WCW's Women Change Worlds Blog

By now, parents and professionals have reacted to the new Netflix series, 13 Reasons Why. Mental health advocates and school administrators have highlighted the risks of depicting suicide as a means of revenge, of dramatizing teen suicide, and of showing school counselors as uncaring and ineffective. I would be remiss if I did not add my voice to others' by expressing my dismay that this program exposes teens to such unhealthy messages about such an important topic, and that teen depression is presented as a malady that can only be addressed through suicide.

Rather than repeating the many critiques of this series, my purpose here is to share correct messages about adolescent depression and suicide that we, as professionals and parents, should know and should be sharing with our children. Of course this is a difficult topic to broach with adolescents, but given that so many teens have watched this series already, we must embrace this opportunity to teach our children, and ourselves, about youth depression and suicide. This conversation is particularly important now, in the midst of Mental Health Awareness Month.

In fact, suicide is the third leading cause of death among adolescents, and rates of suicidal thinking and behavior are particularly high among Lesbian, Gay, and Bisexual youth. While youth depression and youth suicide are distinct concerns, approximately half of all teens that die by suicide have a mood disorder, such as depression, at the time. Adolescent depression is quite common, with approximately 11 percent of all teens experiencing depression during adolescence. Although youth depression is prevalent and impairing, we now have available numerous depression prevention and treatment protocols that work. Thus, most teens who struggle with depression go on to lead healthy and productive lives.

How do we know if a teen might be experiencing depression or considering suicide? Among other symptoms, signs of youth depression include low mood or irritability, lack of interest in activities, a change to sleep or eating patterns, reduced concentration, fatigue, low self-esteem, and thoughts of death or suicide. Of course all teens experience such symptoms now and then. We worry about teens that experience a cluster of these symptoms, and when these symptoms persist over a period of at least two weeks.

Likewise, we worry about teens that exhibit signs of suicide. Sometimes these signs are subtle, such as giving away prized possessions, withdrawing from friends, or exhibiting significant behavioral changes, such as intense fights with family and friends. Teens thinking about suicide may also provide verbal cues, such as, “I wish I were dead” and “It’s not worth it anymore.” Also, many people who contemplate suicide do so because they believe they are a burden to others, and that they will be doing others a favor if they are no longer here. Thus, if you hear a teen say, “My family would be better off without me,” it is important to take action. Remember that 50-70 percent of people who make a suicide attempt communicate their intent prior to acting, mostly through such actions or verbal cues. Thus, if you recognize any of these signs, it is important to ASK. Although many of us find it scary to ask about suicide, or worry that asking about suicide will give someone the idea to attempt suicide, we know from numerous studies that talking about suicide will not lead to suicidal behavior.

How do you ask a teen if s/he might be thinking about suicide? Ask the question directly. It is okay to ask a teen if s/he has ever felt like it would be better if they were dead, or if, when very upset, they have experienced suicidal thoughts. If a teen acknowledges suicidal thoughts, s/he should be provided reassurance that help is available, and should be brought for an evaluation and treatment immediately. It’s important to remember that most people who talk about suicide do not really want to die. In fact, most suicides are not impulsive acts, and most people who contemplate suicide give many cues of their intentions, making suicide a largely preventable form of death in the United States.

The primary danger of 13 Reasons Why is that it reinforces damaging myths about youth depression and suicide. Now that this series has been released, and knowing that our teens may well have watched it, our best course of action is to counter those damaging myths by sharing important truths about teen depression and suicide.

Tracy Gladstone, Ph.D. is an associate director and senior research scientist at the Wellesley Centers for Women at Wellesley College, as well as the director of the Robert S. and Grace W. Stone Primary Prevention Initiatives, which focus on research and evaluation designed to prevent the onset of mental health concerns in children and adolescents.

References:

Avenevoli, S., Swendsen, J., He, J., Burstein, M., & Merikangas, K. R. (2015). Major depression in the national comorbidity survey–adolescent supplement: Prevalence, correlates, and treatment. Journal of The American Academy Of Child & Adolescent Psychiatry, 54(1), 37-44. doi:10.1016/j.jaac.2014.10.010
Berkowitz, Larry (2017). Suicide Assessment and Intervention Training for Mental Health Professionals [PowerPoint slides]. NEAS, 2400 Post Road, Warwick, RI.
Burton, C. M., Marshal, M. P., Chisolm, D. J., Sucato, G. S., & Friedman, M. S. (2013). Sexual minority-related victimization as a mediator of mental health disparities in sexual minority youth: A longitudinal analysis. Journal of youth and adolescence, 42(3), 394-402.
Gould, M.S., Marrocco, F.A., Kleinman, M., Thomas, J.G., Mosstkoff, K., Cote, J., & Davies, M. (2005). Evaluating iatrogenic risk of youth suicide screening programs: A randomized controlled trial. JAMA, 293(13), 1635-43.
Joiner, T. (2009). The interpersonal-psychological theory of suicidal behavior: Current empirical status. Psychological Science Agenda, 23(6).
Kann, L., Kinchen, S., Shanklin, S. L., Flint, K. H., Hawkins, J., Harris, W. A., ... & Whittle, L. (2014). Youth Risk Behavior Surveillance--United States, 2013. Morbidity and Mortality Weekly Report (MMWR). Surveillance Summaries. Volume 63, Number SS-4. Centers for Disease Control and Prevention.
Nadworny, E. (2016). Middle School Suicides Reach an All-Time High. www.NPR.org
Nock, M.K., Green, J.G., Hwang, I., McLaughlin, K.A., Sampson, N.A., Zaslavsky, A.M., & Kessler, R.C. (2013). Prevalence, correlates, and treatment of lifetime suicide behavior among adolescents: results from the Nation Comorbidity Survey Replication Adolescent Supplement. JAMA Psychiatry, 70(3), 300-10.
QPR Institute. QPR Online Gatekeeper Training for ORGANIZATIONS [Training modules]. Retrieved from https://www.qprinstitute.com/organization-training
Robins, E., Gassner, S., Kayes, J., Wilkinson Jr, R. H., & Murphy, G. E. (1959). The communication of suicidal intent: a study of 134 consecutive cases of successful (completed) suicide. American Journal of Psychiatry, 115(8), 724-733.
The JED Foundation. (2017). 13 Reasons Why: Talking Points [Leaflet]. Retrieved from https://www.jedfoundation.org/13-reasons-why-talking-points/
World Health Orgranization. (2004, September 8). Suicide huge but preventable public health problem, says WHO [Online forum post]. Retrieved from WHO Media centre website: http://www.who.int/mediacentre/news/releases/2004/pr61/en/

The teen sitting across from me avoided making eye contact as he responded to my questions. He provided thoughtful answers in a soft voice as he looked down at the rubber band in his hands, stretching and turning it repeatedly. Clearly this young man was struggling with symptoms of depression such that he was disengaged from his friends, skipping track practices, missing homework assignments, sleeping too much. Yet when I asked him if I could share his symptoms with his guidance counselor so that he could get some support in school, he quickly replied, “No,” saying that he didn’t want anyone at school to know. “I’m only telling you about this, “ he insisted, “because I’ll never see you again.”

My colleagues and I routinely hear such statements from the adolescents we screen for depression and suicidal thoughts. Although these teens readily reveal their symptoms and struggles to us, adults who enter their middle and high schools for a few weeks each year and then leave as quickly as we arrive, they are reluctant to reveal their inner thoughts and feelings to the people they see every day: parents, teachers, school counselors. And the parents of these teens repeatedly tell us that they do not want us to share the results of our screening efforts with school personnel who could provide support during the school day. Consistent with our experiences in schools, research suggests that, even when adults in school are educated about the signs and symptoms of youth depression and are prepared to support teens who are struggling, such gatekeeper education programs often do not increase the likelihood that teens, who, for example, are experiencing suicidal thoughts, will seek out adults for support. Moreover, one study revealed that most teens who have made a suicide attempt said they would not share this fact with a counselor or other adult at school, and that they believed their parents would not want them to do so.

How significant of a problem is depression and suicidal behavior among adolescents? A recent Pew Research Center poll indicates that adolescents view depression and anxiety as key concerns for themselves and their peers, and as even more significant concerns than drug/alcohol abuse and bullying. We know that rates of depression in youth are quite high, with as many as 11% experiencing a Major Depressive Disorder by the end of adolescence. Suicide is the second leading cause of death among those ages 10-19, and depression is common among adolescents who exhibit suicidal thoughts and behaviors. In fact, suicidal thinking has been found to be elevated even among adolescents who experience symptoms of depression without meeting full diagnostic criteria for Major Depressive Disorder.

If the many adolescents who are struggling with mental health concerns are not willing to seek support from school personnel, where are they getting the information and support they need? How can we provide teens with tools to promote health and wellbeing?

We know that teens are turning to sources outside of their homes and school communities for information about youth depression, and for indications of how best to manage strong feelings they may be experiencing. For example, a new study indicates that teens may be gathering information about managing suicidal thoughts from television programming, and we have long been warned about the effects of modeling on suicidal behavior among youth, leading to clusters of suicide in a community. In the context of so many unhealthy personal and media examples of teens managing depression, there is much we can do to support the teens in our lives, both those we know well and those we know less well.

In fact, warm interpersonal relationships, and the presence of a close relationship with an adult outside of the home, have been found to be significant sources of strength and to promote resilience in children at risk for depression. For example, in a study of children of depressed parents who maintain good mental health over time, high-quality social relationships were identified as a protective factor. More specifically, researchers in Ireland found that, in a study of risk and protective factors for depression and anxiety in a community sample of adolescents, the presence of “one good adult” in a teen’s life was identified as a protective factor.

You can serve as that “one good adult” and influence adolescents you know toward health and wellbeing: your own children, your children’s friends, and the children of your friends. You can provide a safe source of support to teens in your community, and you can contribute toward reducing the stigma associated with depression, anxiety, and other forms of mental illness. How can you do this? Talk directly to the teens you encounter, and express interest in them, their relationships, and their activities. Talk to the teens you are shuttling to practice in the back of your car, and listen carefully to their conversations. Ask teens how they are feeling, and what they think about, and what they worry about. Listen to their responses, and express caring and concern. Reinforce the value of mental health treatment, and reinforce the value of parents, school counselors, and others in the community who can provide mental health supports. Don’t be afraid to ask teens who report feelings of hopelessness or depression if they ever experience suicidal thoughts—asking this question will not encourage suicidal behavior. Share concerns with parents and others who are directly involved in an at-risk teen’s daily care. Support your children in establishing meaningful relationships with neighbors, an aunt or uncle, and encourage your children to share their feelings openly.

In this month of May, Mental Health Awareness Month, we have the opportunity to be intentional in our support of the adolescents we encounter in our communities, and to recognize the power we have to support their healthy growth and development.

Tracy Gladstone, Ph.D., is an associate director and senior research scientist at the Wellesley Centers for Women as well as the inaugural director of the Robert S. and Grace W. Stone Primary Prevention Initiatives, which aims to research, develop, and evaluate programs to prevent the onset of depression and other mental health concerns in children and adolescents. She is also an assistant in psychology at Boston Children’s Hospital, an instructor at Harvard Medical School, and a research scientist at Judge Baker Children’s Center. Gladstone leads depression prevention programs in two greater Boston school districts, to identify and connect adolescents to appropriate services who report depressive symptoms, self-injury, and suicidal thinking.

Abrutyn, S. & Mueller, A.S. (2014). Are suicidal behaviors contagious in adolescence? Using longitudinal data to examine suicide suggestion. American Sociological Review, 79, 211-227.

Avenevoli, S., Swendsen, J., He, J.P., Burstein, M., & Merikangas, K.R. (2015). Major depression in the national comorbidity survey-adolescent supplement: Prevalence, correlates, and treatment. Journal of the American Academy of Child and Adolescent Psychiatry, 54, 37-44.

Balazs, J., Miklosi, M., Kereszteny, A., Hoven, C.W., Carli, V., Wasserman, C., Apter, A.,…Wasserman, D. (2013). Adolescent subthreshold-depression and anxiety: psychopathology, functional impairment and increased suicide risk. Journal of Child Psychology and Psychiatry, 54, 670-677.

Beardslee, W.R. & Podorefsky, D. (1988). Resilient adolescents whose parents have serious affective and other psychiatric disorders: Importance of self-understanding and relationships. American Journal of Psychiatry, 145, 63-69.

Bridge, J.A., Greenhouse, J.B., Ruch, D., Stevens, J., Ackerman, J., Shefftall, A.H., Horowitz, L.M.,…Campo, J.V. (in press). Association between the release of Netflix’s 13 Reasons Why and suicide rates in the United States: An interrupted time series analysis. Journal of the American Academy of Child and Adolescent Psychiatry.

Collishaw, S., Hammerton, G., Mahedy, L., Sellers, R., Owen, M.J., Craddock, N., Thapar, A.K.,…Thapar, A. (2016). Mental health resilience in the adolescent offspring of parents with depression: A prospective longitudinal study. The Lancet Psychiatry, 3, 49-57.

Dazzi, T., Gribble, R., Wessely, S., & Fear, N.T. (2014). Does asking about suicide and related behaviours induce suicidal ideation? What is the evidence? Psychological Medicine, 44, 3361-3363.

Dooley, B., Fitzgerald, A., & Mac Giollabhui, N. (2015). The risk and protective factors associated with depression and anxiety in a national sample of Irish adolescents. Irish Journal of Psychological Medicine, 32, 93-105.

Insel, B.J. & Gould, M.S. (2008). Impact of modeling on adolescent suicidal behavior. Psychiatric Clinics of North America, 31, 293-316.

Nock, M.K., Green, J.G., Hwang, I., McLaughlin, K.A., Sampson, N.A., Zaslavsky, A.M., & Kessler, R.C. (2013). Prevalence, correlates, and treatment of lifetime suicidal behavior among adolescents. JAMA Psychiatry, 70, 300-310.

Silk, J.S., Vanderbilt-Adriance, E., Shaw, D.S., Forbes, E.E, Whalen, D.J., Ryan, N.D. & Dahl, R.E. (2007). Resilience among children and adolescents at risk for depression: Mediation and moderation across social and neurobiological contexts. Development and Psychopathology, 19, 841-865.

Whitney, S.D. Renner, L.M., Pate, C.M., & Jacobs, K.A. (2011). Principals’ perceptions of benefits and barriers to school-based suicide prevention programs. Children and Youth Services Review, 33, 869-877.

Wyman, P.A., Brown, C.H., Inman, J., Cross, W., Schmeelk-Cone, K., Guo, J., & Pena, J.B. (2008). Randomized trial of a gatekeeper program for suicide prevention: 1-year impact on secondary school staff. Journal of Consulting and Clinical Psychology, 76, 104-115.

It’s Afterschool Professionals Appreciation Week! Perhaps we should back up - what is an Afterschool Professional? Maybe you call them staff, teachers, or care providers. There are many names for the same thing – someone trained to work with youth during out-of-school time.

This week is a chance to recognize the “professional” in Afterschool Professionals. We know that afterschool matters for kids, and that afterschool professionals impact the quality of that programming. Some fun facts:

• Participation in afterschool programs consistently increased from 2004 to 2014, rising by nearly 2 million children from 2009 to 2014 alone. In 2014, 10.2 million children (18%) participated in an afterschool program.
• Regular participation in afterschool programs has been shown to help narrow the achievement gap between high- and low-income students in math, improve academic and behavioral outcomes, and reduce school absences.
• The Afterschool field has defined what it takes to provide quality afterschool programming. The National AfterSchool Association (NAA) has adopted a set of Core Knowledge and Competencies, and at least 24 states have their own versions.
• Afterschool Professionals are well-educated. A recent NAA survey of its members found that 34% of staff surveyed reported having a Masters or Doctorate degree.

And some less fun facts:

• Less than half of afterschool professionals surveyed have access to health insurance and 39% do not have any benefits (such as insurance, paid vacation, sick leave, retirement savings).
• The field suffers from high turnover (with some estimates up to 40% annually), with pay cited as the number one reason people leave their job.

So how can you show your appreciation? The actions of this week should be twofold. First, express your individual appreciation for those in your community who work with youth – maybe your own children - afterschool. Give them a card with words of heartfelt thanks, bake them some muffins, say thanks. But don’t stop there. Second, take some time to appreciate the incredible contribution of afterschool professionals in improving youth academic, behavioral, and social emotional outcomes. Given the proposed budget cuts of the current administration, it seems an opportune time to also suggest you contact your representatives and let them know how much you support afterschool professionals (the Afterschool Alliance also has information to guide you).

This week is a chance to both thank Afterschool Professionals for keeping our kids safe and happy, and to think bigger about what it takes to be an afterschool professional and the huge positive impact they have on the lives of youth. So, to all the Afterschool Professionals, thank you!

Betsy Starr, M.Ed. is a research associate at the National Institute on Out-of-School Time (NIOST) at the Wellesley Centers for Women. Her work focuses on professional development and system-building for the field of afterschool and youth development.

On December 10th, President Obama signed the Every Student Succeeds Act (ESSA), which includes several provisions for out-of-school time (OST). Importantly, the act gives more flexibility to state education agencies to put resources toward training, professional development, and quality improvement for OST programs and staff. At the National Institute on Out-of-School Time (NIOST), we are strong believers in the power of quality programs, and are working to help the field achieve quality for all.

As OST begins to take on a larger role--with more than 10.2 million children and youth now participating in OST programs, public and private investments in afterschool programs increasing dramatically over the last two decades, and the nation’s leaders looking to afterschool programs to help with everything from closing the achievement gap to improving our kids’ social emotional skills--quality programming is more essential than ever. Not just any program will help achieve desired student outcomes. We have a solid research base showing that program quality is what determines whether programs meet their youth developmental and academic goals, and that higher quality programs deliver better experiences for kids (see, for example, this research). However, quality is uneven across, and even within, afterschool programs.

So, how do we promote and ensure quality? One major key is staff training and professional development. Since NIOST’s early role in the Massachusetts Afterschool Research Study (2005), which found that programs with more highly educated and trained staff demonstrated greater staff and youth engagement and better activities than programs with less educated and trained staff, evidence has been mounting that professional development and staff training can significantly affect program quality. In short, OST programs need to be of high quality to have a positive impact, and a main path to quality is through staff training. But, of course, it’s a bit more complicated than that. Where is an OST program to begin? How do you know quality when you see it, and what should staff training and professional development look like?

The OST field has come a long way toward understanding what makes up quality and how to get there. Many cities and states have developed research-based Quality Program Standards and Core Knowledge and Competencies for professionals (like those adopted by the National Afterschool Association) defining quality programs and practice. Continuous Quality Improvement--a process by which one defines quality, assesses it, and then works to support its growth and development--is becoming commonplace.

Assessment tools can further help programs measure components of quality and guide professional development. They can also empower OST professionals to build the skills they need to improve quality. The Assessment of Program Practices Tool (APT), part of NIOST’s Afterschool Program Assessment System, is designed to help programs evaluate and strengthen practices that research suggests are linked with positive youth outcomes. Combining observation and self-assessment, APT looks at the overall afterschool program, homework time, and activities. It helps staff observe and demonstrate their skills, characteristics, and program features that contribute to measurable positive child and youth outcomes.

It’s great to see federal lawmakers agreeing that quality matters in OST. With clarity of vision from an assessment tool, programs can focus their staff training and professional development on areas that need improvement, and best leverage the ESSA funding.

Betsy Starr, M.Ed.is a research associate at the National Institute on Out-of-School Time (NIOST) at the Wellesley Centers for Women. Her work focuses on professional development and system-building for the field of afterschool and youth development. (Video: Ellen Gannett, M.Ed., is director of NIOST.)

“Someday you will go to college, too,” a young mother tells her eight year old son at her baccalaureate graduation ceremony.

“Mom. You're silly,” he replies with a grin. “I already went to college with you!”

Walking hand in hand in cap and gown with their children at graduation is a culminating moment for nearly all of the student parents who I have known and worked with over the years as a researcher, program director, and mentor. These students are nearly universally motivated to pursue post-secondary education as a means to lift their families into the middle class and secure a better life for their children. Parents and children aim for a light at the end of the tunnel, but in the words of my colleague and collaborator Sheila Katz, Ph.D., we have observed that a family’s journey to and through college, doesn’t just make their lives better someday, but in fact begins to change and impact their lives in significant ways from the first day.

Having had the opportunity to work and visit with student parents and their children in multiple programs and in multiple capacities at colleges and universities across the U.S., what I see is that the most important moments are not at the end of the journey, but the everyday steps along the journey itself. It is through these moments that this little boy believed, unwaveringly and unapologetically, that he and his mom had gone to college together: celebrating grades and accomplishments by displaying their school work side by side on the refrigerator, finishing homework assignments side by side at the dining room table, reading together, and sharing in learning and developing knowledge and skills.

As a parent, there are also a number of other little things involved in this journey with the potential to make big impacts on making or breaking a family’s success: safe and affordable housing, childcare, and food security to start. Although one in four undergraduates in the U.S. are parents, these students often lack these basic foundations of college success. A recent study by Sara Goldrick-Rab, Jed Richardson and Anthony Hernandez found that 63 percent of student parents experience food insecurity during college, while 77 percent experience housing insecurity and/or homelessness. Yet, we know through data we have been collecting on campus-based family housing, childcare, and student parent programs, that the need is much greater than the capacity of currently available programs.

Our free downloadable Campus Family Housing Database finds, for example, that only ten percent of colleges and universities in the U.S. offer student housing options that allow children to live in residence. Yet, this includes institutions where available family housing units may be extremely limited, and/or unaffordable to undergraduate students attending college with student financial aid. Furthermore, as we continue to update these data, we have observed a number of institutions that are reducing or eliminating their family housing programs, despite rising demographic need. This further varies by region, whereby disparities between need and available support programs are even further illuminated.

While the capital expenses involved in building family housing and childcare may initially be seen as cost-prohibitive by many institutions, colleges are also working to impact student parent success in other ways, starting small. Opportunities to engage and bring families to campus together provide low-cost strategies for impacting intergenerational college access and success.

For example, I worked with Endicott College’s Boston Student Parent Initiative to implement a family literacy program through which the program arranged trips to local museums and cultural events, at which each family received an age-appropriate children's book related to the field trip, to take home as an extension of learning together. After taking the families to see a musical rendition of the classic children’s book Caps for Sale, one of the students came to my office to report that not only had her son insisted on reading the book together every night for weeks, he wanted her to, “Sing it Mom! Like they did at the play!” At Mt. Wachusett Community College in Central Massachusetts, I was privileged to visit during a Halloween Arts & Crafts event organized for students and their families by the student parent program coordinator. Portland State University’s Resource Center for Students with Children provides tablets and activity backpacks that students can check out for the day if they need to bring their child to class with them. Partnerships between universities, government agencies, and nonprofits can also allow affordable retention and support strategies to be created for student parents.

Ultimately, student parents need support in both big and small ways: they need housing and childcare. They need support to balance work and family and toward their academic success. They need opportunities to engage with other students on campus and to share the college experience with their children. Ultimately, it is these experiences that not only caused the little boy to genuinely believe that he had gone to college with his mom, but also, to support their family together as learners so that both mom and child share in the mutual investment in education together.

Autumn Green, Ph.D., is a research scientist at the Wellesley Centers for Women. In addition to studying the lives of student parents, she has worked to help create two-generation programs on college and university campuses to support student parents and their children together as families pursuing education and shared goals for a future of happiness, security, and opportunity.

Yesterday on route to work my phone exploded with messages from friends and colleagues urging me to, "Turn on NPR right now,” to hear their story about student parents. I was a student parent myself, striving and struggling from GED to Ph.D. as a young low-income mother raising two daughters. In the years between then and now, I have continued to support the strides, struggles, and successes of student parents as a researcher, program developer, professor, and mentor working on the national stage to raise awareness of student parents, their prevalence, and the challenges they face in pursuing and completing higher education.

This week’s NPR news story discusses student childcare as a challenge and concern that is faced nearly universally by student parents. The story explains that federal financial aid dollars can (theoretically at least) account for student childcare costs, increasing student aid awards to cover the costs of childcare. This is entirely true. In fact, I used this method to pay for my own childcare expenses throughout my undergraduate and graduate education. To do this, a student must file a Cost of Attendance appeal with their school’s financial aid office, often providing receipts or other verification of childcare and other eligible expenses.

By increasing the student’s Cost of Attendance calculation, the student is eligible for more financial aid, including federal aid, institutional and external scholarships, and private student loans. As the NPR story explains, this is a policy that is rarely advertised, even by institutions hosting some of the top student parent programs in the United States.

Yet, the NPR story misleads the listener with the representation that the lack of awareness of this policy, “leaves federal dollars sitting on the table.” This assumes that the lack of adequate funding for student parents is caused simply by the fact that they need access to more money. However, this oversimplifies a very complex issue.

Think of the Cost of Attendance calculation as the capacity of one’s purse or wallet. The bigger the wallet you have, the more money you can put in it; but getting a larger wallet does not mean that it comes filled with more money than you already had to begin with. Today, there is rarely money available to fill the student’s existing wallet, let alone a larger one.

Most student parents (who are disproportionately low-income and who generally have a ZERO dollar expected family contribution), have already maxed out their federal grant and loan dollars long before dependent care costs are taken into account. Often, the maximum federal student aid dollars available to a student aren’t enough to cover the basics like tuition, fees, and housing, let alone childcare.

Each federal student aid program is capped at a certain maximum dollar value per student and funding for these programs is limited, which is why unmet need is so prevalent. For the 2019-2020 school year, the only guarantee of federal financial aid funding available to student parents is through Pell grants and Stafford loans capped at $15,695 for freshmen, $16,695 for sophomores, and $18,695 for upper-classman. With these funds student parents must pay for: tuition, fees, textbooks and supplies, technology, housing, utilities, food, transportation, and everything else. Regardless of how much their Cost of Attendance is increased to allow them to receive more funding, there are rarely any federal dollars remaining to be allocated to them.

To fill their larger wallets, students must then turn to scholarships or private student loans. Competition for external scholarships is fierce, and time-consuming applications may not seem worthwhile to student parents carefully allocating their time to work, family, and school commitments.

Private student loans are also difficult for student parents to pursue, as they generally hold income and credit requirements that the student cannot meet on their own. Without a credit-worthy cosigner willing to take on such a long-term debt (which most student parents do not have), many private loans are out of reach for these students.

Even if private loans were more attainable for student parents, it is not a viable systemic or policy solution. I know this as a scholar and expert in this area, and I know this first-hand as a student parent who borrowed private student loans to pay for her own childcare tuition. Those loans came at significant costs, both financial and in terms of post-college opportunities.

Private student loans have the highest interest rates and do not offer the income-based repayment and loan forgiveness options afforded by federal student loan programs. If we are concerned about the student loan crisis, the answer to addressing student childcare needs cannot involve finding new ways for student parents to take on more debt -- especially debt incurred through private student loans.

At the end of the day, student parents and their children cannot survive, strive, and thrive given the minimal amount of federal student aid dollars available in today’s context of skyrocketing costs of attendance.

Student parent programs at colleges and universities across the U.S. are taking the lead in addressing student parents’ needs using comprehensive and individualized approaches. Yet we still don’t know a lot about these programs, what they do, or how they work. In fact, we still don’t even know where they all are or how many colleges and universities have them. This is a clear sign that research on best practices for providing childcare and other supports to student families is sorely needed.

From 2014-2019 I led a research team that collected data on colleges that offer housing for students with children, finding that only 254 U.S. higher education institutions (9%) offer such an option. About 30 additional programs closed their family housing since we began the research project. Our data was turned into the Campus Family Housing Database available to prospective student parents and their advocates as well as researchers and policymakers.

My team is also working to expand this research in 2020 to better understand other types of programs and services, such as campus childcare and comprehensive student parent programs that support student parent success. We will collect this information and develop a comprehensive national database of student parent support services and programs while studying how these programs work and promoting best practices for student parent success.

I work with student parents every day, and I am certainly all about finding them every dollar and dime that can help them get through school. Even though Cost of Attendance appeals can theoretically be useful to cover student needs, I am sad to say there are no "federal dollars left on the table" to fill in the gaps.

Autumn Green, Ph.D., is a research scientist at the Wellesley Centers for Women. In addition to studying the lives of student parents, she has worked to help create two-generation programs on college and university campuses to support student parents and their children.

During this unprecedented time, our work at the Wellesley Centers for Women towards gender equality, social justice, and human wellbeing has taken on new meaning. As a society, we have become newly aware of just how fragile and precious human wellbeing is. And as an organization, we have been reminded of how deeply we care about the physical and mental wellbeing of our community — our research scientists, project directors, administrative staff, and supporters like you — as well as the larger global community to which we all belong.

The Wellesley Centers for Women transitioned to working remotely along with the rest of Wellesley College in mid-March, per the guidance of the Massachusetts Department of Higher Education and Department of Public Health. We will continue to pursue our high-quality research, theory, and action programs remotely for as long as is necessary to protect the health and wellbeing of our staff. We have also made the decision to postpone all of our spring on-campus events and hope to reschedule them in the fall.

As many of you are also experiencing, working from home takes some flexibility and trial and error. We’re changing our schedules to accommodate child care and finding new ways to do our research — for example, by moving a group depression intervention program online. Check out our Instagram and Facebook accounts for snapshots of how our researchers and staff are adapting, often with children and/or pets underfoot.

We are still figuring out how the COVID-19 outbreak will impact our operations, our ongoing research projects, and our financial situation. This isn’t the first time we have faced a major challenge, and it won’t be the last. We are grateful for your support over the years, which helps us weather unpredictable situations like this one. Once we have a better sense of how we expect our research and action projects to be impacted over the coming months, we will share that information with you, along with ways you can support our work going forward.

There is a lot we don’t know right now. But what we do know for sure is that making the world a healthier, safer, and more secure place for women and girls, families and communities, is more important than ever. This moment has taught us that we are more interconnected than we ever thought before — locally, nationally, and globally.

This is a time of tremendous experimentation and learning, both in our work and personal lives. The Wellesley Centers for Women is an organization focused on advancing knowledge, which has become important in a new and broader way. Despite the challenges ahead, we are determined to use that knowledge to continue building a world of justice, peace, and wellbeing!

Layli Maparyan, Ph.D., is the Katherine Stone Kaufmann ’67 Executive Director of the Wellesley Centers for Women at Wellesley College.

Hospitals and universities are facing challenges that many have never seen before as they respond to COVID-19. Universities are closing their campuses and transitioning to remote learning in order to protect the health of their faculty and students. Hospitals are working around the clock to add more beds, secure lifesaving equipment, and acquire the gear needed to protect their staff. These educational and healthcare organizations ("eds" and "meds") need to identify creative solutions to solve these problems in ways that take into account the needs of their diverse stakeholders. Boardroom diversity is particularly important to achieving this.

Almost 14 years ago, the Wellesley Centers for Women published Critical Mass on Corporate Boards: Why Three or More Women Enhance Governance. I wrote this report along with my coauthors Alison M. Konrad, Ph.D., and Sumru Erkut, Ph.D. At the time, we didn’t know how much of an influence it would have on corporate boards. Since then, the biggest for-profit corporations have faced increasing pressure to diversify their boards from major shareholders, advocacy groups, some government entities, and the media.

The largest nonprofits—eds and meds—have not faced comparable scrutiny or pressure. But recent studies in Philadelphia and Boston, two major centers for eds and meds, have begun to shine a light on the low percentages of women on the boards of many of these institutions.

As a member of the Women’s Nonprofit Leadership Initiative (WNLI)—which was founded by my Wellesley College classmate, Happy Fernandez ’61, and is a co-publisher of the Philadelphia report—I learned of the need for research to understand the reasons behind the numbers and what remedies work. So WNLI colleague Carolyn Adams and I conducted in-depth, confidential interviews with 59 female ed and med board members and male and female board chairs and chief executives in 14 states and the District of Columbia, representing every region of the United States. We wanted to know what it’s like to be in “the room where it happens.”

In our new report, Increasing Gender Diversity on the Boards of Nonprofit Eds and Meds: Why and How to Do It, we document that women face substantial barriers to gaining board seats and to serving effectively once elected. Though our study focused on gender diversity, we found parallel barriers to racial diversity and note the impact of the combined barriers of gender and race for women of color.

Removing obstacles for all women matters, not only because equity in organizations must start at the top, but also because our interviewees reported that female directors have positive impacts on the boards and their significant decisions. Women make contributions related to their expertise, as do men, but they also bring different experiences and perspectives to the table, particularly on issues involving consumers (students and patients), culture change, improved governance, and the way decisions are made. An overwhelming number of interviewees believe board diversity can increase effectiveness in serving consumers.

Though these nonprofit boards present some of the same barriers to gender diversity as for-profits, women face additional barriers in nonprofits related to differences between the sectors:

• FINANCIAL REQUIREMENTS: Unlike for-profit boards, where members are paid a stipend, nonprofits generally expect board members to make financial contributions, sometimes sizeable. That can work to exclude or reduce the numbers of women who are considered.
• WHO-YOU-KNOW RECRUITMENT: Unlike for-profits, which regularly use search firms, nonprofits rely primarily on board members to recruit new members and are therefore limited by the largely white male social and business circles of the current white male trustees.
• BOARD SIZE: Nonprofit boards are usually larger than corporate boards, which average 9 to 11 members. In our study, excluding one board with over 85 members, the average board size was 29, and some had over 60 members. Though our 2006 WCW study led the way in pointing to a critical mass of three or more women in order to have an impact on for-profit boards, our nonprofit respondents cited 30% as the relevant minimum on their boards, because of their greater size. Even a critical mass does not necessarily lead to inclusion on large boards, where committees do the real work and executive committees often make most decisions. Exclusion from such power positions, or appointments only in small numbers, can mute women’s voices and limit their opportunity to be of influence and value.

The differences we identified call for change strategies tailored to the nonprofit sector. The strategies we recommend include:

• Placing less emphasis on a candidate’s financial capacity to contribute.
• Changing recruiting practices.
• Shrinking board size.
• Creating separate fundraising boards.

Embracing change, we found, requires leadership, intentionality, and a full board discussion of diversity.

In the United States, pressure on for-profits has largely come from shareholders. Nonprofit eds and meds do not have shareholders but they do have stakeholders: students and patients and their families, alumni/ae, employees (particularly faculty in the eds), members of communities affected by major board decisions, and donors. Since we are all members of some of these groups, if we, as stakeholders, paid greater attention to the lack of diversity on these boards and organized to exert our influence, we could propel change—putting eds and meds in a better position to face future challenges.

Vicki W. Kramer, Ph.D., is a consultant to nonprofits and former academic. She has co-authored articles in the Harvard Business Review and numerous other journals, as well as chapters in Women on Corporate Boards of Directors: International Research and Practice and More Women on Boards: An International Perspective. She was the founding president of the Thirty Percent Coalition, a national collaboration of for-profit companies, institutional investors, and nonprofits promoting gender diversity on corporate boards.

October is Let’s Talk Month, part of a national campaign to encourage families to talk with teens about sex and relationships. In March 2013, I shared tips on how parents can talk with their teens about sex. Today, I’m going to pass on some reasons why talking with middle schoolers about sex is important and how this may support younger teens’ health.

Here’s what’s important to know:

Almost one-third of teens have sex by 9th grade. A recent nationwide study by the Centers for Disease Control and Prevention found that 28% of girls and 32% of boys reported having had sex by the 9th grade.

Early sex puts teens at risk for poor school and health outcomes. Teens who have sex at an early age are more likely to drop out of school, get a sexually transmitted infection, or have an unintended pregnancy than teens who wait until they are older to have sex.

Talking with teens about sex can make a difference. Parents talking with teens about sex and relationships can make it more likely that teens will wait to have sex and, when they do have sex, that they will use protection.

It’s important to talk with teens before they have sex. Research tells us that it is critical for teens to learn about sexual issues from a trusted adult before they have sex.

Here's what we learned from our evaluation of Get Real,* a comprehensive middle school sex education program:

Sex education that supports parent-teen conversations about sex and relationships can help to delay sex. In schools where the Get Real sex education program was taught, 16% fewer boys and 15% fewer girls had sex compared to boys and girls in schools that taught sex education as usual. This means that sex education during middle school can support teens’ sexual health.

Don’t forget to talk with your sons about sex! Boys who completed Get Real family activities in the 6th grade—which focused on a wide range of issues, from anatomy to relationship values—were more likely to delay sex in 8th grade than boys who didn’t complete them. Many parents talk with their daughters about sex earlier and more often than their sons. Talking with sons early and often can help to support their sexual health, too.

Communication is key! Let’s Talk!

Jennifer Grossman, Ph.D. is a research scientist at the Wellesley Centers for Women at Wellesley College. She co-directed an evaluation of a middle school sex education curriculum and leads a project investigating sex communication in the nuclear family and beyond and the implications for health interventions.

* Get Real: Comprehensive Sex Education That Works is a middle school program, developed by the Planned Parenthood League of Massachusetts, that delivers accurate, age-appropriate information and emphasizes healthy relationship skills and family involvement.

Everyone Needs to STOP the Pain!
Everyone Needs the Pain to STOP!

“Hands up!” The universal symbol of surrender, sign of protest, and signal for self-selection to take action. All of these are integral in stopping the pain of social exclusion.

Human beings are built to function physically, emotionally, and spiritually in supportive groups. This simple fact has recently been supported by neuroscience research and helps explain why individuals and groups of people that are marginalized or socially excluded often suffer from higher levels of chronic health problems and shorter life expectancy.

SPOT – Social Pain Overlap Theory1: How and Why Social Exclusion Hurts All of Us

Being part of a group is so critical to humans that our nervous system literally uses the same alarm (the dorsal anterior cingulate cortex) to register the danger and distress of physical pain or injury AND social exclusion. This neuroscience finding requires that we stop bifurcating pain into physical and emotional and start realizing that pain is pain and that social exclusion and marginalization are forms of violence that impact individuals and whole groups of people.

Social Pain forms – Covert and Overt

Social pain occurs in a number of different forms, some obvious, some not so obvious. The not so obvious may be hard to see, they are insidious like the background noise or the air we breathe. They are chronic assumptions about who we are and what our interests, strengths, and weaknesses might be. They are assumed by others and attached to our identities such as race, ethnicity, sexual orientation, and gender.

These subtle daily attacks or microaggressions can have devastating short- and long-term impact. For example, Native or Indigenous Americans constantly having to combat broad assumptions about cultural sacred practices, misuse of regalia, offensive displays of imagery in athletic team mascots, or even the ongoing challenge to defend one’s very existence.

The obvious forms of social pain are glaringly obvious, often flagrant and extreme. Black men and women being stopped by police, detained or harassed, and imprisoned at sweepingly disproportionate rates compared to White people; too often resulting in violence and even murder.

Both the subtle and blatant forms of social pain emerge together and take place across a range of areas including reliable public safety, access to and quality of healthcare, education and jobs, affordable sustainable housing, and more. Both institutional and personal marginalization is the bedrock for social pain to occur in all of its many forms.

Psychological Resistance to Marginalization

What we know is that people who have been and are being marginalized have always pushed back in ... READ FULL ARTICLE>>

This policy brief originally appeared in the Spring/Summer 2016 Research & Action Report from the Wellesley Centers for Women as part of the multi-media series Advancing the Status of Women & Girls, Families & Communities: Policy Recommendations for the Next U.S. President.

Depression is Prevalent but Prevention Programs Are Limited

According to the World Health Organization, depression is the leading cause of disability worldwide—it is the most common psychiatric disorder in the U.S., and is particularly common among lower income populations, and among women beginning in adolescence. The average age of onset for depression is 15, and about 20 percent of all people will have experienced an episode of depression by the end of adolescence. Youth depression is associated with a host of negative and long-term consequences, including poorer school performance, difficult peer and family relationships, increased risk of substance abuse, and poorer functional outcomes in adulthood. Of particular note is the connection between youth depression and suicide. Although not all people who commit suicide were depressed at the time, depression and suicidal behavior are indeed linked. Suicide is a tremendous problem in the U.S. and is the second leading cause of death among American adolescents.

Although depression is among the most treatable of all mental illnesses, and although we have evidence-based treatment approaches for depressed youth, the reality is that only about half of all depressed children and adolescents ever receive treatment, and only about half of those who do receive treatment actually improve as a result. Nearly all of those who recover from depression will experience a subsequent depressive episode within a few years. Specifically, 40 percent of youth who have experienced a past episode of depression will relapse within two years, and 75 percent will relapse within five years. This means that a typical 15 year-old who develops an episode of depression, if she is fortunate enough to receive treatment and benefit from it, will experience another depressive episode while she is graduating from high school and transitioning to adulthood.

Although nearly one in five young people experience an episode of depression by the end of adolescence, treatment protocols for youth depression only help about half of those they target, and relapse is common and debilitating. Funding for depression prevention efforts is limited, and preventive programs are difficult to access.

Promising Prevention Efforts

Youth depression is a problem of major proportions, affecting millions of children and families and interfering with children’s social, emotional, and academic functioning. Although evidence-based treatments for youth depression have been found to work well, treatment resources often are difficult to access. Most adolescents who recover experience relapse, and the long-term consequences of youth depression are significant.

Recently, promising research has suggested that depression is among the most preventable of major mental illnesses. We now know of strategies that work to prevent youth depression, including providing cognitive behavioral interventions to adolescents at high risk and helping youth to strengthen social relationships. Based on this research, many European colleagues now encourage a focus on preventive efforts for youth at risk for depression. Although funders and policymakers in the U.S. support preventive efforts for medical concerns, such as healthy eating and exercise to address heart disease, prevention, unfortunately, is often overlooked in mental health. Researchers, policymakers, and practitioners should focus attention on identifying youth at risk for depression, providing evidence-based preventive interventions to at-risk youth and families, and assisting at-risk youth in accessing preventive and/or treatment resources, as needed.

Approaches & Recommendations

Recommendations for enhancing a focus on the prevention of youth depression include:

• Increase use of depression prevention interventions by increasing funding for research. Although several depression prevention interventions have been found to decrease the onset of depressive symptoms or disorders among at-risk youth, such programs are still not readily available in community-based mental health settings, and many practitioners do not know how to implement evidence-based protocols. More funding is needed for large-scale effectiveness trials that examine ways of disseminating evidence-based interventions in real-world settings and for large-scale trials that compare the efficacy of different evidence-based programs for different populations.

• Attend to family processes that influence depression risk and that promote depression prevention. Research suggests that parental depression is a significant risk factor for depression onset in youth, and that family processes both maintain and may help alleviate depression. Policymakers, funders, and practitioners must attend to the important role of families in identifying and supporting youth at risk for depression who are appropriate for preventive efforts. In addition, interventions to prevent youth depression may benefit from a focus on enhancing family understanding of youth depression, improving parenting skills, and also on addressing parental depressive symptoms that may affect the efficacy of interventions targeting at-risk youth.

• Integrate youth depression prevention efforts into places where youth are most readily accessed. Efforts to prevent youth medical concerns are an established focus of public health strategies, resulting in, for example, vaccinations from physicians and auditory screenings Integrate youth depression prevention efforts into places where youth are most readily accessed. Efforts to prevent youth medical concerns are an established focus of public health strategies, resulting in, for example, vaccinations from physicians and auditory screenings at school. Unfortunately, routine screening for depression and suicide risk is generally overlooked both in primary care and in schools, although these are the places that youth are most readily accessed and serviced. Policymakers, funders, and practitioners must support additional training for school and medical personnel in identifying at-risk youth, evaluating youth for mental health concerns, and connecting youth to appropriate mental health services. Additionally, research is needed to evaluate primary care and school-based depression prevention interventions, so that, when at-risk adolescents are identified, evidence-based depression prevention services are readily available in locations that are comfortable and accessible to those in need.

Tracy Gladstone, Ph.D. is an associate director and senior research scientist at the Wellesley Centers for Women as well as the director of the Robert S. and Grace W. Stone Primary Prevention Initiatives, which focus on research and evaluation designed to prevent the onset of mental health concerns in children and adolescents.

We all have heard it, women earn about 20 percent less than men. But when, how, and why does the gap emerge? Everyone has an opinion on it, and these opinions range widely – which leads to many frustrating public opinion exchanges. Are we eternally stuck in a rut arguing about what the relevant facts are? Or could administrative “big data” shed some new light here and help move us forward? We think so…

Two new studies find that college grads start their career with a tiny gender earnings gap, but end up with a substantial gap by age 45. What are women doing wrong, or men doing right, for this to happen? This seems to be a story about “career acrobatics”, one with chutes and ladders. First, it turns out that the gap widens both in existing jobs as men climb the career ladders faster and higher within firms, and through job changes since men disproportionately move across firms to higher paying ones as they age. By the time college grads reach their peak earnings, men earn on average 55 percent more than women.

What could possibly account for such enormous earnings gaps during the first 20 years of working life? Not surprisingly for anyone, a chunk of the initial gap and its subsequent growth comes from differences between men and women in terms of the sectors and occupations in which they work. Women are definitely over-represented in lower paying sectors and occupations. The best-known examples include teachers, nurses, occupational therapists, and social workers. Many commentators argue that women themselves are responsible for pay gaps as they choose careers where starting salary is low and salary growth modest with work experience and seniority. In reality, the reasons why women congregate in these occupations are complex, and addressing occupational gender differences requires societal changes. More importantly for the debate though, women are not “causing” the earnings gap with their “bad choices” – occupational segregation accounts for no more than a third of the overall earning gap. Something else is at work.

Another expensive “choice” women make is motherhood. Women are more likely to move into part-time positions, take time off after having children and work fewer hours than men – even in full-time work. How much of that 55 percent gap does motherhood explain? Unfortunately our data does not give a direct answer to that, but arguably all of these factors contribute to the growing earnings gap between ages 25 and 45. What we can say though is that much of the widening of the earnings gap comes from married women: their earnings grow much more slowly with age and they see little benefit from job hopping compared with men and unmarried women. Why are they not able to capitalize on their college degree like others even by switching jobs? This may be related to a phenomenon called “tied migration.” Family makes their location decision based on the “primary career”, which usually is that of the husband. This is why job moves tend to only benefit that primary career and could even hurt the secondary career. Ironically, the primary career is typically chosen to be the one with greater earnings potential – bringing us right back to the gender pay gap conundrum. This begins to look like a self-reinforcing cycle.

Career choices that look “less than optimal” in terms of long-run earnings growth may also be explained by college educated women consciously moving to lower-paying firms (within a given industry) in anticipation of needing more time flexibility when children enter the picture. Similarly, the gender earnings gap is largest in sectors, such as financial, insurance, and real estate (FIRE), that are more unforgiving of career interruptions and shorter or more flexible work hours. At age 25-27, female college grads working in FIRE earn almost exactly as much as male college grads. However, already by age 30-32 men earn about 35 percent more. In this sector men are able to obtain greater career advancements within a given firm, but a sizeable chunk of the earnings gap is due to women’s disproportionate shift into lower-paying firms by age 34.

We promised that these data could help shed some new light, but there are still many questions in making sense of the patterns. For one, what happens to the career and earnings dynamics within households as the family composition changes? Time-use studies say that the arrival of children makes spouses specialize more: one parent focuses on work while the other takes more responsibility at home, often balancing a job in the mix. It is easy to guess how this specialization usually goes, but might the dynamics look different if it was the father rather than the mother who takes a career break? Answers to those questions can clarify policy recommendations. For example, would a Swedish-style shared parental leave policy reduce gender earnings gaps or do we need a more wholesale approach to workplace organization? The latter approach would include reducing the earnings and career cost of temporal flexibility, making a work-family balance easier for both moms and dads, and reduce the need to designate a “default parent” who takes over the majority of household and child-related responsibilities.

Sari Pekkala Kerr, Ph.D., is a senior research scientist/economist at the Wellesley Centers for Women at Wellesley College. Her work described above is based on the research she conducted with Erling Barth, Claudia Goldin, and Claudia Olivetti.

In January 2018, President Trump famously raised his concerns regarding the “lack of Norwegians” and the excess of immigrants from low-income countries entering the United States – and international media took swift notice. The concern over the composition of U.S. immigration flow is not at all new, however. Leading immigration economist George Borjas, Ph.D., has pointed out in several academic articles that the relative share of immigrants from Europe steadily declined over the 20^th century, as more immigrants started to arrive from Central and South America, and Asia (Borjas, 1995 and 1999).[1] Borjas argued that in the 1980’s and 1990’s the weakening labor market performance of immigrants (as compared to U.S. natives) was directly related to the changing source country composition. More recently, low skilled immigration into the U.S. has drastically declined, as explained by Hanson, Liu, and McIntosh (2017).[2] Should the U.S. be very concerned about the composition of its immigrant pool as Trump rather bluntly argued? And would that give rise to a drastic change in the U.S. immigration policy? Let’s examine the data.

We took a look at the American Community Survey to evaluate those questions. To avoid arbitrarily categorizing source countries into “as good as Norway” versus “terrible, horrible, no good, very bad countries” we use the World Bank country classification based on the Gross National Income (GNI) per capita and OECD membership. Countries are grouped into low income (e.g. Afghanistan, Haiti, and Somalia), lower middle-income (e.g. Armenia, El Salvador, and India), upper middle-income (e.g. Cuba, Mexico, and China), high-income OECD (e.g. Chile, Norway, and Canada), and high-income non-OECD (e.g. The Bahamas, Saudi Arabia, and Russia). Since Mexico, China, and India currently constitute the vast majority of U.S.-bound immigrants in their respective groups, we look at those countries separately. Also, as we are interested in studying the labor market performance of immigrants relative to U.S. natives, we include individuals aged 18-65 in the descriptive analyses below.

First, worries regarding the huge influx of migrants from low-income countries do not seem warranted: the share of immigrant from low-income countries (as percentage of the total immigrant stock residing in the U.S.) is rather small (around three percent) and has remained steady over the period 2001-2017, both among the recent arrivals and the broader immigrant population. On the other hand, there is a definite downward trend in the share of immigrants who originate from high-income OECD countries, as well as a similar downward trend for Mexicans, with the latter being particularly prominent among recent arrivals. There is a corresponding increase in the number of migrants from lower- and upper middle-income countries, especially from India and China.

So then, are immigrants from low-income countries poorly educated and not succeeding in the U.S. labor market? Perhaps surprisingly, origin country income and the average education level of the immigrant group are not as highly correlated as one might think. Immigrants from Mexico, high-income non-OECD countries, and low-income countries are less likely to have a college degree than similarly aged U.S. natives, whereas those from China, India, and high-income OECD-countries are the most educated. The latter is largely explained by the H1-B visa program where a college degree is a minimum requirement for entry into the U.S. Educational attainment is gradually increasing among all groups, including U.S. natives. A recent study looks at immigrant niching into specific low-skill and high-skill labor markets (Eckstein and Peri, 2018).[3] The niching is very much related to the type of skills and human capital of the immigrant group. For example, almost one-in-four Indian immigrants works in a computing related job, whereas Mexican immigrants are heavily clustered in low-skilled manual jobs (e.g. laborers in construction, farm workers, cooks, and janitors).

Most analysts of immigrants in host country labor markets are concerned with their “assimilation” – how easily they are able to find employment and what their relative wage levels look like as compared to natives. We know that since the Great Recession, most immigrants are at least as likely to be employed as the average American native. The only exceptions are those from high-income non-OECD countries, whose employment rates are much lower. Conditional on being employed, immigrants are also more likely to work full time (30 hours or more per week) than employed natives, with the exception of  high-income non-OECD country immigrants in the post-recession years, as well as Chinese immigrants in the last few years of the data.[4].

While immigrants seem to find employment, most of them are not earning wages as high as the average American. There are many likely reasons for the immigrant-native pay gap, including language skills, under-employment relative to education, occupation and sector differences, and so on. Whether looking at the annual earnings, weekly wages, or hourly wage, the relative pay is low especially for those from Mexico and low-income countries. Even if we account for the immigrant – native differences in education, occupations, geographic locations, and other reasons that explain the pay gap, we still see all immigrant groups except for those from high-income OECD countries earning less than comparable natives.  

Additionally, many studies have looked at the immigrant – native wage gap in detail and find that the gap shrinks over duration of stay.[5] Immigrants in the U.S. also seem to perform better in the labor market than in most other countries.[6] Many more studies have tried to find impacts that immigrants may have on native employment and wages. Generally those impacts are very small or localized to specific groups.[7] Instead, immigrants are found to be an important economic force as firm founders, job creators, and innovators.[8] Taking the various facts into account, it would be hard to claim that immigrants in the U.S. are a “net negative” for the economy.

So are President Trump’s concerns regarding our immigrant pool valid, at least as far some real data and evidence can attest? We would argue that immigrants seem to fare relatively well in the U.S. labor market, and the changing source country composition is perhaps not much of a cause for concern. It remains, of course, important to ensure that immigrants can assimilate into the U.S. labor market, without any unnecessary legal or other impediments, as that guarantees the greatest positive net impact on the host country.

Sari Pekkala Kerr, Ph.D., is a senior research scientist/economist at the Wellesley Centers for Women at Wellesley College who studies labor markets, education, and families. Margaret Dalton is a research associate at the Harvard Business School and a former research assistant at the Wellesley Centers for Women.

[1] Borjas, George. “Heaven’s Door.” Princeton, NJ: Princeton University Press, 1999. Borjas, George. “Assimilation and Changes in Cohort Quality Revisited: What Happened to Immigrant Earnings in the 1980s? Journal of Labor Economics 13 (1995): 201-245.

[2] Hanson, Gordon, Chen Liu, and Craig McIntosh. “Along the watchtower: The rise and fall of U.S. low-skilled immigration.” Brookings Papers on Economic Activity, BPEA Conference Drafts, March 2017.

[3] Susan Eckstein and Giovanni Peri. “Immigrant Niches and Immigrant Networks in the U.S. Labor Market.” RSF: The Russell Sage Foundation Journal of the Social Sciences 4 (2018): 1–17.

[4] Due to the very large sample sizes in the ACS, most differences that appear small in the graphs are nevertheless statistically significant under standard t-tests for sample means.

[5] E.g. LaLonde and Topel. “Assimilation of Immigrants in the U.S. Labor Market.” In Borjas and Freeman (Eds.) Immigration and the Work Force. The University of Chicago Press (1992); Lubotsky. “Chutes or Ladders? A Longitudinal Analysis of Immigrant Earnings.” Journal of Political Economy 115 (2007): 820–867.

[6] E.g. OECD (2015) “Indicators of Immigrant Integration.” OECD, Paris.

[7] E.g. Kerr and Kerr. “Economic Impacts of Immigration: A Survey.” Finnish Economic Papers 24 (2011): 1-32; Ottaviano and Peri. “Rethinking the Effect of Immigration on Wages.” Journal of the European Economic Association 10 (2012): 152–197; Borjas and Doran. "The Collapse of the Soviet Union and the Productivity of American Mathematicians." Quarterly Journal of Economics 127 (2012): 1143-1203.

[8] E.g. Kerr and Kerr. “Immigrant Entrepreneurship in America: Evidence from the Survey of Business Owners 2007 & 2012.” NBER Working Paper 24494, 2018; Kerr. “Gift of Global Talent: How Migration Shapes Business, Economy, and Society.” Stanford University Press, 2018.

March is Talk with Your Teen about Sex Month. Why talk about sex with our kids?

In her recent talk at Wellesley College, Cecile Richards, President of Planned Parenthood Federation of America, reminded us that parents are the most important source of sex education for their children. National studies agree. When parents talk about sex with their kids, it can help them postpone having sex and make it more likely teens will use protection when they do have sex. Our research at Wellesley Centers for Women found that this is particularly important in delaying sex for boys.

Here are some take-home messages from our own and others’ research on how parents and teens talk about sex and relationships. The quotes are from our interviews with parents of middle school students.

“I’m willing to go there with her (talk about sex), because I know that I had trouble speaking with my mom about it when I was younger. So I know I need to be there and play that role. And if I don’t talk to her about it, she’ll find out on her own, and that’s not the way that I want that to happen.”

Why is it so hard for us to talk to our kids about sex?

“It’s hard for me to say, ‘Well this is how your penis works.’ You know? Okay, I’ll try to figure it out and I don’t want to sound stupid in front of the kid.”

- Parents often feel embarrassed and may not know how to start conversations about sex
- Parents don’t know where to get accurate information to share with their kids
- Kids are embarrassed too, but it’s important for them to hear from you
- Once you start (even with a small conversation), it will get easier

How do we do it? Tips on talking with teens about sex

“You’re basically informing them and, you know, letting them know that you’re there. And then you kind of just have to take it as it comes, because you never know what’s going to happen.”

- Figure out what’s important to you and share it with your kids
- Listen to what your kids have to say (or what they may have trouble saying)
- Keep the door open – sometimes the first conversation is just an icebreaker
- Give your kids medically accurate information about sex
- Talk with your kids before they have sex

Who can help?

“He still talks about things that he learned in (sex education) class. He still makes a reference to it when we’re talking about things. One of the funny things that doesn’t happen anymore is any reference to sex, we don’t shy away from it if it does come up. He’s just more accepting that it’s a part of life at this point.”

- Just because you didn’t talk about sex growing up with your own family, doesn’t mean you can’t talk with your own kids about sex
- Even when you’re embarrassed, you can still have good conversations with your teens about sex
- You are not alone

• o Think about friends and family you trust who can be part of the conversation (e.g., aunts, uncles, older siblings, godparents)

o Find out if your teen has a sex education class at school and ask your teen about it
o Here are some resources for information and support to talk to your teens about sex:

10 tips for parents (The National Campaign to Prevent Teen and Unplanned Pregnancy)

Communicating with Youth: Themes for Parents to Remember (Planned Parenthood League of Massachusetts)

Help your teen make healthy choices about sex (Centers for Disease Control and Prevention)

Jennifer Grossman, Ph.D. is a research scientist at the Wellesley Centers for Women. She co-directs an evaluation of a middle school sex education curriculum and leads a project investigating what works and what gets in the way of family communication about sexuality among diverse families.

My name is Anmol Nagar and I’m a junior at Wellesley College, originally from the California Bay Area. Over the past year I’ve done research at the Wellesley Centers for Women with Jennifer Grossman, Ph.D., through The Class of 1967 Internship Program. Our research was a qualitative analysis of how teens talk with their extended family members about sex and relationships. As a psychology minor and an older sister to a young teen, this topic is incredibly relevant and personal to me and our research has been highly rewarding.

In early August, I had the opportunity to go to the American Psychological Association convention in Chicago, IL, because Dr. Grossman’s and my research was chosen to be presented in a symposium called Enhancing At-Risk Teens' Resilience -- Extended Family's Role in Promoting Teens' Sexual Health. Dr. Grossman, Dr. Judith B. Cornelius of UNC Charlotte, and Dr. Emma Sterrett-Hong of the University of Louisville shared their research at the symposium.

At the end of the presentation, Dr. Gary W. Harper, another prominent researcher in the field at the University of Michigan, gave a summary statement. Then, a Question and Answer section allowed the audience to give their thoughts and ask questions. One question about the applicability and implementation of the work was particularly interesting and sparked questions about policy making and action programs -- potentially a space for future collaboration!

After the symposium, the presenters discussed potential connections and room for future collaboration. Besides our symposium section, Dr. Grossman and I attended a couple of other presentations about aging and dementia and explored the different booths. I had the opportunity to talk to interesting people about everything ranging from graduate school options to healthcare technology working to improve mental health diagnoses.

Apart from the conference, I was able to explore Chicago on my own for a couple of hours! I walked along the waterfront, saw the very famous Bean, and sat in Grant Park for a while. It was my first time in the city, and I can definitively say that Chicago pizza is the best.

Overall, my experience was an exciting chance for me to see the research that I’ve worked so hard on make it to the “big stage” and talk to people who were interested in similar things. I also learned so much about the plethora of post grad options to continue in this field and similar ones. I’m so grateful to the Lloyd family and the Class of 1967 for funding my internship at the Wellesley Centers for Women and for making it possible for me to attend this conference!

Anmol Nagar ’21 was the Linda Coyne Lloyd Intern at the Wellesley Centers for Women during the 2018-19 academic year. She studies economics and psychology at Wellesley College and will be studying at the London School of Economics for her junior year.

In 2019, Melissa Morabito, Ph.D., Linda M. Williams, Ph.D., and April Pattavina, Ph.D., of our Justice and Gender-Based Violence Research Initiative, published findings from a study funded by the National Institutes of Justice that investigated why sexual assault cases fall out of the criminal justice system. In this commentary, originally published in The Conversation, Dr. Morabito and Dr. Pattavina discuss some of the findings from that study.

As experts in criminology and the justice system, we were surprised to learn that a jury voted to convict Harvey Weinstein on two counts of rape and sexual assault.

This surprise was based on our more than a decade of research on the attrition of sexual assault cases from the criminal justice system.

We know that most victims of sexual assault never report their attack to the police. For those that do report, the probability of arrest and prosecution of their assailant is small.

In fact, the overwhelming majority of cases reported to the police do not end in conviction, as evidenced by our recent research on sexual assaults reported to the police in six jurisdictions across the United States.

We found that many cases drop out at the investigation stage, with only 18.8% of rapes reported to the police resulting in an arrest. Slightly more than a third of the arrests of adults ended in a conviction. That’s just 6.5% of investigations.

What we can learn from the Weinstein verdict, and from the #MeToo movement more generally, is that perhaps the time has come to bolster the criminal justice response to sexual assault in ways that give sexual assault victims the procedural justice they deserve.

Melissa Morabito, Associate Professor of Criminology and Justice Studies, University of Massachusetts Lowell and April Pattavina, Professor of Criminology and Justice Studies, University of Massachusetts Lowell

This article is republished from The Conversation under a Creative Commons license. Read the original article.

If conventional wisdom is to be believed, women are notoriously good at getting along. Cultural pundits, from scholarly theorists to political wags, suggest that women are better suited and somehow more prone to connect with others for good. This notion may have a certain surface appeal, particularly to those of us who want to promote healing in a world marred by mortal violence and near-normative violations of human dignity.

However, women who dare to change worlds know that getting along is not enough. Just getting along allows us to be friendly neighbors, cooperative colleagues, best friends, and maybe even intimate partners. But it is not enough to allow us to build authentic, in-depth connections that bring out the best in ourselves and others, and in our society as a whole. In order to do that, we must delve deeper and ask ourselves hard questions—particularly, as we honor the life and work of Dr. Martin Luther King, Jr., around the issue of race.

After the 2016 election, analyses and demographic parsing revealed entrenched racialized divides among women. Race emerged as an undeniable constant: as a signifier that gives meaning to our lives, shaping our beliefs about who we are, who we can be, and how we should be regarded by others. Furthermore, race delineates the parameters of belonging and determines the measure of worth we accord others—how we perceive their credibility and deservingness, and how we enact power in our relationships with them.

Although the notion of race itself may be a biological fiction, it is a political reality, one that has functioned as a pernicious strategy of disconnection, violence, and violation. Whether through collusion, co-option, or coercion, women are deeply implicated in sustaining the norms and systems of racial disconnection.

Women of good will (and that, I believe, includes most of us) regularly enact racialized ideologies in real life. Indeed, these ideologies may be in large part cultural legacy, implicit yet potent, unknown even to ourselves. We can begin to know how race shapes our relationships by observing our habits of disconnection. For example, what are the feelings and thoughts we dare not express to someone of a different race—even when that person is dear to our hearts? Certainly not all feelings and thoughts are meant to be shared; some are private and rightfully so. There is, however, a distinction to be made between privacy and secrecy.

Privacy may represent thoughtful restraint, in service of further growth in the relationship. Secrecy, on the other hand, is a habit of disconnection that functions to protect and preserve a preferred image or narrative. Such withholding creates “dead zones” in a relationship. We might observe how and under what circumstances we create these “dead zones.” How big and unnavigable do we believe them to be? How readily do we criticize “them” and what “they” are like when we are in same-race company? What parts of ourselves and of our experience do we withhold in order to preserve and protect the appearance of connection, rather than allowing ourselves to be more fully known and present in a relationship? This is a habit of disconnection that stifles our desire for connection and belies our intentions to engage the richly textured realities that define our shared humanity.

I wrote When Getting Along Is Not Enough as an invitation and a guide for remaking the meaning and function of race in our lives. One of the practices that enables this transformation is what I call “disruptive empathy.” The two words don’t flow easily together, intentionally so, because empathy is not an easy skill. We tend to think of empathy as demonstrations of niceness, kindness, and caring—laudable actions all, but not stand-ins for growth-fostering empathy.

A popular metaphor that more accurately captures the disruptive dynamics of empathy is “walking a mile in another’s shoes.” To walk in another’s shoes implies at minimum the willingness to shed our own. This process is disruptive because it requires a certain level of willful de-stabilization. Specifically, we have to loosen our attachment to the narratives about self and other. We must be willing to be surprised and accepting of parts of ourselves we previously found embarrassing or shameful. In other words, the anchoring value of disruptive empathy is courage, not comfort.

I like to describe disruptive empathy as a dynamic process facilitated by three intentions: awareness, respect, and compassion. Here are just a few of the questions that facilitate the movement through this experience.

Awareness: What am I feeling and thinking? Desiring? Remembering? Is there a cherished narrative or image that I want to shield from scrutiny?

Respect: What is the purpose of this encounter? Am I trying to win? Placate? What might happen if I risk genuine curiosity about this other person?

Compassion: How did this person come to be where she is in this encounter right now? What aspects of our shared humanity is this encounter revealing? Under what conditions do I speak, interpret, and behave similarly?

When Getting Along Is Not Enough is not a mandate for forced harmony. It is an invitation to shed the illusions that allow us to settle for the appearance of harmony, rather than richly textured and authentic connection. It is an invitation to transform the life-limiting imagination of who we can be and how we must engage each other as racialized beings. This book is intended to help us on a shared journey of healing and ask: How might we dare to change worlds? Who, together, might we become? And most important, are we willing?

Maureen Walker, Ph.D., is a senior scholar at the Wellesley Centers for Women and a founding scholar of the International Center for Growth in Connection, formerly the Jean Baker Miller Training Institute. She is the author of When Getting Along is Not Enough: Reconstructing Race in Our Lives and Relationships, a book that offers a roadmap to personal transformation and cultural healing to repair the damage wrought by racism.

A recent study out of University College London confirmed a very strong connection between social media use and depressive symptoms in teenagers. And this connection was much stronger in girls than in boys. (This does not mean that social media causes depression -- it just means that we know that children who use more social media have more depressive symptoms. More research needs to be done to figure out the reason behind this.)

The researchers looked at four explanations for why this might be. Poor sleep, online harassment, poor self-esteem, and poor body image all played a role.

My mind’s eye went immediately to my three wonderful, intelligent, strong and independent daughters, and to the social media apps that are such an integral part of their lives. My 15-year-old texts and video-chats with her friends through Snapchat, FaceTime and Whatsapp. My 13-year-old creates lip-syncing videos to share with her buddies via TikTok. And my 9-year-old immerses herself in a virtual zoological Animal Jam world of colorful biomes and customizable animals.

These apps provide positive experiences, such as socializing with friends, expressing emotions through creative cinematography, and learning facts about wildlife and its habitats. My little one often claims, “I’m so much better at typing now that I am using Animal Jam all the time!” Indeed, there is something to be said for the technical savvy that children are picking up as they navigate their way through social media landscapes that often baffle the older generation. If electronic communication is the way of the future, then it can be helpful to hone their digital skills at early ages.

In fact, there are a myriad of benefits to social media. The American Academy of Pediatrics lists a few: offering of opportunities for community engagement, such as political or charitable events; fostering of ideas through blogs, videos, podcasts and games; opening of doors to connect with people of diverse backgrounds in a much smaller and more interconnected global world; enhancing of learning opportunities as students gather together in group chats to work on homework or projects; and greater access to health information about topics that teens might otherwise not feel comfortable discussing with adults (such as mental or sexual health issues).

So there are pros and cons. This leaves us with so many questions. How do we parents find the balance? That sweet spot where they reap the benefits but are protected from the pitfalls? How much do we need to worry about impending depression or anxiety creeping up on them? How much time is too much time on social media? What can I do to mitigate these scary-sounding effects the devices might be having on my children?

I don’t have all the answers, but I do have some thoughts on how parents can help teens use social media thoughtfully and appropriately:

• Create screen-free zones, such as bedrooms and kitchen tables. And screen-free times such as mealtime and before bedtime. This will help reduce the amount of time kids are on their devices and allow for better quality and quantity sleep. (The devices might need to be given a “curfew” to enforce this tactic. A charging station in the kitchen or other central room can also be a good spot to park the devices for the night.)
• Open the lines of communication with your kids. Talk to them about their social media experiences. Educate them about the advantages and disadvantages. Have ongoing conversations about anything they want to talk about, and reassure them that you are the trusted adult they can turn to if/when they become mired in teenage angst.
• Keep in mind that it is not only quantity, but quality, that is important. Keep abreast of the apps your children are using, and encourage them to use social media in positive ways.
• Avoid banning, blocking or restricting your kids’ access to social media sites. This generally doesn’t work and may backfire if the forbidden fruit becomes so tempting that they simply use it behind your back.
• Be a good example to your kids. Use your own devices less! Engage with your children, and on your own, in non-screen activities. Enjoy the outdoors, read a book, play a game, do some fun activities as a family. Wax nostalgic for the days of yore when smartphones didn’t exist but people still knew how to enjoy!

My three girls are living in the wild west of cyberspace, with a frontier that is open to exploration. I hope that I can help guide them to that sweet spot of not-too-much and not-too-little, so that they enjoy the positive without enduring the negative along the way.

Elana Pearl Ben-Joseph, MD, is a visiting scholar with the Youth, Media & Wellbeing Research Lab at the Wellesley Centers for Women. She is also a pediatrician and medical editor at Nemours Children’s Health System's KidsHealth.org.

A recent family conversation reminded me of my (long-ago!) elementary school experience of learning who my teacher would be in the coming school year. I remember the sense of anticipation – who will be my teacher?.

Now, decades later, I am a college professor, and with each new semester, I begin working with new groups of students. I have related anticipation (not as intense, for sure, but related) as I wonder about each new group of students. Will they be excited to learn? As we meet each week for class, will they arrive prepared and ready to discuss the topics of the day?

Who we learn from or teach with is important because we all learn through and in relationship. And I propose this is true not only in school (at any level), but also in the workplace, communities, and other settings. Relational Cultural Theory (RCT) helps us understand this more deeply.

Relational Cultural Theory

Many readers of this blog are familiar with Relational Cultural Theory (RCT), developed by Jean Baker Miller and her colleagues in the Wellesley area and later the Stone Center at Wellesley College, now part of the Wellesley Centers for Women. For those new to the theory, RCT is a human development theory based on the idea that we grow in and through relationships. This challenges many predominant developmental theories which suggest that adults are at higher developmental stages when they are independent or don’t feel they need others. RCT is clear, we are at our best when we engage in growth-fostering relationships.

RCT and Education

While RCT was initially developed and used primarily in clinical settings (e.g. psychotherapy and social work), scholar-practitioners have also applied RCT in other domains including organizations, social justice, and education. For example, RCT is foundational in the WCW program Open Circle, which provides social and emotional learning curriculum and professional development for elementary schools.

RCT and a broader relational approach can also help us become better and more resilient teachers (whether we are in formal educational roles or teach as leaders and supervisors). RCT helps us understand how relationships and even single interactions can be powerful conduits for teaching and learning. Additionally, an RCT lens helps us explore power, cultural context, boundaries, and mutuality in teaching.

Connection and Critical Feedback

For example, the concept of mattering helps us understand the teaching and learning relationship and gives us an important tool for assessment. An essential element of assessment (whether one is a teacher assessing student work or a supervisor conducting staff evaluations) – is being able to deliver critical feedback.

The concept of mattering helps us remain positive and focused on the other person’s growth and development as we prepare and provide critical feedback. Offering critical feedback can be frustrating (for example, when we believe we explained an assignment clearly and imagine the student wasn’t listening) and stressful (e.g. when the receiver is resistant or defensive). By reminding myself that students and their learning matter deeply to me before I engage, I’ve been able to get myself in a good space for providing sometimes-difficult feedback on papers or in person. I believe that at least some of the time, someone receiving critical feedback will be more open if they sense that the teacher or supervisor is coming from a place of respect, care, and hope for improvement. In part, this is about the energy and affect we bring to the interaction. Additionally, a sense of mattering helps us frame the feedback with a sense of hope and belief in the recipient’s ability to learn and grow. So mattering helps us position ourselves for the interaction and frame the message.

Mattering is just one example of how a relational approach to teaching, supervision, and leadership can fuel teaching and learning in a variety of settings. The following questions help us continue to explore:

How have important relationships shaped your learning? How can a relational approach help us:

• navigate generational differences in the classroom and workplace?
• balance availability, authenticity, and boundaries in the age of social media and 24/7 access?
• be more resilient through the lows and highs of teaching and leading?

Harriet L. Schwartz, Ph.D., is the author of Connected Teaching: Relationship, Power, and Mattering in Higher Education and Lead Scholar for Education as Relational Practice with the Jean Baker Miller Training Institute, a legacy project of the Wellesley Centers for Women. She is also a professor of psychology and counseling at Carlow University.

Recently I returned from Liberia, which USA Today just rated as the poorest nation in the world. It was a bittersweet trip, because Liberia is a land I love, and it wasn’t always at the bottom of this list. And yet, over the ten years I have been connected to Liberia—through work to advance women and higher education, as well as through marriage and family—and particularly over the last year, I have witnessed changes in people’s fortunes, for better and for worse.

Liberia is a small country of about 5 million people—not much bigger population-wise than Greater Boston, where I live now, and not much bigger land-wise than where I came from, namely, the state of Georgia. It is the kind of country where “almost everybody knows each other” and a person—from villager to government minister—is never more than a few degrees of separation from anyone else. It is the kind of country, then, that could easily serve as a laboratory for effective social change and a test model for various human wellbeing schemes.

Many such schemes were launched, with mixed success, during the historic two-term administration of Liberia’s first woman and first post-war head of state, President Ellen Johnson Sirleaf. President Sirleaf brought women to center stage, and brought the world’s spotlight to the possibilities for gender development in Liberia. It was a thrilling ride to watch people, nations, and organizations from around the globe invest in Liberia and President Sirleaf’s great experiment. There are still some residuals from that effort today, although some of the initial gains have also been eroded.

Last year, after closely watched yet ultimately peaceful elections towards the end of 2017, Liberia welcomed a new government. H.E. George Manneh Weah, a former soccer star who was the 1995 FIFA World Player of the Year and who previously held a senatorial position in the Liberian legislature, is now President of Liberia, representing a different party than his predecessor. Notably, he has made youth a priority of his administration—a shrewd choice given that youth were among his most enthusiastic supporters and youth now comprise about 65 percent of Liberia’s overall population. For context, the African continent as a whole is expected to have around 1 billion youth by 2050.

Youth are a source of creativity and innovation in every society, but also a population in need of investment and guidance all over the world. Could Liberia become a laboratory for forward-thinking youth programs under President Weah, just as it was a laboratory for innovative approaches to gender issues under President Sirleaf? This question was on my mind as I toured the country, meeting with government officials, new university leadership, representatives of various NGOs and community-based organizations, as well as many youth themselves.

Some prognosticators see danger in Africa’s youth bulge, focusing on a supposed causal chain that links youth unemployment to youth unrest, and, ultimately, youth radicalization. In the gender arena, these same prognosticators tend to raise the alarm about adolescent sexuality and parenthood, particularly as they pose risks to girls’ educational outcomes and correlate with sexual violence and exploitation of girls and young women. These are all very real issues, but they are only one lens through which to view the realities and futures of African youth.

Another view—one that I would like to align with the research and action of the Wellesley Centers for Women—is one that sees (and contributes to) hope, promise, and enthusiasm in and with regard to African youth and their prospects. An approach that asks African youth for their own perspectives and aspirations, one that embraces African youth and their insights and talents, and one that takes the historical, political, economic, structural, and systemic context of African youths’ lives into consideration—and, at times, challenges those—is the one I would like not only to endorse, but to operationalize. It is an approach that sees the wealth in people, not just one that sees the poverty created by their circumstances. It is also an approach that cultivates African youth leadership.

One of the most touching moments of my entire trip was when I met with the Minister of Youth and Sports, the Hon. Zeogar Wilson, along with a number of his deputies and the Honorary Consul General for Liberia, Hon. Cynthia Blandford, with whom I was traveling. During the meeting, I handed Minister Wilson a folder of information about the Wellesley Centers for Women. Inside the folder was a large bumper sticker emblazoned with WCW’s famous motto, “A World That Is Good for Women Is Good for Everyone.”™ As soon as our meeting was over, Minister Wilson said, “I’m putting this on my car immediately,” and we all walked together to his official vehicle, where he affixed the sticker for all to see.

Even though our meeting had focused on youth issues, the conversation had resonated with themes of equality and empowerment—for boys, for girls, for women, for all. Minister Wilson “recognized the connections,” as intersectionality theorists are perpetually encouraging us to do. His whole team was clear that youth issues encompass gender issues, and approaches to youth empowerment are enhanced by maintaining a gender lens. I left feeling good that the past had informed the future for Liberia’s youth.

People often ask me, as I scout the world for international partnership opportunities for WCW, why I pick particular countries over others. Isn’t China more important, they ask? Isn’t Europe easier? Why not just stick close to home, when there’s so much going on in the States? But my answer is always this: We go where the need is greatest and where the opportunities for practical, felt impact are most immediate. We look for the places that have been overlooked, and the places where the opportunity to widen the circle is greatest. We also go to the places where we have the greatest potential to be transformed by what we learn.

As an established, highly-successful, economically secure women- and gender-focused research institute in the global North, WCW must use the tools at our disposal to tip the scales in the direction of global equality—not only gender equality, but also equality with regard to the power of data to shape the fortunes of populations and nations. This is the kind of partnership we are wedded to, and the kind of partnership that comes from seeing the wealth in people where others only see poverty.

Layli Maparyan is the Katherine Stone Kaufmann ’67 Executive Director of the Wellesley Centers for Women and professor of Africana Studies at Wellesley College. An expert on Womanism, her scholar-activist work interweaves threads from the social sciences and the critical disciplines, incorporating basic and applied platforms around a common theme of integrating identities and communities in peaceable, ecologically sound, and self-actualizing ways.

Photo 1: Liberia's young women are in the forefront of change. L to R: Tina Wollie, Hon. Cynthia Blandford, Dr. Layli Maparyan, Mama Tormah of Traditional Women United for Peace. Photo credit: Tina Wollie.

Photo 2: Liberia's Minister of Youth & Sports, Hon. Zeogar Wilson, affixes a WCW bumper sticker to his official vehicle. Photo credit: Author.

This week, Canada launched the Equality Fund, the world’s largest global fund for women’s and trans* equality movements. Its tagline, “Funding Feminist Futures,” clearly conveys the fund’s purpose. Having already mobilized $100 million worth of initial investments to accompany a $300 million multi-year funding award from the Government of Canada, the consortium-led fund is slated to mobilize at least $1 billion over 15 years. Members of this consortium include the MATCH International Women’s Fund, the African Women’s Development Fund (AWDF), Calvert Impact Capital, the Canadian Women’s Foundation, Community Foundations of Canada (CFC), Philanthropy Advancing Women’s Human Rights (PAWHR), Toronto Foundation, Royal Bank of Canada (RBC), Yaletown Partners, World University Service of Canada (WUSC), and Oxfam Canada. This diverse collaboration reflects a holistic and strategic multi-sectoral approach to ending gender inequality sustainably around the globe.

Leading feminist funders are expressing enthusiasm and characterizing the Equality Fund and as a monumental move forward. As Musimbi Kanyoro, outgoing CEO of the Global Fund for Women, stated, “We all celebrate the Equality Fund and the leadership of MATCH International, with solidarity support from all women’s funds. This is a game-changer.” The Global Fund for Women has seen firsthand the critical role that feminist funds play in ensuring the survival and growth of grassroots women’s funds and movements. Noting this history, Kanyoro reflected, “It should have come sooner, but we are on a new trajectory of recognition for women’s funds.” Incoming CEO Latanya Mapp Frett opined, “The Equality Fund recognizes that women know best how to solve problems for themselves and for their communities, and putting resources in the hands of women funding women will ensure that violations of women’s human rights will soon be part of our past.”

Abigail Burgesson, Special Programmes Officer at the African Women’s Development Fund, who just completed her term of service as a member of the Wellesley Centers for Women’s Council of Advisors, played a key role in the evolution of the Equality Fund by helping to bring the African Women’s Development Fund (AWDF) aboard, and echoed Kanyoro’s and Frett’s assessments: “The Equality Fund is a real game-changer because it is designed and managed by feminists who have advocated for this for a long time.” Recounting her time spent working on the initiative, Abigail related, “I saw the resilience and strength of the feminist spirit at work, which crafted the entire architecture of this novel and unprecedented fund.” She further went on to say, “It was women who created this historic moment in our lives.”

We at the Wellesley Centers for Women applaud this innovative initiative and look forward to advancing gender equality, social justice, and human wellbeing in concert with like-minded organizations and individuals all over the world. We each have a role to play, and it takes all of us!

Layli Maparyan, Ph.D., is the Katherine Stone Kaufmann ’67 Executive Director of the Wellesley Centers for Women and a member of the Board of Directors of the Global Fund for Women.

The long march towards progress is often one that extends across generations. The U.S. woman suffrage movement, which resulted in women’s right to vote with the 19th Amendment in 1920 – took 75 years to produce the desired result. That’s three generations of women, each playing a specific role in getting that policy objective to the finish line. Along the way, there were movements and side movements and countermovements, all of which shaped the ultimate contours of that social justice victory. We’ve now gone 99 years past the ratification of the 19th Amendment – that’s almost four generations – and women’s equality is still far from realized. Thus, on this Women’s Equality Day, it seems most fitting to me, as we stare into the century mark of this milestone, that we make a full-court press to fast-track some gender equality moves that would signal a bona fide century’s worth of progress.

Here are my suggestions:

First, we should revisit the Equal Rights Amendment. Its simple yet powerful text, originally crafted in 1923 right after women got the right to vote and revised in 1943, reads:

• Section 1. Equality of rights under the law shall not be denied or abridged by the United States or by any State on account of sex.
• Section 2. The Congress shall have the power to enforce, by appropriate legislation, the provisions of this article.
• Section 3. This amendment shall take effect two years after the date of ratification.

In the late 1970s, the Equal Rights Amendment passed both houses of Congress and was signed by President Carter, but failed narrowly during the state-by-state ratification process. That was 40 years ago. In 2019, the Equal Rights Amendment has regained attention, as theoretically only one more state needs to ratify the amendment to reach the majority needed. Do we have the political will to pass the Equal Rights Amendment now? Women’s equality was not a partisan issue then, nor is it one now; women in both parties desire equality and benefit from equality. Passing this constitutional amendment at long last would signal to America’s women and the world that women – and, in fact, people of all genders – are now truly included in “liberty and justice for all.”

Second, we should join the community of nations that has ratified the Convention to Eliminate All Forms of Discrimination Against Women (known as CEDAW). This international instrument, which has already been ratified by every country in the world except for Iran, Sudan, Somalia, Pulau, Tonga, and the United States, is basically like a global Equal Rights Amendment. It addresses women’s human rights and commits nations to legally enshrining them. While the U.S. has made various arguments about why it has not ratified CEDAW, a more powerful statement for gender equality would be to just ratify it!

Other actions that would signal that we are truly in the 21st century when it comes to women’s equality would be stronger laws, policies, and legal procedures that address sexual violence in all its forms for all women (with a nod to the recent groundswell known as the #MeToo Movement), and laws, policies, and legal procedures that enshrine gender spectrum equality (because gender in the 21st century doesn’t mean what it meant 99 years ago).

Lest we think these legal moves towards equality are ends in themselves, we can also consider the fact that social scientists have found links between legal equality at the national level and human wellbeing. For example, a recent multi-national study published in the Journal of Youth and Adolescence showed that greater gender equality at the national level correlates with greater life satisfaction among both female and male adolescents, even with other potentially-influential factors controlled. Thus, there is something to the notion that gender equality, social justice, and human wellbeing are all interrelated and interdependent.

As we look back at and celebrate the generations of women who fought for the right to vote, let us remember that progress doesn’t end there. Each generation must pick up the baton and push forward for increased recognition of gender equality in the law and in our everyday lives. Let’s hope that this time next year when we are celebrating the 100th anniversary of the 19th Amendment, we will also be celebrating the ERA, CEDAW, and, all in all, a bona fide century’s worth of progress on gender equality!

Layli Maparyan, Ph.D., is the Katherine Stone Kaufmann ’67 Executive Director of the Wellesley Centers for Women.

Video games are on my mind these days. Especially violent ones, like Call of Duty or Grand Theft Auto. But special recognition goes to Fortnite, since as a mother and pediatrician, my interests lie in what is most popular among the children.

What is Fortnite? It’s an online multiplayer shooter game, in which 100 players are dropped onto an island where they are expected to attack other players while defending themselves. Eventually one player remains and is declared the winner.

What has brought Fortnite to my attention? First, I learned about the recent inaugural Fortnite World Cup in which over 40 million players participated, from more than 200 countries. It took place at a real stadium with an audience of almost 24,000 live viewers, and more than 2 million people watching from their electronic devices. If those numbers alone weren’t mind-boggling enough, the tournament offered a $30 million prize pool. Teenagers became millionaires overnight.

Next, I was recently privy to several online discussions among large groups of parents discussing the Fortnite phenomenon and how to rein it in. The minority of parents knew nothing of the game. There were a few parents who focused on the positive aspects of online games, such as opportunity for learning skills like conflict negotiation or hand-eye coordination, and the provision of a space to forge online communities and peer relationships. In fact, the concept of “social acceptance” was a recurring theme amongst the game’s advocates. A very small group of enthusiastic gamer parents even played together with their children and praised the game for teaching building know-how and springboarding discussions about budgeting and finances.

But the overwhelming majority of parents responded with a resounding “DON’T GO THERE!” Their concerns were varied. Some worried about the addictive component and excessive screen time exposure. Others feared online predators. But mostly it was the violent nature that gave them angst. While observing their children play, they noted emotional agitation, aggressive language, and trash talk. And this made them cringe. They collectively questioned the effect of exposure to virtual violence on their children’s overall mental health and wellbeing.

This was not only a topic for parenting forums, but for the media in general, following the devastating mass shootings that took place last month in Texas and Ohio. An alleged connection between video game and real world violence was cited yet again by lawmakers wanting to point a finger at factors that might be contributing to the preponderance of mass shootings in the U.S.

The blaming of video game culture led to a widespread media response noting that researchers thus far have not proven an absolute cause and effect link between video game violence and mass atrocities. Experts have pointed out that billions of people play video games in countries all over the world, yet do not suffer from the same gun violence as Americans have to contend with on a daily basis. In fact, countries such as Japan and South Korea have a much more intense gaming industry, but extremely low rates of violent crime and mass casualty events. One thing does seem clear, though- easy access to firearms, weak gun laws, and the sheer number of civilian-owned guns is unique to the U.S. and most likely a major contributing factor in the gun violence we see today.

Finally, in my capacity as visiting scholar in the Youth, Media & Wellbeing Research Lab at the Wellesley Center for Women, I am working with researchers to study the impact of social media on children and adolescents. This includes interactive games such as Fortnite. A recent study from this lab conducted by Dr. Linda Charmarmaran found that Fortnite gamers reported getting less sleep than non-players, a deprivation that can potentially compromise school performance.

So what are parents to do about their child’s Fortnite obsession? Here are some tips gleaned from experts in the fields of psychology and pediatrics:

• Watch and play with your child to determine whether the game is appropriate for your child at this stage in their life.
• Set limits about when and how much your child can play, so as not to interfere with more important activities, such as homework, sleep, physical activity, and real-life interactions with friends and family.
• Talk about the feelings the game triggers in your child, and explain your values regarding violent behavior and conflict resolution.

My daughters don’t play Fortnite. But they have a very active online presence, and these tips will be on my mind as new apps and games dominate their world.

Elana Pearl Ben-Joseph, MD, is a visiting scholar with the Youth, Media & Wellbeing Research Lab at the Wellesley Centers for Women. She is also a pediatrician and medical editor at Nemours Children’s Health System's KidsHealth.org.

Social Justice Dialogue: Eradicating Poverty

More than the Gender Wage Gap…On Many Fronts the Economic News is Not Good for Women

In spite of attention-grabbing headlines like, “The Richer Sex: How the Majority of Female Breadwinners is Transforming Sex, Love, and the Family" (Liza Mundy, 2012), on many fronts the economic news is not good for women: and indeed for the poorest, the news is getting worst.

It is not good news when we examine:

• The gender wage gap that continues at all educational levels. In 2012, the median annual earnings for womenworking full-time were 76.5 % of men’s earnings and had barely changed since 2001. This is evident in the gap between the median earnings for women and men with Associate’s degrees ($42,300 and $55, 600, respectively), and continues through earnings for those with Ph. D. degrees.


• Racial/ethnic disparities among women. The gender wage gap is smaller between African-American and Hispanic men and women (89%), but it is much larger when compared to white men (64% and 53%, respectively). Although the median earnings of Black, Hispanic, and White women with less than a high school diploma are almost equal (around $380), the median weekly earnings of White women with Associate degrees is $678, compared to $595 for Black women and $611 for Hispanic women.


• The incidence of family poverty, particularly among households headed by women of color. In 2012, 18.4% of all families with children under the age of 18 lived in poverty. However, almost 49% of Hispanic, 47% of Black, and 38% of White single-mother households with dependent children lived in poverty.


• The inadequacy of full-time, year-round minimum wage earnings to support a family. In 2009, single mothers earning the hourly minimum wage of $7.25 earned just over $15,000--well below the poverty level of $17,285 for a family of three. These earnings are far below the median U.S. family income (almost $50,000) and the median earnings of dual earning households (over $78,000).


• The erosion of public benefits for the poorest families. The greatest income gap emerges in the discrepancy between the amount of income received by families with federal cash benefits known as TANF (Temporary Aid to Needy Families) and the federal poverty level. In 2012, not a single state’s TANF benefits for a family of three brought the family up to 50% of the poverty level, i.e., $8,641 per year. For example, the Massachusetts TANF benefit for a mother with two children under the age of 18 was $7,400 a year. Even when the value of food benefits (Supplemental Nutrition Assistance Program) is added to TANF, only one state (Alaska) brings its families up to 80% of poverty level.


• The erosion of opportunities for economic advancement through education for low-income mothers. The ‘welfare reform’ policy of the mid-1990’s diminished access to education for TANF recipients. Prior to TANF, forty-eight states had counted participation in postsecondary education for periods ranging from 24 to 72 months; post-1996, women have had difficulty participating in even 12-months of vocational training. Instead, welfare-to-work programs have shunted women back into the same low-paid jobs without benefits they had previously.

The earnings and wealth gap is not a recent phenomenon; it has been growing steadily for three decades. However, only recently has it become a topic of general interest, particularly as the gap between the very rich and the very poor accelerated during a time of deep economic recession. This inequality gap has seeped into the national consciousness as it became a rallying cry for the “99 percent” movement, and trickled into the 2012 presidential debates.

Clearly, at the Wellesley Centers for Women an account of economic inequality is incomplete without the concerns outlined here: the inequalities among women, including the deep poverty of vulnerable families headed by women. In addition, we must address the often overlooked and alarming educational divide that exacerbates these economic concerns by eroding the possibility of social mobility through education, particularly for the poorest women. While access to college has become a mantra of the current administration, we must become more aware of and concerned with the educational divide as it affect low-income mothers – both in and out of the workforce.

Erika Kates, Ph.D. is a Research Scientist at the Wellesley Centers for Women at Wellesley College, working in two major research areas: Gender and Justice with a focus on women, and low-income women’s access to education.

Sources:
Center on Budget and Policy Priorities. March 2013. The Value of TANF Cash Benefits Continued to Erode in 2012. Washington D.C.: CBPP.
U.S. Census Bureau. Current Population Survey. 2012.
U.S. Census Bureau Statistical Abstract of the U.S. 2012 (based on 2009 data) Tables 692, 703.
American Association of University Women. Fall 2013. The Simple Truth About the Gender Pay Gap. Washington D.C. AAUW.

The controversy surrounding lack of women on Twitter’s board of directors as it is going public with an IPO, has rekindled interest in diversity on corporate boards. In research conducted at the Wellesley Centers for Women, my colleagues Vicki Kramer, Alison Konrad and I showed that having a critical mass of three or more women improves board governance. Catalyst (2007) and McKinsey (2012) subsequently reported that companies with diverse executive boards enjoyed significantly higher earnings and returns on equity. When there is a business case to be made for greater diversity on boards, the usual excuse is that there are too few qualified women, buttressed by the small number of female CEOs. But let’s look at the facts: not all male board members are CEOs. A board needs diversity in professional expertise as well as gender, race, and nationality. People making excuses for high tech companies’ lack of female board members point to the small numbers of women majoring in computer science. Again, not all male board members of high tech companies have technology backgrounds. In fact, most members of Twitter’s board members have undergraduate degrees from liberal arts colleges: one has a degree in English; another in Asian Studies. Couldn’t female experts in entrepreneurial management, intellectual property law, investment management contribute, for example, contribute positively within such a governance structure? It was smart of Twitter to include diversity of educational and work experiences on its board. Twitter (and all corporations) needs to stop making excuses and go for greater diversity, by including female, minority, and international members on its board.

Sumru Erkut, Ph.D. is an associate director and senior research scientist at the Wellesley Centers for Women at Wellesley College where she studies women's leadership and co-led the Critical Mass on Corporate Boards study.

Social Justice Dialogue: Eradicating Poverty

When people have limited choices, have no secure directions to follow, and are held back by insurmountable barriers, they are bound to remain in a situation of stagnancy, including poverty. Poverty is experienced physically and spiritually. It is too often the plight of the rural African girl—generations of whom have lived with little food, no clean water in poor housing, the target of domestic violence and rape, forced into early marriage for the bride price, with little (if any) schooling, no sex education, and no basic supplies for daily care and health. Their dreams are limited by not knowing their potential--they have very few resources, mentors nor models to help them.

A typical day of a rural girl who does attend school starts with fetching water and going to the garden to work before walking miles to school. Most children will go hungry at school; there may be no chairs or even books. They walk home in the evening, after gathering wood and picking greens that they will cook over a fire for the family dinner. There is no light to study by, no beds on which to sleep. Older girls cannot afford sanitary supplies and they use rags and leaves instead, often skipping school when they menstruate. In rural Uganda, secondary and higher education for girls is impossible without outside assistance. There are numerous financial demands for families—food, soap, kerosene, clothing, and medication—education is not considered essential. Because of this, many adolescent girls are often married off as their parents cannot afford educating them beyond the free primary education in public schools. There is much illiteracy throughout the communities and the cycle of poverty continues generation after generation.

I was fortunate, however, that my parents were not desperate for the bride price when I was a growing up. I could have been sold for a cow or a goat. Instead, at age 14, when I was feeling hopeless and working as a barmaid, a wonderful family in Kentucky (who knew one of my cousins from when they had done missionary work years earlier) enabled my return to school by paying my school fees for five years. I went on to earn my college degree before working with organizations that were striving to improve the lives of poor families in Africa.

I then turned my attention to Africa’s rural girl. I founded the Pearl Community Empowerment Foundation because I wanted to directly involve, empower, and benefit rural communities in Eastern Uganda through education, mentorship, trainings, and advocacy. I wanted to develop partnerships for social, cultural, and economic development. I knew that secondary, tertiary, and vocational education could break the unending cycle of poverty. Girls who are educated can become role models for their siblings and communities. They can learn new ways of growing crops. They can understand how to keep their families healthy. They may develop new skills to bring income to their families.

Working with individuals and partners from around the world, the Foundation helps rural girls in Africa and others in their communities, to break out of poverty. We are supporting girls’ education by connecting them with sponsors and mentors from across the globe. We facilitate a letter exchange program between students from the rural schools and students from other corners of the world. We teach the parents, grandparents, and communities about the importance of education. We train parents in crop production, micro-financing, and making hand crafts. We also encourage our partners and volunteers from across the globe to not just support our work but to visit. Two years since our founding, we have hosted in rural Ugandan communities 16 volunteers from the United States, Australia, and Europe—last week, five visited from England. The visits are meaningful and wonderful learning experiences for everyone.

More girls need such support. We have been able to send 67 girls to secondary school—these are 67 less girls who have been married off at young ages. More than 1,600 have expressed interest in our program. While there is still so much to do, we know that in collaboration with the international community, our grassroots communities can help break cycles of poverty and create cycles of opportunity through education. I believe everybody has the potential to live a better life. Given the opportunity, education and motivation, anyone can become someone inspiring. Nobody is a nobody, everybody is somebody.

Beatrice Achieng Nas, BSC, a Community Solutions Program Fellow through the International Research & Exchanges Board, is a visiting scholar at the Wellesley Centers for Women for the fall 2013 semester. She worked previously with Build Africa Uganda before founding the Pearl Community Empowerment Foundation.

I was asked to write this post about The International Day for Tolerance and I must admit that I had never even heard of it.

But as I considered "tolerance," I thought of its role in my life. Being a middle aged queer mom, I came of age in the 70s and 80s not expecting tolerance from anyone--expecting to hide my sexual orientation in all but the private parts of my life and to navigate the world carefully in that way.

When I had come out to my mother at 17, she said, “You don’t have to tell anyone… and never tell your father.” I would say at that point that level of tolerance was the "gold standard" of what I was hoping for in my life journey

So when my second fourth-grade daughter came home from school one day all a-flutter, exclaiming, “I’m going to take those movies to school tomorrow!”--referring to It’s Elementary: Talking About Gay Issues in School and Both My Moms Names are Judy--I cautioned her. I said, “I don’t think that’s a good idea. I think that might not be what you want to do. It might not go well.”

She was adamant and then she told me why. A boy in her class had called her and her reading partner lesbians because my daughter had her arm around the younger girl’s shoulder as she was guiding her reading.

“We told him we aren’t but he said it again--in a mean way.”

My daughter was confident that it wouldn’t be necessary for me to call her teacher; she would just bring in the movies. She did. Her teacher did choose to show the 10-minute film and she stopped it along the way for discussion. As the conversation unfolded, the boy said that he had heard that gay people abuse children, so he was sure that they were bad. Others in the class, including my daughter, spoke about family members and people they knew who were gay. As the time unfolded the boy understood that what he had been previously taught did not match the people about whom he was now learning.

All day I wondered how the class had responded to the film. I was worried, but the description of the discussion surpassed my expectations. I called the teacher to thank her. She said that they had been working on stereotypes and biases for several weeks but it wasn’t until kids who were classmates talked about their own experience that opinions and attitudes shifted. This was before standardized testing and she was a brilliant teacher who made time for this important discussion. I know there are many brilliant teachers who could create spaces for tolerance in their classrooms if given some tools and language to guide them.

At the Wellesley Centers for Women over the last 25 years, two tried-and-true programs create space for tolerance in schools: Open Circle for students and school communities and the National SEED Project on Inclusive Curriculum for teachers and community adults.

Though the reality for young LGBT people has changed much in the last 25 years, “tolerance” like I experienced as a teen is viewed as sub-par in today’s world of activists. I would argue, however, that the challenge of creating spaces for tolerance is as great as it has ever been. In educational settings there are so few spaces and places that are devoid of competition and assessment; spaces and places where tolerance can thrive without an overlay of hierarchy and judgment even for a limited time.

I want to give a shout out to all the skilled teachers who are intentional in making space for tolerance. Through this commitment they are cultivating affirmation, respect, connection and cooperation and making room for these to grow in their classrooms and school communities.

Emmy Howe, M.Ed., Co-director of the National SEED Project on Inclusive Curriculum, is an original writer and founder of the Welcoming Schools Project.

Policies, procedures, and protocols for bullying prevention and intervention are now a requirement for most schools across the country. Yet policies that are developed and implemented in isolation are insufficient to address the challenges of bullying behavior. It is also critical to create a school culture and climate of communication, collaboration, and trust where children and adults feel safe and supported to speak up about bullying.

Building a safe environment is a key element to preventing and addressing bullying in schools. New research from ChildTrends found that bullying prevention programs that use a whole-school approach to foster a safe and caring school climate – by training all adults to model and reinforce positive behavior and anti-bullying messages – were generally found to be effective.

The Open Circle Curriculum, an evidence-based social and emotional learning program, focuses on both proactively developing children’s social and emotional skills (like calming down, speaking up, and problem solving) and building a school community where children and adults feel safe, cared for and engaged in learning. We encourage a unique whole-school approach that includes training all adults in the school community – teachers, administrators, counselors, support staff, and families – to learn, model, and reinforce pro-social skills throughout the school day and at home.

Students are always watching. They are watching adults at their best and they are particularly watching adults when they are in conflict. While emphasis and expectations of behavior is often placed on the students, adults in schools should remember to take a step back and look at themselves, their relationships, and the behaviors students see them model. It’s imperative that adult communities in schools reflect the same expectations of behavior that we have for students. Otherwise a climate may develop where students and adults may not feel safe to identify, report, and effectively address bullying behavior.

When a consistent culture and climate is created both on the student and the adult level, bullying prevention efforts will be strengthened along with creating the best possible environment for learning.

Nancy MacKay, B.A., and Nova Biro, M.B.A. are Co-directors of Open Circle, a leading provider of evidence-based curriculum and professional development for social and emotional learning (SEL) in Kindergarten through Grade 5. Open Circle, a program of the Wellesley Centers for Women at Wellesley College, is at the end of its 25th anniversary year.

This time of year, many people are thinking about their New Year’s resolutions. More often than not, these resolutions revolve around things we’d like to change in ourselves or our lives. But what about the things we’d like to change about our world--the things that are bigger than ourselves and our own individual lives? This year, I’m advocating for a different kind of resolution--a resolution to connect ourselves to “the change we’d like to see in the world” through direct action in areas we have the power to influence. I’m convinced that, if enough of us did this, we would turbo-charge not only efforts towards social justice but also human well-being on a vast scale. Are you ready to see where you can plug in??

Those of us who work at social change organizations, like us here at the Wellesley Centers for Women, perhaps have it easiest because our very livelihood depends on doing work that makes a difference in the world. Yet, even those of us who work in this arena need to recommit periodically--to our ideals and principles, to our social change goals, to the targets for change that we have set and to which we hold ourselves accountable. At WCW, we are using a strategic planning process to help us do this, which requires us both organizationally and individually to look at our work--which includes research, theory, and action programs--and its social change impact. Even those of us who have chosen social justice or human wellbeing as our lifework must periodically review, refresh, and reinvigorate.

Just because we don’t all work for social change organizations, however, doesn’t mean there aren’t major ways we can make each a difference. What do you care about? What change would you like to see in the world? As great and necessary as organizations are in the social change equation, they are not the end-all and be-all. Individuals and small groups, even when they are working for change outside formal organizations, can make a monumental difference in outcomes for many through partnering, advocacy, endorsement, and financial support. As Margaret Mead once famously quipped, “Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it is the only thing that ever has.”

Yet, the “power of one” is something to be reckoned with, too. We can look to history for inspiration. I would tell my students, for example, about an African-American “house slave” named Milla Granson who held a “midnight school” in her cabin each night to teach 12 fellow slaves how to read; once they learned, she took in 12 more--and did so for decades, until scores “forged their passes to freedom.” Can we imagine this kind of educational activism today? Just last week, I learned the story of Chiune Sugihara, the Japanese diplomat in Lithuania who, during the Holocaust, without orders, wrote and distributed transit visas, sometimes working in collaboration with his wife for 18 hours per day, even overnight, to produce them. Today, scholars estimated that he saved about 6,000 Jews and that anywhere from 40,000 to 100,000 people are alive today because of the action he took. Both Milla Granson’s and Chiune Sugihara’s actions show us that there’s always something we can do, right from where we happen to be standing. So what are we waiting for?

All of us have some kind of expertise, passion, or resources that we can contribute to increasing social justice and human well-being in the world. It just takes a different kind of resolution. What will you resolve to do in 2014??

Layli Maparyan, Ph.D. is the Executive Director of the Wellesley Centers for Women and Professor of Africana Studies at Wellesley College.

When Nelson Mandela died, many of us reflected on his efforts at reconciliation. We wondered how anyone who had endured nearly three decades of imprisonment and witnessed the denigration of his people could emerge from his cell and talk about reconciliation with his jailors. For example, when did he first think about taking this action? How long had it taken him to come to his decision? And how did he convince others this would be a worthy path to take? Think of the process involved. First we need to acknowledge our painful memories, then we need to take some form of action in recognizing (validating) those memories, and finally we have to engage those who hold responsibility for inflicting the pain.

These thoughts were with me in an immediate and personal way around the time Mandela died, when I took a trip to London and Berlin. In London, where I grew up, a close friend had become involved in events commemorating the 75th anniversary of the Kindertransport. Between 1938 and 1939, more than 10,000 children, mostly Jewish, were provided with visas to enter Britain. Parents made the decision to put their children on a train to England to prevent their extermination by the Nazis. They entrusted their children to strangers to save their lives, and most were never reunited. In 2003, a statue at Liverpool street station had been dedicated to the Kindertransport, depicting five children carrying small suitcases, a teddy bear, and a violin.

A few days after I arrived in London, over 250 people gathered at the statue for the 75th anniversary. I was there because my friend’s mother is one of the few surviving ‘Kinder.’ It was a somber occasion, both a tribute to the courage of those who survived and the generosity of the (mostly non-Jewish) families that took these children into their homes and raised them.

The process of remembrance and recognition has been a long journey for many Kinder. Like other survivors of Nazi persecution many did not speak about their experiences for decades; but as they aged some felt compelled to tell their stories to family members and others. Organizations encourage such acts of remembrance, providing support so they can speak out and educate others. In 2013, this recognition was recently taken to another level when Prince Charles met and talked with surviving Kinder, and a ceremony at the Houses of Parliament commemorated the November 1938 debate that resulted in the Kindertransport.

Berlin was a different experience. Both my parents were born in Germany: my mother in Berlin, my father in Leipzig. As Jews they were lucky to escape to London before war broke out. I knew that except for one brother and his wife, my mother’s family did not survive. Eleven members were killed in Auschwitz, Riga, and Sobibor. Because the Nazis kept detailed records of their persecution and slaughter of Jews and others, I had been able during a previous visit to find the address in Berlin from which my grandmother had been taken (along with the date of transport, her destination, and the date of her murder). I was interested in placing a Stolperstein at this address.

A Stolperstein is a brass plaque, about the size of a small brick that is placed in the sidewalk next to the building from which a person was taken to a concentration camp and killed. It bears the simple facts recorded in the Nazi records: the person’s name, date of transport, destination, and date of murder. Stolper means to stumble, and the stones are raised to make them noticeable. They were the idea of performance artist, Gunter Demnig in 1996, and he is still responsible for making them. His intent was that their presence would remind people constantly as they go about their daily business of a past many of them would rather forget; and specifically, to name the people who perished. There are now about 6ooo in Berlin alone, and volunteers keep the stones clean and shiny. A month before my trip I had contacted a woman, Hannelore, who assists with these installations in the Schoeneberg neighborhood where my grandmother Marie Driesen had lived, and informed her I wanted to arrange for a Stolperstein for my grandmother.

A week before my trip she informed me a Stolperstein for Marie Driesen was already in place, and that its installation had been arranged by a current owner of an apartment at the Schoeneberg address. Two weeks later my husband and I were warmly greeted by Hannelore and the owner, Baerbel. We looked at the Stolperstein in the sidewalk, and then sat at a table in Baerbel’s apartment and talked. We learned that around 1938, 37-39 Belziger Strasse had been designated as a Jewish building. This meant that all Jewish residents in the building were forced to take in other Jews as lodgers, and Jews from other buildings were forced to move into the apartments; measures that made it easier for them to be rounded up later. Baerbel, a retired geologist, had worked tirelessly to obtain documents on the 22 Jewish residents taken from that building, and she had a huge binder with files on each one. But she went further; she asked the 52 current residents to contribute to the cost of installing Stolperstein for them. Not a single person refused, and the installation had been filmed by local television.

Such installations are taking place all over Germany; and as families travel from abroad to gather round the stones they engage in conversation with strangers--neighbors and passersby--to remember, recognize, and, openly acknowledge this history and their loss. And yes, these steps approach reconciliation.

On the few previous occasions I have visited Germany I have felt very uncomfortable. This time I found a new respect for those who had the dedication and personal courage to take on the responsibilities of a previous generation. In the 1950s, the German government made a move towards reconciliation by paying nominal monetary restitution to victims’ families, and more recently has built museums and memorials. But the Stolperstein have grown out of the next generation’s sense of their nation’s shameful history. Its grassroots efforts profoundly affect local residents, entire neighborhoods, cities, and the nation; and they offer people like me a sense of gratitude and hope. I think that is a good definition of reconciliation.

Erika Kates, Ph.D. is a Senior Research Scientist at the Wellesley Centers for Women at Wellesley College.

Social Justice Dialogue: Leadership for Social Change

Too often, discussions about leadership confuse leadership with authority or management, and ignore the unique imperatives public leaders face. This trend is especially troubling in a socio-political context that characterizes “the public” as dependent and inefficient, and redistributes financial and political power from everyday people to a select few corporate actors. But Wellesley College faculty and other scholars on campus are holding a different conversation, reframing leadership as democratic practice and a call to empower social actors from all walks of life. Over the past year, roughly 25 professors and researchers from across the college have come together to forge the Project on Public Leadership and Action, a working group with three distinct principles.

First, we are dedicated to public facing scholarship and teaching. We are committed to dialogue about the civic and democratic practices needed to address public problems and help individuals be agents of social change. This requires thinking about how our research and teaching can reach and impact audiences beyond the campus and our own professional networks. As we teach and write about global citizenship, democratic practice, collective action, and civic engagement, we realize that the true value of the work is realized only when everyday actors take it and make it their own. This means thinking intentionally about constituencies for our work outside of academia, and finding ways to make our work accessible to practitioners.

Second, the PPLA explores ways to do teaching and research that is driven by our values. We focus on the kinds of leadership and collective capacity we need to meet the common challenges our society face in a just way. We insist upon rigor and methodological soundness in our work, but we cannot separate moral and ethical considerations from our research and writing. Many scholars believe that our values suffuse our classrooms, laboratories, articles, and books whether we recognize and foreground them or not. The Project on Public Leadership seeks ways to affirm and support explicitly values-driven work.

Finally, the working group is committed to creating a community where scholars and practitioners cross borders and break down traditional silos of research, teaching, and practice. PPLA gatherings boast professors from the social sciences, humanities, and natural sciences, and we benefit greatly from the wisdom and experiences of colleagues we might never interact with under ordinary circumstances. Further, we recognize that knowledge production is not the exclusive domain of those in the academy. Practitioners working at non-profits, advocacy groups, neighborhood associations, and other organizations have much to teach us, and when we fail to communicate and collaborate, we fail each other.

During our pilot year the PPLA is holding a series of seminars dedicated to each principle, and inviting guests with experience bridging the gap between the academy and the broader public to help us think through working models for Wellesley. For more information on current programming and plans for the future, please visit our webpage and join the conversation at our next event!

Michael P. Jeffries, Knafel Assistant Professor of Social Sciences, (@M_P_Jeffries) and Hahrie Han, Associate Professor of Political Science, (@hahriehan), are spearheading the Project on Public Leadership and Action with colleagues at Wellesley College.

Wellesley College has a legacy for producing storied female leadership. Our alumnae include two Secretaries of State and the most female Fortune 500 CEOs of any American college or university. This legacy was what drew me, along with many other students, to the College. We, too, wanted to be leaders, and the achievements of our high-profile alumnae confirmed that this was the place to be.

At the Madeleine Korbel Albright Institute for Global Affairs this past winter session, however, the other fellows and I began to wonder if our original conception of leadership had been too narrow. The Institute’s focus on developing women’s leadership for the international stage made us think critically about what being a leader means. Perhaps, we realized, being high-profile was not the only way to be high-impact.

We heard from former Wellesley College President Nannerl Keohane, now a Senior Scholar at Princeton University's Woodrow Wilson School, who discussed the 2011 findings of the Princeton Steering Committee on Undergraduate Women’s Leadership. At Princeton, female students have been less likely to seek prominent leadership positions than their male counterparts, in a pattern consistent with co-ed colleges across the country.

As students at a women’s college, we were accustomed to an environment where women hold all of the leadership positions. We knew that women were discouraged, and even prevented, from pursuing prominent leadership roles in the “real world,” but it was jarring to realize that this also took place at college campuses. After all, college is intended to develop, not hinder, your potential.

Yet just because women weren’t holding high-profile leadership positions on campus didn’t mean that they weren’t contributing to campus life. The committee also found that women were more likely to “hold behind-the-scenes positions or seek to make a difference outside of elected office in campus groups.” Women at Princeton, for example, were often engaged in cause-based issues, like spearheading campaigns to institute recycling across campus.

These findings made us consider whether our definition of leadership was so limiting that we were overlooking those who were providing it, just in alternative ways. In defining leadership as something that must inherently be prominent and visible, we had forgotten that leadership is about putting the issue, and not yourself, on the frontlines.

That is not to say that we shouldn’t keep working towards cracking the glass ceiling. Another speaker, Rangita de Silwa de Alwis, Director of the Global Women’s Leadership Initiative, as well as a Senior Scholar at the Wellesley Centers for Women, emphasized the importance of including women’s voices at the table. High-profile positions come with great power and influence, and excluding women from them is both unjust and unwise, as research suggests that closing the gender gap in fields like policymaking results in more inclusive legislation and economic empowerment. While we work towards making top leadership more inclusive, though, we must also recognize that sitting at the head of the table isn’t the only way to get work done, either.

In fact, most of the people driving social change are “ordinary” people, doing extraordinary things. Consider the women that created HarassMap, an SMS reporting system for sexual harassment in Egypt. Their work has directly made a difference in creating a safer world for women. They might not appear on the cover of Forbes, but their leadership has made a difference in the lives of Egyptian women.

Further, perhaps part of the problem in why women are less likely to be found in prominent positions is because we devalue the other forms of leadership that they have been providing in the first place. Organizing a recycling campaign requires the same degree of management and vision as being the president of a club--yet one is seen as more prestigious than the other. This not only limits the opportunities available to qualified women, but also makes them feel as though they’re not qualified in the first place.

One of the traditions at Wellesley is hoop-rolling, where seniors race down a lane, while rolling a hoop. Back in the day, it was said that the woman who finished first would be the first one to get married. That changed with the feminist movement, when the winner was the first one to become a CEO. Now we say that the winner will be the first one to have her dreams come true, whatever they might be. It is time we start applying the same open-mindedness to our view of leadership.

Sarah Mahmood is a senior at Wellesley College and a Communications Assistant at the Wellesley Centers for Women. She has worked as an On-Call Writer at PolicyMic; a Press Intern at the Clinton Foundation; and an Intern for Starting Point with Soledad O'Brien at CNN. Mahmood is pictured above with H. Kim Bottomly, Wellesley College President, and Madeleine Korbel Albright, Secretary of State (1997-2001), during the 2014 Albright Institute in January.

The following blog article was posted onHuffington Post, March 25, 2014 by Alex Sanger, chair of the International Planned Parenthood Council and member of the Wellesley Centers for Women Council of Advisors.

After two weeks of intense negotiations, the 58th session of the Commission on the Status of Women ended early Saturday morning with a strong call to prioritize gender equality and the human rights of women in order to achieve sustainable development.

The Commission was convened at the UN headquarters in New York to address the challenges and achievements of the Millennium Development Goals (MDGs) in improving the lives of women and girls in developing countries. While the MDGs resulted in a reduction of poverty in some respects, the goals furthest from being achieved are those focused on women and girls -- particularly on achieving gender equality and improving maternal health. With the MDGs set to expire in 2015, the Commission's outcome document will help shape priorities for the next global development framework.

The Commission specifically called for a stand-alone goal on gender equality, a move that was applauded by women's rights activists.

A stand-alone goal on gender equality signals that gender equality and women's rights are important in and of themselves, as well as a priority for governmental investment. It recognizes that sustainable and meaningful development must address the root causes of gender inequality, which deny women and girls an education, the right to make decisions about their bodies and childbearing, to decent employment -- and equal pay for equal work -- and to live free of violence.

The Commission also stated that the post-2015 development agenda must include gender-specific targets across other development goals, strategies, and objectives -- especially those related to education, health, economic justice, and the environment. It also called on governments to address the discriminatory social norms and practices that foster gender inequality, including early and forced marriage and other forms of violence against women and girls, and to strengthen accountability mechanisms for women's human rights.

The Agreed Conclusions reaffirmed the Cairo Programme of Action as well as the Beijing Platform of Action, which called for investments in "quality comprehensive sexual and reproductive health care" including emergency contraception, information and education, safe abortion where allowed by law, and prevention and treatment of sexually transmitted infections and HIV. Furthermore, the Conclusions called for the recognition of the human rights of women to "decide freely and responsibly on matters related to their sexuality... free from coercion, discrimination, and violence."

Member States also recognized that progress toward achieving the Millennium Development Goals -- which include eradicating poverty and expanding access to health services such as reproductive health -- has been held back due to persistent "unequal power relations between women and men," particularly discriminatory laws, social norms, and gender stereotypes.

The governments expressed concern that several critical issues related to gender equality were not adequately addressed by the MDGs, including violence against women and girls; harmful practices such as early and forced marriage and female genital mutilation; women's and adolescents' sexual and reproductive health and reproductive rights; women's and girls' disproportionate share of unpaid work, particularly unpaid care work; the gender wage gap; women's equal access to and control of resources including land; women's inheritance rights; and women's full participation in decision-making at all levels.

The Commission called for measures to ensure universal access to primary education, especially for girls and vulnerable youth, as well as measures to strengthen the ability of women to participate in formal and informal labor sectors. The governments also called for efforts to ensure that women's rights and health obtain the prominence they deserve in the next global development framework.

Women's health and rights organizations applauded governments who stood up for the rights of all individuals to live free of violence, discrimination, and barriers to accessing sexual and reproductive health services, particularly for girls. However, advocates expressed disappointment that a small minority of conservative governments spurred on by the Holy See--which holds special observer status at the UN -- held up negotiations by objecting to concepts as fundamental as gender and the human rights of women throughout the two weeks of negotiations.

In particular, advocates noted that, despite a 20-year legacy of UN prohibition of discrimination and violence based on sexual orientation and increasingly on gender identity, government delegates gave in to pressure to exclude recognition of these violations in the final agreed conclusions. 

Alexander Sanger is the author of Beyond Choice: Reproductive Freedom in the 21st Century, published in January 2004 by PublicAffairs. The grandson of Margaret Sanger, who founded the birth control movement over eighty years ago, Mr. Sanger is currently Chair of the International Planned Parenthood Council and has served as a Goodwill Ambassador for the United Nations Population Fund.

A few weeks ago we recognized Middle School Month--dedicated to re-emphasizing the importance of middle school programming and the unique developmental needs of adolescents. The National Institute on Out-of-School Time (NIOST) has worked with many concerned educators and policy makers over the years to ensure that middle school children have quality opportunities.

Eric Schwarz, CEO and founder of Citizen Schools, has been one of the most dynamic partners in his work. Recently, he announced plans to step down from his role as the organization that serves low-income, at-risk middle school students approaches its twentieth anniversary. Back in the mid 1990s, specialized afterschool programs for middle school youth were virtually unknown. But Eric had a vision that paved the way for a not only a new area of programming, but a body of knowledge and research that stressed the importance of giving low-income middle school students the skills and access to learning experiences most middle class students and their families took for granted.

Eric and I met at NIOST in 1994, shortly before he launched Citizen Schools with his partner Ned Rimer. I remember clearly our conversation about the special needs of middle school students, often overlooked by leaders in the field who were mostly focused on elementary-level children. At the time, we looked to the leadership of The Center for Early Adolescence at the University of North Carolina at Chapel Hill, one of the few research organizations that focused on young adolescents. Their guidance on the needs specific to this age group helped to shape the early work of those of us who recognized this gap in the developing field of afterschool. They included*:

• Physical Activity
  Competence and Achievement
  Self-Definition
  Creative Expression
  Positive Social Interactions with Peers and Adults
  Structure and Clear Limits
  Meaningful Participation

In 2014, an industry of programs and services exist that focus on middle school youth during their out-of-school time and expanded learning day. NIOST, now in its thirty-fifth year, has expanded its repertoire of scholarship, research-based tools and training to include middle school- (and high school-) level programs and continues to focus its work on the changing needs and concerns of youth ages, 5-18 years. In part we can thank visionaries like Eric Schwarz for his leadership and advocacy. Eric, best of luck in your future endeavors!

Ellen Gannett, M.Ed. is director of the National Institute on Out-of-School Time at the Wellesley Centers for Women, Wellesley College.

*Planning Programs for Young Adolescents, Center for Early Adolescence, University of North Carolina at Chapel Hill, 1987

More than two weeks have gone by since 276 young women were abducted from a high school in Nigeria,* and there has been relatively little attention to their plight from the international community and news media. These are young women who had returned to the school (which had previously been closed due to regional violence) to study for an important physics exam, the results of which could help them gain entry to a university and later into careers such as medicine and education.

Wellesley College, like many other colleges and universities in this country, has recently opened its doors to visits from prospective students--women from a wide range of backgrounds. As we share their anticipation and hopes, we might also take a moment to consider how in “one fell swoop” a group of terrorists, Boko Haram, violently intercepted the hopes of these young women who are of similar age. The other day, walking on our campus, I saw a group of local high school seniors in formal attire having their pictures taken by our beautiful lake, and I was touched by their pre-graduation excitement and, at the time, overwhelmed as I imagined the despair those young Nigerian women, aged 16-18, must be experiencing in the clutches of a depraved enemy.

Wellesley is one of the Seven Sisters’ Colleges--colleges with a historic commitment to the education and rights of women. If “Sisterhood” means something, then please lend your voices now; let the world know that this is unacceptable. Two years ago Malala Yousafzai was shot in the head and almost killed as a member of the Taliban opened fire on her school bus. Once again, young women risk annihilation in their effort to become educated. We are in a position to assert our voices on behalf of these “sisters.”

What you can do:

• Use social media--hash tag #BringBackOurGirls Instagram posts and tweets in an effort to increase awareness.
• Organize/ Attend Peaceful Community Marches.
• Petition.
• Raise public awareness and show support for these women in a peaceful, law-abiding and effective way.

Margaret Cezair-Thompson, Ph.D. is a Senior Lecturer in the English Department, Wellesley College.

* The actual number of abducted students has been difficult to confirm.

Two Open Circle trainers from the Open Circle Program, Jen Dirga, MSW, and Sallie Dunning, Ed.M., traveled to Uganda in May 2014 to train teachers, youth, and parents from six rural primary schools and communities through the Pearl Community Empowerment Foundation. The goal of the training was to improve the relationships between the students, teachers, and parents, and to improve academic performance.

After the training, the teachers noted in their evaluation forms that this is the first training on social and emotional learning they had ever attended.

Dirga and Dunning reflect on their experiences with Open Circle training in Uganda:

Jen Dirga

Our trainings in Amor Village were amazing. It was hard to imagine ways to transfer the practices and concepts of Open Circle to Eastern Uganda. Yet, the experience highlighted the transformative power of positive relationships. Throughout our trainings there was an openness to mutually learn from each other. This is a community impacted with overcrowded schools (200 students to 1 teacher with very few resources), extreme poverty, and pervasive illness – and they welcomed opportunities to transfer Open Circle concepts and practices to support their children.

Sallie Dunning and I went to Amor Village with a training design based on the goals identified by Beatrice Achieng Nas, BSC, a visiting scholar at the Wellesley Centers for Women (WCW) in the Fall of 2013. Beatrice set the stage for our learning through her community work that effectively supports education and social change within her village.

Our training focused on practices that both promote and support positive relationships. We also highlighted specific interpersonal and life skills.

I think Sallie and I both learned how universally transferable so many of these skills are and the impact that they can have in supporting an entire community.

Sallie Dunning

Living in this small rural community in Eastern Uganda for two weeks was a life-changing experience for me. Riddled with disease (75% of the population is HIV positive), and poverty, the people had an astounding capacity for joy and generosity. (Two families gave me a precious chicken as a sign of gratitude for just being there.) Though isolated from “civilization” (having no electricity, mail, or running water), and used to their own ways, they were surprisingly open to our ideas about cultivating positive relationships, speaking up for girls’ education, and solving problems. Teachers, who have class sizes between 100-200 students with no pencils, paper, books, or materials, enjoyed trying out new teaching practices that might empower their students. Parents became convinced that they were their children’s most important teacher (a new concept for them), and vowed to try to be better models. All of this was possible because of the innovating grass roots work done by Beatrice Achieng Nas, a leader of that village who did work here at WCW last year.

Open Circle is a leading provider of evidence-based curriculum and professional development for social and emotional learning (SEL) in Kindergarten through Grade 5 in the United States.

Since its inception in 1987, Open Circle has reached over two million children and trained more than 13,000 educators. Open Circle is currently used in over 300 schools in more than 100 urban, suburban and rural communities across the United States. Open Circle is a program of the Wellesley Centers for Women at Wellesley College.

Courtney Martin, a friend of the Wellesley Centers for Women, journalist, author of “Do It Anyway: The New Generation of Activists,” and one of the founding directors of the Solutions Journalism Network, is a regular contributor to the New York Times online opinion pages. In her July 24th article, she writes, "...what working mothers really need are systematic ways to find and afford safe, local care options for their kids. While many parents scramble to find care in the summer months, especially for older children out of school, it’s a year-round challenge for families with kids younger than preschool age."

Read Martin's full article,"Child Care and the Overwhelmed Parent">>

September is National School Success month, a time when parents are focused on helping their children begin a positive start to the new school year. At this time I urge you to consider those children who, through no fault of their own, are struggling to succeed academically because of exposure to early adversity and trauma. WCW has begun a research partnership with The Home for Little Wanderers, a child and family services agency in Massachusetts that was founded in 1799 and provides a continuum of care for 4,000 children annually. Children served who are most at risk are those in foster care and/or enrolled in The Home’s residential educational settings. These students have experienced significant trauma and neglect, and have complex psychological and educational needs. Posttraumatic stress (PTSD) symptoms as a result of toxic stress may inhibit their capacity for learning, interfering with the ability to maintain attention, disrupting cognitive processes and memory, increasing hypervigilance and reactivity that present as behavioral problems, and too often leaving students with a feeling of hopelessness for the future. These are students at high risk for dropping out of school, despite their intellectual capabilities.

Together, the Wellesley Centers for Women (WCW) and The Home for Little Wanderers are dedicated to better understanding the barriers that get in the way of academic success for students who have experienced early adversity and what classroom and therapeutic supports are most helpful for bolstering learning. Special education services for these students are provided by licensed teachers, dedicated and knowledgeable staff who have been trained in evidence-based approaches for PTSD treatment. Psychologists and educators are learning more about the elasticity of the brain and about efficacy for certain strength-based mental health supports, such as Cognitive Behavioral Therapy. Yet, there is much research to be done to understand how exactly these early traumatic experiences influence brain development and cognitive processes. In our initial collaborative investigation, presented at the American Psychological Association Annual Convention this past August, WCW and The Home researchers found that students with a greater number of various traumatic experiences also had more severe PTSD symptoms, and in addition, these PTSD symptoms were associated with students’ ratings of impairment in doing their schoolwork. Over time some students showed decreases in PTSD symptoms and its interference with schoolwork. As we move forward in our collaborative research, our aim is to increase knowledge about predictors of these patterns of improvement so that more students have opportunities for success.

Michelle Porche, Ed.D is an associate director at the Wellesley Centers for Women and senior research scientist studying academic achievement for young children and adolescents. In her investigations of achievement, the role of gender and socio-emotional factors, including childhood adversity, play a major part in her work.

Opponents of LGBT equality often try to make LGBT parents seem like a new and untested phenomenon, and therefore something to be avoided. The history of LGBT parents and our children, however, goes back further than one might think.

The Greek poet Sappho, whose island home of Lesbos gave us the term “lesbian,” may have had a daughter named “Cleis.” That would mean that the history of LGBT parents goes back to around 600 BCE.

The existence of her daughter is only attested through a few fragments, though, making it far from certain. It’s also anachronistic to apply modern identity terms to historical figures, even such a lesbian icon as Sappho. The possibility of her existence, however, should encourage us to reflect that the history of parents who fall under a broad LGBT umbrella (not tied to modern conceptions of the terms) likely goes back as far as the history of LGBT people as a whole. They may not have been “out and proud” like many modern LGBT parents, but we can still see them as their forebears.

Sticking with better documented cases, Oscar Wilde was the father of two boys with his wife Constance Lloyd, and apparently a loving one. His son Vyvyan, in his book Son of Oscar Wilde, wrote about Wilde’s relationship with him and his brother, “He was a hero to us both. . . . a real companion to us. . . . He would go down on all fours on the nursery floor, being in turn a lion, a wolf, a horse, caring nothing for his usually immaculate appearance.” Alas, when the boys were eight and nine, their mother took them to Switzerland after Wilde’s trial for “gross indecency” (having same-sex relations) and they never saw him again.

Vita Sackville-West had relationships with several women, including fellow writers Virginia Woolf and Violet Trefusis, and had two children with her husband, Harold George Nicolson (who also had same-sex relationships). Her son Nigel Nicolson later used her account of the affair with Trefusis as the heart of a book about his parents, Portrait of a Marriage. There, he called his mother’s description of the affair “one of the most moving pieces that she ever wrote.” While he acknowledged both parents’ same-sex relationships, he also said their marriage “became stronger and finer as a result.” Their love affairs were mere “ports of call,” but it was “to the harbour that each returned.” Nevertheless, it is easy to see Nicolson as the product of parents who fall under the broad LGBT umbrella, and to place another brushstroke in our picture of LGBT family history.

Looking only at parents who had a more modern sense of their LGBT identities, out LGBT parents go back to the very start of the LGBT civil rights movement. Most still had their children within the context of different-sex marriages, but were more likely than in earlier times to leave those marriages, even though this often meant losing custody of their children. Del Martin, one of the founders in 1955 of Daughters of Bilitis, the first national lesbian rights organization in the U.S., was one such parent. Not surprisingly, her organization held some of the first known discussion groups on lesbian motherhood—way back in 1956. (See Daniel Winunwe Rivers’ Radical Relations, which I reviewed in the Women’s Review of Books earlier this year.)

Even the term “gayby boom”—referring to same-sex couples starting their families together—is already over two decades old, dating to at least March 1990, when Newsweek reported, “a new generation of gay parents has produced the first-ever ‘gayby boom.’” That means that many of the children from that boom are themselves now adults—while many of the first generation of out parents are becoming grandparents.

Think of it this way: the fictional Heather who had two mommies was in preschool in Lesléa Newman’s classic 1989 children’s book. If she were real, she’d now be in her late 20s.

Those who continue to insist that LGBT parents are not good for children have failed to realize that if that were true (even leaving aside the extensive social science research to the contrary), there would be many more maladjusted adults running around. Analyses from UCLA’s Williams Institute have found that currently, between 2.3 and 4 million adults have an LGBT parent. If they suffered harm because of that, someone surely would have noticed the connection by now.

As a lesbian mom, I believe that learning the history of LGBT parents and their children can also help us feel less alone, less like we are the first to face each challenge. Having confidence that others have succeeded before us can translate into confidence in our parenting skills, which in turn can positively impact our children.

Knowing the struggles—and triumphs—of LGBT parents in the past can also give us hope and strength in overcoming the challenges—legal, political, social, and emotional—that we still face.

And seeing how the early organizations for LGBT parents helped shape the overall LGBT rights movement of today (a story told in Rivers’ book and in the 2006 documentary Mom’s Apple Pie: The Heart of the Lesbian Mothers’ Custody Movement) can inspire us to keep contributing to that broader effort, even as we balance the demands of work and family.

LGBT History Month for this year may be drawing to a close, but the work of exploring our history must continue.

Dana Rudolph is the online content manager for the National SEED Project at the Wellesley Centers for Women at Wellesley College. She is also the founder and publisher of Mombian, a GLAAD Media Award-winning blog and associated newspaper column for lesbian moms and other LGBT parents. She has a BA summa cum laude from Wellesley College and an M.Phil in Modern History from Oxford University.

The following article was posted May 4, 2015 on the Medicine and Faith blog of Lisa Fortuna, M.D., and is re-posted with permission by the author. She is pictured a pledge to be a Partner in Peace during the Mother's Day Walk for Peace in Boston, MA.

Because I am a priest and a psychiatrist I spend a lot of time discerning the meaning of things. The past two weeks have been filled with a lot of news stories about discord, violence and hate. A lot of this very bad news has to do with racism, divisions, greed, and power. I only have to bring up Ferguson, Baltimore or ISIS and you know the kinds of stories I am speaking of. These things bring me to two questions: How do we raise up our young people to be healthy in body, mind and spirit in a world that upholds such violence? How does our world contribute to the development of anxiety, depression, and traumatic stress in our young people?

Today one of my parishioners asked me, “What can we do to help our kids make it in this world?”

It is an important and challenging question that I have had to try to answer either at the coffee hour after church service, in my consultation office when seeing a patient and their parents, or when investigating a new intervention that might help young people with depression or trauma.

Although these are all big questions, I have at least learned a few things over the years through my clinical practice, research and ministry about what helps young people stay healthy (or what helps them heal if needed) in mind, body and spirit. Here are my top five learnings of what helps young people:

1. Having someone in their life that is absolutely crazy about them, loves them unconditionally and lets them know it.

2. Having a sense of community and true belonging.

3. Developing compassion for self and others.

4. Connecting to ones heritage and traditions while also embracing new ideas and diversity (Includes bi-culturalism, multiculturalism).

5. Developing a sense of a greater good and commitment to something bigger than oneself (spirituality, justice, connecting across differences).

I have found that these five core areas are very important for emotional health and development.

Here are some links of some examples of youth living into these principles and adults supporting them on the journey:

What are some of the ways we can engender these types of experiences and opportunities for growth and healing in the lives of our young people?

Lisa Fortuna, M.D. is a psychiatrist triple board certified in general psychiatry, child and adolescent psychiatry, and addiction medicine. A research collaborator with scholars at the Wellesley Centers for Women, she is the medical director for child and adolescent psychiatry services for the Boston Medical Center, faculty at Boston University Medical School, and an Episcopal Priest serving as pastor in a Latino congregation in the Episcopal Diocese of Massachusetts.

Did those female gym teachers back in the early 1900s actually have it right? No one wants to return to bloomers and half-court basketball, but the coalition of female physical educators who ran women’s sports and fought takeover by the NCAA (which took control of women’s college athletics in 1980) were onto something. Their message--that sport should be about self-development, social skills, and fair play--sounds pretty great right now.

They found competition unseemly (that's a problem), but their broad recognition of college sport as a life and community-building pursuit is worth a reprise given the mess that has become the NCAA-led college sports world.

Right now we’re in the midst of soul-searching about what college sports should look like. A spate of lawsuits ask about the “student” status of student-athletes and whether they should be paid. Last month, the five wealthiest conferences--Atlantic Coast, Big Ten, Big 12, Pacific-12, and Southeastern--began a new era of freedom from many NCAA rules, gaining leeway to give more money to players. Where will this go? Will more universities develop athletes instead of scholars? (Some already do.) Will only marquis players get extra money? Will non-revenue-producing sports look expendable in a more commercialized environment?

The Knight Commission recently polled DI college leaders on their interest in exploring alternative models for competition and administration for some sports. Ambivalence won: 43 percent of respondents were interested; 37 percent weren’t. There’s a lot to figure out--and little consensus on where to go.

The college sports debate, let’s be clear, is a male conversation. It is ruled by big-time sports--football and men’s basketball--and the economic disruption they have created in the academic system. This is about competition and money. No wonder Cardale Jones, the third-string quarterback who just led Ohio State to the inaugural National Championship, was confused when he arrived on campus. His 2012 tweet: “Why should we have to go to class if we came here to play FOOTBALL, we ain’t come to play SCHOOL, classes are POINTLESS.”

If Cardale did not come to “play SCHOOL,” why should Ohio State--or any big time program--be other than a semi-pro team? While we’re here, what role should college football--with it's concussion and brain damage record--even have in higher education? The conflicts are moral, but dollars will rule.

The gym teachers saw athletics as integral to school; the problem today is precisely that they are not. High-powered programs with big revenues (most lose money, but a handful make a bundle) operate as independent commercial enterprises. The wealthy programs pay coaches what their peers in the NFL and the NBA earn. (Sometimes more!) Cardale Jones does have a point: He was brought to play football and bring money and success to the program. You can’t blame players for wanting to be paid. But is this the point of college sports?

As we celebrate National Girls and Women in Sports Day, we typically cite participation statistics and recognize how far women have come. But we ought to value the ideological roots of women’s athletics, not as a shameful past of milk-and-cookies patsy play (though it was some of that), but for the wisdom of recognizing the hornet’s nest of unbridled high-stakes competition on what should be the virtues of athletics play in a college environment. The athletic field offers lessons in teamwork, leadership, persistence, skill-development, problem solving.

A study I did with colleagues Allison Tracy, Ph.D. and Sumru Erkut, Ph.D. showed that this message is getting lost. We gave 828 college recruiters a detailed survey to explore how they valued varsity sports experience in judging candidates for entry-level corporate jobs. They saw the obvious--college athletes excelled at teamwork, which they considered a key trait--but did not recognize skills such as time management and organization required to play college sports. Interestingly, they did not rate male or female athletes differently.

Anyone who has called herself an athlete recognizes the personal benefits of sport. Money has become a spoiler in the conversation (heck, Olympic athletes are not “set” financially--far from it). It’s time to see that the payoff of college sports can come without ESPN “Game Day,” academically questionable athletes, or coaches paid far more than the university president.

Find that value on women's teams, in locker rooms, and at games that garner little attention, but build durable skills. Sure it’s embarrassing to recall a beauty “Queen of the Court” crowned at halftime or college contests that mixed opposing players to limit competition and hard feelings. But maybe the men steering the future of college sports should consider the great goods that women and girls have been bringing to the games they play--for years.

Laura Pappano is the writer-in-residence at the Wellesley Centers for Women at Wellesley College and an experienced journalist who writes about education and gender equity issues in sports.

When I was a girl, my grandmother Jannie had only two books in her house. One was the Bible, and the other was Carter G. Woodson’s The Negro in Our History. My grandmother was born in 1917 in a sleepy little town called Locust Grove, Georgia. Not far from there, her own grandmother, Phyllis, had been born into slavery and was about 12 when the Emancipation Proclamation set her free. Phyllis gave birth to Laura, my great-grandmother and namesake, and Laura, as the result of a quietly kept sexual assault during her time as a domestic worker in Locust Grove, gave birth to my grandmother, Jannie.

In the early 1930s, Locust Grove didn’t have a high school for Black students due to Jim Crow segregation, so my grandmother left Locust Grove with the proverbial “nickel in her pocket” to move in with her much older stepbrother and his wife in Atlanta. This allowed her to attend the famed Booker T. Washington High School, built in 1924 as the first high school for African American students in the state of Georgia. It was here that Carter G. Woodson’s groundbreaking 1922 text, The Negro in Our History, served as her high school history textbook. After graduating from high school, she kept it, and eventually, after her passing in 1987, it landed in my hands. It has served as one of my most treasured possessions ever since.

Carter G. Woodson is the father of Black History Month, which began as Negro History Week in 1926. He was an erudite and meticulous scholar who obtained his B.Litt. from Berea College, his M.A. from the University of Chicago, and his doctorate from Harvard University at a time when the pursuit of higher education was extremely fraught for African Americans. Because he made it his mission to collect, compile, and distribute historical data about Black people in America, I like to call him “the original #BlackLivesMatter guy.” His self-declared dual mission was to make sure the African-Americans knew their history and to insure the place of Black history in mainstream U.S. history. This was long before Black history was considered relevant, even thinkable, by most white scholars and the white academy. In fact, he writes in the preface of The Negro in Our History that he penned the book for schoolteachers so that Black history could be taught in schools—and this, just in time for the opening of Washington High School.

Carter G. Woodson’s starting premise was that African American history did not begin with slavery, but rather began in the free and self-organized cultures of the African continent before slavery was even a consideration. So, the first chapter of his copiously illustrated book is titled “The Negro in Africa.” His ending premise was that Black History was central to the pursuit of equality and dignity for people of African descent in America. Hence, his concluding chapter is “The Negro and Social Justice.” In between, he talks about the glorious, creative, and noble actions and contributions of a wide array of African American men and women. It enlivens my curiosity to imagine my grandmother Jannie as a young woman learning in school about her own history from Carter G. Woodson’s text, which, at that time was still relatively new, alongside anything else she might have been learning. It saddens me to reflect on the fact that my own post-desegregation high school education, AP History and all, offered no such in-depth overview of Black history, African American or African.

In 1915, Carter G. Woodson founded the Association for the Study of Negro Life and History, a professional organization for Black scholars. A year later, in 1916, he founded the Journal of Negro History, now known as the Journal of African American History—a journal in which I, coincidentally, have published. This year, the organization he founded, now known as the Association for the Study of African American Life and History (or ASALH), celebrates its 100th anniversary—in Atlanta, no less. The survival of this organization is a testament to the fact that scholars have played a huge role in the advancement of dignity and justice for people of African descent in the United States, and such Africana studies scholarship itself has often presented the evidence base for the work of social change.

After finishing high school, my grandmother Jannie, like many of her generation, worked as a domestic for many years. However, after spending time working in the home of a doctor, she was encouraged and went on to become a licensed practical nurse (LPN), which took two more years of night school. From that point until her death, she worked as a private nurse to aging wealthy Atlantans. This enabled her to make a good, albeit humble, livelihood for herself and her two daughters, along with my great grandmother Laura, who lived with her and served as her primary source of childcare, particularly after her brief marriage to my grandfather, an older man who she found to be overbearing, ended. With this livelihood, she was able to put both her daughters through Spelman College, the nation’s leading African American women’s college, then and now. It stands as a point of pride to our whole family that, although she was unable to attend due to family responsibilities, Jannie herself was also at one time admitted to Spelman College.

When I was growing up, the message from my grandmother was unequivocal: Education, education, education. She singled me out early as the one on whom to be unrelenting with this message, and throughout her life, she went out of her way to contribute to my educational success—everything from the gift of a piano when I was in elementary school so that I would learn music to the gift of new clothes for college when I myself was admitted to Spelman College. Perhaps, most notably, she served as my source of childcare when I had my first child as a junior in college. Sadly, she didn’t live to see me attain my Ph.D., but, when she passed away, I was already pursuing my Masters degree, and, like her, I was also mother to a second child. Thus, when I inherited The Negro in Our History, it was more than a quaint artifact of an earlier era, and more than just a physical symbol of Black History Month. Rather, it was where Black history, women’s history, the pursuit of education, the pursuit of social justice, my own history, and my own destiny met.

Wherever I am in my life, when I need inspiration, sometimes I go to my shelf and pull out The Negro in Our History, and sometimes I go sit at my grandmother’s grave (where she is buried right next to her mother, my namesake, Laura, in Atlanta) and commune with her spirit, offering gratitude. These are not easy times we are living in, I tell her—but neither were mine, she tells me. I made progress, and so will you. Keep going. And through the thread of our connectedness, the long march continues.

Layli Maparyan, Ph.D. is the Katherine Stone Kaufmann ’67 Executive Director of the Wellesley Centers for Women and a Professor of Africana Studies at Wellesley College. Her scholar-activist work interweaves threads from the social sciences and the critical disciplines, incorporating basic and applied platforms around a common theme of integrating identities and communities in peaceable, ecologically sound, and self-actualizing ways.

Below are links to two articles from good friends of the Wellesley Centers for Women—Susan McGee Bailey and Alex Sanger. Susan is the former, long-time executive director of the Wellesley Centers for Women (WCW); Alex is chair of the International Planned Parenthood Council and member of the WCW Council of Advisors. In their respective blog articles, they share their perspectives on the year 2014.

In her latest piece on Girl w/ Pen, Susan writes, "Hanukkah, then Christmas next week, followed by the start of a new year—a time of hope and beginnings. Why doesn’t it feel that way? For the past several days I’ve been searching for the bright spots. The ones that can provide the energy we need in the midst of so much darkness. Not an easy task. Each day new horrors erupt: the second anniversary of the Sandy Hook massacre and still no reasonable national gun control legislation; free passes for racial biases and deadly police brutality; the sickening slaughter of school children in Pakistan; ongoing revelations of rape in the US military and on university campuses. Negative news can so easily obliterate positive signs in the struggles for equal rights. But all around us there is tangible evidence of the many ways feminist work contributes to positive progress for everyone... You can read the full article online.

In his latest piece on Huffington Post, Alex writes, "Once again, we've had a year of ups and downs, a year of strong stands for women's rights and crushing defeats. Here's a quick run-down of some of the most memorable moments of 2014. Last month, the Chamber of Deputies in the Dominican Republic put forward a measure to reinforce—and strengthen—the country's existing ban on abortions in all circumstances. Thankfully, Dominican President Danilo Medina vetoed the measure, urging legislators in a letter to decriminalize abortions in cases where the woman's life is at risk or in cases of rape, incest, or fetus malformation. " You can read the full article online.

What do you think have been notable events or moments of the past year? Share with us!

The mission of the Wellesley Centers for Women at Wellesley College is to advance gender equality, social justice, and human wellbeing through high quality research, theory, and action programs. Since 1974, work has generated changes in attitudes, practices, and public policy.

“Fighting for women’s equality is an arduous but necessary process, ploddingly pursued by dedicated women and men who refuse to accept a lesser role for women in society.”

Jean Hardisty, Ph.D., August 2013

(Photo credit: Ellen Shub)

The Wellesley Centers for Women (WCW) community is saddened to share news that social justice champion and WCW Senior Scholar Jean Hardisty, Ph.D., died March 16, 2015. Dr. Hardsity was a widely published author and activist, especially for women's rights and civil rights. She was the founder and president emerita of Political Research Associates (PRA), a Boston-based research center that analyzes right wing, authoritarian, and anti-democratic trends and publishes educational materials for the general public. She retired from PRA in 2004 after 23 years but continued to build on her important scholarship and advocacy, including as a senior scholar at WCW.

"Jean Hardisty was a bold scholar who knew the power of data to advance social justice,” said Layli Maparyan, Ph.D, WCW executive director. “Her courageous research probed political questions and topics in places where others might have feared to tread. She has left a tremendous legacy of work, both in her scholarship and in the institution of PRA."

A political scientist with a B.A. and Ph.D. from Northwestern University, Dr. Hardisty taught and researched conservative political thought in academia before establishing PRA in response to the emergence of the New Right in 1981. She pursued this challenging work with respectful candor, sharp debate, and tireless campaigning—her gentle presence and humor were countered most remarkably by a ferocity for confronting social injustices.

“Pushing people out of their comfort zones is a great mistake that’s sometimes made by progressive movements,” she shared in a 2012 interview in WCW’s Research & Action Report. “But not providing constant encouragement and constant paths to activism—and to leadership, if women can and want to do that—is an equally big mistake. I believe we each have talent to contribute to advocacy for a more just society, but we must make our own path, not forgetting to celebrate our successes. We can make a better world for women, which will be a better world for all.”

Dr. Hardisty had served on the Board of Directors of the Highlander Center for Research and Education, the Ms. Foundation, the Center for Community Change, and the Center for Women Policy Studies, among others. Her book, Mobilizing Resentment: Conservative Resurgence from the John Birch Society to the Promise Keepers, was first published by Beacon Press in 1999. Some of her WCW-related commentaries, blog articles, and presentations have been archived and are available on the Centers’ website.

Tributes:

“Jean Hardisty was a mentor, a role model, an inspiration and a friend. She leaves a huge gap in the lives of all who knew her, all who turned to her for guidance. Both a visionary and a realist, she led the way toward greater justice for all with a rare combination of intellectual prowess, unwavering passion, fierce determination—and always, a magnificent gentleness. It is hard to imagine a world without her.”
- Susan McGee Bailey, Ph.D., WCW executive director (1985-2010)

"Jean had a deep commitment to social justice and related to it passionate advocacy which she pursued with intellectual vigor. She combined these with a delicious sense of humor and camaraderie. I looked forward to each and every one of our conversations. I join so many others who feel enriched by the way she touched our lives and cheated out of not having more of her for chats, dinners, walks, and invaluable wisdom in how to make sense of this crazy world."
- Sumru Erkut, Ph.D, WCW senior research scientist

“Jean’s intelligence, commitment, idealism, research, and radical thought inspired feminists, LGBT activists, and all progressive people. I was so fortunate to know her these past few years and to receive her friendship and enthusiastic support of Women’s Review of Books, WCW, and my own writing. I will miss her warmth, what I can only call her loving kindness—her unique, beautiful spirit. To honor her I will try harder than ever to carry that into my own work. Her memory is a blessing.”
- Amy Hoffman, MFA, editor-in-chief, Women’s Review of Books

“Jean was beloved by many, those who knew her well and those at a distance. She was so gentle and yet a fierce fighter for justice. I'm honored that as a part of the Wellesley Centers for Women community, she had an office across from mine and that I was among those who got to be called "hi sweetie" by her. She will remain an inspiration.”
- Nan Stein, Ed.D., WCW senior research scientist

Share your reflections about Jean Hardisty, her life, her work, her influence by posting a Comment:

We are in a fresh feminist moment, highlighted thanks to FIFA. Hang with me while I explain.

It is obviously ridiculous that the payout to the U.S. Women’s Soccer team for the World Cup victory is $2 million; the German men got $35 million last year. The $2 million is almost cute, considering it’s the same amount as the alleged bribe paid FIFA exec Jack Warner for his vote to make Qatar the 2022 World Cup site.

For a long time money has measured worth. I’m sure Warner, former FIFA President Sepp Blatter, and others could prattle on about why women don’t deserve a big payday: women’s sports are not big time. When you consider low ticket prices, turf fields (rather than grass), shabby player treatment (competitors stuffed into the same hotels and practice venues), it hardly looks like the big-money (men’s) World Cup event of July 2014.

For years, FIFA has treated the Women’s World Cup as an afterthought. When the U.S. women last won, in 1999, there was so little publicity that people only found out because Brandi Chastain whipped off her jersey, spurring debate about whether it was appropriate to show a sports bra in public.

Things are changing. The fashion forward will note that bras have officially become shirts (now they’re called “bralettes.”). The Women’s World Cup final became most watched televised soccer game in U.S. history. Commemorative t-shirts are selling out online. Carli Lloyd could earn $2 million (that number again!) just in commercial deals following her hat trick in the first few minutes of the game, the fastest ever in World Cup history.

Suddenly, rather than looking powerful, FIFA looks dumb and stale. For guys with a nose for cash, they are leaving a lot of it on the table. (You can’t watch a replay of Lloyd’s half-field goal online without viewing a commercial first.)

There is a big problem with the economics of how women are paid in sports (and elsewhere), which FIFA is helping to make obvious. I don’t want to say that money doesn’t matter (it does), but the U.S. women are playing out their power in a fresh feminist image that is a celebration of female skill and dominance. The effect is to make low wages look absurd. In much the same way that women have quietly come to own college campuses and advanced degrees, female athletes are demonstrating their clear-headed brilliance.

This isn’t about anger. It’s about proficiency—on the field and off. The U.S. Women’s World Cup win comes at a moment when “feminist” is no longer a dirty word among the under-thirty somethings. It comes as muscular Serena Williams is proving to be so dominant that I caught ESPN talking heads debating the other day if she might be the greatest athlete of all time. Who was it? LeBron, Michael, or Serena?

We have reached this moment through an interesting détente between old-time feminists and young women. We have don’t have to choose between sport girl or girly-girl: I saw an eight-year-old at a men’s soccer game wearing a party dress—and cleats. This new feminism is about pink and sparkles and mettle, all at the same time. It is Serena tough. U.S. women driven. Amy Schumer sarcastic. And Taylor Swift nice.

Pop star Swift, like the U.S. women’s soccer team, has amassed a base of girl fans and built an empire by reaching out and preaching friendship, self-respect, and girl-to-girl support. She has embraced stuff that is sweet: cats and cookie baking. But don’t be fooled. She was the one who forced Apple to change its payment policy to artists by threatening to withhold her album 1989 from iTunes (Apple fussed, then caved). That is power.

So when Swift invited the Women’s World Cup team to the stage before 60,000 fans during her concert at MetLife stadium following the team’s ticker tape parade in New York City, it was a visual demonstration of the new feminist might. It was women reaching out to one another and recognizing that success in one venue amplifies value in another. The bedazzled love—and support—suits them both. Blatter once famously said that the only way to get people interested in women’s soccer was for the players to don very short shorts. Now, he—and FIFA—just look out of touch.

Laura Pappano is writer-in-residence at Wellesley Centers for Women, a journalist who frequently contributes to the New York Times, and author of several books including Playing with the Boys: Why Separate in Sport is Not Equal>

The National March on Washington for Lesbian and Gay Rights took place on October 14, 1979. It was the first march of its kind, and the preparation for it was rocky. The first item on the agenda of the planning conference, held in Philadelphia, Pennsylvania, the previous February, asked delegates to decide whether to hold a march at all. Many were opposed. A “hinterlands caucus” argued that calling attention to the presence of LGBT people outside of cities like New York and San Francisco would jeopardize their safety in the small towns where they lived. Lesbians and people of color were skeptical about whether the march would represent their interests.

In the end, though, the conference endorsed a march, to be organized on a grassroots level, led by a steering committee comprised of 50 percent of women and 25 percent people of color. The national organizations of the time, which were much smaller, poorer, and less influential than the ones we have now, were reluctant to join in, fearing that no one would attend, and that a failed march would be worse than none at all. The National Gay Task Force (now the National LGBTQ Task Force), for example, endorsed the gathering only a month before it was to take place, when it had become clear that people from around the country were going to stream into Washington in large numbers.

The experience was like nothing I’d ever done before. With friends from the weekly Gay Community News, where I was the features editor, I drove in a van to the march. GCN had printed up thousands of special issues that we were planning to distribute to the marchers. Cars passed us, beeping in support and holding signs out the windows. Every highway rest stop was crowded with people like us. The New Yorkers even chartered a special train. In Washington, the metro was crowded with obvious queers from all over the country. And on the day of the march, a huge crowd of us surrounded the Washington monument. The organizers estimated that there were at least 100,000 at the rally; the media, including the Boston Globe, reported far fewer—but it was a victory that they reported on us at all. Our movement had finally grown too big to ignore. (And in an activist response to the Globe’s underestimate, Lesbian and Gay Media Advocates [LAGMA] formed, to push for accurate, unbiased coverage.)

The march had five main demands:

• Pass a comprehensive lesbian/gay rights bill in Congress.
• Issue a presidential executive order banning discrimination based on sexual orientation in the federal government, the military, and federally contracted private employment.
• Repeal all anti-lesbian/gay laws.
• End discrimination in lesbian-mother and gay-father custody cases.
• Protect lesbian and gay youth from any laws which are used to discriminate, oppress, and/or harass them in their homes, schools, jobs, and social environments.

Thirty-six years later, the social status of LGBT people has changed enormously. Few LGBT people in Montana, say, would worry that a march in Washington, DC, would cause them to be set upon by an angry mob. In liberal Massachusetts, my employer, my neighbors, and my doctor all know I’m a lesbian. I’ve been married to my partner of 27 years since 2003—and my entire family came to our wedding. Since the Supreme Court’s Obergefell decision in June, my marriage is recognized by the federal government as well as that of my state. I can watch many television shows and movies in which LGBT characters make it through the entire plot without killing themselves. I can kiss my wife goodbye on the front steps when I leave for work in the morning without worrying (too much) that we’ll be beaten or shot.

Vice President Joe Biden pointed out during the celebrations of Obergefell, “Although the freedom to marry—and for that marriage to be recognized in all 50 states—is now the law of the land, there are still 32 states where marriage can be recognized in the morning and you can be fired in the afternoon.” We have no federal protection from employment discrimination—nor from discrimination in housing, education, public accommodations, credit, federal funding, and jury service. For that kind of protection, we would need the federal Equality Act: the Comprehensive LGBT Nondiscrimination Bill. It has more than 200 sponsors—but it’s a little hard to imagine it getting anywhere, given everything else that is jammed up in Congress. Last year, after the Supreme Court’s Hobby Lobby decision, LGBT groups gave up even on the more limited Employment Nondiscrimination Act (ENDA) after pushing for it for twenty years, since the court decision would have opened the door to endless religious exemptions. (Maybe none of this is surprising, given that the US has not yet been able to pass a women’s Equal Rights Amendment.)

Still, as you may remember how the ban on discrimination in the military worked out. We had Don’t Ask, Don’t Tell, which was considered a step forward when it was enacted in 1993, because it prevented service members who were LGBT, or thought to be, from being automatically discharged. It was finally repealed in 2011, and the military is now forbidden to discriminate—although the situation of LGBT people who were kicked out with less-than-honorable discharges still remains to be resolved.

We did get that executive order we wanted—just last year. And we got rid of anti-lesbian and gay sodomy laws—but only after a long slog that required not only overturning antiquated state laws but also the Supreme Court’s 1986 Hardwick decision upholding Georgia’s sodomy law. The court overturned Hardwick in the Lawrence v Texas decision—in 2003.

Even child custody, which you might think had been resolved by equal marriage, continues to complicate the lives of LGBT parents and their children. Recently, “officials in Iowa refused to list the biological mother’s wife on the birth certificate of the child they had conceived through donor insemination. Iowa officials argued that the law recognizes the biological and ‘gendered’ roles of ‘mother’ and ‘father,’ grounded in the biological fact that a child has one biological mother and one biological father.” Back in 1993, the feminist science studies scholar Anne Fausto-Sterling wrote that “sex and gender are best conceptualized as points in a multidimensional space”—but Iowa hasn’t yet gotten the message. Wait until it has to tangle with the multidimensional space of gender nonconforming parents and children.

The protection of LGBT young people that we demanded in 1979 is in some ways the most depressing item on the list to contemplate. Of course, in some communities, LGBT youth can find gay-straight alliances, supportive peers and adults, and even church groups, none of which existed for the friends I marched with in 1979, some of whom had been beaten, institutionalized, or simply abandoned by their hideous, homophobic families. But LGBT youth are still disproportionately likely to become homeless because they’ve been rejected and kicked out by family, abused, or neglected. This of course leaves them vulnerable to lifelong poverty and trouble, because they lack education, access to resources, friendship, and support.

I recently asked the activist and writer Urvashi Vaid about why we haven’t progressed farther—at a moment when, as she put it, “some people are acting though the movement is over, and we won.” Equal marriage, she said, “is only a partial victory… The lesson from every civil rights movement is that formal legal equality doesn’t completely address people’s problems. Our community is incredibly diverse, in terms of age, race, nationality, geography, immigration status, gender identification, all kinds of parameters. We have to look at people’s lives through many lenses.” She is currently leading an effort to address income inequality in the LGBT community—because despite the stereotype of the rich, white, gentrifying gay man, many LGBT people are far less economically secure than their straight counterparts, and their children are more likely to live in poverty. LGBT people continue to experience discrimination, legal run-ins, violence, homelessness—basically, all the issues we were fighting to change back in 1979.

As the late Yogi Berra famously said, “It ain’t over till it’s over.”

Amy Hoffman, M.F.A., is editor-in-chief of Women’s Review of Books published by Wellesley Centers for Women and Old City Publishing. A writer, editor, and community activist, she is the author of three memoirs including, An Army of Ex-Lovers: My Life at the Gay Community News, about Boston’s lesbian and gay movement during the late 1970s, which was published by the University of Massachusetts Press in 2007.

Few would argue that the value of forensic science in solving crimes has been a game changer in favor of the investigation and prosecution of criminal offenders. Indeed, forensic evidence can be credited with bringing many criminals to justice (and exonerating the innocent). In cases of sexual assault, there was hope that advances in evidence gathering would lead to more prosecutions. Fueling this possibility was a focused effort over the last few decades to train medical personnel to collect forensic evidence, known in the criminal justice vernacular as rape or sexual assault kits, in the aftermath of an assault. While intended to be thorough in the interest of evidence gathering, the exam is an intrusive and difficult experience for victims. So it was perhaps one of the most important and disappointing developments when it was discovered that thousands of untested rape kits going back many years were sitting in crime labs or property rooms of police departments across the U.S.

The outrage expressed at this revelation by advocates, practitioners, and policymakers was channeled into action through significant funding allocated by the Department of Justice to conduct research that would serve to develop priorities for testing unsubmitted sexual assault kits. The importance of these efforts was fortified in the Violence Against Women Reauthorization Act of 2013. This legislation calls for the development of policies, protocols, and training for law enforcement officers and prosecutors regarding the investigation and prosecution of sexual assault cases and the appropriate treatment of victims. It also calls for the identification and inventory of backlogs of sexual assault kits and to develop protocols for responding to and addressing such backlogs, including policies and protocols for notifying and involving victims. States and local jurisdictions have also been responding by implementing backlog reduction legislation or initiatives.

Funds made available through this legislation are being used to analyze backlogged DNA crime scene samples, including sexual assault kits, and offender DNA samples for inclusion in CODIS—a national database containing DNA profiles of persons involved in crimes—and notifying victims of new developments in their cases. There are a number of important projects underway in police departments across the U.S. and some significant results are beginning to emerge that will not only be used to improve testing practices, but will also serve to challenge the entrenched organizational and cultural reluctance to take sexual assaults seriously. While borne out of an unfortunate discovery, the commitment by local, state and federal agencies to understand and address the issue of untested kits provides hope for advancing action and theory in the age old challenge to reduce sexual assault case attrition.

April Pattavina, Ph.D. is co-director of the Justice and Gender-Based Violence Research Initiative at the Wellesley Centers for Women at Wellesley College.

December 1st is World AIDS Day. This year, I’d like to shine the light on someone whose work I really admire, someone who is dedicating her life to serving and lifting up many children and families who have been affected by HIV/AIDS. I’m talking about Beatrice Achieng Nas, founder-director of Pearl Community Empowerment Foundation (PCEF), and the Rural Girl Child Mentorship Project (RGCM). I first met Beatrice when she came to the Wellesley Centers for Women (WCW) from her native Uganda as an IREX Community Solutions Fellow (CSF). CSF fellows are selected to come to the United States from developing countries [WC] for showing exceptional promise as community leaders. In the U.S., they train with host institutions to increase their leadership and management experience so that they can carry it back to their home countries and power up their own initiatives. Before coming here, Beatrice had already been developing both PCEF and RGCM Uganda for a few years, but both could be considered fledgling initiatives at that time. While with us at WCW, she studied women’s NGO management, which included mentoring in the areas of communications, donor relations, and grant writing, as well as research basics, program evaluation, and social-emotional learning facilitation. I’m proud to say she also taught us a few things, especially about mobilizing people around a cause!

Back in Uganda, Beatrice runs an organization to empower academically talented girls from rural communities by helping them gain admittance to and stay in good secondary schools, many of which are far from home. Many of these girls are from families that have been affected by HIV/AIDS. In some cases, one or both parents have died from the disease. In other cases, siblings have died from the disease, leaving children to be cared for by other family members, even the by girls themselves. In all cases, they live in communities where far too many people have died from AIDS. In fact, Beatrice herself lost seven of nine siblings to HIV/AIDS, and she and her mother have been caring for all of her nieces and nephews ever since. When Beatrice was growing up, some missionaries from Kentucky came through her village and noticed her--they noticed that she was smart, industrious, kind, and capable. At the time, she was working as a village barmaid, bringing in the only income her family had. These missionaries decided then and there to pay for Beatrice’s education. As a result, Beatrice made it all the way to Makerere University, the top university in Uganda and one of the leading universities in Africa, where she majored in information technology. Her college degree led to some good positions with, first, a bank, and later an international NGO, but after working in these places for a while, Beatrice realized she could do much more on her own. That’s when she founded PCEF and RGMC.

Beatrice’s work requires her to raise funds from donors from around the world in the form of sponsorships for her students and gifts to support the organization’s many community projects. One thing I really love about Beatrice’s model of change is the fact that she understands that, to help her girls, she must also help the families of her girls and strengthen the communities in which these families live. These families and communities need economic supports, educational supports, health supports, and more. Once the girls are in school, Beatrice engages the girls’ families in livelihood projects, such as agribusiness and craft-making, that generate revenue that is often lost when the girls leave the village for school in the city, helping the families rise above mere survival. She also provides safer sex education for her girls and other community members in their villages, providing free condoms whenever possible. She counsels families against early marriage of their daughters, because, even though the practice is illegal in Uganda, many girls--even academically talented girls--are married off before they can attend secondary school, often for the economic survival of their families. And she requires the families in her program to remain free of domestic violence while their girls are in her program. When families struggle with this, she provides counseling. Her memories of witnessing domestic violence in her own family growing up fuel her commitment to helping families in the communities she serves to see past domestic violence, whether in terms of intimate partner abuse, child abuse, or various forms of sexual abuse. To help reduce violence at the community level, Beatrice borrowed strategies that she learned from WCW’s own Open Circle program--strategies that teach recognizing and managing emotions, empathy, positive relationships, and problem solving--and shared them not only with the girls and their families, but also with the teachers and staff of the schools the girls attended. Many teachers, parents, and community members reported that they had never understood the impact of violence on their girls before this training, and many also expressed commitment to eliminate violence from their relationships--in the home and in school.

Recently, Beatrice updated us about her activities, which have grown to support the communities where she works in even broader ways. In addition to a library/community center in Amor Village, which was her project under IREX, she has now started a school complex in Tororo village that already includes a primary school and will grow to include a nursery school, a secondary school, and a vocational education center. Twenty-seven of the mentees who started with PCEF/RGCM at the beginning of secondary school are now pursuing university education. About half of them are studying to become teachers, but the others are pursing fields as diverse as accounting and finance, adult education, economics, motor mechanics, clinical medicine, nursing, human resource management, and wildlife management. Finally, Beatrice is mobilizing donors to purchase solar panels for the families in her network so that they can stop using kerosene lamps. She just thinks of everything!

The Wellesley Centers for Women was not the first to recognize the incredible talent and heart of Beatrice Achieng Nas. In fact, Beatrice had already been recognized as an emerging leader by World Pulse, who brought her to the U.S. to speak on the World Pulse Live Tour. At WCW, we were glad to contribute to Beatrice’s ongoing leadership development, and many of us have stayed connected with her since her time in our midst. In fact, one of our researchers visited Beatrice for a research tutorial as part of a larger East Africa tour, and thanks to additional IREX support, two members of our Open Circle team traveled to Uganda to help Beatrice with the social-emotional learning trainings. We can see that the chance to “walk part of the journey together” has enriched all of us on both sides. Beatrice has benefited from WCW’s research expertise and training projects, while WCW has benefited from Beatrice’s ability to translate our work into action on the ground. We are thankful for the gift of such mutually fulfilling social-change relationships and, on this World AIDS Day, we are grateful that our work, through Beatrice, has helped families and communities affected by HIV/AIDS.

Layli Maparyan, Ph.D. is the Katherine Stone Kaufmann ’67 executive director of the Wellesley Centers for Women at Wellesley College.

This blog was originally published on the HowlRound website on December 1, 2015, and is re-posted with permission.

This week on HowlRound, we continue the conversation on gender parity, which has been gaining momentum this year through studies, articles, forums, one-on-one discussions, and seasons and festivals focused on women. As Co-President of the Women in the Arts & Media Coalition and VP of Programming for the League of Professional Theatre Women, I have the pleasure of working with, coordinating, contributing to, and raising awareness about many of these local, national, and international efforts. This series explores what needs to happen right now—in this precipitous moment—in order to profoundly, permanently expand the theatrical community's views and visions of women, both onstage and in every aspect of production.

When people unfamiliar with the world of theatre learn that our current research is on why there are too few women leading major U.S. theatres, their first comment is, “But it’s better than it used to be, right?” We say, “No, the situation hasn’t changed for decades.” They respond with, “I don’t understand, look at Lynne Meadow, look at Diane Paulus.” We say, “Yes, there are a few illustrious examples.” Unfortunately, comparisons with the “bad-old-days” and mention of token successes also showed up frequently in our interviews with 100 theatre professionals. Furthermore, they added, “Racial minorities have it worse, that’s where we should focus our attention to diversify leadership.”

In 2013, the leadership of the American Conservatory Theater in San Francisco approached us at the Wellesley Centers for Women to be their research partner for studying gender equity in LORT leadership. There were only fifteen women who served as artistic directors, or held the combined Artistic Director/CEO position in the seventy-four LORT theatres at the time. The situation on the executive/managerial side of the theatres was better, but not much: there were nineteen female leaders. There was only one female artistic director of color. For men of color, leadership representation was also bleak: there were five leaders on the artistic side, and like women of color, none were top executive/managerial leaders. Our research, which is supported by the Virginia B. Toulmin Foundation and individual donors, suggests that many issues associated with the scarcity of women in top leadership are also true of people of color. Pointing to the scarcity of people of color to avoid paying attention to women is an excuse. There needs to be action on both fronts, paying particular attention to the virtual absence of women of color in theatre leadership.

Our research strategy aimed at better understanding the career paths of those in current leadership in order to make recommendations for aspiring future leaders in the pipeline and examining the search process to make recommendations to hiring committees. We had two informant pools: our primary charge was within LORT, so we focused on current leaders and their immediate reports within the League through interviews and resume analyses. Because candidates for leadership can come from both inside and outside of LORT, we also gathered anonymous survey data from stage director members of SDC and operational managers in TCG theatre members with a budget of over $1 million.

Demographics (of gender and race) in LORT Leadership. Photo courtesy of Wellesley Centers for Women.

First, we studied the pipeline. The career path toward an artistic director (AD) position is strongly defined by “whom you play in the sandbox with,” in the words of one of our interviewees. The skills of directing and producing can best be honed by getting invitations from multiple theatres to bring a variety of plays to the stage. But skills are not enough. To have a shot at top leadership, directors and producers need to build relationships with people who can speak to their strengths and can vet their reputation. In our survey with almost 1,000 stage directors, women highlighted two barriers toward succeeding in their quest to become the artistic leader of a theatre: a lack of opportunities to direct widely to strengthen their portfolio, and not having someone speaking to their strengths. Stage directors of color (both women and men) added to these two barriers faced by white women that they also confronted being pigeonholed into directing plays by playwrights of color.

So, yes, there is a pipeline issue facing women and people of color in their preparation for artistic leadership. How do we strengthen the pipeline?

1. Make conscious, planned, and thoughtful decisions to include women and people of color as directors and producers in programming each and every season to provide them with frequent, varied opportunities.

2. Travel and relocation are real obstacles for both men and women with families, but the preconceived notion that “they won’t want to come and do this” is a stronger barrier for women. If these issues do present a challenge, be willing to accommodate the director’s needs.

3. ADs should invite directors of color to direct the classics as well as new plays to support their portfolio growth.

A word of caution: To conclude that the main problem is a pipeline issue and over time more women and people of color will become viable candidates is an incomplete diagnosis of the problem, and an excuse. It dismisses the large numbers of producers and directors who are well prepared and eager to take on artistic director positions. In addition to the pipeline, there is just as profound a glass ceiling that can be broken with a change in mindset among those who make hiring decisions. Here are some action points for hiring committees about selecting ADs:

1. Don’t overlook the sizable number of women directors and producers, including women of color, who have founded theatre companies, and have developed expertise in all aspects of artistic leadership. These women constitute a viable, immediately available pool of candidates, but are being overlooked in searches and are waiting just below the glass ceiling. Curiously, we found previous AD experience to be prevalent in the background of male, but not female artistic directors within LORT.

2. Be willing to go beyond your comfort zone and the current model of the male leader to trust and select women (and people of color) candidates. A fair number of female LORT ADs had worked in a LORT theatre prior to their AD appointment. These women were known and trusted, hence were promoted. There are many other talented women (directors and creative producers) who have the necessary skills without having worked in LORT. They need to be pulled into the search process.

3. Learn how to and then actively support any candidate’s success once on the job and continue to mentor them. One AD of color we interviewed points out that gender should hardly matter in choosing a candidate: “... nobody is prepared for one of these jobs when they come into it.” All new hires, male or female, people of color or white, will need support from their Board to succeed.

4. Move toward developing metrics for vetting leadership candidates to create greater transparency in the selection process and provide guidance to people in the pipeline. These metrics can also be used to evaluate the wisdom of the board’s selection and the performance of the candidate chosen.

Women have fared slightly better on the operational side of LORT theatres, outnumbering men in all departments, except executive/managerial directors (ED). So there is no pipeline problem for ED appointments; the absence of women at the top is clearly a glass ceiling issue. All it will take is for search committees to have the resolve to move beyond the model of having a man as the operational leader. But the lack of a pipeline issue for women aspiring to become EDs is true only for white women. Women of color are far fewer on the operational side and there is no woman of color who is the ED of a LORT theatre. For women of color, there is both a pipeline and a glass ceiling issue preventing their presence at the top. In our surveys, both women of color and white women’s comfort and expertise with fundraising come through as their strongest assets, and should be reasons for Board selection committees to seek them out. Indeed, a background in development is well represented among white female EDs. However, women managers reported that they are just as comfortable with budgeting, contracts, or real estate law. Ignoring these talents by placing the majority of women in development is limiting the pipeline and solidifying stereotypes that general management and finance are male domains.

Breaking the glass ceiling by creating more opportunities for women and people of color among current leadership in LORT now, without further delay, will serve as a route to simultaneously grow the pipeline reaching all the way down to high school teens who will learn to see the theatre as a possible and viable option among their career choices.

Sumru Erkut, Ph.D. and Ineke Ceder are members of the research team at the Wellesley Centers for Women, working on the Women's Leadership in Residential Theaters project.