Center for Women’s & Gender Studies

CFP: Staging Women’s Lives in Academia (Literature and Language Workplaces)

We are putting together an edited collection, tentatively titled Staging Women’s Lives in Academia. The subtitle, yet to be figured out, will indicate that our focus is upon women in literature and languages. The book, under serious consideration at Rutgers University Press for its new Higher Education Studies series, will focus upon nodal points of professional (graduate school, pre- and post- tenure, mid- and later- career, and retirement) and personal life for women in academia. We have two key premises: that choosing not to continue down the traditional path of academic life stages is as significant as following it, and that the usual conflation of academic and age-specific life stages is deeply gendered.

Our design for the collection outlines professional life stages. These range from:

• finishing the degree (who chooses to write or not write the dissertation);
• seeking academic or other employment post-Ph.D.;
• beginning and then remaining in the profession (publishing, promotions, moving into administration or not);
• leaving academia once employed (whether in a full-time or part-time, pre-tenure or post-tenure position);
• deciding to retire or to continue working.

We welcome essays from women who have followed a traditional career path, but also from those who’ve travelled other roads. We can readily see a graduate student writing about the decision to get the Ph.D. but not pursue academic employment, for example, an adjunct writing about mid-career parenting decisions, an administrator writing about being “stuck,” an associate professor talking about the decision not to seek promotion to full professor, etc. Parenting, elder-care issues, and general assessment of “professionalization” values can also lead to priorities other than those usually counseled through professional advice venues.

Although we of course want contributors to draw upon personal experience, we will be asking that they both theorize and concretize their essays. As you think about this call, we’d like to ask that you also think about some very basic questions that could help others, such as: “Do/did you discover that your experience was typical, but nonetheless didn’t expect it?” “What would you point out as the key features of this stage to a colleague just beginning it?” “How do you think your experiences were shaped by the kind of school you worked at and where your school was situated?” and, everyone’s favorite, “What would you do differently if you had it to do again?”

Besides these basic questions, there are many others that you might consider, such as: What is gendered about your career path, your career experience? How did race/ethnicity, age, class, sexuality, and culture affect your academic experience at each stage? How did your academic work feed into, enhance, or distract from other parts of your life? Or how much of your personal life intersects with or clashes with your work life? Has your work changed over time? Have you changed over time in terms of your enthusiasm for, and interest in, your work?

We want contributors to be frank, but we also want these essays to encourage “best practice” discussion and also to serve as references for other women. Because responding fully to some of these topics may be difficult, we are willing to accept proposals or essays by authors writing under a pseudonym or anonymously. We also invite proposals written by several people in dialogue with each other.

Please consider sending in a proposal for this collection, but also think about students and colleagues who fall under the “did not choose to” rubrics who may not be receiving notes such as this. Please forward this call to them. We would like to receive proposals by June 1, 2012. Proposal packets should include a 500-word abstract (or a full essay, if appropriate) and a brief c.v. Final essays should be around 6250 words, including notes and Works Cited, although we will consider shorter pieces. They should be sent to both of us:

Michelle Massé at mmasse@lsu.edu
Nan Bauer-Maglin at nbauer-maglin@gc.cuny.edu

Call for Submissions: Special Issue of Society for International Education Journal Teachers College, Columbia University: Engaging with Difference, Gender and Sexuality in Education

Across such contexts as family, peers, school, religious communities, assumptions of gender and sexuality interact with organizational discourses and practices of race and social class (Stritikus & Nguyen, 2007). This view of differences suggests that within a social category, there could be as many differences as there are similarities. Yet these categories endure, and gender continues to be invoked as a static biological feature. The political, social and cultural contexts through which categories of difference are produced and maintained should be explored, particularly in sites of knowledge production and transmission. Historically, access to particular kinds of knowledge has been stratified by categories of difference such as race, social class, gender and sexuality. One way to understand the politics of knowledge is to acknowledge the social process of knowledge transmission in relation to gendered social relations. These relations are part of the discursive space for structuring notions of gender and sexuality. We are interested in expanding this discussion to understand some of the conditions through which institutions and individuals operate on the boundaries of seemingly clearly defined constructions of gender, sex and sexuality and engage with, produce, negotiate and resist knowledge. Specifically, we would like to explore how differences of gender, sex and sexuality operate and how they are established and maintained in local and international educational contexts. We are particularly interested in papers that interrupt normalized discourses, and engage with the fluidity and unsettledness of masculinities and femininities.

We welcome submissions that address any of the questions below:
- How is difference constructed in educational contexts (defined broadly and ranging from early childhood to postgraduate studies, including the informal education spaces)? How does difference operate? How is difference lived and experienced in/through gendered identities and sexuality/sexual subjectivities?
- Which differences are marked or left unmarked? How are hierarchies established? Why are particular differences maintained and others marginalized, and what are the related investments? In what situations do particular differences command more power, and when and how does this power vary with changing contexts?
- How do educational institutions, educators, administrators, and/or students structure difference? What is the role of formal and informal curriculum in the structuring difference?
- How and in what ways does difference constitute students and teachers who see and act in particular ways? What do teachers and learners learn and internalize about gender and sexuality as desiring subjects? How are “proper” and “improper” desire learned and taught?
- Can (real or imagined) borders of sex, gender and sexuality be conceived of as sites of creative dialogue and social agency? In what ways does the space of ‘trans’ provide opportunities for collaboration as opposed to conflict?
- How do normalized discourses in educational contexts create or limit the space for the performance and enactment of difference? In what ways can we re-imagine these discourses? Consider media discourses that construct youth as either hyper sexual or asexual, school policies for the inclusion and exclusion of those who are different such as immigrants, LGBT youth, ethnic minorities, disabled students, etc.

SUBMISSION GUIDELINES
- Theoretical papers: These papers are informed by sociological, anthropological, educational and/or feminist theory, and provide new ways of exploring and understanding difference.
- Empirical research papers: These papers present studies of micro or macro social contexts to deepen our understanding of the ways in which difference can be established, enacted and/or resisted.
- Microsoft Word document, double-spaced, Times New Roman 12-point font. American Psychological Association (APA) standard format for citations and references.
- Cover sheet should include name, degree, and school/department affiliation. Name should not appear on any of the pages, except on the cover sheet.
- Please send submissions as .doc attachments to TC.SIE.Journal@gmail.com. All submissions should be copied to Mary Ann Chacko (mac2322@tc.columbia.edu).
- Please direct questions to editors: Shenila Khoja-Moolji (ssk2143@tc.columbia.edu) and Stephanie McCall (sdm36@tc.columbia.edu).
- All submissions will go through a double-blind peer review process.

Society for International Education Journal

Teachers College, Columbia University

Call for Papers

Engaging with Difference, Gender and Sexuality in Education

Submission deadline – April 30, 2012

Differences can get lost or never discovered when gender and sexuality are
not thought of as produced, (re)produced, and shifting within specific
contexts and social relations. Across such contexts as family, peers,
school, religious communities, assumptions of gender and sexuality interact
with organizational discourses and practices of race and social class
(Stritikus & Nguyen, 2007). This view of differences suggests that within a
social category, there could be as many differences as there are
similarities. Yet these categories endure, and gender continues to be
invoked as a static biological feature. The political, social and cultural
contexts through which categories of difference are produced and maintained
should be explored, particularly in sites of knowledge production and
transmission. Historically, access to particular kinds of knowledge has been
stratified by categories of difference such as race, social class, gender
and sexuality. One way to understand the politics of knowledge is to
acknowledge the social process of knowledge transmission in relation to
gendered social relations. These relations are part of the discursive space
for structuring notions of gender and sexuality. We are interested in
expanding this discussion to understand some of the conditions through which
institutions and individuals operate on the boundaries of seemingly clearly
defined constructions of gender, sex and sexuality and engage with, produce,
negotiate and resist knowledge. Specifically, we would like to explore how
differences of gender, sex and sexuality operate and how they are
established and maintained in local and international educational contexts.
We are particularly interested in papers that interrupt normalized
discourses, and engage with the fluidity and unsettledness of masculinities
and femininities. We hope that such an engagement with difference will focus
the attention of scholars and practitioners on the fuzzy boundaries of the
“three-ply yarn” (Jordan-Young, 2010, p.15) of sex, gender and sexuality,
and open and extend possibilities for dialogue and participation.

We welcome submissions that address any of the questions below:

-        How is difference constructed in educational contexts (defined
broadly and ranging from early childhood to postgraduate studies, including
the informal education spaces)? How does difference operate? How is
difference lived and experienced in/through gendered identities and
sexuality/sexual subjectivities?

-        Which differences are marked or left unmarked? How are hierarchies
established? Why are particular differences maintained and others
marginalized, and what are the related investments? In what situations do
particular differences command more power, and when and how does this power
vary with changing contexts?

-        How do educational institutions, educators, administrators, and/or
students structure difference?  What is the role of formal and informal
curriculum in the structuring difference?

-        How and in what ways does difference constitute students and
teachers who see and act in particular ways?  What do teachers and learners
learn and internalize about gender and sexuality as desiring subjects? How
are “proper” and “improper” desire learned and taught?

-        Can (real or imagined) borders of sex, gender and sexuality be
conceived of as sites of creative dialogue and social agency? In what ways
does the space of ‘trans’ provide opportunities for collaboration as opposed
to conflict?

-        How do normalized discourses in educational contexts create or
limit the space for the performance and enactment of difference? In what
ways can we re-imagine these discourses? Consider media discourses that
construct youth as either hyper sexual or asexual, school policies for the
inclusion and exclusion of those who are different such as immigrants, LGBT
youth, ethnic minorities, disabled students, etc.

SUBMISSION GUIDELINES

-        Theoretical papers: These papers are informed by sociological,
anthropological, educational and/or feminist theory, and provide new ways of
exploring and understanding difference.

-        Empirical research papers: These papers present studies of micro or
macro social contexts to deepen our understanding of the ways in which
difference can be established, enacted and/or resisted.

-        Microsoft Word document, double-spaced, Times New Roman 12-point
font. American Psychological Association (APA) standard format for citations
and references.

-        Cover sheet should include name, degree, and school/department
affiliation. Name should not appear on any of the pages, except on the cover
sheet.

-        Please send submissions as .doc attachments to
TC.SIE.Journal@gmail.com. All submissions should be copied to Mary Ann
Chacko (mac2322@tc.columbia.edu).

-        Please direct questions to editors: Shenila Khoja-Moolji
(ssk2143@tc.columbia.edu) and Stephanie McCall (sdm36@tc.columbia.edu).

-        All submissions will go through a double-blind peer review process.

References

Jordan-Young, R. M. (2010). Brain Storm: The flaws in the science of sex
differences. Boston: Harvard University Press.

Stritikus, T., & Nguyen, D. (2007). Strategic transformation: Cultural and
gender identity negotiation in first-generation Vietnamese youth. American
Educational Research Journal, 44(4), 853-895.

CWGS Embrey Women’s Human Rights Initiative invites you to learn about a new tutorial for faculty to support students in archival research on women’s human rights.

View a New Teaching Tool for Archival Research on Women’s Human Rights
Tuesday, April 26, 11:30am – 12:30pm, Gebauer 4th Floor Conference Room (GEB 4.200, left off of the elevators)

Finding aids, folders, reading rooms, and card catalogs – archival research can be confusing for students and difficult to teach effectively. Amelia Koford, a master’s student in the School of Information and the Center for Women’s and Gender Studies, has created an online tutorial about conducting archival research on women’s human rights at UT-Austin. The tutorial guides students through five steps: finding an archival collection, preparing for research, viewing the collection, conducting research, and considering emotions and ethics. It focuses on archives on the UT campus, including the Benson Latin American Collection, Briscoe Center for American History, Harry Ransom Humanities Research Center, and Human Rights Documentation Initiative. The tutorial supports the Embrey Women’s Human Rights Initiative: http://www.utexas.edu/cola/centers/cwgs/womens-rights/Womens-Rights-Initiative.php

Please join us to learn how you might incorporate this tool for primary source research into your teaching. Bring a brown bag lunch and join our conversation. If you have any questions, feel free to contact Amelia Koford at akoford@ischool.utexas.edu. Hope to see you there!

If you are currently a student leader or are wanting to gain leadership experience and have at least a 3.0, this is the position for you! The College of Liberal Arts is looking for a few good men and women to fill the ranks of FIG Facilitator. As a FIG Facilitator you will help the FIG Mentor organize and conduct educational and social activities to help new UT students become better acquainted with each other, faculty, the university, and community as a whole.

No prior experience required. Just fill out the attached application and turn in to Shelley Bowers at sbowers@austin.utexas.edu by April 29.

We have a lot of work ahead of us, but I would like to urge you to not become frustrated with the process, and to keep in mind what brought you to the table to begin with. We are fighting for access to quality education for all, and a part of this struggle is bound to be intrinsically personal and emotional. I urge you to remain mindful of these values in the coming months as we move forward in organizing against disproportionate cuts to our centers and towards a more democratic university!

We have many plans for the coming months and hope you will be a part of changing the priorities of our university. Our next meeting will be Tuesday, March 22nd at 7:00p.m. in WEL 2.304. Below you can find out what we have been up to and read about future plans.

Thank you for all of your hard work so far & we hope to see you soon,

The Students Speak

What we have been up to:

February 17th, Abriendo Brecha Activism and Scholarship Conference at UT – This conference was sponsored by The University of Texas at Austin Division of Diversity and Community Engagement (DDCE), Center for Asian American Studies (CAAS), Center for Mexican American Studies (CMAS), Center for Middle Eastern Studies (CMES), Center for Women’s and Gender Studies (CWGS), Department of Anthropology, Department of History, John L. Warfield Center for African and African American Studies (CAAAS), School of Social Work, South Asia Institute (SAI), Teresa Lozano Long Institute of Latin American Studies (LLILAS), most of which are slated for devastating budget cuts this coming semester. TSS member, Carina Souflée presented on the, “Save Ethnic Studies & Students Organizing Against Budget Cuts” panel moderated by Dr. Edmund T. Gordon. We hope to soon post footage of this panel on our website. [thestudentsspeak.com]

March 2nd, National Day of Action, March & Rally – I encourage you to watch President Powers’s presentation and the student testimony presented here: [http://www.senate.state.tx.us/75r/senate/commit/c540/c540.htm] You will need RealPlayer to watch the video, and you can download this player easily (and for free) at [http://www.real.com/realplayer/search]. Then click “March 2nd” on the Senate Committee on Finance page. First, you will see Powers speak and then beginning at 00:49:00 you can watch student testimony. Additionally, another TSS member spoke at the House Committee meeting on Higher Education: [http://www.house.state.tx.us/video-audio/committee-broadcasts/committee-archives/player/?session=82&committee=290&ram=11030214290] beginning at 03:43:00.

March 11th, TSS on KOOP Radio’s “People United” w/ Alan Campbell – Carina Souflée and Caitlin Eaves joined ¡ella pelea! member Courtney M. to discuss budget cuts to UT ethnic, identity, and gender studies centers. Check the archive for the full hour discussion: [http://www.koop.org/?page=schedule&section=peopleunited]

March 12th, Save Texas Schools Rally – The Students Speak joined forces with Save Texas Schools last Saturday, marching from the tower to join the rally at the Capitol where over 12,000 teachers, students, legislators, and community members gathered from all over the state to demand no funding cuts to Texas schools. Check out photos and video here: [http://savetxschools.org/2011/03/rally-storybook/]

March 15th, Planning Meeting Synopsis –

Future meetings
*Tuesday, March 22nd @ 7p.m. -WEL 2.304
*Tuesday, April 5th @ 7p.m. – Room TBA
Future Plans (ideas)
Plan a social/meet and greet, at a community center or cafe’ (based on Gentle Thursdays)
Media projects
Testimonials & video from Senate Finance Hearing
West Mall Demo and Tabling
South Mall activities – to be expanded upon in March 22nd meeting.

Future TSS events/meetings and other ways to fight budget cuts:

Now & Anytime, CTBAK Survey- The Liberal Arts College Tuition and Budget Advisory Committee (CTBAC) has distributed a survey to “get student opinion” and after reading their most recent list of recommendations to Dean Diehl, it is clear they need far more input from students to make any further recommendations (only 222 have taken it so far). You can find that recommendation here: [http://utsenate.org/wp/wp-content/uploads/CoLA-CTBAC-Recommendations1.pdf] PLEASE SPEND FIVE MINUTES OF YOUR TIME to take the survey and let them know how important quality education is to you and how the centers are an integral part in that story. —-> https://spreadsheets.google.com/viewform?formkey=dEtqLWtiem1wS1dwU2dnYTNyVk1qT3c6MQ

March 22nd, Invest in Texas Lobby Day – 11:00a.m. – 5:00p.m. – Meet at noon in SAC 2.302 to march to Capitol for a press conference. The entire Legislative Day 2011 will last from 11:00 a.m. to 5:00 p.m. and will include a briefing and meetings with lawmakers. If you would like to participate in the entire Legislative Day 2011 please register by completing the following form:
[https://spreadsheets.google.com/viewform?formkey=dG13aFQ3b2RsS01xcUVITnd0YkVhNWc6MQ] and completing legislative lobby training. For additional info: [http://utsenate.org/investintexas/]

April 1st – 3rd and 8th – Conference Panel Discussions

Feeding the Hunger: Budget Cuts, Sweet Potato Curry and Feminist Action at UT-Austin…………………..April 1st-2nd (time/date/room TBA) keep updated at http://feministactionproject.blogspot.com/

Through creative performance and critical self-reflection, this panel explores recent organizing efforts on behalf of three feminist organizers from the Students Speak (TSS), a student and community-centered organization at UT-Austin. Currently slated for disproportionate budget reductions, ethnic, gender and identity centers at UT-Austin brace for unprecedented financial attacks. This panel gives commentary on these attacks, providing critical perspective to administrative mandates, including details on the Academic Planning and Advisory Committee’s (APAC) proposal to reduce funding for ethnic, gender and identity centers at the university, and student and community responses against these actions. Using sweet potato curry as a metaphor, panelists describe the ongoing process of feminist organizing and the difficult work of tethering seemingly disjointed perspectives, experiences and ideologies to common points of unity against proposed budget cuts and the infrastructural power paradigms that sustain them.

The Students Speak: Responses to Liberal Arts Centers Budget Cuts and Reflections on Feminist Organizing……………………………. April 8th, 10:30 a.m. – Lone Star Room, 3.208

In the fall of 2010, UT‟s Academic Planning Advisory Committee (APAC) provided recommendations for cuts to centers in the College of Liberal Arts, including but not limited to: the Center for African and African-American Studies, the Center for Women‟s and Gender Studies, the Center for Mexican American Studies, and the Center for European Studies. Through critical self-reflection, this panel explores recent organizing efforts on behalf of three feminist organizers from The Students Speak (TSS), a student and community-centered organization at UT-Austin working against the administration‟s proposed budget cuts on campus and legislative cuts in the greater Texas community. This panel provides commentary on the disproportionate budget reductions and unprecedented financial adversity faced by ethnic, gender and identity centers at UT-Austin, and describes the ongoing process of tethering differences for organizational unity both on- and off- campus.

Calling Innovative Academics Within and Without Anthropology:

New Directions in Anthropology Conference: April 29-30, 2011
University of Texas, Austin

DEADLINE FOR ABSTRACT SUBMISSION: MARCH 6, 2011

Anthropology is not stagnant. Continuously it changes, grows, and evolves, transforming the world in which we live. As a new generation of academics and practitioners, such constant metamorphosis is paramount to our research methodology and pedagogy. Modern anthropology can only benefit from an inter-disciplinary approach to social science; therefore, it is important that anthropologists remain in dialogue and collaborate with academics in other disciplines.

We invite you who are making innovations in science, arts, humanities, and more, to share with us your knowledge and wisdom, your trials and errors, your fresh ideas and new directions.

The Anthropology Graduate Student Association (AGSA) will hold its 4th annual student research conference, New Directions in Anthropology, on April 29-30, 2011. This conference will highlight your research and projects aimed at changing theoretical constructs, incorporating new viewpoints, implementing innovative methodology, and branching out beyond the generally accepted limits of anthropology. It presents a unique opportunity for interdisciplinary dialogue, pushing the boundaries of traditional anthropology.

What makes your work different than that which came before? Were you working against a canon, and found an interesting way to step outside of it? Did you examine an old problem through a new lens, discovering a new and helpful perspective? Have you found creative ways to present fresh thoughts and ideas? Tell us about it! This is your opportunity to think outside the proverbial box.

What new directions are YOU taking?

The over-all goal of this conference is to foster community amongst students from multiple disciplines and to provide a supportive environment where individuals can both share and receive feed-back on their current innovative research.

Please submit abstracts by email to: newdirectionsanthropology@gmail.com by March 6, 2011. Abstracts should be limited to 300 words and should be accompanied by a brief bio stating your research interests, subfield, year in program of study, and contact information.

Submitters will be notified of acceptance by April 1, 2011.

Please email any submission questions to the above listed conference email address.

New Majorities, Shifting Priorities:
Difference and Demographics in the 21st Century Academy

Friday, March 4th, 2011
9 am to 5 pm
UCLA Campus, Royce Hall Room 314

The conference is free and open to the public, but space is limited.
RSVP: http://www.csw.ucla.edu/conferences/rsvp

UPDATED INFO will be available at

http://www.csw.ucla.edu/events/new-majorities-shifting-priorities

The UCLA Center for the Study of Women (CSW) is pleased to invite you to an upcoming conference that will address challenges now facing women’s, gender, sexuality, LGBT, ethnic, race, and postcolonial studies in the academy. The
current economic climate has given rise to a crisis in higher education, and the relevance of work being done in these areas of study is being questioned. Budgets are being cut, while numerous programs face the threat of downsizing or closure. CSW, together with the Center for the Study of
Gender and Sexuality (CSGS) at NYU, organized this event as a response to these challenges by bringing experts in the above-mentioned fields together for two roundtable discussions. The roundtable participants will post position papers available to conference attendees on February 15th and these papers will provide the basis for engaged and sustained discussion with the audience on the topics and questions below:

Roundtable #1: Curriculum and Research in Gender, Sexuality, LGBT, Women’s Studies, Ethnic Studies, and Postcolonial Studies (9:30-12:00)

This panel is devoted to developing the most innovative and trenchant arguments that can be made for teaching and research in the areas of gender, sexuality, women’s, LGBT studies and the overlapping and intersecting fields of ethnic and postcolonial studies. Rather than remain on the defensive, fighting to keep the programs we currently have when they are attacked, might we instead take the opportunity to articulate broad, affirmative, forward looking new visions for the 21st century?

Panelists will articulate their intellectual, pedagogical and political visions for the future of these field(s) and address how they might imagine the place of gender, sexuality, women’s, LGBT, ethnic and postcolonial studies if they suddenly could remake the academy in any way they wished. Other questions the panelists will address include: How would you envision these fields of study as central rather than marginal to the academic mission? How might you organize them in relation to the humanities, social
sciences, sciences and professional education (divisions that you may also wish to question/remake)? How could your vision be put into play in the many dialogues occurring now about reorganizing the university? The focus for these papers, and this roundtable, will be on the intellectual grounds for remaking our fields, while the 2nd panel will focus more centrally on the institutional organization of them.

Roundtable #1 Participants:

Lisa Duggan, New York University

Rod Ferguson, University of Minnesota

Inderpal Grewal, Yale University

Laura Kang, University of California, Irvine

Sandra Soto, University of Arizona

Sarita See, University of Michigan

Roundtable #2: Academic Departments and Research Centers (1:30-4:00)

This roundtable is devoted to envisioning the best institutional structures, arrangements, and relationships among units devoted to teaching and research in the areas of gender, sexuality, women’s, LGBT studies and the related fields of ethnic and postcolonial studies. Participants will articulate what those institutional arrangements or structures might be based on their intellectual and administrative expertise and experience, considering how they would proceed if they suddenly had the power to remake the university in any way that they wanted. Other questions include: how would you
institutionalize gender, women’s, LGBT, postcolonial, and ethnic studies? How could the university be structured to position these areas and concerns as central rather than marginal to the academic mission? Participants will
reflect on the current crises and challenges facing their particular institution or higher education as a whole — from contingent labor and reduction of ladder faculty positions, to the student as consumer model, to the new metrics through which universities and their corporate guardians are assessing what works and what doesn’t. In the face of these shifts, are there specific institutional or structural arguments that gender and sexuality studies or ethnic and post-colonial studies are especially positioned to offer as a counter to the corporatized university?

Roundtable #2 Participants:

Laura Briggs, University of Arizona

Kathleen McHugh, UCLA

Ann Pellegrini, New York University

Angela Riley, UCLA

Jenny Sharpe, UCLA

Kathryn Stockton, University of Utah

New Majorities is cosponsored by the University of California Humanities Research Institute; UCLA College of Letters and Science, Division of Social Sciences; UCLA College of Letters and Science, Division of Humanities; UCLA Department of Women’s Studies, UCLA LGBT Studies Program; UCLA Chicano Studies Research Center; Ralph J. Bunche Center for African American Studies at UCLA; UCLA César Chávez Department of Chicana and Chicano Studies; UCLA Afro-American Studies Program; UCLA American Indian Studies Center; UCLA American Indian Studies Program; UCLA Asian American Studies Center; and UCLA Department of Asian American Studies.

Texas Tech University is set to host the 27th Annual All-University Conference on the Advancement of Women in Higher Education Feb. 3-4 in the Student Union Building (SUB), Second Floor, at Texas Tech. Please use the attachments as you see fit to help spread the word.

The Conference titled, “Innovative Voices: Initiatives, Projects and Practices for Empowerment and Gender Equality,” is part of a two-day celebration sponsored by the Women’s Studies Program at Texas Tech. The event will include papers and panel discussions topics surrounding women, gender roles and gender identity. Deadline for CFP’s is this coming Friday, January 21st, by email. See submission guidelines on our web site at: http://www.depts.ttu.edu/wstudies/call_for_papers_and_panels_2011.php

All campus events are free and open to the public and will be held on the second floor of the SUB with walk-in registration and a welcome address beginning at 8:30 a.m. Feb. 4 in the Matador Room. Academic paper and panel sessions will run from 9:00 a.m. – 4:00 p.m. Feb. 4 with concurrent sessions. Check our web site on January 26th for a detailed program schedule with panel session location and times, available for download online.

Schedule of events:

Feb. 3:
· A pre-conference screening of the documentary film, “The Education of Shelby Knox” will begin at 7 p.m. Feb. 3 in the Firehouse Theatre at the Louise H. Underwood Center for the Arts located at 511 Ave. K.
· A panel discussion will follow with members from the film.
· Tickets are $13 for general admission and can be purchased through Select-A-Seat by calling (806) 770-2000 or on the Web at http://www.selectaseatlubbock.com. Student tickets are available for Texas Tech students with a valid ID at the Ticket Booth box office in the SUB (in front of the Allen Theatre) for $8. All prices include a $3 Select-A-Seat service charge.

Feb. 4
· Welcome address begin at 8:30 a.m. in the Matador Room.
· Academic paper and panel sessions will run from 9:00 a.m.-4: 00 p.m. with concurrent one-hour sessions.
· “Voices of Feminism,” a performance organized by Women’s Studies Affiliated Faculty Member Sara Peso White, will begin at 5 p.m. in the Matador Room. The performance will reflect on writings by women that address issues of concern for all.
· “Forth Wave: (Active)ism in Her(story),” featuring keynote speaker Knox will begin at 5:30 p.m. in the Matador Room.

Pre-registration is now available on the Women’s Studies website. Registration is not required to attend the keynote panel. We encourage faculty to utilize this conference as part of their curriculum or extra credit. Proof of attendance will be provided at the registration desk for students needing to attend the conference or a single panel session for course credit.

Visitors without a Texas Tech parking sticker can find parking information by entering from the Broadway entrance to the campus. The traffic kiosk attendant will give directions to the SUB and nearest visitor parking location.

The Women’s Studies Program is a part of the Division of Institutional Diversity, Equity and Community Engagement. For more information and the complete conference program schedule, visit http://www.depts.ttu.edu/wstudies/AWHE.php.

Thank you for your continued support,
The Women’s Studies Program
www.depts.ttu.edu/wstudies

CONTACT: Patricia Earl, Coordinator, Women’s Studies Program, Texas Tech University, (806) 742-4335, or patricia.a.earl@ttu.edu

The Women’s Studies Program proudly announces the 27th Annual All-University Conference on The Advancement of Women in Higher Education, which will take place on the campus of Texas Tech University, February 4, 2011.

We invite papers and panel proposals that explore the manifold meanings of movement and change as connected to, created by, and/or caught up in the presence of women’s, gender, and identity issues, in both contemporary and historical frameworks. Interdisciplinary proposals, as well as those from the disciplines and specialty subject areas across the Texas Tech University campus, are welcome. We will be happy to consider proposals from the professional schools and the administrative offices, as well as those from scholarly areas where women have been historically under-represented, including mathematics, the agricultural and natural sciences, and technology and applied sciences. We also invite students, staff and faculty members in the social and behavioral sciences, the visual and performing arts, the communications fields, and the humanities to present their research.

The Program also issues a special invitation to interested parties from other colleges and universities, including Lubbock-area institutions, Angelo State University, and other institutions in the Southwest to present, to participate, and/or to attend this conference. Faculty, staff, graduate and undergraduate students are all invited to share their work, in the form of research findings, group or single-author projects, and works-in-progress in multiple media in paper, poster or exhibit sessions.

Please reference the submission guidelines on our web site and note that only complete applications adhering to the stated guidelines will be accepted. http://www.depts.ttu.edu/wstudies/call_for_papers_and_panels_2011.php

The deadline for submission by email is January 21, 2011