This interview with members of the Pembroke College class of 1967 documents the undergraduate experiences of Carol Lemlein, Susan Haas, Brenda Hubbard, Karen Wolk, Sharon Drager, and Judith Minno, at their 50^th reunion.

In this interview recorded during the 2018 Black Alumni Reunion, Afua Hassan and Wanda Moore discuss their time at Brown University, the effect their education had on their careers, and the importance of their friendship, which strengthened when Moore became pregnant in her junior year. The two explain that their friendship and Hassan’s desire to document her work as a midwife of color and midwifery in communities of color drove them to donate this interview.

In this interview, Beatrice McGeoch, Brown University class of 1997, shares her thoughts on education, work, and housing, in the times of COVID-19.

Beverly Irene Nanes begins Part 1 of her interview by sharing some general family background, her reasons for attending Pembroke College, and her first impressions of the campus. She explains that she had no preconceptions about what she wanted to do after graduation and that her economics concentration was enlightening.

In this interview, Constance Worthington begins by talking about her family’s involvement in Brown University, and her eventual decision to transfer to Pembroke College. She then discusses her challenging time at Brown being a student, single mother, and a widow, and what it was like raising a son later diagnosed with Asperger’s Syndrome.

In this oral history captured over the course of four interviews, Diane Straker, the Pembroke Center’s administrative assistant, details her experiences living in various states along the eastern seaboard and in Saint Thomas, her daughter’s struggle with Crescentic Glomerulonephriris, and working at Brown University.

In this interview, Dorothy Myrtle Kay begins Part 1 by describing how she started her first job at her parents’ business while she was an undergraduate student at Simmons College in Boston, Massachusetts. She then recalls transferring to Pembroke College and the difficulty of working and taking courses in the new trimester program that was instituted because of World War II. Kay remembers taking courses with professors William Hastings, George Anderson, and Randy Stewart, and explains that she never went to the Brown University campus.

In this interview, Feven Teklu, Senior Leadership Giving Officer in the Office of Advancement at Brown University, discusses her experiences as a woman of color and mother during the COVID-19 global pandemic and in the wake of the death of George Floyd.

Teklu begins by sharing her personal background and talking about her childhood in Ukraine and Ethiopia; her education at Milton Hershey School in Pennsylvania; and her dream to live and work in New York City.

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, Ingrid Ellen Winther begins by discussing her childhood and early education. She reflects on her memories of the first day at Pembroke College, her active social life, and her academics, pausing to note the lack of female role models at Pembroke. She felt that women were being educated to be good mothers and good wives, and while women felt that they could work and get a decent job, they were ultimately going to be married and be homemakers.

In this interview, Stavroula James Balomenos begins by describing her childhood in Portland, Maine, which consisted of “home, school, and church.” She tells of her father’s strong belief in the value of a good education—something he didn’t have the opportunity to receive—instilling the message with all his children that “education was the doorway to a good life.” He refused to give his daughters a dowry but rather chose to pay for their educations.