In 1987 Pamela Seigle, a teacher and school psychologist, was invited to work with six teachers from two of the most diverse schools in Framingham, MA. The teachers took a leap of faith and signed up to participate in an action-research project focused on what was then described as a “coping skills” program. Together, they explored ways to help young school children develop critical communication, self-control, and problem solving skills. They also wanted to discover ways that schools could create safe learning environments that would support both the social and academic success of children. with those who did not. The benefits are evident as well in the day-to-day lives of scores of children and educators in schools that use the program.
Research & Action Report Spring/Summer 2006
More than 200 advocates, researchers, and grassroots organizers convened at the New York County Lawyer’s Association (NYCLA) on March 4, 2006 for “Violence against Women: From Critical Concerns to Collective Action,” a one-day conference that coincided with the United Nations Commission on the Status of Women (CSW) Fiftieth Session. The conference, co-sponsored by the Wellesley Centers for Women (WCW) and the NYCLA, was part of a two-year advocacy effort of the NGO (Non-Governmental Organization) Committee on the Status of Women, NY.
The Wellesley Centers for Women (WCW) recently welcomed Pamela Alexander, a senior research scientist whose work focuses on gender violence. Alexander, a recent senior research investigator at the Center for Research on Youth and Social Policy at the University of Pennsylvania, received her Ph.D. in clinical psychology from Emory University, was on the psychology faculty at Memphis State University (now the University of Memphis), and held a tenured associate professorship in psychology at the University of Maryland. She has conducted research in the area of gender-based violence for more than 25 years.
Does it matter to corporate governance whether women serve on a board? If so, does it make a difference how many women serve? That is, is there a critical mass that can bring significant change to the boardroom and improve corporate governance? My colleagues Vicki W. Kramer, Principal, V. Kramer Associates, and Alison M. Konrad, Professor of Organizational Behavior at the Ivey School of Business, University of Western Ontario, and I set out to answer these important questions. Our findings shed light on a growing problem for organizations and society: not enough women are serving on corporate boards to the corporations’ detriment.