Social studies and history supplements: Contributions of women (1979) by La Colección Puertorriqueña

1 1 1 1 1 1 1 1 1

SOCIAL STU DI ES AN D HIST RY

CONTRIBUTIONS Of

ENT

•

1 1 1 1 FINAL REPORTTO TH W MEN'S EDUC TIONJ\L EQUITV ACT PROGRAM JUN 197~ p

1 1 1 1 1 1 1 1

1 1 1 1 1 1

1 1 1 1 1

EXC SOCIAL STUDIES AND HISTORY SUPPLEMENT~ CONTRIBUTIONS OF WOMEN

FINAL REPORT TO THE WOMEN'S EDUCATIONAL EQUITY ACT PROGRAM

(' '

Prepared by: Isabel Pic6 Maria N. Ac!n Judith Danielsen

COMMISSION FOR THE IMPROVEMENT OF WOMEN ' S RIGHTS SOCIAL SCIENCE RESEARCH CENTER JUNE - 1979

ABSTRACT

This report describes the accomplishments ·in 1977-1979 of the Social Studies and History Supplements: The Contributions of Women Pro]ect~ a program funded by tfíeWomen 1 s Educational Equity Act Program (WEEAP), u.s. Office of Education ·-·Grant #G007702 87 3.

The purpose of the project was to develop six illus. t~ated and validated supplements for elementary school teachers documenting women's participation in the historíca.l process and modern society. To reach this goal, we ~ndertook five activities related to materials development and evaluation. These activities were: Content analysis of Social Studies and History textbooks and curricular materials used in grades one through six at the elementary school level in Puerto Rico and bilingual program in the United States .. o

Bibliographical search on women in Puerto Rico, Latín America and World History.

•

Developroent and illustration of the materials •

Evaluation and validation of the materials.

•

Evaluation of project activities •

The follcwing sections describe the activity development process and offer the results accruing from the activities, the validation study and the evaluative sumrnary of project tasks.

TABLE OF CONTENTS Pages

INTRODUCTION ••••••••••••••••••••••••••• P ART I PARI' II -

PART III

CXN1:mI' ANALYSIS OF SOCIAL S'ItJDIFS ANO HIS'IORY

TEXTBOO.KS......

aACKGROt.ND RESEMCH (!¡ WOMEN' S HIS'Itl'RY • • • • • • • • • • • • • • • • •

DEVEIOPMENT ANO EVAWATICN

OF SOCIAL STODIES ANO P ART IV PART V -

HISTORY SUPPm'lENTS ••••• • ••• • • • •

VAIJ;D.~CN

STUDY • ••••••••••••••

PRCCESS EVALUATICN ••••••••••••••

APPENDIXES •••••••••••••••••••••••••••• • •

124 Volume 2

LIST OF TABLES l?age

TABLE 1

ILLUSTRATIONS BY SEX ANO AGE

'I:ASLE 2

PERSONS ILLUSTRATED IN JOBS AUD ACTIVITIES BY SEX AUD AGE

FEMALES ANO MALES MENTIONED BY THEIR FIRST NA.MES IU THE THIRD AND FOURTH GRADES TEXTBOOKS

17a

~t1ABLE

TABLE 4

EVALUATION

SHEETS SENT AND

RETlJRNED BY GRADE

RESULTS OF SECOND GRADE CHECKLIS'1'

RESULTS OF THIRD GRADE CHECKLIST

RESULTS OF FOURTH GRADE CHECKLIST

RESULTS OF FIFTH GRADE CHECKLIST

77 .

RESULTS OF SIXTH GRADE CHECKLIST

QUESTIONNAIRES SENT AND RECEIVED BY GRADE & GROUP

TABLE 11

SUMMARY OF SAMPLE CHARACTERISTICS

TABLE 12

SUMMARY OF SCORES - SEX RIGIDITY SCALES - GRADES 2-6 {Group A-B)

SUMMARY OF SCORES FOR AWAREN~SS OF SEX ROLE STEREOTYPING IN TEXTBOOI<S SCALE

TABLE 5

TABLE 6 TABLE ~ABLE

7 8

TABLE 9

TABLE 10

TABLE 13

TABLE 14 ~ABLE

SUMMARY OF SCORES FOR VARIOUS SCALES - 2ND GRADE

100

SUHMARY OF SCORES FOR VARIOUS SCALES - GRADE 3-6

101

L¡ST OF TABLES (Continued) Page TABLE· :16

TABLE 17

TABLE 18

TABLE 19

SELECTED CORRELATIONS FOR Tirn SEX RIGIDITY SCALE SELECTED CORRELATIONS- SEX

RIGIDITY SCALE - KNOWLEDGE WOMENS' HISTORY

104

SELECTED CORRELATIONS - SEX RIGIDITY SCALE - SCORES DEMOGRAPHIC CIIARACTERISTICS

106

ANALYSIS .~oF .VARil\NCE FOR THE

EFFECTS OF SEX RIGIDITY -GOOUP A r.rABLE 20

103

112

OF VARIANCE FOR THE EFFECTS OF SEX RIGIDITY

A.~ALYSIS

113

GROUP B

ANALYSIS OF "T-T:BST" GROUP A - GRADE 2

114 .

TABLE 22

ANALYSIS OF "T-TEST" GROUP A - GRADE 3

115

TABLE 23

ANALYSIS OF "T-TEST" .GRADE .4 GROUP A

116

ANALYSIS OF "T-TEST" GROUP A·- GRADE 5

117

ANALYSIS OP "T-TEST" GROUP A - GRADE 6

118

AUALYSIS OF "T-TEST" GROUP B - GRJmE 2

119

ANALYSIS OF ºT-TEST'' GROUP B'- GRADE 3'

120

ANALYSIS OF "T-TEST" GROUP B - GRADE 4

121

ANALYSIS OF "T-TEST" GROUP B - GRADE 5

122

OF "'.r-TEST" GROUP B - GRADE 6

123

TABLE

TABLE 24

TABLE 25

TABLE 26 TABLE 27 TABLE 28 TABLE 29 TABLE 30

&~ALYSIS·

INTRODUCTION

In 1976-1977 the Commission for the Im9rove:nent of Women's Rights funded by HEEAP developect. a series of sex $tereotyping awareness modules for elernentary school teachers. As part of this project, we conducted a survey of the Spanish Reading Series and Social Science and History textbooks (1-3 grades) which revealed that with only a few minor exceptions, textbooks repeat and reinforce in oictures and words the traditional female stereotvoes.*

Through this survey we discovered that what nost sorely lacking in the textbooks, and thus ~ost desperately needed in the classroom is the new image of adult wonen and a wide range of ad".llt role models fer girls. We also documented the need fer both girls and boys to learn about the history of women; about women's suffrage and struggle for equality and about the fenale herofnes of our country and the worlr.l. We thus, recomm.ended that positive, active roles enacted by women through history and modern society be researched thoroughly and incorporated ínto classroom materials. ~e aevelop supplementary materials with a multicultural approach for teachers and students at the eler~entary school level appears to be particularly significant far women's educatiónal equity, since at the age period befare ten, children develop many conceptions abaut other cultures and nany rigid stereoty!Jes. In fact, the main objective of this current project is precisely the developnent of six illustrated pamphlets far elementary school teachers designed to sup9lement wo~en's o:mission in the Social Stud.ies and History textbooks used in all elenentary puhlic schools and most private schools in Puerto Rico and in many bilingual programs in the United

Sta tes. In our second rv.cEAP project we analyzed a.nd evaluated not only the Social Studies textbooks but also the teaching guides used in grades one through six. Part I of this report summarizes the content analysis of Social Studies and History curriculum.

Parallel to this critical study of instructional materials we under:took a bibliographical and hi.storical search which provided the necessary background material for the content and illustration of the supplements. The facts and historical evidence gathered in this search demonstrates that wenen are an integral part of history and society even though !:bey are ...

•· -* See copy of

Sexis~ in the Clasroom, FL~al Report to the Woraen's Educa.tional Equity Act PrograI!l, October, 1977, and/or the Spanish version of this research study: Isabel Pic6, .Machismo y ~ducaci6n en Puel:"to Rico. Santurce, Puerto Rico: Talleres de Artes Gráficas del Departa.'11~::0 ¿2 Instr:1cción ?'"üblica, 1979.

-1-

often ignored or omitted by writers of existing textbooks. A selected bibliography on wonen in Puerto Rican, Spanish &""nerica and World History is included in Part II. Also included is an inventory of photos and illustrations dealing with Puerto Rican wornen throughout history. In Part III of this report we describe the ?rocess of development and evaluation of our final products ana include a detailed description of the objectives, structure and content of the six Social Studies and History supplernents. In the evaluation of these products we involved an advisory cornmittee and the intended users. Elernentary school teachers ·were used as an integral part of the development and evaluation process since adaptation by the teacher rather than adoption by the school is our ultimate objective. Procedures used in and the results of the evaluation are also contained in Part III. For the evaluation process we looked at indicators of gain or change as related to stated goals and objectives in the tarjet population and indicators of change in directions not anticipated. Measurement instruments were previously prepared geared toward assessing attitudes toward sex roles, knowledge about women's history and sex-stereotyping awareness. Empirical data was gathered from a randornly selected sample of elernentary school teachers with whom the materials were validated. We administered tests to both experimental and control groups to see whether pre-post gains were statistically significant. The results from our validation study appear in Part IV of thi.s report. Besides evaluating and making an overall judgement about the product's efficacy we prepared a brief report with as analysis of how the project worked. Part V assesses whether the staff actually implernented the activities according to the program objectives and points out difficulties encountered in project implenentation. The staff of the study consisted of a project director, two full-time and one part-ti~e researchers, an executive secretary and a project coo~iinator. Isabel Pic6 de Hernández served as project director. She directed and coordinated the research team; provided operational guideliness throughout the research; supervised the preparation of printed material and with the assistance of María N. Ac.in and Carmen.. C... Arroyo prepared the final report. -2-

Nora Marrero, Catherine Torres and Sonia Vergne served as researchers in our project. Awilda Santiago Santiago, executive secretary of the project administered the project off ice and offered administrative and technical assistance to the staff and project director. Carmen Alicia Nieves kept fiscal account of the project and served as coordinator of f ield work activities relatect to validation of instructional materials during the last phase of the project.

An outside evaluator was recruited for the project. During the f irst f ive rnonths of the project Maria M. LopezGarr iga, a social psichologist and professor at the Graduate School of Psychology of the University of Puerto Rico devised vali<lation procedures and the project evaluation design including the sample. After her resignation to becorne Pres~ dent of the Nomen's Cornmission, Judith Danielsen served as evaluator. Ms. Danielsen, an ex-dean and professor of the Public Health School at the University of Puerto Rico advised us in the selection and development of measurem.ent instruments, in data processing and analysis. She prepared the validation study included in this report. A group of distinguished writers served as editors and of the supplements:

co~pilors

llarcia Rivera Quintero, sociologist and executive director of CEj{Ep (Center for the Study of Puerto Rican Reality) cornpiled and edited the suppl~oent Junto al r1o naci6 mi comunidad. She also coordinated the meetings of the advisory cornrnittee. Magali García Rarnis, professor at the Graduate School of Cor:ununications of the üniversitv of Puerto Rico was the author of the supplement for teachers ~n women in Puerto Rican History and culture. Eneida Malina, writer and editor of the sex stereotyping awareness modules developed in the previous projr.ct, participated in writing the supplernent on Puerto Rican women designed for students. She also served in the advisorv committee and helped with the final editing of other supple~ents.

-3-

Lydia M. González, author of a collection of non-sexist stories which received an award fron the Inter-racial Book Council fer Children, was responsible far research and writing the supplement on Hispanic Wornen, Yo también sov Amércia. We also benef itted greatly fro~ her participation on the ad-

visory cornmittee.

Ana Irma Rivera Lassen, a lawyer anrt ferninistwriter ~reparation of the supple~ent on women in world history. helped in the

Journalists Vanessa Droz and Edwin Reyes also contributed with their ideas and writing skills to our project.

An Advisory Co:mmíttee compasea of scholars on wo:men's studies, a psychologist, a sociologist, an anthropologist, an education specialist and some of the editors participated in the evaluation of the supplernents. Besides the editors already nentioned the following persons forraed part of the Advisory Comrnittee: Rosa Santiago-Marazzi, professor at the History Department of the Interamerican University and a researcher on women's history. Eduardo Rivera Medina, professor at the Psychology Department of the University of Puerto Rico and consultant to the Departme~'t of Education on the current c"J.rriculum revision . Angelita Rieckehoff, lawyer and coordinator of the Center for Women's Studies and Se?:Vices. She was an ex-officio nember of the Commi ttee while she served as President of the Nor:ten' s Commission. Manuel Maldonado Rivera, hunanities professor and education specialist. He is presently a consultant to the Secretary of Education. Nemesio Vargas, sociologist and researcher at the Social Science Research Center of the University of Puerto Rico. He is currently undertaken a research on the Puerto Rican farnily. Cristina Emanuel Corrada, anthropologist and graphic art consultant. Her knowledge on the role of women in prirnitive cultures w.as·· of great benefit to our staff . -4-

CarMen c. Arroyo, Director of Manpower Supportive Services at the Right to Employment Administration. As a research intern at the Social Science Research Center, she also participated in several aspects of survey research, data collection, preparation of codifying guides, coding and other aspects of data processing and analysis. Throughout the project we also benefited from the professional and consultant services of various persons and instit·11tíons.

From the staff of the Nomen's Commission .Marfa H. Acín provided help and advise regarding the collection, processing, and analysis of the data. She also partic ipaterl in drafting the final report. Aida Luz .Marín helped in the preparation of f inancial reports to H.E.W. and kept fiscal records for our project at the Commission. Mercedes Alvarado, executive director of the Comnission was most helful in facilitating assistance and suP.port in ad~inistrative tasks. Angeles Pagán and Victoria Davis translated into English the original Spanish version of the supplernents. Irene Delano, María del Carmen (Poly} Marichal and Rafael Rosa served as graphic designers and illustrators.

Riv~ra

Jos€- Luis Ruiz and Rafael Torres Rodríguez provided the essential technical and mimeograph services in our project. At a critical moment during the project Yamila Azize viShe also

sited schools and collected unmailed questionnaires. participated in data processing.

· All of these people, and many more, along the way have helped a great deal in the development of this project. Whatever shortcomings and other def iciencies of a pioneering project it may have, these failures are solely my o~n.

-5-

ACKNOWLEDGEMENTS

We '.vould also like to acknowledge our gratitude to the following persons: ~o Carlos E. Chard6n, Secretary of Education for the support he gave to our project, far authorizing our staff to visit schools and interview teachers, and for his pérmission to use the Departrnent facili.ties to print 1, 000 copies of our supplements far evaluation purposes.

To all the School Superintendents and Directors of the San Juan Education Region foi their great help while we were conducting the field work. To all the elementary school teachers in our sample who voluntarily accepted to participate in our project. To Angel G. Salgado, Director of Finances at the University of Puerto Rico, who took time fron his busy schedule to advise and help us in the administration of the project.

To Rafael Corrada Guerrero, Director of the Social Science Research Center. Without his contant help and encouragement we seriously doubt whether we would have survised the burocratic jungle. To

Jos~

Luis González who edited carefully for publi-

cation the manuscript of Machismo y educaci6n en Puerto Rico.

We have one f.i.nal a::.i.d irrepayable debt -as always, to ~eresín Vidal de Pic6 who served as Adhonoren consultant in our project. She carefully read the supplements, gave sound suggestions and criticisrn, participated in the final editing,and proof read the carnera ready boards.

-6-

PART 1

CONTENT ANALYSIS OF SOCIAL STUDIES ANO HISTORY TEXTBOOKS Social Studies at the primary grades is the study of human beings interacting with each other and forrning farnilies, communities,and countries. Through the Social Studies Program at the elementary school level children come across for the first time with basic concepts such as family and work roles, human being-land relations, division of labor, the state and the political process, and the modes of life in other countries and cultures. They are also introduced to the study of Puerto Rican history and culture. This part of the report describes and documents the extent of sex stereotyping, the omission of women, and the use of derneaning ar sexist language in Social Studies and History textbooks used in grades one through six in all public schools in Puerto Rico and sorne bilingual programs in the United States. Since we prepared a study an thi~ subject in.Spanish which is included in the report Machismo y educaci6n en Puerto Rico, we will only highlight the methodology utilized and the mayor findings of the content analysis. For a detailed analysis of textbooks used in the f irst three grades see our last year report Sexisrn in the Classroom, (October, 1977) * Methodol_9!1Y In our project we analyzed all the Social Studies and History textbooks used in the elementary grades in the public school system in Puerto Rico. The series consists of nine (9} books with a teachers guide far each grade from one through six. Listed below are the book titles including grade and year of edition: First Grade:

My First Social Studies Book (First and Second Part) ~ Department of Public Instruction, 1973 Guide for the Teaching of Social Studies in First Grade, ·nepartment of Public Instruction, 1973

-7-

Two Families. (Translation of Family and Social Need, Frederick M. King, Dorothy Kendall Branen and Margaret A. Sloan {eds.). Illinois Laidlow Brothers, 1974.

Songs, Rhymes, Riddles, Tales, Pictures and Excercises. ñepartment of Public Instruction, 1973. Second Grade:

My Second Social Studies Book, Edith McCall, Evelyn Rapparlie and Muriel Staneck (eds.). Benefic Press, Westchester Illinois, 1974. Guide for the Teaching of Social Studies in the Second Grade, Department of Public Instruction, 1975. Third Grade: Readings, Third Grade. (First and Second Part) Department of Public Instruction, 1975.

Guida for the Teaching of Social Studies in the Third Grade, Department of Public Instruction,-1976. Ricardo Alegría, History of our Indians, Four Edition, Department of Public Instruction, 1969. Fourth Grade_: Readings and Learning Materials, Department of Public Instruction, 1976. Guide far the Teaching of Social Studies in the Fourth Grade, Department of Public Iristruétion, 1977. Fifth Grade: The Americas: Past and Present. Department of Public Instruction, 1977 (9th revised edition) • .

·~

Guide of the Teaching of Social Studies in the Fifth Grade. Department of Public Instruction, 1970.

-8-

Sixth Grade: The Old World: Past and Present. Department of Public Instruction,1973. Guide to ~he Teaching of Social Studies in the Sixth Grade. Departrnent of Public Instruction, 1973. All the books analyzed except Two Families and My Second Social Studies Book were prepared, illustrated and printed in the Department of Public Instruction. They represent an effort by the Department to develop curricular material more adecuate to the Puerto Rican reality. Formerly most of the books used at this level were translations of books edited in the United States and the content and illustrations were alien to our culture. My Second Social Studies Book even though translated by Puerto Ricans still has this serious limitation. An evaluation sheet was devised as a research tool, pretested and then modified and put into final form to analyze the narrative and graphic content of the textbooks. {See Appendix 1.) The information was compiled and then tabulated on charts where the data could be readily compared. The data was classified by age and sex in arder to identify the different modes and intensity of seg stereotyping.

We then analyzed the teacher's guides, identified the learning objectives, and compared the roles asigned to male and females in the texts. R:>r analytical purposes we selected four recurring themes and concepts in the texbooks: family, conununity, country and history. Then proceeded to identify female stereotypes or omissions in each theme. Finally, a list of sexist terminology or uses of demeaning language was compiled. The infonnation for each grades was gathered on coding sheetsº

.....

-9-

The problem of sex stereotyping Social Science and History textbooks repeat and reinforce in words and images the traditional fernale stereotypP.s. The illustrationsreinforce the i~portance and superiorilv of roen in our society and assign wornen a subordinate rol~. This is evident from the proportion ·of males to fernales illustrated in the tex~. Out of a total of 1,494 persons illustrated, 1,045 are men and only 449 females. (See Table 1.) ·A distorted ?icture of reality is presented since woMen in Puerto Rico represent 51% of the population. In textbooks they only represent 30% or the illustrated population. Besides appearing less frequently than roen in texts, women are involved in fewer activities and jobs than men. Only 70 fenales workers are illustrated, compared with 331 men. (See Table 2.) Furthermore, the work options for fernales are rather limited - 19 fenales occupations in contrast to 59 for nales.. The jobs more often assigned to women are those of agricultural worker, teacher, cashier, nurse arrl secretary. Men on the other hand, are given a w~der variety of jobs for example, agricultural worker, construction worker, sailor, baseball player, policemen, rnechanic, sales clerk, fireman and industrial worker. Of a total of 208 females i.llustrated, 61 are depicted in the role of housewives and mothers. nore over, the mayority of the activities performed by girls iti the texts socialize then into the future role of housewife, spouse, and mother. Tasks such as washing and drying dishes and sweeping floors are carried out by the little girls portrayed in the texts. Content analysis of illustrations shows that men are repeatedly J;Ortrayed as breadwinners, providers, productive human beings, while women are almost exclusively viewed as cons~mers and recipients of goods produced and earned by nen. Another sexual stereotype characteristic of Social Studies textbooks is that of rnale identification with raoid social change and technological advances and of female a~so ciation with traditional role~ which imply little or no social change. For all purposes, women are practically excluded from activities in modern industrial society. A..n excellent exarnple of this is presented in a series of illustrations depicting the concept of change and progress: a gas "lamp evolves into an e.lec trie bulb, a boy into a man, and a womai-1 doing her laundry in a river is substituted by a modern washing machine. -10-

TABLE 1

Illustrations by Sex and Age.

TEXTBOOKS

Persons .. Illnstratea

lr:!.lustratíons

MALES

Total 1 Children 1Mults ·

_S_o_n_g_s~Rh~ym-le-s~,-Ri-.d--~1-----~~-~-+-~-~---~-t-~

r:d~~~,J~~fk:1clures W'".i.:<--frsc-T'

1<.o Fomilies

122

1~,.11e~~k::z.~;;Jtu- '¡ ~Part)

! 1

147

:10

I.trlians

d~~~.f~i)~, &~¿~a-

~ n_¿,~.

26'.:' 83

¡--- - - - . --~~~)

Part

Present

The Old t'brld: Past and Pre;.;.,¿nt

...L ,-i(( ,. -· ,.

;J_

,.~

...__

.._,

,. . 3

·¡4

r:'>

1 2~--+=-~-9 -.-

___

_..

L'±

.J.O 3

l~s

__"_

F/ 2

,-~2-2--i----

---~---

2111

'"'.;-'-

35 19

-,1-------~~-----+----~~---+--~~------1~~--~

1,045

1,494

-11-

255

791

25 653

--ll, ~;i ____

·----

TOl'AL:

1 -..-~.---.------+-----+-----¡--

_ _ _ _ J;-~-~-+------+----

___

Mj.6

~-----------~---------------·~-,.,..----

Reading ard Learni.nq naterials -for Stu- dies in the 4th_graQ_.... Thed .Americas; Past

130 ..l.

1-~~--:_67 _____J 9~ !

166

i:s

History of o.ir

Chikiren 1 Adults

Tutal

1\1y seoond-social St\.rlies Book

FEMALES

449

----i 15 1

28~

i:;:'ABLE 2

Persons il"lustrated in jobs and activities by sex and age.

JOBS +

Fenales

Ma.les

Total

Girls

ACTIVITIES Women Total Boys

Men

Songs; Rhynies, Riddles, Tales , ·Pictures and Exercises My First Social Studies ·

Book (First Part) My Fir.st. Social Studies Book ( Second Part) Two Families

,, ....

\)h

2/.

...

124.

102

1.00

14 1

My Second Social Studies Book History of Our Indians

Readings, Third·Grade (First and Second. Part) Reading and Learniñg

Mate"rials for Studies in the Fol.1rth Grade The Americas: _Past

ann

Present The Old World: Past and Present Total:

37'

381

326

118

208

551

206

+ Hoo.sew:>rkers were not included in

* \·hrk

this category.

activities were classifierl urrler activities.

-12-

345

The assignment of stereotyped roles is also evident in the presentation of the mayor themes of the first three. grades. In the first grade, the central theme is the family; in second grade, is the cornmunity; and in the third grade is the country. In each of these areas the assignment of stereotyped sex roles was observed. Family A middle class family consisting of father, mother and few children where father works outside and mother stays home all day is the established pattern in the texts. Female passiveness and dependence on the male and male independence and agressiveness pervades throughout the texts. Affection, tenderness and other moving emotions are usually experienced by females. Work as well as recreational activities presented enhance the dominant role of man in family and economy. Wornen and girls act as spectators. · The teacher's guide discusses family relationships in terrns of functions. The religious function is mostly associated with women. On the other hand recreation is shown in the texts as being the scle responsability of male family members. Taking care of the health and sickness of family members is shown as a function of the mother. Raising children is also shown as the rnother's sole responsability. In the unit dealing with the concept of mutual help, females predominate fundamentally engaged in.home tasks while in the unit on the use of natural resources the male prodorninates. The illustrations support the stereotyped view that natural resources are rnainly utilized by men. Women only use natural resources for domestic tasks. On the concept of work to satisfy the family economic needs, males are shown workíng in the economy while no female appears working outside the home, a far cry frorn reality. The expressed idea in the book that people work just to earn money is a materialistic view which tends to dehumanize labor. It also reinforces the traditional belief that married·women should not work outside the home unless there is an imminent economic need in the family. Community The community is the fundamental concept developed in the second grade currículum. "For a community to exist,. accordin~ to the teaching guide "ít is necessary that there are people in contant interaction within a determined spaced

and time". The purpose of including 'p,.~ople", that ia me~ and wom~n as elements that make up the communi ty o.on·tSl'·afitfJ. with tha high percentage of masculinc characters illustrated. Of a total of 263 persons illustra.ted in My Second Book of Social Studies, 174 are males and 89 females. 1

·-

·- L•

To explain, for e:{ample .. the ideo. that many people and many types of persons live in the commu.nity, the following illustrations are used: the faces of two boys, a man, a fireman, a policeman, a construction ·worker and a nurse. Only one of the seven faces is that .:).C a woman and she represents a work role traditionally · assigned. to the female sex. Under the question 11 What rnles do we need here (in the community) ?,. , a policerr..an is shown directing traffic and a mother separating a girl and boy who are fighting. Ten ~ in a group are illustrat2d to show the persons responsable for making the laws. Only a nurse is shown among five other public employees to illust·rate t~~os(~ services offered by the government to the comrrnni ty ..

Moreover,

scx-st9reutypi~g is very intensive in the of the nodern indust·. ~':ial cortr::uni ty. Men are always associated with everything th~t rupres~nts progress, social charge or mode:i.::-n ·'technology. Most of the illustrations show men operating macltir;_et. and equipme.:1t, driving trucks, fabricating autcmobj.les,.. workix:g in inc~ustry u.nd transforming natural resources into industrial p~oductc. ~ornen are not presented as part of this society, aYcept as housewives, mothers,nurses, teachers and other traditional female occupations~

portray~al

The curriculum tries to o:::-ient the studen-t as to the importance of being a good producer and consumer. The concept of the woman that i~ derived from the illustrations Js that of consumer, the person in charge of making the necessary purchases such as food and clothing. Man is po~trayed as the provider, obtaining from the land and the sea those products necessary to sustain life.. Prom these illust:rations emerges, the image of female depenclcrtcy on the product of male work to satisfy her needs. The need far ma.ny types of wor}".' is another idea outlined in the second grade text. Nevertheless, in the illustrations there is more variety of jobs far t~sculine characters than for female characters. Of a total of 58 illustrations of workers, 38, or 70.4 per cent are of men. They work in 24 different types of jobs. Only 16, or 29.6 per cent of the workers are females, who are shown working in 11 different jobs. ·. ...

·~

-14-

Men are shown in the fallowing: jobs: constrúction workers (4}, mechanics (4), guards (3), carpenter (3), baker (2}, salesman (2), driver (2), fireman (2), and one street cleaner, policeman, iarrner, mailrnan, industrial worker, painter, teller, officer clerk, tow truck driver, dentist, fighter, priest, lawyer, technician, public works employee, and furniture maker. Women are shown as secretaries (3), teachers (3), tellers (2), and one dancer, assembly line employee, salesclerk cashi~~, nurse, singer, social worker and waitress. The text also fails to show women as agents of social chang"e. The illustrations used to explain changes i.n: mass communication and transportation have fourteen ~haracters, all of whon are roen.

The contact of women with nature is another area that reflects sexist views. In the present text women appear fundamentally using natural resources in domestic chores: tMshing clothes, cleaning the house and taking care of the qarden. Only roen appear transforming nature for the development of productive activities in the corcununity. These details reinforce the notion that women depend on the work and creativity of men and that their contribution to the development of the community is minimal or null.. Conscious of these limitations in the present curriculum we have attemped to develop materials that present a true equality between the human ·beings that live in the community. In the second grade textbook children also conf ront a problem 0f cultural identification. The communities presented to children are alien to the averag·e Puerto Rican. The rural comr.mnity is represented by red barn with a chimney totally unlike our farros. The urban communities are typical to those existing in the United States ~ith skyscrapers, houses with chimneys, declining roofs and sharp ?Ointed towers and even snow in sorne cases. The Puerto Rican children can not identify with these communities. For our children their corrununity is a "barrio", public housing, an arbanization, a condorninium or a small town. Nene of these communities are illustrated in the textbook. The materials that we have prepared in this project also attempt to correct this deficiency.

-15-

Women's Omission in History Textbooks In the third grade, students are introduced to the study of history. In the third ~nd fourth grade·they study Puerto Rican history and culture; the history of the Arnericas in the fifth grade, and in the sixth grade Europe, Asia, and Africa. Unfortunately, students learn very little from the textbooks used about women's role at different times in history and about their contributions to progress, liberty and the general welfare of theír societies. Women as an integral part of the historical process are not adequately represented in our history textbooks.

Women are excluded in the history abont the arrival of Columbus to Puerto Rico, in the spite of the fact, that taino women guided him from Dominica to our· Island. Women as a group are not mentioned in the historícal account of the Taino ~re~Colombian society. In 20 illustrations from the book The History of Our Indians, only 3 of then clearly dep~ct fema le indians, n aturally grinding corn. The role of women during the Spanish conquest and colonization is omitted. The large number 9f European women who carne to the island and settled here by themselves or with their families is not mentioned. No mention is made either of the economic role of black women duri~g slavery, their resistance ~o this system and their important contribution to our history and culture. ,

Wornen 1 s cultural contribution~ in the XIX century and their participation in the coffee, needlework, and tobacco industr::s.during the early stages of industrialization is ignored. There is no recognition of women's efforts and leadershíp in the trade union movement neither of their struggle for women's legal emancipation and suffrage r~ovement. Existing textbooks say in effect that men made history while women watched. Furtherrnore, wornen are absent from the history text dealing The history that is been. told is the history of men, and among them, the conquerors, the colonists, the generals, and the governors. The text America: Past and P~esent gives children the view of a male dominated world as well as an account of the Conquest of America from the viewpoint of the conqueror. Although some mention is made of women activities in Pre-colurnbian civi.lizations, their importance in the religion, the economy and the education of childre~ is not fully acknowledged. with the American continent.

In the readings on the colonization period of the United States the "pilgrirn fathers" are highly praised. There is no specif ic reference to the women who carne to America and founded -16-

the 13 colonies. Our children do not learn frorn this textbook the role U. S. women have played at different historical periods and events such as the American Revolution, the abolition of slavery and the Civil War. Despite the fact that every country in the Americas have his share of outstanding women who participated in revolution-

ary and political reform movements nene are presented in the text. The few women mentioned are wives and ~others of the prominent leaders of these movements. An example appears in the biography of Abraharn Lincoln where the relationship with his mother is presented as influential in the life and achievements of her son. The text portrays the self-denial of the traditional mother who experiences success and satisfaction through her son. Only 10 females are mentioned by their names in the fifth grade text out of a total of 124 names. (See Table 3.)

Even more dramatic is the gross omission of women in the six grade textbook - The Old World - Past and Present.· Only one out of 53 persons mentioned by their narnes is female. Her name is Maria Moffat and she is the wife of David Livingstone. In this book dedicated to the study of the history, geography and culture of Europe, Asia and Africa we can likewise observe the absence of the historical ·perspective on women and for the institutions which moulded their lives at different historical periods. Great men in the field of science and ar.t are presented as the European contribution to civilization. Colonists . ~nd explorers are mentioned in relation to the African continent. However, African men and women who fought in the last decades for the independence of the new African nations are not included, only the dates of their country's liberation. The impact of historical events and socio-econornic processes on the roles of women is· also disregarded. In the text, the Old World - Past and Present the Industrial Revolution and its effects on society are explained but the irnpact of industrialization on women's roles in the home and at work are cornpletely ignored. Nothing is said about the exclusion of womerl from the political process and all the restrictions to their riqtl:ts at different times in history. The Gree·k democracy is considered in the text as one of the most perfect forrnsof government. It is not mentioned in the text that women did not enjoy - citizenship rights in the Greek democracy. Equally true, the Magna ·carta and the Declaration of Human Rights as well as other legal documents related to human rights and democracy were not applicable to wornen at the time. No reference is made of the discriminatory practices legal or

-17_

TA'8LE 3

Females and males mentioned by theír first

names in the third and fourth grade textbooks. America: Past & Present r

Men

t·bnen

'Dhe Old World: Past & Present Men

Women

Political and Religious Ieaders

E>cplorers and ooloni·pts

Artists and writers

Teachers

o o

Wives or Husbands

o o

Tapestry workers

Total:

114

Govemors Scientists

~'bthers

or Fathers

-17a-

otherwise suffered by women throughout history. This omission and distortion of the historical reality and experience of half of humanity could leave a false and permanent impression on children, and therefore, incapacitate thern to understand present and future struggle for equality. It is a fact that women's struggle for equality in education, work, and legal rights are totally absent in the texts. The Use of Demeaning or Sexist Langua9e Language can either acknowledge women' s full hmnanity or relegate the female half of the species to secondary status. In many cases, the .standard language used in our educational materials sets traps which prevent girls and boys from a healtlly sense of their own worth without belittling the worth of the other sex. Textbook writers socialized and educated in a male oriented culture and lang u age, unconsciously portray the nature and role of the female human being in archaic molds. Our analysis of Social Studies and History textbooks revealed that language most commonly used to describe females and males is burdened by sexual stereotypes and that some words and gramatical forms used are de~ogatory to females. It is also evident from the analysis that the use of the linguistic generic in Social Studies and History textbooks unleashes three basic problems: (1) sexist ambiguity, that i~ uncertainty as to whether males or females are referred to, (2) distortion, that is the possibility that when the masculine and neuter gender coincide, activities of females are attributed to males and vice versa; and (3) omission, or the total exclusion of women from the described historical process. It is important that we become aware of the effects produced·· by the use of the linguistic generic and other language modes

when they coincide,. with the male gender singular or plural.. Frequently when this language expressions are used in readings about certain historical events, activities, and functions i t is n_ot clear if the reference is made to only males or to both

sexes,

Sorne examples found in the textbooks that can result in misconceptions are: "The :Indians were of bronze color, black hair ••• " "With the arrival of the Spaniards to our island come the customs, beliefs religion, ••• They established states where they cultivated añCf-grew crops ••• " "For the cultivation of sugar cane black slaves were brought from Africa ••• " "The hanunocks were knitted by I.ndians with the fibers of a plant ••• 11 -18-

9 . t-A.J ·.

,· c , 1

f - -- \/-\

We do not know from the text if the indíans, €paniards, black slaves were only males or from both sexes. The student c:an assume, for exampl~, that nk~ittir:g harnmocksn was a man 1 f; JOb. From anthropological and historical research we know that women in '!aino society were in charge of knitting hammocks. The use of the linguistic generic in this and other cases unleashes sexist ambiguity.

..,.1.-:1 ,,./-,·,

1 :

•

·,

An excellent example of language traps is the use of the linguistic generic in the definitions of history and culture. In the third grade textbook it is stated that history began with ºman °, that he had lived in caves, us,~d · fire or electricity and so forth, and that history records, interprets and teaches what "man" has said and done through the ages. Frorn this definition, we cannot expect children to understand that both males, females,boys, and girls participated in the historical process. An experiment was made in the United States with elernentary school students where they were asked to draw the first 11 man" that lived on earth and. not a single student drew the picture of a woman. The linguistic generic 11 man" or 11 rnenº is supposed to include both men and women. But in the mind of young children the association is directly made with malesr thus excluding females. On the other hand, certain phrases used in ·the texts give likewise the impression that males are the only group of persons capable of having exceptional qualities, passions or rights. Many such descriptions of menmay be found in the narrative such as: "¡Qué arrogancia! 11 , ¡Qué valor! Hombres como esos ya no volverán a .nacer". The same is true when it is stated that "It always occurs when man gives free rein to his passionsn or "It is guaranteed that every man arrested has the right to see a judge". There are many other instances when the use of linguistic generic "man" or "roen" in fact excludes women. Example: when we speak of 11 men 9f science n and "men of good will" to er.lPhasize the achievements of scientists and the contribütions. of outstandin9 persons to humanity. valuable and desirable that our language incorporate the new reality and ideas about women in rnodern society. The best way to express clearly and with precision these new concepts is to use "human being", "persons" inste ad of "man"; "humani ty 11 instead of "mankind"; 11 scientistics" instead of "men of science". These substitute words do not affect in any way the accepted rules or appropriate uses of our language. 'rt is

None the less, , we should observe that there are certain language uses and gramrnar rules that in our judgement are the conseguence of male suprernacy in society. Due to the fact that for -19-

centuries many occupations were prohibited to women, there are not words in the Spanish language to describe the female term for them. That is the case of the word "rn~dico" {doctor). Sorne ·male terms for certain occupations are easily changed into the female term: maestra (teacher, administradora {administrator), directora (director). These terrns are already common. However, other terms are not readily used. There has been more reluctance to accept, for example: pilota (pilot), bombera (firewoman), gerenta (manage·r.) • We are not used to saying "la m~dicq n ( the female doctor), "la mecánica" (the female mechanic), and "la polic!a" (the female police officer} because these words have a different everyday meaning. For example: "la mecánica 11 (rrechanics) is the study of movement and moving forces; "la m~dica" is a medium: and "la polic1a" (the police) refers to the whole law enforcing body.

To use only male terms to designate a particular occupation is to condition the students to think that only males can hold that particular occupation. This situation helps perpetuate stereotypes.

Other examples are elected positions in government such as "alcalde" (mayor), "legislador" (congress man), and "goberpador" (governor). Since elected positions are not restricted to one sex the texts should include both male and female gender. The article "el" for males and "la" for females befare the noun could be used to distinguish one sex from the other in.cases where the noun is neutral such as "estudiantes" (studentJa); "representante" (member of the House of Representative), "juez" {judge) , etc. Finally, it rnust be said that language is not merely a means of cornmunication• it is a way of expressing ideas, beliefs, shared patterns of conduct and cultural aspirations. Ttterefore certain linguistic expressions and adjectives used in reference to women reflect the inferiority and stereotyped roles that are usually adscribed to females. Few of these examples are found in the text: On the woman as a possession of man: "The Spaniards conduct caused great anguish among the Indians ••• took away their land, their women and their religious beliefs". · On the subordinate position of the wornen in the family: . ."The head of the family and his wife sit around like sta~es and the rest of the family do likewise in· age order". On the anonymous wife: "The wife of Nabucodonozor carne from mountainous lands and did not feel happy in the flat lands of Babilone. She missed the bills of her country". -20-

On sexual stereotypes: " ••. And you had to watch the expression of happiness · in the panting and sweating : men ••• " "--woman, give me my rice with

'cumbera', sorne said,

gfve me my rice with "guardarraya".

"His father was a small businessman. The mother was a sweet and pious woman devoted to her children and home". All. of the above language expressions could be substituted with grarrunatically accepted language forros to express clearly and with precision the new concept of woman. In a society where sex equality is a goal as well as a oonsti.tutional mandate, it is logical that we update our forms of expression and f ind new linguistic styles in the preparation of educational materials.

-21-

PART II

BACKGROUND RESEARCH ON WOMEN'S HISTORY

-22-

A. SELEC?ED BIBLIOGRAPHY ON WOHEN IN PUERi'O RICAN HIS'I10RY AND CULTTTRE

Books-, Public Docunents and 'I'hesis Acín, Mar'i",a N. Perfil estadístico_ de la mujer puertorriqueña. San Juan, Puerto Rico: Comisi6n para e!~ Mejoramiento de los Derechos de la Mujer ti.bril, 197 9. (Mimeo.)

Acosta, Edna y Elia Hida..lgo; editoras. Puerto Ri.ca.-ri Women. New York: Praeger Publishers, 1979. Alamo Salgado, Car~en J. Formulación de política pública: el caso de la mujer puertorriqueña. 'res is para el grado de !iaestrfa en Administraci6n Pública de la Universidad de Puerto Rico, 1975. Alvarado, Carmen R. "La contribuci6n de la mujer al desarrollo de la nacionalir-1añ nuertorrürnP.:ñ.a 11 • En: lTuan· An0'~1 y Uancy Zayas, editores~ La ~1ujer en la lucha de hoy. Rto Pied~as, P.R. Ediciones Kirikiki, 1972.

Alvarado, Mercedes.

"Violación y virginidad". San Juan, Puerto Rico: Comisi6n para el Mejoramiento de los Derechos de la Mujer, 1978. PUneo .. ) San Juan, Puerto Rico: Comisi6n para el Mejorarliento de los Derechos de la Mujer, 1979. (Mimeo.)

"Feminismo".

ºLa doble tarea". San Juan, Puerto Rico: Comisi6n para el Mejoramiento de los Derechos de la r1ujer, 1979. (Himeo.)

"Derechos de la nuj er: derechos humanos 11 • San lTuan, Puerto Rico: Comisión para el ~·1,ejorar;üento de los Derechos de la Mujer, 1979. {mimeo.) y Maria M. López Garriga. "La mujer y la experiencia amorosa a través de las canciones de Sylvia Rexach". En: Isabel Pie~ :editora.. Documentos de la Conferencia Puertorriquefia de la Mujer, 1977. Págs. 80-85.

Angelis, Mar:í.a Luisa. Mujeres puertorriqueñas que se han distinguido en el cultivo de las ciencias, las letras V ras artes desde el Siglo XVII hasta nuestros días. Puerto Rico: Tipografía del Boletín Mercantil .. 1908. 157 p3.qs .. -23-

Asociaci6n de nanas para la Instrucci6n de la Mujer. Reglamento. Puerto Rico: Imprenta del Boletín Mercantil, 1886. Ayende-Sánchez, Lydia. uAttitudes of Puerto Rican University Students. and Professors Toward Female Roles an-:1. Recommendations for Improvementn. Tesis doctoral, Nova University, 1976. "Las mujeres trabajadoras". Azpeitua, Antonio. Puerto Rico y sus hombres. de Sainz.

En: V. Gautier 1916. Págs. 8-11

Azize, Yamila. "Luchas de la mujer obrera: 1910-1920n. Tesis presentada a la Facultad de Estudios Generales de la Universidad de Puerto Rico para obtener el grado de Bachiller en Artes. 1974. Benítez de Rodríguez, Celeste. "La evoluci6n del rol de la r.l.ujer en Puerto Rico". Discurso pronunciado con motivo de la inauguraci6n oficial de la celebraci6n de 1975 como Año Internacional de la Mujer. (Mimeo.) Brau, Salvador. Disquisiciones sociológicas y otros ensayos. San Juan, Puerto Rico: Imprenta de J.G. Font, 1886. Burgos-Sasscer, Ruth. {Editora). La raujer marginada por la historia. Antoloaía de ensayos. Ri.o Piedras, Puerto Rico: Editorial Edil, ·1918. 138 págs. What Happe:ned to Shakespeare • s Sister'!. Discurso oronunciado ante la matrícula de la Asociaci6n Ame;r.icana de Mujeres Graduadas. Octubre 19 1 1978. (Mimeo.) 11

Cabanillas de Rodriguez, Berta. El ouertorri su alirnentaci6n a trav~s de· su historia Siglos XVI a XIX 1 , San Juan, ·Puerto Rico; Instituto de Cultura Puer-· torriquefia, 1973.·

-24-

Cadilla de Martfnez, María. Un factor descuidado en nuestra economía agricola. San Juan, Puerto Rico ;·1939-;-P~gs.

51-56.

- - - - - . La campesina.. San Juan, :Ouerto Rico: Neqoc i.ado de Materiales, Imprenta y Transporte, 1937. Canales, Nemesio. Paliques. ciones Isla, 1967.

San Juan, Puerto Rico: EdiPágs. 175-177.

Capetillo, Luisa. "Recuerdo a la Federación Libre". (1909}. En: Quintero Rivera, A. Lucha obrera en Puerto Rico. Rio Piedras, Puerto Rico: CEREP, 1972. Págs. 35-42.

-----

Ensavos literarios. Dedicado a los trabajadores de ambos sexos. Arecibo, Puerto Rico: Imprenta Uni6n Obrera, 1904-1907. 55 págs. Influencia de las ideas modernas. Tip. Negr6n Flores, 1916.

Rico~

San Juan, Puerto

-~-~~Mi

opini6n sobre las libertades, derechos y deberes de la mujer. San Juan, Puerto Rico! The Times Pub., 1911. 188 págs. La humanidad en el futuro. Tip. Real Hermanos, 1910.

San Juan, Puerto Rico:

Caraballo, Carlos A. Exploración sobre la percepción de los roles conyugales en las finanzas familiares en un ámbito universitario. Tesis nara la Maestría en Ad:r.tinistraci6n Comercial de Universidad de Puerto Rico. Mayo 1976. 150 págs.

Carreras, Carlos N. Hombres y mujeres de Puerto Rico. Editorial Ori6n, 1957. 256 págs,

-25-

M~xico:

Center for Environmental and Consumer Justice. Study to Determine the :C'Ktent and Ramifications of Sex, Color -·and National Origin Discrimination in Private Employment in Puerto Rico. San Juan, Puerto Rico: Co~isidn para la Igualdad de Oportunidades de Enpleo, 1974. Cintr6n, Cari'!'len y otras. "T.Ja posici6n de la mujer en la sociedad puertorriqueña y como el derecho responde a sus necesidades". Escuela de Derecho a.e la Universidad de Puerto Rico, 1972. (Mirneo.) Conferencia Puertorriqueña de la Mujer. ºFinal Report to the National Cornmission on the Observance of International Nomen's Year". San Juan, Puerto Rico. Junio, 1977. 57

p.~gs.

Cuchi Coll, Isabel. Dos poetisas de An~rica: Clara Lair y Julia de Burgos. Barcelona: Gráfica Pareja-MontRña,

197n.

~Mujer. México: Talleres de la Editor.ial Cultural, - - - - - - 1937, 139 págs.

Cuesta Mendoza, Antonio. Historia de la educaci6n en el . Puerto Rico colonial. Vol. I-·y II, Ciudad '!'rujillo, República Dominicana: Inprenta Arte y Cine, 1948. Cuevas, Diana. nFeminismo y lucha de clases". Puerto Rico, 1979. (Mimeo.)

San Juan,

Delgado, Josefina. ~voz de justicia: Breve disertaci6n acerca del capital y el trabajo º.San Jué\.n, Puerto Rico: San Juan Printing, 1919. 8 páginas. Delgado Votaw, Carmen. Puerto Rican ~1omen: SoMe Biograohical Profiles. Washington: National Conference of Puerto Rican Women, Inc., 1978. Diaz-Hernández, Emma. ~·comentarios en torno al problema de la violaci6nº. Río Piedras, Puerto Rico: Centro .de Ayuda a VictiMas de Violaci6n, 1978. 14 págs. (k;imeo.)

-26-

Enciclopedia de grandes mujeres de Puerto Rico. Hato Rey Puerto .. Rico: Ramallo Bro., 1975. Estados Unidos. Departamento del Trabajo. "Puerto Rico: The Leaf Tobacco Industry". Washington: Government Printing Off ice, 1941. Departanento del Trabajo, Divisi6n de Salarios y Horarios. Report on Puerto Rico: The Needlework Industry. Washington: Government Printing Office, 1950. The EJ'J.ployment of Women in Puerto Rico. Washington: Government Printing Office, 1934. Senado. Ho:men Suffrage in Porto Rico. Hearing befare the Comrn.ittee on Tarr"itories and Insular Possessions, United States Senate, Washington: Printing Office, 1928.

u.s.

Government

Eulate Sanjurjo, Carmela. La mujer ,en la historia. Sevilla~ Imprenta de F. Díaz y Cfa., S. en C., 1915. 287 págs. La nujer noderna. 924. 431 págs.

Barcelona: Casa Editorial Maucci,

Fernández, Ruth..

"La participaci6n de la mujer :9Uertorciqueña en la política y el gobierno". Conferencia Hemisférica para Mujeres. 1976. 25 págs. (Mimeo.·)

Ferrer Hernández, Gabriel.

La mu·er en Puerto Rico: sus necesidades presentes y os medios M s f ciles y a ecuados nara su provenir. San Juan, Puerto Rico: Imprenta El Agente, 1881. 72 págs.

García Rarnis, .Magali.

Módulos para combatir el sexismo en el sal6n de clases. San Juan, Puerto Rico: Comisi6n para el MeJoramiento de los Derechos de la Mujer ,1977. · M6dulo 6 - Doña Ana no está aquí. M6dn.lo 8 - ¡Auxilio, socorro, sálvame! (I-1os estereotipos de la mujer en la televisi6ri •. )

-27-

La Gran Enciclopedia de P_1.lerto Rice..

!fono I. Madrid,

España: Ediciones R., 1976.

lictitudes y condnctas de la madre y los estilos cognosci·!:ivos de niños urbanos puertorriqueños: Diferencias entre clases sociales y sexo". Ria Piedras, Puerto Rico: Centro de Investigaciones Sociales, Universidad de Puerto Rico, 1975, 255 páginas (M~meo.)

Guevara, Carlos I .. y Myrna Sesman.

Guti~rrez

del Arroyo, Isabel.. Co_njunción de elenentos del medioevo y la modernü:1~d en la conauist y colonizaciBn de Puerto Rico. San Juan, Puerto Rico: Instituto de Cultura Puertorriquefia, 1974.

Hern~ndez

Alicea, Carmen Ana.

El discrinen contra la mujer en el Programa de Instrucción Pública de Puerto Rico'~. Trabajo para seminario sustituto de tesis presentado en la Escuela de Adninistraci6n Pdblica, Universidad de Puerto Rico, 1977. 11

Icken Safa, Helen. ucon:-ienci.& de clase entre las trabajadoras en Latinoc,m~rica: un estudio de casos en Puerto Rico". En Carmen Elu de Lefiero, editora. La mujer en AF.té_ri.ca L0-tin~~·

Torno I, Ciudad M~xico:

Secretarra-ae Educaci6n Pfiblica, 1975. Iguald~d. El obrerisno en Puerto Rico. España: Ediciones Juan~P.ºonce de León, 1973 .. 324 págs.

Iglesias de Pagán,

Labra y Cardona, Rafael Haría deá "''La. L.~1je-r y la legislaci6n castellana". l·k1é riC: ,· E'::.:p¿~J~a: Irn9renta de H .. Rivadeneyra, 1860p 3S p&~J~ 1

L6pez-Garriga, .Maria M. Bstrateqias d(, auto'-¿¡fj_rnación en mujeres puertorriqueñas. 'I'esis doctoral, City University of New York, 1S76. ºFer:linist Perspcctive on Por-:!1.0graphy and Prostitution: A Rejoinder i'., San J"..lan, Puerto Rico: Comisi6n ?ara el Mejoramiento de los Derechos de la Mujer, 1978.

L6pez Landr6n, Rafael. ~a~uje:f____pu·ertorriqueña ante el Bill Jones. San Juan! Puerto Rico: Boletín Mercantil, 1916.

··-28-

L6pez Tuero, Fernando. La mujer. San Juan, Puerto Rico: Tipografía del Boletín Mercantil, 1893, 221 págs. Manning, Caroline. The employment of Wornen in Puerto Rico. Nashington: u. s. Government Printing Office, 1934, 34 págs. Marcano, Juan S. "La mujer obrera", (1919). En: Quintero Rivera, A. Lucha obrera en Puerto Rico. Río Piedras, Puerto Rico: CEREP, 1972. Págs. 66-67. Marqu~s

Llompart, Mercedes. "Actitudes hacia la mujer trabajadora en la sociedad puertorriqueña". Tesis de maestría, Escuela de Administraci6n PGblica. Universidad de Puerto Rico, mayo 1972, 32 p~gs.

Malina, Eneida. M6dulos para combatir el sexismo en el sal6n de clases. San Juan, Puerto Rico, Conisi6n para el Mejoramiento de los Derechos de la ~.1ujer, 1977. M6dulo 1 - Ideas, Creencias y Actitudes M6dtilo 2 - ¡Viva la Diferencia! M6dulo 3 - ¿Por qué rnami no puede cambiar una goma? Módulo 4 ¿Por qué Rosa no es valiente? M6dulo 5 - Una escoba para Ana, cien oficios para ~Tuan M6dulo 6 - Los rizos y el beisb61 Nieves Falc6n, Luis y Patria Cintr6n Crespo. Los maestros de Instrucci6n Pública de Puerto Rico. R1o Piedras, Puerto Rico: Editorial Universitaria, 1973, 167 págs. Negr6n Muñoz, Angela. Mujeres de Puerto Rico desde el ceriodo de colonizaci6n hasta el primer tercio del siglo XX. San Juan, Puerto Rico: Imprenta Venezuela, 1935. 266 págs. O'Sullivan-Beare, Nancy. Las mujeres de los conquistadores; la muier española en los comienzos de la colonización americana• Aportaciones para el estudio de la transcul turn:ci~n.. . Madrid: Compañia Biblioqráf-ica Española, 1956. 383 págs.

-29-

Pag!n, Bol!var. El sufragio femenino: estudio jur1dico. San Juan, Puerto Rico, 1924. Partido Popular Democr4tico. "Informe del Comit~ de la mujer y sus derechos". Santurce, Puerto Rico, 21 de febrero de 1972. (Mimeo.)

Pesquera de Busquets, Carmen T. y otros. Patrones de Consumo de la familia puertorriqueña, Vol. 6. Facultad de Pedagog!a, Programa Graduado de Econom1a Dom~s tica, Universidad de Puérto Rico, 1974.

Pic6, Isabel y Marcia Rivera. "Datos b4sicos sobre la mujer en. la fuerza trabajadora en Puerto Rico". San Juan, Puerto Riqo: Comisi6n para el Mejoramiento de los Derechos de la Mujer, 1970. (Mirneo.) Pic6 Isabel. "La mujer puertorriqueña y su participaci6n en la vida p~blica". En: La mujer marginada por la historia, Ruth Burgos Sasscer, editora. San Juan, Puerto Rico: Editorial Edil, 1978. "Apuntes prelirJinares para el estudio:de la mujer puertorriqueña y su participaci6n en las.luchas sociales de principios del siqlo XX". En: Mar!a del Carmen Elu de Leñero, editora. La mujer en· Arn~rica Latina. Tomo II. Ciudad M~xico: Secretaria de Educacidn Pdblica, 1975. uThe History of Women's Struggle for Equality in Puerto Rico". En: June ?-lash y He len Icken Safa, editores. Sex and Class in Latin America. Nueva York: Praeger Publishers, 1976.

"Informe de la Presidenta a la Comisi6n para el Mejoramiento de los Derechos de la Mujer". Marzo, 1976 y Junio, 1977. {Mimeo.)

1 1

l 1

-30-

1 1 1 1 1 1 1 1 1

1 1 1 1 1·

1 :1'.

1: 1:

ºSexual Ideologies and Woman's Participation in · the Puerto Rican Political" Process". 1974. (Mimeo.) Editora,·Documentos de la Conferencia Puertorri17eña de la Mujer. San Juan, Puerto Rico. Junio, 19 •

86 pdgs.

y otras. Machismo y educaci6n en Puerto Rico. Santurce, Puerto Rico: Talleres Gráficos del Departamento de Instrucci6n Pdblica, 1979.· Angelita Rieckehoff y Rosa Santiago. "Puerto Rican Women's Meeting". Inform~ sobre la Conferencia Puertorriqueñ~ de la ~ujer so~e~ido _al ~ational COmmission on the Observance of International ~lomen T s Year·. Junio, 1971. 57 págs. · -

P. R., Comisión de D~rechos Civiles. ic¡ualdad de derechos y oportunidades de la mujer puertorriqueña. San Juan, Puerto Rico: 1973. 496 pAgs. P. R., Comis16n del Gobernador sobre el status de la mujer. Breve ex sic16n del status ur1dico de la mu er en e Der,cho Puertorrigueño, • P. R., Comis16n para el Mejoramiento de los Derechos de la

Mu1er.

Hu er conoce tus derechos, por Flor de r guez, Ange ta Riec.e off y Rosa SantiagoMarazzi. Junio 1978. ·31 p!9s.

Maria

~Ro

com endio de de~echos deberes de la mu er quena, por a Dra. Ter~sa Gravas Badrena, 1

•

Serie de ocho.jlsdt¡J.Q@ paro _goml;>atir el au1smo en 14 11l6n . 48 gliios·, por ·~ne1áa ·Mol"ina· y Magali Careta Ramis. Proyecto auspiciado por la Comisidn para el Mejoramie..~to de los Derech'Qs de la Mujer bajo la direcei6n de la Dra. Isabel Pic6 de Hern4ndez. San Juan, Puerto Rico: Inprenta del Departamento de Inst~~ccidn

Pdblica, 1977ª

---------- ¿Qu~ hacer? Gu!a de actividades para maestros de escuela elemental. San Juan, Puerto Rico: J.mprenta del Departamento de Instrucci6n Pdblica, 1977. 30 p4gs.

"Sexism in the Classroon", por Isabel Pic6, Informe Final sometido al Wonen's Educational Equity Act Proqrarn, 1977. 105 págs.

a90--

,.Siempre Estuvimos Aqu!". Gui6n del documental - f!lrnico rtsiempre Estuvdmos Aqu!", por Eneida Molina, 1978. final sometido a la Fundaci6n para el De------ "'Inforne sarrollo de los Valores Hurnanisticos sobre el aocuEstuvimos por mental fílmico ·Siempre Aquí" , Angelita Rieckehoff y Eneida Malina, 1978.

visi6n de la niña en cinco lecturas escolares, por Hayale Yord4n Molini, 1976. 31 p!gs.

---------- La

La irna en de la mu er en los de ----- Anto 09 escritos Mari n arreto, Laura Candelas la Dra. Ethel R!os de Betancourt, a

medios por

e ens..eyos

comunicaci6n.

1978.

35 págs. de enve·ecirniento, por

---------- El delito de violaci6n en Puerto Rico, por Jeannette Ramos de S~nchez, 1977. La mujer y la nueva legislaci6n sobre Derecho de Faoilia, por Jeannette RarlOS de Sánchez. ----------- Condiciones del empleo dom~stico asalariado en Puerto Rico, por ~1arcia Rivera Quintero, 1975. i26 pigs. Hincapi~.

Bolet!n informativo de la Co~isi6n para el Mejoramiento de los Derechos de la Mujer.

-32-

P. R., Departamehto de Instrucción Pública, Divisí6n de Educaci6n de la Comunidad. La mujer y sus derechos. Sah Juan, Puerto Rico: Editorial del Departamento de Instrucci6n Pública, 1957, 79 págs. (Ediciones de Libros para el Pueblo, núm. 11). P.R., Departamento del Trabajo. Leyes y organismos para la protecci6n de la mujer e:n la industria, por Juan s. Bravo. San Juan, Puerto Rico: Divisi6n de Imprenta, Oficina Insular de Compras, 1944, . 6 págs. P. R., Negociado de Análisis Económico y Social. Anuario Estadístico -·Statistical Yeñrbook. San Juan, Puerto Rico. (Diferentes años.) P. R., Negociado de Estadísticas de Trabajo. Empleo y desempleo en Puerto .Rico. San Juan, Puerto Rico. (Diferentes años.) Ramos de Sánchez, Jeannette. "La mujer y la familia". Ponencia presentada ante la Sesión Plenaria de la Conferencia Puertorriqueña de la Mujer. En: Isabel Pic6, editora, Documentos de la Conferencia Puertorriaueña de la Mujer. San Juan, Puerto Rico, junio dé 1977. Pág.

17-21. Ribes Tobar, Federico. La mujer puertorriqueña: su vida·y evoluci6n a trav~s de la historia. Nueva York Plus Ultra Educational Publ., 1972, 251 págs. Rieckehoff-Naveira, Angelita. The Legal Status of in Puerto Rico. San Juan, Puerto Rico: para el Mejoramiento de los Derechos de y la Liga de Mujeres Votantes de Puerto Mayo 1978. 40 págs.

Hornemakers Conisi6n la Mujer Rico.

R1os de Betancourt, Ethel. "Woman's Status in Education in Puerto Rico". San Juan, Puerto Rico: Comisión para el Mejoramiento de los Derechos de la Mujer,

1976.

-33-

Rivera-Quintero, Marcia. "Capitalist Development and the Incorooration of Women in the Labor Force". Trabajo presentado ante la Convenci6n de la Asociaci6n de Estudios Latino-Anericanos e~· Pittsburgh, 1979. "La mujer en el trabajo asalariado". (En proceso de publicaci6n por el Centro de Estudios de la Realidad Puertorriqueña~ CEREP) • Rivera, Rodolfo Osvaldo. "La r.mjer puertorriqueña". Conferencia presentada a la Mesa Redonda Panamericana. Managua, Nicaragua: Tip. Guardián, 1942. 7 págs.

Rodríguez Salís, Enrique. · La mu1er española y americana: su esclavitud, sus luchas y sus dolores. 1898. 256 págs. Rosario,

Jos~

c. The Developrnent of the Puerto Rican Jibaro and bis Present ··Attitude Towards Society. (Monographs of the university of Puerto Rico, Social Sciencea Faculty, Series C, No. 1, San Juan, Puerto Rico: University of Puerto Rico, 1975.

Santana Maíz, Monserrate. La mujer en la literatura puert~ri queña. Tesis de maestría, Departamento de Estudios Hispánicos, Universidad de Puerto Rico, 1932. Santiago-Marazzi-, Rosa •."Discrimen por raz6n de sexo en los Programas de Instrucci6n Vocacional y Téonica en Puerto Rico". San Juan, Puerto Rico: Comisi6n para el Mejoramiento de los Derechos de la Mujer, 1977. (Mimeo.)

"Rol de la inrnigraci6n de mujeres españolas a ..Puerto Rico en el periodo colonial u.. San Juan, Puerto Rico: Cornisi6n para el Hejoraniento de los Derechos de la Mujer, 1975. (Mimeo.) "Las personas de mayor edad en Puerto Rico: Problemáticas y alternativasu. San Juan, Pnerto Rico: Comisión para el Mejoramiento de los Oerechos de la Mujer, 1976. (Mimeo.)

-34-

Sánchez Hidalgo, Efrain. nMachismo versus Momism in Puerto Rico". En una nublicaci6n del Colegio de Pedagoqía de la universidad de Puerto Rico sobre Ernotional Distu:rbances in Puerto Rican Children. Silén, Juan

Angel~ "La mujer, la doble opresi6n", Hacia una visi6n positiva del puertorriÍueño. Río Piedras, Puerto Rico: Editorial Edil, 970.

Silva de Bonilla, Ruth. La til. Instituto Consumidor, Río de Puerto Rico,

televisi6n y la socializaci6n infande Investigaciones de Problemas del Piedras, Puerto Rico: Universidad septiembre 1977. 85 págs.

Silvestrini-Pacheco, Blanca. "Women as Workers: The 3'-Cperience of the Puerto Rican Woman in the 1930's". En: Ruby Rohrlich-Leavitt, editor. W9men r.,..osa-cultn~a11y Change and Challange. The Hague: Houton Publishers, 1!;'75.

Solá, Mercedes. Feminismo, estudio sobre su aspecto social, econ6rnico y político. San Juan, Puerto Rico: Cantera Fern!ndez, 1922. 49 p~gs. Steward, Jultan H. et ai. The People of Puerto Rico. Urbana: Social Research Center Study, University of Illinois Press, 1956. Sued Badillo, Jalil. La mujer indigena y su sociedad. Ria Piedras, Puerto Rico: Editorial i1 Gazir, 1975. Stycos, J.

Fa~ilia y fecundidad en Puerto Rico. México: Fondo de Cultura Econ6mica, l958, 347 pKgas.

Valle, Norma. 29

Luisa Capetillo. págs.

San Juan, Puerto Rico, 1975.

Varo, Carlos. Fuerto Rico: radiografía de un pueblo asediado. R!o Piedras, Puerto Rico: Editorial Puerto, 1973.

Zayas, Nancy y Juan Angel Sil~n, editores. de hoy. Antología de ensayos. Rico: Ediciones Kikiriki, 1973.

-35-

La mujer en la lucha R!o Piedras, Puerta 111

p~gs.

ARTICLES AND PERIODICALS

"Reseña . hist6rica del -~·1ovimiento Sufragista en Puerto Ricott, Revista de la Asociaci6n de ~tu eres Graduadas de la Universidad de Puerto Rico, 1, 4 (October, 1941 , 32-39.

Andreu de Aguilar, Isabel.

El princi9io de la liberaci6n femenina", IV, 43 (Novenber, 1970).

Angela Luisa.

n¿cree usted que el ser mujer constituye un obstáculo para triunfar en el mundo de las finanzas?", VI, 60 (April, 1972) 12-14. Proyecto de la Cámara creando la Cor.1isi6n para el de los Derechos de la ~~jer". VII, 73 (May, 1973) 18-19 p.

M~joramiento

Arana, Aimie. "La :r.mjer en el campo sindical de Puertó Rico. Ya hay presidentas de uniones aquf. En Estados

Unidos, noº.

El Mundo {San Juan, Puerto Rico),

September 23, 1973.

Arroyo Rivera, Angel. nEl juicio de Susana B. Anthony", Revista de Le islaci6n Juris rudencia de la ~eociaci n de Abogados", IV, Septernber-October, 1917) Asenjo, Conrado. "Feminismo a mi modo", Puerto Rico Ilustrado (San Juan, Puerto Rico), May 5, 1921. "Seven members appointed to Wonen's Rights Group". San Juan Star (San Juan, Puerto Rico) July 31, 1973. .

Babb, Margarita.

Ben1tez de Gautier, Alejandrina. "Sobre la educaci6n de las mujeres,.. Guirnalda Puertorrioueña, 1, 14 (June 1856), 1-3.

Bragg, Arny.

ºComisi6n de Derechos Civiles: Revela Discrirnen en admitir mujer en estudios cientificos", El Mundo (San Juan, Puerto Rico), October 12, 1972. "Ingrid Deliz: Es prinera mujer gerente de Eastern", El Mundo (San Juan, Puerto Rico), August 2, 1973.

Brunet, Lorenzana. ºLa mujer y el voto'1 • El Mundo (San a.luan, Puerto Rico), October 24, 1968.

-36-

candelas, Laura. "El discrimen contra la mujer en Puerto Rico". Avance. Año III, ~Júm. 131, January 27, 1975. nLegislaci6n laboral aplicable a las C1·nque Sacarello John. · ta de l mujeres trabajadoras de Puerto Rico , Revis Trabajo, II, 6 (April-May-June-1969), 23-41 p. '

•

Cordero, Sonia. "Liberaci6n 1970". (Novenber, 1970).

Angela Luisa, IV, 43

C6rdova Dávila, F~lix. "¿Responde la mujer con sus bienes pri·vativos de las deudas de la socied~d conyugal?" Revista de Le islaci6n .Jurisprudencia de la Asociaci n de Abogados, 1, 1:4 {January, ~ 14 "Datos Biográficos de Clara Lairn. Revista del Instituto de Cultura Puertorriq~eña, Ndm. 10. January-March,1961. D~vila,

Rodolf0. "El voto electoral ferne!lino. Realidades", Puerto Rico Ilustrado (San Juan, Puerto Rico), September 29! 1917.

De Castro, Eéctor.

rrLa nujer y sus derechos políticos". Revista de Legislaci6n y Jurisprudencia de la Asociaci6n

de Abogados, IV, 4 (July-August, 1917, 256 p. 11 De Palmer, Lorenzana C. Perspectiva del feminismo", "IdeariU!!!_", August, 1917, 72-74 p.

Delgado·Votaw, Carmen. Vol.~u,

"La mujer y el desarrollo". N6. 4, Hay, 1979.

El Imnarcial (San Juan, Puerto Rico). August 1, 1973.

El Mundo . (San Juan, Puerto Rico) • Puerto Rico cooperar" ..

Las Anericas.

noerechos de la mujer",

"Es deber de la mujer de January 18, 1932.

(San Juan, Puerto Rico). "M. I. A. Asume nosici6n definida: Diacuci6n fcminista en San Juant, March 29, 1973.

(San Juan r Pu 1 ~rto Rico). Ootobar 19, 1973.

El Nuevo D!a (San Juan, Puerto Rico).

ºMuj~eres e.lave en financJ:~f:'as "~

"Los derechos de la mujer",

August 1, 1973.

Elzaburu, Manuel. "Consideraci6n legal de la mujer en la historia y la mujer india". Revista Puerto, (1878),3-8 p. Enunanueli, Rosa M. ºArtículo sobre feminismo la hace recordar luchas 11 , El Mundo. (San Juan, Puerto Rico) Novernber 7, 1971. - - - - -

-37-

Estudios sobre. la igualdad de derechos y oportunidades de la mujer puertorriqueña". Revista de Derechos Humanos. Vo. III. No. 1 (December, 1971), p. 56. Fernández Cintr6n, C~lia y Marcia Rivera Quintero. "Bases de· la sociedad sexista en Puerto Rico", Interamericana Review. Vol. IV, No. 2 (Summer, 1974), p. 243 • "Insta mujeres a exigir igualdad en la pol1tica •f, El Mundo (San Juan, P.R.), June 4, 1968.

.Ferrt?, Luis A.

Guerra, Ada Nivia. "Primicias de un documento no publicado el discrimen contra la mujer en Puerto Rico". Avance. SepteI!tber 13, 1972, p. 21-25. Harvard C'ivil Liberties Review. "Love's Labor Host: New Conception of.Maternity Leave". VII (1972). Herrera, Silvia. "La raujer casada y la acci6n por daños y perjuicios 11, Revista Jurídica de la Universidad de Puerto Rico, XXXIV, 3 (1965), 397-422. Indice. Jim~nez

nProyecto de ley canales sobre los derechos de la mujer '1 , 1, 6 (September 13, 1929), 84. Juarbe, mktor. "La mujer boricua y la igualdad en las oportunidades de empleo". El Hundo {San Juan, Puerto Rico), June 24, 1973.

Johnston, Laurie. "ivomen 1 s Bureau Takes Un ion Rolen 1 The New York Times (New York) , October 14, .1.973 ·•

Lair, Clara.

"La causa feminista".

"Hablan las mujeres".

Idearium.

December, 1917,

~.19.

Juan Bobo. July 22, 1916, p. 9.

ºQue no voten las puertorriqueñas". Juan Bobo, June 17,

1916.

Lovler, Ronnie. "Men Still Rule Political Roots", The San Juan Star (San Juan, Puerto Rico), Novernber 4, 1972. Malaret y Yordán, Augusto. "Condici6n jurídica de la mujer puertorriqueña", Nuestro tiempo, VIII, 120:321 (December, 1908). Mascareñas, Carlos E. "Derecho de las maestras de un periodo de descanso por razones de parto", Revista Derecho Puertorriqueño, V, 17;94 (July-September, 1965) -38-

Mel~ndez

Muñoz, M. "El feminismo de la mujer del siglo XX", Puerto Rico Ilustrado (San Juan, ?uerto Rico), Septernber 8, 1917.

McBride, N. L. 11 t·vomen Workers of Puerto Ricon, International Socialist Review, XVII, 717 (June, 1917). Miranda King, Lourdes. nPuertorriqueñas in the United States: The Impact of DoubleDiscrimination". Civil Right~ Digest. U.S. Commission on Civil Rights, Autumn,

1974. Molina, Marina L.

"Zurciendo en la Historia: Logros alcanzados por el feminismo, El Mundo (San Juan),Puerto Rico), Se9tember 19, 1971.

Negr6n Muñoz, Angela. 11 Conversando de las principales feministas del patsn, El aundo (San Juan, Puerto Rico), March 18, 1930 • • "El primer defensor de nuestro Parlanento de los de- - - - - - rechos pol1ticos de la mujer", Puerto Rico Ilustrado (San Juan, Puerto Rico), July 20, 1929 •

"La primera ------• de Doña Ana

mujer feminista de Puerto Rico: Biograf!a Roque de Duprey~', Puerto Rico Ilustrado (San Juan, Puerto Rico), May 28, 1927.

------

·•

Por el feminismo y para las feministas", Puerto Rico Ilustrado (San Juan, Puerto Rico), May 4, 1929 • 11

pasaje glorioso de la historia del ------ enUnPuerto Rico", Puerto Rico Ilustrado •

feminismo (San Juan,

Puerto Rico), July 2, 1927.

Padilla, V.tetar M. "Piden Cámara estudie discrimen contra muje~es én fuentes de empleo", El Mundo (San Juan,,Puerto Rico), January 18, 1969. Participaci6n de· la mujer en la fase educativa de la vida puer~ torriqueña". Educaci6n. Vol. 22, No. 27. December, 1969, p. 41-53.

Pic6, Isabel. "Estudio sobre el empleo de la mujer en Puerto Rico". Revista de Ciencias Sociales. Vol. XIX, No. 102. June, 1975, 141-156 p. Piñeiro, Deliz.

ºDe abogada a Bienes Raíces: Dice mujer es tanto o más capacitada que el ho:m.bre para los negocios", El Mundo (San Juan, P.R.), October 21, 1973. -39-

Ramos, Elia G. "Hujeres en la historia: Maria Libertad G6mez", El Yunque, March, 1979, ~8-19 p. Randall, Alan H. and Rivera Mpendez, Manuel. "The Employer's Dilema with Women Workers", Puerto Rico Industrial {September-October, 1973), 47, 57, 68. "Realidad deshace mitos sobre mujer trabajadora". .del trabajo. September-October, 1971

Noticias

Revista del Instituto de Cultura Puertorriqueña. Edition dedicated to Clara Lair. Vol. XIV, No. 60, JulySepternber, 1973. Rivera Quintero, Marcia. "Las adjudicaciones de custodia y patria potestad en los Tribunales de Fanilia de Puerto Rico. Revista del Colegio de Abogados de Puerto Rico. Vol. 39, No. 2, May 1978, 177-200 p. San Juan Star (San Juan, Puerto Rico). ttr1others can't OK O?eration for a :minor 11 , november 7, 19.7.3. S~nchez

Morales, Luis. rrLa mujer. y la política", Angela Luisa. Vol. I, No. 7. November, 1976, p.11.

Sánchez Korrol, Virginia. 0n the Other Side of the Ocean: The Work Experiences of Early Puerto Rican Migrant l'lornen", Caribbean Review, Vol. VIII, No. 1 (JanuaryMarch, 1979, 22-28 p. 11

Samalea Iglesias, Luis. "Puede la Legislatura de.Puerto Rico conceder el voto a la mujern, Revista de Legislaci6n Juris rudencia de la Asociación de Abogados, III, May-June, Steinhem, Gloria. "Discurso pronunciado ante un qrupo de mujeres puertorriqueñas", Angela Luisa, V, 40 (April, 1971). Tapia y Rivera, Alejandro. r'El aprecio a la mujer". 1, 2 (November 30, 1870) , 9-10.

T"a Asucena,

Valle, Ambrosio del. "La mujer casada comerciante: problemas jurídicos que plantea esta situaci6n". Revista de Derecho Puertorriqueño, VII, 27 (aanuary-March, 1963).

-40-

Vall~s,

Sonia. "Puerto Rico a la vanguardia de paises en protecci6n derechos de la mujer", El ~fundo (Sari Juan, Puerto Rico) , Novem..l-:>er 5,

Weller, Robert H. "A Historical Analysis of Female Labor Force Participation in Puerto Rico", Social and Economic Studies, XVII, 1 (March, 196B).

UNPUBLISHED MATERIALS Cintr6n Ferrer, Carmen, et al. "La posici6n de la mujer en la sociedad puertorriqueña como el derecho responde a sus necesidades". Unpublished seminar paper presented at the Law School of the University of Pue~to Rico, 1972 .. D~vila

Lanausse, José Nilo. "La realidad de la posici6n de la mujer puertorriqueña ante los Derechos Humanos". Sernínar sponsored by the State Council of Home Bconomic Clubs of the Service of Agricultural Extension, Colegio Notre Dame, Caguas, February, 1971.

L6pez Baralt, Erntna cardona de. "La condici6n de la mujer ·en el Derecho de Familia". Paper read befare the seminar about Juridicy Condition of ·women in the Family Rights, Bogot~, Colombia, United Nationa, Decem.ber 3-17, 1963. Santana M.aiz, Monserrate. "La mujer en la literatura puertorriqueñarr. Unpublished Master•s dissertation, Department of Hispanic Studies, University of Puerto Rico, 1932 ..

-41-

INVENTARIO DE FOTOGRAFIAS E ILUSTRACIONES SOBRE LA MUJER PUERTORRIQUE~A. B.

(INVENTORY OF PHorros AND ILLUSTRATIONS ON PUERTO RICAN WOMEN)

ARCHIVO FOTOGRAFICO DEL I.C.P.

Descripci6n

Número del Negativo #10778-10888

(Feg. 51)

Mujeres trabajando en el ingenio

11361

Joven puertorriqueña sacando melao de caña

4556

Chosa antigua con familia · negra, 1899

4547

Bohíos

2443

Graba.do esclava con niño

19194

Esclava

Reproducci6n

í gaveta

161

Esclavos en las· Antillas

19758

Julia de Burgos

14616

Amelia Agostini

17767

Har1a Luisa Arcelay

18889

Luisa Capetillo

15942

Conchita Cintr6n (Torera)

2046

Criolla", pintura de Miguel Pou

6052

Elisa Tavárez

Gaveta 42

"Fotos Antiguas" Elisa Tavárez

19428

1901 - Discípulos de

Elisa Tavárez

5831, gaveta 40

Anita Otero y su familia

2476

Indias haciendo casabe

Gaveta 22

GrabaO,os Indios

Tomado del Informe Final, sometido por la Leda. A.ngelita Rieckehoff a la Fundaci6n de las HuManidades sobre documental Sie~pre estuvimos aqu1, septiembre 1978, páginas 36-46. -42-

II.

ARCHIVO GENERAL - PU:ERII'A DE TTERRA (ARCHIVO DE INSTRUCCION PUBLICA)

N't:1.mero

.nescripci6n

B a 23 X 998

En la planta de elaboraci6n

B a 23

Despalilladoras (1945)

de tabaco (1945)

X 999

B a 23 X 373

Pesando tabaco (1945)

B a 23 379

1945 - Despalilladoras

B a 23 376

Despalilladoras

B a 23 X 383

nTabacco ready for boiling - 1945

a 23

Sotting stripping

·Tobacco 1945

B a 23

In the big

ste~ing

room •••.

X 108 3

B a 23 X 410

Preparing tabacco

B a 23

Morovis, Puerto Rico

X 5477

B b a 5 X 6209

Wrapping caramel candies •.•

B b a 7

Asembling 9ens

X 8397

B b a 7

San Juan Glove Corp.

{1950)

X 8312

B b a 7 E 2590

Caribe shoe Corap (Matir)

(6-11)

B b a 7

1956

Dick ~..,Till, Ive Embroid.ery of Carde Handbook

-43-

Número B b a 7

Descripci6n Industrial Pizadores, Inc.

X 8403

B b a 7

Olirnpic Shirt Corp.

X 8339

B b a 7 X

Salinas

- Pen Assenbling

2932

B b a 7

1950 {Assernbling Trypt()1s)

X 8414

B b a 7 X 8418

P.H. Hoistery Mills

B b a 7 E 1116

Necklace

B b a 7 E 1115

Workers doing emhroidery

B b a 7 3156

(1946) varones y muj~res haciendo pañuelos •••

B b a 11

Women doing •••

done at •••

5284

B b a 11

Han and women •••

X 206

B b a 11

Men hemrning •••

X 2907

B b a 11

Women nuddle... (1945)

X 5283

B d a 12

T..iittle girl •••

X 2881

B b a 12 X 3160

Women... (1946)

B b a 12

Nife of sugar worker doing •••

X 2947

B bb 32. D 7207

In the shoe factory (1947)

B bb 32 D 780

Women cutting

b a 11

X 2903

Men and Women Her.1Ming

Descripci6n

Número B b 21 X 3220

Pasting labels

B b 82

In the ceramics shop

X 1183

B b 82 D 7319

Factory

B b 32

Cigar maker

X 706

In the cigar factory

B b 32 X 6355

B b 52 D 7228

In the plan t. ..'..••

B b

Basket making

A 40 32

B b 61 813

Women workers

B b 61

Women Working •••

X 5280

B b 62

(1949) Worker at room •••

X 6299

ft e 22 X 2034

1946 ••• Second graqe .••

Doll making (1945)

e 51

30 B b 61 X 813 X

Woman worker at basket weaving project of P.R. Dev. Co. Moca 1945 Weaving baskets and ttandbags

B b 61 E 1121

E 1117

Weaving haskets and handbags

.B b 61 X 5280

Woman working at basket weaving - Aguadilla (1.945)

B b 61

-45-

Ntlrnero

Descripci6n

B b 63 X 1921

B b 63 X 1942

Straw hats being manufactured in Cabrer Hat factory -

B b 63 X 1940

Ponce 194.7

B b 63 X 1918

e e 22

Second grade reading class in Aguayo Aldea Elem. School, .Caguas,P.R.

X 2034

e e 25

School girls spectators at District school Field Day, Caguas,P.R., 1946

X 2018

e X

e 42 2187

Parents and friends of graduates at commencement exercises ••• Caguas,P.R.

e 42

Girls learning dressmaking in Home Eco. class of Padilla Second Unit SchoolCorozal, P.R.

X 2088

e e

Girls learning dressrnaking in Home Eco. class of Padilla Second Unit SchoolCorozal, P.R.

X 2039

e e X

Salinas - Flute playing class

9520

B e 3 X

Loiza, Land Authority Cooperative Education Hand - Work Class at the Community (1948)

4142

B e 3 X 4099

Sewing and embroidery class at Land Authority Cooperative Education (1948}

B e 3 X

4103

Sewing Class at Land Authority Coop. Education (1948)

e 3 4101

Sewing Class at Land Authori ty Coop. Education (1948)

B e

Sewing Class at Land Authority Coop. Education (1948)

X 4098

-46-

Descripci6n

Número Gaveta 1800

Fotografías sin clasificar

B a 23

Nomen Tabacco Strippers Plant

381

B b a LL

Wornen Hemming Handkerchief s in Small Rural Needlework Shop -

X 2908

Cabo Rojo - 1946 B b a LL X

Ironing Handkerchief s at Palrner Handk.erchier Co. San Germán, P.R. (1946)

3111

B b a LL X

Hemming Handkerchiefts at Palmer Handkerchief Co. San Germán,P.R. (1946)

3114

B a 23 X 396

We.ighing Tabacco in Str ipping Plant Near Comerio,P.R. (1945}

B a 61

Vanilla beans drying in sun on drying floor -

X 1545

X 1542

Sorting dried vanilla beans f or packing

B a 61

Ibid

B a 61

X 1537

B a 61

>:: 1541

B a 61

1581 B a 61 X 1553 B a 61· X 1540

B a 61 1662

Carrying trays of vanilla beans

B a 91 X 6217

Laboratory technician testing milk

-47-

1 1 '\ 1 1 1

1 1 1 1 1 1 1 1 1

1 1 1 1

Descripci6n

Nt:irnero

milk Laboratory technician testing ,.

a 91 X 6239 B a 91 X 6218 B a 91 B

6216 B a 91 X 6238

(680 fotografí.as Gaveta) E 2707 - E 6801

e III..

Utuado High School Sewing Shop

e 41

OUR ISLANDS AND THEIR PEOPLE (ARCHIVO GENERAL) Descripci6n

Página

Vol. I - po270-271

Market wornen at San Juan

Vol. I - p.275-288

Aborígenes & cof f ee pickers home Domestic scene - Lavanderas Rf o Bayam6n

·p.290-292 p"., 296-310

Dec. Tabaco - School children at Cataño

p .. 316

Cigarrette girl

p .. 321

r. .avandera rfo

Po322

Spanish ladies

p.326

Natives at beach

pº331

"The spaniard law provided for divorce against, wife if guilty of adultery, but it did not apply to husband unless his adultery had caused public scandal 11 •

Po339

Market at Ponce*

po351

Matchesu brooms 6 a little soap 6 cheap trunks and minar articles.

-48-

I·

Descripci6n

P&gina

Vol. I I

VI.

p .. 353

Social Side

p.360

Mujeres manufacturing chewing tobacco 2~ a day

p.362

Girls assorting cof ee at Yauco

p.373

Pone e market

p.382

Cigarrette f actory employees.

p.412

Woroen gatherring coffee Si lb.

p.413

Lavanderas

FUENTE

A. "La Isla de Puerto Rico, Autores": Gaztambi.de y Arán, Rand Me Nally y Co., New York, 1953 Descripci6n

Página 39

Indias rayando yuca

Tabacaleras despalillando

.Mujeres recogiendo piñas

Recogedoras de

Recogedoras de cafe

Telefonistas

caf~

104

Manufactureras (toronjas)

110

Manufacturera (loza)

111

Manufactureras (zapatos)

-49-

ARCHIVO HISTORICO DE PONCE A.

Referencia: ~irst Annual Register of Porto Rico. Prepared & compiled under the direction óf the Hon. Wm. H. Hunt. Sec. of Puerto by JaMes H. McLeary, Assistant Secretary, July 1901. Press

of the San Juan news. Página

Descripci6n

p. 217

Limpiando árroz

p. 273

Haciendo sombreros (casa de campo, cuatro mujeres)

(dos mujeres)

Revista del Instituto de Cultura, núm. 25, oct.dic. 1964

p. 26

1903 (La Habana) Foto de Lola Rodríguez de Ti6 con un grupo literario (3 mujeres, muchos hombres)

p. 4

Foto (y biografía) de Antonia Saez Album Hist6rico de Yauco, 1960

p. 78

Foto de Da. Teresa Menendez de Rodríguez, (1898} foto y biografía de única bilingue cuando el cambio de soberanía, intermediaria.

p. 125

Foto de la directiva de la Asociaci6n local de maestros

p. 127

Foto de muchos maestros y maestras en jira en Yauco

p. 136

Dispensario rural en Yauco con un m~dico y dos enfermeras (1930)

Fred Wale y Carmen Isales El significado del desarrollo de la comunidad

p. 45

Foto de un grupo de hombres y mujeres empujando una carreta para sacarla de un hoyo (1950)

-so-

VI.

LIBROS EDUCACION A LA COMUNIDAD (!.C.P.)

Café, L~bros del Pueblo Ilustradores: Carlos .Marichal y Rafaél Tufiño

l. Recogedora de café 2. Despulpando un pil6n 3. Secando el café al sol CENSO DE PUERTO RICO 1899

VII.

Fotos

Página

Descripci6n

p. 29

"Tipos de Puertorriqueños"

p. 31

ºNegros Nativos'

p. 73

Escuela Pública em Arecibo

p. 76

Escuela Prtblica en Mayaguez

p. 377

Enumeradores de Ponce

VIII.

LOCALIZACIONES Y MATERIALES GRAFICOS ADICIONALES

PERIODO TAINQ.:

l. Petroglifo de Mujer de Caguana (Utuado) 2. Idolillos de mujeres en estado grávido (Museo U.P.R.) 3. Figuritas de barro de mujeres (Museo U.P.R.) 4. Utencilios

dom~sticos

y alfarería general

(Museo U.P.R.)

Grabados Indios (Archivo fotográfico I.C.P.)

6. Grabados Indios

( Archivó General)

7. Dibujos (Sra. Irene Delano} 8. Indias hacieftdO casabe (Archivo fotogr§fico U.P.R.) 9. Caguana (Parque Ceremonial) Las mujeres jugaban pelota {Utuado)

-51-

10. Cuadro de Batista de la mujer taina (Oficina Ricardo Alegria, I.C.P.)

11. Grabados de Educaci6n a la Comunidad - Libros para el pueblo. 12. Disco de Mfisica del Orinoco - Jalil Sued Badillo

SIGLO XVI l. Grabados de Mujeres del Siglo XVI

(Museo U.P.R.)

2. Ruinas de Caparra 11

3. Casa Blanca - San Juan 4.

[

Dibti~o

en .Salvador Brau de una esclava de Sevilla (de las primeras que trajeron)

SIGLO XVIII [

1. Grabado de una esclava del Siglo XVIII

(Museo U.P.R.)

2. Documentos de Consuelo Vázquez (Esclavitud) [

SIGLO XIX l. Casa del Museo de la Familia 2. Pinturas de Campeche del Siglo XIX 3. Dioramas (Miniaturas de Hciendas e Ingenios) (Museo U.P.R.)

1 -

4. Grabado de una mujer del Siglo XIX (Casa del Callej6n) 5. Plnturas de las Hermanas Cletos Noa (Mar1a del Pilar Legrand) . SIGLO XX l. Exposi.ci6n Sufragista y Lucha Obrera ·(Sala. de Proyectos Especiales - U.. P. R. ) 2. Fotos del Congreso {Jack Delano)

-52-

1 SELECTED LISTING OF BOOKS AND ARTIC~~S ON WOMEN " IN LATIN AMERICA

Aguirre,

Ant6n, F.

1 1

Arciniegar, Germá..91.. A-nárica mágica·~ Las mujeres y ::..as horas. Buenos Aires, Argentina: . Editorial Sud·amer icana, 19 61.

1 1 1

1 1

1 1 1 1 1

1 1 1

Mirta~

Infl'..1encia el.e la mujer en Iberoa!".'.erica. La Eabana, CUba: Imp. ?. Fern&ndez, 1947.

La mujer en la América Antigua. torial Extemporáneos, 1975.

M~xico;

Edi-

Arizpe, Lourdes. Indigenas en la ciudad de ~·!i3xico, el caso de las 11 Mar!as• 11 M~xico: Editorial Sep-·

Setentas, 1975.

aolet!n

sobre las mujeres. "Antolog!a de las !":lujeres en AT!\érica Latina." Nt.1.~eros especiales

Docu~ental

1 y 2.

CIDRAL, 1975.

"La mujer mexicana. 11

-----1975.

Vol. 5, !"!1lm. 2, C!DEAL,

Bialostisky de Chazán, Sara. "Condici6n social y jur!dica de la mujer azteca." En: Condición jur1dica de la r:iujer en M~ico. Mexico: Universidad Nacional . Aut6norna de M~xico, 1975. Boxer,

Mary and Mi sogyn · : Wonen in Iber ian E:::pansion

1415-1815. London: Gerald Suckiworth and Company LL~ited, 1975.

~.rerseas

Chanel, Elsa

)l. '~La nujer en la nol!tica Latinoamericana: el caso de Perti y Chile. " En: :tEm.hra y macho en Lati..."lo Am~rica; ensayos. Mt!xico: 3ditorial Diana,

i977·.

Chaney, Elsa y Marianne c. Schi.L\ink. "·Las nujeres y la modernizaci6n: acceso a la tecnolog:ta." En: La nujer en A.11\~rica Latina, Vol. I. .t!§xico: !:ditorial SepSetentas, 1§"1~. Chavarr1a, Carmen Y. Discriminaci6n de la mu er Guatemalteca .en la legislaci n. Guatema Gamma,

1975.

Dalla Costa, Marta Rosa y Selma James. El poder de la mujer y la subversiéSn a la comunidad. México: si(jio Veintiuno Editores, 1975. Delqad<:> Votaw, Carmen. A."':léricas..

"La nuj.er y el desarrollo." Volº 31, N11mº 4, Mayo, 1979º

Las

Eld de Leñero, Maria del Carr:te:iº ¿:!acta d6nde va la mujer ;u¡.c.na? M~xico: Instituto Mexicano de Estudios

.,ocif\_es, 1969.,.

-53-.

• Editora. Perspectivas ~meninas en A.~érica Latina. M~xico: Editorial Sep-Setentas, 1976.

Elmendorf, Mary L. La mujer maya y el canbio. Sep-Setentas, 1973.

M~xico:

Fig-ueroa, Leida. ~QG~nesis y proyecci6n del Grito de f.1ares". Claridad. 22-28 de septiembre de 1978.

Forero, Paulo E. Las heroínas olvidadas de la in1e~endencia. Bogotá, Colombia: Instituto Colo~bianan ñe Cultura, 1972. Gonz~lez

Salazar, Gloria. ;'La participaci6n de la mujer en la actividad laboral de m~:>cico. ·~ En: La nujer en Ar.l~rica Latina, Vol. I, M~xico: Editorial Sep-Setentas, 1975.

Hellbom,

Anna~Britta.

~ienriquez

La ;?articipaci6n cultural de las mu·eres indias v mestizas en el .M~xico recortesiano y postrevo_ucionario. Estocolmo, 967.

de Paredes, Querubi!1a, :Maritza Izaguirre e Vargas Delaunoy. Partici aci6n de la el desarrollo de Am rica Latina y de Santiago: UUICEF, 1975.

In~s

Hollander, Nancy c. ªLa Mujer: mitad olvidada de la historia de Argentina." En: A.'1.n Pescatello, Conp. :qenbra v Uacho en J. . atino-.l\n~rica. México: Editorial Diana, 1917. Instituto Indigenista Interamericano. '~Dos mujeres indígenas " Serie de Antrololog!a Social, Nfim. 14, M~xico, · 1976.

Instituto del Fondo Nacional de la Vivienda para los Trabajadores. Primer Congreso Feminista de Héxico1916. México: Imp. Madero, 1975. Jaquette, Jane S. riArquetipos literiarios y alternativas del papel femenino;. la nujer y la novela Latinoamericana. En: Ann Pescatello, Comp. Hembra v Macho en Latino América. .México: Editorial Diana,

1977.

nLa mujer 13.tinoamericana y la política: paradigmas feministas e investigaciones comparativas por culturasrr. En: La mujer en Am~rica Latina, Vol. I M~xico: Editorial Sep-Setentas.

-54-

•---~--

-~-----·

Knaster, Meri. WoMen in Soanish l1l'tl.er ica: Ar.. Annotated Bibliography. Boston: G.H. Hall, 1976. "Women in Latin America: The State of Research". r..1atin American Research Riview. Vol. XI, Ndin • 1 , 19 7 6 •

Konetzke, Richard.

"Emigraci6n de mujeres españolas a la durante la ~ooca colonial". Revista Internacional de Sociologia. Año III, Nilíñ. 9, 1945, págs. 123-150.

Am~rica

League of Women Voters. "The Nomen of Latin America". Washington: Overseas Education ~und of the League of Women Voters, 1977. Latin American Perpectives. rrwomen and Class Struggle". Vo. I~, Nfin. 12 y 13. Invierno-prL~avera, 1977.

Lockhard, .James. Spanish Perú 1532-1560. Madison, Milwaukee: The University of Winscounsin Press, 1968. 11 Macias, Ana. La mujer y la revoluci6n social mexicanaº. Boletín documental sobre las mujeres. 3er. año Vol. III, ~Tdm. 4, CIDAL, Cuernavaca: Imprenta Arías, 1973.

Marcos de Robert, Silvia. "La mexicana de la ~poca pre-hfspánica y colonial". Bolettn documental sobre las mujeres. Vol. V, Núm. 2. Cuernavaca, M~xico: CIDHAL, 1975.

Mederos de González, Elena. "Harta Abreuu. Boletín de la Uni6n Panamericana. Vol. LXXVI, No. l. nashington, Í942.

Motta, Vivian. "El feminismo y la pol:Ltica en la República Dominicana,.. Boletín documental sobre las mujeres. Vol. IV, Ntim. 4, Cuernavaca, México, CIDHAL, 197·1.

Museo de Bellas Artes. Textiles y oro del antiguo Pera, Venezuela. Editorial Museo 1e Bellas Artes. Noviembre, 1977. Nash, June.

"Perspectivas de la mujer latinoamericana y en las ciencias sociales". En: La :nujer en Am~rica Latina, Vol. I, M~xico: Editorial Sep-Setentas,

1975.

-55-

-------~-r~---~--·-----

y Helen I. Safa.

Sex and Class in Latin America.

New York: Praeger Publishers, 1976. Pescatello, Ana M. Power and pa~·m: The Female in Iber.ian Pamilies, Societies and Culture. London: Greenwood Pre'Ss, 1976 ..

Ranó:all, M:argaret.

Muieres en la revolución. Veintiuno ~ iteres, 1972.

n~x·ico::

Siglo

Romero, Emilia. Mujeres de .Arr.~rica. M~xico: Secretaría de Educaci6n Prtblica, 1951. ~r.Muj eres famosas en la Independenc j_a Americana". Bolet1n de la Uni6n Panamericana. ~1ashington,

1944.

Vol. LXXVIII, p&gs. 210-217.

Saffioti, Eeleith A. B. A Mulher Na Sociedade de Classes: Mito e Realidade. Sao Paulo: Editorial Quatro Artes, 1969.

uRelaciones de sexo y de clases socialesn. En: J..1a mujer en Anérica Latina, Vol. II. M~xico: Sep-Setentas, 1975. Simoni, Mireilli. "La mujer en la América precolombiana". En: Historia mundial de la mujer. Barcelona: Ediciones Grijalbo, 1974. Primer Simposio Mexicano - Centroanericano de Investigaci6n sobre la ~1aj er.. México: Universidad i!acionai Aut6noraa de U~xico, 1977. Tancer, Shoshana B. "La quisqueyana: la r.mjer dominicana, 1940-1970". En: A.11n Pescate.llo, •,.omp. He!1bra .y Macho en T.. at·ino-~. .':"':1.érica. ·~~xico: Editorial Diana, 1977.

Trenti Rocamora, J. Luis. Grandes mu~eres de Ar:lárica. :Suenos Aires, Argentina: E itorial Huarper, 1945. Viezzer, Moena.

Si rne permiten hablar:.t".:f=Stimonio de Dor."dtila, una mujer de las :::ni.nas de Bolivia. }.,_~xico ~ Editorial, Siglo Veintiuno, 1977.

Zendejas, Adelina. ºEl movir:üento femenil mexicano".. Boletin documental sobre las mujeres. Vol. V, núm. 2, CIDHAL. Cuernavaca: Imprenta Arias, 1975.

-56-

D..,

SELECT:ED LISTING OF BOOKS &'ID ARTICLES ON WOMEN IN

WORLD HISTORY Basch, Francoise. '~La r.tujer en Inglaterra: del advenimiento de la reina Victoria (1837) a la Prinera Guerra Mc~ndial". En: Historia mundial de la nujer. Barcelona, España: Ediciones Grijalbo, s. A., 1974. Wornan as Force in History: .~ Study in Traditions and Realities. New York: The Mac-

Beard, Mary R.

Millan Company, 1962.

Beauvoir,

Si~one

de.

El segundo sexo.

~uenos

Aires: Siglo

XX, 1972.

Bergman, Elsen. Wor.i.en of Vietnamº Peoples Press, 1975. British

San Francisco, California:

ºEveryday r_.ife in Ancient Greece". Illustrated Notes for ~eachers. London: British Museum Education Service. (s.f.)

~1useurn.

~Ancient Egyptian Royalty"'. Illustrated ~lotes for ':'eachers. London: British Nuseum Education Service. (s.f. ) 1

"Working Life in Ancient Egypt". Ill"..lstrated for ~eachers. London: British Museum Education Service. (s.f.)

~ates

Burgos-Sasscer, Ruth, Editora. La mujer narginada por la historia. R1o Piedras, Puerto Rico: Editorial Edil, 1978. Capezzuoli L. y G. Cappabranca. Historia de la emancipaci6n femenina. Madrid: Ediciones Miguel Castellote, 1973.

Colectif de Fernmes d' Anerique Latine. Mujeres des Latinoamericaines. París: Des Femmes, 1977 • .Q.!.ccionario de las

mu;e~es _g~lel:;>re~.,

Barcelona, Sspaña, 1970.

Duhet, Paule-Marie. Las nu"eres la revoluci6n - 1739-1794. Barcelona, Espana: Ediciones Ren Julliar~, 974.

Ellauri, Osear Secco y Pedro Daniel Baridon. Eistoria Universal: Grecia. Vol. II, Buenso Aires, Argentina: Editorial Kapelusz, 1939.

-57-

Enciclopedia Salvat de la mujer v el hogar. Bspa5a: Ediciones Salvat, 1977. Falc6n, Lidia.

lfujer y

sociedad.

Pamplona,

BarceVona, Espafia: Edi-

torial Fontanella, 1969.

Flexner, Eleanor.

Century of Struggle: The Donen's Rights Movements in the United States. Cambridge: Harvard University Press or paperback edition published by Atheneum in 1972.

Flaceliere, Robert. "I..Ja mujer en Creta y Grecia". En: Historia mundial de la nuier. Barcelona, España: Ediciones Grijalbo, S.A., 1973. Gardiner, A. H.

Godoy, Emma.

Egypt of the Pharaons.

La mujer en su si g le'.?.

Oxford, 1961.

M~xico

: Editorial Ju s ,·

1975.

c. Wonen of Al~eria: An Essay on Change. Cambridge: Harvard University, 1972.

C-rardon, David.

Gould Davis, Elizabeth.

The F'irst Sex.

Maryland: Penguin

Books, 1973. Harris, Philip R. "Women in History". editor. Dialogue on Woraen. Merrill, Co., Inc., 1967.

En: Robert T~eobald, New York: ~he Bobbs-

Rartman, Mary and Lois W. Banner, editors. Clio's Consciousness Raised: New Perspectives on the History of Homen.

New York: Harper and Row, 1974.

!turbe, Lola. La mujer en la lucha social.. Mexicanos Unidos, 1973. Lloyd, Trevor.

Las sufragistas.

México: Editores

Barcelona, España: Biblioteca

del Slglo XX, 1970. Mackenzie, Nudge.

Shoulder to Shoulder.

Hanieri, Ros-aria. ~ujer y caoital. Debate, 1978. Mart!nez, Lauro, Editor.

Alfred Knoff, 1975p

Madrid, España: Editorial

Not in God 's Imag;·e: Women in History from the Greeks to the Victorians. New York: Harper and Row, 1973~

-58-

?oi'.CDowell, Barbara

y Hana Umlay, Editores. The Good Housekeeping \·lomen' s Almanac. New York: Newspaper Enterprise Associátiótr, Inc., 1977.

!fyrdal, Alva y Viola Klein. La mujer y la sociedad Contenporáne~. Espafia: Ediciones Península, 1969. North East Curriculun Development Center. egipcia. New York, 1978. Revista Impacto, Ciencia y Sociedad.

~/ol.

La civilizaci6n XX, Núm. 1.

Enero-marzo, 1911. ONESCO. Rowbotham, Sheila. Fe~inismo y revoluci6n. Madrid~ España: Tribuna Feminista, Editorial Debate, 1978. The San

li:'ancisco T:i.1omen' s History Group.. What Have Done? California: United Front Press.

~·Tomen

Sillerot, Evelyne. Historia y sociolog1a del trabajo femenino. España: Eaiciones Península, 1970.

La mujer, tema candente.

Guadarrana,

Madrid, España: Ediciones

A., 1971.

Schneir, Miriam. Editora. Fenenism: The Essential IIistorical Writing_s. r!ew York: Randon House, .1972. Trecker, Janice Law. "Wornen in U. S. History Te:xtbooks" Social Education, 35: Marzo, 1971., p. 249-260. Vainstack, Otilia. Para la liberaci6n del segundo sexo. Buenos Aires, Argeñtina: Ediciones de la Flor,1972. Vercoutter, Jean. "La mujer en Egipto antiguo". En: Historia mundial de la mujer. Barcelona, España: Ediciones Grijalbo, 1973. Wollstonecraft, Mary. Mujer.

Vindicaci6n de los Derechos de la

:Madrid, España: Editorial Debate, 1977.

11 Zito Berkhofer, Genevieve. Teachíng About Women in Norld History". En: Jean Dresden Grambs, editora, Teaching About Wonen in the Social Studies: Concepts, Methods and Materials. Arlington, Virginia: National Council far the Social Studies, 1976, p. 31-39.

-59-

PART III DEVELOPMENT AND EVALUATION OF SOCIAI..1 STUDIES

AND HISTORY SUPPLEMENTS

General Objectíves of the Supplements As part of this project, five illustrated booklets of supplementary reading were prepared whose themes cor-

respond to those contained in each one of the History and Social Studies textbooks used in the elem~ntary grades. In addition, a booklet on the history of Puerto Rican wornen was written for third and fourth grade students. As it was denonstrated in the first chapter of this report, the analysis of the official textbooks used by the Pue~to Rican Department of Education showed how wo:r.ten were always assigned traditional sex roles in the Social Studies textbooks and how thei~ participation in historical events was either glossed or totally o~itted. Thus, the nain objective of the supple~ents is to counteract the omission of wo~en in the historical and social processes in the different cornnunities, as well as the stereotyped roles ascribed to them on account of their sex. The general objectives are the following: 1. To provide unf amil iar or unlmown inforrnation regarding the history and accomplishrnent of women to avoíd their exclusion from history and to provide new ways of looking at women in arder to overcome sex role stereotypes. 2. To provide teachers with the intellectual,

social, and historical background that may be of help in understanding women • s stat,1s or position in the past an1 presently. 3. To noint out the persistence of attitudes, prej'J.dices, traditions, and.custoMs related to the

t~eatment

that has been given to women

in different cultures in the past as well as in o~r present world. 4. To clearlv exolain the obstacles faced bv women that ha~e hindered their full deveÍopment and prevente~ their standing out in certain historical periods.

-60-

•

5. To acknowledge wor:ien 1 s collective cont.ributions to civili.zation and to point out sone outstanding women in industrialized countries as well a:s in developing countries. 6. To enrich the family concept and to point out the ~anifold roles women have fulf illed in the family unit as well as in the cornmunity. 7. To show the necessity of a more modern, integral, dnd dynamic interpretation of History in which the real actors would be nen and women functioning collectively; that is, in societies. B.

Structure of the Supplements Each supplernent contains a general introduction addressed to the teacher about the principal topics discussed, explaining its aims and providing a guideline about how to use the referred material. Besides, preceding each one of the units contained in every supplements, the specific objectives of leal;'.'ning related to ~aid units, were clearly traced. Supple~entary reading followed, after which a series of conprehension exercises and suggested activities were presented.

Every supplement followed this~type of format with the exception of the one designed ~or f irst grade and the student's booklet prepared for the students. For this elementary level the most adequate form of transmitting the concepts was by means of illustrations and pictures together with readings and suggestions directed to the teachers regarding the method they should follow in the use of these illustrations and pictures.

Description of the Supplements l.

F~rst

Grade Supplement:

The Far.lilv Album

Subject: The Family

A pluralistic vision of the family frorn a socioeconomic, racial and cultural point of view is presented through the use of different fanily pictures. The family

-61-

concept is clarified and enlarged since extended families and dif ferent types of nuclear families headed by a mother or a father or both are included.

'I'he importance and the value of household work is emphasized, and the idea that this type of \·mrk should be shared by persons of either sex is supported. The changing roles of roen and women not only in the home, but in the work place are also presented in the pictures and text of the supplement. 2. Second Grade Supplement:

Subject: The Conununity By means of pictures a variety of Puerto Rican co~ munities representative of different geographic zones and socio~economic levels are presented, including the Puerto Rican coni.~unities in the United States. Readings about life in communities of other countries like Africa, Bolivia, and the United States are included as well as wo.r.ten's role in those cornmunities. The interdependence between the various human communities to satisfy their needs is also pointed out. In relation to the laws and rules formulated by the communities for their best coexistence, the story of · Guelcia, the assemblywoman shows the importance of women as agents of social and political change, bringing up the f act that the greater participation of women in communal and public life leads to a Qore democratic society.

As to the work performed in the communities, wornen are portrayed transforming nature into productive objects for society and performing different types of work of great value for the community. Also the contributions of children of different communities throughout the world are illustrated. 3 • Thírd and Fourth Grades Supplement: Subject: Homen in Puerto Rican History and Culture This supplement emphasizes the contributions of the Puerto Rican women to the development of the country during specific historical periods. It shows the role played by the Taina Indian women in their society, the

-62-

importance of wonen in the colonizat:ton of Puerto Rico during the sixteenth and seventeenth centuries, the economic functions of the female.black slave, the courage of the women who scared away the English soldiers who attacked the island in 1"'197, the contribution of women in the development of our national personality, their entrance to the labor force of the country, their struggle for better working conditions, their active 9artici.pation in the early labor moveMent, their fight for equal educational opportunities, and their¡aggressive participation in the suffragist movement. .j

The final chaoter is dedicated to the contributions of the Puerto Rica~ women to the artistic, intellectual, and cultural development of the country. 4. Fifth Grade Supolement: Subject:

Wo~en

in Latín American Historv

Starting fro~ a rnulti-cultural and multi-racial approach, this supplement deals with the participation of women as an integral part of the American continent history. From this point of view, the following tapies are brou.ght up: t.he importance of women in the ancient nrecolombian civilizations; the impact of the Spanish conquest and civilization upon the Indian women; the role played by the Spanish women in t.he set tlemen t of the Netv Wo:r ld; the contributions of ·wom~n in the Latin .American wars of independence: their exclusion of citizenshin rights once the republics were established: and théir struggle to gain the rights which by just'ice belonge:l to them. 5. Sixth Grade Supplement: Subject: Women in the ~·Jorld: Past and Present On account of the extensiveness of the topic, this supplement is limited to underline the importance of women in particular historical periods and countries of the world. The role and position of wornen in two ancient civilizati.ons, the Egyp.tian and. the Greek, are discussed. Regarding the Egyptian civilization, emphasis is placed upon the

-63-

customs that allowed relative freedom to women of the royal farnilies and of the high classes, to the extent that during the New Empire a few wonen actea as. governors. As to the Greek civilization the position of women in the two principal citiee: Athens and Sparta, is contrasted. tn Athens, the cradle of democracy, women received a more unequal treatrnent than in Sparta, where in ~any situations women and men were treated'almost equally.

In the case of both civilizations, the econornic function of women as the essential producers · within the family ~nit is clearly explained. Also the attitudes, norms and customs of both civilizations concerning the unequal and oppressive treatment of women ax-e emphasized. The next historical period inoluded deals with the revolution that has had the qreatest repercussion in the transforrnation of the world, that is, the Industrial Revolution, with which women enterad the labor force. The miserable conditions of chtldren and wornen at the early stages of the Industrial Revolution whioh will. eventually lead to the participation of wornen in the orqanized labor movement and in the struggle for the!r right to vote, are emphasized. There is also a chapter devoted to.the fei~inist movement in which several outstanding feminists frorn Europe and the United States are mentioned. The final chapter deals with the preeent situation of women in Africa and China.

-64-

Developrnent procesa Several editors and compilors were responsible for producing the first draft of each supplement. All materials were reviewed by the Project Director and sent for feedback to the WEEAP project officer, Dr. Ana Maria Perera and to the President and Executive Director of the Women•s Rights Commission. An Adviso%y Committee reviewed a draft of each supplement·before it was send to the experimental group of· elementary school teachers. The Advi'sory Cor.unittee had previously considered the format, content and general objectives of the supplements. The supplements were revised three times during the materials development process. The first·drafts were revised according to comments frorn the staf.f.. The Advisory Committee provdded written and oral commerlts on the second qraft. A copy of the Advisory Committee f:eedback forro is attached in Appendix 2. In addition, the Committee held seven working meetings. In the · mayority of the cases·revisions were agreed by consensus. Cornments and suggestions were readily incorporated into a new version. A ºfinalº <lraft was distributed for evaluation to all elementary school teachers in the experimental group of our sample. A copy of the teacher.'s feedback fo~m for each grade is included in Appendix 2. This draft was again revised according to comments from the teachers. As to revisions it was agreed on a 10% negative response as indicative of the need for sorne change in form'at ar content.

-65-

Evaluation of

the

Supplements

In the evaluation of our·social Studies and History Supplements we involved the intended users. Elementary school teachers were used as an integral part of the development and evaluation process since adaptation by the teacher rather than adoption by the school is our our ultimate objective.

Teachers were asked to evaluate the content, difficulty and appropriateness of the supplements in terms of the population to be served. An evaluation sheet was developed for each supplement corresponding to grades one through six. . (See Appendix 2.) Through a checklist as well as open-ended questions teachers were able to express their opinion regarding the adecuacy of the material for elementary school ch~ldren, the level of difficulty in reading comprehension, and the suitableness of the illustrations. Teachers were asked if théy liked the readings included in the different units. If they answered rrno 11 or "a little" they were asked to explain the answer. In the second place they were asked to indicate the degree of difficulty that the students could face with supplernentary readings included in the units. If the answer was nregular" or "difficult", they were asked to explain why. Their opinions were also sought concerning the illustrations and how they contributed to the interpretation of the reading material. Recommendations were alsu asked on this matter. Finally, teachers were urged to advance suggestions for the improvement of the readings, the activities and the illustrations included in the supplements.

Evaluation Procedures Teachers in the experimental group (Group A) participated in the evaluation of the supplements. Sée Table 4 for number of teachers participating by grade. Once they answered the pre-test, a mimeographed copy of the supplements corresponding to the grade they teach was sent to them with.the post-test and the evaluation sheet. They were instructed to read the supplements, answer the post-test and evaluation sheet, and return both forros by mail. Follow-up letters, calls and sorne visits to schools were made to obtain a higher rate of return. The rate of return was adequate. Out of 112 evaluation sheets sent for grades 2-6, 7B were returned as shown in the following table: -66-

1 1 1

1 1

"TABLE 4

EVALUATION SHEETS SENT A:tlD RETURNED BY GRADE

1 1 1

1 1 1 1 1 1

·1 .I;

EVAllJATICN

:E.V'Atlm.TICN

GRADE

SHEETS smT

TOI'AL:

SHEETS RE'IDRmD

144

As we can see f:rom Table 4 evaluation results for the first grade are not included in this report. They will be analyzed at a later date ard incorporated into an addendum

to this report.

The evaluation results wh1ch follow are anal}'2ed. an.d summartzed by gradeso

-G1-

2..

Evaluation of Second Grade . supplementtJtJNTó A1 Río NACIÓ r.1! COMUNIDAD (MY COMMUNITY WAS BORN NEXT TO A RIVER) Teacher's Responses According to the evaluation results presented in Table 5 the great mayority of second grade teachers liked the reading units included in Junto al río naci6 rni comunidad. Only three (3) out of a total of eighteen(18) indicated that a particular unit, in this case unit 3, was not of their liking. ·fiowever, when evaluating the suitableness of the readings for second graders a considerable nurnber of ·teachers considered them above the reading comprehension level of ch4ldren at that age. Eleven (11) out of eighteen {18) pointed out that Unit 3 about the "Norms, Rules and Laws of the Community" vras either "difficult" or ";re<Jular". Units 2 and 6 also received high seores on these categories. Regarding the third unit, the story on ~Guelcia, the Assemblywoman 11 was criticized . for being too extensive and for the unfamiliar vocabulary. One of the teachers took the initiative of rewriting it in a ~uch simpler way in order to show the rnanner in which the readings should be written so that second graders may understand them. The story was also criticized because in their opinion the use of the word "assemblywomen" presumes that children at this early age have a knowledge of the gove~nment organization, which is not the case. Another ~eacher suggested that the word be substi tuted for "sen~.tor", w~ich was more familiar to' the children. As to the other readings that were evaluated as difficult, the reasons stated had to do with the length of the r.eadings, the cornplexity of the vocabulary, and the deepness of sorne of the themes treated. To deal with this problem sorne teachers suggested that the readings be used as references and be adapted and narrated by themselves according to the level of comprehension of the different groups of children. Other reconunendations to improve the supplement were the following: the simplification of the narrations, the shortening of the readings, the use of simpler vocabulary,

-68-

TABLE 5

RESULTS OF SE.~OND GRADE CHECKLIST

----~-

Units Contained in 'f7lle

Difficulty Level in Reading Comprehension for Second Graders

Likeness or Suitableness ofthe Readings far Scc;,nd Graders

Second Grade _Supplement Yes

Dif- 1 No

Little Answer

'lb tal

Easy

IRegularl f icul t!Answer l Total

j l. Our Commwiities

/ S. Interdependence Among Conununities

6. Work in the Community

7. I AM IMPORTANT

i 2. 1 i

Corrununities in other Cultures

i ¡

3. Norms, Regulations, and Laws of the Communities

í 4. Natural Resources of the

Cornmunities 1

CONTRIBU~IOlf

.OF THE .ILLUSTRATIONS IN THE INTERPRETATION AND

COMPREHENSION OF THE READINGS Yes

A Little No answer

Total .

69-

the addition of poems and songs related.to the themes, so that the content may be transmitted in a more amusing way. The teachers also recommended the addition of more comprehension exercises and of other activities like· plays, puzzles, and drawings to be colored so that the learning process would take place in a more infor.mal and spontaneous manner. ~1fty· percent of the teachers considered that the illustrations co.ntribute to the interpretation of the readings. ·But an equal percentagethought they did not or just contributed "a 1ittle" to reading interpretation •. Several recommended that more visual material be included since the rural populati.on lacks the necessary background to understand the readings. ~hey aleo recommended the preparation of a set of many big nictures in cardboard for the teacher to show the students during the readings. Other suggested the use of more audiovisual aids like films or sound recordings. Several teachers pointed out that drawings of toys rnade by Zachia should be added for the children to color; that the process described in Eleuteria, the ceramist, be illustrated. Finally most of the teachers suggested that the pictures be bigger and ~n color.

Revisions The supplements was revised according to teacher'g · cormnents and suggestions. We paid special attention to the problem of reading comprehension for second graders. Stories were snortened and vocabulary added. The story of Guelcia, the Assemblywoman was re-t1ritten, an explanation of role of the Municipal Assemply was added, and the name of the protagonist was changed to Maria for simplif ication purposes. Regarding the graphic part we added more pictures and illustrations particularly in the units dealirig with our conununities, pineapple and textile production, and children from different countries. Sorne teachers had remarked in their evaluat.ion sheets that the use of illustration and readings about children from communities in other cultures was an excellent idea to broaden our children perspective. Unfortunately we were not able to include color photos as many teacher's suggested. One of our main goals in this ¿roject is Wide dfssemination of our materials at a moderate price. Color photos increase enormously the cost of repro·-. ·. duction.

-70-

Evaluation of Third and Fourth Grade Supplement~ YO MISMA FUI MI RUTA. (WOMEN IN·PUERTO·RICAN HISTORY ANO CULTURE) Third Grade Teaoher's Responses

out of the twen·ty one teachers who answered the evaluation sheets, nineteen stated that they ~iked all the reading units contained in the pamphlet. (See Table 6.) Sorne described the pamphlet as "formidable" and challenging to the students, and others expressed that this type of educational material was urgently needed, since it was of great importance that the contributions of women be known. When asked about the difficulty level the ·students could face with the readings contained in the units, a little more than half of the teachers considered it easy, while the rest of them evaluated the readings as either : "d.ifficul t º or ":.t:egular". In general, the uni ts which were considered most difficult were the last two, mainly the one about feminism in Puerto Rico. The principal reasons ~iven for considering the reading difficult or slightly difficult for thirdgrade pupils were that the readings were very long, the vocabulary somewhat cornplicated, sorne themes too complex for the intellectual capacity of third gr·aders~ They also mentioned ·that sorne activities at the end of each unit were not s11itable for slow learning children. According to teachers' responses sorne of our _children live in isolated rural and scarcely populated areas and have been deprived of the knowledge and basic skills necessary for the comprehension of the readings.

As to the recommendations made· lto improve the supplernents the teachers suggested the following: the shortening of the readings; the preparat~on of a vocabulary section with definitions and of a bibliography to be included as reference; the addition of poems and songs written by Puerto Rican wo~en; and the separation of the material that belongs to third grade from the one that corresponds to fourth grade. Sorne teachers suggested that more excercises and coloring drawings be included and that audio-visual a~ds and films be provided in the schools. · Approximately more than two fifths of the teachers oonsidered that the illustrations contributed very little to the interpretation of the readings. The majority suggested that the amount of illustrations be increased and that they should be clearer, bigger and in·colors. They also recommencled that portraits of the mentioned Puerto Rican women be -71-

TABLE 6

RESULTS OF THIRD GRADE CHECKLIST

Likeness or Suitableness of

Units Contained in the Third Grade Supple.ment

(~:r::.ñP.l"'Q

Yes

l. '!'ne Taino Women

2. The Women Colonists

3. Women's Pathway from Slavery to FreedQm , 4. The ucreole 11 Women

Four Puerto Rican Women

·oifficulty Level in Reading .Comprehension for Third

the Readings for Third Graders No

No A Little Answer

Dif-

Total

Easy

No_-.~

Regular ficult Answer

Tota

6. The Feminist Movement in Puerto Rico

7. Women and CUlture

CONTRIBUTIQN

THE ILLUSTRATIONS IN THE INTERPRETATION AND CQMP!tEXENSION pF THE READINGS 12

Yes

No -A little

1 8

No answer 'rot?.ü

-72-

inciuded, since children of that age like to visualize the they are· going to read.

characters of wh·orn

Fourth Grade Teacher's Responses 1

Ten of the eleven teachers who answered the evaluation sheet stated their satisfaction with the readings contained in all the uni ts of the pamphlet. (See Table 7.) Only one of the teachers showed certain.objection since he considered that the second, fifth, and sixth units were two lenghthy (extensive). Several teachers pointed out that this type of educational material constituted a new element in the currículum, and described i t as "e~~traordinary", n f a,bulous", and 11 int~ resting". One of the teachers. mailed a letter along with the evaluation sheet stating her satisfaction with the 'good idea of interesting the children in the role that women have played and still play in society". She also pointed out that ~~iswas extremely necessary for our young women who will have to .faoe a different world in the future. Regarding the illustrations, fou:c teachers thought that they slightly contributed to the interpretation of the readings. The main reasons advanced f or explaining their cornments were the following: the illustrations were quite blurred; ryore pictures and portraits of the mentioned women should be inclu--. ded, since in this way the students may better engrave on their minds what they read; the pictures should be bigger and in colors, because being more attractive and colorful they could serve as a stimulus or motivation for the readings. In genera_l terms, as to the difficulty level that students could face, the last three units, specially the one on feminisrn in Puerto.Rico, were considered as the most difficult for the third and fourth grade students. Since this paraphlet corresponds to the third and fourth grades, many teachers cons~dered ~hat the readings could be very difficult for third grade students, so far as the vocabulary was somewhat complicated for that level. For·this reason, they suggested a glossary including the .. definitions of difficult words. B~sides, they pointed.out that the units should be organized by shorter tapies, since they considered them too long and·with too many details for third grade students. Besides, two teachers Poin~d out that there are still third grade students who do not master the reading skills. For these cases, they suggested activities or exereises · in accordance with these children's ·1imitations.

-73-

T. . 7 - · -

RESW:.TS OF FOURTH GRADE CBECKLIST

Likeness or Sui tableness o'Í the Readings for Fourth Graders Units Contained in the Fourth Grade Supplement

Yes 1 º The 'l'aino Wo.men 2º The Wo.men

.1'110

LittlE Answer

. 10

Colonists

Difficulty level in Reading Comprehension for .Fourth. . . Graders

Total

Eas y

DifNo R;gul.ar f icult Answer '!bta:

·3

3 º Women º s Pathway from

Slavery to Freedom

4 .. The "Creole 11 Women

. 11

··-·

5 º Four PUerto Rican Women

·3

11·

l ¡ ¡

6º The Feminist Movement in Puerto Rico

7 º Wo.nten and CUl ture

2 4

1-1

4 6

. 1 11 1

THE

CONTRIBUTION ·oF THE 'ILLUSTRATIONS IN INTERP.RETATIO~ ANO COMPREHENSION OF THE READINGS

Yes No A little

Total

No answer

-74-

1 1 1 1 1

1 1 1

1 1

I' 1

·I 1 ·.I ·1

On the other hand, one of the teachers inforrned that she had already begun. to implement the material in her .classroom, and not only had found a very favorable response !rom her pupils, but also that they had understood the read-. in9s well. Another teacher remarked that the first five units were written in a very amusing and· flowing manner, but that the last two units had a very serious tone which could possibly maké children of that school level lose in~erest ·in those two units. · · .

Amon9 other.: recommendations to improve the pamphlet the following were mentioned: the preparation of appendix containin9 photos, poems, songs and biographies of Puerto nican women; a detailed bibliography about the contributions of the Puerto Rican woman1 the use of audio-visual aids as r.t.0Vin9-pictures or slides to complement the reading; and the - preparation and distribution of those readinqs for every student.

Reqardinq the exercises, the teachers recommended the of openád questions and instead the use of mu~tiple choice exercises which are easier for the students1 the addition of exercises in which the students could make drawings or. develop their manual. skills in a creative way, so that not all would be reading.,. the p:r;eparation of a guide to -be included toqether with the reading comprehension exercises so that the teacher may evaluate if a positive change .has taken place, as well as exercises that would explore the reactions of students of both sexes regarding the contributions and strugqles of women, in such a way that an open discussion may be initiated. redu~tion

Revisions The author and project director revisad and simplified all the readinq material for children included in the supplement. In the process we decided to prepare a short h1story book on Puerto Rican women that could be used in the third and fourth grades. But in particular the needs and readinq·comprehension level of third· graders were taken into consideration when drafting the materialº 'At the request of some teachers we added biblioqraphi-

cal references in most unitsº. The amount of illustrations 'W8re ~ and the portraits of outstanding women included in ~he supplementº

-75'=-

Evaluation of F~fth Grade Supplements: YO TAMBIEN SOY AMERICA I AM ALSO AMERICA - HISTORY AND WOMEN OF HISPANIC AMERICA

Teacher•s Responses The general acceptance given by teachers to all readinqs in the pamphlet was very favorable, to the extent. that some of them congratulated the authors o~ the project and exhorted them to proceed w~th the development of this type of educational material. Only ene teacher stated that she had slightly liked the unit about the Spanish conquest and colonization, but did not give any explanation in this respect. (See Table 8.) Sorne teachers pointed out the .necessity of this material inasmuch as it filled a gap regarding the role ¿layed by women in Latin American history. In their opinion, the dissemination of the supplement is urqently needed to increase the knowledge of women•s contributions and to change the attitudes about woman's role in sooiety. Besides, they recommended the coordination with the Puerto Rican Department of Education to change the fifth grade textbook and to include these readings in the official textbooks. However, other teachers thought that although the level of comprehension far the average student was acceptable, it could be somewhat difficult for slow children, specially the units about "The Independence of Hispanic America" and ºThe Struggle of Hispanic Women for Their Riqhts". Said teachers ·reconunended that these two units be shortened and simplif ied, since they were considered somewhat overloaded. On ·the other hand,sare.teachers specifical.ly. indicated~1. did not make any recommendations for they consisupplement so clearly written that the children could understand what they read without any difficulty.

~hat they ~e~ed the

Among other rec0rnmendations suggested to improve the readinqs and the activities, the following were mentioned: to include anecdotical facts-" about the life of these women in order that students could identify themselves with them and achieve·a more personal experience; the presentation of maps showing the mentioned places so that the students could be situated geographically; the addition of exercises that would provide the students with the opportuníty of creating their own drawings. · -76-

TABLE 8 RESULTS OF FIFTH GRADE CHECKLIST

¡ l 1 l

Likeness or Suitabl·eness of the Readings for Fifth Graders

Units Contained in the Fifth Grade Supplement

~-r.rtñ ~rs

;

A Yes

l. Women in the Pre-Colorobian Civilizations

2. The Discovery of

America

3. The Spanish Conquest and Civilization

Difficulty Level. in Reading COmprehension for Fifth

Little Answer

Total

Easv

~~11::::."lo"'

DifNo ficult Answer

TotaJ · 14

14 14 l

4. Slavery in the Caribbean

5. Latin America•s Ind.El)ena: ence ·

6. Latin American Women Struggle for Their Rights

l ·¡

14 :

CONTRLBUTION OF THE ILLUSTRATIONS IN THE INTERPRETATION AND COMPREHENSION OF THE READINGS Yes

No A little

1 4

No answer

rr1Qtal

14 -77-

R9garding the illustrations of the pamphlets the majority's opinion was that these contributed to the understanding of the readings, but that they should be in colors. It was also recommended an increase in the amount of illustrations as well as addition of portraits of the mentioned wornen together with pictures related to the activities performed by these women.

Revisions the

Sorne of the units, particularly those dealing with Spanish Conquest and Civilization, the Wars of.

Independence and the Struggle for Women 1 s Rights, were revised and shortened. The biography of Inés,the óonqueror, v1as eliminated at the suggestion of the Advisory Board. ~hey insisted that shé does not provide an exemplary role ~odel and it was difficult for fifth graders to understand the subtlety : of her relationship to Pedro Valdivia. The amount of illustrations was substantially increased a.nd portraits or photos of outstanding women were .included in the final version.

-78-

Evaluation of Sixth Grade Supplement: LA MUJER EN EL VIEJO MtiNDO, AYER Y HOY (Wornan in the Old World: YESTERDAY AND TODAY Teacher's Responses Every teacher who answered the eval~ation sheet considered all the readings in the pamphlet suitable for the sixth grade student~. (See Table 9.) Many of them expressed · that the material was not only valuable for the students, but for the teachers as well, and suggested that the Puerto P~can Department of Education should off icially incorporate it to the Social Studies Program. As to the reading comprehension level the great ma~o ri·ty • s opinion was tha t i t would be easy for the sixth grade students to understand the readings. However, several teachers considered that some of the readings might result fairly difficult, specially the one on "Women's Struggle for their Rights", and the unit on "Africa and China: Woman Before Two Different Geographies". As to the last one, a teacher felt that it could be less attractive to the children of the rural zone and of scarce economic means. Other reasons mentioned were the following: too much facts and dates hard to remember; many Greek words of difficult pronunciation; and c'ontents of uni ts 3 and 4 possibly lacking interest tó sixth graders. In general terms the pamphlet had a good acceptance among the teachers. They considered that the readings were very interesting and constituted a valuable source of new information, and suggested that a manual containing the supplementary readings along with the exercises be prepared ~o be handed to every pupil. They also indicated that the objectives were very good and clear, and that the exercises and activities were very well prepared, although one of them recommended the elimination of the exercises dealing with the cnumeration of facts and with the speci fic questio:ri.s. that appeared in the last three units. However, that sante teacher expressed that the material of the pamphlet was better ex~lained and treated than the present curriculum material of the Department of Education.

Revisions This supplement suf fered mayor revisions between the But the changes after teacher evaluation were minimal. Unfortunately we are unable to comply with teacher's request that a book containing the readings for sixth graders be prepared to be handed to every student. f irst and second draft.

-79-

TABLE 9

RESULTS OF SIXTH GRADE CHECKLIST

Likeness or Suitableness of th~ Readings for Sixth Graders A No Yes ittle No Answer Total

Units Contained in the

Sixth Grade Supplement

l. Daily Life in Ancient America 2. The Egyptian Women Can Reign 3.

Spin for the Whole World

14 1

1 14

tal

1 1

1 12

·s.

4. Women Fight for Their

Difficulty Level in Reading Cornprehension for Sixth Graders DifNo Easy R.1gular ficult Answer

1 Africa and China: Women at Two Different Geographies 1

14 1

1 14

CONTRIBUTION OF THE ILLUSTRATIONS IN THE INTERPRETATION ~D COMPREHENSION OF THE READ!NGS 12

Yes

No A little lb answer

1 1

Total

-so-

14 1

14 --

Ne hope that in the near future the Educatio~ Department will incorporate these materials into the regular curriculum '.lnd making them available to students.

Sumrnary The overall impression given by the results of the teacher's evaluation is that the supplements were in large measure ~ success. Most teachers were satisfied on the 'l'/.rhole with the supplements and liked the different units • .t-~any fel t the supplements were filling a gap in the instructional materials available. The results of the evaluation point up sorne problem areas which were addressed in the final version. These include the length and.complexity of the reading material for children and the need to increase the amount of illustratións. In revising the supplements we confronted a dilemma resultíng from the need to siMplify the readings and at the same time to províde all the necessary information f or the teacher. The problem was partially solved by increasing the leng:th of the introduction to provide data and guideliness .for the incorporation of VlClltlen 1 s hi.story in to the curriculurn. We were at f irst reluctant to sacrif ice valuable information n.nd ideas for the ~ake of increasing the reading comprehension level. To deal with this problem we followed a suggestion advanced by several teachers: that the readings be used as references and be adapted and narrated by teachers according to the level of comprehension of different groups of childrer.

-81-

PART IV

VALIDATION STUDY

The validation History Supplements changes in a tarjet teachers (lst - 6th

procedure of the Social Studies and focused on the indicators of gains or group of eleroentary public schools grade) as related to:

- attitudes on sex role

beha~vior

- knowledge of women history - awareness of sex stereotyping in social sciences textbooks. In the following section, information is presentad as

.to the design, subjects, instruments, results and conclusions ac_cruing from the validation study. Design: A before-after experimental control group design was chosen as an appropriate design for the validation procedure. The selection at random of subjects as well as the assignment at random of subjects to groups gives this design an adequate control of independent variables. The subjects were assigned at random to the experimental

and the control groupsand were pEe-tested on a measure of the dependent variablss. After the. .experimerital rnanipulation or. reading of the supplements, the groups were measured again. Group A-Experimental

Pre

Post

Group B-Control Pre Post

The difference between the two groups was statisticaJ.ly tested. The significance of the difference between the seores of the eXf)erimental and control group were analy2ed with a T-test to provide the needed information.

We expected the experimental group to differ signif icantly from control group on attitudes, exped:ations, awareness and knowledge (3-6 grades only) as a result of being exposed to the Social Studies History Supplements. Sample Selection Empirical data was gathered from a randomly selected sample of 300 elementary public school teachers (lst - 6th grade) from the San Juan Educational Region · of the Department of Education. It includes 10 towns: Bayamón, Carolina, Cataño~ Corozal, Dorado, Guaynabo, Rfo Piedras, San Juan, Toa Alta, and Toa Baja.

-82-

DESIGN

Experimental Group Cklly

Exper.llrental & Control Group

Pre-Test Find CUt 1. Attitu1es and expectations on sex role behavior.

1Exper:ilrental Group Only

Experirrental and

Control Group Post-Test

!--::::,.

Mni.nister ~ Fini out hcM cial Studies ~ well teachers and Hist d::y

11ke

SUpplem:mts.

SUpplements.

the

Find.Out,

~ I 1~

AttiMes ani

expectations on sex role behavior. 2. Awareness of

2 .. Awareness of

sex stereotyping in text-

sex stereo1:J1E.

ing in textl:ooks.

books.

3. Knowledge of

3. Knowledge of 1

histo ry. {3-6 grades only).

\40llen S

"WCIOen'S

histo-

ry (3-6 grades

only>.

-83-

From a list of 381 elementary public schools from the Region, the following procedure was decided: - figure out the probability of. each school being selected - determine the number of schools and

teachers which will allow us to establish 95% confidence intervals and standard error - randomly select the schools and teachers. The schools were selected systematically from the list of 381 public schools of the San Juan Regione A total of ·$2· schools were included. The number of subjects agreed upon was a calculation based on the acceptable size of errors postulating moderate differences between pre-post tests. It was estimated a total of 50 subjects for each grade. Procedure The selected sample for each grade was divided randomly with two groups namely the experimental and the control group: Grade

Total

1 2 3 4

50 50 50 50 50 50

5 6

Group

25 25

(exp.)

Group B (Control)' 25 25

25 25 25

The pre-test questionnaire was sent by mail to the sample. Approximately a month later, after receiving the pre-test questionnaire from the subjects selected, the reading materials were sent to those included in Group A -(Experimental Group). The post-test questionnaíre, ano a questionnaire related to the evaluation of the supplernents was also included with the reading materials.

The post-test was sent to subjects from Group B (Control) .approximately a month later after receiving the pre-test. To accelerate this process up to 3 reminders letter were addressed to subjects.

-84-

Later, an. additional effort was develooed and members of our staff visited those schools with a lo~_return of guestim.naires. From a total of 250 questionnaires rnailed to second through sixth grade teachers a total of 149 teachers answered both pre and post tests. Approximately a 60% rate of retur~ was accomplished. (See Table 10.) Validation results for the first grade are not included in this report. Instruments Specif ic questionnaires for each grade were utilized for observing the indicators of gains or changes as result of the experience provided by the Social and History Supplements. The questionnaires were devided into 3 basic areas: a- socio economic and professional data b- beliefs, expectations and attitudes toward: - adult occupational sex stereotyping - children and women participation in community activities - behavior expectatives from boy and girls - extend to which teacher adheres to . traditional views of sex role behavior e- awarenes~ of sex role steretyping in textbooks The emphasis en.a particular area developed far each was guidedspecifically by the Social Studies currículum organization for the grade. instrum~nt

A selected group of questions were included for the dif ferent grades so as to measure each one of these basic areas included. The following is a brief description of each one of the scales prepared far the different grades. First Grade The instrument asked questions regarding the following:

A- Attitudes -

women roles in family life sex role division of housework sex roles in child rearing practices sex rigidity scale

B- Awareness - sex stereotyping in textbooks

-85-

2nd Grade· T~e

following areas were included in this specific

questionnaire: - sex rigidity scale - adult occupational status - womens participation in community activities - expectations related to - children behavior - children participation in communtiy activities - awareness ~.sex stereotyping in textbooks 3rd ,.. 6th grade Questions related to the following were included: A- Attitudes - sex rigidity scale B- Knowledge - womens participation in history

- recognition of outstanding women - knowledge of women's history C- Awareness sex stereotyping in textbooks In summary, a list of 12 scales were included in the six questionnaires. The items were developed on the basis of the literature available far the u. S. and Puerto Rico. Professional Satisfaction Scale Includes three questions rel~ted to satisfaction, with oar.eer. selected, subject, and grade taught. It is a f ive point rating scale. Higher seores indicate less satisfaction with areas selected - profession~grade;and subject actually teaching. It was used in grades one through sixth. Sex Rigidity Scale Includes statements related to the role of men and women in authority and power positions, occupations, parenthood and domestic life, childhood socialization, education and sexuality. Teachers were asked to indicate the degree to which they agreed or di·sagreed wi th these statements. A higher score means more traditional views regarding sex role behavior.:.

-86-

The sex role rigidity scale developed by Cole J.O. and his colleagues (1974} was used as a valida~ion criteria for all Etxth grade teachers. The scale atternpts to measure the extend to which individuals adhere t6 traditional expecta tions of sex role behavior. The scale has been adrninistered t~ yarious samples of college students, among whiph Puerto Rican students were included. A test of internal reliability, yielded alpha coefficient of .94. The same test considering minori ty_ students. yielded a ·coefficient of • 90. Computations of the alpha me~sure far a sample of 57 Pu~rto Rican women in San .Juan, Ponce,and Mayaguez yielded a coefficient of .90 {L6pez-Garriga) 1976. This last coefficient however is derived from a shortened version of the scale in Spanish. Children Behavior The scale is related to the expectations of teachers toward behavior of boys and girls. A list of adjectives that best describe expected behavior for girls and boys was included. Teachers were asked to indicate those related to boys or girls. It was used only with 2nd grade teachers. Adult ·occupational Scale Pretends to measure the different jobs or occupations assigned to roen, women or both - occupational sex stereotyping. It includes 20 items, Low seores indicate less stereotyped views related to fernale work roles. It was used only for the 2nd grade teachers. Women':sParticipation in Comrnunity Activities A 12 items scale was included to measure what kind of work activities are most frequently assigned to rnen, women or both. Low seores indicate less stereotyped views. It. was used only for 2nd grade teachers.

Children'·s Participation in Cornmunity Activities Teachers were asked about their expectations about boys and girls participation in community life. Listed activities were assigned by the teacher to boys, girls or both. It was used only for 2nd grade teachers. Recognition of Outstanddng ~~1 A list of outstanding women for Puerto Rico, Arnerica, Europe, etc., were included for recognition and identification. It was used in third through sixth grade. Knowledge of Women's History A ten iteM. true and false scale about womens history knowledge was selected for the questionnaire. A lower score means a more knowledgeble person of women'shistory. It was used in third through sixth grade.

-87-

pex Stereotyping in Textbooks In view of the importance of textbooks in shaping beliefs, attitudes and values of students, w~ engaged in detecting the awar~ness of teachers of sex-role stereotyping which might give an outdated or disparaging image of wornen and domestic life. Questions were included so as to determine their awareness of this aspect in Social Studies and Eistory Supplements textbooks. It was used in grades one

through sixth. Wornen's Roles in Familv Life Scale A ten itero scale was included for first grade teachers the identification of sex roles in family life. The · identification of each one of the roles included will establish their expectations on specific sex roles. ~or

Sex Role Division of Housework Scale The scale included a list of twenty (20) typical acti~ities related to housework. First grade teachers were asked to assign the responsability for each specific activity either to roen, women or both. Results: Three main types of statistical presentation and analysis were utilized: -

neasures of central values Measures of relations rneasures of.dispersion: variance significance measures

Significance level of

.os

was set for all tests.

The analysis of measures of central values and correlations gave us the difference between Group A - Bxperimental t and Group B - Control. An analysis of variance and a T test gave us the signif icance differences for the study. In the following sections inf ormation is presented to sample profile, seores for the differént scales utilized, selected correlations 1 and a test of hypothesis. a~

-88-

Sample Profile: Table

l:t

present a summary of the chaJ;acteristics

of the sample of teachers reported in this study from the San Juan Educational Region of Puerto Rico. The average teacher in our sample is a 38 years old

female, married, having a bachelorsdegree and with more than -~.

nine (9) years in this professional activity and more than five (5) years teaching the present grade.

She has tenure

and is satisfied with the teaching profession, grade and subject taught. Around

half

of them were born in the urban

e 1/2 )

area; one fourth ( 1/4)of them in the Metropolitan Area.

The

mayority have not lived outside of Puerto Rico and those who underwent this experience, did it for relatively short periods. A relatively large number of teachers classify themsel ves as head of families.

The average teachers' personal

income being a:groximately $670 a month.

The teachers'

salary accounts for half or more of the family income -being this of $1,200 monthly.

-89-

Pre-Post Test Seores Tatles 12-15 present the seores obtained by the subjects in the various pre and post tests used especif ically for the different grades included in the sample. The seores apparently suggest change or gains in attitudes related to sex role rigidity, behavioral expectations and awareness of sex role stereotyping in textbooks in the experimental groups (A) from second through síxth grade. There is a constant and defini.te patte.rn of change except' far the Sth and 6th grade. Findings regarding teachers fron the control group do not reinforce this first finding of changes in the experimental group. There is no definite pattern of change. It is very interesting that the area of "recognition of outstanding wómen" apparently presents similar changes of seores for both experimental and control groups.

Selected Correlations Correlational analysis were carried out utilizing, first, the Sex Rigidity Scale and specific measures for each grade, of attitudes, expectations, and knowledge. Tables 16-~7 qummarizes them far the populations within each grade.

Also presented are other interesting cotrelations found within these groups and various socio-demographic variables. The most significant correlations obtained between the seores f~r pre and post test of the Sex Rigidity Scale and the sex-role attitudinal and knowledge scales are presented in the following tables. · A very significant correlation is observed in Group A of the 2nd, 4th and 6th grade for the Sex Rigidity Scale and the Adult Occupational and Knowledge of Womm'n History Scale. . The Pearson

were: O. 5658;

correlation coeff icients for these scales -O. B.068 respe.ctively.

-o, 6214;

A low correlation is observed also for the Children Dehavior Scale in the-2nd grade. For Group B no such signif icant correlations are defined.

-90-

To test for independence of these variables, the observed value of the correlation was utilized. There is no suff icient reason to doubt this independence for Group B in all the grades included. We have evidence at the 5% level of signif icance to reject the hypothesis that these variable - Sex Rigidity and Sex Role Attitudes and Knowledge, are independent in Group A for second, third, fourth and sixth grades. A test of independence of variables was done also f or cértain socio demographic characteristics such as civil status, age, education, experience as teacher, area where born, and area presently residing. {See Table 18.) Apparently most of these characteristics are independent for the mayority of Groups A and B. Nevertheless th~re are certain ones, as for example, area presently residing wnich exhibits a low correlation in the second and ~hird grade. Fifth grade teachers éxhtbit a higher correlation. Test of ~ypothesi~ A- Analysis of Variance

We explore procedures for testing signif icance of differences among the means of the ~wo populations in the post test among participants in our study. Analysis taking into consideration the post test of the Sex Rigidity Scale failed to show significant differ~ ences except in the sixth grade between the groups that have been exposed to the Social Studies Guide and History Supplements. Tables 19-20 summarizes the two way analysis of variance on the post test of the Sex Rigidity Scale. In surnmary, the test of significance using the F statistic to define the critica! region failed to discover significant differences resulting frorn treatrnent effects, except in the 6th grade.

-91-

T-test Analysis A t-test was utilized finally to determíne the effect of the Social Studies and History Supplements on teachers' at-titudes, knowledge, expectations and awareness about sex :role stereotyping. Data conpared were the seores of rneasures :administered to subjects who completed the tests ~oth befare and after treatnent. Tables 21-25 suMr:.arizes the t-test for the experiMental group of each one of the grades included in the sample. The results of this test establish the following for

each one of the grades: 2nd grade:

The differences between pre and post test were not statistically significant ·in any of t~e SC(:Ües utili.3ed ..

3rd grade:

The test shows signif icant differences between the pre-post t~sts for the sex rigi<lity awaren~ss of sex stereotypinq in testbooks, and ·knowledge of women'n history scales.

4th grade:

There are signif icant differences far the sex rigidity and the knowledqe of women~s history scales.

Sth grade:

The t-test 9resents signific~nt differences in areas related to awareness of sex stereotyping in textbooks a~d knowledge of woMen's history. ·

6th grade:

The t-test revealed significant dif ferences for the scale on wornen's participation in history.

The following chart indicates signif icant changes in at~i:tudes, awareness, and knowledge of woroen'n history among taachers in the experimental group of our sample.

-92-

Sea le

Gr arte

Significance ·

- Sex Rigidity Scale - Adult Occupational Sea le - Women•s Participation in Community Activities - Children Behavior - Childre~ Participation in Community Activities Sex Stereotyping in Textbooks

- Sex Rigidity Scale - Sex Stereotyping in Textbooks - Knowledge of ~'lomen• s History

-C'"

Sex Rigidity Se ale Sex St.ereotyping in Textbooks Knowledge of Women's History Sex Rigidity Sea le Sex Stereotyping in Textbooks ·wo!!len' s Participation in History Knowledge of Women's History

- Sex

X X

.Rigidity Sea le

Knowledge of Homen's History Sex Stereotyping in

'I'extbooks Women's Participation in History

-93-

Tables 26-30 summarizes the t-test for the control the grades included in the study.

c;roup of each one

In surnmary, the t-test for·this Group B demostrate the following: Grade 2

Measure - Sex Rigidity Scale

- Adnlt Occupational - Women's Participation in Co!"'.lr.lunity Activities - Children Behavior - Children Participation in Community Activities - Sex Stereotyping in Textbooks

Significance

- Sex Rigidity Scale - Sex Stereotyping in Textbooks - Knowlwdge óf Women's History

- Se:~ Rigidi ty Sea le - Sex Stereotyping in Textbooks - Knowledge of ~~Tornen' s History

- Sex Rigidity Scale - Sex Stereotyµing in Textbooks - Wornen's Participation in History - Knowledge Women's

x ~

History 6

- Sex Rigidity Scale - Knowledge of Hor.:ten's History Women' ,:; Participation in History

-94-

¡ 1

FINAL COMME"!\JTS The findings presented in the preced.1111.g

section suggest

that the experience with each supplement was somewhat different. The third grade supplement appear to impact teachers at both

attitudinal and cognitive level.

The fifth grade supplement

appear to be effective increasing awareness of sex stereotypes and knowledge of wmnen's history.

statistic~l

significant

change at the attitudinal level can be inferred from the

test analysis of the sex rigidity scale among fifth grade teacllers. It is worthwhile noting that the sample for all grades obtained moderate seores on all pre-assessment measures related to attitudes and expectations of sex role behavior.

app~ars

that the sample did not hold very conservative views regarding sex role stereotyping.

Therefore, it is unrealistic to

expect. drastic changes as a result of a limited reading experience. Concerning the absence of statistically signif1cant change among second grade teachers it is possible to hypothesize that the scales used in this grade, being shorter and sirnpler were more easily contruninated pre-test.

by the effects of the

Unfortunately, our research design did not provide

far the control of intervening variables such as the effects of testing.

-95-

TABLE 10

QUESTIONNAIRES SENT AND RECEIVED BY GFADE ANn GROUP

m4i

Grade and Group

Pre-Tests

Sent

Pre-Test Received

Post-Tests Sent

Post-Tests Received

Rate of Return* •.

II GRADE EXP. II GRADE CONTROL

25 25

23 24

19 16

76.0 64.0

III GRADE EXP .. III GRADE CONTROL

25 21

17 12

68.0 48.0

IV GRADE EXP. IV GRADE CONTROL

25 25

24 18

12 15

. 48. o 60.0

V GRADE EXP. V GRADE CONTROL

25 25

22 20

13 15

52.0 60.0

VI GRADE EXP.

25 25

25 18

17 13

68.0 52.0

250

220

149

59 .-6

VI GRADE C0!1TROL

TOTAL:

Results for the first grade are not included in this report. They Will be analyzed at a later date and incorporated into an addendum to this report. -G6-

·TABLE 11

SUMMARY OF SAMPLE CHARACTERISTICS NUMBER OF

· CHARACTE.RISTIC

sus.mcrs

Age

267

3.76

1.353

Civil status

267

1.52

0.963

Ar:ea where bom

267

1.SB

0.938

267

2.86

1.787

Education

267

3.73

0.854

Years as teacher

266

3.89

1.15

Personal incorre

263

3.47

1.31

Family income

250

4.22

1.85

Sex

266

1.07

0.27

Area presently resid.L1.g .

-97-

TABLE 12

Summary of Seores - Sex Rigidity Scale Grades 2 -

Group A-B

Pre-Post

Pre-Test X

Post-Test X

Grade

Group

2.900

2.887

0.668 0.728

19 16

2.605 2.827

0.648 0.615

A B

25 21

2.629 2.705

0.654 0.671

17 12

2.561 2.662

0.794 0.713

-4

A B

2.737 2.750

0.731

0.769

12 15

2.636 2.690

0.700 0.626

A B

22 20

2.642 2.524

0.732 0.840

20 14

2.524 2.461

0.849 1.068

A B

25 18

2.765 2.691

0.645 0.588

17 13

2.745 2.651

0.721 0.704

-98-

.... :

-· - ·- ·- - - - - - -· - - - ·-· - - · TABLE 13 Summary of Seores f or Awareness of Sex Role Stereotyping in Textbooks Scale Pre-Post Test Grades 2-6 Group A-B

Pre-_:fest· Grade

Group

Post:Test X

~~~-~~-----~---------------------------------------~--~----~-----------------------------

1.150

0.203

1.111

0.208

1.468

0.25

1.431'

0.192

A B

25 21

lo46J

0.370

0.?.42

0º283

17 12

1.471

1.490

1.548

0.224

A B

24 18

10467

1.5000

0.273 0.211

1.536 1.433

0.318 0.186

A B

22 19

1.508 1.430

0.260 0.252

15 14

lo362 1.510

0.399 0.262

25 18

1.455 1.529.

0.236 0.244

16 13

1.490 1.529

0.343

-99-

0.333

TABLE

Summary of Seores for Various Scales Pre-Post Test 2nd Grade Group A-D

Se ale

Group

Post Test

Pre-Test X

1.466

o. 3-25

1.403

o<:.Joa

1.582

0.368

1.448

0.341

Childrens Participation in Community Activities

23 24

0.319 0.372

19 16

1.536 1 .. 939

o."413

1.653 1.801

Children Behavior

1.267

0.320

1.279

0.310

1.354

0.316

1.482

0.377

1.460

o.4~1

19 - .. J. 421

0.448

1.534

0.374

0.277

Adult Occupational

Womens Participation in Community Activities

-100-

1.363

0.516

TABLE 15

Summary of Seores for Various Scales Pre-Po~t

Grade Test

1 of 2

3-~

Group A-B

Pre-Test

Post-Test

Sea le

Grade

Group

Womens Particí-

A B

25 21

1.635 1.597

0.314 0.345

1.516 l. 531

0.324 0.25

A B

24 18

1.461 l. 576

0.357 0.268

13 15

1.418 1. 558

0.303 0.327

22 19

l. 552 1.461

0.354 0.339

15 14

1.492 1.478

0.308 0.343

25 18

1. 565 1.559

0.343 0.356

17 13

1.404 l. 654

0.180 0.361

25 19

2.880 3.630

2.027 1.499

16 11

4.188 3.182

l. 328 1.250

19 16

4 .. 211 3 .. 500

2.250 l. 592

13 13

6.154 3.769

2.193 2.127

3.000

2.947

0.866 0.970

4.615 3.083

l. 089

25 18

1. 944

3.153 1.924

25 18

4.440 2.000

4.312 2.326

pA.tion in

History

Recognition of Outstanding Women

5 6

3.880

-101-

1~446

2 of 2

TABLE 15 (Cont.} Summary of Seores for Various Scales

Grade 3-6 Pre-Po~t

Sea le

Knowledge of Womens History

Grade

Test

Group

Group A-B

Pre-Test N

Post-,:Aest

l. 463 1.007

17 12

11.235 13.167

. l. 985 0 .. 937

6.208 6.444

2.5872 1.1222

4.667 5.055

4.360 3.280

21 19

3.905 4.263

0.995 0.991

15 14

5.267 4.857

1.387 1.351

25 18

5.640 6.556

2.059 l. 504

4.880 4.167

3.822 2.895

A B

25 21

13.160 13.286

A B·

24 18

A B

-102-

TABLE

Selected Correlations far the Sex

Ri~idity

Scale

2nd Grade - Group A-B

Post-Test Score_- Se.x Rigidity Scale x Mult Occupatíonal scale -

Pre-Test - sex· Rigidity Scale x Mult Occüpational scale

Group A

Group B

0.3005 N=23

0.5658 N=19

p:;::Q. 082

p:;::Q. 006

0.3586 N=24

0.4811 N=16 P=0.030

·P==O. 043

Post-Test Score - Sex Rigidity Scale x Children Behavior

Pre-'I'est Score - Sex Rigidity Scale x Children Behavior Group A

0.1883 N=23 P=0.195

Group B

-0.0538 N=24 P=0.401

0.3771 N=19 :P=0.056 0.2239 N==16 p=:;Q.202

-103-

TABLE

Selected Correlations Sex Rigidity Scale - Knowledge Womens1 History

Grade 3-6

Group A-B

Pre-Test Score - Sex Rigidity,Scale x Pre-Test - Score RnC111ledge W:nens Hísto:cy

Post-Test Score - Se.x Rigidity Scale x Post-Test Score Knowledge ibtens History

Grade 3 A

0.0744 N=25 P=0.362

0.3445 N==l7 P=0.088

Group B

0.2739 N=21 P=0.115

N=12

Group

0 .. 0939 P=0.386

Grade 4 Group A

Group B

-0.6214

-0 .. 0953 N::;;23

N=14

P=0.332

P=0.021

-0.3209 .

-0.2088

N=l8

U=14

P=0.097

P=0.237

-104-

TABLE

(17 Cont.)

Selected Correlations Sex Rigidity Scale - Knowledge Womens History

Grade 3-6

Group A-B

Post-Test Score - Sex Rigidity Scale x Post-Test Score Knowledge Womens History

Pre-Test Score - Sex Rigidi ty Sea le X PfC:. test Score - Knowledge Womens History Grade 5

Group A

-o. 2782•

-0.0520 N=15

N=21 P=0.111

Group B

P=0.427

-0.1507 N=l9 P=0.377

-0.0029 N=14 P=0.496

-0.1030

-0.8068

Grade 6 Group A

Group B

N==25

N;;17

P=0.312_

P==0.000

-0.0481

0.4606

N=13

N=l8 P=0.027

P=0.438

-105-·

TABLE 18

Selected Correlations Sex Rigidity Scale - Seores Demographic Characteristiés Grade 2-6

Post-Test Score - Rigidity Scale X Age

Group A-B

Post-Test Score - Sex Rigidity. Scale X Civil Status

2nd Grade

Group A

P=0.027

0.2390 N=19 P=0.162

-0.1783 N=l6 P=0 .. 254

-0.4281 N=16 P=0.049

-0.4488 N=19

Group B

3rd Grade Group A

Group B

-0.,3665 N:=l7 P=0.74

0.1483 N=17 P==0.285

0.2888

-0.0974 N=12 P=0.382

N='=12 P=Q.181

-106-

TABLE

18 (Cont.)

Selected Correlations Sex Rigidity Scale - Socio Demographic Characteristics Grades 2-6 -

4th Grade Group A

Group B

Group A-B

Post Test Score - Sex Rigidity Scal"e x Age

Post Test Score - Sex Rigidity Scale x Civil Status 0.4852 N=12 P=0.055

0.3715 N=18 P=0.117

0 .. 6186

-0.1904 N=18

N=18 P=0.003

P=0.225

Sth Grade Group A

-0.2016

0.0927 N=l5

N=15 P=0.236 0.0580 N=14 P=0.422

P=0.371

Group B

0.1359 N==14

P=0.372 6th Grade Group A

Group B

-0.1676

0.1434

N=17

N-=17

P=0.332

P+0.260

-0.1390

0.2455 N=l3 p;;;;o. 209

N=12 P=0.333

-107-

TABLE 18

(Cont.)

.Selected Correlations Sex Rigidity Scale - Socio Demographic Characteristics Grade 2-6 Group A.-B

2nd Grade Group A

Group B

Post Test Score-Sex Rigidity Scale x Area Where Born -0.1211 N=19 P=0.311

Post Test Score-Sex Rigidity Scale x Area presently residing 0.0631

N=19 P=0.399

0.1002 N=15 P=0361

0.4075 N=l6

0.0139 N=17 P=0.479

0.4652 N=17 P=0.030

0 .. 1196

0.4735 N=12 P=0.060

P~0.059

3rd Grade

Group A

Group B

N==12

P=0.356

-108-

TABLE

18 (Cont.)

Selected Correlations Sex Rigidity Scale - Socio Demographic Characteristics Grade 2-6

Group A-B

Post Test Score - Sex RigidityScale X Area Where Born

Post Test Score - ~··Rigidiey Scale X Area Presently Residing

4th Grade Group A

-0 ..1756

0.5572 N=12

.N-1:2.

P=0 .. 010

P~Q.114

Group B

-0.3629

-0.2604

N::=;18 P=0.141

N=l-8 P=-=0.069 Sth Grade Group A

Group B

6th Grade Group A

Group B

-0.0715 N~lS

0.1459 N=15

P~::o

p,-,::n

.4oo

~ ~n?

N=14

o. '1'/ lJ b N=14

P==O. 44 9

P=OOl

-G. 03·¡9

p::::Q. 070

-0.0141 N=17 P=0.479

-0.1962 N=13 P=0.260

N=l3 P=0.273

-0.3736 N=17

0.1845

-109.

\__,·

TABLE 18 (Cont.)

1 of 2

Selected Correlations Sex Rigidity Scale - Socio Demographic Characteristics

Grade 2-6

Group A-B

Post Test Score - Sex Rigidity Scale X Experience as Teacher

Post 'Iest Score - Sex !ligidity Scale X F.ducation 2nd Grade

Group A

Group B

0.2083

-0.2035 N~19

N=17

P=0.196

0.1548 N=l6 P=0.284

-0.5831

0.2034 N=12 P==0.263

-0.4106 N==l7 P=0.051

-0.3586 N=l5 P=0.095

-0.2944 N=l2 P=0.176

N=15 P=0.011

3rd Grade

Group A

Group B

-110-

TABLE 18 {Cont .. )

Selected Correlations

2 of 2

S_ex Rigidity Scale - Socio Demographic Characteristics Grades 2-6

Poet Test Score - Sex Rigidity Scale

Post Test Score - Sex Rigidity Scale X Experience as Teacher

X Education

4th

Group A-B

Grade

Group A

0.2260 N=12 P=0.240

-0.2643 ~12 ~0.203

Group B

0.0908

0.1611

N=18

N=18 P=0.071

P=0.360

Sth Grade Group A

-o. 3'586

-0.027

N==l5

N=15 P=0.095 Group B

P=-=O. 462

-ú. 4644 N= 14 P= 0.047

0899 N= 14

P=0.380

6th Grade Group A

-0.2.174

-0.1701

N=17 P==0.179

N=l7 P=0.257 Group B

-0.3011

-0.22 10 1

N-=13

N=13 P=0.231

P=0.159 -111-

TABLE 19 ANALYSIS OF

VARIAi~CE

FOR THE EFFECTS OF SEX RIGIDITY

GROtJP A (Experimental)

Grade 2-6

SoiirCe

Grade

Worrens n:rrticipation in Ccmnunity Activities MS

Sex

Rig~dity

Post Test-

Recognition of Out standing Vb:rens

Children Particioa.tion in Canm.mity

.Activities MS

Wa:re!'.S Particip:ition in

History MS

(1,17)

Scale

0.366

3.608

n.s

0.430

0.547 ns

N==l9

(2,13)

O. 610

1. 562 ns

(3' 8)

0.639

0.144 ns

(4, 8)

0.942

0.226 n.s

(6 ,8)

N=l6 ·

N=l2

N=13 N=15

0.220 i

-112-

4.704 s

TABLE 20 ANALYSIS OF VARIANCE POR THE EFFECTS OF SEX RIGIDITY GRADE 2-G

GROUP B

Source

Grade

Post Test

~brens

Participation in Comtunity

Recognition of Oltstanding

Activities MS F

t\tm:ns

Children Participation in Camrunity Activities MS F

t"h'rens :

Partic:tpation in History _MS

-..,

Sex Rigidity

Seale N=16

(l,14)

(2,8)

N=ll

0.372

1.257 ns

0.372 0.508

1.496 ns

N=l3

(6 ,6)

N=13

(6,6)

0.421

1..098 ns

N=12

(4, 7)

0.589

1. 862 ns

N=lO

(4, 5)

-113-

1.257 ns

0.277

0.947 ns

TABLE 21

ANALYSIS OF "T-TEST" GROUP

NUMBER

VARIABLE

Sex

Rigidity

Sea.le

' Afaj.t cccuµ.~tional

OF CASES

Pre

STANDARD

DEVIATICN

DIFFERENCE MEAN

T-VlfilJE

T(95}

2.7647 2.6050

0.631 0.648

0.1596

1.33

.1. 734

1.4952

0.325 0.308

0.0922

1.58

1.734

1.4030 19

1.4662 1.4211

0.431 0.448

0.0451

0.54

1.734

1.2663

0.308 0.310

-0.0126

-0.19

l. 734

1.2789

Post Pre

MEAN

A - GPAIE 2

Post

S-::al.e 1

. lbrens

Partici:r;>ation in

Pre

Post

Ccrrmunity Activit

~es

C~iid.t\:.ns

Pre

:achavior

Post Pre Post

1.6508 1.5356

0.339 0.413

0.1152

1.os

1.734

Sex

Pre

0.83

l.740

Post.¡

0.216 0.208

0.0361

st~flreotyp-

1.1472 1.1111

C:1ildrens

Pu.rticipations

ing in Books

-114-

TABLE 22

ANALYSIS OF "T-TEST" GROUP

- GPAJE 3

STANDARD

Nl:MBER

MEAN

Sex- Rigidity Pre Scale Post

2.6288 1.7417

1.381

Sex'

$ter~t~t mg m

1.3294 1.1569

Pre Post

13.1176 11.2353

1.985

VARIABLE .

Knowlooge of ronens History

DIFFERENCE MEAN

T-VMIJE

T(95)

0.8871

3.10

1.711

0.136 0.169

0.1725

3~·39

1.746

1.317

1.8824

3.31

1.746

D~ICN

OF CASES

0.654

. . . '

: -115-

TABLE

ANALYSIS OF "T-TEST" GROUP

NUMBER

VARIABLE

OF CASES

Sex Rigidity Pre Post Scale

A - GRADE 4

STANDARD

DEVIATICN

DIFFERENCE MEAN

T-Vlfil.JE

T(95) ¡,

2 .. 8583 . 2.6361

0.725 0.700

0.2222

2.03

1.4538 1.5362

0.216 0.318

-0-.0824

-0."95

1.812 .

6.2500 8.3333

2.340 1.371

-2.0833

-3.'J7

1.796

Sex Stereo- Pre Post ty.ping in 'IeXtl:xx>ks

Knowledge

Pre

Post

warens

nistor.t

-116-

TABLE

ANALYSIS OF "T-TEST" GROUP A - GRZ\DE 5

NUMBER

V1\RIABIB

MEAN

OF CASES

Sex- Ste.rno-

Pre

typing in

Post

STANDARD DEVIATICN

DIFFERENCE MEAN

T-VAIDE

T(95)

1.5188 1.3618

0.287 0 .. 399

0 .. 1570

2.16

l. 761

2.6782 2.6968

0 .. 847 0.902

-0.0186

-0.16

l. 761

1.6056 1.4917

0.365 0.308

0.1139

1.19

1.761

4 .. 0000 . 5.5000

0.961 1.092

-1.5000

-4.58

1.771

Textbooks

Sex Rigidity Pre Scale Post ~hrens

Pre

r:>articipa-

Post ..

ticn in History

fmcMlooge

Pre

Post

Bistory

-117-

TABLE.25

ANALYSIS OF "T-TEST" GROUP A - GAADE 6

NOMBER

VARIABLE

OF CASES

Sex Rigidity Pre Scale Post

KnCMledge of lbrens History

Sex Stereotyping in

Pre Post

Pre

Post

MEAN

STANDARD

DEVIATICN

DIFFERENCE MEAN

T-VAUJE

T(95)

2.7244 2. 7453 .

0.654 0.721

-0.0210

-0.21

1.746

5.6400 4.8800

2.059 3.822

0.7600

0.90

1.746

1.3951 .

0 .. 216 0.333

-0.0951

-1.19

1.753

0.360 0.180

0.1985

2.02

1.746

1.4901

Textbooks ~s

Participation in History

Pre

Post

1.6029 1.4044

-118-

TABLE

ANALYSIS OF "T-TEST" GROUP

NUMBER

VARIABIE

ME'J\.N

OF~

Sex Rigidi-P S 1 re LY ca e Post

- Grade 2

STANDARD

DEVIATICN

DIFFERENCE MEAN

2.8681 2.8269

0.745 0.615

0.0411

0.28

1.753

16·

l. 5417 1.4483

0.320 0.341

0.0934

1.56

1.753

1.5238 1.3631

0.392 0.277

0.1607

1.88

l. 753

1. 3746

0.309 0.377

-0.1078

-:.. • 65

1. 753

1.4824

0.392 0.516

-0.0531

l. 753

Post

l. 8860 1.9391

-0.44

Pre Post

1.4375 1.4312

0.285 0.192

0.0063

o.os

1.753

Adult tional Sea le

T(95)

.L.

Occupa-

T-Vl\IlJE

Pre Post

~Jomens

Pre Farticiin Post . Community Activities

~?ation

Childrens Behavior

Pre Post

Childrens Participation Sex Stereotyping in Dooks

Pre

-119-

Tl\BLE

ANALYSIS OF "T-TEST" GRADE 3 GROUP

MEAN

NUMBER OF CASES

VARIABr.E

Sex

Pre

Rigidity

Post

STANDARD

DEVIATICN

DIFFERENCE MEAN

T-VMDE

T{95)

2.7049 1.5210

0.671 1.450

1.1840'

3.40

1.725

1.3574 1.3287

0.148 ó.100

0.0287

0.70

1.796

13.2857

1.007

5 .. 7619

3.78

1.725

7.5238

6.713

Scale

. Sex Pre Stereotyp- Post

(

ing in ':1extbooks Knowledge of Women History

PrE

Post

-120-

TABLE 28

ANALYSIS OF "T-TEST" GROUP 1 - GRADE 4

Sex Rigidity

Scale Sex

Stereotyping in Text-

OF CASES Pre

Post Pre Post

DIFFERENCE MEAN

STN-IOARD DEVIATICN

MEAN

NUMBER

VARIABLE

T-VAWE

T{95)

. 1.12

l. 795

2.7996 2.6903

0.818 0.626

0.1093 .

1.5095

0.0761

1.11

l. 795

1.4333

0.231 0.186

6.1429 6.5000

1.875 1.990

-0.3571

-0.52

·1. 771

lx>oks

Kriowledge of Vbnen

Pre

Post

History

)

1 l

i e¡

... _ -,,i <

TABLE 29·

ANALYSIS OF "T-TEST" GROUP B

GRADE 5

·--

NOMBER

VARIABLE

OF CASES

MEAN

STANDARD

DEVIATICN

DIFFERENCE MEAN

T-VAUJE -1.60

T(95)

1.771

Sex Stereo- Pre typing in Post Textbooks

1.3875 1.5098

0.158 0.262

-0.1223

Sex Rigi-

2.5445 2.4611

0.899

0.0834

1.13

1.771

1. 068

1.5089

0.0306

0.52

l. 771

l. 4 783

0.362 0.343

4.2857 4.8571

0.914 1.351

-0.5714

-1.53

1.771

Pre

dity Scale Post Women Par- Pre ticipation Post in History :Emowledge of

Women History

Pre

Post

-122-

TABLE . :JJO

ANALYSIS OF "T-TEST" GROUP B - GRADE 6 .

NUMBER

VARIABLE Sex

P.igidity scale Kno;.;ledge Warens

OF CASES

MEM-1

STANDARD

DE.VIATICN

2.6202 2.6513

0.592 0.704

Pre Post

6.5556 4.1667

1.504 2.895

Pre

1.4937 1.5294

0.255 0.343

1.6264 1.6538

0.332 0.361

Pre Post

DIFFEREOCE MEAN -0.0310

T-VlúlJE

T(95)

-0.14

1.782

2.3889

3.22

1.740

-0.0356

-0.J!3

1.782

History Sex

Stereotyping Post in Text-

books Pre Participation Posi in Histor:y

-123-

-0.0275

-0~25

1.782

PART V

PROCESS EVALUATION

The purpose of a process evaluation is to describe and evaluate the relationship among a project•s inputs and activities, the extraneous variables, and its immediate reaults. An analysis of internal and external factors which facilitated the project as well as those which preved to be obstacles are surnmarized in the following pages. FACILITATING FACTORS FOR PROJECT PERFORMANCE AND OUTCOMES We consider that the following factors helped in.the achievement ~f the project objectives: 1- Amount of WEEA funding.

2- Additional in-kind resources obtained such as computar time and programming services rendered by the U.P.R. Cornputer Center; photocopy and mimeograph services rendered by the Social Science Research Center. 3- Personnel related factors (e.g. staff ·skills and previous experience with sex equity i~sues). 4- Gaining access to and/or conperation of school. superintendents, directors and t~achers which we·re the target of project act.ivities. 5- Support and cooperation f rom the local Department of Education. 6- Establishment of a project advisory comrnittee. 7- Availability and use of paid consultants. 8- Relationship with Women's Program Staff {i\TPS) particularly with project officer, Dr. Ana Mar!a · · Perera. 9- Technical assistance in fiscal matters provided by William B. Hopkins from the Grant and Procurement Management Division. 10- Project directors conferences sponsored by WPS. 11- Availability recent research on women's history anñ of male female scholars willing to share their unpublished research with our staff. 12- Support and responsiveness from the Director of the Social Science Research Center.

-124-

PACTORS Olt BARRIERS LIMITIMG THE GREA'l'ER EFFICACY OF THE PROJECT .

Several factors posed li~itations to the greater afficacy and srnooth development -Of the project. Among these, .the following should be noted: Decision-making process and climate of the institution administering the sub-contract. 1- Administrative delay in processing the subcontract between· the Women's Commission and the University of Puerto Rico {U.P.R.). It took three months to formalize the terms of the agreement between the grantee and the sub-contractor. Finally, the Social Science Research Center was made responsible for the administration of the project. 2- The extent of "red tape" required by the institution

in which the project operated. U.P.R. regulations and administrative practices applicable to projects sponsored with external funds pose serious problems and obstacles for project rnanagernent. The hiring and recruitment of staff and consultants needs the authorization of at least seven high level univer.sity adm'inistration officials including the Director of the Social Science Research Center, the Dean·of the Faculty of Social Scienc~s, Personnel Director, Finance Director, Budget Director, Dean of Adrninistration and the Chancellor. Any hiring or contracting of professional services goes through this process which usually takes three months.. When there is a discrepancy concerning salary, functions or qualifications the process could even take a year as it· happened in the case of one of our consultants. Under these conditions it is very difficult for a project to meet datelines. It is impossible to comply with all the paperwork involved in the U.P.R. adrninistrative pr0cedures without a full-time administrative assistant. 3- Project management faced at all levels of the administrative · structure a lack of support and understanding towards our work and the need to speed up administrative procedures for meeting deadlines. Burocratistm and even hostility towards the project was at times evident.

-125-

¡ 1

4- Delays in payments to rnernbers of our'staff, con.sultants and private agencies which had . rendered their services often created very difficult situation for project managernent. ffe had a consultant who refused to hand ·in her work. until payment was made available. A small private f irr.l formally complained and threaten to raise the price for the remaining work. Six months after rendering their services they had not received their payment. 5- Sorne unexpected conditions affected the srnooth development of the pr.oject such as a temporary {2 months} rAlocation-tn an office outside the U.P.R. due to a breakdown in the air-conditioning system. A labor dispute between the Central University Adrninistration a!ld the Nonteaching Personnel Brotherhood and the resulting slow down, temporary work stoppages have also affected the climate of the university and indirectly the development of our project. · 6- The no-cost six month extension granted by NEF.AP

did not allow for contract renewal for the research personnel. ·Administrative and secretarial personnel remained as part of a new and smaller project. Unavailability of funds far contract renewal affected the working relationship among staff members.

-126-