Search

The "View now" link directs to the finding aid only. Please email wvrhcref@westvirginia.libanswers.com or call 304-293-3536 for more information about accessing collection A & M 4518 Lillian Waugh, Professor, Papers and Artifacts, 1884-2021. Papers, photographs, binders, artifacts, and newspapers belonging to Lillian Waugh, professor of Women's Studies at WVU and gender equality activist. This collection contains personal family photographs, correspondence, and research about Waugh keeping her surname after marriage. Protest and activism papers, photographs, and artifacts include assorted materials related to Waugh's involvement in the National Organization for Women (NOW), the Equal Rights Amendment (ERA) campaign, gender equality movements, and anti-war protests. The collection features research, correspondence, and curriculum from Waugh's time as a WVU professor. It likewise includes substantial research for WVU's Women's Centenary Project, which Waugh directed. Series include: Series 1. Personal Papers and Photographs (Box 1); 1932-1999 Series 2. Protests and Activism (Box 1); 1972-2018 Series 3. West Virginia University Women's Studies Program (Box 1); bulk dates 1976-2017 Series 4. Women's Centenary Project Research (Box 2); 1884-2017 Series 5. Artifacts (Boxes 5-9); 1966-1995 Series 6. Newspapers and Newspaper Clippings (Box 10); bulk dates 1977-1999 Series 7. Oversize Material (Box 11); 1973-1984

Gilligan, Perry, Belenky et al., and Baxter Magolda have spoken the loudest on epistemological development in past decades with numerous follow-up studies that sought to confirm and add to their ideas. Christian higher education has generally accepted or sought to integrate these models which include developmental prescriptions rooted in sub-biblical presuppositions--namely constructivism, feminism, and egalitarianism. This research asserts a series of competencies for redemptive development among women, one that is rooted in a thoroughgoing biblical-worldview and from a complementarian perspective. It employs David Powlison's epistemological priorities as a trajectory for critically considering existing theoretical paradigms. Specifically, this project examines the developmental ideas of Gilligan, Belenky et al., and Baxter Magolda. This thesis proposes a series of developmental priorities and competencies, from an evangelical, complementarian perspective.

"In an effort to better understand the intersection between space, place, and sexual identity mapping over time, this study utilized qualitative interview data to identify how the concepts of space and place that are present within our culture helped young women develop their sexual identities. This study focused specifically on the homosocial educational space of an all-women's college. This study consisted of a sample size of sixteen young women, each of them at a different stage in their college careers. This study will measure what factors played a part in each young woman's decision to attend an all-women's college, how new friendships are formed, how their decision to attend this college has affected their familial relationships, and what their college experiences have been like."--Abstract from author supplied metadata.

Ryan describes her childhood as the younger of two children and her highly valued relationship with her older brother. She reminisces about her early years and the attention she enjoyed from her extended family. After graduating from high school, Ryan earned her bachelor's degree in education in 1948 from Henderson State University. Though she taught home economics during the school year, Ryan continued working on her own education and earned her Master's of Home Economics in Education from TWU in 1951. Ryan recounts the specific path her career took during the following years including serving as the dietician at TWU's Hubbard Hall in 1953. While moving forward in her career, Ryan married her husband, Wayne, in 1954, after several years of courtship. After her husband's death in 1998, Ryan remained active with various philanthropic and community historical projects.

The purpose of this study was to see if resident campus senior and first year college women have higher aspirations and more nontraditional career plans than seniors who live off campus. Seniors and first year on campus students were grouped together because they haven't lived on their own yet. There are roommates, resident advisors, dean of students and their parents to help them through any problems that arise. Seniors off campus budget their time, and money. They run a household, go to school and most work part time and some full time. Since they are already on their own, managing a household, they are more oriented toward graduation and the work world. The sample was collected at Central Connecticut State University. The participants were females from the first year and senior classes. First year students off campus were not included because there are so few students in this category. The dependent variables were traditionality vs. nontraditionality of career choices and high vs. low aspirations in career choices and sex-role orientation. A questionnaire was created that consisted of open and closed ended questions. Also the Personal Attribute Questionnaire (PAQ) was used to distinguish sex-role orientation. The questionnaire was piloted by Central Connecticut State University students that were in neither the first year nor senior classes. PAQ was coded by the use of the median split. This showed if they were sex-typed feminine, masculine or androgynous. If a question was closed ended it was coded with a number (yes=l, no=2, I don't know=3). Traditionality and nontraditionality were coded by using 1=non traditional, 2=very traditional, and 3=neutral. Information from the Handbook of labor statistics (1989) listed careers and percentages of women in each. If the career was higher than 60% it was traditional, between 40-60% neutral, and under 40% nontraditional. High aspirations were coded by any career choice that required graduate school or extra training, moderate aspirations involved was a career that didn't require extra training but had room for advancement, and low aspirations were a career that did not need extra education and had no room for advancement. A total of 74 questionnaires were collected, 28 from first year students, 22 from seniors on campus, and 24 from seniors off campus. Nine chi squares were done, in order to see if the hypothesese were supported. In spite of the obvious inflation of alpha that accompanies this family of significance tests. All nine chi squares showed no significance. An ANOVA was used to compare mean tradionality [sic] level of the first year and seniors on and off campus. This showed no difference between the three groups. This study suggests that first year students and seniors on and off campus have similar aspiration levels and similar career choices. Feminine sex-typed women were more likely to chose [sic] traditional careers than masculine and androgynous sex-typed women. Because the hypothesis was not proven there could of [sic] been a flaw in the administration of the project or lack of power. If the first year students were in their first semester there could of [sic] been a definite change because they haven't experienced different classes and opportunities yet. A longitudinal study of first year and seniors throughout the year could be done to see if there is a change in thinking and career choices. Definitely more research in this area needs to be done.

Thirteen letters written home to her family detailing campus life and academic pursuits at Texas State College for Women in Denton, Texas. The letters portray a rather hectic life writing music, practicing instruments, singing in the Choral and social activities on campus. Jane's primary concerns appear to be making good grades and concern that her needs are causing problems with the family finances. She works in the cafeteria and other jobs when she can to pay for her sheet music and other activities. Also includes an autobiographical sketch of her life and a printed program for the 1940 Silver Anniversary of the Department of Music, which she attended post graduation. Sheet music for "Campus Shadows", written by roommate Lois Pinson, is cataloged separately.