Introduction: Knowing and Doing
∞ From the conference program, ‘‘Pioneers for Century III: A National Bicentennial
Conference,’’ Cincinnati, Ohio, 22–25 April 1976, 1.
≤ For the story of this project, see my ‘‘Changing the System: The Board of Trustees
Caper,’’ Women’s Studies Quarterly 18.3–4 (fall-winter 1990): 136–46.
≥ The 1974–75 members were Gloria DeSole, Joan Hartman, Leonore Ho√man, Jean
Perkins, Deborah Rosenfelt, Cynthia Secor, Barbara Smith, Adrian Tinsley, and my-
self. Occasionally dropping in on our meetings was Florence Howe, the first csw
chair, founding mother of women’s studies, and president of the Feminist Press.
∂ See Joan E. Hartman and Ellen Messer-Davidow, Introduction to Women in Print I:
Opportunities for Women’s Studies Research in Language and Literature, ed. Joan E. Hart-
man and Ellen Messer-Davidow (New York: Modern Language Association, 1982), 1–
9; and Women in Print II: Opportunities for Women’s Studies Publication in Language and
Literature, ed. Joan E. Hartman and Ellen Messer-Davidow (New York: Modern Lan-
guage Association, 1982).
∑ This quotation comes from my typescript copy of ‘‘Collage: One Life in the Day of a
University President,’’ a lecture that Warren Bennis gave at the Harvard University
Graduate School of Education in fall 1976. It has not been published.
∏ See the autobiographical essay in Warren Bennis, An Invented Life: Reflections on Leader-
ship and Change (Reading, MA: Addison-Wesley, 1993), 1–40 (quotation, 29).
Part 1: Confronting the Institutional-Disciplinary Order
∞ Florence Howe, ‘‘A Report on Women and the Profession,’’ College English 32.8 (May
1971): 847–54 (first and second quotations, 850, third quotation, 852). The csw report
from which she draws is Florence Howe, Laura Morlock, and Richard Berk, ‘‘The
Status of Women in Modern Language Departments: A Report of the Modern Lan-
guage Association Commission on the Status of Women in the Profession,’’ PMLA
86.3 (May 1971): 459–68. At the time when Howe quoted some of its findings—for
instance, that although 55 percent of graduate students were women only about 10
percent of their teachers were women and that ‘‘the percentage of women among the