Word: wellesley
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...kids would be turned off by harping on the October 7 meeting," explained Karen Williamson '69, past president of Ethos. "From experience we know we can't get a concerted effort with white students. We met resistance last year; even the upperclassmen don't want to change what Wellesley means. I have a feeling that the mass of Wellesley students would be against...
...chaplain called to his office girls who represented some of the more important campus organizations and other students who were known to be dissatisfied with life and education at Wellesley. That gathering signified the first time that the isolated voices of dissent on the campus were brought together. Out of the meeting came a list of proposals for reform of the college and an organization, the Committee on Wellesley Indifference (COWI), to work for the acceptance of the reform...
...They called for alterations of admissions policy to accommodate the acceptance of unconventionally-qualified students and to allow for greater recruitment of black students. In addition, COWI requested that the administration introduce pass-fail courses and more extensive leaves of absence. The group also suggested that faculty salaries at Wellesley be raised to improve the quality of faculty attracted to the college and to enable the school to compete for the scarce supply of black professors and administrators...
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...