Introduction

This report begins with a retrospective on women's studies since 1969 and probes the question: Where have we been? The story of curriculum reform in the academy begins in the 1960s with the civil rights movement and the development of black studies. The discussion of the development of women's studies is divided into four parts.

Phase 1 constitutes the development of women's studies as a new interdisciplinary program within the academy. This history has been well documented by Florence Howe, Catharine Stimpson, Mariam Chamberlain, and others, though there have been some obvious omissions. For example, the bibliography accompanying the 1986 Stimpson report includes no texts by women of color in the feminist theory or history sections and fails to mention important works such as Toni Cade's 1970 book The Black Woman, even in the section on third-world women. Similarly, Clio's Consciousness Raised: New Perspectives on the History of Women, which was edited by Mary Hartman and Lois W. Banner following the Berkshire Conference of Women Historians in 1973 at Douglass College, includes no essays by or about women of color. And finally, the 1972 collection edited by Nancy Cott, Root of Bitterness: Documents of the Social History of American Women, includes only one selection by an African-American woman. Though unintentional, these omissions help to perpetuate widely held assumptions that women of color have not been major contributors to the development of feminist scholarship and that they have been relatively insignificant in the evolution of women's studies and peripheral to this important transformation project within the academy.

Phase 2 of the report chronicles the movement of women's studies into the mainstream of the academy and discusses curriculum integration projects and their goal of transforming undergraduate education in liberal arts colleges.

Phase 3 analyzes challenges to women's studies by women of color in particular and discusses efforts to move women of color from the margins of women's studies to the center. It includes, as well, curriculum integration projects that focus on the incorporation of minority women's studies into the core curriculum.

Phase 4 charts new directions, particularly the "global reaches" of women's studies: the internationalization of women's studies in the American