Women's studies: Sinking and swimming in the mainstream

After the necessary background pages, this article becomes a series of warnings about integration efforts that replace rather then supplement Women's Studies.     

The susceptibility of child witnesses to suggestion

This article deals with the reliability of child witnesses, in particular from the viewpoint that child witnesses should be treated with suspicion because their memories are very susceptible to suggestion. An experiment is reported, in which grade 3, grade 6, and college students were compared on their ability to recall events from a film, in the face of (mis)leading questions from an interrogator. The data showed that the grade 6 students were equal to the college students in memory capacity and in their ability to resist suggestion. The grade 3 students were inferior to the older subjects in these areas. However, the results from a second testing session led to the conclusion that although the younger children appeared to submit to suggestion much more readily than the older subjects, the effect of suggestion on actual memory was not significantly different for the three subject-groups. The implications of these findings are discussed with reference to the present status of child witnesses in Anglo-Saxon law systems.     

The teacher's tale: On teaching women's studies

The teaching of Women's Studies is beset with difficulties as much as rewards: in this brief article some reflections are offered on the experience of being a teacher on a Women's Studies course. It is suggested that teaching Women's Studies often differs from teaching more conventional disciplines, but that this offers a chance for academic innovation.     

The energy model muddle

It is well-known that modelers and policy analysts gain access to policymaking arenas based on what they know. Therefore, critics of models are quick to employ various types of technical standards when evaluating policy models in order to assess validity and reliability of claims to knowledge. This article argues that, in the effort to make models better, overreliance on technical standards misses the important political and policy reasons to model: models call attention to the modelers and to their advice about important policy problems of the day. In this sense, models are used as symbols, as claims to authority, whether or not the underlying knowledge is technically up to snuff. Drawing on the experience of energy policy models, this article explores the problem of models as knowledge versus models as symbols and it examines the muddle that conflicts between them produce.