A World That Is Good for Women Is Good for Everyone TM
Wellesley Centers for Women
Years ago, after-school hours were a time when children played in the neighborhood, at home, or with friends. Today, they are a time when many parents scramble to find accessible, affordable, high-quality child care. As the number of after-school programs increases and the child-care field expands, various agendas are being promoted about the "appropriate" role of these programs in children's lives: academic skill development to improve performance on standardized tests, social competency skills, crime prevention, or welfare reform.
Wellesley Centers for Women
This past June, the Jean Baker Miller Training Institute (JBMTI) at the Wellesley Centers for Women (WCW) held Research Forum 2005, a professional development program that showcased “Relational-Cultural Research in the Real World” and provided resources for investigators who seek practical examples to inform and advance their work.
Wellesley Centers for Women
The Wellesley Centers for Women (WCW) is proud to announce the relaunch of Women’s Review of Books! Founded by WCW in 1983, Women’s Review was published monthly for 22 years before suspending publication in December, 2004, due to rising debt. Women’s Review will return in January, 2006, as a bimonthly tabloid.
Wellesley Centers for Women
The National Institute on Out-of-School Time (NIOST) at the Wellesley Centers for Women recently completed work on a comprehensive, three-year study on afterschool programs in Massachusetts, in partnership with the Intercultural Center for Research in Education (INCRE). One of the first studies of this scope nationally, the Massachusetts Afterschool Research Study (MARS) stands as a primary opportunity for researchers to examine the relationships between program characteristics and indicators of program quality, and how these relate to youth development outcomes.
Wellesley Centers for Women
In April, the Wellesley Centers for Women waspleased to welcome colleagues working in 46 countries across the globe to the WCW 2004 International Research and Action Conference: Innovations in Understanding Violence Against Women. Chaired by Linda Williams,Victoria Banyard, and Nada Aoudeh, this truly international meeting was designed for researchers, activists, advocates, and practitioners from the academic, nongovernmental, community-based, and government domains.
Wellesley Centers for Women
Story after story of former welfare recipients who now hold jobs have created the dominant media metaphor—women formerly leading hopeless, dead-end lives are required by welfare reform to become employed and now are thrilled with their independence and new sense of self-worth. But the public is little aware of the upcoming reauthorization of the 1996 “Welfare Reform Act”—formally the Personal Responsibility and Work Opportunity Reconciliation Act (PRWORA). This Act replaced Aid to Families with Dependent Children assistance to poor and low-income women with Temporary Assistance to Needy Families.
Wellesley Centers for Women
Monica Driggers, research scientist at the Wellesley Centers for Women, has been working on court and criminal justice reform for nearly a decade. Driggers joined the team working on the Battered Mothers’ Testimony Project in 2002 and was one of the authors of its ground-breaking report released that year. She continues to advocate for the reforms proposed in the report. Her current projects include research and reform of parole processes in Massachusetts and an investigation of female prisoners’ connections to their children.
Wellesley Centers for Women
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.
Wellesley Centers for Women
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.
Wellesley Centers for Women
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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