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Conway discusses gender stereotyping in the public education arena. In the mid-nineteenth century, the public education system of the US drew its corps of teachers from the nation's population of young women. Traditionally, this early and extensive recruitment of female teachers has been interpreted as a sign of enlightened attitudes about women and their place in society.

How do Catholic intellectuals draw on faith in their work? And how does their work as scholars influence their lives as people of faith?For more than a generation, the University of Dayton has invited a prominent Catholic intellectual to present the annual Marianist Award Lecture on the general theme of the encounter of faith and profession. Over the years, the lectures have become central to the Catholic conversation about church, culture, and society.In this book, ten leading figures explore the connections in their own lives between the private realms of faith and their public calling as teachers, scholars, and intellectuals.This last decade of Marianist Lectures brings together theologians and philosophers, historians, anthropologists, academic scholars, and lay intellectuals and critics.Here are Avery Cardinal Dulles, S.J., on the tensions between faith and theology in his career; Jill Ker Conway on the spiritual dimensions of memory and personal narrative; Mary Ann Glendon on the roots of human rights in Catholic social teaching; Mary Douglas on the fruitful dialogue between religion and anthropology in her own life; Peter Steinfels on what it really means to be a liberal Catholic; and Margaret O'Brien Steinfels on the complicated history of women in today's church. From Charles Taylor and David Tracy on the fractured relationship between Catholicism and modernity to Gustavo Gutirrez on the enduring call of the poor and Marcia Colish on the historic links between the church and intellectual freedom, these essays track a decade of provocative, illuminating, and essential thought. James L. Heft, S.M., is President and Founding Director of the Institute for Advanced Catholic Studies and University Professor of Faith and Culture and Chancellor, University of Dayton. He has edited Beyond Violence: Religious Sources for Social Transformation in Judaism, Christianity, and Islam (Fordham).

Objectives The study was designed to determine which histological lesions produce cellular atypia in lavage specimens and whether ductoscopy adds useful information for the evaluation of high-risk patients with atypical lavage cytology. Methods We prospectively recruited women ≥35 years at high risk for developing breast cancer. All underwent ductal lavage. Women found to have atypia underwent ductoscopy-directed duct excision (group 1). Women without atypia were observed (group 2). Data included patient demographics, risk assessment, cytologic and histologic findings, and outcomes. Descriptive statistics were utilized for data summary and were compared using Fisher’s exact test. Results We enrolled 102 women; 93 (91%) were Caucasian. Their median age was 49 (range 34–73) years with a median follow-up of 80 (range 5–90) months. Overall, 27 (26%) had atypical lavage cytology (group 1), and 75 (74%) had benign cytology (group 2). Subsequent duct excision in group 1 revealed benign histology in 11 (44%), papillomas in 9 (36%), atypical hyperplasia (AH) in 4 (16%), and ductal carcinoma in situ (DCIS) in 1 (4%). At follow-up, three patients developed breast cancer, including one group 1 patient and two group 2 patients. There were no differences between groups 1 and 2 according to patient demographics, Gail scores, or risk for subsequent breast cancer ( P  > 0.05). Conclusions Although 20% of high-risk women with ductal lavage atypia have AH or malignancy on subsequent excision, the majority do not. Atypia identified by ductal lavage is not associated with a higher risk of developing subsequent breast cancer, even in this high-risk population.

Statistics illustrating a demographic profile of the group of students that will be entering college in the late 1990s are given. Minority women have an increasing high school dropout rate; future high school and college reforms should be aimed at this group.

More than 150 colleges in the United States were founded by nuns, and over time they have served many constituencies, setting some educational trends while reflecting others. In Catholic Women's Colleges in America, Tracy Schier, Cynthia Russett, and their coauthors provide a comprehensive history of these institutions and how they met the challenges of broader educational change. The authors explore how and for whom the colleges were founded and the role of Catholic nuns in their founding and development. They examine the roots of the founders' spirituality and education; they discuss curricula, administration, and student life. And they describe the changes prompted by both the church and society beginning in the 1960s, when decreasing enrollments led some colleges to opt for coeducation, while others restructured their curricula, partnered with other Catholic colleges, developed specialized programs, or sought to broaden their base of funding. Contributors: Dorothy M. Brown, Georgetown University; David R. Contosta, Chestnut Hill College; Jill Ker Conway, Massachusetts Institute of Technology; Carol Hurd Green, Boston College; Monika K. Hellwig, Association of Catholic Colleges and Universities; Karen Kennelly, president emerita of Mount Saint Mary's College, Los Angeles; Jeanne Knoerle, president emerita of Saint Mary-of-the-Woods College; Thomas M. Landy, College of the Holy Cross; Kathleen A. Mahoney, Humanitas Foundation; Melanie M. Morey, Leadership and Legacy Associates, Boston; Mary J. Oates, Regis College; Jane C. Redmont, Graduate Theological Union in Berkeley; Cynthia Russett, Yale University; Tracy Schier, Boston College.

MANY HAVE FELT THAT PROVIDING WOMEN ACCESS TO ALL M INSTITUTIONS IN THE US, AUTOMATICALLY ASSURES THAT THEY WILL GAIN THE SAME SCHOLASTIC SKILLS AS THEIR M COUNTERPARTS. LITTLE EMPIRICAL STUDY HAS BEEN DONE TO MEASURE THE ACTUAL GAINS WOMEN HAVE MADE SINCE BEING ADMITTED TO ALL-M INSTITUTIONS. MUCH MORE THAN ADMITTANCE MUST BE ALTERED; CURRICULUM CONTENT & THE VARIETIES OF HUMAN EXPERIENCE OFFERED MUST ALSO BE EVALUATED. THE POTENTIAL FOR SUBSEQUENT CAREER DEVELOPMENT MUST ALSO BE CONSIDERED. 2 POINTS OF VIEW ARE BECOMING INCREASINGLY VOCAL. ONE SIDE ARGUES THAT WOMEN NEED ONLY GAIN ADMITTANCE TO M INSTITUTIONS & THEY WILL GAIN EQUALITY. THE OTHER SAYS THAT WOMEN NEED TO STUDY & SHARE IN THE EXPERIENCE OF OTHER WOMEN & TO GROW EDUCATIONALLY IN THE PRESENCE OF A F PEER GROUP. THERE IS SOME EMPIRICAL EVIDENCE TO SUGGEST THAT WOMEN DO ACHIEVE MORE WHEN THEY ARE IN ALL-F INSTITUTIONS. THE DIFFICULT QUESTION OF THIS ISSUE IS SIMILAR ONE FACING ALL SUPPRESSED MINORITIES: SHOULD ONE GAIN POWER BY LEARNING & MASTERING THE SKILLS OF THE DOMINANT GROUP OR SHOULD ONE GAIN THE CAPACITY TO CONFRONT THAT GROUP. CONCERNED WOMEN SHOULD STRIVE TO DEVELOP & MAINTAIN MEANINGFUL COHERENT CURRICULUM WITHIN EXISTING INSTITUTIONS. ISOLATED WOMEN'S STUDIES PROGRAMS ARE NOT THE ANSWER NOR IS MERELY BEING ADMITTED TO ALL-M INSTITUTIONS. WHAT IS NEEDED IS UNIFIED ACTION & RATIONAL REFORM WITHIN THE STRUCTURES NOW IN OPERATION. B. WEISBROD.