In part 1 of this interview, Alison discusses her childhood, her decision to attend Pembroke, and the Pembroke experience. In part 2 she discusses hazing at Pembroke, her summers while at college, working in New York City, her original interest in the State Department, and her time in Ghana. In part 3, Alison talks about her time in the Belgian Congo. In part 4, she discusses her deployment to British Guyana, gender discrimination, and her decision to volunteer for Vietnam. In part 5, she talks about her opposition to some of the tactics used in Vietnam.

This interview with members of the Brown University class of 1985 summarizes the economically, socially, and racially diverse undergraduate experiences of Frances S. Lee, Suzanne Beth Goldberg, Margaret E. Rosen, Karen Smith, Allyson Tucker, Katherine Sabin Melchoir, and Jill Anne Hereford, at their 25^th reunion.

First, the interviewees are asked why they chose to attend Brown and what their thoughts and experiences were concerning the “new curriculum” that abolished course requirements and allowed for a more open exploration of subjects.

This interview with members of the Brown University class of 1972 documents the undergraduate experiences of Joan McDonald DeFinis, Karen Leggett Abouraya, Sarah Lloyd Wolf, Lucy Meadows, Linda Papermaster, Eileen Rudden, and Ann Seelye, as they look back in honor of their 50^th reunion.

In part 1 of this interview, Alison Palmer discusses her childhood, her decision to attend Pembroke College, and the Pembroke experience.

In part 2 she discusses hazing at Pembroke, her summers while at college, working in New York City, her original interest in the State Department, and her time in Ghana.

In part 3, Palmer talks about her time in the Belgian Congo.

In part 4, she discusses her deployment to British Guyana, gender discrimination, and her decision to volunteer for Vietnam.

In 1991, Brown University announced that four varsity sports, including women’s volleyball and gymnastics, would have their funding cut forcing them to become varsity club sports. In 1992, after repeated attempts to rectify an alleged budget issue, thirteen female student athletes brought suit against the University stating that the University was in violation of the 1972 Title IX legislation that stipulated that there be no gender-based discrimination in any federally funded educational activity.

Beverly Anne Calderwood begins this interview by explaining her parents’ self-made careers—her father’s opening of an iron foundry and her mother’s self-education. Calderwood describes her two-year experience as a Pembroke College city girl– a female day student who attended Pembroke but did not live on campus, Pembroke’s regulations and “gracious living” practices, and organizing a dormitory for commuting students.

In Part 1 of this interview, Doris Madeline Hopkins begins by discussing her early education and family life in Rhode Island. She talks about the expectations for “nice girls” at Pembroke College in the 1920s, about the curriculum, and the classes she took. She talks about 1920s fashion, dancing and bootleg liquor, including clubs around the city where students could go to drink. Hopkins talks about reading for classes and getting books from the public library when they were unavailable elsewhere. She also mentions her friendship with Alice Elizabeth O'Connor.

In Part 1 of this interview, Edna Frances graham discusses her family background and then elaborated on preparing for Pembroke at Classical High School, attending classes with "mature" veterans who had just returned from WWII, her dating experiences, and traveling with the Glee Club. She speaks briefly about her work as a teacher and what she would change in hindsight. She says the worst experience in college was the death of her father, while the best thing about college was the social life and attending dances.

In Part 1 of this interview, Gloria E. Del Papa begins by describing her relationship to her father, an immigrant cement business owner, her role as a “typical Italian daughter,” and how her father insisted she go to Pembroke College.  When discussing her life at Pembroke, she speaks about her academic record, the discovery of her passion for English after an initial focus on biology, her dedication to her studies and the many student activities in which she was involved.

Helen Julia Thayer grew up in North Smithfield, Rhode Island.  She remembers Pembroke as a place of "gracious living," including maids to clean the dorm rooms.  The main pastime was dancing in the living room of Miller Hall to Jazz records.  Rebellious activities included smoking in one's closet, sleeping out on the fire escapes, and sneaking out to the drug store after hours for treats.  Prominent visitors to the Brown campus were figures of importance in World War I, and Helen's interest in music lead her to attend performances as often as she could in downtown Provide

In this interview, Karen T. Romer, a Brown University administrator of 29 years, describes life for women on campus between 1972 and 2001, as well as her own experiences in postwar Europe in two separate years before college during the 1950s.

In this interview, Katherine Perkins talks about her family and her upbringing in East Providence and how she came to attend Pembroke College.  She discusses her travel as a day student to campus, the courses she took, extracurricular activities, the one Black woman in her class, and the Great Depression. Perkins describes her first career as a social worker and her later work as a French teacher at East Providence High School. At the end of the interview she discusses her activities in retirement, including the Brown Street Series and the Pembroke Club.

In Part 1 of this interview, Lucile K. Wawzonek discusses changing attitudes towards formal gender divisions on campus during the Pembroke-Brown merger. She begins by reflecting on the regulations at Brown in the late 1960s, including the male caller system and curfews. She speaks on the housing lottery and the advent of coed dorms, which she feels led to a looser social structure, especially in terms of dating.

In this interview, Marguerite Appleton discusses her father, John Howard Appleton, a Brown chemistry professor; her reasons for choosing Brown; the abolition of the sorority system by Dean Lida Shaw King and the role of the Student Government Association in it.  Her sisters’ sorority, Kappa Alpha Theta; athletics including bowling; traditions such as Sophomore Masque, Ivy Day, and Commencement; other social activities, including dances and Komian plays; Her life after college includes teaching at the Lincoln School and Wheaton College; returning to Brown for a Ph.D.

Marjorie Phillips Wood entered Pembroke College in 1907. In Part 1 of this interview, she remembers being disciplined as a freshman for the fun she had with her friends; Lida Shaw King, Dean of the Women's College; expectations for dress and behavior at Pembroke; the language courses she took at Pembroke and at Brown; becoming a librarian at Harvard; basketball, bowling, dances, sororities, and other extracurricular activities; and being a tomboy. 

Miriam Dale Pichey’s interview is an energetic insight into the politics of student life at Brown University in the late 1960s and early 1970s. She describes both the campus atmosphere of gendered social rules and struggling for equal representation after the Pembroke-Brown merger, the founding of Women of Brown United, and the broader political environment of student activism during the Vietnam War and Civil Rights movement.

Peggy J. McKearney begins Part 1 of her interview with a brief description of her family background, including her childhood in Connecticut and Massachusetts. She says that her love of the Boston Bruins determined her decision to attend Brown University in the first year after its merger with Pembroke College because Pembroke had established the country’s first intercollegiate women’s ice hockey team.

In Part 1, Ruth Elizabeth Cooke speaks about being the youngest of six children, her close relationship with her oldest brother, gathering garnets at Diamond Hill with her father, her love of nature and her natural ability to interpret color. After graduating from Classical High School in 1910, she attended Pembroke where she studied the Classics. Cooke speaks of Professor Manatt and Dean King. She remember playing center on the basketball team.