Mills Quarterly, Summer 2016

DeCoudreaux’s adieu

 co m m e n c e m e n t 2016  t e ac h i n g t h e w h o le c h i ld

Mills Quarterly Summer 2016

What’s in a word?

The debate about gender-inclusive language

Maria Muto Waterman ’79

Photo by Dana Davis

Program Coordinator at the Orinda Association Donor to the Mills College Annual Fund

“My dollars have a meaningful impact at Mills, and it was a pleasure to make my gift to the College over the phone with the help of a student caller. Hearing about her experiences reinforced my love of Mills and reminded me of how I benefited from the nurturing environment there.” — Maria Join Maria and other alumnae by contributing to the College every year.

Your gift—no matter the size—strengthens Mills’ national reputation for outstanding programs and faculty, and sends a message about how much you value your Mills education.

Show how much Mills means to you. Make your gift today.

Give to the Mills College Annual Fund by calling 510.430.2366, picking up the phone when a student calls you, visiting alumnae.mills.edu/give, or returning the enclosed envelope.

4

6

14

Mills Quarterly

contents 4

Summer 2016 Taking things to a new level Deep-sea explorer Sylvia Earle urges this year’s graduating class to choose a bright future for themselves—and for the planet. Plus: 2016 Bent Twigs.

6

A president’s farewell by Alecia A. DeCoudreaux President DeCoudreaux looks back on the accomplishments of her five-year tenure.

10 What’s in a word? by Dawn Cunningham ’85 Some people contend that gender-specific terms are exclusionary and hurtful to transgender and genderqueer people. Others insist that, particularly in the context of a women’s college, feminine words have power and history. As our understanding of gender is changing, so too is our language.

14 Where learners are teachers by Linda Schmidt Ninety years after its founding, the Mills College Children’s School utilizes a comprehensive, hands-on approach to help student teachers cultivate academic, social, and emotional intelligence in young learners.

Departments 2

Mills Matters

16 Class Notes 23 In Memoriam

Mills Matters Retiring faculty look back—and to the future As the Mills campus bids farewell to

has served as chair of the English

this year’s graduating students, we also

Department and director of the Creative

say goodbye to six distinguished faculty

Writing Program. “I loved teaching at

members who have chosen to retire at

Mills,” says Nixon. “My favorite memo-

the close of the spring semester.

ries include holding office hours on

Award-winning author Cornelia

Ruth Saxton

sunny days in a white Adirondack chair

Nixon, professor of creative writ-

out on the meadow behind Mills Hall.

ing, joined Mills College in 2000. In

I also loved waiting at the bottom of

of letters, and director of freshman writing.

addition to her teaching duties, she

the ramp for my favorite students as

Since joining the faculty in 1974, Saxton

Cornelia Nixon

Barbara Bowman

they came down with their

has edited three books and written many

diplomas at Commencement.”

articles on her particular interests, Virginia

Nixon plans to devote her

Woolf and Doris Lessing. Although she may

time to working on several

be moving on, Saxton leaves us her daugh-

writing projects, including

ter, Kirsten Saxton ’90, who also teaches in

short stories and a memoir

the English Department.

of her mother’s final days.

Since her arrival in 1998, Associate

Ruth Saxton, MA ’72,

Professor of Biology Barbara Bowman

has filled many roles as a

has been known for making molecular

member of the Mills com-

cell biology interesting and fun. She has

munity, including professor of

contributed to countless books and articles

English literature, dean

on evolution, microbiology, and medical mycology, and students routinely seek her out as an advisor. As a professor at a small college, “your responsibilities to your students, to your colleagues, and to Mills never let up,” says Bowman, who is now going to

Volume CIV Number 4  Summer 2016 President: Alecia A. DeCoudreaux Chief of Staff and Vice President for Communications and External Relations: Renée Jadushlever Editor: Linda Schmidt Design and Art Direction: Nancy Siller Wilson Contributing Writers: Dawn Cunningham ’85, Moya Stone, MFA ’03 Editorial Assistance: Russell Schoch The Mills Quarterly (USPS 349-900) is published quarterly by Mills College, 5000 MacArthur Blvd., Oakland, CA 94613. Periodicals postage paid at Oakland, California, and at additional mailing office(s). Postmaster: Send address changes to the Office of Institutional Advancement, Mills College, 5000 MacArthur Blvd., Oakland, CA 94613.

Copyright © 2016, Mills College Address correspondence to Mills Quarterly, Mills College, 5000 MacArthur Blvd., Oakland, CA 94613. Email: quarterly@mills.edu  Phone: 510.430.3312 Printed on recycled paper containing 10 percent post-consumer waste.

“enjoy time when there actually isn’t something else I really should be doing!”

Professor of Sociology Bruce Williams arrived at Mills in 1997 with a PhD from the University of Chicago. He has served as the director of the Summer Academic Workshop since 1999 and taught such dynamic courses as Sociology of Capitalism and Race and Ethnic Relations in the United States. Williams has devoted much additional time to campus administrative and leadership duties, such as serving on the General Education Committee.

He is working on a new book, “Race, Ethnicity, Gender, Class and Centralized National Devotion in America.”

“It’s been a great ride,” says Anna Richert, professor of education at Mills since 1987. The 1990 Strike,

(Please use outline)

which “symbolized the power of collective effort, and inspired my

2

M i l l s Q u a r t e r ly

Campus kudos A selection of recent achievements by faculty, staff, and students Professor of English Ajuan Mance has

undergraduate panel at the society’s

the Zoetic Animation Festival at ATA,

published Before Harlem, an Anthology

annual conference, held in February

the longest running experimental

of African American Literature from the

in Savannah, Georgia. The panel, titled

film/video gallery in San Francisco.

Long Nineteenth Century (University

“Mind Over Matter: Gendered Bodies

of Tennessee Press). The book collects

and Performative Texts,” explored how

American Studies Carlota Caulfield

over a hundred newspaper articles,

gender is presented in 18th-century

was the featured artist at the inter-

poems, pamphlet articles, and book

literature and how 21st-century readers

national conference “On Nearness,

excerpts from 65 black authors writing

interpret it. Four Mills panelists pre-

Order, and Things: Collecting and

from 1808 to 1910. These works, written

sented their papers at the conference.

Material Culture, 1400–Today,”

in the north for an audience of black

The prize money was used for travel

sponsored by the University of Toronto

readers, reveal a thriving intellectual

expenses to the conference, Saxton said.

last April. The academic gathering

culture. Many of the stories chronicle

Kathryn Reiss, professor of English,

examined the collection, display,

racial violence, education, segregation,

published Murder at Heatherstone Hall

and consumption of objects and

and access to schools. “This writing

(Harcourt, 2006), a new Young Adult

luxury goods, using frameworks

focuses on African American people

mystery, and is under contract to

from anthropology, art history,

who wrote for each other,” said Mance.

complete a new American Girl mystery.

economics, gender studies, moral

“These writers changed how I see

The work of Samara Halperin,

myself and black history.”

Professor of Spanish and Spanish

philosophy, museology, scientific

visiting assistant professor of studio art,

history, and sociology. Caulfield

was included in the Oakland Museum’s

read from her book Fashionable,

’90 received a $1,000 teaching award

exhibition “Fertile Ground,” a retro-

A Poet’s Passion for Style, and

from the Southeastern American

spective of seminal California art move-

discussed the varied collections

Society for Eighteenth-Century Studies

ments of the 20th century. Several of

of modern dancer Tortola Valencia,

for her work in organizing the best

Halperin’s films and videos screened at

who lived from 1882 to 1955.

Professor of English Kirsten Saxton

“I cherish the memories of all the wonderful, amazing, engaging, eager, curious, sometimes confrontational, often challenging students.”

–Ann Metcalf

Bruce Williams

Anna Richert

Ann Metcalf

28 years of teaching teachers,” was a

“travel, reading, writing, and time to

and member-at-large of the Faculty

defining event in her career. Richert

simply be. I see this moment as the

Executive Committee. Future plans

will continue to be involved with the

beginning of a grand new adventure.”

include a new foray into fiction writing.

Professor of Anthropology Ann

Metcalf says, “I cherish the memories of

School of Education as director of the Mills Teacher Scholars program, a

Metcalf received her PhD from

all the wonderful, amazing, engaging,

professional development program for

Stanford and came to Mills in 1984.

eager, curious, sometimes confronta-

Oakland and East Bay teachers, and

Besides teaching courses in anthro-

tional, often challenging students.”

looks forward to the opportunity for

pology, Metcalf served as co-chair

—Moya Stone, MFA ’03 SUMMER 2016

3

Commencement 2016: Taking things to a new level

he rite of Commencement

T

“Today marks a time of transition... as

The theme was further reinforced in

represents one of life’s major mile-

graduates will rise to the personal and

the words of Sylvia Earle, a marine biolo-

stones: a time of change from

professional challenges that await them,”

gist, explorer, and environmentalist who

student to alumna, a time to remember

outgoing President Alecia DeCoudreaux

was awarded an honorary doctorate

the path taken, and a time to choose

said in her welcome to the crowd—the

from Mills. “This moment is a tipping

a future. The moment of change is

final address of her tenure.

point in your life,” she said, adding that

filled with opportunity, and knowledge expands the realm of what is possible.

Undergraduate speaker Diana Nguyen; Keynote speaker Sylvia Earle receives her honorary degree; The presentation of the class gift: this year’s graduating seniors collected $6,700.04 to provide a student scholarship in the next academic year.

4

M i l l s Q u a r t e r ly

Diana Nguyen, one of two speakers

the planet itself is also at a tipping point,

from the undergraduate class, noted how

as pollution, overpopulation, and cli-

students’ values build an inclu-

mate change threaten the very systems

sive campus culture that then

that support life.

enables greater change: “Our

“No other creature has the capacity to

love for justice is rooted in our

do what humans have done, which has

love for people. We care that

resulted in our success as a species: we

every voice is heard, every per-

gather knowledge, and pass it along,” she

son acknowledged, and every

said. “It’s happened to you, right here,

story has a space to grow,” she

in the last four years. What you knew

said. “The voices on this cam-

when you arrived, what you know now—

pus are powerful; they create

you’ve gathered knowledge and you

change; you create change.”

will pass it along in your lifetime ahead.

What does that mean for humans? We can decide what is the future we want.

Let’s commit to changing our ways in favor of the planet.

“The lively spirit of this class of 2016 is a voice of the time. This is a time when the human spirit, acting on knowledge, can take things to a new level of prosperity, of dignity, of respect for one another and for the rest of life on earth.” photos by steve babuljak

bent twigs ‘Tis education forms the common mind: Just as the twig is bent, the tree’s inclined.

1

2

4

5

—Alexander Pope, 1734

3

6

7

10 8

9

12

11

14

13

p h o t o s b y d a n a d av i s

A Bent Twig is a Mills student or alumna whose family tree includes another Mills alumna.

1 Suzanne Doran, MPP, with her cousin, Susan Forsyth ’89 2 Pre-nursing graduate Hope Edney and her grandmother, Sandra Marshall Francis, MA ’94 3 Skylar Crownover and their cousin, Mary Czaja ’93 4 Hailey Sounart and her cousin, Jan Crebbs ’66

5 Leila Weefur, MFA, with her mother, Alene Deyein ’88

10 Catherine Cousins with her mother, Stefanie Morgan ’91, and her daughter

6 Kelly Dwyer, MA, with her mother, Wendy Barrett Dwyer ’84, and daughter, Amy Joy

11 Katherine Schluntz with her mother, Rachel Tevlin ’09, MA ’15, and her aunt, Melissa McDonough ’09, MPP ’10

7 Emily Steiner, MA, with her mother, Debra Schwartzman ’76 8 Annalise Ayala and her sister, Nichole Keller ’03 9 Kelly Ortiz with her sisters Whendolyn Ortiz ’01 (left) and Jennifer Ortiz ’02, MA ’04 (right)

12 Charlotte Aagaard Tillery and her mother, Kjersti Aagaard ’91 13 Demeshia Jones with her aunt, Naomi Eason ’92 14 Chloe Morfett and her mother, Tracey Morfett ’84

SUMMER 2016

5

A president’s farewell

By Alecia A. DeCoudreaux As I prepare to leave Mills af ter five years as president of the College, I am as deeply moved by the warmth of this community as I was when I first arrived. With each farewell, I experience anew the strong sense of connectedness between Mills people that has impressed me from the start. Although I will be moving to Cape Cod to build a home and spend more time with my mother and my husband, I consider myself part of the extended Mills family. Like many of you, I am excited by the appointment of President-elect Elizabeth Hillman and look forward to being of service to her in any way I can. I feel a particular passion for the campaign to renovate Lisser Hall and eagerly await the day I can attend a performance in the new theater.

I am proud of all that we have accomplished together, though it has not always been easy. Guided by our strategic plan, we have revised curricula, financial practices, and organizational structures in order to make Mills strong for the long term. At the same time, we have remained focused on the needs of today’s students and committed to academic excellence, social justice, and empowering women. Looking back on my tenure, I want to applaud the Mills community for achievements that will have enduring benefits for our students and the College.

We created more powerful ways to share the Mills story with prospective students.

One thing that first attracted me to Mills was the way that this environment enabled students to bloom. But when I arrived, it struck me that different people articulated the value of Mills in so many different ways. Since then, we conducted research that put into focus the characteristics of the College that students most value. While we have always known we were not a party school, we now better understand and can more clearly communicate the fact that students come here because of the rigorous quality of our academic programs. Our students are serious about studying, about empowering each other, about being changemakers. They are creative, independent thinkers who are motivated to go out in the world and make a statement. We now have a College-wide strategy for telling this story, which we’ve used in creating recruitment materials to attract the students most likely to appreciate and benefit from the Mills experience.

6

M i l l s Q u a r t e r ly

We broadened access to Mills for students of all backgrounds.

Some talented students who could greatly benefit from attending Mills also face significant barriers to entering college: these include students of color, those from low-income families, and those who are the first in their families to attend college.

Today, Mills is opening its doors to these students through a combination of academic programs, policy changes, and community partnerships. We’ve expanded our Summer Academic Workshop, which provides rigorous academic preparation and a support community to entering first-generation students and students of color.

We’ve created a new program to support first-generation students throughout their time at Mills. We’ve made standardized tests like the SAT and ACT optional for applicants, since studies have shown that these tests are not good predictors of academic success and pose additional barriers to entering college. And through our participation in the Oakland Promise College Pathway Partnership, we are working with other institutions to enroll local students, with the goal of tripling the number of college graduates from Oakland in the next 10 years.

We redefined women’s education with a historic policy to admit transgender students.

We are better known in the world today because of our decision in 2014 to adopt an admission policy that welcomed transgender students who identify as women.

Previously, Mills had been admitting transgender students on a case-by-case basis.

The new policy clarified and publicized our position on this controversial issue—a position that is consistent with who we are and what we stand for. We brought issues of gender justice to the forefront, not only within the Mills community but also in the broader community of women’s colleges and higher education. We led the way for seven other women’s colleges to adopt transgender admission policies. Mills already had a long list of firsts; this became another one, and it brought us quite a bit of positive attention.

We revised and globalized the core undergraduate curriculum.

We want to educate all our students—no matter what path brought them to Mills—to be engaged global citizens. Today we have a new undergraduate core curriculum that is designed to accomplish this goal, thanks to the faculty on our Curricular Transformation Task Force. Their diligent work and vision for the future of the liberal arts helped us achieve a key imperative of our strategic plan: to develop a curriculum with a purpose in a changing world. The new curriculum, which will take effect with this fall’s entering class, requires students to study a language other than English and to either participate in study abroad or take courses that provide international perspectives. Because of the role of technology in globalization, the curriculum also includes courses in information literacy and technology. Other requirements ensure that Mills will continue to provide a well-rounded liberal arts education.

We strengthened our performing arts programs.

As we examined our curriculum, we also assessed the strengths and weaknesses of our majors and minors. We made improvements in many areas, but, given the College’s rich history in the fine arts, I am particularly proud of our work to create a theater studies major and strengthen our dance major.

In my first year as president, whenever I attended an alumnae gathering, someone would invariably tell me about the importance of bringing back a drama program. We were able to do so in 2014 by entering an innovative partnership with San Francisco’s American Conservatory Theater.

SUMMER 2016

7

What is the most significant legacy of Alecia DeCoudreaux’s presidency?

Seven leaders in the Mills community share their perspectives.

I deeply appreciate President DeCoudreaux’s focus on a long-term vision even as she addressed important present-day challenges.

She planted the seeds to realize some big dreams for Mills, inspiring investments in a vibrant campus community. As a result of her leadership, Lisser Hall will become a modern gathering place in the heart of campus. She carried the students’ dream of an urban farm to reality. And a corner of venerable Carnegie Hall is now an innovation space.

– Kathleen Burke, chair, Mills College Board of Trustees Alecia DeCoudreaux has been embraced by alumnae and has embraced us in return. She attended every one of our AAMC Board of Governors meetings. Because of her work, we feel more engaged with the College and feel that we’re a priority for the College. This has led to the signing of our historic AAMC-College compact. It’s also important to us that she instituted best practices in budgeting so that the College can survive into the future.

– Lucy Do ’75, president, Alumnae Association of Mills College

President DeCoudreaux has inspired alumnae to feel not only included, but valued. The academic standards are high, and the curriculum is rigorous. Our campus is more diverse than ever before, and the average student is awarded a larger financial aid package than in past years. President DeCoudreaux helped us to understand that we must give in order for Mills to have the diversity we are so proud of. She has laid the groundwork for all alumnae, including women of color, to make major contributions to Mills College.

– Linda Stingily ’78. She and her sisters—Jacquelyn Stingily Major ’78, Paula Yvette Stingily-Williams ’85, Gloria Helen Stingily ’90, and Adilisha Stingily Hodari ’91, Cheri Stingily—and brother, Richard Stingily, contributed generously to the Alumnae of Color Endowed Scholarship in Honor of President Alecia DeCoudreaux, in memory of their parents, Clyde and Hattye (Parker) Stingily, and eldest sister, Deborah Stingily I am particularly grateful for Alecia’s work to develop the strategic plan and to engage the entire campus community in moving it forward.

– Melissa Stevenson Diaz ’91, alumna trustee

Last fall, due to financial considerations, we raised the possibility of closing the under-graduate dance major. In response, our dance faculty worked hard to re-imagine the major and make it more relevant to today’s students, with the goal of increasing enrollment in the program. They listened to students of color to learn how to make the program more engaging for them. They coordinated with faculty in other departments to make it simpler for students to double-major in dance. The faculty saved the dance major and, at the same time, they cut costs.

We laid the groundwork for a campus farm.

Although Mills maintained a working farm early in its history, the idea for our new organic farm was inspired by a gift from the Class of 2010. Since then, we’ve set aside a 2.5-acre site near the front gate and developed plans for the farm. We hired a farm manager with the help of a generous gift from Kathleen Burke, chair of our board of trustees, and her husband, Ralph Davis. Students have already started cultivating a portion of the site, and this spring a biology course, Plant Ecology and the Urban Farm, held labs at the farm. In the future, we can look forward to harvesting healthy food from the farm for the campus and the broader community.

We have no more secrets about the College’s financial challenges.

I don’t feel the same sense of joy about this accomplishment as I do about the others.

At the start of my presidency, I was shocked to learn that the College hadn’t analyzed the costs of its programs. So we opened up all of the closets and all of the drawers to investigate our financial affairs. We shared what we learned, and now the whole community understands our circumstances. We implemented best financial practices, gradually reducing the payout from the endowment from 7 percent to 5.25 percent. It’s been painful, but essential for the long-term viability of Mills. We are not out of the woods yet, but with new information and financial discipline, College leaders are better equipped to make informed decisions, put in place a sustainable financial model, and educate generations of students to come.

8

M i l l s Q u a r t e r ly

Under President DeCoudreaux’s leadership, we positioned Mills as the first women’s college to make the right choice to embrace students of diverse genders. We thoughtfully designed an admission policy that is just and fair for who we are.

– Ajuan Mance, professor of English President DeCoudreaux’s commitment to providing opportunities for women, of all backgrounds, to advance their education, to find advocates and mentors, and to share their voices was exemplified in her unrelenting effort to ensure that Mills was a participant in the Women in Public Service Project. In collaboration with other women’s colleges and the US State Department, her commitment to this effort enabled Mills to bring 25 women from 22 countries to campus to help expand their leadership skills and advance them in public service in their home countries, and was a wonderful cultural and educational experience for the Mills community.

– Renée Jadushlever, chief of staff and vice president for communications and external relations Alecia DeCoudreaux’s presidency represented a period of dynamism in the Mills community. Her legacy goes beyond being the first black female president of Mills College, beyond her tireless work to address the financial stress Mills has faced, beyond building bridges between groups on campus. President DeCoudreaux succeeded in pulling together the entire Mills community to address the College’s weaknesses as well as its strengths. Because of her work, Mills can confidently move forward to achieve its goals.

– Dorothy Lawrence ’11, AAMC Board of Governors

We made plans to diversify our revenue stream.

Mills will always be tuition dependent, but we have taken steps to make it less so. After careful study of our options, we recently signed a lease with a developer who will build a mixed-use development on 3.5 acres of the campus, in the current location of the corporation yard. Plans are for the development to include a grocery, pharmacy, other retailers, and housing. Mills will benefit in several ways: not only will the College receive a steady stream of revenue without needing to invest capital in the project, but our students stand to benefit from having jobs and internships as well as shopping close by. It’s also a way for us to help our neighborhood.

In addition, we just renewed a partnership to provide housing to UC Berkeley students in a wing of Mary Morse Hall, starting in the fall. Some alumnae will remember that Berkeley students lived in Mary Morse in the past— this time our housing will be open to self-identified women only.

We set the stage for closer collaboration between the College and the Alumnae Association.

When I first came to Mills, I heard so much about the strained relationship between the College and some alumnae, who were disappointed with the diminished role of the Alumnae Association of Mills College (AAMC).

Nevertheless, our graduates continued to support the College in crucial ways, such as organizing events, networking with students, and making generous gifts.

Today I see a renewed spirit among alumnae—a spirit of connection with the College and commitment to our students. I see this spirit in the AAMC-College relationship. In May we signed a compact, written by alumnae in consultation with College representatives, that sets forth key principles for our relationship and envisions an expanded role for alumnae in advancing the College’s mission. I also see this spirit at alumnae events. Alumnae are asking, “How do we work with the College so we can help today’s students and future generations of students?”

Some alumnae are answering that question by taking the initiative to raise funds for Mills. For example, the Alumnae of Color Committee raised more than $75,000 from nearly 150 donors for an endowed scholarship. I am grateful for this support of our students—and humbled that the committee established the scholarship in my honor.

I am thankful to everyone in the Mills community—our alumnae, donors, students, faculty, staff, and community partners—for their commitment to the College and each other throughout these past five years. Together, we have built the foundation for a more visible, open, inclusive, just, creative, intelligent, sustainable Mills. ◆

SUMMER 2016

9

What’s in a word?

The debate about gender-inclusive language

By Dawn Cunningham ’85 Cisgender.

Mx. They (as a singular).

Expect to hear and read these terms a lot more in the future,

50 nouns and adjectives to describe themselves. Besides cis-

even if they aren’t part of your everyday speech now. In the

gender and transgender, the options include genderqueer (when

past year, each has won definitive recognition as a part of mod-

your gender identity cannot be categorized as solely male or

ern English.

female), trans man (a self-identified man who was assigned

Mx, a gender-neutral honorific, and cisgender, which denotes “a person whose sense of personal identity and gender corre-

to the female sex at birth), and trans woman (a self-identified woman who was assigned to the male sex at birth).

sponds with their birth sex,” were both inducted into Merriam-

Pronouns, too, have multiplied. Not only is the singular they

Webster and Oxford Dictionaries. The gender-neutral, singular

gaining widespread acceptance, but several invented gender-

pronoun they—used in place of she or he—was voted the 2015

neutral, third-person pronouns have been embraced by gen-

Word of the Year by the American Dialect Society and adopted

derqueer people—most notably on college campuses.

by the editors of the Washington Post.

These words are just a few examples of ways English speaker

She pinches

are expanding their vocabulary and adjusting their grammar

Over the decades, college students have been a bellwether

to reflect changes in their understanding of gender. There’s a

of shifting attitudes across the country on such issues as

growing awareness that one’s birth sex (the physical features

civil rights, women’s liberation, the Vietnam War, and apart-

by which we are classified as girls or boys) need not determine

heid—and now, it appears, transgender equality and inclusion.

one’s gender identity (one’s internal sense of being a woman,

College students are advocating for policies that create a more

man, both, or neither). High-visibility transgender celebrities

welcoming educational experience for transgender and gender-

(including Chaz Bono and Caitlyn Jenner) and cultural phe-

queer people.

nomena (like the success of Amazon’s Transparent series) have

Some of these students identify themselves as transgender

provided many people with a window into what it means to be

or genderqueer—but many do not. A 2015 survey by the Higher

transgender: to have a personal identity and gender that do not

Education Research Institute found that just 0.3 percent of

correspond with your birth sex.

first-year college students identify as transgender and 0.5 per-

Even laws that discriminate against transgender people have helped raise awareness. In May, while announcing a law-

cent identify as queer. The great majority identify as female or male—the standard cisgender categories.

suit against North Carolina for enacting legislation to restrict

Yet even cisgender students today have an understanding

transgender people’s access to bathrooms, Attorney General

of gender that is less binary than it used to be. “When stu-

Loretta Lynch said to the transgender community, “We see you;

dents who are 17 or 18 years old arrive on campus, many have

we stand with you…. Please know that history is on your side. This country was founded on a promise of equal rights for all….”

The increasing visibility of transgender people has been matched by a growing lexicon for gender identity. In 2014, for example, Facebook added a custom gender field to its profile settings, allowing users to choose from more than 10

M i l l s Q u a r t e r ly

“You can be the most empowering when you use your language to showcase the diversity of gender.”

—Erin Armstrong ’16

already encountered gender nonconforming people in their high schools. Even students who haven’t personally met trans people know that they exist,” observes Ajuan Mance, professor of English at Mills College. “It’s a very different world than it was just five years ago.”

There’s been strong student support for the Mills policy, adopted in 2014, to admit transgender students who identify as women—in fact, the effort to develop that policy was instigated by student advocates. Students helped push seven other women’s colleges to follow Mills’ lead and enact similar admission policies. At coed colleges, students have backed gender-inclusive policies such as making bathrooms genderneutral,

providing

gender-appropriate

access

to

housing,

and use of gender-inclusive language. Harvard is one of several universities that has adopted registration procedures allowing

“There are reasons to have solidarity as women and to have women’s spaces. Maybe language doesn’t always have to be completely inclusive.”

—Jessica Glennon-Zukoff ’13

students to designate their preferred gender pronouns, including the recently coined alternate ze and the singular they.

Mills to provide options: she made it a standard practice to ask

“At Mills we’re asking ourselves, ‘What does it mean to be an

students to introduce themselves with their preferred names

institution committed to gender equity and gender justice?’”

and gender pronouns. “The surprise for me was that cisgen-

says Chicora Martin, vice president of student life and dean of

der students also enjoyed thinking about what those pronouns

students. “We have some areas where we can still improve. One

meant to them,” she says.

of these is our use of language.”

One of these cisgender students, Jessica Glennon-Zukoff ’13,

Erin Armstrong ’16, a trans woman who cofounded the

recalls: “We were all sharing our pronouns as a normalizing

Gender Splendor Club on campus, explains: “A lot of the stu-

act. I can’t look at someone and know what their name is; in

dents in our club identify as gender nonconforming. They go

the same way, I shouldn’t assume I know what pronouns they

into a classroom and they’re called she and her, which aren’t

use.” Glennon-Zukoff says, “It’s not just a liberal arts, women’s

their preferred pronouns. Or they are called the name they

college thing. I’ve seen people stating their pronouns in pro-

were given at birth, which isn’t their chosen name. It’s not

gresssive professional settings as well.”

conducive to a positive educational environment and can even make you less willing to go to class.”

Among the alternatives to she/her/his are pronoun sets like ze/hir/hirs or xe/xem/xyr. Dozens of other gender-neutral pro-

Armstrong adds, “I find female pronouns to be incredibly

nouns have been created, but the set most commonly used is

empowering. That’s partly because for so long I had to fight

they/them/their, as in, “They are a graduate of Mills. This Pearl

to be recognized with female pronouns. But we don’t need to

M is a gift for them.” This isn’t a grammar mistake: it’s a con-

create a situation where we only ever use one set of pronouns.

scious choice, and it builds on historical precedent.

You can be the most empowering when you use your language to showcase the diversity of gender.”

The problem with pronouns

“She pinches a little and he slips off me too easily.” Martin

The current decade is not the first time that English has

recites this line, from “Imagine a Pair of Boots” by poet Ivan

evolved in response to changing ideas about gender. “When

Coyote, to convey the feeling of living in a society where the

I grew up, male pronouns like he were routinely used as the

pronouns don’t fit you. Martin says, “It’s about how we try

generic pronoun and man was used to refer to humanity,”

to push people into these categories which keep them from

recalls Anita Aragon Kreplin ’63. One of the great successes of

becoming everything they could be. It gets you to think, what

the feminist movement in the 1960s and 1970s was to make

would it be like to provide other options?”

such communicative practices generally unacceptable or, at

A few years ago, Mance became one of the first professors at

best, anachronisms.

SUMMER 2016

11

You don’t hear doctress any more in American English, only doctor. Stewardess has been outmoded by flight attendant.

Words ending in –man (like chairman) have largely been replaced by gender-neutral equivalents (like chairperson).

17th century, you had completely replaced thou as English’s singular second-person pronoun.

They seems to be evolving in a similar way, from use mainly as a plural pronoun to both singular and plural usage—free

A particularly powerful example of feminism’s impact on

from gender bias. In fact, writers have been using they as a

our vocabulary is the honorific Ms. In 1901, when the standard

singular pronoun in certain contexts for centuries. Here’s an

honorifics for women, Mrs or Miss, described a woman’s mari-

example from Jane Austen’s Pride and Prejudice: “…nobody

tal status, Ms was proposed as a polite solution for addressing

thinks of that when they fall in love.”

women when their marital status was unknown. Handbooks

Although this phrase sounds right to most English speakers,

on business correspondence gradually picked up on this solu-

it’s incorrect by the grammatical standards that have domi-

tion. In the 1960s, feminists who did not want their identity

nated since the 18th century. Because nobody is singular, “they

pegged to their marital status began advocating for Ms as an

fall” in this sentence should be “he falls” or “she falls”—unless

alternative to Mrs and Miss for all women. In a New York maga-

you accept that they functions as a singular pronoun.

zine column in 1970, Gloria Steinem wrote, “I’m all in favor of

The rule that they should be used exclusively as a plural pro-

the new form and will put it on all letters and documents.” The

noun became codified only in 1745, when Anne Fisher, a British

next year, she launched her groundbreaking feminist maga-

schoolmistress, published a best-selling guide titled A New

zine with the title Ms. Although considered a radical neologism

Grammar. Fisher’s book also promoted he as the correct singular, gender-neutral, third-person pronoun— despite the ambiguities resulting from

“We recognized that women are not the only marginalized gender in society, and [the Black Students’ Collective] wanted our name to reflect that.”

—Rachel Patterson ’16

this usage. In the 19th century, several high-profile legal cases in the United States raised questions about whether he in the Constitution and other laws referred specifically to men or to all people. Susan B. Anthony, after being arrested in 1872 for registering to vote, argued that if masculine pro-

at the time, Ms caught on and, in the following decade, became

nouns meant only men had the right to vote, then they should

a standard honorific in American English.

mean that tax and criminal law only applied to men as well.

The newest honorific, Mx (pronounced “mix”), is even more inclusive, used “by those who wish to avoid specifying their gender or by those who prefer not to identify themselves as male or female,” according to Oxford Dictionaries.

She failed to persuade the courts, but helped inspire the quest for a gender-neutral singular pronoun.

In the last two centuries, writers have floated dozens of ideas for gender-neutral alternatives to he. None of these invented

Pronouns, too, can change over time—though the process

singular pronouns became widely accepted, although in some

tends to take centuries rather than decades. Linguists consider

circles with a strong feminist culture—including Mills—she has

pronouns a “closed class” of words because they don’t read-

been used as a generic pronoun in place of he. The New York

ily accept new members. Pronouns reflect deep linguistic and

Times standards editor says, “My guess—just a guess—is that

social structures: they are governed by complex semantic, syn-

they is far more likely to become the default pronoun in these

tactic, and morphological rules, and, in many languages, they

cases, rather than xe or other neologisms.”

indicate social status and relationships between speakers.

Yet singular they faces resistance not only from gram-

Take the example of you, which once upon a time was exclu-

marians, but from some people concerned about gender inclu-

sively used as a plural pronoun meaning, essentially, “you all.”

sion. Rachel Patterson ’16, president of the Associated Students

By the 15th century, you had acquired a second purpose—it

of Mills College, says: “We’ve had conversations about how

served as a singular pronoun in certain formal situations, as

using they for everyone is problematic. It allows the speaker

when upper-class individuals addressed each other or when

to feel comfortable about being inclusive without bothering to

people of lower social status talked up to people of higher

learn the pronouns that people actually prefer.”

status. Thou was used by commoners speaking with each

Several people interviewed for this story made the point

other informally in the way we use you now. According to the

that if you can learn a person’s name, you can learn their pro-

Shakespeare Resource Center, “Thou implied intimacy; you

nouns—even if their pronouns are recently invented ones like

implied a polite reserve” (for linguistics nerds, this an example

ze and xe. Yet for many of us, remembering individual pronoun

of the classic T-V distinction, as in the French tu/vous pair or

preferences is much harder than learning a name. Pronouns

the Spanish tú/usted pair).

are among the most difficult parts of speech to get right when

By Shakespeare’s time, you had begun to encroach on thou—

learning a new language. Even monolingual English speakers

Shakespeare himself did not follow the rules. And by the late

frequently use subject pronouns (like she) when they should

12

M i l l s Q u a r t e r ly

change its name to Black Students’ Collective. “The idea for changing the name emerged from a conversation about how

“Calling ourselves alumnae has been an emblem of our unique experience at a women’s college— and that’s an experience shared by Mills graduates no matter what their gender.”

to make the club an inclusive space for all people who would want to join, says Patterson, who is also a member of the collective. “We recognized that women are not the only marginalized gender in society, and we wanted our name to reflect that.”

Among alumnae, however—even those who strongly support gender nonconforming students at Mills—language about feminine identity remains highly valued. “I want Mills to be a women’s college that is welcoming and inclusive,” says Glennon-Zukoff. “And I also believe it’s still okay to embrace

—Anita Aragon Kreplin ’63

language that acknowledges womanhood and a sense of sisterhood. There are reasons to have solidarity as women and to have women’s spaces. Maybe language doesn’t always have to

use object pronouns (like her) and vice versa. All this gives they

be completely inclusive.”

a strong advantage over invented pronouns, since it already

Although it is open to graduates of all genders, the Alumnae

belongs to English’s “closed class” of pronouns and is wired into

Association of Mills College (AAMC) is committed to retaining

our speech patterns.

the feminine plural form alumnae, rather than the masculine

Lucy Do ’75, president of the Alumnae Association of Mills

plural alumni, which at most coed colleges is the term used

College, confessed, “I try to use inclusive language, but it’s dif-

when referring to all graduates. As a Latin word, there is no

ficult for me to remember different pronouns and who uses

gender-neutral form, and many graduates dislike shortening

which ones. I make mistakes, though I’m not trying to be hurt-

the word to alums. AAMC bylaws specifically call for use of

ful. I don’t mind being corrected, and I want to get better at it.”

feminine plural nouns and female pronouns: Gender and Pronouns. The term alumnae and alumna

The feminine plural Besides pronouns, other words under debate at women’s colleges include feminine plural nouns, like women and alumnae.

Is it possible to continue to use these words to characterize people in the college community if the goal is to be more inclu-

herein shall refer to both the feminine and masculine without distinction and any reference to the female pronoun shall also mean comparable male pronouns.

This passage was added to the bylaws in 2008, when Anita Aragon Kreplin was president of the association. “The bylaws

sive of people who don’t identify as women?

A few years ago, students at Mills started dropping women

had used alumnae and feminine pronouns exclusively since

from the SPAM chant made popular during the Strike of 1990:

they were first written in 1920,” she says. “We added the lan-

“Strong Women! Proud Women! All Women! Mills Women!”

guage on gender and pronouns because we wanted to make

has become “Strong! Proud! All! Mills!”

it clear that the bylaws applied to all graduates, even though

Last fall, the Black Women’s Collective at Mills voted to

we retained the feminine pronouns. Calling ourselves alumnae has been an emblem of our

“I try to use inclusive language, but it’s difficult for me to remember different pronouns.... I make mistakes, though I’m not trying to be hurtful. I don’t mind being corrected, and I want to get better at it.”

—Lucy Do ’75

unique experience at a women’s college—and that’s an experience shared by Mills graduates no matter what their gender.”

“There’s been no discussion among the Board of Governors about changing the name of the Alumnae Association or the use of alumnae in our bylaws,” says

Do. “Alumnae tell me that they are proud that Mills is a women’s college, and many have a negative reaction to the idea of making our language for alumnae gender-neutral.”

Allison Marin ’12, a former College staff member who worked closely with the AAMC, says, “Mills offers an opportunity for women to be prioritized. It’s special. Using the term alumnae is a unique opportunity to center women and celebrate women— and to celebrate Mills.” ◆

SUMMER 2016

13

1932

1941

Where learners are teachers

By Linda Schmidt When Mills College opened its

school teaching, college-level teaching,

Children’s School in 1926, it became

school administration, research, early

The Children’s School model also

the first campus-based demonstration

childhood special education, and child

incorporates a focus on social justice,

“nursery school” on the West Coast. Its

life in healthcare settings.

even for very young children. The tree

trees for a local reforestation project.

student teachers, guided by highly edu-

And as they did nearly a century ago,

studiers, for example, learned about

cated faculty, were grounded in the lat-

Children’s School student teachers work

Wangari Maathai, a Kenyan woman who

est scientific theories of child behavior

in the classroom with master teach-

earned a Nobel Peace Prize for her work

and development.

ers, gaining hands-on experience with

in

As the school marks its 90th anniver-

children in varying stages of develop-

human rights. “The questions the chil-

sary, it now serves children up through

ment. “They’re not just learning from

dren asked were very inquisitive, very

fifth grade. But it continues to combine

books,” says Debbie Brown, head of the

complex—and this is just in first grade!”

theory and practice for those who are

Children’s School. “They’re getting men-

says Brown. “When a child is taking

preparing for a variety of careers, includ-

torship about how to set up the environ-

that inquiry stance and wants to learn,

ing early childhood and elementary

ment and the curriculum, and to think

they’re like a sponge. They can under-

about how children learn through play.”

stand big ideas if we present them at an

Developing a curriculum that emerges

2011 14

M i l l s Q u a r t e r ly

environmental

conservation

and

appropriate level.”

from children’s interests and creates a

Brown stresses that academic basics

deep, meaningful learning experience

are essential, but the Children’s School

for young students is at the heart of the

cultivates all aspects of the child’s

Children’s School approach. “Our chil-

growth, including their social and emo-

dren in K-1 recently did a unit on trees,”

tional development. “We think about

Brown says by way of example. “They

how we can help them learn to build

walked around campus to see what kinds

empathy and relationships; how chil-

of trees are here. They learned why trees

dren who might not speak up so much

are important and valuable, what they

can learn to build their voice and be

provide for humans and for the animals

assertive and how children who love to

who live or feed in them, and about the

speak up can learn to listen.” Such skills

impact of cutting trees down.” This series

and strategies give children the sense

of activities integrated reading and writ-

of self that will allow them to succeed

ing with science, social studies, and even

as they move on to middle school and

service learning as the children planted

higher grades.

1976

2015

This approach also helps student

resenting a variety of cultural and socio-

Brown, who has been a teacher

teachers understand the limitations of

economic backgrounds, are engaged as

and principal at public schools in San

a prescribed curriculum and recognize

partners in their children’s formal educa-

Leandro and Napa, understands that it

how different methodologies succeed for

tion. “We value parents as their child’s first

can be challenging to transfer the lessons

different children. “It’s a matter of paying

teacher,” says Brown. “And we intention-

of this environment to real-world situa-

attention to the whole child,” says Brown.

ally work to build community.” Parents

tions. Adhering to standards imposed by

“Some parents, when they’re on a tour,

gather for a coffee circle each Friday,

the state and federal governments, a lack

ask, ‘What type of child are you trying

spend time in classrooms, and often stay

of funding, and sometimes inconsis-

to create?’ But it isn’t one type of child—

to chat and relax following afternoon pick-

tent leadership can make it difficult for

what we’re trying to foster is each child

up—a lesson in connectedness that serves

schools to adequately meet the needs of

learning to be their own unique self.”

teachers well in cultivating relationships

the children in their classrooms. “When

that will help their future success.

I was an administrator in the public

Families from around the Bay Area, rep-

schools, teachers just wanted me to go buy a scripted curriculum that was supposed to be ‘good for kids.’ That makes life easier. Here at Mills we create strong, critically thinking teachers who understand the complexities. Even if they are in a district that provides a curriculum, they’ll know how to breathe life into it.”

“All

schools

are

places

of teaching and learning,” Brown adds. “But what differentiates us, as a lab school, is that the children are teaching us as much as they are learning themselves.”

◆

1988 SUMMER 2016

15

Class Notes do not appear in the online edition of Mills Quarterly.

Alumnae are invited to share their news with classmates in the Mills College alumnae community.

To submit notes for publication in the next available Quarterly, send your update to classnotes@mills. edu.

Class Notes do not appear in the online edition of the Mills Quarterly.

Alumnae are invited to share their news with classmates in the Mills College Alumnae Community, alumnae.mills.edu. To submit notes for publication in the next available Quarterly, send your update to classnotes@mills.edu.

Gifts in Memory of Received December 1, 2015–February 29, 2016 Nancy Van Norman Baer ’66 by her husband, Alan Baer Elizabeth “Betty” Lane Baker ’38, MA ’41, by Dianne Campbell, Ruth Ann Watkins

Mary Ann Childers Kinkead ’63 by Rebecca Fuller, MA ’54, Jo Ann Schneider, MFA ’87 Eleanor Lauer, MA ’40, by Rebecca Fuller, MA ’54 Sarah “Redi” Elliott Leake ’48 by Michael Lovgren Langner ’48

Marilyn Frye Bettendorf by her daughter, Marilyn Barrett ’75

Betsy Bamberger Lesser ’44 by Fay Pfaelzer Abrams ’63, P ’92

Jacklyn Davidson Burchill ’44 by Doranne Jung ’70

Douglas Mapes by his sister, Rosalie Cuneo Amer ’62, P ’98

Marian Van Tuyl Campbell by Rebecca Fuller, MA ’54

Boitumelo “Tumi” McCallum ’08 by Dennis Coll, Elizabeth Ngonzi

Charles Chadwick, husband of Kathryn Mallett Chadwick ’60,

by Rebecca Loehr ’60

Diane McEntyre by Tamitha Carpenter ’89

Ho-Chung Chang by his daughter, Rosita Chang ’76, Henry Strouss Katie Dudley Chase ’61 by Julia Baumann, Cynthia Bird ’61, Maria Salaices Dinella ’81, Mills College Club of New York, Cris Russell ’71 Emma Earlywine Conlee by her daughter, Carol Conlee Caughey ’66, P ’95 Marnelle Filippini Cripe ’43 by her daughter, Kirsti Cripe Rauser ’74 Doris Dennison by Rebecca Fuller, MA ’54 Sybil Johnson Dray ’41, P ’72, by her sister, Sarah Johnson Stewart ’56 Leone La Duke Evans, MA ’45, by Bette Chinn Dare ’62, Joyce Grantham ’61, Mary Schratter Hale ’82, Frances Hitchcock, Judy Greenwood Jones ’60, P ’92, Patricia Taylor Lee ’57, Robina Royer ’80

Ed McKeown by his wife, Patsy Pettibone McKeown ’47 Ann McNabb ’62 by Susan Wheeler McLaren ’62, P ’87 Elizabeth Bryant Miles ’34 by Claire Brown, Mills College Club of New York, Melinda Raso Kirstein Sonya “Sunny” Lever Murray ’61 by Sharon Callahan Vanderslice ’61, P ’13 Robbyn Panitch ’79 by Betsey Shack Goodwin ’76 Penelope Peterson ’67 by Dianne Sanders Howlett ’67 Eloise Rathbone Reinhardt ’24 by Richard Reinhardt Eleanor Marshall Schaefer ’29 by Nicole Bartow Leda Soffran Silver ’68 by Gretchen FitzGerald Chesley ’68

M

Joy Waltke Fisher ’55 by Diane Smith Janusch ’55

Ellen Spector Silverglat ’64 by her husband, Michael Silverglat

Barbara Coleman Frey ’68 by Laurel Burden ’68

Danza Squire ’85 by Carol Deutsch Galler ‘84

Patricia Ducommun Frey ’56 by Ruth Lima ’56

Aundrea Walker, P ’89, by Jodi Carter, Sayareh Hallegua, Diana Lee

Flora Burkhard Gladwin ’40 by her granddaughter, Juniper Bacon ’93 Jerome Graham by his wife, Mary Manning Graham ’61 Denyse Gross ’72 by her husband, Kenneth Morrison Jack Gumbiner, husband of Patricia Heskins Gumbiner ’52, by Los Angeles Mills College Alumnae Georgette Judith Alouf Schulman and Basia Mimi Alouf Schulman by Janet Pethen Hurwich ’84 Donna Hunt by Cheryl Smith Blankenship ’72 Rudolph Hurwich by his wife, Janet Pethen Hurwich ’84 Judith Ireland ’56 by Sharon Heaton Kinney ’56 Sally Miller Kell ’57 by her sister, Kay Miller Browne ’53, P ’83 Barbara Newman Kines ’55 by Diane Smith Janusch ’55, Frances Mixter Lloyd ’55 Archibald King, husband of Marion Hellyer King ’54, by Mills College Club of New York Jane Cudlip King ’42, P ’80, by Barbara Evans ’63, Mary Schratter Hale ’82, Judy Greenwood Jones ’60, P ’92, Frances Mixter Lloyd ’55, Palo Alto Area Mills College Club, Peggy Weber ’65, P ’02

Robert and Nancy Warner by their daughter, Nangee Warner Morrison ’63

p=parent; For information about making a tribute gift, contact 510.430.2097 or donors@mills.edu.

SUMMER 2016

23

In Memoriam Notices of death received before April 1, 2016

Barbara Noble Messinger ’54, in Sequim, Washington.

To submit listings, please contact alumnae-relations@mills.edu or 510.430.2123

Joan Titus, MA ’54, March 5, in Cornwall, Connecticut. She was a real estate broker for more than 40 years. Earlier, she was a contributor to the book Crisis in the Classroom, and served as researcher, writer, and reporter for radio broadcasts, television documentaries, and Time magazine. Her collected materials on the life of anti-segregationist Lillian Smith will be donated to the Lillian Smith archives at the University of Georgia. She is survived by two nephews.

Alumnae Helen Lorraine Mills ’25, January 22, in Greensboro, North Carolina.

She previously resided in Ogden, Utah, and Washington, DC. Audrey Smith McHenry ’39, October 3, 2015, in Oakland, California.

A longtime resident of Cincinnati, Ohio, she studied painting and appreciated art throughout her life. She is survived by two daughters and four grandchildren.

Joan Gay Kent ’45, January 26, in Greenport, New York. She had a successful career in writing and public relations. She served as president of the Port Washington Public Library, was a founder of the Cow Neck Peninsula Historical Society, and author of Discovering Sands Point: Its History, Its People, Its Places. She was also a historian for the town of North Hempstead and a member of the town’s Landmarks Preservation Commission. She is survived by a son, a stepdaughter, and four grandchildren.

Virginia Beans Roush ’45, November 17, 2015, in San Rafael, California.

She studied history and government at Mills and worked for a state senator after graduation. Her life was filled with devotion to her family, generosity, and patriotism. She leaves her husband of 65 years, John; and her sister Nancy Beans Downey ’42.

Nancy May de L’Arbre ’46, January 26, in Santa Barbara. She was a committed environmentalist who cleaned birds and beaches after an oil spill and maintained back country trails. Also an accomplished pencil sketch artist, she often worked with natural and cast-off materials. She supported numerous organizations including the Sierra Club, the Nature Conservancy, Junior League, and Planned Parenthood.

She is survived by three sons and seven grandchildren.

Susan Blumeyer Braxton ’48, in St. Louis, Missouri.

Louise Fietz Curiel ’48, January 15, in Vashon, Washington. She taught school before earning her nursing degree in Tacoma. She viewed education as the foundation for an active, civically engaged, and fulfilling life and worked with local schools through the PTAs and other organizations. She leaves her husband of 66 years, Bob; three children; and three grandchildren.

Barbara Benedict Gifford ’48, August 1, 2014, in Concord, Massachusetts. She was an avid music lover and regularly attended the Boston Symphony. She also enjoyed tennis, sailing, and golf. She is survived by her husband, Chandler; two sons; and three grandchildren.

Suzy Hartsock Doran ’55, January 12, in Petaluma, California. She was a teacher in southern California for several years. Survivors include three sons.

Karin Djerf Ferguson ’55, January 10, in Kirkland, Washington. She studied painting and worked as a technical illustrator with Boeing.

Sara “Sally” Robinson Geist ’58, November 7, 2015, in Gig Harbor, Washington. She established a successful recruiting business and was an active community member supporting history, the arts, and children’s causes. She enjoyed traveling, horseback riding, skiing, and fishing. She leaves her husband of 31 years, Carl; three children; five grandchildren; and her sister, Nancy Robinson Logan ’60.

Joan Wilson ’58, February 24, in Vancouver, British Columbia. She was a strong supporter of the arts in Vancouver and worked as a paralegal for Legal Aide and later Smith + Hughes. She is survived by a sister and many extended family members.

Patricia Finn Ernst ’61, January 24, in Davis, California. She held several administrative positions at the UC Davis School of Veterinary Medicine and other departments before moving to Egypt with her second husband.

She later returned to the United States and, with her third husband, added fishing and travel to her interests in knitting, gardening, cooking, and reading. She is survived by her husband, Ralph; three children; a stepdaughter; and 12 grandchildren.

Grace Dote ’63, in October 2015, in San Francisco. She received her master’s in library science at UC Berkeley and was a librarian on that campus for 36 years. She was a founder of the Librarians Association of the University of California, Berkeley, and was an accomplished bonsai artist, photographer, and opera lover.

Jean Walters Molnar ’65, March 18, in San Diego. She taught first grade and kindergarten, assisted her husband in several businesses and later became a tournament bridge director with the American Contract Bridge League, which allowed her to travel to tournaments all over the country.

She is survived by her husband of 42 years, Dan; two children; and two grandsons.

Jacqueline Burnham Feiger ’48, January 25, in Hemet, California.

Blema Wolin, MFA ’89, October 9, 2015, in San Francisco. Forty years after completing her undergraduate work at the University of Chicago, she earned her master’s degree at Mills and published several poetry chapbooks.

Martha White Sullivan ’52, in Walnut Creek, California.

Rebecca Jackl ’04, September 17, 2015, in Lafayette, California.

p=parent; For information about making a tribute gift, contact 510.430.2097 or donors@mills.edu.

24

M i l l s Q u a r t e r ly

Alumnae tr avel 2017 Expedition to Antarctica February 9–22

Jane Austen

Experience the White Continent in its unspoiled state—fantastically shaped icebergs, turquoise glaciers, bustling penguin rookeries, and breaching whales—during the lingering light of the austral summer.

May 17–31, 2017 Adventure into the thatched country villages, green countryside, and small parish churches that make up the idyllic world of Jane Austen. The itinerary includes a visit to a regal estate used for recent film versions of her works as well as stops in Bath, Salisbury, and Stratford-Upon-Avon to discover more about the novelist and those who inspired her.

Wolves of Yellowstone February 16–22 Amidst the crisp air, bare trees, frosted earth, and spectacular geysers of Yellowstone National Park, learn historic and ecological aspects of the successful reintroduction of the gray wolf to the region.

Costa Rica/Panama February 17–25

This passage through the historic Panama Canal also voyages to the unspoiled rainforests of Costa Rica and Panama during the best time of year.

Southern Africa April 11–26 Discover this region’s rich natural and cultural heritage, from thrilling encounters with lions, elephants, and other wildlife on safari in the area’s greatest parks and game reserves to a three-day luxury train trip to experience the thundering power of Victoria Falls.

Eastern and Oriental Express April 22–May 4

Become intimately engaged in the rhythm of Southeast Asia as you visit bustling Bangkok, cosmopolitan Singapore, and stunning Bali, then relive the golden age of travel on the Eastern and Oriental Express train.

European Coastal Civilizations April 30–May 9

From Portugal’s old-world sophistication and the artistic riches of Basque country, to the charming villes of the Côte d’Argent and the lush splendor of Bordeaux, an array of important yet seldom-visited seaports awaits along Europe’s western shores.

Yellowstone

Professor of English Kirsten Saxton ’90, an expert on 18th-century British literature, joins the tour to provide literary commentary and color.

Dutch Waterways May 1–9

Paris Immersion September 8–16

Cruise into the heart of one of Europe’s most colorful and fascinating regions, with ports of call along the way to explore Amsterdam, the Hague, Delft, and Bruges.

Riches of the Emerald Isle June 20–July 1

Enjoy the energetic music and dance of Ireland, a land rich in tradition and mythology. Visit Irish-speaking areas in counties Galway and Kerry, learn of ancient Celtic culture, and kiss the Blarney Stone.

Polar Bears and Beluga Whales July 15–21 Discover the beauty and wildness of Churchill, Manitoba, home to thousands of beluga whales and a wide variety of magnificent wildlife.

Glacier, Waterton, and Banff National Parks August 12–20 Explore the breathtaking scenery and grand history of the great Northwest, where the majestic American and Canadian Rockies meet.

Immerse yourself in the pleasures of the City of Light! Enjoy customized walking tours of the Marais and other neighborhoods, world-class museums, and day trips to Versailles and Dijon.

Mystique of the Orient October 17–29 This nine-night cruise features the scenic beauty, rich culture, and varied history of Vietnam. Explore three UNESCO World Heritage sites along the way.

Historic Harbors of Canada and New England October 3–13 Cruise through 400 years of national and maritime history as you explore Boston, Portland, Bar Harbor, Halifax, Sydney, the Gulf of St. Lawrence, and Quebec City— all in time for glorious fall colors.

Cultural Cuba November 19–27 Experience Cuban culture, history, and people in four destinations and meet with artists, dancers, and musicians to learn about their craft and their lives.

See the AAMC travel website at aamc.mills.edu for full itineraries of these and other upcoming trips. For reservations or additional information, call the Alumnae Association of Mills College at 510.430.2110 or email aamc@mills.edu.

Mills Quarterly Mills College 5000 MacArthur Blvd.

Oakland, CA 94613-1301 510.430.3312 quarterly@mills.edu www.mills.edu

Highlights include

Thursday, September 22, through Sunday, September 25 Honoring the Golden Alumnae of 1966 and alumnae from class years ending in 1 or 6 All alumnae are invited!

Reunion hotline: 510.430.2123 Email: alumnae-relations@mills.edu Web: alumnae.mills.edu/reunion Brochures with full schedules and registration information have been mailed to all alumnae from class years ending in 1 or 6; they are available to other alumnae by request.

Visit alumnae.mills. edu/reunion for the full schedule and updates

• Updates from President Hillman and other campus leaders • Class luncheon and AAMC awards ceremony • Darius Milhaud concert • Alumnae of Color 25th Anniversary • Writers’ Salon, dance performance, and networking events • Campus tours • Class dinners and photos • And much, much more!

convocation & inauguration Friday, September 23, 2016 10:15 am – 12:00 noon Join in celebrating the installation of Elizabeth L. Hillman as the 14th president of Mills College.

Alumnae are invited to robe up and walk in the procession in advance of the ceremony.

For more information, see www.mills.edu/inauguration