Women as Leaders
Fall 2005

PPS 140S
Wednesdays and Fridays, 1:15-2:30
Room 102, Sanford Institute
Duke University

Betsy Alden, Visiting Lecturer
Hart Leadership Program
Office Hours: Wednesdays, Room 209 at Sanford, 12-1:00 p.m.
and by appointment at the Kenan Institute for Ethics, 102 West Duke
660-3199 (o) or 490-0083 (h)

Each Life converges to some Center
Expressed-or Still-
Exists in every Human Nature
A Goal-
Emily Dickinson

Becoming a leader is more than mastering a set of techniques or following a recipe. The art of leadership involves embarking on a personal journey in and through which you will discover the qualities, passions, interests, goals, and vision which will best serve you and those whom you serve. This class will offer you the opportunity to engage in conceptual growth, imaginative exercises, and Research Service-Learning in order to develop personal insight and social responsibility toward your role as a woman in leadership.
Course Outline

August 31 Learning the Language: Challenges and Opportunities for Women’s Leadership

September 2-9 Remedial Map Reading: Paths Buried in the Underbrush

September 14-16 How To Use a Trail Guide: Role Models and Mentors

September 21-23 Lessons Along the Way: What Paths Are You Being Led To?

September 28-30 Welcoming Companions on the Journey: Sisterhood, Mentors, Communities

October 5-7 Where in the World Are We? Locating Ourselves and Others

October 12-14 Anticipating the Pitfalls: Glass Ceilings, Sexual Harassment, the Mommy Track, Having It All

October 19-21 Transforming Traditions and Breaking Barriers

October 26-27 Gathering Info Along the Way: The Dynamics of Leadership

November 2-4 Journeying Together: Coalitions, Solidarity, and Inclusion

November 9-18 Inspiration, Intention, and Practice: The Soul of Women’s Leadership

Nov. 30-Dec.9 Sharing Our Adventure: Integration Projects

A master can tell you what s/he expects of you.
A teacher, though, awakens your own expectations.
Patricia Neal

Course Requirements

1. Attend all classes and participate actively in discussion.

2. Come prepared, having completed and reflected on all the required readings for the week, ready with your comments and questions. Each student will also be expected to lead one class discussion over assigned chapters or articles, offering critical analysis and posing insightful questions for the rest of the class to consider (which should be sent to the class list by email on the Monday before each Wednesday/Friday class). You may want to enlist others in your leadership, so this will also require advance planning! These are opportunities to really practice your public speaking and group leadership.

3. Submit at least 5 (out of 10) Reflection Papers (500 words each), as assigned. These should be emailed to me as Word attachments by 10 am on Wednesdays, so I can have a sense of your responses before class. These should be distilled (i.e., not composed at the last minute!) from your notes and journals and should present a coherent perspective, which may include any one of the following: your reaction to the concepts and ideas presented in the assigned readings and why; what these concepts tell you about how women define leadership, how women behave as leaders, and how others accept women as leaders; how you react to these particular issues of concern to women; your reactions to class activities and discussions; relevant personal experiences; and emerging insights, goals, thoughts, feelings, questions, concerns regarding yourself as a leader and your personal leadership development. In all cases, the purpose is to relate the readings to your own development as a woman leader with analysis related to the readings, not just observations.
Your writing style should be direct, with careful proofreading for coherence and accuracy. I will respond to these papers by email and in conferences. (Each paper will be worth 5 points, and I WILL take off for careless errors/typos in spelling and punctuation!)

4. Participate in the service-learning experience at Chewning Middle School, contributing your own talents to your small group’s project and paying attention to what you are learning from it. This will include 2 hours per week mentoring 12-14 year olds and three Reflection Sessions.
The Chewning mentorship program is designed as a service-learning program in which not only will you be providing service in the form of guidance to Durham youth, but you will also be actively applying what you learn from that service to your academic work for the course. You and they should learn valuable lessons about yourselves and your lives through both the service and reflection aspects of the program. In participating in the Chewning mentorship, you will not only help the girls learn about leadership but will yourselves gain crucial leadership skills, improved organizational abilities, and an understanding of the roles that civic duty and teamwork play in successful leadership.
After EACH visit to Chewning, you will post brief responses (on the class web Blackboard) linking your service-learning/leadership practice with course concepts, responding to the questions of What is relevant to my role as “leader”? So what? Now what? Each week you should try to connect the service to aspects of that week’s reading for class. (These postings are due by 10 am each Wed.)

5. Complete your Integration Project/RSL Proposal, in consultation with me, and prepare to present it to the class on December 2, 7, or 9. The Integration Project will be a focused inquiry of your own design, enabling you to explore one aspect of the course in greater depth. In preparation for choosing a topic, you will review topics in our texts and explore selected internet sites of feminist activist organizations to decide which issue you want to become involved with by Oct.6-7. Your topic should be approved and your work on the project should be underway by October 19. The final project will consist of a professional 10 minute presentation to the class, with 8-10 pages of supporting documentation and a 2 page RSL proposal, following the guidelines on


Reflection Papers (5) 25%
Women Leaders Quiz 10%
Class Presentation 10%
Quality of Class Involvement 10%
Service-Learning Involvement 25%
Integration Project/RSL Proposal 20%


Baumgardner, Jennifer and Amy Richards. Manifesta: Young Women, Feminism, and
the Future. New York: Farrat, Straus and Giroux, 2000. [ISBN 0-374-52622-2]
Bouvard, Marguerite G. Women Reshaping Human Rights: How Extraordinary Activists
Are Changing the World. Wilmington: Scholarly Resources, Inc, 1996.
[ISBN 0-8420-2563-4] 
Greene, Christina. Our Separate Ways: Women and the Black Freedom Movement in Durham, NC.
Chapel Hill: UNC Press, 2005 [ISBN0-8078-5600-2]
Morgan, Robin. Sisterhood is Forever: A Woman’s Anthology for the New Millennium. New York:
Washington Square Press, 2003 [ISBN 0-7434-6627-6]
Sanderson, Nena. The Chewning Mentors’ Manual. Duke, 2005.
Ms. Campus Pack (including a year’s subscription)

Handouts will be distributed throughout the semester.


Addams, Jane. Twenty Years at Hull-House, 1910.
Astin, Helen S. and Carole Leland. Women of Influence, Women of Vision: A Cross-
Generational Study of Leaders and Social Change. San Francisco: Jossey-Bass
Publishers, 1991. [ISBN 0-7879-5221-4]
Baker, Christina Looper and Ahristina Baker Kline. The Conversation Begins: Mothers and Daughters
Talk about Living Feminism. Bantam, 1996.
Buchanan, Constance H. Choosing to Lead: Women and the Crisis of American Values.
Boston: Beacon Press, 1996. [ISBN 0-8070-2003-6]
Burns, Ken. Not for Ourselves Alone: The Story of Elizabeth Cady Stanton and Susan B. Anthony.
PBS/Knopf. 1999.
Flinders, Carol L. Rebalancing the World: Why Women Belong and Men Compete and How to Restore
the Ancient Equilibrium. 2004.
Freedman, Estelle. No Turning Back: The History of Feminism and the Future of Women.
Ballentine, 2002.
Gerber, Robin. Leadership the Eleanor Roosevelt Way: Timeless Strategies from the First Lady of
Courage. Prentice Hall, 2002.
Helgesen, Sally. The Female Advantage: Women’s Ways of Leadership. New York:
Doubleday, 1995. [0-385-41911-2] Thriving in 24/7: Six Strategies for Taming the World of Work
Horwitz, Claudia. The Spiritual Activist: Practices to Transform your Life, Your Work, and Your World.
Penguin, 2002.
Hunt, Helen LaKelly. Faith and Feminism: A Holy Alliance. NY: Atria, 2004.
Jamieson, Kathleen H. Beyond the Double Bind: Women and Leadership. New York: Oxford
University Press, 1995. [ISBN 0-19-511572-4]
Kellerman, Barbara. Reinventing Leadership: Making the Connection Between Politics and
Business. Albany: State University of New York Press, 1999. [ISBN 0-7914-4072-9]
Kerber, Linda K and. Jane de Hart, Women’s America: Refocusing the Past. NY: Oxford, 2004.
Hartman, Mary S. Talking Leadership: Conversations With Powerful Women. New Brunswick:
Rutgers University Press, 1999. [ISBN 0-8135-2560-8]
Malveaux, Julianne and Deborah Perry. Unfinished Business: The 10 Most Important Issues Women Face
Today. Perigee, 2002.
Miles, Rosalind. Who Cooked the Last Supper?: The Women’s History of the World.
New York: Three Rivers Press, 2001. [ISBN 0-609-80695-5]
Rhode, Deborah L. The Difference Difference Makes: Women and Leadership.2003
Wilson, Marie. Closing the Leadership Gap: Why Women Can and Must Help Rule the World. 2003
Wolf, Naomi. The Beauty Myth: How Images of Beauty Are Used Against Women. Perennial, 2002.
Zichy, Shoya. Women and the Leadership Q: Revealing the Four Paths to Leadership and Power.
[Shoya Zichy eBooks], 2004


Feminist Majority Foundation and
Women Leaders Online
Women’s Voting Guide
Women in Politics
Women Organizing for Change
Catalyst Women
Duke Univ. Women’s Center
Duke Univ. Women Studies
Center for Women’s Global Leadership
Business Women’s Network
Center for Reproductive Law and Policy
Ms. Foundation for Women
Financial Women International
Center for American Women and Politics
Choice USA and
Women Count (to mobilize women voters)
Mentors Peer Resources:
The National Mentoring Partnership:
The Prudential Youth Leadership Institute:
For Women’s History, see, (“The Feminist Chronicles”),,
And MANY MORE (See Resource List at the end of Manifesta!)

Personal Notes/ Journal
Please take the time to sit at your computer or with a notebook/journal regularly during the week to make notes about your observations, insights, questions, and reflections on the topic of Women as Leaders and yourself as both a woman and a leader. These will be confidential, but will become the basis for your papers, presentations, and integration project. You will submit written reflections throughout the semester, but these papers should be a distillation of your thinking, rather than the ramblings which characterize a stream-of-consciousness journal entry.

Student-Teacher Conferences
Please schedule a personal Conference on October 6-7 to begin to define your interests and process for the Integration Project. We will refine this as you proceed, and another conference time will be scheduled if needed.

The Work-Load!
You will notice that the first half of the semester contains lengthy reading assignments, but these are not difficult, and most students find them fascinating. These provide the background you need to venture out on your own to choose your Leadership Projects, which will be your focus for the last half ,

Weekly Assignments
(Note: A few Special Events featuring Women Leaders, not required but highly encouraged(!), are listed with asterisks—so put them on your calendar NOW!)

August 31 Introduction to the course and to each other: Syllabus, Structure, Strands, Service-Learning; Read The Source!
September 2 Handout pp. 1-23, “Gender and the New Women’s History” from Women’s America: Refocusing the Past; “I Am a Feminist and…” from Ms. Magazine.
Guest: Liz Groeger ‘06, former PPS 140 student and one of your two LEAPers this semester
Reflection Topic: Discuss specific aspects of this information which may contribute to your understanding of women as leaders. What is your personal response to learning of this “lost” history-and what difference does it make to you and your peers (and society) that this is often omitted from educational curriculum and also from public discourse?
Review Chewning Mentors’ Manual and hand in your completed Participation Agreement Form (print this out from our class Blackboard site and be sure to fill it out completely!).

September 7 All of class goes to Chewning Middle School for Orientation, accompanied by Lissett Babian and Kosha Tucker, mentors from last year’s class. Carpools leave promptly at 1:15, return by 2:45.

September 9 Manifesta: Young Women, Feminism and the Future, ix-125 and Appendix I, Timeline, 323-337.
” Women Who Dared” hand-out to prepare for quiz on October 7.
Class Leader:

September 12-13 Chewning Mentoring begins. Be in the Media Room at Chewning promptly at 2:30 with your team.

September 14 Manifesta, 126-201 and Appendix II, 339-383.
Guest: Donna Lisker , Director of Duke’s Women’s Center on “The Women’s Initiative”
Class Leader:

September 16 Manifesta, 235-321, and Bibliography, 403-410.
Class Leader:

September 21 Sisterhood is Forever, Intro, xv-lv (“New World Woman”), and Part I, “Some Basics,” 3-58.
Reflection 2: Morgan concludes her Intro with the comment, ” Not for nothing does the refrain,’ It’s up to us’ ring through these essays.” With regard to the issues presented in Part I, where, how, and why do you feel challenged to begin to exercise your leadership? Write a draft of your own Manifesta, with at least five points!
Class Leader:

September 23 Sisterhood, 58-117.
Guest: Polly Weiss, Office of Institutional Equity
Class Leader:

September 28 Sisterhood, 128-268
Class Leaders:

September 29 Optional: Dinner Party at Betsy’s (as in Manifesta and Judy Chicago’s model!)

September 30 Sisterhood, 269-446, and excerpts from Wolf’s The Beauty Myth 1-14 and 270-291.
Class Leaders:

**October 4- 12 1 pm: Special Program at Mary Lou Williams Center, with Polly Weiss on “White Privilege: Six Common Mistakes”

October 5 Quiz over Women Who Dared!
Video of Susan B. Anthony and Elizabeth Cady Stanton, “Not For Ourselves Alone.”

**October 6-7 Schedule personal conferences with Betsy to discuss your integration topic.

October 7 Read “Service Learning and Leadership Development” (Timothy Stanton in NSEE Journal, 1987), and write Reflection Paper (required) relating your own experience at Chewning to Stanton’s concepts. Note especially Stanton’s point that service-learning offers one the chance to be “self-directed” in learning. How have you experienced this, and how have you responded to this “chance”-i.e., what have you discovered you need to learn, and what are you learning about yourself and your leadership issues? Give specific examples related to your service at Chewning and your teamwork. In what other ways do you think service-learning and leadership are related?
Class Leaders: LEAPS Reflection Session in class. Facilitators: Sarah Gordon and Liz Groeger

October 12 Sisterhood, 447-567, 571-580 and Manifesta, 202-234.
Class Leader:

October 14 Required Reflection on “Our Mothers, Our Selves” due (see Handout).
Guest Speaker and Tour of “Feminist Generations/Generating Feminisms” Exhibit with Laura Micham, Director, Sallie Binglam Center for Women’s History and Culture at Duke Library. Meet at Rare Book Room at 1:15.

October 19 Read handout from Faith and Feminism: A Holy Alliance, 119-142.
Guest Speaker: Helen LaKelly Hunt, Founder of The Sister Fund. Class will meet in the new Pavilion of Perkins Library at 1:15.

October 21-26 Read Women Reshaping Human Rights, Intro(ix-xxvi), Brantley (21-40), Bates (89-106), Guttierez, (179-198) and all of Part IV (221-286). As you read, be thinking of HOW this woman has “connected,” what specific human rights problems she addresses, what “alternative political styles” she has adopted, what strategies she has employed, and how moral theory plays out in her life. Which women and what specific leadership skills do you find yourself resonating to? Why and How?
Guest: Duke Professor Catherine Admay will be speaking with us on women’s international leadership issues.
Class Leaders:

**October 26, 4 pm-Eleanor Smeal,, President of the Feminist Majority Alliance, speaking in the Rare Book Room
**October 26, 7 pm- Judy Chicago, artist, speaking in the Nasher Art Museum.
**October 27, 10-4- Symposium on “Feminist Generations/Generating Feminisms,” Perkins Library

October 28 Read Gerda Lerner’s essay (handout), “Neighborhood Women and Grassroot Human Rights, 496-500, and Betty Friedan’s “Making the Personal Political,” from Women’s America.
Guest Speaker from the Symposium
Class Leader:

November 2-4 Read Our Separate Ways (entire book)
Guest Speaker: Karen Bethea-Shields, participant in the Black Freedom Movement
Class Leaders:

November 9-11 Handouts: “Coalition Politics: Turning the Century” (Bernice Johnson Reagon in Home Girls: A Black Feminist Anthology); “Sisterhood: Political Solidarity between Women” (bel hooks, Feminist Theory, 1984); “The Master’s Tools Will Never Dismantle the Master’s House” (Audre Lord, from Sister Outsider) Helgeson, The Web of Inclusion” “Strong Women and Feminists” by Jean O’Barr
(Nov. 11-Guest Speaker Alisa Nave, Duke, 2001)
Class Leaders:

November 16 “Leading from Within” (Parker Palmer monograph, 1987); Thriving in 24/7;
from Being Real (1995), Rebecca Walker; “The Erotic: Heart of Transformational Leadership” (1998), Virginia Pharr; Gloria Steinem, “Revving Up for the Next Generation”
Reflection Topic: How is your own inner compass directing your leadership interests and concerns? Illustrate the ideas from the essays above to your personal sense of direction.
Guest speakers will be with us to present a “Dialogue on Women’s Leadership” using personal stories for reflection.

November 18 LEAPS/RSL Reflection Session

November 21-25 Thanksgiving Break. NO Classes or Chewning Mentoring!

November 30 RSL Proposals Due!

December 2, 7, 9 Individual or Team Class Presentations of Final Integration Projects

December 9 Final Integration Papers Due by 3 pm (bring a printed copy to class and also send as attachment!)

Your Integration Work/RSL Proposal will consist of three parts:

1) an “activist” leadership project which will address an issue of concern to women, which you hope to continue to work on far beyond this class. This is an opportunity for you to make a good start.

2) a 10 minute professional presentation to our class on December 2, 7 or 9, in which you convey your passion about this issue and engage the class in an interactive process to help them understand more about it.

3) a paper of 8-10 pages, due on December 9, illustrating what you have learned about
women’s leadership, and your own in particular, from researching, developing, and executing your project. Throughout the semester, you should be identifying women leaders who have qualities and traits you admire, so that you can also create a profile of the kind of woman leader you feel you are attempting to become. (You will refer to these women and leadership styles in your paper.) In this paper you will also relate your leadership lessons to your service-learning experience and to the assigned course readings this semester.