing Art: A Review of Three Videos? [video review],
by Helen Klebesadel, vol.25, no.2, Winter 2004, pp.7?
10.
?Pushed to the Margins: The Slow Death and Possible Re-
birth of the Feminist Bookstore,? by Kathryn McGrath,
vol.25, no.3, Spring 2004, pp.4?9.
?Rebel Song: Feminist Zines from the (Southern) Third
Wave,? by M.L. Fraser, vol.25, no.2, Winter 2004,
pp.23?26.
?Refusing False Choices: Feminist Responses to September
11? [book review], by Lynn Walter, vol.25, no.1, Fall
2003, pp.10?11.
Rytilahti, Stephanie, ?Periodical Notes: Special Issues,?
vol.25, no.2, Winter 2004, pp.27?31.
Smith, Briana, ?Watch Out! Alison Bechdel?s Comics as Cul-
tural Commentary? [book review], vol.25, no.2, Winter
2004, pp.1?6.
?The Spiritual Journeys of American Buddhist Women?
[book review], by Alice A. Keefe, vol.25, no.1, Fall
2003, pp.12?17.
 ?Spotlight: A Feminist Library Zine,? by Phyllis Holman
Weisbard, vol.25, no.1, Fall 2003, p.45.
?Stronger Students, Better Research: Information Literacy in
the Women?s Studies Classroom,? by Carroll Wetzel
Wilkinson, vol.25, no.4, Summer 2004, pp.1?5.
?Videos Screened at ?Women in the Middle: Borders, Barri-
ers, Intersections?? [video review], vol.25, no.4, Summer
2004, pp.10?14.
Walter, Lynn, ?Bridges, Chasms, and Common Ground:
Multicultural and Transnational Feminism? [book re-
view], vol.25, no.1, Fall 2003, pp.1?9.
Walter, Lynn, ?Refusing False Choices: Feminist Responses
to September 11? [book review], vol.25, no.1, Fall
2003, pp.10?11.
?Watch Out! Alison Bechdel?s Comics as Cultural Commen-
tary? [book review], by Briana Smith, vol.25, no.2,
Winter 2004, pp.1?6.
Weisbard, Phyllis Holman, ?New Reference Works in
Women?s Studies,? vol.25, no.1, Fall 2003, pp.30?36;
vol.25, no.2, Winter 2004, pp.19?22; vol.25, no.3,
Spring 2004, pp.18?26; vol.25, no.4, Summer 2004,
pp.18?24.
Weisbard, Phyllis Holman, ?Spotlight: A Feminist Library
Zine,? vol.25, no.1, Fall 2003, p.45.
Wilkinson, Carroll Wetzel, ?Stronger Students, Better Re-
search: Information Literacy in the Women?s Studies
Classroom,? vol.25, no.4, Summer 2004, pp.1?5.
?Women and Maquiladoras on the U.S.?Mexico Border?
[video review], by Dionne Espinoza, vol.25, no.1, Fall
2003, pp.18?23.
Yakushkina, Elena, ?Gender Studies for a Civil Society: A
Russian Experience,? vol.25, no.4, Summer 2004,
pp.6?9.
?Zine and Heard (for the Third Time),? by M.L. Fraser,
vol.25, no.1, Fall 2003, pp.40?44.
?Zine and Tasted: Yum,? by M.L. Fraser, vol.25, no.4, Sum-
mer 2004, pp.28?31.
Miriam Greenwald
           Page 37Feminist Collections (v.25, no.4, Summer 2004)
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