This file was prepared for electronic distribution by the inforM staff.
Questions or comments should be directed to

                      SELECTED BIBLIOGRAPHY

The selected readings listed below were compiled from a variety of
sources. Orders for materials should be sent directly to the
publisher; a mailing address is provided where available.

These publications are listed solely as an information service. The
inclusion of a publication does not imply that NWSA endorses it or
favors it over other publications. The editors have used
information from current sources, and cannot be held responsible
for inaccuracies and/or omissions.

I. Directories:

"Internship Programs for Women," Katie Mulligan, 1980. National 
     Society for Internships and Experiential Education (1735 1
     St., N.W., Suite 601, Washington, D.C. 20006).

"The Directory of Washington Internships, 1979-80." Debra L. Mann
     and Grace E. Hopper, editors. National Society for Internships
     and Experiential Education (1735 1 St., N.W., Suite 601,
     Washington, D.C. 20006).

"Directory of Public Service Internships: Opportunities for the 
     Graduate, Post-Graduate and Mid-Career Professional, 1979-80."
     Debra Mann and Randy Bishop, editors. National Society for
     Internships and Experiential Education (1735 1 St., N.W.,
     Suite 601, Washington, D.C. 20006).

"The Directory of Special Opportunities for Women," Martha Merrill
     Dos, editor. Garrett Park Press, 19 1 (Garrett Park, MD

"Internships in Washington, D.C. with a Focus on Women." WEAL Fund,
     1980 (805 15th ST., N.W., Suite 822, Washington, D.C. 20005).

The National Directory of Summer Internships. Career Planning 
     Office, Haverford College, Haverford, PA 19041.

"Opportunities for Prior Learning Credit: An Annotated Directory
     1979." Kathleen Beecham, editor. Council for the Advancement
     of Experiential Education (American City Building, Columbia,
     Maryland 21044).

"CAEL Literature Guide, 1978." Jane Porter Stutz and Joan Knapp,
     editors. (American City Building, Columbia, MD 21044).

"CAEL Literature Guide Supplement, 1978. Jane Porter Stutz and Joan
     Knapp, editors (American City Building, Columbia, MD 21044).

"Directory of Afro-American Resources." (Available from Order 
     Department, R. R.Bowker Co., P.O. Box 1 07, Ann Arbor,
     Michigan 41806.)

"Stopout! Working Ways to Learn," Joyce Mitchell, editor. Garrett
     Park Press, 1979 (Garrett Park, MD 20766).

II. Handbooks and Learning Tools:

Bose, Christine, E. and Janet Priest-Jones, "The Relationship 
     Between Women's Studies, Career Development, and Vocational
     Choice," NIE, Washington, D.C.,

Duley, John, editor. Implementing Field Experience Education. San
     Francisco: Jossey-Bass, 1974.

Duley, John, and Stephen L. Yelon. "Efficient Evaluation of 
     Individual Performance in Field Placement." Council for the
     Advancement of Experiential Learning, 1979 (Lakefront North,
     Suite 300, Columbia, MD 21044).

Duley, John and Sheila Gordon. "College-Sponsored Experiential 
     Learning: A CAEL Handbook." CAEL, 1977 (American City
     Building, Columbia, MD 21044).

"Experiential Learning Program: A Guide for Students, Faculty and
     Organizations." Office of Experiential Learning, University of
     Maryland, College Park, MD 20742).

Knapp, Joan. "The Assessor: A CAEL Syllabus for Professionals." 
     CAEL, 1979 (American City Building, Columbia, MD 21044).

Knapp, Joan and Amiel T. Sharon. "A Compendium of Assessment 
     Techniques." CAEL, 1975 (American City Building, Columbia, MD

"The Language of Learning Contracts: A Handbook." Birmingham, 
     Alabama: Birmingham-Southern College, 1978.

MacTaggart, Terence. "Cost-Effectiveness: A CAEL Syllabus for 
     Professionals." CAEL, 1979 (American City Building, Columbia,
     MD 21044).

Nesbitt, Hadley. "College-Sponsored Experiential Learning--A CAEL
     Student Guide." CAEL, 1977 (American City Building, Columbia,
     MD 21044).

"New Directions for Experiential Learning, A Quarterly Sourcebook."
     Morris T. Keeton and Pamela J. Tate, Editors-in-Chief.
     Sponsored by the Council for the Advancement of Experiential

Willingham, Warren W. "Principles of Good Practice in Assessing 
     Experiential Learning." CAEL, 1977 (American City Building,
     Columbia, MD 21044).

Diane de Puydt, "The Hidden Dimension of Field Experience Programs:
     Problems with Field Supervisors," Journal of Cooperative
     Education, Vol. XV, I, Fall 1978, Indiana State University
     (Terre Haute, Indiana 47809).

Reuben, Elaine and Mary Jo Boehm Strauss, "Women's Studies
     Graduates," NIE: Washington, D.C., 1980.

Site Supervisor's Manual. "Community Involvement Programs." 
     Macalester College, Saint Paul, MN 55105.

"The Service Learning Educator: A Guide to Program Management."
     National Center for Service Learning, 806 Connecticut Avenue,
     N.W., Washington, D.C. 20006.

"Step by Step: Management of the Volunteer Program in Agencies."
     Volunteer Bureau of Bergen County, IN (389 Main St.,
     Hackensack, NJ 076001).

"Student Intern's Manual." Community Involvement Programs.
     Macalester College, St. Paul, MN 55105.

"Synergist" (a quarterly magazine about service learning). The
     National Center for Service-Learning (806 Connecticut Ave.,
     N.W., Washington, D.C. 20006).

III. Career Development/Women and Work:

Batchelder, E. and L. Marks. "Creating Alternatives: A Survey of
     Women's Projects," Heresies, Spring, 1979 2 (3), pp. 94-127
     (Box 766 Canal St. Station, New York, NY 10013).

Berson, Ginny. "Olivia: We Don't Just Process Records," Sister
     VII:2, Dec.-Jan ., 1976 , pp. 8-9 .

Bolles, Richard N. "The Three Boxes of Life and How to Get Out of
     Them." Berkeley: Ten Speed Press, 1978.

Bolles, Richard N. "What Color is Your Parachute." Berkeley: Ten
     Speed Press,

Christy, R. "Women at Work Building Communities," Heresies, Spring,
     1979 2 (3), pp. 11-13 (P.0. Box 766 Canal Street Station, New
     York, NY 10013).

Harragan, Betty M. "Games Mother Never Taught You." New York:
     Warner Books, 1977.

Hennig, Margaret and Anne Jardim. "The Managerial Woman." New York:
     Doubleday, 1977 .

Kanter, Rosabeth Moss. "Men and Women of the Corporation." New
     York: Basic Books, 1 977.

Pogrebin, Letty Cottin. "Getting Yours: How to Make the System Work
     for the Working Woman." New York: Avon, 1975.

Sackmary, B. and N. Hedrick. "Assessment of the Experiential
     Learning of Women for College Credit in the Area of Women's
     Studies." Paper presented to the National Conference, Council
     for the Advancement of Experiential Learning (CAEL), San
     Francisco, October 1977.

Sanford, Wendy. "Working Together, Growing Together: A Brief
     History of the Boston Women's Health Collective." Heresies,
     Spring, 1979 2 (3) j pp. 83-92.

"The Cost of Living," Women: A Journal of Liberation IV:2 (1975),
     (3028 Greenmount Ave ., Baltimore, MD 21218).

"We Walk the Line: The Struggle at Preterm," Radical American
     Pamphlet, 1979,13 (2).  (P.0. Box B, North Cambridge, MA


The following descriptions of major internship guides should be
read, and used, with several considerations in mind:

1. Women's Issues/Feminist Perspectives

The general guides indicate "women" or "women's issues" as topical
categories, and frequently offer cross-references for further
referral. Feminist students and others interested in experiential
education, career development and related areas can explore these
possibilities, as well as those in settings that have not been
expressly identified (or do not identify themselves) as being
"about women." Work, health, education, science, government,
communications, social services, urban development, etc., are all
feminist concerns; research, policy, service, and advocacy groups
listed under these topic categories can (or may be encouraged to)
provide vital learning experiences for women's studies students.

2. Internship Structures/Academic Credit

These guides include descriptions of established, full-time,
year-long, structured internship programs that require competitive
application; they also include descriptions of organizations that
will welcome potential volunteers for several hours a week to a
limited project assignment or to the ongoing activities of the
sponsoring group. Few descriptions announce that academic credit is
provided as part of the internship, since credit can only be given
by an academic institution.

Within limits, these structures and requirements, and the issue of
credit, can be "negotiated" and adapted to meet particular needs of
students in different academic programs or circumstances.

Most internship sponsors can provide information, reports, and
evaluations of student internship activities necessary to allow the
student to apply to receive credit from her school. Whether the
student negotiates for credit in women's studies or in another
field, under an "independent study" course or in lieu of another
course or requirement, the principle is the same: she will work
with a faculty sponsor to translate the potential internship
activities into an acceptable learning activity.

Often, help in arranging for academic credit is available on
campus, in an office designated to deal with off-campus and
experiential learning. Many postsecondary institutions are members
of the Council for the Advancement of Experiential Learning (CAEL)
and have access to CAEL materials developed to assist faculty
assessment of learning outside the classroom; many colleges and
universities are affiliated with the Washington Center for Learning
Alternatives and have access to its brokering service for students
seeking internships in the Washington, D.C. area. Many educational
institutions offer their own internship or off-campus programs,
and/or participate in consortial programs that accept students from
all schools in the consortium and, as space is available, will
consider applications from other schools. The Great Lakes College
Association consortium in Philadelphia is an example of this

3. Beyond These Directories/National-Local Links

No single directory, or even combination of directories, can
possibly represent the multitude and variety of internships and
service learning that exist--or that can be developed--for women's
studies students. Used imaginatively and creatively, however, the
various guides listed below can suggest further possibilities, in
different geographic sites, for example, or concentrating on
different topical concerns.

Annotations of the guides addressed specifically to women and
women's issues indicate that these guides represent what are still
beginning or continuing data-gathering efforts. Introducing her
section on "Programs for Undergraduate and Graduate Women" in
"Internship Programs for Women" Katie Mulligan notes "that the
total number of programs mentioned considerably underrepresents the
extent of internship opportunities available for undergraduate and
graduate women. The Women's College Coalition estimates that more
than half of its member institutions have internship programs." And
the editors of the WEAL Fund Guide indicate that they did not get
responses from many of the more than 100 organizations to which
they sent their questionnaire.

On the basis of such "leads," one might investigate options at
women's colleges in one's vicinity to explore their availability
for students from other schools. One could also assume that some of
the women's organizations in Washington, D.C. that did not respond
to the WEAL questionnaire have since (or will soon be) prepared to
welcome student interns; even now, some may consider an
individual's proposal although they do not wish to advertise an
extensive or continuing capacity to work with interns. And then
there are the women's organizations based in New
York...Cleveland...San Francisco...

Just as there can be no single comprehensive guide to women's
studies internships, there is no single comprehensive roster of
women's organizations. A Guide to Women's Resources, prepared in
1980 by the Office of Sarah Weddington at the White Houses listed
more than 400 areas of principal interest; a similar listing of
"National Women's and Women's Rights Organizations" was prepared in
1980 by the Community Relations Division, Office of Congressional
and Public Affairs of the U.S. Commission on Civil Rights. "The
Directory of Special Opportunities for Women", published this year
by Garrett Park Press, provides state by state lists as well as an
alphabetic section of national organizations, associations and
government agencies. And there are local and regional "Women's
Directories" all over the country, in addition to special-emphasis
directories like that prepared by "Media Report to Women". Any
organization or agency listed is a potential internship placement

National organizations have local and state chapters; federal
agencies have regional offices; national and state task forces and
Public service internships are often modeled on those of county and
city levels; local and state women's projects may have information
about regional and national networks of similar groups.

Many of the internship programs for and about women were created
with private or federal funding. The Fund for the Improvement of
Postsecondary Education, the Women's Educational Equity Act, other
government agencies, and private foundations will, one hopes,
continue to support such developments. (In 1980-81, for example,
The Center for Field Research, which channels funds to scholars who
utilize teams of volunteers in the field, obtained a FIPSE grant to
alert more eligible women and minority scholars to the work of the
Center, and has thus increased the numbers of projects that may be
of interest to women's studies students.) Faculty advisors and
women's studies program administrators who read annual reports of
funding sources may be able to alert students to internship
programs just underway.

Students on campus, as well as alumnae, should also consult career
services and alumnae offices as a source of information on possible
internships. Many institutions have created mechanisms for linking
students with alumnae activists and professionals whose own work
sites can offer internship experiences.

"The Directory of Special Opportunities for Women", 1981, edited by
Martha Merrill Dos. Garrett Park Press, Garrett Park, MD 20766.
$18.00 prepaid, $19.00 billed.
     This sourcebook offers over a thousand descriptions of
     national, state and local programs that will help women enter
     or re-enter the work force. Section One is an alphabetical
     listing of national organizations, associations, programs and
     government agencies. Section Two is divided by states and
     lists organizations numerically by zip code, including women's
     studies programs, women's centers, private companies,
     individual counselors, and city, county and state agencies.
     Entries describe what the organization does and the services
     available. Section Three lists women's colleges and
     universities by state. Section Four includes books,
     brochures/pamphlets, newsletters, magazines, newspapers,
     publishing companies and foundations/grants.

"The Directory of Public Service Internships", 1980-81, edited by
Debra Mann and Randy Bishop. National Society for Internships and
Experiential Education, 1735 Eye Street, N.W., Suite 601,
Washington, D.C. 20006. $7.00/$4.00 NSIEE members.

     Women's studies students and faculty advisors will find this
     a useful guide to investigate for public service internships
     and fellowship opportunities throughout the United States.
     Although there is no "Women's Issues" category in the index of
     programs, the compendium does include listings such as WEAL
     Fund (a public interest organization committed to equal
     rights) and the Washington Institute for Women in Politics (a
     program for undergraduate study of the federal policy-making
     process) under "Management and Public Policy"; the National
     Urban Fellows (whose objective is identification and training
     of women and minorities for urban administrative roles) under
     "Urban Planning"; and the Center for Law and Public Policy
     (which includes women's issues among its programs) under "Law
     and Law Enforcement". While the emphasis of the volume is on
     graduate, postgraduate, and mid-career opportunities, it
     describes many organizations that are flexible in terms of
     intern assignment and/or specifically open to undergraduates.
     Some specify that they offer academic credit; others, that
     they pay a stipend or salary. Many of the sponsoring programs
     are based in the Washington, D.C. area, but also place interns
     nationally and regionally; the directory has a good selection
     of state and regional internship programs and clearinghouses.

"The Directory of Undergraduate Internships, 1979-80", edited by
Debra Mann and Grace E. Hooper, National Society for Internships
and Experiential Education, 1735 Eye Street, N.W., Suite 601,
Washington, D.C. 20006. $7.00/$4.00 NSIEE members.
     This directory provides the undergraduate student with a list
     of internship opportunities available nationwide. Arranged by
     field, it includes a short section on clearinghouses, economic
     development, public policy and state government. Each entry
     includes the name, address and phone number of the internship
     sponsor; its objectives, sources of funds, program design,
     placement location; and information on supervisors, student
     eligibility and recruitment policies.

"The Directory of Washington Internships, 1979-80". Compiled and
edited by Debra Mann. National Society for Internships and
Experiential Education, 1735 Eye Street, N.W., Suite 601,
Washington, D.C. 20006. $7.00/$4.00 NSIEE members.
     Programs are listed by field, with women's issues as one
     category. Each category section begins with a list of
     cross-references, to assist students in locating organizations
     that have women's issues as a secondary focus; approximately
     10-15 such listings may be of particular interest to women's
     studies students. Entries are described by program design,
     skills needed and the benefits of the experience; the number
     of intern slots available and the organization's work schedule
     are also noted. This directory is designed primarily for
     undergraduate and graduate students; it includes a section on
     housing possibilities in Washington, D.C., and a bibliography
     of related resources.

"Internships in Washington, D.C. with a Focus on Women", Women's
Equity Action League Educational and Legal Defense Fund, 805 15th
Street, N.W., Washington,D.C. 20005. $2.50
     Student interns at WEAL Fund have recently updated this guide,
     which now contains 37 entries. In responding to the WEAL Fund
     questionnaire, some organizations were more complete in their
     self-descriptions than others, but all indicated that they
     welcome interns in their women-related work. Information
     provided includes: Goals of the organization; internship
     assignments; skills and education necessary; time and length
     of internship; and application procedure. Among opportunities
     listed are the National Archives for Black Women's History
     (where students process and arrange records documenting the
     history of Black women in the U.S.); Federally Employed Women
     (where interns lobby, do research and give staff support for
     improving the status of women in the federal service); the
     Overseas Education Fund (where students can work on issues
     related to the integration of Third World women into the
     socio-economic development of their countries); the
     Congresswomen's Caucus (whose purpose is to advance
     legislation of interest to women); organizations such as NOW,
     AAUW, NWSA, and others. All offer a field supervisor; some can
     provide information on housing in the area; several offer
     summer/January term placements; and a few can make work-study
     funds available.

"Stopout! Working Ways to Learn," edited by Joyce Slayton Mitchell,
Garrett Park, Press, Garrett Park, MD 20766. $8.50
     In this compilation of over 150 organizations interested in
     working with interns or volunteers, placements are listed by
     issue category: education, public interest, health,
     communications, women and minorities. The scope is national.
     Entries give information on what the organization does; what
     interns there do; and requirements and procedures for

"The 1981 Directory of Summer Internships," a biennial publication
of the Career Planning Offices of Bryn Mawr and Haverford Colleges,
Career Planning Office, Haverford College, Haverford, PA. $8.50
     This edition is now out of print, but the 1982 edition will be
     available in September 1981. Arranged topically, the directory
     has no specific section on women's issues, but entries under
     "Public Interest," "Social Services," and "Health" may be
     among those of interest to women's studies students.
     Placements listed are located in various regions of the
     country. An extensive introduction gives information on
     procedures and reasons for becoming a student intern.

"Internships for Women," Katie Mulligan, National Society for
Internships and Experiential Education, 1735 Eye Street, N.W.,
Suite 610, Washington, D.C.20006. $3.00
     This 1980 publication identifies 45 internship programs in
     four major categories: programs for reentry women (12); for
     low-income women (17); to prepare women for specific
     professional careers (11); and for undergraduate and graduate
     women (5). Each internship listing gives information about its
     purpose, program, source of funding, and policies on stipends,
     academic credit and fees. Internships in all categories may
     offer academic credit, and/or may charge tuition or other
     fees. The author provides analyses of the information
     included, and discussion of issues involved in the development
     and support of such internship programs.


The following organizations have additional publications and
resources that experiential educators may find useful. For a more
complete list of national organizations involved in supporting
field experience education, see "The Service-Learning Educator, A
Guide to Program Management," available upon request from the
National Center for Service-Learning.

1. ACTION/National Center for Service-Learning, formerly National 
   Student Volunteer Program (NSVP)
   806 Connecticut Avenue, N.W.       
   Washington, D.C. 20525
   (Toll-free) 1-800-424-8580, branch 88 or 89

   The National Center for Service-Learning supports service      
   learning through training and technical assistance and through 
   the publication of materials designed to help practitioners    
   implement service learning. NCSL publishes "Synergist," a      
   journal appearing three times a year and containing up-to-date 
   information on service learning. All NCSL materials and services 
   are available free of charge.

2. Council for the Advancement of Experiential Learning (CAEL)    
   Lakefront North, Suite 300
   Columbia, Maryland 21044

   CAEL is an organization devoted to advancing the cause of      
   experiential education in colleges and universities. CAEL offers 
   a number of services to colleges and universities which join   
   their organization; a number of publications are also available.

3. National Society for Internships and Experiential Education    
   1735 Eye Street, N.W.
   Suite 601
   Washington, D.C. 20006

   NSIEE is a clearinghouse for information on internship        
   opportunities nationwide. A newsletter, Experiential Education, 
   is published bi-monthly, as well as four directories listing   
   placement possibilities for undergraduates, graduates and      

4. Association for Experiential Education
   Box 4625
   Denver, Colorado 80204

   AEE is an international network of diverse individuals, schools 
   and other education organizations which share a common interest 
   in and commitment to experience-based teaching and learning. AEE 
   publishes the "Journal of Experiential Education" and a        
   newsletter, "Voyageur", and sponsors a major conference each   

                    SERVICE LEARNING COURSES

(This list was compiled by Betsy Jameson, Loretto Heights College.)

The following are media products which relate to the topic of
women's roles in the workforce. When possible, recommendations are
included. Otherwise, the distributor's description of the work is
given without further evaluation.

WHY AREN'T YOU SMILING?: Excellent program about office workers,
including the history of the office and the issues which concern
women office workers: lack of respect, low pay, lack of
advancement, racism, technology, etc. Also highlights working
women's organizations and unions. 20 min. slide/tape presentation,
Community Media Productions, 215 Superior Ave., Dayton, Ohio 45406.
Rental, $30; Sales, $110, plus $4 handling. Highly recommended.

about the role of women workers during World War II, including
their unfulfilled aspirations to continue their jobs after the war.
16 mm. color, 80 minutes, Clarity Educational Productions, Inc.,
5915 Hollis St., Emeryville, CA 94608, (415) 655-7150. No price
information available at this time.

WITH BABIES AND BANNERS: A film which documents women's role in the
Great General Motors Sitdown Strike of 1937, a crucial event in the
successful CIO drive for industrial unionism. The film draws the
connection between the struggles then and today, illustrating the
roots of many issues facing today's working women. 16 mm. color, 45
minutes, rentals $60, sales $475, handling $5; New Day Films, P.O.
Box 315, Franklin Lakes, N.J. 07417. Highly recommended.

GREAT GRANDMOTHER: Portrays the history of women who settled the
Canadian Prairies; provides a useful stimulus for discussing wagework 
vs. housework and for considering the economic values of
traditional women's labor. A first-rate film. 16 mm. color, 29
minutes, rental $35, Sales $375, handling $4. New Day Films, P.O.
Box 315, Franklin Lakes, N.J. 07417.

UNION MAIDS: The 1930's and the birth of the CIO are documented
through the eyes of three remarkable women organizers as they
recall working conditions, the second-class treatment of women,
organizing drives, etc. A study guide and history are available for
$1. An outstanding film. 16 mm. black and white, 48 min., rental
$60, sales $450, handling $5. New Day Films, P.O. Box 315, Franklin
Lakes, N.J. 07417. Highly recommended.

Steinem and Lynn Farley (author of SEXUAL SHAKEDOWN) discussing the
problems of sexual harassment as encountered by many women in the
workplace. 3/4" color video cassette, rental $20/3 days + 10% per
additional day; sale $175. Michigan Media, 400 Fourth St., Ann
Arbor, MI 48109.

CAUTION: WOMEN WORKING: Features Sheila Ritter, folk
singer/composer, exploring the plight of women in working class
jobs through songs she has composed as well as the songs of other
musicians. A musical documentary of women as wives, factory
workers, career seekers. 3/4" video cassette, color; rental $20/3
days + 10% per additional day; sale $175. Michigan Media, 400
Fourth St., Ann Arbor, MI 48109.

women's movement on employment, men, family structure, and divorce
rates. 3/4" color video cassette, 29 min.; rental $20/3 days + 10%
per additional day; sale $175. Michigan Media, 400 Fourth St., Ann
Arbor, MI 48109.

women's experiences with the present health care system and about
alternative feminist approaches and agencies. Appropriate
particularly for service learning placements in health care. 16 mm.
color, 32 min. Rental $40 + $5 handling; sale $375. Women Make
Movies, Inc., 257 West 19th Street, New York, NY 10011. 
(212) 929-6477. Recommended.

AIN'T NOBODY'S BUSINESS BUT MY OWN: A documentary on prostitution
featuring scenes with six prostitutes, a male member of the vice
squad, and Margo St. James, as well as the First World Meeting of
Prostitutes in Washington, D.C. 16 mm. color, 52 min., rental $50.
Mountain Moving PRODUCTIONS, P.O. Box 1235, Evergreen, CO 80439.
(303) 838-6426.

SONG OF THE CANARY: A powerful documentary about the dangers of the
American workplace, including workers who have been sterilized
using a powerful farm pesticide, "brown lung" among cotton mill
workers, etc. Not restricted to women workers, but still powerful
and pertinent. 16 mm. color, 58 min. (or two half hour segments);
rental $65 ($5 handling), sale $675. New Day Films, P.O. Box 315,
Franklin Lakes, N.J. 07417.

portrait of the challenges facing a young single mother in West
Berlin who has decided to run her own life and must cope with the
conflicting demands of home, daughter, and her career as a
photographer. Directed by Helke Sander, one of Germany's leading
feminist filmmakers. 16 mm. black and white, 98 min., German
dialogue with English subtitles. Unifilm, 1550 Bryant Street, San
Francisco, CA 94103;(415) 864-7755; 419 Park Ave. South, New York,
NY 10016. (212) 686-9890. Write for catalogue.

THE DOUBLE DAY: Gives comprehensive and accurate report on Latin
American working class women; the title derives from the struggle
to fulfill both family and work responsibilities--hence a "double
jornada" or double day. Looks at the double bind of sex and class
in a variety of occupational settings; peasant women, market women,
factory women, domestic servants, and women mine workers. 16 mm.
color, 53 min. Rental $75/$125; sale $675. Tricontinental Film
Center, 333 Sixth Ave., New York, NY 10014. (212) 989-3330. Or P.O.
Box 4430, Berkeley, CA 94704. (415) 548-3204. Available in English
and Spanish versions. Highly recommended.

BLOW FOR BLOW: A dramatic reconstruction of the successful strike
and occupation by women workers of a French textile factory.
Produced by a collective of over 100 workers, students, filmmakers,
and performers, the film is based on several real factory takeovers
that have occurred recently in France. 16 mm. color, 89 minutes,
French with English subtitles. Rental $75 (for class under 100),
purchase $1,150. Tricontinental Film Center, 333 Sixth Ave., New
York, NY 10014, or P.O. Box 4430, Berkeley, CA 94704.

NINE TO FIVE: A compelling film made for national educational
television. The film takes you into offices and you see women at
their day-to-day jobs, talking about both problems and rewards.
Made in conjunction with 9 to 5, Boston's Organization for Women
Office Workers. 16 mm., 28 minutes, suggested donation $25. 9 to 5
Organization for Women Office Workers, 140 Clarendon St., Boston,
MA 02116. (617) 536-6003.

KATY: Relates the overt prejudice that Katy, a preadolescent girl,
experiences when she becomes her brother's substitute on his paper
route. 16 mm. color. Rental $9.75, Indiana University, Audio-Visual
Center, Bloomington, Indiana47401. (812) 337-2103.

a variety of simulated responses likely to be elicited by a woman's
decision to return to school or work. Pauses after each
presentation to facilitate discussion. 16 mm.color, 21 min. Rental
$9.75, Indiana University, Audio-Visual Center, Bloomington,
Indiana 47401.

women at various jobs ranging from bricklayer to congresswoman to
explore the wide variety of career opportunities available in
today's world. 16 mm. color, 15 min. Rental $9.25. Indiana
University, Audio-Visual Center, Bloomington, Indiana 47401.

WOMEN IN COMMUNICATIONS: Portrays three women who are successfully
engaged in careers in communication which have traditionally been
considered masculine fields: reporting, filmmaking, and radio
announcing. 16 mm. color, 15 min. Rental $9.25. Indiana University,
Audio-Visual Center, Bloomington, Indiana 47401.

several cases of sex discrimination in employment, with Harriett
Rabb, Assistant Dean of the Columbia University Law School,
offering a step-by-step analysis of how to recognize, document, and
combat such cases. The need to organize for group action, the
desirability of legal help, and the emotional strain involved in
any prolonged fight against discrimination are covered. Produced in
collaboration with Ms. magazine, produced by WNET/13. 16 mm. color,
59 min. Purchase $580; videocassette purchase $405. Rental
available, price not given. Indiana University, Audio-Visual
Center, Bloomington, Indiana 47401.

CRYSTAL LEE JORDAN: This film follows Crystal Lee Jordan--wife,
mother, bluecollar worker--in her attempt to establish a union at
the J.P. Stevens textile mills in Roanoke Rapids, N.C. Ms. Jordan
was fired after spending 17 of her 34 years as a millhand. We see
her trying to organize other women and with her family, which
supports her struggle. 16 mm. color, 16 min. Purchase $210; rental
available. Indiana University, Audio-Visual Center, Bloomington,
Indiana 47401.

WOMEN AND CAREERS: Interviews with Betty Harrigan, author of GAMES
MOTHER NEVER TAUGHT YOU and others. Content includes status of
working women, sex discrimination laws, the socialization process,
need for role models, etc. For women trying to make it by male
rules. I find this videotape an offensive put-down of women's
culture, good for critiquing by a sophisticated class, but
dangerous for less aware students. 3/4" video, color, 50 minutes.
Sale $75 to California State Universities, $250 others. L.H.
Schmunk, Instructional Media, Center 005, California State
University, Chico, CA 95929.

influence of sex role stereotypes in the career expectations of
elementary school children.Includes sequences in which children
begin to argue about their sex role beliefs regarding football
players, nurses, racing-car drivers, secretaries, and family and
household work. 16 mm. and video. Rental $14, sale $130, film or
video. Available for preview . University of California, Extension
Media Service, 2223 Fulton Street, Berkeley, CA 94720. (415)
642-5578 (to purchase) or (415) 642-0460 (to rent or preview).

WORKING FOR YOUR LIFE: A Labor Occupational Health Program film
production, this film focuses on the hazards faced by today's 43
million American working women. It is the only documentary film
specifically about the health and safety of women on the job.
Filmed in 40 different workplaces, both traditional and
non-traditional jobs for women, including a smelter worker who had
to choose between losing her job and being sterilized. 16 mm.
color, 57 minutes. Rental $65, sale $475. Video cassettes also
available. To rent: LOHP Films, Transit Media, 779 Susquehanna
Ave., Franklin Lakes, N.J. 07417. For purchase or general
information: LOHP Films, University of California, Center for Labor
Research and Education, Institute of Industrial Relations, 2521
Channing Way, Berkeley, CA 94720.

                     IN WOMEN'S STUDIES

(Compiled by Ruth Ekstrom, for the Women's Studies Service Learning
Institute, March 1980.)

-Ability to identify when sex-stereotyping, sex bias and
 discrimination occur, who is transmitting or causing these
     Examples of different treatment of males and females with
          the same aptitudes, abilities, interests,
     Examples of different futures/careers suggested for males 
          and females with the same aptitudes, abilities,      
          interests, needs.
     Examples of when females with equivalent qualifications, 
          experience, and performance as males do not share    
          equally in decision making or receive equal rewards  
          (money, promotion, prestige, professional recognition, 
     Examples in interpersonal interaction.
     Examples in books, tests, films, TV, etc.

-Ability to describe techniques for creating social change.

-Ability to identify target groups that will best deal with the 
 cause (source) of the stereo type/problem.
     Example: Book publishers may be reached directly but may 
          be more responsive to pressure from book purchasers  
          (teachers, etc.).
     Example: Programs to encourage women to enter academic  
          administration may have very limited impact if the   
          hiring authority (school/governing board) holds      
          stereotyped views about women's ability to lead.

-Ability to "come in from the side" if a problem cannot be changed
 by direct means.
      Example: If you can't get school board/publishers to stop 
          having biased textbooks, you can "defuse" the impact 
          of the books by showing teachers how to use them as  
          examples of bias.

-Ability to make individuals aware that they hold biased or
 stereotyped views and to do it in such a manner that they will
 not become so angry or guilty that change will be impossible.

-Ability to identify what incentives for change there are in groups
 that hold biased/stereotyped views and to make these
 incentives workable options.

-Ability to create and implement an intervention treatment, such as,
 modeling of preferred behavior or introduction of information
 to correct stereotypes and create social change.

-Ability to evaluate and monitor-attitudes and behaviors to
 determine if the intervention has been successful and the
 desired changes have occurred.

-Knowledge of the literature on designing social change in an
 educational setting, organization, etc.

-Knowledge of the characteristics of individuals who are more open
 to social change (young, high social-status, self-confident, risk

-Knowledge of the characteristics of innovations and social changes
 that make them more readily acceptable (proven quality, low cost,
 divisible in parts or segments, easily communicated to others, not
 complex, have strong leadership, and have an effective system of

-Knowledge of characteristics that make an educational change most
 likely to be accepted (compatible with values and existing
 practices of adopters, group is ready for change, acceptable to
 surrounding community).


("Developing Learning Outcomes," 1978, J. Marvin Cook, a
publication of the Council for the advancement of Experiential

The nine categories summarized below represent broad types of
learning goals. The examples are cited to help illustrate some
types of concrete learning outcomes that might be involved. After
studying these, rank the areas on the left from one to nine in
importance to you as learning goals. On the right, indicate, if you
can, the policy of your institution toward each category, using the
following code:

          A--required in your program
          B--encouraged of students but not required
          C--may be recognized through credit or other means,     
             although either required nor encouraged           
          C--not recognized

Your    1. "Specific Job Competencies"--Particular       Institutional 
rank    understandings or work skills you would like     Policy code 
        to learn, such as surveying, operating a           
        particular business machine, art work in a        
        special medium, photographic developing, 
        tutoring, office management, cost accounting,             
_____   editing, counseling the elderly.                  _________

        2. "Career Exploration"--First-hand observations        
        of the daily routine of professionals in an area 
        of interest, direct involvement in the types of 
        work in a field, knowledge of job opportunities 
        that might be available, familiarity with 
______  occupational literature and organizations.        _________

        3. "Broadening Horizons"--Understanding how the           
        legislative process works, familiarity with the           
        bureaucracy of public agencies, understanding 
        why social programs sometimes do not work well,           
        getting a better grasp of the social role that            
______  organizations play and the values they hold.      _________

        4. "Learning about Work"--Learning how to make        
        your way through a complex hiring process,                
        understanding the fringe benefits and personnel           
        policies that affect your welfare, learning how 
        such practices are related to laws concerning             
______  employment.                                       _________

        5. Interpersonal Skills--Learning how to deal
        with pressure and tension in work relationships,
        how to communicate what you know to strangers,
        recognizing when to speak and when to listen in
        work relationships, learning how to handle 
        criticism, how to convince a supervisor to try 
______  out an idea of yours.                             _________

        6. Learning from the Local Environment--
        Understanding the unique history and character
        of an area, an institution, a community, or work-
        place; using the special resources of an area to
        further your own understanding of a particular
        interest like music, social organization or 
______  systems analysis.                                 _________

        7. Taking Responsibility--Learning how to 
        organize a complicated job, how to monitor your
        own time and effort so that a tight schedule can 
        be met, how to get a piece of work done so that it 
        fits in with the work of others, how to take 
        initiative in getting something difficult 
______  accomplished.                                     _________

        8. Research Skills--Learning how to seek new
        information, how to organize facts into a
        persuasive argument or course of action, how 
        to relate academic knowledge to the demands of a
______  particular job.                                   _________

        9. Other Goals--Recreation, exploration of other 
        materials, learning how to furnish an apartment 
______  and cope alone.                                   _________


1. The name of the individual to whom you will be responsible while 
   you are involved in the experience.

2. What are the working hours, and how flexible will your schedule 
   be with regard to your specific responsibilities?

3. How much will you be paid, and how often?

4. What is the exact nature of your responsibilities?

     a. What are the specific duties for which you will be        

     b. What kinds of day-to-day assignments can you expect to    
        receive at the initiative of your supervisor and others?

5. List any unusual requirements in connection with the work that 
   concern such matters as medical examinations, overtime work, or 
   any personal expenses required.

6. Where will you be working throughout your experience, and will 
   any travel be necessary in the work?

7. If any special housing or eating arrangements will be required, 
   list them.

8. If you are aware of any hazardous work conditions that you might 
   expect to encounter, list them.



List below, within the nine broad categories, the specific learning
objectives you might expect to accomplish through your field
experience. Refer to Worksheet A for examples of specific earning
objectives in each of the nine categories.

1. Specific Job Competencies

2. Career Exploration

3. Broadening Horizons

4. Learning about Work

5. Interpersonal Skills

6. Learning from the Local Environment

7. Taking Responsibility

8. Research Skills

9. Other Goals (not necessarily related directly to learning)