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Ford Foundation Annual Report 1992







studies funding. Through a grant to Spelman College, Beverly Guy-Sheftall, director of the college's Women's Resource and Research Center, traced the development of women's studies in the United States since the mid-1980s. Her report, "The Status of Women's Studies," pays special attention to recent research on women of color and its incorporation into women's studies courses and undergraduate curricula.

In Latin America and the Caribbean, the Foundation supports research and training in women's studies and African-Brazilian studies. In 1992 the Foundation began supporting gender studies and analysis of gender-related issues in South Africa.

Increasingly, creativity and vitality in the performing arts are flowing from artists and organizations from diverse minority communities. To further that vitality, the Foundation continued to support two nationally recognized arts organizations—the Brooklyn Academy of Music and its New Wave Festival, and Meet the Composer and its composer/choreographer commissioning program. Both are noted not only for their creativity but also for tapping a variety of cultural traditions and forms. In 1992 grants were made to four regional theaters to initiate programs for the creation of dramas and musical theater that emphasize American multicultural themes. The grants went to the American Music Theater Festival, the McCarter Theatre Company, the Vivian Beaumont Theater, and the Washington Drama Society (Arena Stage).

In the developing world, many theater groups dynamically express the contrasts between regional and national perspectives, and between the traditional and the modern. Building on past efforts to strengthen conditions necessary for creativity in the theater, the Foundation currently supports 12 theater laboratories in India, as well as the Bangladesh Shilpakala Academy, the country's leading performing arts school.

Teaching

Education and Culture's third thematic area—improving and diversifying the teaching profession—is reflected in two major programs: Minority Doctoral and Postdoctoral Fellowships and the Minority Teacher Education Initiative.

Studies have found that the absence of minority faculty discourages minority students from enrolling in college or completing undergraduate and graduate degrees. But without an increase in the pool of minority Ph.D.s, minority faculty representation will not increase.

To help meet this need, the Foundation funds a doctoral fellowship program for African Americans, Mexican Americans, Puerto Ricans, Native Americans, and Native Pacific Islanders. Since 1985 the program has awarded 375 three-year doctoral fellowships and 173 dissertation-completion fellowships. The Foundation also funds a postdoctoral fellowship program that gives young minority faculty the opportunity to do the research most institutions require for promotion and tenure. Since 1979 the program has supported 453 postdoctoral fellows.

Relatively small numbers of minorities are entering the teaching profession and large numbers are retiring or leaving before retirement. This shortage is particularly troubling because minority students are now the majority in many school districts. The Minority Teacher Education Initiative, launched in 1989, now includes projects at eight sites and involves 40 colleges and universities in recruiting and preparing teacher candidates. At each site, institutions with high minority enrollments collaborate with other colleges and universities with strong liberal arts and teacher-education programs.