Human Rights Activists From West Africa Visit WCW
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Research & Action Report Spring/Summer 2004
 In early February, Molly Melching, executive director of Tostan, a
Senegal-based nongovernmental organization, and Kerthio Diarra, a
Senegalese village woman and human rights activist, visited the
Wellesley Centers for Women (WCW). Melching and Diarra spent two days
at the Centers meeting and talking with WCW staff before continuing on
to Washington, D.C., and a congressional briefing on female genital
cutting (FGC). The congressional hearings were scheduled for February
6, a day designated to recognize international efforts to end FGC and
raise awareness about the issue; February 6 also marked 13 years of
work for Tostan.
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Gender-Equitable Education: A Focus on Literacy
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Popular media has “balanced” attention
to girls’ difficulties in math and science with considerable
attention to boys’ difficulties in language arts. It
has often been argued that both problems are a reflection of
characteristics inherent
in gender differences. However, a growing body of research
supports the importance of socialization rather than biology
in explaining disadvantages in academic subject areas. We
believe that attention to gender socialization within the various
contexts of children’s lives is key to understanding how
best to prepare all students, girls and boys, for academic success.
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The Work of the Jean Baker Miller Training Institute Travels the World
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High in the Sierra Madre Mountains of Mexico,
the leader of a microeconomic project working with
indigenous women weavers gave her staff a Spanish-language
version of Jean Baker Miller’s book, Toward a New Psychology
of Women (1976/1986). “I wish you could have seen their
wide eyes and delight as the women read it,” she reported.
This is just one example of the countless ways the work of
the Jean Baker Miller Training Institute (JBMTI) touches
the lives of people around the world.
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Q&A Empowering Educators Through SEED: An Interview with Peggy McIntosh
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The National Seeking
Educational Equity and Diversity (SEED) Project on Inclusive
Curriculum is now
in its 18th year. The SEED Project prepares teachers to lead year-long, school-based
seminars on
making school climates, curricula, and teaching methods more gender fair and
multiculturally equitable.
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