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The article discusses views on sexuality and the purported vulnerability of female undergraduate and graduate students at U.S. universities and colleges. Topics include the sexual involvement of faculty members with students, training intended to prevent sexual harassment, and the notion of social power in relation to sexuality and gender. The legal role of Title IX of the U.S. Education Amendments of 1972 is noted.

From the workshop to the food bank. [ABSTRACT FROM AUTHOR]

An interview with academic career adviser Karen L. Kelsky is presented. She discusses a survey on experiences of sexual harassment among graduate students. Relationships between college professors and undergraduate students are addressed. The hierarchical nature of academic departments is noted. Kelsky discusses the naming of perpetrators and the impact of sexual harassment on women in academic life.

Clothing is just one more minefield for female graduate students that their male counterparts do not encounter in the same way. [ABSTRACT FROM AUTHOR]

The article reports on the increase in numbers of women enrolled in graduate school specializing in fields used to be dominated by men in the U.S. It gives opportunity for women to teach in replacements for the large number of senior professors who will retire within the next 15 years. However, the prevalence of sexual bias in hiring and promotion decisions poses a problem for women as well as a shortage of women with doctorates in scientific fields.

A personal narrative is presented that discusses the author's experiences as an adjunct professor and a tenure-track professor in relation to social preferences for men in the classroom environment, noting problems and challenges facing female graduate students.

A personal narrative is presented that discusses the author's experience of not having a mentor as a literary critic and scholar, noting the difficulties facing women graduate students and the limited impact of feminism on U.S. colleges and universities.

The author reflects on her experiences as a pregnant graduate student, commenting on how she was perceived by fellow students and professors as well as the impact on her career in academics. She suggests that the culture of Ph. D. programs infantilize students and discourage them from making adult decisions, leading many women to delay pregnancy until after graduating and securing a job. Comments from other women who were pregnant during graduate work are included.

The article discusses a report by the Council of Graduate Schools that says women and members of minority groups tend to take longer than students from other groups to complete doctoral programs. In contrast, international students stand out as the fastest in earning Ph.D.'s. The report, which is entitled "Ph.D. Completion and Attrition: Analysis of Baseline Demographic Data From the Ph.D. Completion Project," found gaps between racial and ethnic groups. The gaps are attributed to differences in family life between genders and races.

This article reports that Palo Alto, California-based Stanford University has instituted a policy that seeks to accommodate female graduate students who give birth by granting them up to six weeks of paid time off from their usual commitments to research and teaching. They will also receive an automatic extension of one academic quarter to complete major university or departmental requirements, like qualifying exams. Female graduate students supported by teaching or research assistantships or fellowships will be excused from their regular duties for up to six weeks and will continue to receive their salaries, stipends, and any tuition support they had been receiving.

Focuses on the journey of post-graduate creative writing student Karin Bolender to the Virginia border by riding her donkey in June 2002. Reason for the journey; Author of an essay which inspired her to push through with the journey; Reaction to the reason behind her journey.

Features the trend of more women undergraduates intending pursue advanced degrees relative to men. Survey of students in various universities on their interest in attending graduate school; Successful career women as role models for female freshmen; Concern over tuition and financial assistance; Findings of the survey on scholastic matters.

Reports on women in graduate education. American Mathematical Society's findings regarding the granting of graduate degrees to women; Universities with the highest proportion and absolute number; Factors credited for the success of female faculty members.

The author comments on women in academic disciplines in the U.S. The self-consciousness among women allow them to view their scholarly interest and concerns as different in some ways from those of men. This self-consciousness is further highlighted in the growing number of female graduate students in U.S. history who want to work on aspects of the past related to women.

The article discusses the increase in number of female students who graduate from U.S. medical schools from 1970 to 1980. The number of women who have reached the rank of full professor in a medical school has grown very little during the period. Researchers concluded that it will take a long time for women to influence medical practice or medical education to any degree. According to Marcia Angell, deputy editor of "New England Journal of Medicine," women will not reach the top of the medical profession in great numbers until there is a restructuring of medicine.

The article reports on the findings that Japanese women are entering colleges and universities in increasing numbers, resulting from Japan's postwar constitution declaration of men and women to be equal by law. For the first time in the country's history, several technical colleges allowed women to compete for places. It was stated that one-third of these women who graduated from college hope to have lifelong careers.

The article reports on the increase in Israeli women earning degrees. According to a statistical yearbook, about half of the graduates from Israeli universities in the academic years 1986-1987 were women. The percentage of women who received master's degree increased to forty-one percent as compared to thirty-five percent.

The article presents information related to the field of education in the United States. The Center for Women's Studies organized an exhibition of portraits of distinguished female graduates, professors, administrators and philanthropists to help mark the 10th anniversary of the women's studies program at the University of Cincinnati, Cincinnati, Ohio.

The article reports that in the 1982-83 academic year women outnumbered men in receiving doctorates in education in the United States. According to the annual survey of the National Research Council, 10,485 women earned doctorates in all fields in the year. That was 34% of the total number of doctorates. Both the number and percentage were all-time highs.

The article reports the growth of middle-class women returning to college. The growth of women in campuses have inspired institutions to design flexible academic arrangements and refresher courses. According to Jo Hartley, a fellow at the Radcliffe Institute, women are coming back in college at an earlier age with more definite serious goals.

The article discusses dropout rates among female graduate students. Previously women were twice as likely to discontinue doctoral programs as men, however this is no longer true. The change is due in part to affirmative action and attrition reduction programs. The psychological effect of gender discrimination in graduate programs is discussed.