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.