ValentinaWrite a message
- What is my nationaly:
- Color of my iris:
- Soft hazel eyes
- I know:
- My Sign of the zodiac:
- Body features:
- What is my hobbies:
Some forums can only be seen by registered members. View detailed profile Advanced or search site with Search Forums Advanced. Hi all, I was wondering if you could give me some advice. What is the dating scene like in Rhode Island and Providence in particular? Do you have much interracial dating there and is it frowned upon or no big deal? I am black and I tend to like Latino men, but I don't exclude anyone who is a nice person regardless of what race they are.
In Part 1, Miller reflects on the rules and regulations at Pembroke, as well as the relationship between Brown students and Pembroke students. In this interview, Javette D. Pinkney begins by explaining the academic initiative and activist spirit that brought her to Brown. In the second part of the interview, Hass elucidates the Brown dress code and describes political events, life in Cuba, and her arrest.
In this dual interview, classmates Rose Presel and Lillian Dorothy Beals speak extensively about their classes at Pembroke, and the different professors they had.
In Part 1 of this interview, classmates Alita Dorothy Bosworth and Rhode Albro Sherman discuss how they came to attend Brown University; restrictions and expectations of behavior; and traditions of the Women's College, including school songs, class colors, sophomore masque and the class mascot. In Part 1 of this interview, Lucile K. Wawzonek discusses changing attitudes towards formal gender divisions on campus during the Pembroke-Brown merger. For her, this meant commuting to campus and becoming used to the regimented life at Pembroke. She describes her involvement in a of campus activities and social groups and recalls spearheading the College Venture Program - a pilot program financed by the Braitmayer Foundation to Island students who needed or wanted to university out of college temporarily.
She recalls being supported by her family and having the freedom to choose what she wanted to do with her college education. She remembers Pembroke as a place of "gracious living," including maids to clean the dorm rooms. They discuss social life at the college especially the four dances held each year and the Pembroke traditions of Sophomore Masque, May Day, and Ivy Day.
In part one, they describe the dynamic between Pembroke and Brown; that as underclassmen they were not allowed dating walk across the Brown campus at any time. In this interview, Hilda Antoinette Calabro begins by sharing some family background and explaining her reasons for attending Pembroke College.
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.
In Part 1 of this interview, Cynthia Lee Jenner begins by describing her family background. In this interview, Lorraine Estelle Adler, Brown University class ofdiscusses her experience as a student during the war years and also touches upon the events of September 11,and the COVID global pandemic. In this interview, Anita L. Schell begins by discussing her family and the support she had from her parents to attend college.
This interview with Black alumnae of the Pembroke College class of documents the undergraduate experiences of Marcia D. Richards, and Sharon P. Wilkinson, at their 50 th reunion. 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. 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.
Like her mother, Emerson became a science teacher, teaching biology, geometry, general science, chemistry and physics.
Canner recalls that while growing up and when entering Pembroke, her goal was to get married and that post-graduation career assistance was nonexistent. In part 1 of this interview, Alison discusses her childhood, her decision to attend Pembroke, and the Pembroke experience. 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. In part 4, she discusses her deployment to British Guyana, gender discrimination, and her decision to volunteer for Vietnam.
She begins by reflecting on her thoughtful and supportive family and her childhood and moves on to tell vivid stories of her freshman year at Pembroke College, including her college friendships, house mother, dating, dormitories, "gracious living," and seeing the world through rose colored glasses.
She speaks briefly about her work as a teacher and what she would change in hindsight.
In this interview, Caroline Flanders recalls telling her parents that "every girl should go to college. 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. Cecile Lena Kantrowitz Israel begins this interview by explaining her Russian heritage and Jewish upbringing, her father's career as a Hebrew teacher and cantor, and tracing her roots to Baal Shem Tov.
Regarding her education at Pembroke, Israel describes her first days, ing Phi Beta Kappa, and being a student of languages. She also briefly describes a teaching fellowship that she received after graduation, in the midst of the Great Depression, and the nature of dating on campus.
Labmf workshop dvd now available:
After graduation, she went to Bryn Mawr College for a year and half, during which she fell in love and got married. In this interview, at 80 years old, Carol Canner reflects on her undergraduate experience at Pembroke College in the s. She explains some of the requirements, what it was like to date mathematicians, and her involvement on campus. Outside of class, there were a variety of activities and, oftentimes, formal dances. Margaret "Peg" Mary Porter begins Part 1 of her interview discussing her family background and her motivation for both going to college and choosing Pembroke College.
In part 3, Alison talks about her time in the Belgian Congo. She explains that she had no preconceptions about what she wanted to do after graduation and that her economics concentration was enlightening. 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.
Kristie E. Miller, an award-winning biographer, begins her interview discussing the controversy surrounding her decision to attend college. The main pastime was dancing in the living room of Miller Hall to Jazz records. She then tells of her dissatisfaction with the social life on campus, her very close group of friends and their importance to her, the norms of dating, and her decision to study abroad junior year at the Sorbonne, as one of only three women to go abroad.
In this interview, Carol Ann Markovitz begins by describing her involvement at Pembroke outside the classroom, at Brown Youth Guidance—an outreach organization, at the Pendleton-Bradley Hospital, and at the Pembroke College school newspaper, the Pembroke Record.
She then transferred to Pembroke College to be closer to her husband, who was working at a law firm in Providence, Rhode Island. In this interview, Eleanor Rosalie McElroy, class ofbegins by describing her family and educational background, emphasizing the liberal-minded nature of her single mother that encouraged her to attend Pembroke College and study American history. Butts finishes the interview by sharing her opinions on graduate school, housewives, and feminism. In this interview, Grace Amelia McAuslan begins by explaining why she decided to attend Pembroke College and what her first impressions were.
She begins by reflecting on the regulations at Brown in the late s, including the male caller system and curfews. She goes on to talk about her experience with Dean Margaret Shove Morriss, marriage ideals, and transition to computer usage. She describes the difficult of being a city girl — a female day student who attended Pembroke but did not live on campus, particularly during World War II.
In this interview, Ingrid Ellen Winther begins by discussing her childhood and early education. Fishman, at their 50th reunion.
Cynthia Burdick grew up on a farm in Wilmington, Delaware and attended Westover boarding school in Connecticut. Gail Y. Mitchell begins Part 1 of this interview by discussing her sheltered upbringing in a very religious household, her desire to attend a school where she could feel more independent, and her decision to attend Brown University.
Mitchell talks about working as a student assistant over the summer, and about living at Pembroke and in the dormitories there. She remembers Dean Margaret Shove Morris telling them that Pembrokers were not preparing for a specific career, but for life. In Part 1 of this interview, Gloria E. 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.
Think big. we do.
Schell then discusses dormitory life and her various experiences at Brown both inside and outside the classroom, highlighting her involvement with St. Hass describes the courses she took in her two years at Pembroke and some of the formative people she met during that time. In part 5, she talks about her opposition to some of the tactics used in Vietnam.
Deborah J. Haus discusses many different aspects of life as a Pembroker including the rules and regulations, the gym requirement, dorm life, dating, freshman orientation, formal dinners and demitasse, and playing varsity sports.
She then talks about her initial attraction to Brown University and her fond memories of the choir, which she participated in for all four years, and her group trip to India. In this interview, Carol R. Dannenberg begins by explaining her decision to attend Pembroke College. She notes some of the courses she took as a sociology concentrator and momentarily remembers participating in the Pembroke orchestra. She dating the worst experience in college was the death of her father, while the best thing about college was the social life and attending dances.
They then discuss fraternities and their abolition by Dean King; the cafeteria on the women's university physical education instructors Miss Bates and Miss Payne; their impressions of Dean King, and their social life with men and other class members. She talks about the contemporary stigma against a middle class wife with Rhode career and the effect of this on her mother and herself. In part 1 of this interview, Alison Palmer discusses her childhood, her decision to attend Pembroke College, and the Pembroke experience. 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.
Her mother, a supporter of Joseph McCarthy, always discouraged her academic interest and wanted her to Island to a politically conservative school, while her father wanted her to go to a prestigious university. 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.