Relevant bibliographies by topics / Radcliffe College. Class of 1975

Academic literature on the topic 'Radcliffe College. Class of 1975'

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Published: 25 July 2024
Last updated: 31 July 2024

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Journal articles on the topic "Radcliffe College. Class of 1975"

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Barratt, Will. "Review of Working-Class Students at Radcliffe College, 1940-1970: The Intersection of Gender, Social Class, and Historical Context." Journal of Student Affairs Research and Practice 47, no. 1 (January 2010): 135–37. http://dx.doi.org/10.2202/1949-6605.6080.

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Carrie A. Kortegast and Florence A. Hamrick. "Working-Class Students at Radcliffe College, 1940–1970: The Intersection of Gender, Social Class, and Historical Contexts (review)." Review of Higher Education 33, no. 3 (2010): 422–23. http://dx.doi.org/10.1353/rhe.0.0136.

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Redmond, Jennifer. "Working class students at Radcliffe College, 1940–1970: the intersection of gender, social class, and historical context, by Jennifer O’Connor Duffy." Gender and Education 22, no. 6 (November 2010): 706–7. http://dx.doi.org/10.1080/09540253.2010.519591.

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Eisenmann, Linda. "Jennifer O'Connor Duffy. Working-Class Students at Radcliffe College, 1940–1970: The Intersection of Gender, Social Class, and Historical Context. Lewiston, NY: The Edwin Mellen Press, 2008. 205 pp. Hardcover $109.95." History of Education Quarterly 49, no. 3 (August 2009): 382–85. http://dx.doi.org/10.1111/j.1748-5959.2009.00215.x.

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Stewart, Abigail J., and Joan M. Ostrove. "Social Class, Social Change, and Gender." Psychology of Women Quarterly 17, no. 4 (December 1993): 475–97. http://dx.doi.org/10.1111/j.1471-6402.1993.tb00657.x.

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This article explores the implications of social class background in the lives of women who attended Radcliffe College in the late 1940s and in the early 1960s. Viewing social classes as “cultures” with implications for how individuals understand their worlds, we examined social class background and cohort differences in women's experiences at Radcliffe, their adult life patterns, their constructions of women's roles, and the influence of the women's movement in their lives. Results indicated that women from working-class backgrounds in both cohorts felt alienated at Radcliffe. Cohort differences, across social class, reflected broad social changes in women's roles in terms of the rates of divorce, childbearing, level of education, and career activity. There were few social class-specific social changes, but there were a number of social class differences among the women in the Class of 1964. These differences suggested that women from working-class backgrounds viewed women's marital role with some suspicion, whereas women from middle- and upper-class backgrounds had a more positive view. Perhaps for this reason, working-class women reported that the women's movement confirmed and supported their skeptical view of middle-class gender norms.
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NEIBERGER, RICHARD E. "Are We Becoming a Two-Class Society Based on Neonatal Circumcision?" Pediatrics 86, no. 6 (December 1, 1990): 1005. http://dx.doi.org/10.1542/peds.86.6.1005.

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To the Editor.— In 1975, an Ad Hoc Task Force on Circumcision of the American Academy of Pediatrics reported that "there is no absolute medical indication for routine circumcision of the newborn."1 In 1983, both the American Academy of Pediatrics and the American College of Obstetrics and Gynecology jointly published Guidelines to Perinatal Care in which routine neonatal circumcision was discouraged.2 Since 1983, many public tax-supported hospitals simply stopped performing neonatal circumcision. Circumcision is no longer an option at many major public hospitals.
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Stein, Gertrude, and Amy Feinstein. "The Modern Jew Who Has Given Up the Faith of His Fathers Can Reasonably and Consistently Believe in Isolation." PMLA/Publications of the Modern Language Association of America 116, no. 2 (March 2001): 416–28. http://dx.doi.org/10.1632/pmla.2001.116.2.416.

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Gertrude stein wrote the twenty-five-page manuscript “the modern jew who has given up the faith of his fathers can reasonably and consistently believe in isolation” for a composition class at Radcliffe College in 1896, when she was twenty-two years old. The essay is distinctly occasional and reads like an early work. It is, nonetheless, one of the few known pieces in which Stein treats directly the question of Jewish identity and the only one to link that question to a specifically political description of the public sphere. The manuscript thus sheds a remarkable light on a number of the most contested questions in studies of Stein's life and works—the problem of her later protofascist political allegiances, of her sense of her exiled Americanness, and of her treatment of writing as an asemantic medium for sketching mobile identities.
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Stein, Gertrude, and Amy Feinstein. "The Modern Jew Who Has Given Up the Faith of His Fathers Can Reasonably and Consistently Believe in Isolation." Publications of the Modern Language Association of America 116, no. 2 (March 2001): 416–28. http://dx.doi.org/10.1632/s0030812900105309.

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Gertrude stein wrote the twenty-five-page manuscript “the modern jew who has given up the faith of his fathers can reasonably and consistently believe in isolation” for a composition class at Radcliffe College in 1896, when she was twenty-two years old. The essay is distinctly occasional and reads like an early work. It is, nonetheless, one of the few known pieces in which Stein treats directly the question of Jewish identity and the only one to link that question to a specifically political description of the public sphere. The manuscript thus sheds a remarkable light on a number of the most contested questions in studies of Stein's life and works—the problem of her later protofascist political allegiances, of her sense of her exiled Americanness, and of her treatment of writing as an asemantic medium for sketching mobile identities.
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Rosenthal, Nicolas G. "Repositioning Indianness: Native American Organizations in Portland, Oregon, 1959––1975." Pacific Historical Review 71, no. 3 (August 1, 2002): 415–38. http://dx.doi.org/10.1525/phr.2002.71.3.415.

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This article examines the processes of community building among American Indians who migrated to Portland, Oregon, in the decades following World War II, contextualized within a larger movement of Indians to the cities of the United States and shifts in government relations with Indian people. It argues that, during the 1960s, working-and middle-class Indians living in Portland came together and formed groups that enabled them to cultivate "Indianness" or to "be Indian" in the city. As the decade wore on, Indian migration to Portland increased, the social problems of urban Indians became more visible, and a younger generation emerged to challenge the leadership of Portland's established Indian organizations. Influenced by both their college educations and a national Indian activist movement, these new leaders promoted a repositioning of Indianness, taking Indian identity as the starting point from which to solve urban Indian problems. By the mid-1970s, the younger generation of college-educated Indians gained a government mandate and ascended to the helm of Portland's Indian community. In winning support from local, state, and federal officials, these leaders reflected fundamental changes under way in the administration of U.S. Indian affairs not only in Portland, but also across the country.
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Collins, Michael G., and L. K. Waters. "Effects of Type of Comparative Advertisement on Responses to the Advertisement and the Advertised Product." Psychological Reports 59, no. 2 (October 1986): 495–501. http://dx.doi.org/10.2466/pr0.1986.59.2.495.

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The effects of four types of comparative advertisements, based on Shimp's 1975 typology, on multiple advertisement-related and product-related responses for two product classes and two levels of brand visibility were examined. Groups of 20 college students each read one type of comparative advertisement for one combination of product class and brand visibility as part of a booklet containing general interest articles and other noncomparative advertisements. Analyses of responses to the advertisements and the advertised products indicated that the type of advertisement significantly affected advertisement-related responses but had a significant effect on only one of the product-related responses. Specification of the attribute of comparison was more salient than the specification of the comparison brand.
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Books on the topic "Radcliffe College. Class of 1975"

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Harvard College (1780- ). Class of 1975. Tenth anniversary report. Barnstable, Mass: Crane Duplicating Service, 1985.

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Harvard College (1780- ). Class of 1975. Fifteenth anniversary report. Cambridge, Mass: Office of the University Publisher, 1990.

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Harvard College (1780- ). Class of 1975. Twentieth anniversary report. Cambridge, Mass: Office of the University Publisher, 1995.

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Harvard College (1780- ). Class of 1975. Thirty-fifth anniversary report. Cambridge, [Mass.]: Class Report Office, Harvard University, 2010.

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Harvard College (1780- ). Class of 1955. Harvard and Radcliffe 1955: Poems by members and friends : sixtieth reunion. Cambridge [Massachusetts]: Harvard and Radcliffe Classes of 1955, 2015.

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College, Radcliffe, ed. Thirty-fifth anniversary report. Cambridge, [Mass: Class Report Office, Harvard University, 2000.

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Harvard College (1780- ). Class of 1974. Thirtieth anniversary report. Cambridge, Mass: Class Report Office, Harvard University, 2004.

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Harvard College (1780- ). Class of 1972. Thirtieth anniversary report. Cambridge, Mass: Class Report Office, Harvard University, 2002.

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Harvard College (1780- ). Class of 1972. Twentieth anniversary report. North Andover, Mass: Town Printing, 1992.

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Harvard College (1780- ). Class of 1972. Twenty-fifth anniversary report. Cambridge, Mass: Class Report Office, Harvard University, 1997.

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Book chapters on the topic "Radcliffe College. Class of 1975"

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Naas, Michael. "The Counter-Program: Syllabus." In Class Acts, 75–92. Fordham University Press, 2021. http://dx.doi.org/10.5422/fordham/9780823298396.003.0009.

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This introduction to the second part of Class Acts, titled “The Open Seminar,” begins with an overview of Derrida’s teaching career and of his infamous “seminar” presentations, along with his own explicit reflections on pedagogy and educational institutions beginning in the mid-1970s. It shows how the young student who “never liked school,” and who continued not to like it, would nevertheless go on to spend the rest of his life in educational institutions as either a student or teacher. To explain this apparent contradiction, the chapter attempts to follow both Derrida’s willingness to work within certain educational institutions in France and his attempts to change them, either by offering alternative programs for them or by proposing alternatives to them. The chapter emphasizes the importance of the formation of GREPH (the Groupe de recherches sur l’enseignement philosophique) in 1975 and the foundation of the International College of Philosophy in 1983 for achieving these latter goals. The chapter concludes that, for Derrida, pedagogy is always a question of thinking together and combining the programmatic with the non-programmatic, a curriculum that can be prepared and taught with something that can never be prepared for or put on a syllabus.
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Keller, Morton, and Phyllis Keller. "The Professional Schools." In Making Harvard Modern. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195144574.003.0025.

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Harvard’s graduate and professional schools were where the tension between social responsibility and teaching the technical skills demanded by a complex society most fully emerged. The Graduate School of Arts and Sciences and the traditional Big Three of Law, Business, and Medicine continued to dominate the Harvard professional school scene (though the Kennedy School of Government was coming up fast). From 1940 to 1970, they and the smaller schools took on their modern configuration: meritocratic, intensely professional, intellectually ambitious. From 1970 to 2000 they faced a variety of internal challenges to that academic culture, as well as constant competition from their counterparts in other universities. After he became president in 1971, Derek Bok devoted his first annual report to Harvard College, his second to the Graduate School of Arts and Sciences. This was not surprising: the closely linked College and Graduate School were Harvard’s traditional academic core. What, he asked, was GSAS’s essential mission? Now as before, it was to train scholars and add to basic knowledge. But the Graduate School was in trouble. One problem was student attrition. Up to half of those who entered failed to get their Ph.D.s, compared to a drop-out rate of less than 5 percent in Law and Medicine. The fault, Bok thought, lay in the lack of structure in many doctoral programs, and he prodded the faculty to do something about that. Another concern was the Ph.D. job shortage. Nonscientists had to be ready to have careers in colleges, not just in research universities. That meant that the Graduate School would have to teach its students how to teach. At his urging in 1976 the Danforth Center for Teaching and Learning (renamed the Bok Center in 1991) was set up to tend to the pedagogical instruction of graduate students.1 Declining academic job prospects cast the longest shadow over GSAS in the 1970s. More than 1,000 students entered in the peak year of 1966–67; by 1971–72 the number was down to 560. The humanities were particularly hard hit: the 1975–76 entering class in English Literature was 16, compared to 70 a decade before.
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"In summary, the academic integrity literature suggests a possibility that SEPIB may have broader reaching effects than the traditionally examined learning out-comes and may actually influence academic integrity decisions. Based on the SEPIB and academic integrity literature, I hypothesized that students who commit academic dishonesty will have lower evaluative perceptions of their instructors than students who have not committed academic dishonesty. METHOD Participants The respondent pool, taken from 1,390 students, were students enrolled in a variety of courses at a large (approximately 18,000 undergraduate students) regional col-lege in the West. Of the original pool, 1,369 had participated in a test or other type of graded assignment when the survey was conducted, thereby having had an opportu-nity to have committed acts of academic dishonesty. Of these 1,369 students, 281 (20.5%) reported committing an act of academic dishonesty in the course in which the survey was conducted. Ages of the students ranged from 16 to 65, with the majority (70.2%) being 18 to 22 years of age. The sample included 564 men (43.3%) and 737 (56.6%) women. All college class levels were represented: 26.0% were lst-year students, 20.4% were sophomores, 28.3% were juniors, 23.7% were seniors, and 0.8% were graduate students. In an open-ended response question, students reported 38 dif-ferent majors. Measures Academic integrity. Items regarding types of academic dishonesty were compiled from previous surveys (with particular reliance on Barnett & Dalton, 1981; Bowers, 1964; Jendrek, 1992; Oaks, 1975; Singhal, 1982; Stevens, 1984; Wright & Kelly, 1974). Nineteen types of dishonest acts were selected and divided into two categories: tests or quizzes (see Table 1) and other activities (see Table 2). A determination of whether a student committed academic dishonesty in the course in which the survey was administered was based on whether the student responded yes to any of the 19 items listed in Tables 1 and 2. If students responded yes to a spe-cific behavior, they were also asked to indicate how frequently they had engaged in this behavior in the course. All students who answered no to all of the items were placed in the "not admitting to academic dishonesty in the course" category. SEPIB. Because SEPIB was assessed using four 5-point scales ranging from 1 (good, fair, worthless, negative) to 4 (bad, unfair, valuable, positive; see." In Academic Dishonesty, 63–64. Psychology Press, 2003. http://dx.doi.org/10.4324/9781410608277-10.

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Conference papers on the topic "Radcliffe College. Class of 1975"

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De Sivatte, Isabel, and Patricia Gabaldón. "The role of financial aid in college performance: The importance of class attendance, aid amount and type of aid." In Ninth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16046.

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We use Social Identity Theory (SIT) and Tinto’s (1975) theoretical framework on college dropout to argue how the provision of financial aid relates to undergraduate students’ performance. Financial aid enables economically less favored students to pursue high quality university education achieving upward social mobility. We conduct this study using archival data of 4 cohorts of business administration undergraduate students of an international, elite university in Europe. We find that financial aid recipients obtain a higher first-year GPA than non-recipients. This positive relationship is partially mediated by class attendance. Financial aid recipients attend more classes, which also enhances their GPA. Moreover, unexpectedly, we find that the relationship between the amount of aid received and GPA is non-linear, and that merit-based aid and need-based aid increase students’ GPA in a similar manner.
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