Word: cowie
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Dates: during 1968-1968
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...COWI's reforms did not ignore the issue of student power: the group asserted that students should be seated on the Board of Admissions and on Academic Council, Wellesley's faculty decision-making body. The girls concluded by demanding that the administration cease perpetuating a "tree day" image of Wellesley in the college publications...
Behind the proposals lay a concept of the college that would be very different from Wellesley as it presently exists. Most COWI members see the college as a collection of girls from middle class suburban homes who find neither in their education nor their living conditions at Wellesley anything that questions or contradicts the mode of life to which they are accustomed. Such an experience, according to the girls in COWI, has no educational value. As Nancy Scheibner '69, a leading member of COWI, explained at an All-College Meeting, "Wellesley must find her identity as an educational center...
...points of significance emerged from the COWI proposals and Miss Scheibner's explanation of them. COWI was concerned with issues that affected white as well as black students, and the critique of the college was directed as much at the students as at the administration...
Because the proposals affected all students and not just blacks, COWI was able to succeed where Ethos had failed. Students began to express interest in the proposals. In compulsory dormitory meetings, girls had a chance to give their opinions on the reform, and they came out strongly in favor of all the proposals--except those encouraging the hiring of black administrators. There was still resistance to the goals that Ethos had set for the college the previous spring...
Nevertheless, it seems strange that most Wellesley students were willing to support the COWI proposals. For when Nancy Schneibner speaks of admitting a diversified group of students to Wellesley, she is saying that most of the girls who are currently enrolled in the college should not be there...