A Qualitative Study of Women of Extraordinary

Creative Achievement
Copyright 2004, Susan Keller-Mathers.
Used with permission of Susan Keller-Mathers.
A QUALITATIVE STUDY OF WOMEN OF EXTRAORDINARY
CREATIVE ACHIEVEMENT
A Dissertation
Submitted to the
Faculty of Argosy University/Sarasota
In partial fulfillment of
the requirements for the degree of
Doctor of Education
By
Susan Keller-Mathers
Argosy University/Sarasota
Sarasota, Florida
December 2004
Dissertation Committee Approval:
Peg Nugent, Ph.D, Chair date
Larry Gay Reagan, Ed.D, Member date
Kathleen Malinsky, Ed.D, Member date
A QUALITATIVE STUDY OF WOMEN OF EXTRAORDINARY
CREATIVE ACHIEVEMENT
A Dissertation
Submitted to the
Faculty of Argosy University/Sarasota
In partial fulfillment of
the requirements for the degree of
Doctor of Education
by
Susan Keller-Mathers
December 2004
ii
Abstract of Dissertation Presented to the
Graduate School of Argosy University
In partial fulfillment of the requirements for the
Degree of Doctor of Education
A QUALITATIVE STUDY OF WOMEN OF EXTRAORDINARY
CREATIVE ACHIEVEMENT
by
Susan Keller-Mathers
2004
Chairperson: Peg Nugent, Ph.D
Committee: Larry Gay Reagan, Ed.D
Kathleen Malinsky, Ed.D
Department: Curriculum and Instruction
This qualitative study explored in-depth the life choices and experiences of eleven
mature women who stood out for their extraordinary creative accomplishment. The aim
was to examine, in their own words, their journeys to extraordinary creative
accomplishment. Research questions included: (1) What were the experiences of women
identified as extraordinarily creative?; (2) What nurtured or blocked this/these
achievements?; (3)What other influences contributed to their creative accomplishments?;
and (4) What life choices affected their creative accomplishments?
Exploration into the lives of these women revealed that each of their journeys to
creative accomplishment was unique. However, themes that emerged indicated some
commonalities in personal characteristics, beliefs, and experiences. The women had
iii
strong pioneering spirits. They explored new territories and developed creative
approaches to a variety of endeavors. All 11 women were passionate about their creative
endeavors. Their work brought them joy. Falling in love with their work was a common
way the women described their lives. Several felt strong senses of mission. They were
determined to achieve, had many strengths, and were very capable intellectually. They all
had a strong sense of adventure, took risks and were world travelers. All were lifelong
learners, focused on education, and made many choices regarding their education. Many
people had contributed to their growth, including mentors, colleagues, and networks as
well as people close to them.
iv
Copyright 2004 by Susan Keller-Mathers
v
ACKNOWLEDGEMENTS
Each of the women in the study has changed me in positive ways. They have
widened my perspective by allowing me hear the joy and pain of their experiences in life
and I have grown. I am privileged to have had the opportunity to explore the lives of
these extraordinary women. I thank them for their time and energy and their inspiration.
I thank my husband Gordon, and my children Rebecca and Chris for their love
and support throughout this long process. I wish to offer my sincerest thanks and
appreciation to my doctoral advisor and dissertation chair, Dr. Peg Nugent, my
committee members Dr. Larry Gay Reagan and Dr. Kathleen Malinsky, all my colleagues
and students at the International Center for Studies in Creativity and my friends and
relatives who encouraged me, helped me with this journey and were always willing to
celebrate the successes along the way. A special thanks to Ronni Fox for sharing her
editing skills.
This work is lovingly dedicated to Gordon and Rebecca who each day lived
through this process with me, providing support, patience, and encouragement and to my
mother, my creative inspiration.
vi
TABLE OF CONTENTS
Page
CHAPTER ONE: THE PROBLEM
Focus .............................................................................................................................. 1
CHAPTER TWO: REVIEW OF THE LITERATURE
Background ..................................................................................................................... 1
Literature Review............................................................................................................ 2
Purpose of the Study........................................................................................................ 4
Research Questions ......................................................................................................... 5
Limitations/Delimitations ................................................................................................ 5
Definitions ...................................................................................................................... 5
Creativity............................................................................................................. 6
Creative Products or Outcomes ............................................................................ 6
Creators ............................................................................................................... 6
Culture................................................................................................................. 6
Eminence............................................................................................................. 7
Extraordinary....................................................................................................... 7
Genius ................................................................................................................. 7
Level of Creative Achievement............................................................................ 7
Importance of the Study .................................................................................................. 7
Introduction..................................................................................................................... 9
Framework for the Study of Creativity ............................................................................ 9
vii
A Person, Process, Product and Press Perspective of Creativity.......................... 10
Integrating Aspects of the Person, Process, Product, and Press.......................... 10
An Ecological View of Creativity ..................................................................... 11
The Study of Extraordinary Human Behavior ................................................................ 11
Views of Intelligence and Creativity .................................................................. 12
Traditional definitions of intelligence ..................................................... 12
Multifaceted views of intelligence and creativity .................................... 12
Four types of extraordinary minds .......................................................... 13
Research into Creativity and the Development of Eminence .............................. 14
Early studies of creative personality ....................................................... 14
Studies of genius and eminence .............................................................. 14
Developing talent ................................................................................... 15
Creativity and the Development of Talent Across the Life-span..................................... 15
The Attainment of Eminence ............................................................................. 16
Life-span Creativity and Aging .......................................................................... 17
Creative contributions of the elderly ....................................................... 17
Declines versus gains in creativity with age............................................ 17
Qualitative changes in creativity over the life-span ................................. 18
Life-span development of localized creativity......................................... 18
Creativity and Talent Development in Women .............................................................. 19
The Need for Research on Creativity and Women.............................................. 20
Characteristics and Attitudes of Women Creators .............................................. 20
Traits of women creators ........................................................................ 21
viii
Womens perspective on eminence......................................................... 21
Diverse Manifestations of Creativity and the Context of a Womans Life .......... 22
Gender differences in creativity and the creative process ........................ 22
Identity and the development of creative interests over the life-span....... 23
Examining accomplishment within the context of a womans life ........... 24
Unique needs and opportunities for creative productivity ....................... 25
Emerging theory on the diversity of creative productivity in women ...... 26
Resilience, Will to Create, and Womens Belief in Self...................................... 26
A passion to create ................................................................................. 26
Belief in self and characteristics that enhance creativity.......................... 27
Womens Blocks and Barriers to Creative Accomplishment............................... 28
Circumstances that impede creative productivity .................................... 28
Societal expectations and sex role specialization .................................... 29
The goals of youth and attainment of adulthood ..................................... 30
Creative productivity and time constraints .............................................. 30
Womens diverse commitments.............................................................. 31
Development of Creativity and Talent in Older Women..................................... 32
Examining womens creative development over time ............................. 32
The lifelong creativity of women researchers.......................................... 33
Life features of an eminent nurse theorist ............................................... 33
Diverse groups of older eminent women................................................. 33
Older women who achieve eminence after age 50 .................................. 34
Female Talent Development Models .................................................................. 35
ix
Defining womens realization of talent ................................................... 35
Examining achievement within the context of a womens life................. 36
CHAPTER THREE: METHODOLOGY
Introduction................................................................................................................... 38
Research Design and Analysis....................................................................................... 39
Securing Permission for Data Collection............................................................ 39
Soliciting Nominations of Mature Women of Creative Accomplishment............ 39
Selection of a Pool of Participants and Completion of Instrumentation............... 40
Selecting nominees for pool ................................................................... 40
Quantitative questionnaire and qualitative survey instruments ................ 40
In-depth Examination of Several Mature Women............................................... 41
Selection of 12 women ........................................................................... 42
Narrative case study letter of informed consent and survey..................... 42
Arranging interviews.............................................................................. 43
Interview guide ...................................................................................... 43
Conducting the first interview ................................................................ 44
Length of the first interview ................................................................... 45
Transcribing the interview...................................................................... 45
Ongoing data analysis ............................................................................ 46
Narrative review and member checking.................................................. 46
Second interview.................................................................................... 48
Data Analysis and Theme Development............................................................. 48
Ethical considerations............................................................................. 49
x
Examining the literature ......................................................................... 49
Data reduction ........................................................................................ 50
Building toward themes.......................................................................... 50
Analysis of quantitative data................................................................... 50
Triangulation and methods for verification ............................................. 51
CHAPTER FOUR: FINDINGS
Introduction................................................................................................................... 53
Each Womans Construction of Her Story.......................................................... 53
Basic Information on 11 Extraordinary Creative Women ................................... 55
Narratives of Extraordinarily Creative Women .............................................................. 56
Gabrielle ............................................................................................................ 57
Nancy ................................................................................................................ 68
Katie.................................................................................................................. 79
Patricia .............................................................................................................. 88
Mary Jane .......................................................................................................... 97
Diane ............................................................................................................... 108
Pamela ............................................................................................................. 118
Theresa ............................................................................................................ 131
Beth ................................................................................................................. 146
Lynn ................................................................................................................ 162
Sara ................................................................................................................. 173
Themes that Emerged from In-depth Study.................................................................. 182
A Pioneering Creative Spirit ............................................................................ 183
xi
Passion, Joy, and Sense of Mission .................................................................. 186
Determination to Achieve, Confidence in Abilities and Perseverance............... 189
Sense of Adventure, Risk-Taking, and Independent Nature.............................. 192
Importance of Lifelong Learning and a Focus on Education............................. 195
Educational Choices and Limitations ............................................................... 198
Mentors, Colleagues, and Networks ................................................................. 201
Support of People Close to Her ........................................................................ 205
Summary of All Findings ............................................................................................ 209
CHAPTER FIVE: SUMMARY AND CONCLUSIONS
Summary..................................................................................................................... 211
Conclusions................................................................................................................. 212
Research Questions.......................................................................................... 212
Differences Between the Youngest and the Oldest Women in the Study........... 213
Assisting Their Development ........................................................................... 214
They Saw Themselves as Creative and Believed in Their Accomplishments .... 215
Potential Blocks Become Challenges to Overcome .......................................... 216
Meeting Challenges with Strength and Determination...................................... 217
Career Path and the Development of Their Talents........................................... 217
The Blending of Personal and Professional ...................................................... 219
Productive Periods of Their Lives .................................................................... 220
Limited Research on Creative Women: Theories and Models .......................... 221
Nurturing Qualities .......................................................................................... 223
Recommendations ....................................................................................................... 224
xii
Methodological Considerations........................................................................ 224
Future Research ............................................................................................... 225
Adding to a Pool of Research Regarding Creativity and Women...................... 226
References................................................................................................................... 228
Appendix A: Letter to Request Nominations of Mature Women of Creative
Appendix B: Form for Nominating Women of Extraordinary Creative
Appendix C: Quantitative Questionnaire of Womens Journey to Creative
Appendix D: Open-ended Survey of Womens Journey to Creative
Appendix E: Letter of Informed Consent to Women to Participate in Questionnaire and
Appendix G: Extraordinary Womens Journeys to Creative Accomplishment Open-ended
Appendix H: Permission to Adapt Existing Survey for Extraordinary Womens Journeys
Appendices.................................................................................................................. 235
Accomplishment ......................................................................................................... 236
Accomplishment ......................................................................................................... 239
Accomplishment ......................................................................................................... 243
Accomplishment ......................................................................................................... 246
Survey Research.......................................................................................................... 250
Appendix F: Case Study Letter of Informed Consent................................................... 253
Survey......................................................................................................................... 256
to Creative Accomplishment Open-ended Survey ........................................................ 263
Appendix I: Sample Interview Questions..................................................................... 266
xiii
LIST OF TABLES
Table 1 Basic Information on 12 Extraordinary Women of Creative Accomplishment... 56
Table 2 Gabrielles Areas of Creative Endeavor ............................................................ 57
Table 3 Nancys Areas of Creative Endeavor ................................................................ 68
Table 4 Katies Areas of Creative Endeavor .................................................................. 79
Table 5 Patricias Areas of Creative Endeavor............................................................... 88
Table 6 Mary Janes Areas of Creative Endeavor .......................................................... 97
Table 7 Dianes Areas of Creative Endeavor ............................................................... 108
Table 8 Pamelas Areas of Creative Endeavor ............................................................. 119
Table 9 Theresas Areas of Creative Endeavor ............................................................ 131
Table 10 Beths Areas of Creative Endeavor ............................................................... 147
Table 11 Lynns Areas of Creative Endeavor .............................................................. 163
Table 12 Saras Areas of Creative Endeavor................................................................ 174
Table 13 Pioneering Creative Spirit Theme ................................................................. 183
Table 14 Passion/Sense of Mission Theme .................................................................. 187
Table 15 Determination, Confidence, and Perseverance Theme ................................... 189
Table 16 Sense of Adventure, Risk Taking and Independent Nature Theme ................ 193
Table 17 Importance of Lifelong Learning and a Focus on Education Theme .............. 196
Table 18 Educational Choices and Limitations Theme................................................. 199
Table 19 Mentors, Colleagues and Networks Theme ................................................... 202
Table 20 Support of People Close to Her Theme ......................................................... 206
Table 21 Summary of Themes ..................................................................................... 209
xiv
CHAPTER ONE: THE PROBLEM
Focus
Scholars have questioned whether the development of eminence and creativity in
women is different than for men since few studies have explored womens experiences or
perspectives (Helson, 1999b; Reis, 1996, 1998). Currently, talent development models
for women are emerging that show differences in development by gender (Noble,
Subotnik & Arnold, 1999; Reis, 1998, 1999). These models reflect emerging theories
with recommendations for further research.
It has been said that women are deprived of ideas and efforts of past women.
Instead, they often have to reinvent ideas, rather than build on lessons from prior
generations. There are few studies that have examined the life choices of eminent
women. Yet these women, due to their maturity, often are able to reflect on their choices,
accomplishments, and prior hurdles (Reis, 1996). Researchers and theorists believe that
these womens stories need to become part of history to better represent womens
journeys to creative productivity.
Background
History has produced many outstanding creators. Creative persons of distinction,
such as Albert Einstein, have made extraordinary contributions to society (Miller, 1999).
Some scholars have researched the lives of eminent creators. These studies have
primarily focused on males (e.g., MacKinnon, 1978; Simonton, 1987, Esquivel & Hodes,
2003) and, absent in many instances, are discussions about eminent female creators (Reis,
1998).
To build on the lessons of prior generations, women must have available the ideas
and efforts of prior achievements. Yet, Reis concludes that, Little has been written in
history books or otherwise about talented women, the choices they faced throughout their
lives, and the decisions they made (p. 3).
Literature Review
There is a body of research that focuses on extraordinary human behavior
(Cropley, 1997) and provides information on traits and theories of creative personalities.
MacKinnon (1975), in a classic study of highly creative individuals, delineated traits that
differentiated them from less creative colleagues. Torrance (1993, 2003), as the result of
over 40 years of study of highly creative individuals, described those who stood out as
beyonders (p. 276). They were those whose accomplishments went far beyond others
(who would be considered highly creative). Simontons (1999a) research into eminence
and creative genius revealed patterns related to creativity including presence of role
models, birth order, level of productivity, and age.
Despite knowledge gained through a body of research on highly creative
personalities, there remains limited research on creative women and minorities
(Simonton, 2000; Reis, 1999). The Mills study (a longitudinal analysis of women
attending Mills college (Helson, 1999b)) began at the Institute of Personality
Assessment and Research. It started with personality assessments of college-age women
in 1957. When participants reached 52, Helson and Pals (2000) examined the relationship
between creativity and personality development in them.
2
Reis (1996) examined older eminent womens perceptions of their experiences
and accomplishments. She found that many factors enabled participants to achieve
including ability, environment, certain personality traits, and their commitments to
developing their talents. Reis examined why these women chose to develop their talents
when so many others didnt. She found that their talents emerged over many years with
their unique experiences providing foundations for their achievements.
Tomlinson-Keasey (1998) contended that, The challenge of constructing a
coherent theory of how women develop, one that is fitted and shaped to the singular
features of womens lives, remains (pp. 34-35). Societies expectations may have a large
influence on achievement. Reis (1995) study of gifted women educators supported the
contention that women were not expected to achieve at high levels in the area of careers.
A theme that emerged from this study was that parents encouraged their schooling but
rarely a career after college. These parents were often surprised when their daughters
levels of achievement surpassed their expectations. Nobel (1996) argued that, by
adulthood, the majority of gifted women will settle for far less than their full potential
(p. 123).
Theories regarding womens talent development and creativity continue to
emerge. Reis (1996) theory was articulated in a model that includes multiple avenues. It
included 4 factors that can define womens realization of talent. They include areas
related to intelligence, personality, environment, and perceptions of the social importance
of using their talent (Reis, 1996). In examining the topic of creativity and women (for an
encyclopedia of creativity), Reis (1999) discussed areas of research regarding them. They
included personality and barriers, societal factors regarding the development of creativity,
3
gender differences, and emerging research. She concluded that, The realization of the
creative potential in women requires effort, conscious decision making, and an
understanding that the full range of creative talents in many women may be unrealized in
our world today (p. 708). She found that womens creativity took many paths as it was
connected to relationships and tended to be more diffused then for males.
Purpose of the Study
This study took an integrated approach to studying creativity in women through
qualitative narrative methodology. An integrated approach to studying creativity takes
into account the interactions of the person within the social and cultural context with
which the person creates (Collins & Amabile, 1999). Studying creativity in people within
the context of their environment, taking into account their processes and the outcomes of
their creative acts can help to provide a more ecological (Keller-Mathers & Murdock,
1999) or holistic view of the accomplishments of women.
Thus, the purpose of this study was to explore in-depth the life choices, journeys,
and attitudes toward their experiences of mature women who stood out as exceptionally
creative. This approach explored older womens perceptions of their accomplishments to
uncover the ways they used their abilities and the choices and compromises they made.
Kerr (1994) argued that, case studies are a rich resource for understanding what makes
achieving women extraordinary and how they overcame barriers (p. 49). I examined
several womens creative lives through their experiences and perceptions. As a way to
select participants, a larger group of women recognized for creativity was invited to
respond to a short open-ended survey and questionnaire about the same topic.
4
Research Questions
The following research questions reflect substantive issues that have been
identified in the literature about how highly creative women perceive their experiences
and creative achievements. The research questions were designed to assist in uncovering
those meanings. During the qualitative study, the following research questions were
investigated:
1. What were the experiences of women identified as extraordinarily creative?
2. What nurtured or blocked this/these achievement(s)?
3. What other influences contributed to their creative accomplishments?
4. What life choices affected their creative accomplishments?
Limitations/Delimitations
Anonymity was difficult to maintain the extraordinary woman who were
acknowledged pioneer. As a result, one participant who was particularly well known in
her field was eliminated from the narrative aspect of the study. Participants major
accomplishments and specific areas of accomplishment had to be described in very broad
terms and in some cases, not described at all.
Definitions
The richness of language provides opportunities for multiple meanings and
interpretations. In this qualitative study, definitions were proposed to define terms for
common meaning and add clarity. Although some terms may be technical in nature and
easily defined, other words may be interpreted in several ways. The following were
definitions and terms as used in this study.
5
Creativity
Creativity is defined by Barron (1988) as,
the ability to respond adaptively to the need for new approaches or new products.
It is essentially the ability to bring something new into existence purposefully.
The defining properties of these new products, processes, and persons are their
originality, their aptness, their validity, their adequacy in meeting a need and a
rather subtle additional property that may be called, simply, fitness-esthetic
fitness, ecological fitness, optimum form, being right as well as original at the
moment. (p. 80)
Creative Products or Outcomes
Creative products or outcomes are defined as the degree to which the product
includes novelty, resolution and elaboration and synthesis (OQuin & Besemer, 1999).
Novelty refers to how new or original the product is considered. Resolution is the
products value or usefulness, or the extent to which is solves a problem (p. 413).
Elaboration and synthesis is whether a product is well crafted or elegant, or referring to
how the solution is implemented or worked out (p. 413).
Creators
Simonton (1987) defined creators as leaders. He stated that creators are Leaders
who exert their influence in the form of notable contributions (p. 73).
Culture
Goran Ekvall examined the psychological climate and culture of organizations.
Ekvall (1999) defined culture as a, Deep rooted belief and value systems that influence
all facets of an organizations construction and functioning (p.403).
6
Eminence
Some of the words which describe eminence include distinguished, prominence,
glory, illustriousness, and renowned. Members of the society who are outstanding and
who have been recognized by society for their superior accomplishments are considered
eminent.
Extraordinary
Extraordinary can be defined as beyond the ordinary, special, remarkable,
wonderful, and set apart. Extraordinary members of society, like those labeled eminent,
are superior in their accomplishments but those accomplishments may not be recognized
and/or valued as highly by society.
Genius
Simonton (1987) described genius in relation to creativity and leadership. He
stated that genius is, A kind of generic designation for any truly outstanding
manifestation of creativity or leadership (Simonton, 1987, p.66).
Level of Creative Achievement
Helson and Pals (2000) examined creative achievement. They defined the level of
creative achievement as, conceptualized as time spent and recognition received in work
toward new and valuable symbolic constructions, the result of successfully and
productively applying ones creative potential (Helson & Pals, 2000, p.3).
Importance of the Study
There was a need to articulate the journey of extraordinary women of creative
accomplishment both to help recognize their journeys and to celebrate them. Research
was needed on more mature womens creative productivity to uncover their choices and
7
the diverse ways they used their talents. It was possible that womens productivity may
differ from our societys current view of creativity. This study sought to add to the body
of knowledge about womens creative journeys by articulating the perceptions of specific
women of extraordinary creative achievement.
8
CHAPTER TWO: REVIEW OF THE LITERATURE
Introduction
This review examines literature related to women considered to be extraordinarily
creative in their accomplishments. I also review literature that involves extraordinary
human behavior in relation to creative productivity (MacKinnon, 1975; Simonton,
1999a). Finally, within this context, I explore the literature on creativity and talent
development in women (in general).
Although the study of creativity has its roots in psychology (Guilford, 1987;
Helson, 1999a), many disciplinary perspectives are represented in the literature today.
Gifted and talented education, like creativity, has also focused on extraordinary human
behaviors and achievement but, unlike the study of creativitys unique relationship to
many disciplines, the study of giftedness is mainly focused in the area of education.
Framework for the Study of Creativity
Feldman, Csikszentmihalyi and Gardner (1994) described creativity as, the
achievement of something remarkable and new, something which transforms and changes
a field of endeavor in a significant way (p. 1). They acknowledged that some studies
have added to our understanding of creativity, but noted a lack of theoretical frames for
generating a deeper understanding. These authors proposed a systems view where
creativity is assumed to result from interactions between domains, individuals, and fields.
Feldman et al. explained that, By proposing such a framework, we hope to show that it
is possible to move toward a better understanding of how new ideas occur, how they are
9
brought to expression, and how to comprehend the conditions that tend to favor such
events (p. 16). Csikszentmihalyi (1994) acknowledged the difficulty in applying a
systems approach to research in this area, since investigators typically examine creativity
from the perspective of a specific discipline.
A Person, Process, Product and Press Perspective of Creativity
It has long been assumed that creativity is multifaceted (Guilford, 1950; Rhodes,
1961; Torrance, 1966). A classic framework for the study of creativity presented by
Rhodes (1961) described the 4 Ps of creativity (p. 305) as the person, process, product
and press. Whereas Rhodes defined the notion of person as covering information on
aspects such as behavior, intellect, temperament, and traits, process was applied to
learning, thinking and communicating as well as a persons perceptions and motivation.
The author defined product in terms of ideas transformed into tangible form and press as
the interaction between a person and environment. Rhodes stated that, each strand has
unique identity academically, but in unity do the four strands operate functionally (p.
307).
Integrating Aspects of the Person, Process, Product and Press
Murdock and Puccio (1993) also found that concerns with assessment practices,
definitions, and creativity frameworks, make it, difficult for theorists and practitioners in
creative studies to function effectively (p. 253). Csikszentmihalyi (1994) argued that, in
order to understand creativity one must enlarge the conception of what the process is,
moving from an exclusive focus on the individual to a systemic perspective that includes
the social and cultural context in which the creative person operates (p. 135). Collins
and Amabile (1999) also argued for a more integrated approach. They believed that:
10
In all work on creativity, be it theoretical, empirical, or applied, we believe that
there should be a continued push toward more integrated approaches. Our
understanding of the relationship between motivation and creativity cannot stand
on its own but must be complemented by attention to personality, talent, culture,
cognition, and other factors affecting the creative process. (p. 308)
Helson (1988) found that studies that contextualize, rather than compartmentalize
brought vitality to the field. This author stated that, The use of historical, developmental,
and ecological contexts, in combination with our tools for measuring creativity and
personality, should enable us to see more clearly which persons are creative, how, where
and why (p. 58). Yet, even with an increased interest in the study of creativity, Sternberg
and Lubart (1999) believed that there still was a, serious under-investment (p. 12) in
the study of it.
An Ecological View of Creativity
Building on Rhodes 1961 framework for creativity, some ecological views have
emerged. An integrated ecological approach to such research has been defined as one
that focuses on interactions occurring among the creator, his or her processes for
creativity, the outcomes of the creative act, and the environments in which he or she
creates (Keller-Mathers & Murdock, 1999, p. 52). Murdock and Puccio (1993) proposed
that, a researcher can begin to move toward an understanding of context by considering
the interaction of two or three of the basic aspects of creativity (p. 263).
The Study of Extraordinary Human Behavior
From diverse perspectives in psychology, gifted education, and the study of
creativity, a body of research now focuses on extraordinary human behavior (Cropley,
11
1997). Central to this discussion has been a developing understanding of the nature of
intelligence along with aspects of giftedness, talent, creativity, genius, and eminence
(Feldhusen, 1999; Simonton, 1997).
Views of Intelligence and Creativity
Guilford (1950), during his seminal address as the president of the American
Psychological Association, urged psychologists to conduct studies on the neglected area
of creativity. His speech sparked a heightened interest in creativity research (Feldman, et
al., 1994; Isaksen & Murdock, 1993). Discussing aspects of creativity within his
Structure of Intellect Model (Guilford, 1977, p. 151), Guilford proposed a model of
intelligence that included 150 possible cognitive abilities.
Traditional definitions of intelligence. B;.Early programs in gifted education
embraced more traditional definitions of intelligence as a way to predict adult genius.
These programs often focused on identification of children who showed advanced
academic ability (Feldhusen, 1999), assessed primarily through mental age on
standardized intelligence tests. This was in contrast to earlier theories that articulated a
much wider range of facets of intelligence (Terman, 1925). In addition, scholars such as
Guilford (1977) concluded that above average intelligence alone (as measured by an IQ
of over 120) was a poor predictor of adult creative achievement.
Multifaceted views of intelligence and creativity. Like Guilfords early
interpretation of intelligence and creativity, later theories such as Gardners (1999)
multiple intelligences theory support the assumption that there is not one definition of
cognition that explains all human thinking. Gardner conceptualized his theory as, a
biopsychological potential to process information that can be activated in a cultural
12
setting to solve problems or create products that are of value in a culture (pp. 33-34).
Initially listing 7 intelligences, Gardner examined the evidence for 3 more, a naturalist
intelligence, a spiritual intelligence and an existential intelligence (p. 47) in his book
Intelligence Reframed. Solomon, Powell, and Gardner (1999) proposed that, several
autonomous yet interactive faculties, or intelligencesare responsible for performing and
carrying out various activities (p. 274). Solomon et al. (1999) suggests that, some
creative individuals are characterized more by their unusual combination of intelligences
than by particular strength in a single intelligence (p. 276).
Four types of extraordinary minds. Gardner (1997) also believed that there are
four kinds of extraordinary minds including the master, maker, introspector, and
influencer (pp. 11-12). A master, such as Mozart, functions within domains while
mastering and creating in the domain. A maker, such as Freud, generates new domains.
An introspector, such as Woolf, examines the inner life and daily experiences of
consciousness while an influencer such as Gandhi excels at influencing others. From a
study of these diverse minds, Gardner concluded three major points:
1: Extraordinary individuals stand out in the extent to which they reflect-often
explicitly- on the events of their lives, large as well as small; 2: Extraordinary
individuals are distinguished less by their impressive raw powers than by their
ability to identify their strengths and then to exploit them; and 3: Extraordinary
individuals fail often and sometimes dramatically. Rather than giving up,
however, they are challenged to learn from their setbacks and to convert defeats
into opportunities. (pp. 14-15)
13
Research into Creativity and the Development of Eminence
A body of research has examined aspects of genius, achieving eminence and the
development of talents. Early studies focused on individuals who achieved eminence in
their field, showing high levels of creative genius. Later research included an
examination of environmental issues and aspects of giftedness and talent development.
Plucker (2004) contends that there is a question as to whether creativity is content general
or content specific, with studies supporting both. Authors such as Piirto (2004) examined
creativity within a specific domain or discipline.
Early studies of creative personality. MacKinnon (1975), in classic studies at the
Institute for Personality, Assessment and Research (IPAR), examined the characteristics
of highly creative individuals who were considered renowned in the fields of writing,
architecture, mathematics, physical science, and engineering. MacKinnon named traits
that differentiated highly creative persons from apparently less creative colleagues. A 25
year follow-up study of IPAR architects found, strong evidence for the persistence of
creative style, motivation, and productivity into old age (Helson, 1999a, p. 78).
Torrance (1966, 1987), over a period of more than 40 years, conducted studies
and developed instruments designed to measure creativity in people. As a result of the
analysis of those studies, Torrance and Safter (1999) later identified the term beyonder
(p.15) as a person whose creative achievements represented by far the largest percentage
of achievement and produced at a much higher level than peers.
Studies of genius and eminence. More recently, Simonton (1999a) examined
creativity through constructs such as genius and the attainment of eminence. He defined
creative geniuses as, Individuals credited with creative ideas or products that have left a
14
large impression on a particular domain of intellectual or aesthetic activity. In other
words, the creative genius attains eminence by leaving for posterity an impressive body
of contributions that are both original and adaptive (p. 6). Simontons (1987) studies of
eminent creators revealed patterns related to creativity and talent development including
birth order, presence of role models, amount of formal education, innate intelligence,
level of productivity and age.
Developing talent. Olszewski-Kubilius (2000) identified a need to explore why
some individuals become highly successful while others who have similar talents do not.
Some (in the field of gifted education) have articulated a need to rethink traditional
concepts of intelligence as essential to nurturing high levels of creative potential.
Feldhusen (1992, 1999) argued for a move toward talent development and Renzulli and
Reis (2001) developed a model that reflects multifaceted views of giftedness and talent
development.
Creativity and the Development of Talent Across the Life-span
Simonton (1997) stated that, Perhaps the oldest research topic in empirical life
span developmental psychology is the relationship between age and creative
productivity (p. 231). He suggested that it is important to examine how talents are
transformed into eminent behavior over the life-span and the stability of such behavior.
His studies of extraordinary creativity (Simonton, 1997, 1998, 1999a, 1999b) examined
outstanding creators from birth through death using historiometric research techniques.
These studies examined both the early periods when individuals began to demonstrate
creative potential and the mature periods of realization. Simontons (1999) historiometric
research focused on, isolat[ing] those findings that hold for famous creators in general,
15
without respect to the idiosyncrasies of any one creative personality (pp. 117-188) and
to study how creative accomplishments changed with age.
The Attainment of Eminence
Simontons (1999) historiometric inquiries focused on 6 developmental variables
including birth order, intellectual precocity, childhood trauma, family background,
education, special training, role models, and mentors. Within the area of intellectual
precocity, the relationship between later creative achievement and the precocious
appearance of domain-relevant cognitive skills was examined. Regarding birth order, the
author found that less distinguished scientists and classical composers were more often
first born but revolutionary scientists and creative writers were later born. Further,
crystallizing experiences sometimes propelled individuals to a developmental path that
led to extraordinary creative achievements. Traumatic events were also found to be
relevant to the study of exceptional creativity. According to Simonton, creators tended to
come from marginalized home environments and from educational and professional
experiences out of the mainstream. In addition, creators seemed to benefit from having
diverse role models and mentors.
Albert (1994) argued that the attainment of eminence involved people close to the
person and at least two major personal transformations. The first transformation (during
childhood) involved the recognition of gifts by others, self-discovery and the use of such
gifts. The second and critical transformation, according to Albert, occurred during
adolescence or early adulthood. Albert stated that this transformation could lead to a
highly committed, socially reasonable, and intrinsically motivated individual with high
abilities focused on a specific area of interest (p. 283). Albert (in a longitudinal study of
16
gifted boys) found that, much of their early ego development, creative potential and later
personality changes were related to their parents personalities, level of creative potential,
and ego development, and the specific family press these boys had experienced (pp.
308-309).
Life-span Creativity and Aging
Some research has focused on the examination of changes in creativity throughout
ones life (e.g. Butler, 1967; Dacey, 1989; Sasser-Coen, 1993; Worth, 2000). Studies in
this area have examined creativity in relation to adult development, changes in creativity
as individuals age as well as creative contributions of the elderly.
Creative contributions of the elderly. A common conception is that creativity
declines with age, but some research conflicts with this assumption. For example, Butler
(1967) questioned the extent to which the contributions of the elderly were overlooked.
Later life strengths such as experience, wisdom, and judgement, the author argued, were
areas of potential strengths. Butler contended that, patterns or vicissitudes of creativity
occur in later life and there is no uniform pattern of decline (p. 62). Further, in a study of
elderly participants experience with illness, aging and death, Smith and van der Meer
(1990) fount that creativity was a key factor in their attitudes with more creative
individuals having less negative attitudes toward aging.
Declines versus gains in creativity with age. The decremental model of creativity
purports that creativity increases during childhood, and young adulthood, levels out in
midlife and declines with aging. However, Dacey (1989) argued that, in light of other
factors, decline in creativity may not be necessary in old age. Rather, creativity could be
greatly improved, under the right circumstances, throughout ones life. Dacey suggested a
17
theory of peak periods in which creativity could be most readily cultivated. They
included for women the ages between birth and five, 11 to 13, 18 to 20, 29 to 31, 40 to
45 and 60 to 65 (Dacey, 1989, p.226). The author found that the 60 to 65 age range,
(when many people retire), could be a time of major realignment and re-creation relative
to self-concept.
Lindauer, Orwoll, and Kelley (1997) in a study of artists concluded that, although
its generally assumed that creativity peaks in most areas around 30 years of age, for
artists, gains in creativity typify their older years. Lindauer et al. stated that, The visual
artists were quite clear about what happened to their work as they grew older, it got
better (p. 147). Thus, these authors contend that maturation can enhance creative
achievements.
Qualitative changes in creativity over the life-span. Sasser-Coen (1993) suggested
that presumed declines in creativity might actually reflect qualitative changes in the
underlying creative process, suggesting that different stages in life could be characterized
by different kinds of creativity. Sasser-Coen stated that, If, in fact, older adults think and
act with different priorities in mind, and creativity takes on new forms in later life, then
new ways of measuring creativity both across the life-span, and specifically in later life,
must necessarily be developed so that we can not only recognize, but appreciate, the
fruits of each stage of human development (p. 219).
Life-span development of localized creativity. Worth (2000) examined 40
individuals recognized for creative output in localized contexts. He examined the
developmental patterns of these participants life-spans (from birth to mid-life) relative to
their everyday creativity. The author focused on relational and environmental factors on
18
the development of creativity and concluded that there were two paths with one group
identifying specific interests early in life with development of the area throughout their
adult lives. The second group developed their areas of interest later in life. In retrospect,
this group acknowledged that they had had an interest in the area early on but did not
understand it until later in life. Worth concluded that these groups had different patterns
of childhood experiences and ways of finding their domains. Additionally, he found that
from midlife to middle age there were fewer differences between participants in the two
groups. Worth stated that, The development of creativity is embedded in the experiences
of earlier life and the experiences of the second half of life may not realistically be
examined separately from this (p. 2).
Creativity and Talent Development in Women
MacKinnons (1975) seminal research focusing on creative personalities and,
more recently, Simontons (1999a) work on creative genius articulated creative traits and
theories of creative development. Yet, since the great majority of participants in these
studies were male, the relevance of these theories to creativity development in women
remains in question. Torrance (1983) noted that, The history of human creativity
includes few women (p. 135). With womens under-representation in written history and
as participants in studies of extraordinary creativity, its not surprising that theories from
this field tend to neglect womens creativity throughout their life-span. Reis (1998)
contends that, Little has been written in history books or otherwise about talented
women, the choices they faced throughout their lives, and the decisions they make (p.
3).
19
The Need for Research on Creativity and Women
Tomlinson-Keasey (1998) (in an examination of studies of gifted women) found a
lack of a coherent theory on how women develop. She stated that, The challenge of
constructing coherent theory of how women develop, one that is fitted and shaped to the
singular features of womens lives, remains (pp. 34-35). Simonton (2000) also believed
that research is needed to better understand creativity in women and other marginalized
groups.
Piirto (1991) and Ochse (1991) also have questioned the absence of women in
studies of eminence. Piirto, 30 years after the womens movement began, asked Where
are the publicly and professionally successful women visual artists, musicians,
mathematicians, scientists, composers, film directors, playwrights, and architects? (p.
142). After examining research pertaining to female achievement, she has urged
educators to encourage intense commitment in both boys and girls. Ochse examined why
there were not many women creators who were eminent and found that womens work,
traditionally, has been under-rated or ignored. Still, she stated that women have not
created as much of cultural value as men.
Characteristics and Attitudes of Women Creators
Despite the lack of women participants in studies of extraordinary personalities
(Albert, 1994; MacKinnon, 1975; Runco, 1999; Simonton, 1997) some early research on
women creators found common characteristics and attitudes among participants (Helson,
1966a, 1967, 1971). Attitude toward eminence and creative productivity was also
examined in a study by Kirschenbaum and Reis in1997.
20
Traits of women creators. Helson (1966a, 1966b, 1967, 1999b) began
psychological studies of women as early as 1957. In one study (1971), rebellious
independence and a rejection of outside influences emerged as important. The
participants also reflected flexible attitudes and the ability to express themselves. In
another study, Helson (1966a) found that both groups reported interest in fewer leisure
activities than peers. In a third study, Helson (1966b) found that participants were more
original and intelligent than peers and that they reflected attitudes and behaviors that
were more aligned with male stereotypes. These women also reflected stronger needs to
accomplish, need for autonomy, and lesser impulsively.
Stremikis (2002), in a study of successful women musicians, compared women
conductors and talented women who choice to pursue music as a hobby, with traits of
other eminent and highly creative people. Stremikis found the following:
In addition to the family support of musical talent, women who are to become
successful musicians must be highly motivated, self-directed, and single-minded
in their determination to achieve their goal. They must be independent thinkers
who are unconcerned about conforming to gender stereotypes and able to
withstand difficult experiences related to gender and their career. (p. 91)
Womens perspectives on eminence. The lack of eminent women noted
historically may not simply be due to a lack of opportunity, effort, or ability. Eminence
may not be a goal for many highly creative, productive women. Kirschenbaum and Reis
(1997) conducted a comparative case study of artistically talented female artists with
families. They concluded that,
21
Because they are both artists and mothers, eminence may not be of ultimate
importance in their lives because the creativity of each of these artists was
expressed not only in their creative art products but also in their creative efforts in
raising their children and nurturing their families. (p. 263)
A study of 12 eminent Finnish women (Scholoser, 2001) found that participants
were brave and had the self-confidence to produce superior work. The womens
narratives revealed that they focused on, appreciating others, caring for others and being
willing to serve others while striving to maintain equality (p. 86.)
Diverse Manifestations of Creativity and the Context of a Womans Life
A limited number of studies have examined the many ways women manifest
creativity (e.g., Helson & Pals, 2000; Hollinger & Fleming, 1992; Reis, 1999). Diverse
pathways to creativity have been examined in relation to the context of a womans life as
well as gender differences in creativity and the creative process.
Gender differences in creativity and the creative process. A major theme in the
limited research on creativity and women identified by Reis (1999) is gender differences
in creativity and the creative process. Reis explained that, It has been argued that women
have made and continue to make many creative contributions that are different from the
creative accomplishments made by men and that mens creative accomplishments are
valued more by society (p. 702). Yet, some traditional ways for women to achieve have
been recognized in Western society. Other ways that women show creativity (such as
mentoring or providing community service) may not be identified as high levels of
creative achievement. Reis (1995) asserted that changes are needed in societys
perceptions of ways accomplishments can be manifested. Hollinger and Fleming (1992)
22
stated that it is essential to recognize and value the diversity of womens pathways in
life.
Identity and the development of creative interests over the life-span. The Mills
Study of creativity in women (Helson, 1999b) was groundbreaking given its early focus
on women. In 1957, the Mills Study began with personality assessments. Helson
examined the participants in their young adult periods through ratings based on what they
had accomplished from college to the first follow up in 1967. When the participants
turned 43, they were rated on status level in relation to work. At age 43, Helson (1999b)
found that participants had generated diverse pathways through life. Results showed that
the womens potential was actualized for some through self-discovery and relationships
(rather than careers). Helson concluded that:
some nominees went on to successful careers, working continuously or beginning
serious career effort after they had children. Others were not able to sustain the
careers they wanted in the adult world. A third group expressed their potential in
their relationships and self-building rather than in careers and creative products.
(pp. 94-95)
After the age 52 follow-up, a more comprehensive measure was initiated by examining
each fields usual level of creativity. The author examined environment to a small degree
(by gathering data from parents and examining birth order) but did not examine
interaction of environment, personality, processes and outcomes.
Helson (1996) and colleagues developed a creativity scale used to measure the
occupational creativity of participants in various studies. Based on interest patterns, the
23
scale showed creativity most closely associated with artistic and investigative vocations
and least closely associated with conventional vocations.
Helson and Pals (2000) examined the relationship between creativity and
personality development in the Mills study of women from age 21 to 52. These authors
examined the ability of individuals to function effectively in society (intrapsychic
differentiation and autonomy) and their psychosocial development. Helson and Pals
argued that creative potential, is associated with difficulties in integration that need to be
overcome if the individual is to become creatively productive (p. 17). These authors
found that women who did not achieve their creative potential at age 52 were, at age 43,
especially low in achieved identity. Identity development, they contended was associated
with the ability or inability to translate creative potential into creative achievement. The
inventory and interest measures given to participants at age 21 as indicators of creative
potential were related to their later life personality characteristics. Social integration and
cohesive identities, they argued, were important factors for nurturing creative potential.
They stated that, The achievement of identity, facilitated through the pursuit and
fulfillment of work goals, appears to enable individuals to realize creative potential and
experience personal growth over the adult years (p. 25).
Examining accomplishment within the context of a womans life. Hollinger and
Fleming (1992) examined whether female adolescent Project CHOICE participants
realized their potential (p. 207) 14 years after the project. They developed alternative
approaches to assess the realization of participants potential including a self-description
of participants 3 major accomplishments. One means to assess these womens later level
of attainment was a comparison of achievement with goals articulated in adolescence.
24
Fleming and Hollinger (1994) argued that accomplishments must be examined within the
role of sociohistorical and personal contexts, suggesting a recognition of the interaction
between self, work environment, and relational context.
Hollinger and Fleming (1992) discussed the need for achievement and realization
of potential to be examined and clarified in relation to womens unique situations. They
argued for broadening the definition of achievement. They suggested that womens
choices needed to be much broader than traditional academic and vocational areas saying
that, The question to be answered is not why women avoid succeeding in traditionally
masculine arenas of academics and career but rather why they make the choices that they
make (p. 207). They argued that, Diversity of life pathways needs to be recognized and
valued (p. 212). In a 2002 study of gifted Islamic women, Al-Lawati and Hunsaker
examined the multiple factors that influenced their gifts, including culture. They found
five key aspects that were motivators for these women to develop. Key aspects included:
a sense of social motivation; spiritual motivation; a focus for change; study and learning;
and barriers to change.
Unique needs and opportunity for creative productivity. Schwartz (2001)
contended that research on giftedness, talent and creativity implies 2 crucial factors:
opportunity and mentoring. Rimm, Rimm-Kaufman and Rimm (1999) examined over
1,000 women who were in nontraditional careers as well as women in four traditional
areas (homemaker, educator, mental health and allied health professions) who were
believed to be models of success. Rimm et al. (1999) believed that you can not assume
that if girls were given the same opportunities as boys, they could achieve success
25
equally. They argued that without examining the unique needs of females, providing
opportunities that are afforded males simply seeks to replicate male achievement patterns.
Emerging theory on the diversity of creative productivity in women. The need to
further examine the development of talent in women has led to preliminary theories
regarding womens diverse manifestations of creative productivity and success (Noble,
Subotnik, & Arnold, 1999; Reis, 1998). For example, Reis model of talent realization in
women provides a more diverse picture of success and creative productivity. Her model,
discussed later in this chapter, includes multiple avenues of realization of talent in
women. The multiple avenues include, but are not limited to, arts, literature, research,
social causes, maternity and family, mathematics, history, social sciences, business,
science, and athletics.
Resilience, Will to Create, and Womens Belief in Self
Studies of highly talented women found many characteristics and behaviors that
assisted in the attainment of high levels of creative productivity. Among those traits were
aspects of high levels of motivation and confidence, as well as intensity and a drive to
create.
A passion to create. Studies in Arnold, Noble, and Subotniks (1999) edited
collection on remarkable women reflect their intense desire to achieve and the
tremendous energy they had to exert in order to succeed:
The spark of their gifts, their personal motivation and tenacity, the support of
allies, and their resilience enabled exceptional diverse women across social
groups and talent domains to be true to themselves and to their talents, and to
reshape the world. (p. 147)
26
These authors found that resilient women had an ability to control a situation no matter
how dire it might be. They also exhibited a commitment to their own psychological
health and had coherent philosophies of life that helped them maintain their emotional
vitality.
Kerr (1994) researched the lives of 33 eminent women by examining their
biographies. She found that they, truly transcended the barriers to achievement that
defeat[ed] many other gifted women (p. 81). Kerr concluded that the most important
capacity for these women, was the ability to fall in love with an idea. These women were
passionate, intense and pursued life-long interests in an idea or subject.
Belief in self and characteristics that enhance creativity. Women in Reis (1998)
studies of talented women had high self esteem and a sense of purpose. Reis found that
one trait exhibited by all participants was determination. Some reported positive
parenting as a source of motivation, while others felt strong purpose in their lives.
Participants noted their willingness to take risks and do things that others might not. Two
other traits that these women shared included energy and many interests. Reis asserted
that these successful women emanated a different style of energy and an enjoyment of
life (p. 18). Whether calm and reserved or full of energy and laughter, participants
exuded an intensity and vitality of life along with the pursuit of talents.
Rimm, et al. (1999) also found motivation to be as critical as ability for these
eminent women. In fact, perseverance was identified as the most frequently reported
survival skill with creativity and flexibility playing a large part. Schwartz (2001) also
found the traits of commitment and persistence to be central to the personality of creative
women visual artists.
27
Berry (1987) researched Rozella Schlotfeldt, an eminent women in nursing. The
author looked to, uncover the unique, experimental life feature of eminent women in
nursing (p.ii). Some of the characteristics of the participants that emerged included
vigor, individualism, friendliness, responsibility and productivity. Sweeney (1990), in a
study of eminent women in acting, looked at factors related to their longstanding creative
productivity. Dynamic themes in these womens lives centered on having a unified
mission or quest, intense motivation, and stamina.
Womens Blocks and Barriers to Creative Accomplishment
Despite characteristics that have helped women achieve, researchers also report
barriers to their achievement (both internal and external). Reis (1999) examined the
limited research on creativity and women and found several issues that could serve as
barriers including lack of education, marriage, and family commitments. She also
identified societal factors that could impede womens creativity. Lack of resources, time
requirements, being conscious of criticism, and a lack of perceiving themselves as
creators were some of the concerns that emerged.
Circumstances that impede creative productivity. Schwartz (2001), in a study of
the characteristics common to women visual artists, stated that rather than asking why
there have not been great women artists we should ask what barriers have denied
womens achievements. Schwartz noted that women, must have time, as well as a
certain amount of solitude, to reflect and to produce. However, whether their talents are
artistic, literary, scientific, or in another field, women have been socialized to put the
needs of others before their own (p. 191).
28
Walker, Reis and Leonard (1992) cited a lack of role models, womens denial of
giftedness in themselves, and unhelpful, unchallenging guidance and counseling. They
found that counseling was rated the most inadequate of all educational services received.
Fleming and Hollingers (1994) longitudinal study of the career development of gifted
young women also noted career counseling for females as an area of great concern. These
authors focused on women identifying (and then working toward overcoming) internal
and external barriers, saying that, Low self-esteem, fear of success, lack of
assertiveness, and achievement motivation issues were but a few of the identified internal
barriers (p. 322). Other barriers they found were, discrimination, educational inequities,
and home and family responsibilities (p. 322). Noble, Sobotnik, and Arnold (1999)
contended that, What is essential is a mindset that allows for and anticipates failure and
mistakes; persists in the face of adverse individual, familial, or societal circumstances;
recognizes the undermining power of stereotypes; and transforms adversity into creative
productivity (p. 144).
Societal expectations and sex role specialization. Societys expectations also
affect the achievement paths of women. Although expectations for girls often include the
achievement of high grades, few expectations are set for their careers or achievement in
adulthood (Reis, 1991). Reis (1995) study of gifted women educators supported the
contention that women were not expected to achieve at high levels in a career area. A
theme that emerged from this study was that their parents encouraged their schooling but
rarely a career after college. Parents expected their daughters to marry and have families
and were surprised when their daughters levels of achievement surpassed their
expectations.
29
Helson and Moane (1987) studied personality changes in women from college to
midlife. They found that some changes were influenced by gender role specialization in
early adulthood. Participants exhibited an independent identity, confidence and
competence in later life as well as a decline in gender role specialization. These authors
stated that as the women grew older, they became more of their own person.
Yewchuck, Aysto, and Scholosser (2001) conducted a study of successful women
from Canada and Finland to examine the elements in their lives that facilitated or
inhibited their achievement. The authors found that women from both countries identified
stereotypical attitudes of others and being female as detrimental factors. Other blocks
included the lack of child care and parents lower socioeconomic status.
The goals of youth and attainment of adulthood. Studies of potential and
achievement in females show some discrepancies. In Hollinger and Flemings (1992)
project CHOICE, girls aspirations were greater than their actual achievement 10 years
later. They concluded that although the group showed substantial achievement, they
achieved less than they had aspired to in high school. Noble (1996) argued that, by
adulthood, the majority of gifted women will settle for far less than their full potential
(p. 123). Reis (1996) (in a study of older eminent women) found that their talent emerged
over many years. Their unique experiences provided the background and foundation for
their achievement. She examined the implications of why some women chose to develop
their talent when so many others who were equally talented did not.
Creative productivity and time constraints. It has been said that, to produce high
levels of creativity, a person must have large amounts of undisturbed time to devote to
that area of endeavor. Tomlinson-Keasey (1998) believes that this devotion is expected
30
for males in American society but that the issues concerning women are clouded. She
found factors such as relationships, intimacy, and personal commitments to be more
central to womens lives.
Both Reis (1999) and Ochse (1991) stressed time constraints as major factors
influencing womens creative productivity. Reis (1995) argued that many women
indicated frustration due to a lack of time to pursue their talents. Her study found that
women were often perplexed about their own talent development and the cultural
context of giftedness (p. 168). When children and families were involved, the women in
her study had neither the time nor the energy to devote to pursuing their talents. Ochse
(1991) found that there were more intrusions on womens time. Also because of womens
interest in personal relationships, the solitude needed for creative work could be
compromised. Ochse noted that womens need for social intimacy and the strong
motivation to create pull in different directions (p. 341).
Piirto (1991) stated that, The necessity to achieve early and to continue
producing, and the necessity for commitment and intensity in pursuing a career that calls
for creativity, may work against women (p. 146). She proposed encouraging
commitment and intensity for both boys and girls.
Womens diverse commitments. Lack of time and diverse commitments are
potentially serious barriers to womens creative output. Rogers (1999) hypothesized that
personal responsibilities may have had an influence on success levels of female
researchers who worked on Termans (1925) Genetic Studies of Genius. Lindauer,
Orwoll, and Kelley (1997) found that increased time and decreases in other commitments
in old age helped participants improve their creative productivity. Reis (1999) concluded
31
that a womens timeline for creativity may be different than men. From her studies, Reis
(1998) concluded that a womans later years, after the commitment of family has
changed, may be a more productive time for creative output, saying, Learning about the
obstacles faced by many talented women will help us to enable gifted girls to learn how
to plan and overcome difficulties which have hindered their mothers and grandmothers
journeys toward their dreams and aspirations. (p. 4).
Development of Creativity and Talent in Older Women
A few studies examined the issue of extraordinary older womens choices in life
and their achievements but, in general, there have been few older participants in studies
of eminent creators in later life (Reis, 1996, 1999). Two projects using female
participants over the life-span included Helson and Srivastavas (2001) longitudinal study
of creative women from Mills College; and Rogers (1999) examination of the lifelong
productivity of women researchers chosen to work on Termans (1925) Genetic Studies
of Genius. In addition, Hollinger and Flemings (1992) longitudinal study of the life
choices of gifted and talented young women; and Walker, Reis, and Leonards (1992)
developmental investigation of the lives of gifted women examined the development of
eminence in women over a period of time.
Examining womens creative development over time. Hollingers participants, at
age 29, had not achieved goals articulated during adolescent years. They had achieved in
the traditional areas of education, career, and finances and reported greatest achievements
in personal and relational areas. Results showed the participants compared favorably to
other gifted women and with social expectations. Walker, Reis, and Leonards (1999)
study of women between 1910 and 1980 (who had attended a school for gifted females)
32
found differences in personality and attitude across the decades and between homemakers
and career-oriented participants.
The lifelong creativity of women researchers. Rogers (1999) study of 30 female
research associates (chosen by Terman to work on the Genetic Studies of Genius)
reflected women with satisfying personal lives and productive professional lives. The
most productive participants all worked closely with Terman. Professionally, the most
productive female researchers were mature (over 30 years of age), and that tended to be a
prerequisite for productivity. The author found that earning a Ph.D as well as the
participants position in higher education and membership in organizations were all
associated with higher productivity.
Life features of an eminent nurse theorist. Berrey (1987) studied Rozella
Schlotfeldt, an eminent nurse theorist in her early 70s to uncover her unique life features.
Many themes emerged including vigor, centering around her hard work and high level of
energy, as well as her propensity to overcome obstacles. Other themes included
characteristics such as her friendliness, individualism, and sense of responsibility. She
also exhibited a high level of productivity and an attitude that propelled her to do what
had to be done.
Sweeney (1990) (in a study of eminent women in acting between the ages of 60
and 75) examined factors that contributed to their creative productivity. The author found
many themes in the participants lives that organized their lives and created a purpose or
goal.
Diverse groups of older eminent women. Miller (1997) constructed personal
narratives of a diverse group of 7 women between the ages of 40 and 60. The research
33
provided some insights into participants thoughts on their accomplishments, what was
important to them and their interpretations of their experience. Choksey (1980)
researched the way 8 elderly eminent women from a variety of vocations achieved
eminence in their lives. A theme emerged around childhood and family experiences and
included aspects of autonomy, mastery of the small town environment at an early age,
feeling like an outsider in their childhood for a variety of reasons, and taking on personal
challenges. In adult years, the author found the participants had much more diverse and
individualistic experiences. Professionally, the participants lacked mentors.
Older women who achieved eminence after the age of 50. Reis (1996) study of
12 older eminent women aged 55 to 90 examined the participants perceptions of their
experience and accomplishments. The author used ethnographic research methods,
collecting data using questionnaires, interviews, primary source data as well as articles
and other materials written about the subjects. She found that their talent developed over
many years and the participants reported they achieved their highest quality and quantity
of intellectual development and creative productivity after fifty years of age. Reis
concluded that, a combination of factors enabled gifted females to develop their creative
talents, including above-average ability, certain personality traits, environmental support,
and a belief in the importance of their talent (p. 164).
Further research into the life processes of creatively productivity women is
important to uncover the choices women make on the road to reaching potential. Further
studies are needed to generate, as well as confirm or deny, the findings of these limited
studies and assist in the development of theories regarding eminent older women.
34
Female Talent Development Models
Trends have emerged through the studies of eminence, yet aspects of the
development of eminence for women is under-represented in the literature (Reis, 1996,
1998). Based on preliminary research, talent development models for females are
emerging which show a marked difference in the creative development of women (Reis,
1998; Noble, Subotnik, & Arnold, 1999).
Defining womens realization of talent. Reis (1998) found common traits with
regard to intelligence and talents during her 20 years of research on females. Most
women were good, but not superior students in school. At the same time, they displayed
special talents as well as creative and productive behaviors. They were also able to adapt
or change to their environment (showing a measure of contextual intelligence). Reis
found that women exhibited personality traits such as determination, motivation,
creativity, and patience, as well as a measure of risk-taking. They showed a level of
energy and interest that manifested itself differently in each. She found that
environmental issues that contributed to womens successes were as varied as their
backgrounds. Participants in these studies had senses of purpose about life and strong
desires to use their talents in ways that could benefit society. They also tended to define
success in their own ways.
Reis (1996) found similarities in womens self-perceptions, personalities and
experiences. There were 4 factors described in a talent development model that defined
the womens realization of their talent. Reis described the aspects of the model as: (a)
above average intelligence, contextual intelligence and/or special talents; (b) personality
35
traits; (c) environmental contributions; and (d) the perceived social importance of the use
or manifestation of the talent (pp. 153-154).
Examining achievement within the context of a womans life. Based on the life
experiences of gifted women, Noble, Subotnik, and Arnold, (1999) described a model of
female talent development based on the life experience of gifted women from diverse
backgrounds and talent domains. Noble et al. described female talent development as, a
complex and interactive system of relationships among several key variables. Individual
and demographic traits affect womens interaction with opportunities and talent domains
and their expression of talent in private and public spheres of influence (p. 141). In the
model, opportunities interact with talents and are affected by the womens traits and
characteristics. The model was the result of synthesizing original studies of over 20
scholars in the collection Remarkable Women: Perspectives on Female Talent
Development (Arnold, Noble, & Sobotink, 1996).
Noble, et al. (1999) model of female talent development included demographic
factors (distance from the mainstream) and individual factors such as personality traits
and family backgrounds. Examining achievement within the context of a womans life,
the model included an examined how far from the center of power in a society a woman
is as a factor in determining levels of achievement. Both opportunities and talent domains
act as filters and catalysts through which the characteristics develop into adult gifted
behavior. The expressions of a womens giftedness varied and included self-actualization
and community actualization in the personal domain, as well as leadership and eminence
in the public domain. Although eminence was considered to be a common way to define
the fulfillment of potential in the literature, Noble et al. contended that, given womens
36
continuing association with the personal realm, a single outcome measure of gifted
behavior is not sufficiently comprehensive (p. 141). Noble et al. argued that, Both
aiming for and achieving eminence are functions of the distance a woman must travel
from the margins and the mediating factors of opportunities and talent domains (p. 143).
37
CHAPTER THREE: METHODOLOGY
Introduction
This study of mature women of extraordinary creative accomplishment employed
a qualitative narrative approach. Through participants life stories, an integrated approach
was used to discover mature womens multifaceted road to creative productivity.
Cresswell (1994) contends that a qualitative approach is appropriate when the
research problem is immature, there is a lack of theory or a lack of previous research.
This study used a qualitative theory building approach because of the nature of the
existing theories on creativity and talent development in women. Existing theories, as
they relate to extraordinary females, are either potentially inaccurate because of their
limited use of female participants (e.g., Simonton, 1987) or emerging theories and models
of womens talent development (Reis, 1998; Noble, Subotnik & Arnold, 1999).
A qualitative narrative approach was used in this study in order to achieve an
intensive, holistic description and analysis of a singlephenomenon (Merriam, 1998,
p. 27). Single bound units or individuals, were studied to build fuller understandings of
participants achievements and accomplishments. Purposeful sampling was used to
survey a diverse group of women from different backgrounds and occupations to discover
and interpret their creative journeys, focusing on meaning in context. Gall, Borg and Gall
(1996) stated that, Purposeful sampling is not designed to achieve population validity.
The intent is to achieve an in-depth understanding of selected individuals, not to select a
sample that will represent accurately a defined population (p. 218). The aim was to
38
uncover the interaction of many factors related to the achievement of extraordinary
creative accomplishment with regard to the participants using an exploratory, interpretive
approach.
Research Design and Analysis
The intent of the study was to select mature and extraordinarily creative women to
explore their life choices and experiences that led to their accomplishments. Participants
were women defined as 50 years of age or older who had had many years of creative
contributions. Purposeful sampling was used to select participants who represented a
variety of occupations or interests.
Securing Permission for Data Collection
Permission from Argosy Universitys Institutional Review Board and my
dissertation committee was secured before any data collection was initiated. Data
collection methods were adapted from Reis (1996) study of older eminent women and
included four sources of data. Surveys, a questionnaire, interviews, and primary and
secondary sources of data were used in the study.
Soliciting Nominations of Mature Women of Creative Accomplishment
Professionals in national womens organizations and other university leaders who
specialize in the study of gifted and creativity were asked to name extraordinary women
in the United States who have contributed creatively to society, a field, or area of
endeavor (see letter to request nominations in Appendix A and nomination form in
Appendix B). Attention was paid to choosing organizations that reflected potential
diversity in occupation, ethnicity and areas of endeavor. More traditional indicators (such
as listings of eminent people) were assumed to be more reflective of masculine
39
assumptions about success. Thus, these were not used as the source for potential
participants. It is possible that women may not manifest their creativity in the same way
as men or be considered successful in traditional ways. Therefore, a broader conception
of extraordinary creative accomplishment was used in the study so that diverse
manifestations of creative outputs could be considered.
Most of the contacts with potential nominating organizations and individuals were
made through the mail, with some contacts made via email only. Over 130 nomination
letters and emails were sent. The goal was to solicit 50 nominations.
Selection of a Pool of Participants and Completion of Instrumentation
Nominations from various sources were used as a basis for selection of a pool of
participants. Two short instruments were then sent to potential participants in the study.
Selecting nominees for pool. Sixty nominations were received. Since the
nominations totaled just 10 more than the original 50 anticipated, all 60 nominations were
considered as part of the pool. If less than 50 names were received, womens studies
departments, university centers, and additional professional organizations would have
been contacted to solicit additional names. If a much larger number of nominations were
received, 50 women (who stood out for their creative accomplishments and/or are highly
recommended) would have been chosen to receive the initial two instruments.
Quantitative questionnaire and qualitative survey instrument. Two short
instruments, the Quantitative Questionnaire of Womens Journeys to Creative
Accomplishment (Appendix C) and the Open-ended Survey of Womens Journeys to
Creative Accomplishment (Appendix D), designed to gather information regarding
creative accomplishments, were used in this study. In the results chapter, the open ended
40
survey is referred to as survey 1. The instruments were piloted on a small group of
university professionals. Based on the results of the pilot, minor revisions were made to
clarify and strengthen instrument items.
Contact was made with the 60 nominees, explaining the purpose and extent of
this study and asking for their participation. The majority of the contacts were made
through the mail with the exception of a few that were emailed because a mailing address
was not given. The open-ended survey also included a statement asking if they were
willing to participate in the in-depth narrative aspect of the study that included an
additional survey and two interviews of several women. A cover letter (which included a
statement of informed consent) was included with the information (See Appendix E).
The women were asked to complete the two instruments in order to gain further
insight into their contributions and confirm extraordinary creative accomplishment. A
self-addressed stamped envelope was enclosed for them to return the instruments. In
addition, an email address was provided so they could request an electronic version of the
instruments if they preferred. Two weeks after the mailing, an email with the instruments
attached was sent to each woman (for which an email address was given) as a reminder,
encouraging them to mail or email the responses back. A post card reminder was sent to
each participant who had not returned the instruments shortly after the three week
deadline for their return had passed.
In-depth Examination of Several Mature Women
Twenty-seven or 45% of the women returned the two instruments. Only 26 of the
women initially qualified for the study since one was under the age of 50. Two women
stated they were not willing to participate, one did not indicate if she was willing to
41
participate, and six checked off maybe with regard to participation in the in-depth
narrative aspect of the research. The remaining 17 indicated that yes, they were willing to
participate in in-depth narrative research.
Selection of 12 women. An analysis of the instruments (as well as a further
gathering and review of primary and secondary products and accomplishments) led to the
selection of 12 women who had creative accomplishments and reflected diversity in areas
of endeavor. Although there was ethnic diversity to a limited degree with regard to the
women chosen for in-depth study, the selection of an ethnically diverse group was limited
by the lack of ethnic diversity in the pool of women who were nominated and completed
the instruments. Status as creative achievers was confirmed by considering indicators
such as multiple recommendations and descriptions of creative contributions and
products. The chosen women had contributed to society, a field or an area of endeavor in
a significant, creative way and several were considered pioneers.
Narrative case study letter of informed consent and survey. The 12 women chosen
from a larger pool of nominated women received a case study letter of informed consent
(Appendix F). They were asked to complete the Extraordinary Womens Journeys to
Creative Accomplishment Open-ended Survey (Appendix G) to gather data concerning
their unique case and assist in formulating open-ended interview questions. In the results,
this survey is referred to as survey 2. This survey was adapted with permission (see
Appendix H) from the Gifted Females Questionnaire developed at the Neag School of
Education and the National Research Center on the Gifted and Talented at the University
of Connecticut (Reis, 1997). A hard copy of the survey was mailed to each participant
and an electronic copy of the survey on disc was included in the mailing. Creative
42
products, awards and information written about the women were further examined to
confirm their extraordinary creativity and to provide more in-depth information regarding
their achievement for analysis. These included, but were not limited to, primary and
secondary source products such as past interviews, biographies, books, essays, newspaper
articles, paintings, resumes and websites.
Nine of the 12 women initially returned the survey. When contacted via email,
the 3 women (who did not return the survey) indicated they did not have the time to
complete the survey but would be willing to answer the survey questions during the first
interview. Subsequently, 1of the 3 women who initially did not return the survey returned
it after the first interview.
Arranging interviews. The aim of the study was to provide in-depth knowledge of
mature creative women, drawing from a feminist view using life history and oral history
approaches. Interviews were the dominant strategy, with the first exploratory interview
more like a guided conversation (Bogdan & Bilken, 1998).
Each woman who agreed to participate in the in-depth interview received a letter
of informed consent. After consent was secured, and willingness to participate confirmed,
time and setting were negotiated for the first interview. A phone interview was arranged
with 11 of the 12 women. One woman preferred to conduct the interview via written form
and stated she was willing to clarify and elaborate in writing as necessary after she
answered the initial interview questions.
Interview guide. Prior to the phone interview, the initial guiding questions
formulated for the interview (See Appendix I for sample interview questions) were
shared with several of the participants so they could begin to frame their responses.
43
Even when an interview guide is employed, qualitative interviews offer the interviewer
considerable latitude to pursue a range of topics and offer the subject a chance to shape
the content of the interview (Bodgan & Bilken, 1998). The semi-structured interviews
were more structured than free flowing guided conversations however. Theyre
appropriate in order to focus on particular topics that emerged during the preliminary
interviews (Bogdan & Bilken, p. 95) without being too rigid as to lose participants
voice. In this case, questions emerged from the survey and questionnaire data as well as
initial review of products and accomplishments. In the case of the women who did not
complete the survey prior to the interview, the survey questions were asked as part of the
first interview guide.
Conducting the first interview. The initial interview was more like a guided
conversation in that it was very open-ended. In order to allow the participant to tell her
story in her own words, I was careful not to control the content of the interview too
rigidly. Questions varied depending on the course of the interview since, In qualitative
interviewing, you change the questions you ask depending on what you learned or failed
to learn (Rubin & Rubin, 1995, p. 145). The advantage of this is that the participant was
freer to play a strong role in defining the content of the interview. Bodgan and Bilken
(1998) argued that, At the beginning of the project, for example, it might be important to
use the more free-flowing, exploratory interview because your purpose at that point is to
get a general understanding of a range of perspectives on a topic (p. 95). During the
interview it was important to listen carefully and ask clarification questions. A tape
recorder was used with the consent of each participant so I could concentrate on the
44
interaction with the participant. In addition, I jotted down notes, reflections and questions
during the interview.
In order to listen carefully, I concentrated a tremendous amount of effort on the
skill of listening intently. I used varied techniques such as humor, asking the participant
to elaborate on a story and or tell a story herself. Probes were used to gather more
information. Probes signal the interviewees that you want longer and more detailed
answers, specific examples, or evidence (Rubin & Rubin, 1995, p. 148). I responded to
the participant in a nonjudgmental way since the purpose of the study was to learn the
participants perceptions, not to judge the accuracy of the statements (Bodgen & Bilken,
1998).
Length of the first interview. Initially, the interview was planned to be between
two and three hours long. It was apparent during the initial interview that the time needed
for questioning the participant and the length of time she was able or willing to spend
elaborating and sharing about her life journey on the phone was less than the time
planned. The interviews flowed and ended naturally when the line of questioning was
finished and the participant was through elaborating and discussing her lifes journeys.
The interview varied in length from 45 to 120 minutes.
Transcribing the interview. Permission for taping occurred prior to beginning the
tape recorder and participants were informed that the interviews would be transcribed for
use in this study. After each interview, the tapes were reviewed and insights recorded. I
transcribed verbatim the first interview I conducted and the interview of a woman who
was eminent in her field. The other nine phone interviews were transcribed verbatim by a
professional transcriber who was informed of and agreed to the conditions of
45
confidentiality regarding the study. After they were transcribed, I listened to each tape
and reviewed each transcript in its entirety to insure accuracy.
Ongoing data analysis and initial theme development. Data analysis was an
ongoing process that occurred during the process of data collection. Analysis involves
working with data, organizing them, breaking them into manageable units, synthesizing
them, searching for patterns, discovering what is important and what is to be learned, and
deciding what you will tell others (Bogdan & Bilken, 1998, p. 157). Analyzing
interviews transcripts and additional information from instruments was managed by
breaking the task down into stages and beginning some analysis early on in the data
collection process.
After the first interview, the data was analyzed and potential themes noted.
Further directions and questions for the follow up interviews were formulated. Analysis
of products and accomplishments continued. Bodgan and Bilken (1998) describe the
analysis procedures that occur after returning from the field. The researcher will record
ideas, strategies, reflections, and hunches, as well as note patterns that emerge. These are
field notes- the written account of what the researcher hears, sees, experiences, and thinks
in the course of collecting and reflecting on the data in a qualitative study (pp. 107-108).
In the results chapter, data that is directly quoted from the interviews is referenced as
personal communication.
Narrative review and member checking. A narrative of each womans journey
was written after review and analysis of the first interview and all of the womans data.
Several months after the initial interview, a personal letter was sent to each woman in a
card thanking them for their participation, updating them on where I was in the research
46
process and informing them that their narratives would be sent to them shortly for their
review. Narratives were mailed to each participant who requested a hard copy and
emailed to several who indicated they preferred to review an electronic copy. After the
narratives were sent to each women and prior to the second interview, another personal
note was sent to each women thanking them for returning the narrative (or reminding
them to send it back) and informing them that I would contact them shortly to set up the
second interview. This thank you note was handwritten on a unique card, selected
specifically for each woman.
Eleven of the 12 narratives were revised for inclusion in the study. Through
consultation with one woman and jointly reviewing her narrative, it was decided that her
narrative (and therefore her inclusion in the in-depth aspect of the research) could not be
published. It was not possible to tell her story without revealing identifiable aspects of
this eminent woman.
The participants were checked back with during the process of collecting and
analyzing data. Though member checking, the participants retained the right to modify
my interpretations of their narratives throughout the process. Eleven of the twelve women
reviewed and in many cases edited their narrative. Eight of the women edited and sent
back a hard copy of the narrative with hand written edits. One indicated the narrative
looked fine and no edits were necessary. Two of the women edited the narrative in an
electronic version, using editors marks and different color font to indicate their edits.
One woman was not available to review her narrative. In editing, I was careful to
preserve speech patterns, modes of expression, feelings and capture the essence of the
interview with the participant (Bogdan & Bilken, 1998). This was done while allowing
47
the participant to edit out of the final narrative anything that was inappropriate for a
wider audience while maintaining a realistic approximation of the interview and other
data collection.
Second interview. For the follow up second interview, seven of the women were
interviewed via phone, two women requested written interviews and three women were
unavailable for a second interview.
Questions for the second interview of the 11 women participating in the in-depth
narrative study were formulated from a review of the first interview and development of
beginning themes. These questions were More open-ended and concerned with process
and meaning rather than cause and effect (Bogdan & Bilken, 1998, p. 160). This
interview (which ranged in length from 20 to 60 minutes) provided opportunity to
explore the womens journeys more in-depth and structure opening questions from the
prior interview, instrument data and product/accomplishment review.
I tried ideas and themes on participants after we had finished talking about her life
at the end of the second interview. Participants commented on themes and in some cases
elaborated on the theme discussing aspects of their lives.
The interview was not transcribed in its entirety. Instead, I took notes and
transcribed only key aspects of the second interviews.
Data Analysis and Theme Development
After the final interview and analysis and an incubation period away from the
data, I returned to the interview information, notes and insights with a fresh eye. You
can distance yourself from the details of the fieldwork and get a chance to put
48
relationships between you and your subjects in perspective (Bogdan & Bilken, 1998, p.
170).
Ethical considerations. One ethical issue in this qualitative research that was of
utmost importance and differs significantly from quantitative is the role of the researcher.
In quantitative research, the researcher maintains an impartial distance. In this qualitative
research, I was the main research instrument. Merriam (1998) states:
Data are meditated through this human instrument, the researcher, rather than
through some inanimate inventory, questionnaire, or computer. Certain
characteristics differentiate the human researcher from other data collection
instruments: the researcher is responsive to the context; he or she can adapt
techniques to the circumstances; the total context can be considered; what is know
about the situation can be expanded through sensitivity to nonverbal aspects; the
researcher can process data immediately, can clarify and summarize as the study
evolves, and can explore anomalous responses. (p. 7)
As a participant in the research, I sought to be flexible and respond to the participant. I
was able to ask for clarification and/or elaboration from the participant throughout the
interview process as the opportunity presented itself.
Examining the literature. Also during the analysis, I explored the literature in the
field. Bogdan and Bilken (1998) contend, While there is some debate about when
someone doing a qualitative study should begin a review of the literature, we believe that
after you have been in the field for a while, going through the substantive literature in the
area you are studying will enhance analysis (p. 163, 165). This assisted with looking at
crucial issues, past findings and models to adapt and work from. The literature was
49
helpful but was not used to fit the data into preformed conceptual schemes unnaturally
(Bogdan & Bilken, 1998).
Data reduction. Data reduction was the first phase of qualitative analysis (Miles
& Huberman, 1984). I selected, focused, simplified, abstracted and transformed the raw
data. I organized the data for analyze. A clean copy of data was be used as a working
document, and I checked the accuracy of dates and/or sorted similar material together for
filing. The original was stored separately as a backup. All material was stored in locked
cabinets and drafts of work were shredded for disposal.
Building toward themes. While rereading the data several times, notes were jotted
down indicating possible themes and links. I looked for unfamiliar words and phrases that
might signify special vocabulary that needs to be explored further (Bogdan & Bilken,
1998). This process continued with rereading, modifications and assignments of data.
Units of data included field notes, transcripts, and documents. They were organized as
sentences, paragraphs, and in some cases sequence of paragraphs.
Finally, to build toward overarching themes, the information was reread to see if
themes emerge. In the final stages of analysis, you organize the data in ways that help
you formulate themes, refine concepts, and link them together to create a clear
description or explanation of a culture or a topic (Rubin & Rubin, 1995, p. 251).
Integrative themes were developed at this point from smaller themes.
Analysis of quantitative data. Quantitative questionnaire data for the larger pool
of 26 women (as well as the separate analysis of the 11 women participating in the in-
depth narrative) was analyzed. The mean and number of responses were recorded for
each question. Questions that related specifically to themes developed for the 11 women
50
were included in the results of the study. Additional analysis and reporting of results from
the larger pool of women was beyond the scope of this study.
Triangulation and methods for verification. The number and quality of the
womens creative products were noted and in some cases examined further. These
included data such as books, newspaper articles, essays, paintings, resumes/vitas, website
information and past interviews of the participants. This data, along with interviews
provided triangulation of data in this qualitative study. Bodgan & Bilken (1998) contend:
When triangulation made its way into qualitative research it carried its old
meaning-verification of the facts- but picked up another. It came to mean that
many sources of data were better in a study than a single source because multiple
sources lead to a fuller understanding of the phenomena you were studying. (p.
104)
Based on preliminary themes developed from the open-ended interview, questions
were formulated which loosely guide the subsequent interview. Further observations,
comments, speculations and memos to myself about what I am learning were written
during and after the interview and analysis. Rubin and Rubin (1995) explain, We each
read and reread the interviews to note core ideas and concepts, recognize emotive stories
and find themes (p. 229). After each interview, analysis will help guide the future
direction of the next interview. I continued memo writing and summarizing regularly
during all aspects of the research. Data analysis was enhanced through connections made
with concepts as well as physically manipulating data into groupings, developing graphic
organizers and charts.
51
The trustworthiness of my interpretation and the accuracy of the information
(Merriam, 1998) was addressed through the triangulation of the data as discussed
previously. Multiple sources of data beyond an interview with the participant helped
confirm the accuracy of the information. In addition, the participant was checked with
during the process, verifying the data and discussing its meaning through a follow up
interview and through their reviewing of the narrative. The participant was a vital link in
the analysis of the data and consulted to check accuracy and verify the content and
meaning of the data (Creswell, 1994).
52
CHAPTER FOUR: FINDINGS
Introduction
The purpose of this study of extraordinary women of creative accomplishment
was to explore in-depth the life experiences of mature women who stood out for their
creative achievements. Influences in their lives, the choices they made, as well as what
assisted or hindered them was explored. Here, each womans data is presented in
narrative form as well as tables. Following the table, a brief summary of each womans
accomplishments and experiences are described. Narratives of 11 women are presented
next. Following the narratives, eight themes that emerged are presented. Information
relevant to the themes from the Quantitative Questionnaire of Womens Journey to
Creative Accomplishment are presented for both the 11 women selected for in-depth
study and the larger pool of women who completed the initial questionnaire. The chapter
concludes with a summary of all findings.
Each Womans Construction of Her Story
Many memories were vivid and some were hard to relive for some women.
Listening with respect and a great desire to empathize and understand each womens
perspective opened up the conversation. In the case of many of the women, the
conversation became very much at ease and a mutual enjoyment and interest in each
others lives and work became a piece of the dialog. The stories revealed the womens
truth, their reflections, interpretations and accounts of past events and interpretations of
feelings, emotions, actions and interactions between themselves and their environments.
53
Conversations flowed in directions the women wished to elaborate on and if I sensed a
topic was difficult to discuss, I did not prod. Further, each woman decided on the
boundaries, elaborating on a question to the extent they desired and waiting for either
another question or jumping into another area they wished to discuss as a natural
conversation progressed. We began to have a shared sense of meaning as I began to better
understand the womens perspectives and their particular ways of interacting with and
interpreting their world. Each narrative was written using the womens voice; her
perspective and her words whenever possible, conveying the richness of her perspective.
Trust was built over a period of time, through correspondence, dialog, and sharing back
the interpretations of their stories, and listening intently to their feedback and reaction to
both the narratives and toward the end of the last interview, their reactions to the
emerging themes.
The act of telling a personal narrative was reflective in nature and both Lynn and
Beth commented on how they discovered or clarified something about themselves and
their work while we were discussing their journey. Gabrielle described how she does not
talk about herself in glowing terms, implying that the conversation we were having about
her accomplishments was more difficult for her than it appeared and that it was generally
out of character for her to elaborate on her successes to such an extent.
The process of researching these women chosen for in-depth analysis focused on
relationship building through listening to their perspectives and inquiring into their
accomplishments. Interviews flowed best when my listening was intent and my
questioning was minimal. Some repertoire building occurred quicker and easier, in part
perhaps because of either shared backgrounds and/or similarities in personality and
54
interests. Other interviews were less natural, yet informative and open in nature. Some of
the women talked more freely about their personal lives while others focused much more
extensively on the experiences around their professional life.
Basic Information on 11 Extraordinary Creative Women
The 11 women selected for in-depth interviewing and analysis of their life
experiences and journeys to creative accomplishment represent diverse fields and areas of
achievement. All of them were over the age of 50 and they spanned four decades (1920-
1950s). Five of the women were between 50 and 65 years of age. The remaining 6 were
over the age of 65, including two who were in their early 80s. A summary of the women
is included next in Table 1.
55
Table 1
Basic Information on Extraordinary Women of Creative Accomplishment
Name Age Range Occupation Education
Gabrielle Early 80s Psychologist, educator, business Doctorate
owner
Nancy
Katie
Patricia
Mary Jane
Diane
Pamela
Theresa
Early 80s
Mid 70s
Mid 70s
Early 70s
Late 60s
Early 60s
Early 60s
Mathematician, educator
Writer, editor, performing artist
Engineer, consultant
Educator, consultant
Visual artist
Writer, educator
Health care professional, writer,
business owner
Doctorate
Bachelors
Bachelors
Doctorate
Honorary Doctorate
Doctorate
Masters
Beth Late 50s Psychologist, business owner Doctorate
Lynn Early 50s Entrepreneur, public speaker,
business owner
Bachelors
Sara Early 50s Educator, counselor, writer, visual
artist
Doctorate
Narratives of Extraordinarily Creative Women
Each individual womans areas of endeavor and achievements varied. Presented
next is a table briefly describing each womans areas of creative endeavors as well as
some representative examples of their products, achievements and/or honors. The
personal narratives of 11 women of extraordinary creative accomplishments are included
next. These narratives describe the experiences of the women who were identified as
extraordinarily creative, addressing the central research questions. The narratives were
56
developed using data collected through two open-ended qualitative surveys, a
quantitative questionnaire, one or two interviews, personal correspondence with the
women, and an examination of their products and accomplishments. The narratives
represent the essence of the womens stories rather than a comprehensive overview of
their lives. With the exception of one woman who was unavailable, each woman
reviewed and, in most cases, edited the narrative to better reflect the essence of their story
from their perspective and/or remove any information they felt identified them. Given the
fact that the womens identities are not be revealed in the study, some seminal
information regarding the womens journeys and creative accomplishments was removed
from many of the narratives. The narratives reflect the womens words and style and,
when appropriate, direct quotes from the women were included.
Gabrielle
Presented next is a table of Gabrielles occupation and/or area of creative
endeavor. Included in the table are products and accomplishments that represent some of
her achievements. Following the table is a narrative description of her.
Table 2
Gabrielles Areas of Creative Endeavor
Creative endeavors Representative products and accomplishments
Psychologist, educator, Founded a university program, developed assessments
business owner and extensive publications of unique concepts and
training materials. Founded organizational institutions
internationally for research and application of her
work.
57
Gabrielle was one of 3 born in the southwest in the early 1920s. She was the
oldest, born when her mother was just 16.
Gabrielles grandfather, the youngest of 5 boys, was foreign born. Although his
brothers were highly educated, he was the youngest and that wasnt for him (Gabrielle,
personal communication, May 24, 2003, p. 4). He did not want to go on for advanced
schooling. He had heard that the streets of New York were lined with gold and so he went
to find out. Realizing when he got there that it was not true, he eventually met a man who
was a tinker. The tinker recognized that this young man was bright and taught him the
trade. Her grandfather set off to discover the country and along the way did tinkering,
eventually settling in a small southern town.
Gabrielles grandmother was promised to her grandfather at age 12. When her
grandfather left for New York, he left behind his wife and young son. Once he settled in
the south, he sent for his wife and four year old son. The daughter of a professional, her
grandmother was sent to America with a huge petticoat with gathered scallops that had a
pocket at the hem of each scallop. Not wanting to send their daughter to a wild land
without enough money to return if necessary, the family put one gold coin in each pocket
of the petticoat. Gabrielles grandparents eventually had 7 children, her father being the
oldest.
When Gabrielles father was in 4
th
grade, his father made him quit school to run a
little general store he had in another town. His father told him that he had enough
education. He stated that, You are really good at arithmetic and I need someone to
manage this store (Gabrielle, personal communication, May 24, 2003, p.4). During the
58
week he slept on the counter at the store. On Saturday, he would ride the 20 miles home
on his horse after he had closed the store. He did that until he was 24 years old.
Gabrielles father always felt that an education was one of the greatest things this
country could offer his family. She explained that, His whole mission in life was to see
that his brothers that came after him were educated (Gabrielle, personal communication,
May 24, 2003, p.6). In the mid 1920s, when she was four years old, her father said to her
You are very smart and I am going to see to it that you go to college (p.4).
When she was young, Gabrielles father owned a small store. He had many
employees, many of whom were African American men. When he recognized a bright
employee, he would offer to send him to college if hed give up the work. So thats what
he did. She felt that her father was always interested in education and those boys felt
like they had found a home (Gabrielle, personal communication, May 29
th
, 2003, p.6).
At four years of age, she announced frequently that she would be an author and
she would be famous. She got up on the kitchen table one time, book in hand, and
announced she would be a famous author. Her mother, cooking at the stove, whirled
around and told her if she didnt get off the table she would not live to grow up.
Gabrielles mother, a high school graduate, loved company, dancing and being on
the go. Yet her mother treated her and her siblings poorly. The children never quite
understood what they had done but, at times, their mother was quite angry. All 3 children
suffered at her hands and to this day, she is afraid of the dark. When Gabrielle left for
college, her father divorced her mother.
Throughout her childhood, Gabrielle moved often. Her father always owned a
business. She recalled that, If he got an idea to do something else, he would do that
59
(Gabrielle, personal communication, May 24, 2003, p.4). He made jewelry, knives, paint,
and cosmetics while he was doing other businesses. Her father was an early influence in
her life that was very positive. First published as a poet at age 10, when Gabrielle
explained in the second survey that when her father read her first academic book he said,
I dont understand what its all about, but I know its worthwhile (p.3).
Every time she moved, the new school would give her another achievement test
and put her up a grade. She was the editor of the school paper and was a reporter for the
last two years of high school for her hometown paper. She was a consummate reader and
did well on assessments since 80% of it was vocabulary. She entered a large university at
15 years of age. When she registered, the counselor told her she could not major in
journalism like she wanted, because she never took chemistry or physics. Never being
afraid to be honest, she told the counselor that she did not know how she would ever use
it. The counselor told her she could major in psychology so she became a psychologist
instead of a journalist.
When Gabrielle finished her university studies by 19, she moved to the western
part of the United States and married. After working for a few years for a prestigious
psychiatrist, she saw an ad for teachers in a large city newspaper. She applied, took a test
and, in the early 1940s got her first job teaching. Her first assignment was a school for
children with severe developmental delays. She had 5 children in the class. They all came
in and started hugging her and picking at her hair. She wanted to teach them but could not
figure out how. Finally she went back to the district office and said she needed to go
somewhere else. She felt she could not tolerate it. She was too sensitive. That was the
60
beginning of my interest in individual differences (Gabrielle, personal communication,
May 24, 2003, p.7).
Her next teaching assignment was in an area of the city that had a large
population of new immigrants. She was assigned to a 4
th
grade class that, prior to her
arrival, no teacher would stay with because they were so difficult. She had never had a
course in education but to her they looked like beautiful children (Gabrielle, personal
communication, May 24, 2003, p.7). The teacher next to her showed her all the books and
what to do. When Gabrielle looked at the books she thought they were pretty awful. She
thought the math was too hard for them so she decided math needed to be practical. She
started to make cookies with the girls at her house after school with permission from
parents and pretty soon the boys wanted to come too.
One day, some kids in class were passing a paper and laughing. Gabrielle
instructed the student to, bring it up. I want to laugh too (Gabrielle, personal
communication, May 24, 2003, p.7). It was a drawing of a pregnant naked woman. She
stated that, who ever drew this did a very good job. It tells me that if you think that is
funny, you dont know what it means (p. 7). Every one of them wanted to know so she
said she would explain the reality of it to them. She had another teacher take the girls out
and she talked to the boys. Then she talked to the girls and said, This woman is going to
have a baby and you yourself were once inside your mother. When you came out it was
very difficult (p. 7). Their eyes got bigger and bigger and she said, When you see a
pregnant woman and you are on the bus you must always get up and give her your seat
because she is tired (p. 7). A that point in her life she had never had a baby and did not
intend to.
61
Gabrielle stated that, The next morning when I came to school and opened my
door there was a line at least 20 feet long of mothers and fathers outside my door
(Gabrielle, personal communication, May 24, 2003, pp. 7-8). Surprised, she asked what
she could do for them. The man at the front of the line said we are all here because we
want you to teach us how not to have more children (p. 8). By this time the principal had
heard about it. The teacher next to Gabrielle told her she was going to lose her job
because there is a law in the state that you can not teach sex education. Gabrielle stated
that that was ok because I will get another job (p. 8).
Gabrielle did the same thing with the parents and told them about Planned
Parenthood down the street that would teach them and show them. She expected she
would be physically thrown out but she was not and finished out the school year there.
The next school year the district office looked at her background and put her at a
very high socioeconomic school where a second grade teacher had quit. In the meantime,
she was taking night courses toward her masters in education. The principal came in and
said that what they needed in this community was someone with a background in
psychology. Gabrielle recalled the principal stated that, These children are well to do
and a lot of them need to be kind of civilized (Gabrielle, personal communication, May
24, 2003, p.8).
She was told that in social studies they were to build a community. There was
wood and saws and hammers. Gabrielle had never held a saw in her life but the kids said
that they knew how to do it. The kids were busy loving the activity and building when a
tiny little boy with very pale skin came up to her crying. He said he did not know how to
saw so Gabrielle said she would show him. She took the saw and sawed through her
62
thumb. She stated that, Everybody was screaming and they sent me to the nurse
(Gabrielle, personal communication, May 24, 2003, p.8). The other teacher took over.
The principal told her it was ok but that she shouldnt do any more sawing. Two days
later the parents of that little boy came to her to thanked her for helping their son
overcome being scared. She said, Well, yeah, he was scared and so was I (p. 9). That
little boy grew up to be a famous musician and Gabrielle to this day still has the scar on
her thumb.
The next class she had was a special education class without any labels. They
were diagnosed but didnt fit into any category. She explained that she, took that class
over and I did everything but teach. We danced to music and we danced outside and we
played sports (Gabrielle, personal communication, May 24, 2003, p.9).
Each of her teaching experiences helped her form her thinking about individual
differences. She described them as another path or stone in that river to cross
(Gabrielle, personal communication, May 24, 2003, p.9) with regard to her
understanding. In addition to these learning experiences in her work environment, she
was always taking courses to advance her own education throughout her early career. She
credits her professors support and approval of her ideas throughout her studies as having
a positive influence in her thinking. She earned a masters in psychology. Since she had
taken so many science classes, she also earned a masters of science. When she had her
first child, she just took courses as she could so it took her a long time to finish her
degrees. She felt her determination and unswerving goals (p.9) assisted her greatly to
continue her education.
63
For her masters thesis, she developed a curriculum to teach French to second
graders. She believed that, At that point I think the real creativity came out because I
had to think of ways that would be fun for these kids. One of them was to teach them one
word a day and as they left [the class they] had to say that word in English and French
and then tell me what it meant (Gabrielle, personal communication, May 24, 2003,
p.10). Each child would stand in line eager to tell her.
Professors recognized Gabrielles abilities. A pioneer in the field of psychology
who was her mentor once told a colleague that Gabrielle was a maverick. She asked him
if that was good or bad. He said he hoped it was good. He stated that, Your mind works
like no student I have ever seen (Gabrielle, personal communication, May 24, 2003,
p.3). For her dissertation she had a masterful insight (p.10) and began to delve into the
workings of the brain. She chose to devote her life to the application of theories in
psychology.
Gabrielle first husband developed some problems and they divorced when her two
daughters were young. He was so brilliant and it was impossible to ever reason with him
and I couldnt take it anymore (Gabrielle, personal communication, May 24, 2003,
p.12). He had hide her books for her courses. Gabrielle called her brother and left.
Gabrielle was a single mother teaching second grade and paying a lot of money
for each course she took. She stated that, You want to talk about poverty and a single
mother. I can tell you exactly what it is like. You give up what you want to eat in order to
feed your daughters and just in order to pay the rent. So I was kind of frazzled with
everything going on in my whole life (Gabrielle, personal communication, May 24,
2003, p.11).
64
Introduced to her current husband of many years by a colleague, Gabrielle took
one look at him and said that is the man I have been waiting for all of my life.
(Gabrielle, personal communication, May 24, 2003, p.11). At her colleagues house, her
future husband and her colleagues husband began showing off. It was one upmanship
(p.11). Gabrielle decided shed had enough and left.
She ended up marrying that man, finding a life long personal and professional
companion. She described her marriage as one of the most significant events of her life.
Her husband was extremely proud of her accomplishments. She explained in the second
survey that, my personal life was enriched because I was able to rear my daughters, and
to work, teaching graduate classes at night. I was home when they came home. My
husband supported me in this. He is a partner in every respect (p.2).
She earned her doctorate in education and began writing what would become a
groundbreaking work in psychology. Her and her husband formed a company and
eventually both began working full time for the company. They both developed materials,
lectured and managed the company. She stated in the second survey that, Few people
have the privilege of loving their work as we do (p.2).
Gabrielle had a passion for her work and was often at odds with the way children
were educated. As a psychologist she explained in the second survey that she, witnessed
all kinds of students from gifted to special diagnoses being failed by teachers who had no
concept of diagnosing why intelligent children did not learn. Instead they failed them. My
mission was to protect the children instead of the teachers (p.1).
Gabrielle eventually took a university position. Early in her university career, she
was offered a position in a prestigious university and chose not to take it. She felt her
65
husband and children were too established in their lives to disrupt them. She also knew
full well that in not accepting the position her ideas and stated in the second survey that
her ideas would suffer lack of acceptance coming from the West Coast. Ive been
proven correct (p.4).
Gabrielle never went for fads. She had a conscience and had the ability to throw
away something if it did not work. She stated that, I have no problems with that
(Gabrielle, personal communication, May 24, 2003, p.15). Often, with time and mental
energy invested, people dont want to admit that what they have done no longer works or
is proved wrong. Her theories were often contrary to what mainstream psychology
believed. Some psychologists were in extreme opposition to her ideas. Gabrielle felt that
with regard to mainstream psychology, she was so far a field that it is not an easy place
to be (Gabrielle, personal communication, May 29
th
, 2003, p. 1).
The more research that comes out on the brain and learning, the more her theories
hold up. She believed that some of her work regarding theory and application were a
major contribution that has not been truly accepted. It may not ever be (Gabrielle,
personal communication, May 24, 2003, p.4). She called this the dark ages of psychology
and education and stated in the second survey that she had made a serious dent in this
thinking (p.2). Following the brain function research of today, her work has been
reaffirmed over and over which doesnt make a lot of people happy (p.1).
Gabrielle was really good about record keeping and writing thoughts down. She
came from a family of writers, and even has cousin who was a very famous writer. One
of the characteristics she possessed was rapidity (Gabrielle, personal communication,
May 24, 2003, p.3). Its like a stream that just kept flowing when she wrote. I am so fast
66
that it is disturbing to people and I can conceive and write and I dont know where it
comes from (p.3). She wrote short stories, childrens books, and hundreds of training
materials. She had the ability to focus and pay attention to what comes to her. She had
immense concentration and in the second survey called it indomitable energy (p.3)
along with having good health throughout her life.
Gabrielle had organizations that promoted her work all over the world. She joked
that it is still pretty much a not for profit since they purposely kept the prices low so
people can use them. She stated that, We are fighting uphill. If you want to teach people
to use something new, you have to make it affordable (Gabrielle, personal
communication, May 24, 2003, p.13).
Gabrielles always been willing to fly anywhere to lecture and teach to get her
message out. She found that the most experienced teachers grab onto it the best
(Gabrielle, personal communication, May 24, 2003, p.14). She heard over and over from
experienced teachers that they had gone to bed crying in the pillows saying Why cant I
reach that child? (p.14). She would like to see university studies include her methods in
their preparation of student teachers and a masters program developed.
She has a lot of patience and a great deal of tolerance. She stated that, I have
used it with so many children it is hardly that a month goes by that I [dont] get an email
or a call. You dont remember me but such and such and I want to thank you for what
you have done for my life (Gabrielle, personal communication, May 24, 2003, p.15).
She said she was not looking for this. To her, it was a mission. She was determined to
persist always because I knew that I was right (p.14).
67
Overall, Gabrielle said that the positive far out weighed the negative. Marriage
and children had a profound impact on her creative accomplishments. She stated in the
second survey that, Harmonious environment allowed me the ease of mind to be and do
what I wanted to (p.5). Her children were successful in their careers and have always
been eager to go with me on travels or listen to my lectures (p.3). There were successful
results for thousands of teachers and children and acceptance by federal and state
professionals. She stated that she was blessed to have achieved my ambitions, to have
been supported by my family, to have excellent health, to be practical and accept negative
criticism (p.3).
Nancy
Presented next is a table of Nancys occupation and/or area of creative endeavor.
Included in the table are products and accomplishments that represent some of her
achievements. Following the table is a narrative description of her.
Table 3
Nancys Areas of Creative Endeavor
Creative endeavor Representative products and accomplishments
Mathematician, Educator Professional involvement in the field of mathematics
and early development of new technology. One of the
founders of a university program. Developed unique
materials and concepts, published articles and books.
Information on her achievements is in a major
museum.
68
Nancy was born in the early 1920s in a northeastern city. Her father had a
bachelors degree and her mother had teaching and library certificates. She had one older
sibling. Married, with two children of her own, Nancy led a successful career as a
mathematician and academic. She received many awards and honors and pioneered the
development of new areas and products.
The encouragement of her maternal grandparents had a positive impact on her
early life. Her grandfather was a person who insisted on family relationships. He ruled
the roost but was very much a social person. If a week went by without his hearing from
her family he would call and ask if there was something wrong. He had five daughters.
His wife, his mother and a younger sister also lived with him. Nancy met a lot of people
through her grandfather. He introduced her to politics, which she said she abhors
(Nancy, personal communication, May 7, 2003, p.12). She still remembers vividly how
unjust she felt it was when her grandfather described how his good friend and political
ally could never be elected governor because he of his religion. To this day, Nancy feels
that was wrong and continues to find the inequities in politics.
Nancy went to an experimental school as a child. There was an apartment where
girls were taught bed making, setting tables and other things they would need as
housewives. The boys had manual training at a very young age. The students were taught
3 years of school work in 2 years. A good student, Nancy felt she never had to work hard
at anything. Things naturally came easy for her. She stated that, music came easy to me
and math came easy to me and I think probably I was spoiled because everything did
69
come very easily. I never worked very hard at anything (Nancy, personal
communication, May 7, 2003, p.13).
From the time she was very small, her family encouraged her to try her hand at
anything that interested her. Nancy stated in the second survey that her parents
cooperated in whatever way they could to make my desires obtainable for me (p.4).
Throughout her life, Nancys mother was there to support her. Early on, when Nancy
skipped one grade in grade school, her mother made sure that she did not skip any more.
Nancy felt that being encouraged as a child to do what she was interested in and
capable of doing was one of the greatest influences on her life. Talented in music, at age
6 she taught herself how to play the violin on her mothers full size violin. Determined to
play the instrument, she cried until her father bought her a small violin that fit her small
size. She went on to win a city-wide award as the most outstanding music student when
she graduated from grade school. Her violin teacher was saddened when she decided not
to make a career of music.
When Nancy excelled in mathematics, her parents did not tell her that girls dont
usually like math. Instead, she was encouraged to enjoy her capabilities. She had a
passion for mathematics and it came very easily to her. A high school student in the
1930s, she wrote on the quantitative questionnaire that she fell in love with math in high
school (p.2) and took 3 years of it rather than the required one year for her program. She
would also help students after school when the teacher was too busy to assist them. A
classmate reminded Nancy once about the time that they had a teacher who was not the
regular teacher. This teacher could not get the right answer for something. Nancy very
quietly stood up and said to her, If you do thus and so I think you would be on the right
70
direction (Nancy, personal communication, May 7, 2003, p.3). Nancy did it so quietly
that most of the class did not realize what she was doing. She did not criticize the teacher
but just suggested the teacher do something different.
Nancys father had high expectations and his support for her was articulated even
before she was born. Her father and his roommate in college made a pact as
undergraduates that if they both had daughters they would encourage them to go to
private school to begin with, then to go into medicine. She explained that she thought it
was fascinating that 2 young guys in college during the 1910s would make a pact with
each other like that.
Nancy refused to go to a private school her parents wanted her to attend, but
instead insisted on going to a public high school right next to their house. She was not
interested in some of those snooty kids at the private school but admits that you change
your attitude with time. As an adult, she sent both of her boys to a private school.
Nancys father thought she might make a good ophthalmologist because of her
interest in math. Nancy enrolled as a pre-med student at the university by 16 to satisfy her
father. Her first 2 years at the university consisted of all science classes. She had not
taken a lot of science classes in high school and in college was in scholarship classes with
other advanced students. One professor (who was the author of the text) kept telling the
class to read the book if they had questions. She had read the book already and still had
questions. She really disliked that subject.
Although Nancy did not always follow her fathers advice, he was very
encouraging of her at every step. They, in many ways, were of one mind (Nancy,
personal communication, May 7, 2003, p.13). She recalls one time when she was very
71
annoyed with her brother and he was standing against the house next door in the alley in
the driveway. She hauled off and tried to hit him but he ducked. When her father came
home he yelled at her brother for ducking. She remembers it so vividly that her hand still
hurts when she thinks about it because she hit the house next door so hard so nearly broke
her hand.
The early death of her father when she was a junior in college was a turning point
in her life. He died of a brain tumor that some say may have been caused by being hit by
too many baseballs or thrown too many times from a horse in his younger years.
Although his early death was not anticipated, he had put money away in the safety
deposit box for Nancys masters degree. She was able to complete her undergraduate
degree in mathematics education and go on to a masters degree even after the death of
her father. She stated in the second survey that, The fact that he had enough confidence
in me to expect me to finish my degree and to do graduate work, encouraged me to
continuewhich I did! (p.5).
Throughout her life, Nancy always had somebody in her corner (Nancy,
personal communication, May 7, 2003, p.4). There was someone at the university when
she was a junior who, after her father died in April, divulged that she only needed three
more credits to graduate early. She challenged a music course with flying colors and
graduated a month later. She started teaching mathematics at the university by 19. Only
the chairman of the department, whose children had gone to school with her, knew she
was so young. That did not seem to make a difference to the chairman. She was working
on her masters degree and teaching army air force students, most of whom had degrees
72
in engineering and probably had far more math than her. At that time, she did not let
anyone know her age.
With a war upon the country in the 1940s, Nancy decided she could do more to
help her country by joining the military than she could by teaching youngsters math. She
joined the service without ever discussing it with her mother, but she was confident that
whatever she wanted, her mother also wanted for her. At the time, her mothers youngest
sister was living with her while her brother-in-law was in the service. That aunt became
her confidante and Nancy was sworn in without ever telling her mother. When asked if
her mother was upset by this, she replied, No, not at all. She was very supportive. I think
that was an indication of her general support all the way through my life. She figured if I
wanted it, it was probably the best thing for me (Nancy, personal communication, May
7, 2003, p.16).
After she was commissioned, she, along with the only other woman on the base
(who was considerably older than her) worked as mathematicians in a groundbreaking
area of development. There she worked for a commanding officer who had very little
compassion for people and felt that people were just the means to run his operations.
Nancy was positively influenced by her very capable female service member who once
told her to ask forgiveness rather than permission. She found that that thinking caught on
with her and wrote in the second survey that she was, willing to attempt almost
anything, with confidence and vigor (p.4).
Nancy was requested by the university to come back to teach a short while before
she was due to be released from the service. The dean of the university went to
Washington and fought to get her out of the service early. Her commanding officer was
73
very unhappy about that, not approving of anyone who was interested in teaching. He
was disgusted that she would waste her talents by going back to teaching. He was a man
with the philosophy that if you know it, you can teach it. He did not speak to Nancy the
last month she was there.
Nancy credits her commanding officer with her critical understanding that she
really wanted to be involved with people (Nancy, personal communication, May 7,
2003, p.5). She turned her back on anything to do with the cutting edge technology she
worked with in the service. She was even offered a very lucrative position at a
corporation shortly after she was released from the service but turned it down. She stated
in the second survey that, My commanding officer did me a special favor by allowing
me to realize just what/where my interests were. He probably did more for my
understanding myself than anything else (p.6).
Once back at the university, the chairman had been in touch with her and
expressed his confidence that she had the ability to just walk back into the classroom. She
was not given any time to prepare. The following Monday morning she was back in the
classroom enjoying teaching mathematics at the university level. Nancy loved teaching.
She stated in the second survey that, I like people and felt that I was destined as a child
to be a teacher (p.2). She always approached her subject with desire, not dread. Some
college math students told her that she made learning mathematics interesting because of
her explanations and attitude. She chose her career because that is what she loves to do
and that was where her heart was. She affirmed that, I love what I do or I dont do it!
(p.2).
74
Nancy did not have to worry about money for her doctoral studies since she had
been in the military and was on the university faculty while she completed her studies.
After many years of teaching mathematics, Nancy took an interest in other areas of study
and began teaching interdisciplinary course work as well as mathematics. Eventually,
Nancy resigned from the mathematics department and began teaching interdisciplinary
studies full time. She helped found a program and developed new curriculum, wrote
books, lectured internationally and supported the development of talents of others from a
variety of disciplines.
Nancys mother was very much a part of her adult life as well. Nancy explained
that when her boys were small, they figured they had two mothers. When she was
teaching mathematics all day as well as teaching other classes at night at the university,
she would just come home and dinner would be ready. A widow who worked as a
librarian during the day, Nancys mother covered everything at her house. Her mother
would come home and take care of Nancys family at the end of the day. Nancy jests that
the reason she never had an interest in cooking was that her mother always did the
cooking for her family. She stated that, I think the fact that I was able to have a
professional life and a family at the same time and I can thank my mother for a lot of her
influence in that way (Nancy, personal communication, May 7, 2003, p.12). Once she
attended a one-week residential workshop out of town between Christmas and New
Years day. This was difficult for her because it took her away from her family for that
week. Yet, having the assistance of her mother, along with her supportive husband of
more than a half a century made it possible to attend that workshop.
75
Nancy has received feedback from people who tell her that she gave a certain
warmth and heart to the university program that would not have been there without her.
When she began working in a new area of development at the university, she gave
credibility to the program since, despite being a women, she had proven her self as a
university teaching faculty. With regard to her successes, she believed that working in a
new area, developing new thinking and enjoying it was important.
Nancy felt that many people influenced her positively along the way. Mentors,
mostly teachers, had significant positive impacts on her achievements. She was mentored
by teachers all the way through, starting with her first grade teacher. The female high
school math teacher whom she took most of her mathematics with was also a mentor.
Nancy continues to be in contact with her.
It was important to Nancys development to have these supporters all along the
way. She found her supporters did not always question what she was doing and they had
confidence in her to the point of accepting her ideas and actions. She explained that, I
think probably the two things that are most important to me is the support that Ive gotten
and the liberalism with which people have treated my accomplishments so that Ive felt
free to go on and do more (Nancy, personal communication, May 7, 2003, p.19). It was
her determination throughout her life that influenced her creative accomplishments most.
Nancy influenced many by taking on the role of teacher and supporter of students
growth and development. She enjoyed helping and had been told by former students that
she encouraged them tremendously. It was her goal to have a quiet influence on others.
She felt thats what mentors had done for her. She believed people realized she was in it
for them and not for herself. She would like everyone to experience that kind of a
76
relationship, either in giving or receiving. She describes it as a symbiotic relationship and
a very creative approach to leadership.
Nancy has been called a pioneer. A woman who was interested in her career in the
military called her a groundbreaker because there were very few women going into the
military at that time. She never considered herself a womens libber. She was accused of
being a womens libber way back but always felt that it was up to the women to find
their own way and I think that is what I found (Nancy, personal communication, May 7,
2003, p.2). Nancy stated that, as a groundbreaker she hoped that the ground did not come
back up and hit her in the face. She reflected on the fact that, It never did. I never really
had to suffer for anything I had done (p.17).
A most important aspect of Nancys life was her relationship with her children
and her husband. She stated in the second survey that, I can truly live in the atmosphere
I was trying to identify for myself and my students. I have been able to share experience
with my family which I could only hope for in my students (p.7). She felt fortunate for a
family that was encouraging all the way and was so interested in her accomplishments.
Her spouse, an accomplished professional himself, was always extremely supportive.
Both her mother and her two children also were involved in her professional life,
assisting with programs and events.
Nancy felt it was important to be recognized by associates for her achievements.
She stated in the second survey that, It is one thing to know what you have achieved, but
it makes it special when those achievements are recognized by your former students,
associates and current friends (p.5). Nancy felt strongly that it was important to receive
all kinds of recognition. In retrospect, she has come to understand that she took on many
77
professional roles in which she was overlooked as far as pay was concerned. She was not
resentful but did not like feeling used. Had she understood that at the time she would not
have enjoyed it as much as she did, particularly since it took her away from her family.
Nancy felt often that she did not need the credit for things but people have since told her
she should have. She felt it would have been nice to get that credit for womankind since
women were still glossed over.
Retired for the past 20 years, Nancy remained involved in her profession. She
continued to be active in her profession, giving invited talks all over the world and
participating in conferences and institutes. She served on boards and for many years was
a public school volunteer.
She particularly remembers this one gifted student in math she tutored throughout
his entire school career. His teacher would bring him three math books a day and he
would take them home at night and read them. She did not know what to do with him. In
talking with him in first grade she realized he knew all the terminology from analytic
geometry.
Although she was happy in retirement and has done a lot of traveling, she stated
in the second survey that, old age isnt for sissies (p.8). Due to recent health problems,
she had to give up some well-loved activities because of pain and the inability to follow
certain regimens which she had enjoyed. In her 80s, she wishes she was able do more
physically. She stated that, My mind just isnt tuned into living a sedentary life, but my
body just wont cooperate. There are many things that I do imaginatively! (p.8).
Nancy always looked on the positive side of things. She found that always made
things easier. She firmly believed that being positive built more positive attitudes. So
78
many people commented on her full life. She agreed and appreciated it. She was never
bored. She remembers visiting the country when she was younger. She would have to
head into the city or another town to find something to do. Now, she said, she no longer
feels that way. She was just glad to have an afternoon to read a book or get an email and
return the letters that she should have answered a week ago.
Katie
Presented next is a table of Katies occupation and/or area of creative endeavor.
Included in the table are products and accomplishments that representative of some of her
major achievements. Following the table is a narrative description of her.
Table 4
Katies Areas of Creative Endeavor
Creative endeavor Representative products and accomplishments
Writer, Editor, Performing Professional in the field of advertising and an editor.
Artist Published books, syndicated column and poems.
Published play and TV script-writer, performed one-
woman shows. Lifes work honored at alma mater.
Katie was born in the late 1920s in a former library over a main street store in a
small Northeastern town. Her mother was a self-educated immigrant and her father was
educated in English, Hebrew and Yiddish. One of 4 children, she went on to have 2
children and she 2 grandchildren.
Born when her mother was past 40, Katie was the youngest. Her mother was very
proud of her. She explained in the second survey that, I was the baby of the family and
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my mothers favorite (p.3). Growing up, her mother encouraged her to be outstanding
in whatever I attempted in school. She earned good grades and was involved in
extracurricular writing and performing. Although most of her teachers did not encourage
her writing, her 6
th
grade teacher did and submitted her 1
st
poem for publication. At 17,
she published one in a national magazine. She wrote on the quantitative questionnaire
that, In high school, I was not well-liked by my teachers and was resented by some--
even when I won a national writing prize. (p. 1).
An immigrant who attended only a few weeks of night school, Katies mother
wanted her to become a teacher. Her mother worked so hard so she could go to college.
That had a great influence on Katie, who enrolled in a large Northeastern university in the
late 1940s and pursued a degree in English. She stated on the second survey that,
Although I took teacher training at the university, I did not become a teacher because I
wanted to be a writer and thought teaching would drain away time and energy better
spent on writing (p.2).
She was a good student but did not participate in discussions, particularly large
group discussions. She stated in the second survey that, I keep my thoughts to myself
unless I am writing them down. I dont even like to talk much on the telephone (p.2). As
an undergraduate, she did not have much interaction with her professors. She did not
encounter teachers who she felt were interested in developing her writing talent.
Katie explored getting a fellowship in the English Department of a state university
when she finished her undergraduate education. However, the professors were male and
she stated in the second survey that they, considered female students as transitory
creatures who would soon be getting married and raising families (p.2). She described
80
the administrator she spoke to as cool and, in the end, said she could enroll but would
have no chance of getting a fellowship. She believes that rejection stuck with me (p.2).
When she finished college, most of her female peers were marrying and having
children, she wrote on the quantitative questionnaire that she, preferred to seek out a
career and for the next 5 years or so against the prevailing norm she worked (p.1). She
imagined herself heroic for taking this route and, in the process gained five years of
experience she later used in life. Katie had a romantic view of becoming a writer. She
stated in the second survey that, I began a novel, which was rejected. I tried to write a
newspaper column on a freelance basis and didnt succeed. I wrote a play that went
unproduced (p.3). She realized that the, ease of being a writer on campus and being one
in the real world were two completely different entities (p.3). She finally decided to use
her writing skills and creative abilities by doing commercial work in the field of
advertising.
Working for a large advertising agency, she pursued a job as a copywriter. She
found resistance to training a female to be a copywriter because the agency felt she would
just be getting married anyway. She talked them into giving her a chance and was
promoted to advertising copywriter. She found that, The things I learned in that job
helped me tackle redactory problems, gave me a knowledge of fonts and printing, a
familiarity with layouts and graphic arts, and helped me all through my life. Writing ad
copy was a boon to writing poetry. Advertising taught me to be concise and dramatic
(p.8) Eventually she left that job to get married.
Katie married in the mid 1950s and, instead of going to graduate school, she
began writing commercially, running a house, and taking care of a husband and family.
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She made a deliberate choice not to go to graduate school. She stated in the second
survey that, I wasnt ready to do that during the formative part of my educational years
and later on, when I might have, I was too busy. I was having some writing successes in
the outside world and did not wish to exchange those for the university atmosphere,
where I would have been starting over again from scratch and may have been received by
professors who could possibly have robbed me of any confidence I had managed to
acquire by that time (p.2).
Katie remained at home after she married, freelancing and staying active in
community theater. Each creative endeavor led to another. She ended up writing plays
and scripts for television, and creating and performing monologues. That led to
community and religious activities and eventually newspaper work, an editorship and a
weekly column that became syndicated. She received honors and awards for her work,
including a top national prize at a meeting of her professional association. In her late 40s,
she was hired as an editor/writer at a federal agency after being away from the official job
market for 26 years. She did not know it at the time but she had won the job over 25
younger people.
There were lots of events and situations that she felt influenced her ability to
write. The events of the 20
th
century (from the depression, wars, pop culture, religion and
political upheaval) were influential. Also, the history of the Jewish people and their
resilience in the face of obstacles inspired her. Her community, where there were
opportunities for creative endeavor and the availability of libraries for, as she stated on
the second survey, research, reflection and a cleared table on which to write, away from
the domestic clutter (p.5) was also influential in her development. She chose her
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occupation as a writer because it provided an outlet for my creative talents, gives me a
sense of achievement and satisfaction, provides an opportunity to work with other
creative people andleaves a permanent written legacy for others to enjoy, a record of
my time on earth, a history of a large part of the 20
th
century and a sliver of the 21
st
century seen by a 20
th
century person whose parents were born in the 19
th
century. I
consider myself and my writing influenced by all three centuries (pp.1-2).
Katie said her marriage of almost 50 years had an indelible impact on her life. She
married a very positive, supportive man with a doctoral degree. Now a retired university
professor, he still works as a consultant in his field. She wonders sometimes how he can
still be doing the same things after all these years. She has done so many different kinds
of things. Financially, her parents helped her until she married. Then, her husband
assisted her. It was critically important because she did not make much money in
advertising and, at first, could not sell any of her work freelancing. Her husband
encouraged and supported her in all her projects. Being technologically challenged, she
would not be using the computer today if it were not for her husband. She stated in the
second survey that, Because of him I have traveled to foreign lands and met new
international friends and used my French minor to communicate with his colleagues
(p.6).
The birth of her 2 sons matured her and her work. Although this took time away
from her writing, it was well worth it to her. When her children were young, her husband
arranged for her to have a housecleaner so she could go to the library to write. She also
was part of a cooperative babysitters club, and stated in the second survey that it
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enabled me to be away from my own constraints at home and freed me to do my writing
in the evenings at the homes of various friends in the club (p.6).
Her children helped her in her projects and were very supportive. She stated in the
second survey that, They have been eager to help in the past with preparing manuscripts,
making signs for book fairs, operating sound systems for dramatic programs and even
appearing with me, becoming my voice for readings (p.5). Her daughters-in-law and
grandchildren have also been involved in her work.
She has written many books of political, historical, feminist and ethnic poetry and
a widely distributed syndicated column. She wrote a commemorative play with a cast and
large crew that she stated in the first survey that she, assembled, directed and cursed!
(p.3). She has helped senior citizens write life stories. Her papers have been donated to
her alma mater where a celebration of her lifes work recently took place.
Her personal life always took precedence over her career and still does. It took a
lot of her time and she stated in the second survey that she, wouldnt have it any other
way. My husband, children, and grandchildren are always uppermost in my thoughts and
in my heart. Everyone has to make trade-offs and compromises (p.7).
She has always made the best of things, with a little bit of optimism and a little bit
of pessimism, resilience and a good sense of humor. She stated in the first survey that a
personal quality that helped her achieve was, the ability to make the best of whatever
opportunities presented themselves- to create my own opportunities out of thin air the
ability to expect nothing from anybody and to be appreciative when something good
actually happened (p.3). Her biggest concerns were time and energy. Freelancing, she
explained, required constantly finding new markets and sending out manuscripts. She
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stated in the second survey that, I wish I had a personal secretary to handle the details of
keyboarding, e-mails and general mailing (p.6).
Throughout her life Katie enjoyed good health. In the early 1980s she developed a
serious problem that limited her ability to communicate orally. Affecting her creative
choices professionally, she changed directions but kept on working stating in the second
survey that, Since I could no longer act in speaking roles on stage, deliver monologues
and lectures or teach, I turned to writing out my thoughts and working to have them
published in new hitherto unapproached markets (p.5).
This change in her health surprised her and spurred her on. She stated in the
second survey that, The weakness and depression I experienced were conquered by
reliance on my work habits and an innate desire to create something out of a void. It was
like getting a second breath while jogging--exhaustion and then a sudden spurt forward.
In fact, I increased my exercise routine, which helped tremendously and gave me new
energy. But this limbo period lasted about 5 years with ups and downs along the way. I
tried to be active in civic affairs and made new friends (p. 6) despite her health
problems. She tried different medication, therapy, clinical trials and support groups to
improve her condition, But after lingering in that climate for 5 years, I wanted to return
to normalI outgrew the support of the group and decided that many of the people were
worse off than I (p.5). She decided to live with her medical condition and adapt to it.
She stated in the second survey that, I didnt want to spend the rest of my life as a poster
child for a disability. I struck out into new areas, joined new groups, and began leading a
richer life, which enhanced my writing career. I did join a professional group of mature
women engaged in writing, art and musical composition. Many of them had [disabilities]
85
and had overcome them, and I knew that I could do it too. They were an inspiration to
me (p.5).
In her 70s, she said tasks took longer and kept her away from writing more and
more. There were doctors appointments for her or her husband. She baby-sits her
grandchildren when needed since her children live nearby. She was always there if her
sons had an emergency. She no longer sits and writes for long hours and she was too tired
to work at night. On the weekends, there were many family affairs and recreational
activities. She went to plays, movies and attended concerts. She stated in the second
survey that, All this is delightful, but it is also time taken away from writing projects Id
like to finish. Still, you cant have everything and Im not complaining (p.6).
Her husband, constrained by a childhood illness, cant move as quickly as he used
to and limits engagements that require much walking. Katie did the outside tasks such as
getting the paper and putting out the garbage, but together they performed many
household tasks. They both remained active in professional organizations and they live
independently.
Katie was very much still ready to try new things, meet new people and have new
adventures. She stated that she is passionate about the act of creation itself, the challenge
of taking the bare bones idea and developing it into a full length article or poem (Katie,
personal communication, February 11
th
, 2004, p.1). She was currently working on several
projects. She has both mature and young friends who ask her advice on writing or want
her to read their manuscripts. She was finishing her autobiography and looking at
marketing an unpublished novel she completed 2 years ago. She also wanted to prepare
an anthology of her poetry and write a book based on her travels. As a freelance writer,
86
she does not consider herself retired and states she is excited to leave behind something
you alone created from scratch (p.1).
Having lost a brother and sister, she stated in the second survey that, even death
spurs me on to create (p.7). On her mothers deathbed some 35 years ago, Katie recalls
her murmuring I did it myself! (p.7). That was something her mother often said when
complimented on her cooking or sewing. She found it has, It stuck in my mind and
inspired me to rely not on other people but on myself (p.7). The autumn after her
mothers death, she was inspired to start her own publishing company and has sold
thousands of her books.
She said she was glad things have changed so that there were more opportunities
for women out of college. She had limited choices. She found that as a writer, a sense of
humor was important. She stated in the second survey that, One should not take herself
too seriously and should always leave some slack for the unexpected and the frustrating
(p.7). In reflecting back on her choices in her career she felt she had made the right
decision. She could have managed it differently and more prudently but to do so would
have required my being another kind of person, and I am not anyone other than who I
am (p.2). When asked if her current life was different than what she expected, Katie
said, Actually, its better than what I expected (p.7). In her mid 70s, having survived
obstacles of every imaginable kind, I am quite pleased with my life because Im still
writing. Not many of my colleagues of my age can say the same thing, if theyre still
around and still have all their marbles (p.3)
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Patricia
Presented next is a table of Patricias occupation and/or area of creative endeavor.
Included in the table are products and accomplishments that representative of some of her
major achievements. Following the table is a narrative description of her.
Table 5
Patricias Areas of Creative Endeavor
Creative endeavor Representative products and accomplishments
Engineer, Consultant As a minor, founded and incorporated toy company.
Engineering degree and work in the field of
engineering when few women were involved in the
field. Featured on national TV, magazines and
newspapers for her award winning engineering
projects, international consultant.
Patricia was born in the early 1930s in the Western United States. Patricias
mother, widowed when she was just a month old, raised 3 children during the depression
era. Choosing to enter the male dominated field of engineering, Patricia has often been a
minority of one. As an engineer, she has well documented success stories of
implementing innovative ideas. She has lectured and published nationally and
internationally and served on boards of professional organizations. In her 70s, she still
worked as a consultant, enjoying attending and giving lectures, traveling internationally
and mentoring in schools.
Patricias family stressed the importance of higher education. Her grandfather,
born in the 1800s, had 5 girls and insisted that each of them have a college education.
88
The oldest earned a degree in education, her mother received a degree in business
administration, and the other 3 became either an electrician, pharmacist or a chemist. This
was quite remarkable at the turn of the century.
Patricia said in the second survey that there was a streak of inherited creativity
(p.3) in her family. Both her mother and her grandmother were very creative and
intelligent. Her grandmother, born in the 1800s, saved her butter and egg money. With
the money she purchased a cottage on the shore (a days travel away). She explained that,
She bought it much to my grandfathers unhappiness because women were not supposed
to be property owners (Patricia, personal communication, June 5, 2003, p.13). The next
year, to thumb her nose at him (p.13), she bought another oceanfront cottage with the
money she made renting the first one. Eventually she owned a little 30 room hotel in
town.
Although Patricias grandmother lived in a city, she cared for banty chickens. She
stated that her grandmother had taken an old Big Ben clock and she built the feeder
trough with a lid on it. So she would feed the chickens before she left to go to the beach.
Then she set the alarm clock for 12 hours later and tied a string onto the wind up back so
that when the alarm went offthe string is lined up and opened up the lid that she put on
the feed trough (Patricia, personal communication, June 5, 2003, p.14). Her
grandmother would make the day long trip to the shore and the day long trip back in time
to come home to chickens who were hungry, but fed at least once during her absence.
In 1910, Patricias mother worked in the banking. She eventually became the
number 2 person at a bank. However, the bank used her initials because they didnt want
anyone to know they had employed a woman in that position. When she had her 3
rd
child,
89
she stopped working. The bank wanted her back so badly, they offered her a nanny. She
stated that her mother, never went back to the bank although they tried desperately to get
her to come back. She felt as though she had a responsibility and stuck to it. (Patricia,
personal communication, June 5, 2003, p.15). Patricia believed that this was where she
received her stick-to-it attitude. Her mother was a determined woman who was always
there to remove obstacles and back her up.
Patricia felt she was born to be an engineer. She stated that, The good lord gave
me this gift and I have to use it all my life (Patricia, personal communication, June 5,
2003, p.12). She was always curious about the way things worked and wondered why
they didnt work differently. Even when she was tiny, she would build things and do
things she shouldnt. She remembered the summer before she turned 4, she was out at a
picnic table on a sunny day disassembling her brothers pendulum clock. Luckily, just
before she got to the main spring, her mother, looking over her shoulder said Alright
young lady. You are not having any supper until you have that put back together and it
works (p13). Growing up, meals were scheduled at 7AM, noon and 6PM. She
reassembled the clock and got her supper.
That same summer, a national music teachers conference was in town. In front of
a full auditorium, Patricia demonstrated perfect pitch. She explained that, I was not
playing music but I was playing chords and somebody in the audience would give me a
chord and a key and then somebody else in the audience would ask me to transpose in
into the same chord into another key. They kept me doing that for 15 to 20 minutes of
demonstration of perfect pitch (Patricia, personal communication, June 5, 2003, p.13).
90
She said her hands were too small to play music at that time but she was adept at the
mechanics of music.
In grade school, Patricia was the only girl in a class of 12. She said she was taught
the same curriculum as the boys and would wheel and deal those boys like it was
nobodys business (Patricia, personal communication, June 5, 2003, p.12). She
remembered in first grade her teacher saying to her, I know you are at the bottom of this
but I cant prove it (p.12). At a recent grade school reunion, one of her classmates
(whom she hadnt seen for a very long time) kidded her that he had taken more
whoopings for you (p.12).
As a child, Patricia enjoyed building and designing. As a young adult, she
designed toys for special children to practice hand eye coordination and to make things.
She designed a logo, had a name for her company and had an attorney form a corporation
for her. Since she was not at the legal age of 21, the corporation ended up being
dissolved. This, she said, was a mistake on the part of her attorney because she could
have had an adult proxy for her.
Patricia was good at math and science in school and had a curiosity about
mathematical problem solving and logical thinking. She never doubted that this was the
area she wished to pursue. She didnt even realize until high school that there was a
gender issue regarding math and science education. Entering high school, she learned that
boys could chose between a business, agriculture or science track while the girls could
chose home economics or health care. Wanting to pursue math and science, her mother
eventually went before the school board to fight for the classes her daughter wanted.
Requesting a copy of the law that prevented her daughter from enrolling in math, science,
91
drafting and shop classes, the school board could not produce one. They had just assumed
that in the 1940s, girls would not want those classes.
Patricia took the courses she wanted in high school and was offered a 4 year
scholarship to attend college from a local community organization. She couldnt accept it
because she needed to earn a living right after high school to help support her mother and
brother. She worked in the engineering department of an organization (although her pay
was much less than her male counterparts at the time). Patricia began attending night
school while she was working.
At one point, she worked at a bank as a board girl (Patricia, personal
communication, June 5, 2003, p.9) and then as a cashier for one of the members of the
New York Stock Exchange in her area. The president of the bank, who was also the
president of a college, was the kind of person who was out there with all the employees
and always wanted to see what was going on. Hed tell her to come over to his office
after the market closed. She said she didnt know whether he had a bouquet or a brick
bat (p.8) for her. He would tell her what she should have done, what she did or didnt
do. After about 15 minutes, he would send her away and a week or so later she would be
called to his office again.
The bank president told her that it took two people in business to fight and
advised her that if she got into a situation like that, just walk away. She stated that, I
have used that so many times when I have gotten into argumentative situations where,
you know it is awful hard to shut your mouth and walk away but I have done it (Patricia,
personal communication, June 5, 2003, p.8). She believed that he taught her so much and
was a very interesting gentleman who she loved dearly. There were many little kernels
92
(p.9) she got from listening to him and every once in a while I think of these and say
yeah, that is what hed want me to do (p.9). She was so very impressed and grateful that
this busy man who ran a bank and a college still had time to spend 10-15 minutes telling
this stupid kid how to stay out of trouble (p.9). She believed it greatly influenced her
accomplishments to have mentors like this in business and others in engineering.
Patricia couldnt resume her education until the late 60s. As in the past, her fellow
students, now all younger than her, respected and admired her abilities but administration
and professors reacted differently. One incident in particular bothered her. Getting lower
grades than her male peers, some of her fellow students decided to meet as a group and
assist her. In examining each others work, they discovered that hers was consistently
being graded lower (although it was apparent that it was of a similar quality). Tearing
their names off the papers, the group brought the matter to the attention of the dean. After
that, she began signing her papers with her initials so that the professors would not
recognize her gender. Her fellow students again stood up for her when a professor who
did not want a woman in the program started to say untrue things about her to the other
students. The students threatened to turn the professor in to the administration.
One day, Patricia went into class and one of her classmates wives just had a
baby. He had passed out cigars to the others but taped a small box of chocolates to her
desk. This was just one example of how the people she worked closely with accepted and
appreciated her. Her colleagues, both in college and later in her professional life, knew
that I was not out there to butt heads. I had a goal in mind and they were part of it
(Patricia, personal communication, June 5
th
, 2003, p. 10). She believed that a sense of
humor helped tremendously.
93
Early on, there were very few women in Patricias professional life. There was
one female professor (who later became the dean) that she could talk with but usually,
she was the only woman. Early in her career she was invited to a luncheon of a womens
professional association in her field. She stated that, I walked into a room. There were
about 15 or 20 woman in there and it was like walking into and putting on an old pair of
comfortable shoes (Patricia, personal communication, June 5, 2003, p.9). She said that
that group has stood me in good stead and as a result I have friends all over the world
(p.9).
Patricia started her first engineering job in the late 1960s and again her colleagues
supported her but she had difficulties with plant managers that didnt know her. Women
engineers were typically put in the office. She found early in her career that she needed to
get out and be challenged. She loved to dig into challenges and problem solve.
A love of challenge led Patricia to become a consultant in the field. She stated in
the second survey that she found it very rewarding to have her ideas proven by
application to industrial problems (p.4). She considers herself a troubleshooter, someone
who enjoys challenge and often stumbles upon things by questioning. Her connections
around the world often provide the source of advice and problem solving. She stated that,
I can pick up a phone and call anyone, three or four women engineers who are in that
field and say I want something thats going to do this, this and this (Patricia, personal
communication, June 5, 2003, p.9). She said that sometimes they have saved her hours of
trying to solve something when she was on the wrong track. She calls it problem solving
and having the capability of going to the person that has the answer rather than
reinventing the wheel (p.10).
94
Patricia said she was often been ahead of technology. One example of her ability
to push beyond current practice was so successful it was highlighted on national TV. It
was a water system she implemented in the 1970s. She contends it was not anything new,
just settlement, filtration and neutralization, that is strictly mother nature (Patricia,
personal communication, June 5, 2003, p.8).
A material she needed had not been manufactured yet but after searching quite a
while she was finally able to find a company and a young engineer who would listen to
her. She told him what she needed and eventually the company created it. This company
produced multiple consistencies of the material.
More than once, Patricia went into a meeting with everybody looking at me like
[I was] bonkers (Patricia, personal communication, June 5, 2003, pp.2-3). People didnt
understand what she was talking about, yet she found that many statements she made
proved to be true. She felt that her brain was 20 years ahead of technology. I was talking
hydrogen in the mid 70s (p.2). Over and over she found that if they were willing to try
and willing to go along with it, we usually got there (p.5). It was mental food to her to
see her applications proven but it often was not easy because she was going against the
grain.
She had done pretty well as a consultant though she does not advertise. She was
very excited when her ideas were received well when she speaks to groups. She loves to
bounce ideas off others and characterizes challenges as her cup of tea (Patricia,
personal communication, June 5, 2003, p.13). A few years ago she spoke to a business
group in Canada and got a standing ovation. She stated that, I didnt think I had been
that, what shall we say, innovative. I just told it like it was (p.7).
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Throughout her career, she looked for people who had the same brain waves that
I dothat can think outside the box (Patricia, personal communication, June 5, 2003,
p.6). Patricia said she hates the statement We have always done it that way (p.7). She
found that although its often said that this country puts money into new inventions, shes
found that it is very limited. She contends that if we had taken the money spent on
fission and spent it on fusion, we wouldnt be dependent on foreign oil (p.7).
Shes proud of her involvement in local education and the work shes done
mentoring students in math and science. Recently given a Chamber of Commerce Award,
she calls her work with kids my give back (Patricia, personal communication, June 5,
2003, p.15). Presenting to a school board, she was asked to describe the next several
decades with regard to math and science. She stated that, I took a little penlight and I
flashed it at the superintendent of schools. He looked at me like has she lost her marbles
and I said, Doctor did you get that 3 page memo that I just sent you? and I did it again
(p.16). She went on to describe how light message transmission will change the way we
do things and require schools to address learning in the areas of logic and ethics. She
stated that, Then and only then will our new crop of students be able to handle the light
message transition. So thats where were going in the future (p.16). Shes following the
developments in this area with excitement since it wipes out all the stuff we have now
(p.16).
In the future, in addition to continuing her contract work, Patricia is hoping to do
more public speaking. She believed that, public speaking is going to maybe break the
log jam, the political log jam (Patricia, personal communication, June 5, 2003, p.15). On
her recent trip to Europe, she saw much more progress in the areas shes been pushing
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here and said it kind of rubs you the wrong way (p15). She wants to speak to the image
of we dont have to sit here and cry because we cant do things. We need to just step
forward and do them the right way (p.16). She said her future entailed continued
problem solving and stated in the second survey that challenge was the fuel of my
existence (p. 6).
Mary Jane
Presented next is a table of Mary Janes occupation and/or area of creative
endeavor. Included in the table are products and accomplishments that representative of
some of her major achievements. Following the table is a narrative description of her.
Table 6
Mary Janes Areas of Creative Endeavor
Creative endeavor Representative products and accomplishments
Educator, Consultant Developed and published unique materials and
concepts. Founded a university program, implemented
unique programs and services internationally, journal
editor, international consultant.
Mary Jane was one of four sisters raised in the Northeast by middle class parents.
Her parents were high school graduates and expected each of the children to do their best
according to their abilities. The girls were all quite different. They got along fine but in
Mary Janes words, We are very different kinds of folks and each one of us was
supported in her own way, which you know with my generation was not particularly the
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thing with girls (Mary Jane, personal communication, June 6, 2003, p.11). The four girls
were interested in different things so they were never really competitive.
Although Mary Jane never married, all three sisters married and were
grandmothers. Her parents, as well as her siblings, have always been very supportive of
her trying new things. She stated that, My life went a very different path. But my family
is very supportive of me even in the stuff I am doing now. I have felt blessed that way
(Mary Jane, personal communication, June 3, 2003, p11).
A lot was expected of Mary Jane. She was an achiever who did well in school.
She participated in sports, music, drama, and loved to organize other kids in original
activities. She felt that growing up she could pursue anything she wanted to as long as
she did well in school. Her parents encouraged her to take risks and achieve goals.
Mary Janes dad, an inventor who did mechanical engineering work, held many
patents. Her mother was a secretary who loved the arts. She recalled that, the influence
was beautiful on both sides for me, creative arts and inventions (Mary Jane, personal
communication, June 3, 2003, p.10). As a kid, she was always looking for something
adventurous to do that was challenging and exciting and had some depth to it. She really
cared about things she got involved in and was a very well-rounded kid. She stated that,
I think that that helped to give me the confidence to try a lot of different stuff (p.14).
When it came time to choose a college, Mary Jane insisted on one particular
college. The only reason she wanted to go there was that they had an exchange program
and she knew she could study in Europe her junior year. Her father wanted her to go to
the liberal arts college that one of her older sisters went to but when she persisted he
finally gave in. She started off as a French major, switched majors three times, ending up
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as an English major. She also published poetry in the college literary magazine and when
she went out to do her student teaching she fell in love with teaching.
Mary Jane chose education as her occupation because she loved to teach and lead
groups. It seemed very natural to her. She stated in the second survey that, Even in my
childhood, I was forever organizing and leading some group or other, and it seemed to be
expected of me (p.2). She got kidded about it a lot in life. She always had good
relationships with people and stated in the first survey that she, include[d] them and their
thinking in many things (p.4). When the kids would play school, she would be the
teacher. When they played ball, she was the pitcher. She would organize the
neighborhood kids to write an original play and produce it. She stated that, I was just
elected president of everything. I call myself President Inc (Mary Jane, personal
communication, June 3, 2003, p.1). She did not decide to run for things but was just kind
of looked to do that as some kids are. She believed she had been lucky with regard to
leadership roles. She was more laid back than outgoing and figures as a result, people
were comfortable with her. She was not a threat to anybody but instead has an easy going
style. She stated that, I have maintained pretty good relationships with folks. I dont take
sides and political sides that way when people have agendas in all sorts of things (p.1).
Since she does not have agendas, she was often trusted to take leadership positions.
A turning point in Mary Janes career occurred in the mid 1960s when she was
teaching very bright junior high school students. It was a very affluent suburban
community in the Midwest. Everyone, including herself, was bored with the curriculum.
It was so cut and dried that she made a deal with her students that if they completed the
regular curriculum in four days, Fridays would be special. She invented all kinds of
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creative activities for the special Fridays and stated in the second survey that,parents
began to take notice of how engaged their kids had become and wanted more (p.5). The
administration then asked her to develop a summer enrichment program. She credits an
enlightened administration (p.5) for encouraging her teaching methods.
At the same time, Mary Janes principal sat next to a business executive
interesting in improving education. After hearing about her innovative teaching, the
businessman invited her to attend a summer training program. Mary Jane quickly found
out how persistent this man was. She stated that, If he didnt get an answer in two days,
he was on you (Mary Jane, personal communication, June 3, 2003, p 5). At that time, the
businessman had many organizations implementing his innovative methods but lacked
educators. Wanting to improve the educational system, the businessman made sure his
staff knew that she was an educator implementing new techniques in the schools. She
stated that, These people were paying so much attention to me. It was wonderful but
they were helping me and they were expecting me to produce great things (p.5). The
leader of the program really promoted her a great deal at the beginning and helped her a
lot as did other well-known scholars interested in improving education. They invited her
to take part in an advanced course where she worked with many outstanding scholars and
others working to improve all kinds of fields. That businessman who she stated on the
second survey, took her under his wing (p.5) became one of the people in her life who
had the greatest influence on her creative accomplishments.
She intended to design a summer course after the training but instead she
designed a semester long pilot course for the senior high school. She was transferred to
the high school and taught these new methods. They were the first of their kind. That
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second semester enough kids signed up to fill 9 classes and she ended up teaching five
classes and training two other teachers to work with her. She stated that, We became an
instant department (Mary Jane, personal communication, June 3, 2003, p 5). Mary Jane
said this experience changed the course of her career and was at the forefront of
everything I did (p.6). These were kids that were already very motivated, very
achievement oriented but one after the other would say this has done more to help me
develop my mind than anything else (p.6).
Yet, not everyone was supportive of this. She wrote on the quantitative
questionnaire that throughout her life there were individuals who did not want the boat
rocked (p.1) and both at the school and later at the university where she worked, some
people did not want to see these innovative methods implemented. At the school, some
people said, What kind of course is that? (Mary Jane, personal communication, June 3,
2003, p.13) and later at the university there were other departments that felt they did a
fine job of teaching innovative methods and did not think there was anything she should
be doing in this area. So, for many, it was a threat to the status quo. She felt her own
motivation helped her push past these potential barriers throughout her life. She never
was affected by it, just excited. I didnt want to be threatening to anybody (p.13).
It was very hard work to implement her innovative approaches to learning. She
was getting a lot of publicity. She ate a lot of chicken, mashed potato and pea dinners at
the Kiwanis and Rotary. An attention getter, this was something positive happening in the
schools and the media loved it. She stated that, Students were raving over the course and
parents were saying Why arent we having more of this? (Mary Jane, personal
communication, June 3, 2003, p 6). She was interviewed a lot and was asked to write
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articles. She stated that, I wasnt thinking about the importance of publishing that I
would have thought of later in my academic life, and I would gripe every time Id say
that journal wants me to write. Boy, was I happy when I applied for my doctoral studies
(p.6).
She was assigned to administration in her school district and did a quick masters
degree on top of the Masters of Arts to get her certificate. She was assigned to two
elementary schools because, they felt that if they placed me within schools, I could
directly affect classroom teachers (Mary Jane, personal communication, June 3, 2003,
p.13). She was there to specifically try to influence curriculum in teaching and help make
it a bit more creative. There were some elementary principals who felt threatened that
they would bring someone in from the high school to work in the elementary school. She
did not have the experience at the elementary level. She really felt it was her leadership
style that led to the administration seeing that it could be beneficial for her to work at that
level.
At the same time, she was doing massive amounts of in-service for the district to
influence teachers curriculum delivery. Teaching the in-services was quite fun. She
would mix K-12 teachers and say that it doesnt matter what you teach. She helped them
make their own curriculum connections as best as they could. They helped each other and
she set up a system so they could work with their peers.
When she decided to go for a doctorate, she started searching for a place to study.
Although there were scholars working in her area of study at different universities, they
were focusing on much needed quantitative research. She explained that it was not what
I wanted to do because I had these couple of years with experience teaching this stuff and
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what was beautiful was what was happening to the kids, what was happening to them and
their own self-esteem and their own self-confidence, and that is what intrigued me (p.6).
She decided to apply to a doctorate in education that focused in the area of
psychology. The dean of the school had negotiated with the university to redesign the
school of education and bring in a small group of doctoral students each year who had
affected others positively. Mary Jane read about this dean and called him up. She stated
that, Although at the time I had done all that complaining about the writing I had done,
but when I talked to the dean he said, Are you the one that was just published in the
educational journal? (Mary Jane, personal communication, June 3
rd
, 2003, p.7). She said
yes and he said, Youre in (p.7). He then put his assistant on the line. It was like a
Mecca with an unbelievable group of people brought in through the deans efforts and
she was proud to be chosen as one of these students. Many of these students, from arts,
engineering, politics and from all over were prominent figures today.
After her doctoral studies, Mary Jane administered a program in a school district
and then worked as a program specialist at a college. A job opened up at a university she
had attended in the education department of home economics. She stated that, I dont
know anything about home economics (Mary Jane, personal communication, June 3,
2003, p 8). Yet, she convinced them that it was beneficial for her to work with their
students because she knew a great deal about pedagogy. They hired her and she taught
there. Then a position opened up in early childhood education, another area she had no
background in, but they needed someone who was certified for accreditation. The head of
the department called her and she was hired to work with their student teachers because
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she was K-12 certified. They were relieved to get somebody who would direct that for
them (p.8).
Mary Jane explained that, this is called a creative career path going into things
for which we dont have the background and convincing people that you can do it
anyway (Mary Jane, personal communication, June 3, 2003, p 8). She felt throughout
her life she had a lot of opportunities that just seemed to be there at the right time. With
the home economics department she just suggested that they give it a try. She stated that,
Not a concentration on whether or not I could do home economics subjects, but rather
whether I could deal with the effective pedagogy of your student teachers. And so they
bought it. To me it made sense. I didnt think I was being manipulative. I really didnt
think I was pulling something over their eyes. I laugh about it now but really I felt I could
do it (p.14).
The department head in early childhood education also asked her what else she
would like to teach. She began teaching courses related to her innovative methods. She
ended up with 17 courses and a number of people working with her. She created a
graduate program at the university that significantly influenced her career and graduated
dozens of wonderful doctoral students.
A professor emeritus since the mid 1990s, she received feedback from former
students about how important it was for them to be supported and not feel threatened. She
felt she encouraged a very different philosophy from other departments on campus. She
would have lots of renegade students from across campus who were in arts programs
that were highly competitive and where everything was based on the critical nature of
things and they would come over to our program to get nurtured (Mary Jane, personal
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communication, June 3, 2003, p.2). She described how student work was under attack in
other departments. A colleague of hers who was a professor talked about the time he was
in college and he was waiting for his writing to be completely devastated once again
(p.2). His punctuation, spelling and sentence structure were poor and in high school he
had been knocked down so many times. He got his first paper back in college and across
the top was written brilliant (p.2). For once, someone had listened to his ideas and then
helped him with some of his writing difficulties. She believed that you needed to give a
little deferred judgment for awhile and look at the other side, look at the creative side
(p.2). There was a decided relationship between a positive self-esteem and creative
productivity. She stated that, One feeds the other and if you can work on both of those
things at once in class, then working with students privately, you can clobber just about
anything (p.3). She believed in helping people discover their own internal creative
processes.
Although Mary Jane started out in the 1950s as an undergraduate with a fairly
traditional career path for women at that time, she ended up with a very unique path. She
was very open to new experiences and delved into a very new area she helped develop.
She stated that, This ridiculous career path that was me saying sure I can work in home
economics. That kind of thing. It was serendipitous that somebody told me about that job
opening and I just happened to be in a phone conversation and then I guess was my
openness to trying something that wasnt in my own experience such as home economics
or early childhood education (Mary Jane, personal communication, June 3, 2003, p.11).
She really felt that these seemingly chance happenings throughout her life had a lot to do
with not only being in the right place at the right time but her openness to experiences.
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She stated in the second survey that, A lot of opportunities presented themselves and I
was able and willing to take advantage of them. (p.3). She has published several books,
dozens of articles and given hundreds of speeches and workshops.
A long time volunteer for organizations, she was voted in as only the second
women on a prestigious organizations board. The only other women on the board
exclaimed that she was, so glad to see another female in the room (Mary Jane, personal
communication, June 3, 2003, p.11). Mary Jane went to her first meeting and it was
decided that they needed to elect a president elect and I was elected to president at my
first meeting (p.12). As president of the organization for many years, she designed many
programs and often felt like she had two full time jobs with only one that paid.
Throughout her life Mary Jane chose to do a lot for free as a volunteer. She felt it
was the chance to do things that were important (Mary Jane, personal communication,
June 3, 2003, p.10). She never did it half-heartedly. I am heart and soul into whatever it
is that Ive taken on (p.10). Currently, she chairs the board of a charter school and it
took a lot of her time. She stated that, We had to meet a lot of challenges, financial and
every other way but I know that we have made a real difference in the lives of many kids
and many families, and it is beautiful to behold these kids when they are so free to
express themselves (p.9). As a result of budget cuts in the schools, she also trained
teachers to integrate art into their regular academic curriculum, and she said it was
incredible to watch a teacher, come alive and work with things that they never thought
theyd work with (p.9).
Mary Jane loved to develop. She was on the founding board of this school and
literally built the school. She helped design it and build an innovative curriculum. She
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chaired the board at the school and said that sometimes, with all these artists, she felt like
she was directing a production. She stated that, They take it from me and they probably
wont take it from each other. If there is a competitive sense, I do not exhibit competition
I think (Mary Jane, personal communication, June 3, 2003, p.2). She has been very
successful in chairing the board, in part she believed, because she was not an artist so she
was not an artist.
Mary Janes creative work protects her from being bored. She stated in the second
survey that she knew early on in her life she needed to be in situations in which I could
use my creativity, where I could be productively busy doing things that mattered (p.4).
She loved to take the challenge of things that were either unusual or new to her and tends
to get bored when I get to the maintenance part of it (Mary Jane, personal
communication, June 3, 2003, p.8). Today, in her early 70s, she lives alone with her
animals. She said life was just great and she was still very active in situations in which
she can use her creativity and good judgment. She stated in the second survey that, I feel
as if I am in an ideal space where I am still challenged, and I bring to any party a lot of
experience and gained wisdom. I guess I always figured it would be this way, and I am
very grateful for the many, many opportunities I have had (p.4).
She stated in the second survey that except for a few nagging aggravations that
affect folks my age, I am in good health. I have a lot of opportunities to engage with
interesting people, and keep my hand well into exciting things. If anything, I find I have
to turn invitations down for additional ventures (p.6). She had a good extended family
relationship, spending time with her sisters families. She had many valued friends who
were her support as she moved forward with her creative endeavors. She loved musical
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activities, theatre and world travel. In her retirement she had her own consulting business
and continued to serve on boards in a volunteer capacity.
Asked about the future, Mary Jane said she was in the middle of a few exciting
projects that she wants to complete. She was organizing a series of papers with other
professionals and the charter school was looking into building a new building. She was
also looking for funding to take a teacher institute into the inner city to integrate arts into
the curriculum.
Diane
Presented next is a table of Dianes occupation and/or area of creative endeavor.
Included in the table are products and accomplishments that representative of some of her
major achievements. Following the table is a narrative description of her.
Table 7
Dianes Areas of Creative Endeavor
Creative endeavor Representative products and accomplishments
Visual Artist Developed unique painting technique. International
awards and paintings published in books, magazines
and prints. Showed in several one-woman shows.
Awarded honorary doctorate. Information on her
achievements and products in a major museum.
Diane, a talented artist, was born in the mid 1930s to college-educated parents in
the southwestern part of the United States. As a young girl, her family nurtured her love
of art. Her grandmother, an artist herself, taught Diane to paint outdoor nature scenes
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when she was a little girl. Dianes first Girl Scout badge was the artist palette. Her
parents arranged and paid for private art lessons in elementary school and she showed in
her first art show in a medium size town when she was nine. Although she was able to
take art lessons in middle school, her family moved when she entered high school and art
classes were not available in her new school. She took piano lessons and played in the
high school band instead.
Diane was always clear about her life long ambition. Even as a young child, she
was determined to be an artist. As she developed her artistic talents, she painted more
abstractly, falling in love with color and design. Her mother always wanted her to paint
realistically like her grandmother, but her passion and talent revolved around her abstract
art.
When Diane was in high school, a woman came to town and asked her family if
they would be interested in sending her to a girls college in the east. She chose not to go
because she would not know anyone and she would be so far away from home.
Reflecting back, she wondered whether attending an east coast school might have jump
started (Diane, personal communication, May 21, 2003, p.14) her career. She had
observed over the years that people from the right universities (p.8) seem to get more
recognition in big galleries and museums.
Diane chose to go to a college in her home state. Her high school sweetheart
wanted to get married after high school but she declined his offer, stating that she wanted
to go to college and be an artist. It was not that she did not want to marry him, just that
she knew she needed to go to college and become an artist. She felt that if she would
have married, had kids, and not gone to college she would not be an artist today. At each
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high school reunion, her old high school sweetheart reminds her that he was still mad at
her for breaking up with him. Her reply was that she was not breaking up, it was that she
wanted to go to college. She wanted to see what she could do since she clearly always
wanted to succeed as an artist. Her old high school sweetheart remarked at a recent class
reunion that she had indeed met her goal.
By the mid 1950s, Diane began her studies of art in college. This took courage
because many of the other students had much more extensive art training prior to entering
college. Her family supported her emotionally and financially so that she could attend
college and major in art. They insisted however, that she also receive secretarial training
and a teaching certificate so that she would be able to find a job after college. She wanted
to major in painting but felt her choices as a woman were limited. She could choose a
degree in education or art history, but did not know of anywhere that she could get a
masters degree in painting. During college she showed her work in college exhibitions,
graduating with a bachelors of art degree.
After college, Diane supported herself by doing secretarial work, graphics and
some teaching of art. She married in her twenties, had two children and later worked as a
gallery director for five years. She married a very supportive man who could also support
her financially. Although not wealthy, her husbands support allowed her to devote time
to painting. She stayed home while raising her children, taking time to paint, study and
attend workshops. Her children were always involved in her art, helping her frame and
carrying paintings and sculptures to shows.
The passing of loved ones were significant events in Dianes life. When her father
died, he left her a little bit of money. Instead of keeping it in investments, she decided to
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invest in being an artist. She did workshops, and spent money on shipping and supplies.
A stockbroker once said to her that she would have a lot of money if she had left it in
investments. She replied that if she had done that she would not be an artist. She made
the decision to be an artist and spent that money achieving that goal.
Her grandmother, a major influence in Dianes life, passed away when she was a
preteen. Yet, her achievements and memories continued to be positive factors in her life.
Born in the 1880s, her grandmother went to college and studied art at the turn of the
century. After college her grandmother was expected to return and marry, which she did.
She painted all her life, showing at state fairs. She also had a quilt displayed at one of the
Worlds Fairs. Tragically, one of Dianes sons died suddenly in his early twenties. Her
determination to keep studying and painting and to do what makes her happy helped her
through these experiences and the later experience of becoming a widow.
In her early 50s, Diane began to receive some recognition for her work. She had
her first one-person show and was written up in the city paper the next year. She was
proud of her leadership roles in her states fine arts association and of her museum board
work. It was a decade later, during the 1990s, that she began to receive greater
recognition. She began showing her work at more prestigious galleries, had at least ten
one-person shows as well as a list of honors including recognition in arts magazines,
elected membership in a prestigious club and an honorary doctorate. Featured as a master
painter in an international magazine, Diane was thrilled with her honors but has found
that competition was fierce.
Diane often pursues opportunities and makes them happen. She once saw a couple
of books printed annually that featured women artists. This made her very excited and
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she said to her self that she was going to do this. She called the publishing companies.
One said they take only nationally known artists and they were not interested. The other,
after reviewing Dianes slides and resume, included her in the next book. She was excited
to be included with well-known artists. Unfortunately, she found out that the company
was not going to continue to publish it anymore because they said there was not enough
interest in women artists.
One of her favorite paintings won numerous awards and a competition in which
she was one of 30 artists honored out of 40,000 entries in the competition. The painting
was the result of a technique she developed over several years and was the result of many
influences and techniques. She used some unusual tools acquired abroad and several
different techniques that she perfected while studying with female master painters and
while experimenting on her own. She felt lucky that she has been accepted in some shows
and as a result was also able to take intensive workshops in specialized techniques with
experts. She stated that, From a lot of different sources, I started this technique (Diane,
personal communication, May 21, 2003, p.1). Some of the processes she uses to create
her paintings were very specialized and require specific equipment not readily available.
As a woman, it was difficult to get recognized as an artist. Only recently the
National Museum of Women Artists opened with a collection focusing on women artists.
A lot of women, she contends, did not know who some of the women artists were in
history because only great men artists were studied. She stated that, I am so thankful we
have this wonderful museum for women in the arts because you know they never did take
us too seriously and we did some beautiful artwork (Diane, personal communication,
May 21, 2003, p.9). Since she discovered more womens artwork she found that she
112
really liked it. She explained that, I am finding out that I really like womens artwork
better than mens and these are things you did not see (p.9).
Diane networked with other artists all over the United States and has displayed
her work in places like New York, California and in Europe. She learned from other
successful artists. She also attended many lectures. Yet, Diane and other artists have
expressed a desire to have an agent since there was a lack of knowledge of how to market
their work. She explained that, You try but that is the hardest part and artists simply
cannot go out and push their work. There is something in an artist that they cant do that
(Diane, personal communication, May 21, 2003, p.7). She felt you get stymied and it was
not clear how to get a really great person to promote you in public collections. She stated
that, I have been very pleased with what is [sic] happened but you kind of wish you
could make it more. getting into more public selections and into a few museums. It is
extremely difficult (p.8).
Criticism, in the art world, could be very harsh and Diane found some critiques by
fellow artists demoralizing. She explained that she has been rejected from a lot of shows
and so have many other artists. She believed it was important to focus on and talk about
all the good things that have happened and not think about the shows you did not get in.
Her philosophy was, You just have to get out there and do the best that you can (Diane,
personal communication, May 21, 2003, p.6). She stated in the second survey that she has
always tried to keep a good professional sense, learn to accept rejections andkeep on
going. When one door closes, another one opens (p.5).
Diane always looked for opportunities. She was on several internet sites and other
places but no one called her. No one called her artist friends either. She tried to get into
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some shows in New York and even wrote to one of the prestigious galleries. She states
that, of course, they were not interested in her but she did get in a little gallery in Soho
and did a show there. In the end, nothing much happened with that.
Diane was always learning. A large influence in her professional life was being
able to study with other creative artists, particularly women artist who she learned the
most from. She has studied with great art teachers and was told that she was a creative
artist by a master painter who recently passed away.
She was part of a larger community of artists, mostly women, and spends a great
deal of time with that community. She loved to paint, go to museums, be in art shows and
be with other artists. She was located close to several museums and she often went to
local area shows. She was very busy painting and going out and seeing all those
wonderful things. A member of several art clubs, Diane picked up all kinds of
information in her network, associations and events. She stated in the second survey that,
My personal life has been filled with going to workshops, art shows, museums, and
being with other artists in clubs. By painting together I have formed lasting friendships
(p.2). She felt lucky that she was able to go to good workshops and had such a large
network of artists close to her in her area.
Diane paints most days, goes to church, visits with family and occasionally goes
to book lectures, plays, and concerts. Yet her main form of entertainment was art shows.
She thoroughly enjoyed events with other artists and loved to see what they were doing.
She explained that, It is a little tiring as I get older but it is like a vacation. It is a very
high, happy time (Diane, personal communication, May 21, 2003, p.13).
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Her son, now married with two children, still helped occasionally and the
grandchildren enjoyed painting in her studio. She had two easels set up for the
grandchildren. Although their attention span was not too long, she felt just being exposed
to color and paintings makes them better artists. Shes been told by their elementary
school teachers that they were very good artists.
She said her achievements were like a dream to her, since she was just a little girl
from a small hometown. She believed living in a city with three major museums assisted
greatly with her career. She could go to lectures and see all those shows throughout the
years. She needed courage to be an artist since she did not paint realistic beautiful things.
She painted abstract and found that a lot of people thought you were crazy. She runs
around with the artists, they usually understand (Diane, personal communication, May
21, 2003, p.6).
Diane was accepted as one of 93 out of 1,000 entries for a show sponsored by a
prominent Northeastern art club and attended the dinner event for the show. Earlier in the
day, she had come by to see the show and picked up an application for membership. An
artist lady friend and Diane arrived promptly at the dinner and luckily were able to meet
the president of the organization, a distinguished member of the art community, before he
was swamped with people who wanted to speak with him. During her conversation with
the president, she explained how she wanted to apply for membership but didnt know
any of the members to get a required member sponsorship. The president of the
organization offered to sponsor her. She filled out the form when she returned home and
sent it in. She was accepted for membership as a non-resident artist. She is one of a few
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people from her state who hold membership and the first woman from her state to be
granted this honor.
An example of Dianes determination and willingness to take a risk was her
willingness to spend $900 to be part of a publication that highlighted artists from her state
in the mid 1980s. She had never spent that kind of money before but she said to herself
Ill just do it (Diane, personal communication, May 21, 2003, p.5). She did and was
surprised that after the book was published she made all her money back. Someone in the
midwest saw it and asked her to be in the joint show between the US and a European
country. She was later asked to be in another European show that she believes may have
come from her contacts in that first show.
Diane was truly excited about the process of creating. She stated in the second
survey that the, little inherent qualities of creativity are so exciting, vibrant and alive
(p.6). Always happy painting, Diane got the most pleasure from being alone in her studio.
Creating, she watched color emerge, works of art come from her mind and the experience
of never knowing what it would look like until it was finished. In many ways, she
brought this same sense of fun and adventure to her personal life. While at a show in
Europe, she and a lady friend rented a car and drove all around Europe for the fun of
exploring.
Diane seemed to always be on the go and time was an issue. She said there were
times in her life when she was not able to spend as much time painting as she would like
but loved meeting artists in workshops around the world. Living alone, she had a maid
but still had cooking and chores to do. She ate out a lot and stated in the second survey
that, I have to rest more (p.5). She volunteered for organizations, currently worked on
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an awards program for one organization and served as president of another organization.
She had found however, that she had learned to say no to many volunteer positions as
they would work you to death (Diane, personal communication, May 21, 2003, p.11)
and would love to have you spend all your time doing all these volunteer jobs. Recently,
the book club called and asked her to be president and the Sunday school class called.
She had to say no because you cant do it all (p.11).
Diane was also a bit of a historian. She found out about a search the Smithsonian
was doing for late 1800s artists who were not so well known. She sent her
grandmothers information to the library, including a list of her paintings. She updated
the records and kept them for her grandmother. When a distance cousin was hesitant to
donate one of her grandmothers quilts to a western museum, Diane sent her cousin
information about another quilt that currently hangs in another museum. She was very
excited about this interest in her grandmother and said, After all these years. My
grandmother has been dead since1946 (Diane, personal communication, May 21, 2003,
p.12). Her family was thrilled that she collected all the information on her grandmothers
artwork.
Not only did she keep her grandmothers legacy alive, she was also very
conscious of keeping a record of her own material. She stated that, You know I am
trying to keep some records even though they will be obscure- will not be the great ones
but we were there (Diane, personal communication, May 21, 2003, p.9). She met with a
historian who writes about art in her area. She kept a file of all her work that she planned
on passing on to the historian when she dies. She is not sure what he will do for her but
he has done several articles about the early area artists, history of her state and the
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women in her area. She kept files on each art show and was going through paintings and
hoped that friends she left paintings to will be happy. She said the main paintings for a
retrospective show will go to her son.
Diane also documented her work by sending information to the national museum.
Whenever she was in a magazine or a book she sent a copy to the museum. She was able
to send all of her publications, resume, and slides to be in their library. Women who have
had at least 3 one-person shows were eligible for inclusion. She explained that, After I
am gone there will be some records that I was an artist (Diane, personal communication,
May 21, 2003, p.8). She felt strongly that it was important for women artists to document
their work and that the national museum was important for women artists.
Diane described her life as wonderful. She was currently an artist and often
painted in her studio with her two young grandchildren. She stated in the second survey
that, I paint with my friends, paint at home, go to art shows, ship paintings to art shows
and am thankful for each day to create paintings. I know these are my twilight years
(p.5). She had two paintings to be published in two books in 2004 and planned to be in a
foreign show in the summer.
Pamela
Next is a table of Pamelas occupation and/or area of creative endeavor. Included
in the table are products and accomplishments that representative of some of her major
achievements. Following the table is a narrative description of her.
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Table 8
Pamelas Areas of Creative Endeavor
Creative endeavor Representative products and accomplishments
Writer, Educator Award winning novelist, poet and essayist. Developed
unique theories and materials, honored educator.
Published large body of books, scholarly articles,
poetry and creative writing.
Born to a working class family in a Midwest mining town, Pamela was the oldest
of three girls. Her mother and father earned their high school diplomas and her father, a
welder who worked for a mining company, went to trade school. She grew up to be an
accomplished writer and academic. She led a prestigious school for children at one time
in her career. She wrote numerous books, chapters and articles for academic publications
and had a large body of literary work published. An accomplished poet, Pamela taught at
the university level.
Pamela wrote on the quantitative questionnaire that her mother, an amateur artist
is an unusual person, an artist who got a correspondence degree in commercial art, and
whose influence has been immeasurable (p.1). Whenever the family traveled, her mother
would insist that they visit art museums. Today, in her eighties, her mother was positive
and healthy and often traveled with Pamela. Pamela stated in the first survey that her
mother is her ideal (p.8).
Pamela loved baseball as a child. Her father would buy her baseballs and bats. A
tomboy growing up, Pamela loved the free play and adventures of roaming through the
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woods in your imagination, being a jungle girl (Pamela, personal communication, June
2, 2003, p.8) As a child, she could be gone for hours playing and no one at home would
worry. She described a picture she cherished of her and her cousin from the city as, She
in her little dress and looking very demureand then me with my ratty jeans and my t-
shirt and my boyish hair (p.8). She loved that picture of her as a nine year old, playing
baseball all summer, exploring the woods, playing dolls and making houses. Although
she could not run, she could hit and was often chosen as one of the first girls when
playing baseball with the boys. The early neighborhood experiences were absolutely
precious and formative (p.8). Extroverted in nature, she always enjoyed being around
people and felt it helped her achieve.
Pamelas early life was filled with music and her own two children were musical.
One child played saxophone as a child and the other played in a rock band. Saturday
night at her grandmothers house consisted of singing around the piano. Her fathers side
was particularly talented in music and included some famous musicians. It was a big
family and when someone married into one cousins family, they had to stand on a chair
and sing.
Pamelas parents always encouraged her to be whatever she wanted to be and
each sibling was very supportive of the other. She stated in the second survey that,
There was no pressure to be or discouragement not to be (p.15). Pamelas one sister
had published two books in her business field and the other was creative in fabrics,
weaving and such (p.15). Although her sisters do not read her scholarly work, they were
proud of Pamelas accomplishments and all three encourage each other.
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The first to go to college in her family, Pamela knew early in her life that she
would go to college. Her father wanted her to go to a prestigious college to be a doctor,
make money and to use her brain. Yet, in reality, there was little guidance in school
regarding scholarships and little money to support that choice. Her parents didnt have
any idea how to get her into a competitive college. In her town, it was expected that
miners children would go to certain universities while professionals children would go
to more prestigious schools. Pamela also felt as a woman, her choices were limited. She
chose to go to college to become a teacher. Although her father would get mad at her, he
really had no idea how to assist her with the university admissions process or guide her
into other professions.
She first enrolled in a private church college in her state but found it wasnt very
challenging. She began searching, receiving a scholarship to go to an academically
competitive church college in a neighboring state. She found that it was great. She loved
the challenge of having to study hard.
That year, there were lay offs at the mines and her father was moved to a position
that paid less. Although her dad didnt say it in so many words, she knew if she came
home and commuted to school it would cost less. Pamela commuted to a state school
with her high school friends. That was fine because she was in the culture of home and
her parents were able to afford it without having to sacrifice. As an undergraduate, she
took all the education courses to be a teacher. She decided not to student teach her senior
year when some professors told her she should go on for her Ph.D. She graduated in the
early sixties with a liberal arts degree. As a result of her professors nominations, she
received a full fellowship for doctoral studies in English.
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Although she described herself as a good Christian girl (Pamela, personal
communication, June 2
nd
, 2003, p.13) and a virgin into her early twenties, she had to give
up her Ph.D. fellowship when she became pregnant just after she graduated from college.
She married the father and later they had their second child while she was working as an
instructor in the English department at a state university. She describes having children as
a transforming experience andthe most wonderful experience (Pamela, personal
communication, June 2
nd
, 2003, p.14). Yet, she also had a lot of responsibility early. She
stated in the first survey that, The double bind of raising children and working affected
me as well as it did other women (p.8).
Pamela was thankful she had a bachelors degree at the time she married. She
supported her husband for seven years through his undergraduate and graduate degree.
She served as a graduate assistant in the English department while she worked on her
masters degree. With young children at home, she continued to pursue her passion for
writing by writing late at night when everyone was asleep. Her first book of poems
celebrated the joy and adventure of motherhood. It was in her 30s when she began to
write poetry seriously.
She stated in the first survey that getting married and having children led her to
take a side road to K-12 education (p.7). During the time her husband was working on
his education, she decided to apply for a teaching job since money was tight. Although
she did not have a teaching degree, she was hired to teach English, foreign language and
journalism at a high school in a little town. Even though she had a minor in college in
foreign language, she was very worried about teaching upper level foreign language
classes and worked hard to prepare. In the end, she found the students skills lacking and
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she taught many beginning level concepts. She learned more teaching that language than
she had as a student studying the language. She believed that teaching something made
you organize it as a subject or domain and you learn more. This began her unexpected
career in education that became her main road (p.7) to a very satisfying career.
Pamela took a job teaching freshman English to pay for her husbands education.
Part of a new wave of feminists in the late 60s and early 70s, Pamela belonged to a
consciousness raising group with other young English professors. She loved being a
college instructor and was on a tenure track position. She described the experience as a
great social and intellectual scene.
Working at the university level provided the flexibility to raise young children
and keep office hours. A fellow professor, who was still a good friend of Pamelas, was
pregnant at the same time as she was and became a book friend (Pamela, personal
communication, June 2, 2003, p.4). Theyd read and discuss novels together. Pamela
found that most people do not read at the depth that she read so when she found a book
friend, she appreciated that friendship and stayed in contact.
After college, her husband took a job in another state. Although she loved her job,
she gave it up to be a stay-at-home mom in a new town. She realized she would not be
able to keep her job anyway since she did not have a Ph.D. She was told that shed
needed to obtain it immediately for tenure. Yet, one of the men who had come in at the
same time as her with the same credentials was told if he worked toward his Ph.D.,
theyd consider him. She had excellent teaching evaluations and she remembers thinking
that was blatant discrimination. In the end, he and a couple other men did not finish their
Ph.D. but were granted tenure. She explained that, They fooled them and got tenure. So
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I knew I was not going to be treated fairly (Pamela, personal communication, June 2,
2003, p.10)
When she first moved with her husband, she went into a depression because she
missed teaching. She substitute taught and decided to go back to get another masters
degree in a related field. In the end, Pamela loved the three years she spent in that state.
Although it looked like it derailed my career toward a Ph.D. in English (Pamela,
personal communication, June 2, 2003, p.13), Pamela got involved in new and interesting
areas that opened up opportunities. She stated that, You are frustrated because you dont
have a straight trajectory toward what your goals are but as you take those side roads
there are very interesting things that happen (p.13). Every experience provided an
opportunity for her.
Pamela began writing seriously while in this small town and in a depression. Her
husband encouraged her, often listening to her poems. Although during periods of
fighting, hed say you and your little poems, he was generally supportive of her work.
He encouraged her to continue her education and also to continue to submit her poems
and short stories. She had used her experiences in her writing, stating in the second
survey that, My marriage, relationships and the birth of my children have been coded in
metaphor in all of my work (p.14).
Her husband felt a sense of purpose helping communities through his job. He
loved his job but ended up moving back to their home state so that he could go to work as
a salesman for his father. Her husband was quite depressed over his career change.
Meanwhile, Pamela looked in the college catalogs and found a university that was near
124
where her husbands father was based. She was determined she was not going to get
caught in this thing again (Pamela, personal communication, June 2, 2003, p.10).
In the mid seventies, Pamela and her husband moved so she could complete her
Ph.D. Her husband commuted to work from there. Although her former professors and
colleagues all encouraged her to pursue her doctorate in their respective fields, she
decided to pursue her doctorate in educational administration in part, because of her
feminist nature. She stated in the second survey that, I thought I could run a school as
well as any coach, and I also thought that educational administration needed more women
in it (p.2). The university was under a civil rights watch because they only had men in
the administrative doctoral program. When Pamela came into the program, there were
only 7 women in the program. Even while pursuing her doctorate, she hung around with
the people in English literature and the MFA creative writing program. They were more
her type because they tended to be more likely to read at the same depth and level.
She received her Ph.D. and shortly after that divorced. She felt her degree in
educational administration was a good choice since it was a generalist degree and gave
her flexibility in job opportunities. She stated in the second survey that, My friends back
in the English department have spent 30 years grading freshman essays! (p.2).
Taking a leadership position in a prestigious elementary school, she remembered
a young group of writing prodigies that she worked with at the school. For them, even at
8 years old, writing was a way of expressing their emotion. She found this same thing
with other creatives shes worked with and researched.
Eventually Pamela took a job in higher education after being fired, along with
another key administrator, from the prestigious school. She stated in the second survey
125
that it led her back to academe to a job I love, teaching adults, teaching doctoral
studentsOut of great humiliation came the joy of the job I now have. (p.2). As part of
a university education faculty, she teaches masters and doctoral level students.
Pamela had a passion for learning new things. To learn more about a new subject
of interest, she read an enormous amount of the literature on the subject. She also
engaged in discussions about books and new ideas and her friends asked her questions
that guided her work. She had several friends who helped her stretch her thinking. They
were creative writers, an English professor, a singer-songwriter, and various colleagues in
the education and psychology field. She never felt she had any one person who guided
her or a guru (Pamela, personal communication, June 2, 2003, p.3) to study under.
As a life long learner, Pamela was contemplating getting a degree in a couple
other areas of interest. Shes even considered applying to a top writing program to see
whether she could get in since her age was not supposed to be a factor. She felt it would
be fun to do something like that.
Honored by her university with its highest professorship, Pamela continually
worked on designing new ways to teach. She felt her current job was ideal for her in
terms of scholarly productivity. She wrote in the quantitative questionnaire that, My
colleagues in the education department have been supportiveattending my book parties
and promoting me to full professor (p.1). She used her experience in different
disciplines to enhance the learning of her students. Her love of teaching came through
and her students seemed to appreciate her expertise, giving her positive feedback on her
teaching.
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She viewed her teaching as a big part of her creativity. Shes done many
workshops, presentations and invited speeches. She enjoyed putting together
presentations and even when she first began, people liked to hear her speak. She stated in
the quantitative questionnaire that, I enjoy putting together presentations and always try
to grow and change and present intellectually challenging and personally meaningful
work during the presentations (p.5).
Her love of reading influenced her intellectual growth. She stated on the first
survey that, I am more influenced by the authors of books I read and have read than by
anything else (p.8). Her house was filled with books. Pamela was in her early sixties and
her mother in her late eighties. They visited each other and spend quiet days together
reading in separate rooms. On any day, Pamela had several books going at once and has
books on all kinds of different topics. She was very philosophical and an abstract thinker
who continually questions.
She began submitting her poetry to literary journals in her thirties, when she first
began writing seriously, and her first poems were accepted. She wrote in the quantitative
questionnaire that, I cannot underestimate this initial, first, easy- acceptance of my
literary work and its effect on my later work (p.4). She noted that shes been rejected
many times but that enough acceptances have come along in more than three decades that
it keeps her going.
By her early forties, Pamela had only written short stories and it was her dream to
write a novel. She had recently divorced and her daughter and son were going to stay
with their father for a month. She had never had a month to herself before and proceeded
to plan out an adventure across the country to end up at a writing conference. She
127
planned to be the single girl on the road (Pamela, personal communication, June 2,
2003, p.1). When she told her mother about what shed planned, her mother said, but I
thought you always wanted to write a novel? (p.1). Frustrated, Pamela explained how
hard she worked and all she did in life. Yet her mother persisted and reminded her it
would be a perfect time to write a novel. The next morning Pamela woke up, phoned her
mother to tell her she was right and unpacked. She wrote 10 pages a day, 7 days a week
with the dogs head on her foot. She called that, I had read so many novels it just flowed
out of me[It was] one of the most perfect months of my life (p.1). She wrote that
novel with the assistance of a fiction-writing fellowship she won. When a friend told her
about a contest for first time novelists that a small literary press was sponsoring, Pamela
entered the novel she wrote during that month and she won.
The contest, like many literary contests, had an entrance fee. Pamela did not mind
paying the entrance fees because those small presses needed it. She entered so many
contests that her taxman had a contest category for her. She believed it was really
beneficial to enter contests and stated, You cant win if youre not in (Pamela, personal
communication, June 2, 2003, p.2). Shes entered many contests that she hasnt won, yet
entering kept her out there. She was happy with her work but more than anything, she
said she was disappointed that I havent become a famous writer (p.3).
She has drawers full of writing and writes regularly. Poems, novels, a screenplay,
a play, creative nonfiction essays, short stories, two scholarly books and a few unrevised
manuscripts were waiting for her to have the time and inclination to revise them. She
dusted off her writing and sent it off regularly. She treasured all of her literary
publications since it was much harder to publish in that arena than in the scholarly area.
128
In the literary world it was supposed to be finished so there was not a revision process.
She recalled that, There have been a lot of rejection letters, form letters that come
(Pamela, personal communication, June 2
nd
, 2003, p.6). She doesnt even save the
rejection letters anymore. She stated that, You send a self-addressed stamped envelope
for the privilege of being told that it is not good enough for their magazine. Its a
continuous and mostly disappointing process. Many hearts are broken by rejection letters
in the mail. To keep your work out there requires a great deal of persistence (p.6).
She was a fluent writer, persistent in submitting her work. She devoted a great
deal of time to writing and reading. With regard to her scholarly work, she said luck or
chance has played a part in it. A salesman came to her office once who was also the
father of a boy she had in a summer institute. He inquired as to what kinds of books she
would write if she were to write a textbook. She wrote in the quantitative questionnaire
that, I told him I write literature, not textbooks (p.4). He insisted and she gave him a
few ideas. His company wanted her idea for a general textbook and she wrote the
textbook. Another scholarly book was written by the request of a publisher she happened
to be in a line with at a restaurant. She told him he needed a good book on a specific
topic. He responded by asking her to write it. It was currently in its third printing.
She tried to work at home about four hours a day and preferred to write in the
morning. She was thinking about writing about the interface between her hometown, a
mining town, and a major city where the mines owners had the ores shipped. She
explained that, It is a rough and ready town with all of the streets and taverns, people
from all over the world (Pamela, personal communication, June 2
nd
, 2003, p.12).
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Constantly striving to learn new things, Pamela was keynoting a conference
recently when a colleague excused herself before the speech. Pamela was hurt, thinking
that her colleague didnt even know if she had anything new to say, while she herself had
heard this person speak at least five times before. She said she doesnt like the same old
stuff and had a need to think and be challenged mentally. She worked hard to make new
connections in her research, and to share them.
Risk-taking and a curious nature were part of her make up. She was off to a
conference half way around the world during the summer and was going to rent a car and
travel. She stated in the second survey that, Traveling alone ups the creative intensity
and naivet that helps me in writing (p. 15). She recently applied for a study trip to
Croatia and her daughter asked her if she was scared and she stated that no, she was not
scared. She can remember being crammed into the back of an airplane for a long flight
thinking that she was not going to do this again. Soon afterward she was busy planning
her next trip to an area of the world she hadnt seen. She got scared sometimes driving
home from teaching when the roads are slippery yet she enjoyed many of the risks of life
one takes for adventure and learning.
Reaching 60, she contemplated retirement as many of her close friends had done.
She wrote in the quantitative questionnaire that, A look at my life led me to conclude
that I am doing exactly what I want to be doing right now (p.5). Her job continued to
provide new challenges and was interesting, yet, she stated that, I do miss teaching
literature, and I do miss having a community of people who love and know literature, as
one would in the English department (p.2). She had a big old house that she lived in
alone and enjoyed her time to write. She stated that, I should be an embittered old lady
130
but there are more things to do. I dont feel old at all and I dont feel scared (Pamela,
personal communication, June 2
nd
, 2003, p.8).
She thoroughly enjoyed time with family. Both her mother and her busy retail
manager daughter were two female role models she admired. Yet, she also loved that she
lived alone and was free, economically and socially to do with she wants. Her health was
good and like the first song she remembers, Give Me Land, Lots of Land, Starry Skies
Above (Pamela, personal communication, June 2
nd
, 2003, p.2). She lived by the
philosophy of Dont fence me in (p. 14).
Theresa
Presented next is a table of Theresas occupation and/or area of creative endeavor.
Included in the table are products and accomplishments that representative of some of her
major achievements.
Table 9
Theresas Areas of Creative Endeavor
Creative endeavor Representative products and accomplishments
Health Care Professional, Developed innovative health care systems and awarded
Writer, Business Owner grant funded research projects. Published poems and
writing, founded unique business. Writing on
permanent display in a prestigious museum.
Theresa was the fourth child born of seven children to a Midwestern family in the
mid 1940s. Her mother had a high school degree and her father had an eighth grade
education. Her mother was very busy raising seven children and worked sometimes full
131
time and sometimes part time after the youngest went to kindergarten. Her father had his
own business. Theresa said her parents could not always be at her band concerts or other
events but they always knew what was going on in school. As an adult, Theresa realized
that must have been quite a challenge for her parents.
During the depression, Theresas father started a wholesale cash business and, at
one time, had up to 8 trucks delivering for him. He would sell to the resorts in a
neighboring state. He had 30 days to pay for goods. The resorts would have to pay cash
immediately rather than having 30 days to pay. That was how he paid the rent. She
explained that, He was very proud that he did that during the depression (Theresa,
personal communication, June 4
th
, 2003, p.14). When he was traveling he would write a
postcard to his customers and say when he would be back to see them. Theresa was
thrilled to get a penny per postcard for writing and addressing them for him. She loved to
go out with him on his route as well.
Theresa always did well in school and was smart. Her dad did not pay too much
attention to academics but her mother had very high expectations of Theresa. She
explained that, Not everybody in the family had such ability at school that [sic] I did
(Theresa, personal communication, June 4
th
, 2003, p.16). It was expected that she would
do well. She remembered once when her mothers best friend was visiting and she
announced upon returning home from school that she was the smartest kid in the class
(p.13). She had received a medal that day from school for being the smartest kid in the
class. Now she said she should have been embarrassed but at that time she proudly
announced it to her mother and her friend. She stated that, My mother was just all in
praise of that and her best friend never forgot it that I walked in boldly (p.14).
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Theresa always wrote poetry that came from inside of my gut (Theresa,
personal communication, June 4
th
, 2003, p.9). In third grade, she wrote a poem about her
brothers that was published in an anthology. The title was Latin for Bad Brothers. She
said her brothers were usually into trouble. She stated that, There were 4 girls, 2 brothers
and then my younger sister. So my parents had been used to girls, raising girls and then
the boys came along and there were very different. So they were always dragging junk
into the yard and getting in trouble (p.9).
Theresa always had a mind of her own and throughout her life was determined to
do it my way (Theresa, personal communication, June 4
th
, 2003, p.16). As a youngster,
her parents would not pay for violin lessons. They wanted her to take piano lessons but
she stated on the second survey that it, obviously wasnt very successful after a few
lessons (p.4). When she was in sixth grade, she ended up paying for a flute and flute
lessons herself from her babysitting money.
Even as a young child of seven, Theresa knew she wanted to be a nurse. She
always enjoyed helping people that needed assistance and started working in the field at
age 14. She stated that, Everyone used to tease me in my family that I was going to be
the nurse and I didnt even know a nurse (Theresa, personal communication, June 4
th
,
2003, p.1). Theresa was surprised to discover later in life that in a second grade paper she
kept, she was asked, What did you want to be when you grow up? (p.1). She answered,
Nurse and if my husband dies and my husband was spelled husend or something like
that. If my husband dies, I am going to go back to be a nurse again (p.1). She did not
remember writing that but it was just fascinating, after the age of 40, to look back and
discover that she had written that in grade school. All of her friends that she went to
133
grade school and high school with knew she wanted to be a nurse. Her high school
yearbook was filled with her friends comments about when you get to be a nurse (p.2).
At 13, Theresa had been babysitting and she applied for a job at a local hospital
and was trained as an aid. By the time she was 14 years old, she was working in the field
of nursing. As a freshman in high school she was working 20 hours a week during the
school year and 40 hours during the summer in pediatrics.
Theresa wanted to save all of the money she made. She recalled how, Somebody
in my family and I cannot remember if it was my parents or my grandfathersuggested
that I save half (Theresa, personal communication, June 4
th
, 2003, p.2). She was grateful
that she followed that persons advice and allowed herself to spend some of the money
she was earning.
When Theresa was a senior in high school she took an aptitude test and it said that
she should be a civil engineer. She explained that, I had no idea. I never heard of that
(Theresa, personal communication, June 4
th
, 2003, p.6). Her uncle was an engineer with
the railroad but she had no idea what a civil engineer was. She thinks the aptitude test
was probably right on target since she is very good at putting systems in place. As an
adult, Theresa said there were many fields that interested her and anthropology was a
field that she might have found stimulating and challenging. She stated in the second
survey that, In my youth, I never even knew such a field existed (p.1).
Theresa pursued the goal of being a nurse when she went to college in the early
1960s. Only one of her older sisters had attended college and she had lived at home.
Theresas parents were thrilled when she received a half-tuition scholarship to attend a
private womens four year college and live on campus. She had worked as a nursing
134
assistant and then as a telephone operator to save as much money as she could for
college. She paid for her freshman and sophomore year of college herself.
When she was a junior in college, she decided to join the service to pay for her
college. The service paid for her tuition and board during her junior and senior year and
then she went off to serve. Her parents supported this decision even though no one else in
the family had ever been in the military.
During college she was very poor so one year she knitted all her Christmas
presents. She stated that, I was saving all my pennies (Theresa, personal
communication, June 4
th
, 2003, p.9). before going into the service. In many ways,
Theresa said that not having money was an asset in her life because she had to come up
with new ways of doing things. She knitted a tie for her father and lots of other presents
for family and friends. She stated that, I would sit there and study and knit (p.8).
In college, she designed a special research project with a couple of other people as
part of her bachelors requirements that was highly successful. They randomized newly
admitted patients into control and intervention groups to work on patient education. They
gave the intervention group instruction sheets of information. It was very powerful to see
how the written information could assist the patient. It described things like how the
patients pills would be given and all the little rules patients need to know.
While studying older patients, a professor told the class they could write up the
results of their learning in any way they wanted to for their medical surgical project.
Theresa chose to write a poem about a teacher, an unmarried woman, and what it must
feel like to be in that elderly body that had suffered a stroke. She spent months thinking
through and writing the poem. Her professor did not feel it was an example of what she
135
learned in class and tried to kick her out of the program. Other people were turning in 25
page papers but Theresa felt her poem summarized the learning just as well. I had a
tremendous amount of self-confidence. Where the heck I got that I have no idea
(Theresa, personal communication, June 4
th
, 2003, p.7). Theresa said she was an
upstart (p.20). She didnt feel like she had to do it like anyone else. In the end she did it
her way.
The summer after her junior year, which was the summer after she signed up for
the service, was the first summer since 8
th
grade that Theresa didnt have to work. For
part of the summer she helped her grandfather care for her grandmother. In August, she
went with two college friends to work at a mission in a very poor area of a city in the
south where people were sent in to work on health issues. For Theresa, it was her first
exposure to a very different kind of culture and she said it was eye opening, very
enriching and very hard work. It was an amazing experience. How my parents ever said
I could go. They must not have realized. It was very dangerous. They were shooting at
people on the street (Theresa, personal communication, June 4
th
, 2003, p.16).
After finishing college, Theresa was commissioned an officer in the service. She
first worked in a hospital base in the west. She loved working in the emergency room.
She remembered a young man that came in with what appeared to be appendicitis who
actually had diabetes. The symptoms were so severe whoever was treating him didnt
pick up on it but thank God they figured it out before they operated on him (Theresa,
personal communication, June 4
th
, 2003, p.3). Theresa was fascinated by this mistake and
went to the chief of nursing asking to develop a diabetes education program. She
explained that, Patient education was an unknown in those daysPatient education was
136
considered to be the time that the nurse took on the side to teach a patient (p.3). Theresa
said there was not anything systematic about it at that time. The chief thought it was a
good idea. Theresa designed a program for this young man so that, when he was
discharged from the service he wasnt just going to be dumb and end up in the same
situation where people didnt recognize his symptoms (p.3). She prepared him to go
home and developed some classes to be taught. It became accepted by the hospital, which
was pretty amazing considering Theresa was wet behind the ears (p.3) and the service
just didnt do things like that. During her time in the west, Theresa was the charge nurse
on rotating shifts in the emergency room, medical, surgical and psychiatric wards for
almost two years in the mid 1960s.
Vietnam started and the service asked for volunteers. Theresa explained that, Of
course I raised my hand and said I can go. I felt like I could help (Theresa, personal
communication, June 4
th
, 2003, p.3). When they got her application they told her she was
too young, she did not have enough experience to be sent. They offered to station her at
another base overseas.
She went to the hospital where a high percentage of casualties were flown in. As a
child, she had not traveled very much and she was shaking in her boots going over there.
There she covered several wards. At night, air evacuation planes would bring in
fresh casualties and she would be running between the wards each keeping track of what
was going on. Most of the personnel working in the wards had limited training. She felt
that the system needed improvement. She explained that, I have 2 brothers in the
service, if they came through here I do not feel comfortable (Theresa, personal
communication, June 4
th
, 2003, p.4).
137
In her senior year of college, Theresa learned about management through a
training program. She had learned about the automobile manufacturers training in Detroit
and had to adapt it to hospitals as part of her studies. She stated that, When I got into a
situation I looked at it from a systematic point of view and I knew I had to centralize the
care (Theresa, personal communication, June 4
th
, 2003, p.4).
As a result of looking at the hospitals current system, Theresa went to her
superior several times within the first few weeks to ask to change how the new casualties
were cared for. Each time, the answer was no and the superior explained what was
stopping them from doing it. Each time Theresa went back and worked on the
supervisors concerns. She stated that, Of course it is coming out of my head (Theresa,
personal communication, June 4
th
, 2003, p.4) because of her limited experience. She went
back again, which Theresa said in the service you do not do. You do not challenge the
chain of command. That is something very basic (p.4).
Theresa felt that there was plenty of expertise but the system stunk (p.4). A
general meeting was called for all staff to talk about the situation since it was obvious to
those in charge that it was not going well and something had to be figured out. This was
unusual for the service to bring the staff together for advice, but they were desperate to
get an answer. Ideas were asked for and Theresa stated that, Being the upstart that I am,
I raised my hand (Theresa, personal communication, June 4
th
, 2003, p.4). Her immediate
supervisor turned around and, if [the supervisor] could have killed me with [the
supervisors] eyes, I would have been dead then (p.4). Theresa explained her idea and it
was accepted.
138
Back at her quarters, her fellow nurses told her she was going to be in trouble but
she did not care. She was told that she was going to be asked to set it up tomorrow, so
with the help of several of her co-nurses, they stayed up all night to figure it out. She did
not know how they managed to plan it but they did. In the morning her supervisor told
her to have the ward set up in a few hours. She handed the clipboard to her supervisor
that explained what she needed to set it up.
Theresa knew that her supervisor was very angry but Theresa remained in her
position for the rest of her tour of duty. The system made a big difference. In the service,
when someone of a higher rank told you something, you did not question it. Theresa said
that was the way it had to be in a battlefield situation and she had no quarrel with that.
She stated that, Now I never received any awards or honors and I know why, but I dont
care. We have saved a lot of lives. I know we did. They have good care and someone
qualified was with them (Theresa, personal communication, June 4
th
, 2003, p.5).
Theresa admitted that is not a story she shared with everyone because it was so
telling about her personality. She said her supervisor did not know that, I had come from
a female college and we were going to change the world (Theresa, personal
communication, June 4
th
, 2003, p.6).
Married after her tour of duty, Theresa had two children. She was working part
time when her children were young and she would design and sew their clothes. She even
learned how to tailor well enough to create two mens suits.
She divorced when her children were three and five years old. As a child, she
always knew she would have a family and a profession but she never dreamed she would
be divorced. Her son was disabled with learning disabilities and health problems. She
139
stated in the second survey that, These events, though traumatic, taught me survival
skills and increased my self-confidence (p.4). Theresa said that raising two children as a
single parent was a very big achievement in her life. Her daughter recently completed her
doctoral degree in the sciences and her son was completing his masters as an elementary
teacher. She stated that with being in a war and becoming a single parent, life was more
challenging then she had anticipated. She rose to the challenge but, I say it bravely now,
obviously when those things hit me in the face I wasnt standing there with my hands in
the air saying lets go. I mean I was scared to death. But I would figure out some how
(Theresa, personal communication, June 4
th
, 2003, p.9).
Theresa felt she was not going to let her children down when she divorced. She
explained that, It was the hardest thing I did in my life (Theresa, personal
communication, June 4
th
, 2003, p.16). She felt the stigma, in a small town, of being a
divorced woman but felt strongly that it was a misnomer that a family like this would be
a broken family (p.16). She stated that, I was just determined that my kids were not
going to suffer because we were a single parent family. They were going to have every
advantage like everybody else (p.16). She said she was quite pleased with the results
with both her children currently in their early 30s leading happy, productive lives.
Theresas number one priority after the divorce was to have a stable 9-5 job that
paid well and allowed her to have regular hours for her children. She stated that, My
priority was raising my children and providing adequate love to nurture their souls. Prior
to that she had no inkling of going back to graduate school (Theresa, personal
communication, June 4
th
, 2003, p.7). She knew she needed to get her masters degree to
have more options in her field and not do the shift work required in nursing. She enrolled
140
in a university and received a masters in health. For her internship she designed and
implemented an educational needs assessment for primary care physicians in her state
and conducted statewide programs to inform patients and other professionals in
healthcare about a health issue.
As she was finishing her degree, the person in charge of the department of health
education asked her about the topic of her major paper. Being a single parent and going
to school, Theresa was so busy she had not thought about it. The instructor suggested
gerontology as a growing area stating that demographically, it was going to be a huge
area in health care. Twenty years later she wrote a thank you letter to this instructor for
this wonderful suggestion and the many opportunities it led to for her.
While raising her children, she took a job in a small town with good pay as the
discharge coordinator at a medical center. Theresa was working with an intensive care
nurse who had been a former casualty in the service. One day he came up to her and
asked if he could visit with her when she was done with the discharge she was doing. He
said that he just wanted to thank her because he was shot and sent to a facility like hers.
Theresa just started crying. She went home that night and she was still crying. Her
teenage children did not know what to do. She explained that, I was crying and crying
and the tears were pouring down and I am fixing dinner. They do not know what to do
with meMy son ended up staying up all night with me and I started to write a poem
about my experience (Theresa, personal communication, June 4
th
, 2003, p.10).
She described it like someone had sawed off the top of her head and the poems
were just flowing out. Over the next few months she wrote 10 poems about her
experiences during the war. She stated that, My soul needed, I kind of bridged the gap
141
between then and now. I had two kids to take care of. I couldnt wallow in self-pity
(Theresa, personal communication, June 4
th
, 2003, p.11). She said she had done too much
over there. It was bad and of course you didnt dare talk about that (p.8). So twenty
years after the experience, Theresa wrote about it and has shared the poems with a
national audience through their distribution.
When her daughter was a senior in high school, I felt like I didnt have to be
there all the time (Theresa, personal communication, June 4
th
, 2003, p.12). She quit her
job when she saw a job as the assistant directorship in her state. She had a nursing
background, experience in geriatrics, knew systems and knew that is the job I wanted
(p.12). It was a 150 mile round trip commute but she did not mind. She wanted to pursue
an adventurous career. She knew she needed to get back to a big city, since in a small
town, you get labeled as the divorced woman (p.13). Theresa said the job was huge and
she loved it because she had a preference for jobs where she was able to write her own
job description.
In the early 1990s she coordinated a cancer research project for underserved
populations of women. The study involved almost 2000 women aged 60 and over. She
was instructed to design a cancer screening that could be replicated around the country.
The image was that she, in her white coat, would tell the women what to do. Then they
would go get the screening from the nurse practitioner. Theresa made it clear that she
intended to put her jeans on and go out in the community to change behaviors. She stated
that she had to, find out what is important in their culture (Theresa, personal
communication, June 4
th
, 2003, p.12). She wanted to figure out how to find a match in
values so that they would also agree to get a cancer screening. Theresa felt like she was
142
always good at seeing the need and developing systems to meet that need. She explained
that she tries to get out of the box of whatever system Ive been living in (p.7).
She was working with a Native American population, going agency to agency,
asking them to tell her what she could do and what she needed to know. She remarked
that, Honestly, it was like a classic case of youre not allowed here. Of course my
exposure was pretty limited (Theresa, personal communication, June 4
th
, 2003, p.17).
Theresa persisted and one of the women finally said that she believed her and that she
was going to invite her to serve the elders the first Thursday of every month. She stated
that, I did whether I was off of work or a holiday or not, I was there. I was going to
show them I meant not to just use them for a research project but to really provide a
service (p17). She saw how their elders where treated and they truly honored elderly
people. She explained that, They listened when the elders spoke, nobody else talked.
When the elders were served, nobody else ate (p.17). She then went to the Pow Wows
and sweat lodges.
Being in gerontology for some years, Theresa knew that there was grant money
available. She hired poor women from the communities of the populations she served and
trained them to collect data in the waiting room. Members of the community participated
in the interventions. This made a big difference in the success of the program and the
results were written up as a journal article.
At the same time she was getting her computer skills up. She was thinking it
would be good to save all of this as stories rather than just data. She stated that, Isnt it
more important that these stories are saved and isnt it more important for the family that
these stories are saved (Theresa, personal communication, June 4
th
, 2003, p.17). At that
143
time she had a friend who was dying of cancer and she went to her and told her that she
would like to help write her story. She published it in a hard cover book and made copies
to give to her family. That, Theresa said, was how she got started in her current writing
business. She stated in the second survey that her friend said it was like a dam breaking
open. Suddenly she realized she had a wonderful life (p.3) even with two failed
marriages and raising her child alone.
Theresa admitted she had no idea what she was doing. The only experience she
ever had in an independent business was helping her dad as a kid. She read up on how to
start a business and just decided thats what Im going to do (Theresa, personal
communication, June 4
th
, 2003, p.18). She began a successful writing business in the mid
1990s where she gets to work with a variety of people who tell their stories.
Theresa said she had never had a lot of money, but got immense inner satisfaction
from doing something that I can see that affect other people is much greater than any
monetary amount (Theresa, personal communication, June 4
th
, 2003, p.18). Blessed with
a lot of talent, she loved the challenge of using every bit of talent that God gave me
(p18). She said that value was installed in her as a kid and she always felt she had an
obligation to use her talent and she gave back to the world. She said she got feedback
from clients all the time telling her how important it was to tell their story and how it
affected the whole family.
Theresa also learned so much from her work. She stated that, I get all this
wisdom. how they look at things. Well, I look at how so and so is raising their children.
Or I look at how important religion is. You know, while telling stories for their families,
my clients also give me those little pearls. But meanwhile of course Im gathering them
144
all inside of me (Theresa, personal communication, June 4
th
, 2003, p.9). Although the
business was not financially lucrative, she had been able to make a living at it for almost
a decade and didnt depend on grants to support it.
In the future, she would like to share her skills in running a business. She said
since she was trained in adult education, shed like to train the trainer. She stated that, I
hope that I can do that but the market is so slow (Theresa, personal communication,
June 4
th
, 2003, p.18). She was getting closer but there were still some obstacles. She
stated in the second survey that, I am usually optimistic and have a track record of
success (p.4).
Theresa said she really does not have a lot of mentors in her life and usually acts
as an upstart. No one in her family sought a professional career the way she did. The
professional women she knew as a kid were mostly single. When she went into nursing,
the registered nurse told her not to go to college because They dont know
anythingAlong the way I got a lot of negative feedbackabout being creative, about
being innovative (Theresa, personal communication, June 4
th
, 2003, p.20). It didnt deter
her although shes not sure why.
She was probably a workaholic but she felt she was not disabled in anyway. She
worked a lot and loved it. She stated that, I keep up a house, I run a business, I have lots
of friends from many different backgrounds, I have got a really rich life (Theresa,
personal communication, June 4
th
, 2003, p.19). She said she was busy all the time and
rarely watched TV but would rather read a book. She bought a single family home so she
would keep active physically. She does her gardening, mowing and snow shoveling. She
explained that, I think that makes me feel close to the earth and those things are
145
extremely important (p.19). She just recently hired someone to paint the outside of her
house for the first time. She was single and would love to share her life with a man but no
man has come along with similar interests.
Theresa loves to travel and traveled for her work. As a gift to her daughter for
completing her education, Theresa said shed give her a trip to where ever she wanted to
go and stated, The only hitch is I am going with you (Theresa, personal
communication, June 4
th
, 2003, p.15). They went on an expedition to work with
penguins. Theresa stumbled on the trip and ended up with a cast on her hand. Back in the
states, a young internal resident asked her how she hurt her arm. After hearing the story
he just said, you really live an exciting life (p.15).
Theresa reflected on her life to date and stated in the second survey that, Ive
been pleased with what Ive been able to accomplish in my career and even recently
shared with my children that if I die tomorrow, I feel that I have completed the mission
for which God placed me here on earth (p.5).
Beth
Presented next is a table of Beths occupation and/or area of creative endeavor.
Included in the table are products and accomplishments that representative of some of her
major achievements. Following the table is a narrative description of her.
146
Table 10
Beths Areas of Creative Endeavor
Creative endeavor Representative products and accomplishments
Psychologist, Business Owner Founded institute and publication company. Published
books, research and training materials. International
consultant.
Recognized internationally for her contributions to the field of psychology, Beth
grew up in a middle class family in a small town in the Midwest. An only child, both her
mom and dad were high school graduates who ran restaurants early in their careers.
Beths mom was quite entrepreneurial about her restaurant business and an excellent
cook (Beth, personal communication, February 6
th
, 2004, p.1). Ahead of her time with
regard to her independent nature, Beths mother made some money on property as well as
owning an assortment of restaurants. Married many times, her mom would, sell the
restaurant, then get bored and buy a new one, build the business, get a divorce and it
would start all over (p.1).
Growing up, Beth took many leadership roles and was president of every
organization that my high school had except for future farmers (Sara, personal
communication, July 1
st
, 2003, pp.19-20). She wrote worship services as part of a church
youth group. She belonged to the chorus and glee club even though she felt she didnt
sing well and the popular girls did. She also played the drums, practicing at school. Seen
as trustworthy and not one to get in trouble, her teacher gave her the key to the band
room so she could practice.
147
1
Beth attended a very small high school. She did not have any kind of career class
in high school. We had some stupid counselor ask some stupid question about, If you
run into a bear in the forest what would you do? (Beth, personal communication, July
st
, 2003,p.19). She remembered taking a vocational test and not getting any information.
Nothing was made of the fact that she held so many leadership positions in high school.
During her high school years, she was aware of many different career paths, but
felt her choices were limited. Although she knew women could become lawyers and
doctors, It didnt seem within the range of possibility for me (Beth, personal
communication, July 1
st
, 2003, p.19). Since she was from a small town, she did not know
much about these professions those kind of role models for women. She stated that,
There was nurse and then there was teacher (p.19). There was also the missionary route
as well. She once broke up with a boyfriend because he could not imagine her wanting to
be a missionary. She stated that, He couldnt imagine me going (p.19). She did not
want to be a missionary but she broke up with him because he could not even imagine
that as a remote possibility.
At one time she wanted to be a psychiatrist but did not realize they had to get a
medical degree. She felt that a pivotal experience occurred the year of her high school
graduation. Of the 28 people in her graduating class, one did not graduate. She stated that
she got kind of a sense of injustice the way the education system is set up (Beth,
personal communication, July 1
st
, 2003, p.14). She felt there were problems with the
system and it did not seem right that this person did not graduate with the rest of the
class. As an adult, she was keenly aware of the defects of systems. A strength that she
148
possessed was the ability to sense the need for change within an existing system and lead
organizational change that created a system to fit the need.
Beths parents encouraged her education although they did not have any money.
Her parents were proud of her, yet there was not this you got to do this (Beth, personal
communication, July 1
st
, 2003, p.14) attitude toward education. It was sort of just a given.
Beth received a scholarship and worked in the summer to attend college.
Beth went to a large state college to study education and became a little fish in a
big pond (Beth, personal communication, July 1
st
, 2003, p.20). A major culture shock,
(p.20) she was so overwhelmed with the size of the college she did not take on any
leadership roles. She stayed in a scholarship hall and would even play sick when it came
to participating in much of the sorority stuff. Not having good institutional intelligence,
Beth had difficulties with the large system. She stated that, I dont grasp easily how
organizations and institutions are set up (p.20). As a participant in a system, she found it
difficult to figure out how things work. That was a potential asset now as a consultant
because she doesnt buy into the way things are set up (p.20) and sees potential gaps in
current systems.
While studying to be teacher, she took art and music classes. Although she did not
consider herself talented in art, she learned the principles of art and was taught how to
draw. She gave one painting, which used glue, paint and crayon and the technique of
scraping off the paint, to her aunt and uncle as a gift. When they passed away she
received it. It hangs in her office as a reminder that you can learn to do anything.
In college, she got an A in French and thought maybe she would be a teacher and
major in French. Beth pursued a degree in education although at first, her reasons for
149
choosing her career were haphazard. Reflecting back, she recognized that from the time
she was in high school she was interested in seeing if peoples learning experiences
could be better (Beth, personal communication, July 1
st
, 2003, p.13). She graduated
from college, finished her teaching credentials and did some substitute teaching.
Married a couple years out of high school, at the beginning of the marriage, Beth
did much of the cooking, and household chores. Her first child, a son, was born when the
family lived abroad. When he was born they chose not to have a television. Beths
creative outlets included entertaining him by listening to music and learning songs. She
would fix up his room, sew, and do crafty kinds of things. She always enjoyed working
within limits. She loved to buy fabric and she used to hunt for different fabrics at the
stores. She would love buying a remnant and trying to figure out what pattern would
work with the material. She got to the point where she made life difficult by never
following a pattern. She stated that, I always wanted to do something different (Beth,
personal communication, July 1
st
, 2003, p.15). Creating something or replicating
something and modifying it came quickly to Beth. This was a strength in her professional
career that she often used to produce creatively.
With regards to her career, Beth found that coming into my own didnt happen
till later (Beth, personal communication, July 1
st
, 2003, p.21). As her career evolved, her
husband took over more of the household responsibilities. She explained that, It just
kind of evolved where he more supported me (p.17). Her husbands work was not his
passion but rather just something that he did. He went to work and came home around the
same time each night and would do things around the house rather than having a lot of
outside activities at night.
150
A turning point for Beth occurred when she went for her masters degree. She
was pregnant with her daughter when she started in the early 1970s. She chose a
program that would allow her to commute part time. She thought she would be lucky to
get a B in her studies but instead she excelled. It was serendipitous that she enrolled in a
program with some leaders of psychology who opened her eyes to information about
herself. She realized, who I am and that I am ok (Beth, personal communication, July
1
st
, 2003,p.9). She did not have faith in her intellect up to that point and felt somewhat
defective until she gained awareness of herself in her masters program. She began to
realize there were a variety of ways people look when they were normal and that she
had intellectual potential.
Beth recently found an article she wrote for a newspaper when her aunt died. The
article was about understanding who she was in relationship to her aunt. Her aunt had a
very different personality. Although her two aunts and uncles had some other nieces and
nephews, Beth became sort of the pet (Beth, personal communication, July 1
st
,
2003,p.2). Beth was finally able to appreciate her aunts gifts as a person. Often growing
up, she remembered thinking to herself that her aunt would not approve. She explained
that, In some ways that was a good thing because it gave me a sense of how to behave
appropriatelyWhat helped me deal with the negative messages that I got from her was
an understanding of myself and how and what my strengths were and an understanding of
what hers were (Beth, personal communication, July 1
st
, 2003, p.2). Beth realized that
the stuff she was taking as negative was still there but that it could be a positive
influence. She realized that it was something in herself she did not own. Rather than
trying to change to meet the expectations of people like her aunt, she found that it was,
151
extremely important to me to know, to learn who I was and that I am ok as who I am
(p.2).
She had been in situations before where she was not able to be who she was. She
felt it was not only bad for her health but also bad for business. She remembered being a
housewife and shed go visit the neighbors and she never felt adequate (Beth, personal
communication, July 1
st
, 2003,p.10). The neighbors were stay at home moms whose
houses were neat and tidy and that was not for her. Even to this day she doesnt do much
with her neighbors as she and her husband were not very social creatures. Presently she
was in the process of moving her office to her home. There was a part of me that didnt
want to work at home because home meant housework (p.2). Now she was ready to
make the move to create a home office and was working with a consultant who was using
Feng-Shui principles to redesign her space.
Beth contended she had probably exceeded the aspirations she had for herself
early on. When she was applying for her masters degree she was asked to write her
aspirations for five years down the road. She did not have a clue and said she made up
something about working with people. She stated that, Part of the reason I didnt have a
clue is that I didnt know what was possible. You have to know enough about the domain
to know whats possible (Beth, personal communication, July 1
st
, 2003,p.19).
Married for almost four decades, Beths husband was very supportive logistically,
financially, and emotionally with regard to her creative accomplishments. She stated that,
Over the years Ive educated him and he has been very open and supportive. Beth
recounted how she was touched by her husbands thoughtfulness. When she started her
masters degree she was told she could tape record the lectures. At first she borrowed her
152
dads tape recorder. For her anniversary, her husband gave her one. She still had that tape
recorder.
Both her masters and similarly her doctoral work was done part time so she could
maintain her family life. In retrospect, she stated in the second survey that she might have
picked a doctoral program with more prestige if she had not felt it necessary to do a part
time program to juggle my family responsibilities (p.6).
Beth felt like she never gave her daughter enough. Her daughter was very difficult
in high school. The family tried a variety of things during that time but her daughter
ended up having some serious problems. A friend, who was a therapist, once told my
teenage daughter that I dont belong to my family, I belong to the universe. I think the
strength of my drive bears that out (p.6). She wished however, that she was better able
to give more attention to her daughter when she needed it growing up.
When she had two young children at home, Beth felt guilty because she was gone
so much. She remembered one night when she went to tuck her daughter in, she had been
working so much on some research papers she hadnt spent time with her children. She
has sacrificed some attention to her family because of her intense drive. She explained
that, I know that my creative process is to work when I get the urge to work and one of
the things that I have the hardest time doing is being available to my husband (p.11). If
she got up on a weekend morning and her head was going, she would just work.
Yet, Beth felt very supported by her family with regard to her career. Her mom
would baby sit for her. After her mom moved away, she had a sitter after school and she
also had lots of stay at home moms in the neighborhood whose teenagers babysat. She
153
saw the anxiety her daughter had around finding sitters for her kids. When her kids were
growing up there just was not that fear about finding a good sitter.
Beth came into the womens movement a little late but was in the middle of it in
its heyday. She remembered how the expectation and the dream of high school girls was
to get married. That was not a very good aspiration with regard to developing ones
potential. Yet, Beth watched her daughter being a mother and putting her career on hold
because she it was important to her.
She believed that her openness to emergent opportunities (Beth, personal
communication, March 24
th
, 2003, p.1) was a key to her creative accomplishments.
Rarely did she set out to accomplish something specifically. She stated that, I have
responded to the needs of myself, my family, my clients, a situation and have made
choices along the way according to the opportunities and resources that were available
and working within the limits I had to work with (p.1). For example, in choosing her
masters degree, she decided on the campus she was familiar with that had a bit longer
drive but had good parking and less pre-requisites. Time was an issue because she had a 3
year old at home and was pregnant when she applied. She stated that, In that program I
gained competencies and models and frameworks that increased my confidence and
launched me on the path I am now. It was probably the pivotal decision in getting me
where I am. I chose a doctoral program with the least number of courses and that was part
time and on weekends[the] story of continual emergence just goes on and on (p.1).
In the mid 1980s, while working on her dissertation, Beth bought a Macintosh
computer. Working on an icon-oriented desktop assisted her greatly and allowed her to
work much more visually. She stated that, There were tools that enabled me to do things
154
Id never been able to do before (Beth, personal communication, July 1
st
, 2003,p.16).
The computer increased her typing speed and soon she could type as fast as she could
speak. This enabled her to write. She found that if she needed to write, she was much
better if she just sat down at the computer and started. She explained that, Theres
something about it, anchor or something like that. Sometimes Ill sketch out a few ideas,
rumble around in my head a lot but I wont have spotted the words until I start typing
(p.16).
Often, Beth found colleagues played the duel role of friends. When Beth
discovered a past trauma in her life, she began talking to a therapist colleague about it.
Both of them shared their expertise and knowledge with each other during that time and
that friend played a big role in her healing. She stated that, Contact with the right people
who had knowledge and skills I didnt and who believed in what I was trying to do was
a big influence on her life. She often found peoples gifts and then found a way they
could work together. She considered herself a talent spotter and many colleagues
contributed to the work of her organization. She stated that, I dont seek them out. I spot
them (Beth, personal communication, July 1
st
, 2003,p.6). Beth had a place that talent
can flourish and contribute to the growth of individuals as well as the growth of the
mission I am on (Beth, personal communication, March 24
th
, 2003, p.1). She found that
there have been a few blind alleys as well with regard to putting faith in people and it just
didnt work out.
There were many people who believed in what Beth was doing. A much sought
after mentor taught her a tremendous amount about strategy and marketing. She
discovered other future colleagues through her training programs. One program consisted
155
of only seven people, three of whom became close colleagues. Two of those were core
faculty who worked with her organization. Beth often had a kind of a mutual mentoring
relationship with people. She ended up working as colleagues and learning from them.
She worked with a trainer that was so good she could train any content and she learned
from her. Beth considered herself a good trainer as well but said that much of that comes
from the fact that she was the content expert and that was what made her so effective in
the specific training she did.
Beth had, created something that goes beyond my own capabilities to teach
(Beth, personal communication, February 9
th
, 2004,p.2). She had inspired others to take a
different approach to theory and practice. She stated that, Ive started a movement that
will continue. (pp.1-2). Beth argued that often the concepts were done wrong, often in a
harmful way. She explained that, About 25 years ago or so I wrote an article about
watch your language, it never got published. But low and behold in the last 10 years,
maybe the last 5 years people are starting to pay attention to the way they talk (Beth,
personal communication, July 1
st
, 2003,p.7). She had a very weird sense of time and
when I get a sense I think it ought to be right now. And I look back 20 years and I say
oh yeah, it did take 20 years (p.8).
She said creating her own organization was probably her biggest creative
achievement. She did not deliberately sit down and say that she wanted to create it since
her creative process did not work that way. Rather, it just emerged as she was doing it.
The products and writings she had developed represented years of observation and the
integration of many ideas developed. Her organization and publications have spawned
much research and created new knowledge and new ways for people to look at
156
individuals. She still uses all that her mentors have taught her but has gone beyond into
generating new knowledge that helps people.
In the mid 1990s, Beths business was pretty small. Her daughter, tired of her
current work, decided she wanted to come work for Beth. Her daughter always had a lot
of belief in what Beth was trying to accomplish. Eventually, her daughters future
husband came into the business when a particularly busy time of year warranted some
additional assistance.
Beths son-in-law began improving operations and urged Beth to republish some
materials. She stated that it was exciting and he was able to make it really look good and
help us out, look very professional (Beth, personal communication, July 1
st
, 2003,p.5).
Beth had trouble prioritizing and that is one of the things her son-in-law could do well.
She stated in the second survey that, I dont know if it was luck that had my daughter
meeting her husband who then became very important in giving legs to my creative
ideas (p.2).
Beth is now a grandmother. Even today, at family events one of the big problems
is that she and her son-in-law were both so involved in the business that it just spilled
over into family time. Her daughter tried to stay out of it although she still worked for
her. Her son-in-law and her were just sort of obsessed with it (Beth, personal
communication, July 1
st
, 2003,p.2). But he tried to set boundaries too. She stated that, In
terms of productI am moving more into a whole organizational consulting (p.2). Her
company was in a bit of an identity crisis since she had moved beyond the focus of the
original business and the name of the company reflected the original focus. She was
currently considering a name change.
157
She enjoyed the challenge of figuring out how to work within the limits. She did
not think of creativity as the core of her identity but thought she had done a lot of creative
things. She felt that it was important to note that it was almost always working within
some pretty big constraints. One of Beths achievements that she was very excited about
was a large institution that was currently on a top 100 places to work list. This was a
whole organization consulting started in the late 1990s that the CEO said was pivotal to
the organizations success. She stated that, You get a vision of where to go and this was
what he wanted me to do and as it turns out my intuition I think was right (Beth,
personal communication, July 1
st
, 2003, p.3). She helped the institution focus on
employee satisfaction in a way that was not being done. It proved to be very successful.
She had to work within the constraints of the institution to design the training of
personnel. She stated that, The auditorium would hold 90 people so we designed
something that would work with 90 people (Beth, personal communication, July 1
st
,
2003, p.15). She said she did 45 minutes of a dog and pony (p.15) high media and then
had them work in smaller groups with facilitators going around to different learning
centers so theyd get the concepts and have conversations. She explained that, the limits
were the space, the amount of time we could get people, the resources we had (p.15).
She put over 1,000 employees through a training program in a short amount of time and
assisted people in the organization to acquire the knowledge to keep it going.
Early in her life she wanted to see peoples learning experiences improve and
now, I just want to see the world be a better place. And the workplace more caring, have
people feel better about themselves (Beth, personal communication, July 1
st
, 2003,
p.13). She was really a fix it (p.2) kind of person and was on a search to find other
158
CEOs of organizations to assist, who want to create an environment where the attitude
is very human (p.2).
Although she found it difficult to proactively pursue opportunities, she was
planning on proactively pursuing other CEOs. Helping organizations like this was
internally gratifying to Beth. It was important at this point in her career to set out to
accomplish something specific. She explained that, If I dont become more proactive I
wont get the business (Beth, personal communication, July 1
st
, 2003, p.3). She said it is
hard, but she had a mentor (who died last year) that was assisting her. She still has not
done what he wanted her to do.
One of the significant events that occurred in Beths life was that she found out
she had food allergies that had probably affected her throughout her life. She had started
the process of healing. She was taking care of it by changing the way she ate and formed
new routines. She felt a whole lot better now, looking and feeling 10 years younger than
her age. She could think clearer and had a lot more energy. It was worth it but found she
could not seize the moment (Beth, personal communication, July 1
st
, 2003, p.13) and
productivity sometimes suffered as a result. Occasionally her mind didnt function so she
really stuck to the diet. She felt at this point she might just be learning how to deal with
the changes.
Because of the stress of her health as well as the stress put on her professionally
because of the economy and the changes in her business, she started to read romance
novels. She had never read them before but some days if she did not want to work, she
would read romance novels. She stated that, I really got into them (Beth, personal
communication, July 1
st
, 2003, p.12). She cut it down but would devote at least one day
159
on the weekend to romance novels. She felt that was still a bit of a problem as it wastes
time.
She continued to strive for greater productivity and success in the workplace. She
stated that, I always knew Id live in a fairly nice house but Im not satisfied where I am
either. I want things more organized. I want to have support staff. Theres always more to
do. Marketing, strategic stuff (Beth, personal communication, July 1
st
, 2003, p.18). Beth
had not done some of what she wanted to do perhaps because she had followed her own
process too much. She stated that it was kind of a wake up call the last couple of years
so I think that theres probably room for both (p.18). She said she does not want to give
up what works for her but I dont think its one way or the other (p.18). She was
willing to take on some of the goal setting stuff and try it. She explained that, If
somebody else wants to make those really specific and put in time and all that stuff and
theyre willing to help me get there then thats greatThe more I acknowledge who I
am, the more productive I am. But at the same time I have to partner with other people
too and make space in my life for the things Im not and to some degree take them on
(p.18).
She often needed to switch gears and was scattered in lots of ways due to the
many dimensions of running her own business. She often had many things to think about
and many ideas popping around her head. There was also a financial piece she resented.
She stated that, We invested in me and we still need to see a return on that stuff (p.12).
She had a belief in what she was doing and it fed her psychological needs since she very
much needed to be an expert and have a sense of mastery. When she got on a roll and was
writing, she did not know when to stop. It was difficult to manage all the various aspects
160
that the business required. With her new diet and the elimination of coffee, there were
things she had to do in the morning. She could not get up, have a cup of coffee and
immediately start writing before she ate any more. She explained that, Im having to
learn to be creative in new ways (p.13).
Sometimes, she said, she got so many ideas and many of them did not materialize.
She stated that, I get a vision of somethingI get the sense, its kind of global and fuzzy
and I dont have any of the steps to go with it and I dont have any sense of time about
when its going to happen. But its something that I just keep working toward and at
times I mean I would articulate that to some people. And theyd say you know thats a
real good 30 year planThose kind of flashes of insight that are very vague and
impressionistic. And a lot of what Ive done has been by belief. My belief that it will
happen (Beth, personal communication, July 1
st
, 2003, p.9). Yet she had the willingness
to go forward with the faith that she will succeed and had many successes as a result of
following her process.
Beth had a very strong sense of mission and she understood the importance of
mission in her life. Her sense of mission focused on the large-scale global arena. She
realized it is important to recognize that there is a pain and a price that goes with it. But
there are also those rewards (Beth, personal communication, February 9
th
, 2004, p.1).
She was passionate about taking the opportunities to think and act internationally, to
reach out and work with other cultures and see the continuity in humanity (p.1). She
wished to change the world for the better. Yet, this was a difficult place to be and a
colleague once reminded her that it was a lonely place to be. For Beth, mission was an
integral part of who she is, helping her tune in to whats going on.
161
1
In her late 50s, she reflected on the fact that she, wound up in a much richer,
more complex place than I ever thought I would (Beth, personal communication, July
st
, 2003, p.18). Beth rose to meet challenges and produced in a way that put her at the
forefront of her field. She reflected on the fact that, I have almost never wanted to go
back. Never have I wanted to be younger (Beth, personal communication, February 9
th
,
2004, p.3). Of course there were some people in her life she wished were still here. She
stated that, There have been some painful years in the last 3 or 4 years when I thought
Id be happier in the past but I still never wanted to go back. Life just keeps getting
richer (p.3). She found her teenage years to be painful, and in her 20s there was kind of
a yearning for something. She felt like there was something else. She was busy
establishing herself in her 20s as a wife and a student and as a mother in her late 20s. She
stated that, There was always a yearning for something. The yearnings still there. Its
not as bad as it used to be. It was worse than a craving I couldnt satisfy (p.3). Her sense
of mission and passion for her work continued to move her forward with new discoveries,
emerging opportunities and creative productivity. She stated that, I cant think of a year
Id want to go back toLife just keeps getting richer (p.3).
Lynn
Presented next is a table of Lynns occupation and/or area of creative endeavor.
Included in the table are products and accomplishments that representative of some of her
major achievements. Following the table is a narrative description of her.
162
Table 11
Lynns Areas of Creative Endeavor
Creative endeavor Representative products and accomplishments
Entrepreneur, Public Speaker, Featured on national TV as an international speaker
Business Owner
and consultant. Published books, articles, multimedia
material and syndicated columnist. Varied career path
as successful restaurateur, ranch owner, speaker, and
consultant to CEOs.
Lynn was one of five siblings born in the early1950s in the midwestern part of the
United States. Her mother and father were both high school graduates. Lynn chose an
adventurous path. She stated in the first survey that she was able to recreate myself and
my lifestyle numerous times (p. 3). She started new businesses throughout her life. A
syndicated columnist, Lynn is currently an international speaker.
At the age of six, Lynns father died leaving her mother with five children to care
for. Lynns mother was so overwhelmed with being a young widow that she just stayed
out of Lynns way. She was very supportive of her daughter but Lynn was never told
what she could and couldnt do. Working since the age of 14, Lynn never asked
permission for anything because she always paid her own way. She said in her family
there wasnt an option. If you wanted something you needed to go figure out how to
make money (Lynn, personal communication, May 24
th
, 2003,p.9). As a child, her
family did not go to the theater and never once did they go out for dinner.
163
Her mother would say to Lynn, Well, honey, thats great. You go do what you
need to do (Lynn, personal communication, May 24
th
, 2003,p.9). Although Lynn s
mother was not very involved, she was not negative, she was just too busy. Lynn never
felt like she had to please her or seek her permission. There just were not any restrictions
on what she could do if she could figure out how to pay for it. Lynn believed that her
mother knew from an early age that Lynn was capable of doing many things. Lynn
admitted, as a mother who currently has a young adult daughter, thats not how she was
as her daughter grew up. Throughout her daughters childhood, Lynn wanted to know the
details and take an active role in her daughters plans.
Early in her life, Lynn said she had very limited experiences outside the house.
Her mother was just trying to survive. There werent any aunts. She explained that,
There wasnt [sic]any figures in my early life that took me by the hand and showed me
the world (Lynn, personal communication, May 24
th
, 2003,p.5). She was an avid reader
and reading exposed her to a wealth of ideas. Her favorite place to read was up in her tree
fort. Shed read and read and if there was not anything to read, shed read the cereal box.
She loved to read about people like Margaret Mead and imagined being in Borneo on an
adventure or being in a high powered position like Eleanor Roosevelt. Lynn felt these
people opened up a door to many possible adventures.
Another early experience opening up the world to Lynn was the television. Lynn
would sit in front of the TV at a young age and say, Oh my god, people raft in
Colorado! (Lynn, personal communication, May 24
th
, 2003,p.10). She remembered
watching a show on TV and first hearing about the country Switzerland and how people
were skiing there. She said to herself that she must do that.
164
She didnt dream of growing up to be a doctor or whatever, she said it was more
like she felt she could go do whatever she wanted to do. No one in her family said you
should go to college or you should be a writer or a doctor. If anything, the expectations
were much lower. In her family (and in her town), people were expected to go to high
school, get married, stay in town and have kids. The expectation was, Life is good when
you have a roof over your head and a couple kids (Lynn, personal communication, May
24
th
, 2003,p.10).
Lynn went to an all girls boarding school for high school. This was something she
decided she wanted and she worked to pay for it. In reflecting back on this experience,
Lynn said she always challenged herself to prove she can do things. The nuns and the
Jesuit priests were intellectually vigorous and she feels like in many ways she received a
very liberal education. She stated that, Every leadership role was girls. Every leader in
the school was a woman. It was just not an issue that you just wouldnt go do anything
you felt like doing because you were female (Lynn, personal communication, May 24
th
,
2003,p.3). She believed that this was incredibly important for women and that more
women should experience an all girls education.
From high school, Lynn went on to college to earn degrees in French and speech
pathology. At age 19, the summer of her sophomore year in college, she went to an
affluent eastern seaboard town with a bunch of rich girlfriends to earn some money to
study in Europe. This was her first experience with a culture that was very different from
her small midwestern town. She ended up taking a turnkey business and owning a
restaurant for the summer.
165
Then she and her girlfriends took off to Europe with plans to find a place to live
and a university to enroll it. There literally knocked on doors, asked where they could
live and found a university. On the weekends theyd hitchhike somewhere and basically
just did their own thing.
Lynn really felt those experiences at 19 were critical experiences. She was able to
have those experiences and they felt natural. After that, she felt her hometown did not
provide enough excitement for her. The door to a wider world was beginning to be
opened to her and she thought perhaps she wanted much more than her hometown could
give her.
Lynn felt that she had a desire to experience life fully and to challenge herself.
She was an adventure seeker and loved new experiences. When she got out of college,
she wanted to go to Africa. Being a little girl she remembered watching Mutual of
Omahas Wild Kingdom and longing for that adventure. She got married to a man from
her hometown and they joined the Peace Corps. She figured it would be exciting and fun
and that perhaps some career path might come out of it. In Africa, her first husband
taught math and science and she taught French and all the other subjects at a secondary
school. Having a degree in speech/pathology she figured she and her husband would go
back to their hometown after Africa and theyd both teach.
The excitement of Africa changed their perspectives, both feeling they couldnt
go back to their hometown. Lynn found that, You know you dont just step back into
your real role after youve done something like that (Lynn, personal communication,
May 24
th
, 2003,p.2). Tragedies had occurred to friends in Africa. She also realized that
she definitely didnt want to teach for a living. She stated that her and her husband,
166
absolutely could not go backand do a little routine life (p.2). They headed out west to
ski. Eventually Lynn and her husbands plans for the future departed and they divorced.
Lynn never focused on finding a career, she was more interested in a lifestyle. She
stated that, If I can identify what do I want to experience, then it is not too hard for me
to figure what kind of business to start to support that (Lynn, personal communication,
May 24
th
, 2003,p.1). When she was young, she was going to choose to be a speech
pathologist and marry a math teacher. Then she went to Africa and everything became a
bigger world (p.6). When she decided she wanted to live in the mountains and be a ski
bum, she thought about what she could do to support that lifestyle. She stated that, Id
like to be a rancher because I could ski in the winter and be on a horse in the summer and
be outdoors a lot and then I wanted to be a speaker because I could travel and make a lot
of money and not work very often (p.6). She considered whether she wanted to travel
and have flexible hours because she had a small child or did she want to make more
money and not work as often. Each decision was based on the fact that the lifestyle came
first. Then she thought about what would naturally support that lifestyle (p.6).
The birth of her child brought about real challenges for Lynn as she felt to really
forced her to grow up. She began making decisions around career and lifestyle that
included another person. Security and making a bit more money became important and
living in a tent was not an option anymore. Raising her daughter, who she said was
fabulous, was an important personal accomplishment. She believed that if a person had
done a good job, provided a nice home and environment, an education, and watched their
children grow and develop, they could take some credit for that.
167
Lynn found it fabulous to go through that cycle of life again, remembering what
5 years old was, remembering being in junior high (Lynn, personal communication,
May 24
th
, 2003,p.12). She felt this was tremendously important to the creative process
because otherwise you forgot what it was like at 2 or 4 or 10. She stated that, While we
are watching you do it, we are redoing it at some point in our soul (p.12). You had to
multi-task more and You have to figure out more creative ways of doing something
because you have a 2 year old hanging on your leg (p.13). Part of being a responsible
parent and balancing family with work included working within those constraints. It
forced you to be more creative. She reflected on the fact that, you have kids and dogs
and it is not just you, you, you (p.13). She said, in a way, its like creating obstacles that
foster your creativity and you dont always like it all the time. Although her daughter was
grown, Lynn still had numerous dogs in the house. She said it was a bit like having
toddlers around.
Lynn felt that it was essential that you did not lose focus that you were also
important. She believed strongly that she wanted to break the cycle of women giving up
their lives for their kids and then those girls grow up and gave up their lives for their kids.
Lynn was determined to live a complete, full life. And my daughter, when she grows up,
can do whatever she wants to do and is not going to feel guilty about it (Lynn, personal
communication, May 24
th
, 2003,p.13). Lynns had many international students live with
her and remembered a tremendously gifted Asian girl whose whole motive for working
so hard was to please her parents. She expected to go home, work for one year and get
married and do nothing but raise her kids. Lynn explained, That terrifies me to think that
if I am going to be a good mother and somehow I will get lost in the process (p.13). She
168
also thought that if she didnt have a child it would have been so easy to be self-absorbed.
When her daughter went off to kindergarten and again to college, she had champagne.
For Lynn, her creativity showed itself in diverse ways. She had the ability to re-
create herself and her lifestyle numerous times. Raised poor, Lynn always had to make
her own way. She stated that, I think part of the creative living that happens for people is
somebody knocked you out of your box or drags you out or you chose to get out. And I
think once youre out, I think creativity is far easier than lets say staying in the town you
were born in and do all the things people expect you to doI think creativity comes from
creating a life different and daring to do that. That to me opens the porthole of creativity
for all sorts of things. If you can figure out you dont have to live next to mom and then I
dont think its too big of a jump to say I dont have to do what everyone expects me to
do either. I could start a business, I could reinvent myself or I could pack up and travel or
any of those things that I think is really very creative. I think it is too bad thatpeople
just associate creativity with artists (Lynn, personal communication, May 24
th
,
2003,p.2). She believed that once you allowed yourself to know that you could live in
the universe any way you want to (p.2) then creativity was just natural freedom.
She explained that, My spiritual belief system says that once I can think it, it is
really already done. I just have to bring it to manifestation (Lynn, personal
communication, May 24
th
, 2003,p.16). If she was stuck on something, she did not feel it
was a matter of taking the right class or finding the right person but a matter of,
centering again and going back to total belief system that says if I had this idea then it is
possible (p.16). She said it was important for her to go back to that calming place,
maybe reading something spiritual in the morning. She felt she doesnt need to know how
169
to do it or when she would do it or who was going to help. She stated that, I just have to
have the faith that I can do this and allow the process to happen (p.16).
Lynn celebrated that she was different. She reveled in the fact that she could ski
better than most men, was more adventurous, could travel and was braver than many. She
could handle a power saw and ride a horse. She believed it was probably a reaction to, I
dont want to be boxed in by what me and you are suppose to be. Because youre female,
born in the Midwest youre suppose to be like this (Lynn, personal communication, May
24
th
, 2003,p.4). She believed any and perhaps all of that was a reaction to not me, Ive
got to be a little different (p.4).
Lynn felt she was good (not great) at many things. She did not have to be the
best, but she challenged her self to be pretty good at what she set out to do. She said it
was like getting the sense of being a renaissance person. She stated that, If you are on a
computer, you get pretty good at it. If you want to garden, you get pretty good at it. If you
want to learn to speak another language, you can get pretty good at it (Lynn, personal
communication, May 24
th
, 2003,p.4). It was both confidence and the enjoyment that
helped Lynn succeed in many areas. She did not feel she needed to be an expert it in any
one area.
She also got excited about learning from others. Often when she was learning
something new and beginning to get good at it, she would get excited to meet someone
who was a lot better at it. It was really fun to be able to hire that person or have them
teach me something (Lynn, personal communication, May 24
th
, 2003,p.4). She
recounted how she persisted for many years to work with a woman who was very
difficult to work with. People would ask her how she could possibly work with her. What
170
she wanted was to learn from her. She knew what she wanted and she got it. This woman,
who was brilliant but couldnt bring it to the world, was very influential with regard to
Lynns achievements. She said she, sent me on a path (p.6) that has lasted almost two
decades.
Lynn thoroughly enjoyed learning new things. She just recently finished a video
series and rather than just telling them what she wanted, she sat down with the graphic
artist and special effects person. She found it fascinating to watch what this guy does and
ask about the process or how he created a certain special effect. Lynn thoroughly enjoyed
learning.
Being an international speaker and a syndicated columnist were two of her most
rewarding achievements. She stated that, You know being able to go anywhere in the
world, speak to an audience and be acknowledged for being a very good speaker (Lynn,
personal communication, May 24
th
, 2003,p.10). She did not know if people would enjoy
her writing and she was amazed at the letters she got telling her how much they enjoyed
her columns. Her latest endeavor that she was thrilled with was sculpting. She has started
to show her work and people were saying that her work was good. That thrilled her
because she did not know if she could be any good at this and had never had art lessons.
Lynn admitted that she could probably learn more from people if she was not so
impatient. She said, If theyre not very good and they are not really quick, then I dont
have a lot of time for them (Lynn, personal communication, May 24
th
, 2003,p.11). If she
was not so intolerant of a need for it to be packaged in a certain way (p.12) she felt she
could learn from more people.
171
Although Lynn was persistent and accomplished a great deal, she said she had a
lack of discipline or focus because she enjoyed so many things. She started a book, which
she figured shed finish in three months. Yet, because she did not discipline herself to sit
down for two hours a day and work on it, it would take her much longer to complete. She
said it sounded like a good idea to have a disciplined schedule where on Tuesdays she
would sculpt and Wednesdays she would write but that it just did not happen. She said
that, if I had that characteristic, clearly, Id get more things accomplished (Lynn,
personal communication, May 24
th
, 2003,p.6).
When asked about the amount of free time she has, she said she has a ton because
she can choose whether to work or not. She explained that, Today I am gardening early
in the morning and then Im spending the day writing because Ive got this big video
project that were finishing. But to me it is still free time because I really dont have to,
nobody is making me do it and I could really just go hiking all day but then I am
choosing to write today (Lynn, personal communication, May 24
th
, 2003,p.14). She
found it very freeing to have the freedom of choice regarding her work. She stated that, I
really could blow it off and do something else (p.14).
She said she did about 90 % of the housework because her husband just did not
have the same kind of free time because of his work. Lynn said it just would not make
sense for him to come home at night and put in a load of laundry when she could do it in
the afternoon.
Her current marriage, Lynn describes as a grown up marriage, (Lynn, personal
communication, May 24
th
, 2003,p.12) where you were realistic and trying to raise kids.
Her marriages in general were an asset and she chose good guys (p.12) who were about
172
what she was about at the time. The first man she had dated since she was in junior high
and was willing to go to Africa with her and the second was a ski bum. She never had a
spouse that was in opposition to what she wanted, they were just different chapters in
my life (p.12).
In regard to future endeavors, Lynn was very interested in getting more involved
in third world micro-loan programs for women where you assist villages. She was also
interested in doing something political but stated that she was not sure she had laid the
groundwork for that. It fascinated her and interested her but I did not go and play the
political game early enough. So now that I would like to run I havent paid the dues you
know with local politics and communities and doing that (Lynn, personal
communication, May 24
th
, 2003,p.8). She said that her extensive network would assist
with her future endeavors. She stated that, Whether its legislation or new foundation or
third world country women or something where it is much bigger than my life and my
things. A little bit more philanthropic (p.15).
Lynn was satisfied with her life and reflected on the fact that I should lose some
weight. I should exercise more. You know I have a whole list of should. But you know,
on the whole scheme of the cosmos I have a very good life, Im very blessed. Im very
happy. A lot of work, a lot of challenges, a lot of reward from that. Its really good
(Lynn, personal communication, May 24
th
, 2003, p. 15).
Sara
Presented next is a table of Saras occupation and/or area of creative endeavor.
Included in the table are products and accomplishments that representative of some of her
major achievements. Following the table is a narrative description of her.
173
Table 12
Saras Areas of Creative Endeavor
Creative endeavor Representative products and accomplishments
Educator, Counselor, Writer Published essayist and artist. Selected for inclusion in a
and Visual Artist. group of creative academic educational administrators.
Honored for contributions to counseling and education.
Sara was bought up Latina in a southwestern state by loving, intelligent parents.
One of four children raised poor, Sara figured out early that there were many things her
family did not have. Her mother had a high school education but her father had very
limited schooling in a rural area. Her father was and remains a marvelous storyteller who
often told stories to family and friends. Sara remembers one Christmas when the family
had nothing. It was during the 60s when there was a terrible recession and her dad was an
unemployed laborer. They didnt even have the $2 it took to buy the Christmas tree. He
cut down the biggest tree he could find in the woods nearby. With no car, he walked
home with the tree. He bought each child a little gift. Sara received a red sweater. He
wrapped them and hid them in her baby sisters bassinet. In the morning he got up and
said to her mom Did you hear that noise on the roof? (Sara, personal communication,
May 30
th
, 2003,p.5) so we kids would over hear. Needless to say we quickly found our
gifts.
Although Sara had a good relationship with her parents, she rebelled against their
fundamentalist faith as a teenager and said she probably drove them crazy. Her parents
174
were very traditional and conservative. Through it all her mom would look at her and tell
her she was a most beautiful girl. Sara would remind her mother that her best friend was
the beautiful one and her mother would remind her that she is the smart one.
Sara always remembers painting, even as a little girl. In grade school she
remembered drawing swans and painting butterflies, waterfalls, streams and mountains.
These were things with which she wasnt familiar but that she thought might be pretty.
An aunt gave her paints when she was ten and she received some art training in high
school. As an adult, she continued to paint and show her collage paintings. As a resident
artist, she painted portraits and landscapes.
In addition to painting, Sara was also passionate about writing. Ever since she was
young, she told stories and wrote down the family stories. As a child, she remembered
her father telling stories that he made up himself or a story that he knew. She began
writing the stories down (initially for the family) so they would not be lost. In the mid
1980s, as a fellow in a prestigious program, she would sit around telling stories with
other fellows who happened to be Hispanic. They had a wonderful time and talked about
how these stories were not written anywhere. So they decided they should start writing
and publishing them. Her mom, dad, grandmother, sister, brothers, nieces, nephews have
all been subjects in the stories she wrote. All her stories were based on personal
experience and family memories.
As a published essayist, some of the stories she wrote about were serious
incidents and others were funny. One story was about her father being beaten up in a
racial incident when he first retired. He lost his vision in one eye and could not drive
anymore. Another story was about her nephew as a teenager revving up the engine of his
175
dads pick up truck at a traffic light next to a sports car knowing full well that going up a
hill, the sports car would go faster, but not for very long.
When Sara was young, she felt the options for women of her background and
socioeconomic status were limited to teacher, nurse or missionary. She stated that, I was
absolutely certain that I could convince no one to be a [fundamentalist conservative
religion] because I wasnt sure I wanted to be [that]. So that was out of the question. I
knew I didnt want to hang around with people that were ill (Sara, personal
communication, May 30
th
, 2003,p.2). Therefore, she chose to go into education, a choice
she had never regretted.
Saras parents wanted her to be a teacher so they were very pleased that she chose
to pursue a degree in education. Today, Sara has a doctorate and administers a counseling
department, yet her parents still think shes a teacher. She explained that her parents
know I do other things and that I am making a little more money. But none of that is
relevant. The most important thing is that I am in education, I am a teacher (Sara,
personal communication, May 30
th
, 2003,p.10) To her parents this was the utmost one
could do.
Her parents always encouraged her. They would say, Whatever it is. Do it. I love
you. I am here for you no matter what. You can always come home (Sara, personal
communication, May 30
th
, 2003,p.7). So no matter what happened, Sara felt strong. She
explained that, My self was defined by my parents, no one can turn that down (p.7).
She said that she understood that not everyone has that and that was one of the reasons
that she did the work that she did as a counselor. She stated that, If we dont have a
clearly defined self, we have to find ways to give it to ourselves (p.7).
176
In the 1980s, Sara taught English as a second language before going for her
advanced degree in psychology and counseling. She explained that she wanted to have
a more personal connection with people (Sara, personal communication, May 30
th
,
2003,p.2). She loved teaching English and she loved her current job as a counselor.
Recently she was talking to a girl who was not going to graduate. She is brilliant. She is
incredibly intelligent. She is so beautiful and I can not give her a diploma because she has
not met a requirement. But I am listening to her today (Sara, personal communication,
May 30
th
, 2003,p.3). The girl said, Some day you are going to be watching a
documentary about how poorly the schools educate kids like me (p.3). Sara told her she
hoped that would happen but added that she hoped she would complete her education.
Sara said one of the things that had been kind of exciting about her professional
life was that it had been about things in which Im passionate. I am passionate about
kids learning, passionate about kids learning English. So my job has always been a lot of
fun (p.3). She recounted a time when a childhood friend asked her if she ever got tired
of working. I was stunned by the question. I am exhausted many days but there is never
a day I could not think of a day ever in my life that I did not want to go to work. I love
it. I love it (pp.3-4).
She felt she was really good at counseling and could sit in an intense difficult,
difficult dynamic with a family and an administrator and I can hit, you know, the nail on
the head every time (Sara, personal communication, May 30
th
, 2003,p.6). Sara said it
was not just her training since she had been able to do that for a long time. She could help
people move in a positive direction. Yet, often it did not occur as quickly as Sara would
have liked.
177
Due to budget cuts, her position might be cut. Sara believed situations like that
and other negative incidents in ones life were challenges to be overcome. She preferred
to think about the positives regarding what she had been able to accomplish during her
brief time there. She could see the changes that have been implemented since she has
been there yet she felt like there was still so much more to be done. Other peoples
judgments were not that important to her. The fact that she knew what was different was
what was important. If she had be a counselor she would have had more time to pursue
other opportunities such as teaching a university course, and securing funds for arts
activities. Putting a positive spin on things, Sara stated that, it is not what happens in
your life, its how you see what happens and what you do about what happens in your life
that is the most important (Sara, personal communication, May 30
th
, 2003,p.5).
She really enjoyed her occupation and was glad she pursued it. She was fascinated
with the mind and thinks perhaps if she had pursued other areas that intrigued her, I
either would have become a Tibetan monk or someone who studies the mind and how the
mind works. But I do that in a slightly different way (Sara, personal communication,
May 30
th
, 2003,p.11).
She felt her ability to think strategically and read a situation had contributed to her
creative accomplishments. She often made her decisions based on whether she was going
to be able to make a difference, considering her sphere of influenceI think because I
have to think creatively when I am faced with blatant racist practice, that I have been able
to have a solid professional career that has created access to higher education
opportunities for women and people of color (Sara, personal communication, May 30
th
,
2003,p.9).
178
Sara was part of a group of creative academic administrators. There were 20 or so
women in the group who did creative things and worked on social justice issues. They
were pulled together by a woman working on some research. These women have had two
retreats and continue to support each other through a list serve and other means. She
stated that, Weve drummed and made masks and supported each other in the crisis of
each of our professional lives, both personal and professionalIt is kind of interesting I
think. I have always been aware of the fact that the personal and professional were not
separate, theyre really one. And in this group that has become clearer to me and clearer I
think to some people who were wanting to keep those things separate (Sara, personal
communication, May 30
th
, 2003,p.3).
Sara described her marriage and divorce as having had both a positive and
negative effect on her achievements. Her son, without a doubt, was her most exciting and
rewarding achievement. She reflected on the fact that, Before I became a parent, I used
to hate people saying that because I couldnt believe that could be the case, but it is
(Sara, personal communication, May 30
th
, 2003,p.10). She postponed producing art
works and essays when her child was born. She said she would not change any of it. She
stated in the second survey that to her, it was not a compromise since she, never stopped
thinking or imagining (p.4). Seeing the positive aspects of most events had allowed her
to continue to create throughout her life.
Sara said her teenage son rebels a bit as he strives for his independence and
individual thoughts. She stated that, He was having this conversation with me, he
opposes affirmative action. He doesnt think that it is right. I am sitting there thinking,
there is so much he doesnt know. (Sara, personal communication, May 30
th
, 2003,p.7).
179
She explained that her mother probably had similar thoughts regarding her when she was
a teenager.
Sara lived in several states where she had worked in different jobs related to
education. As a result, she had great friends in different parts of the country. She did not
have a lot of friends and she might not see them for two or three years but they could,
walk in the door and its like weve never parted. I think about them and they think
about me even if we dont see each other. I say to them, I may never call upon you to step
in for me with my son but you are someone that I trust to do that. If I fall down dead
tomorrow, I want you in some way, shape or form to let him know about our
relationship (Sara, personal communication, May 30
th
, 2003,p.8).
Saras 84 year old mother broke her hip at Christmas time. While Sara was home
at Easter she talked her mother into going to the church. She stated that, The music
director, the women were up to sing a special song for the service and she saw my mother
in the congregation. She said we are going to wait for her to get up here. My mom kind of
hobbles up and my brother was sitting behind me and the other was sitting beside me, my
sons father was sitting on my right and I know we are all going to breakdown. I know
exactly what is going to happen. Here is a group of 25 women and here is this frail little
old lady who is going to hit absolutely every note in this very difficult hymn on target
(Sara, personal communication, May 30
th
, 2003,p.6).
Sara remembered the choir director having to coax her mother to sing when she
was younger because she was shy. Now, in her 80s she no longer cared. She just sang the
hymns. She did not care if she was singing the second verse when it should have been the
first. Similarly, Sara believed it was important to push ourselves a little bit (Sara,
180
personal communication, May 30
th
, 2003,p.7). As an artist, shes decided, I have to say
Im going to do a one women show because if I dont do that I wont do a one women
show (p.7).
There was nothing more important to Sara than her personal life. She explained
that, Nothing is more important that my family, my parents, my brothers, my sister, our
children (Sara, personal communication, May 30
th
, 2003,p.4). Someone can be mean to
her at work, fire her or lay her off and it would be ok. Her brothers have told her they saw
it another way. She stated that, They claim that one of these days I am going to call up
from Timbuktu and say, Guys, I have just been laid off. Can you come get me? And it
doesnt matter that I am the one with a doctorate and one of them dropped out of high
school. They will go get me (p.4). Sara said she took that to work with her everyday,
even if someone was overtly racist or sexist. A call from her brothers, mother or any
family member or friend gives her strength.
Sara noted that it may not seem like it to others but she felt like she had a lot of
free time every day. Even at work, there were a lot of intense things that occurred all day
but there was free time in there. She stated that, I talk to somebody. I find a kid. It is not
just about workI write something or I think something. I jot down notes about colors.
And then I go home and I read (Sara, personal communication, May 30
th
, 2003,p.11). In
her personal life, Sara has spent too much time doing housework but felt she had
drastically improved the situation. She downsized her house and designed the space so
everything was built in. As a result, there was hardly anything to dust.
Sara wanted to travel more but has had to cut back lately because a teenage boy
does not want to do the same things she does. She was also interested in teaching at the
181
college level again. When asked what else shed like to accomplish, Sara said she wanted
to work for a long time and would consider whatever comes next.
Themes that Emerged from In-depth Study
Data gathered from the women in this study revealed patterns and themes from
interviews, survey data and analysis of products and accomplishments. Eight themes that
emerged as central to the womens lives are discussed next. These themes address the
central research question What were the experiences of women who were identified as
extraordinarily creative? The themes also addressed 3 additional research questions
including: 1) What nurtured or blocked this/these achievements?; 2) What other
influences contributed to their creative accomplishments?; and 3) What life choices
affected their creative accomplishments?
Data relevant to the themes were included from the Quantitative Questionnaire of
Womens Journeys to Creative Accomplishment for the women chosen for in-depth
analysis and from the larger pool of women who completed the initial Quantitative
Questionnaire of Womens Journey to Creative Accomplishment. The questionnaire
included a 6 point scale with 5 and 6 rated as extreme importance (or extreme influence
depending on the question.) Scores of 3 and 4 were rated moderate or somewhat
moderate. Scores of 1 and 2 were rated as not important or not an influence.
The first four themes presented emerged as the strongest and include pioneering
spirit, passion/mission, determination and sense of adventure. These themes were central
to each womans story and stood out as important to their creative accomplishments.
Each womans information relating to each of the four themes is discussed in the order of
strength of the theme.
182
A Pioneering Creative Spirit
A pioneering creative spirit emerged as a strong theme. Presented next is a table
that includes information relevant to this theme for each woman. Following the table is a
discussion of the theme.
Table 13
Pioneering Creative Spirit Theme
Gabrielle Developed new theory and application in psychology, founded international
organizations.
Nancy Mathematics and technology, founded unique university program, few
women in her field.
Katie Social commentary, fought for editors job as a young woman.
Patricia Developed engineering applications ahead of times, few women in her field.
Diane Developed new painting techniques, membership in organization.
Mary Jane Education, founder of educational programs.
Theresa Developed innovative system for organizations, developed new business
direction.
Beth Developed new thinking and theory in psychology, founded business.
Lynn First group of Peace Corps to remote region of world, developed unique
concepts, founded business.
Sara Promoted social justice for under-represented groups, counseled and wrote
about experiences..
The women in this study displayed a pioneering, creative spirit throughout their
lives. They explored new territory and developed creative approaches to a wide variety of
endeavors. They discovered new areas, developed creative products and approached life
183
in unique ways. Several could be considered pioneers for their contributions and ground
breaking work as well as their early accomplishments in male dominated areas.
They each understood that they were taking an unusual path and purposely
pursued their goals and/or took advantages of opportunities as they arose. Katie, stated in
the second survey that in the early 1950s she, imagined herself heroic (p.1) when,
instead of marrying after college, pursued a career, convincing her employer to give her a
copy editors job. Throughout her life she wrote, performed and articulated her views
through social commentary. Theresa pushed against the organizational chain of command
in the military to implement a life saving system in a hospital, believing that authority
was not to be questioned. She referred to herself as an upstart, (Theresa, personal
communication, June 4
th
, 2003, p. 4) often initiating change and preferring work where
she could write her own job description. Along the way I got a lot of negative
feedbackabout being creative, about being innovative (p.20). Lynn worked for 2
decades to achieve international status as an organizational consultant and public speaker
after several diverse careers, including serving in the first Peace Corp group to go to a
remote, unstable country overseas. Like Lynn, Pamela and Mary Jane also experienced
variety in the types of jobs they held. They took on challenges by seizing opportunities
and changing career directions several times. They continually examined new thinking
and developed their ideas from various influences and diverse perspectives. Beth
developed new thinking in psychology and built a business to advance the concepts and
theories she articulated. Sara demanded injustices be addressed in a higher education
institution and wrote about her life experiences. Diane chose to paint in unconventional
184
ways, developing her own technique and was the first woman from her state to gain
membership in a prestigious art organization.
Gabrielle, Nancy, Patricia, and Mary Jane were pioneers in their areas of creative
achievement. They succeeded in areas of limited access to women and developed new
thinking and ways of operating within those areas. While pursuing her education in the
male dominated field in the mid 1900s, Patricia met with resistance. Patricia consistently
had trouble with her professors during her engineering studies and stated that, I didnt
have the privilege of having another woman in any of my classes (Patricia, personal
communication, June 5
th
, 2003, p.11). Once she started her career, her ideas were so far
ahead of the current status in the field that she described herself as 20 years ahead of
technology (p.2). She was formulating and implementing projects that required new
thinking and the reformulation of current methods to bring her ideas to fruition. For
example, as a result of Patricias demand for adaptation of a material, a manufacture
started to offer various grades of the substance and eventually developed an entire catalog
of adaptations of the material. Nancy, one of only two women on her base in the service,
worked on advanced technological systems and was called a groundbreaker for this early
work in her career. Gabrielle and Patricia were often a minority of one as their ideas were
far different than many of their colleagues. Patricia described the reaction she often
received when she shared her ideas with groups, indicating that a typical reaction was
what cabbage bush did she come from (p.3). Gabrielle in particular faced staunch
resistance to her ideas. She stated that, Im so far a field that its not an easy place to be
(Gabrielle, personal communication, May 29
th
, 2003, p. 1).
185
All of the women felt their creative characteristics such as originality, flexibility
and curiosity were important to some degree with regard to their creative
accomplishments. Nancy rated creative characteristics as moderately important on the
questionnaire and the other 10 women rated their creative characteristics as extremely
important with regard to their creative accomplishments.
Of the remaining women in the larger pool who returned the Quantitative
Questionnaire of Womens Journey to Creative Accomplishment, 15 women responded
to the question asking to what degree their creative characteristics were important with
regard to their creative accomplishments. All of the women responded that to some
degree their creative characteristics were important to their creative accomplishments.
Fourteen of the women responded that their creative characteristics were extremely
important and the 1 responded that it was somewhat important.
Passion and a Sense of Mission
Passion emerged as a strong theme for each woman. Many of the womens
passion included a strong sense of mission. Presented next is a table that includes
information relevant to this theme for each woman. Following the table is a discussion of
the theme.
186
Table 14
Passion/Sense of Mission Theme
Gabrielle On a mission to see her methods implemented. Passionate about improving
teaching and learning.
Nancy Passionate about her areas of endeavor. Fell in love with mathematics.
Katie Passionate about the act of creating.
Patricia Loved to be in the field working, Passionate about speaking out for positive
change.
Diane Fell in love with art, being in her studio brought her joy.
Mary Jane Excitement, interest and joy of creative work is central to her being.
Pamela Inspired by others work and by love, writing is central to who she is.
Theresa From a very young age, passionate about helping others as a nurse. On a
mission to improve lives.
Beth On a mission to see the world be a better place, understanding individuals.
Lynn Finds joy in challenging ones self and succeeding.
Sara Professional life has been about things for which she is passionate.
The women found great joy in creating and were passionate about their
endeavors. Falling in love with their area of endeavor was a common way the women
described their passion. Several of the women felt a strong sense of mission related to
their area of creative achievement.
Nancy fell in love with mathematics in high school and Diane fell in love with art
as a youngster. Diane stated in the second survey that, I feel that my little inherent
qualities of creativity are so exciting, vibrant and alive. I think the most pleasure is being
alone in my studio and creating and watching the colors emerge and just seeing what is
187
going to happen (p. 6). Pamela and Sara always wrote from a very young age. Sara
stated that, I think one of the things that has been kind of exciting about my
professional life is that it had been about things in which Im passionate (Sara, personal
communication, May 30
th
, 2003, p. 2). Theresa also found joy in writing and wrote from
an early age, expressing her emotions through poetry. Theresa also knew early on that she
had an intense interest in being a nurse. Patricia loved being out in the field as an
engineer, finding early in her career that she belonged in the field, not in an office. Katie
and Mary Jane both described the passion they felt when creating. Mary Jane stated in the
second survey, The creative work keeps me alive. The excitement, interest and joy affect
my being (p.3).
An immense drive, as described by Beth, was a good description of the level of
passion she felt for her work. Her daughter was once told that her mother didnt belong to
her family, she belonged to the universe. Beth stated in the first survey that she believes,
the strength of my drive bears that out (p.6). When Beth gets into a flow thinking and
writing, she does not know when to stop.
Four of the women described themselves as women who were on a mission.
Patricia described her mission as a desire to break the political log jam and see
technologies that are in place in other countries progress here in the United States.
Gabrielle, Theresa, and Beth described a strong sense of mission related to helping
others. Gabrielles focused on improving students learning and said, to me, its a
mission (Gabrielle, personal communication, May 29
th
, 2003, p.15). Beths mission
focused on a better understanding of individual differences and Theresa was on a mission
to improve peoples lives.
188
Determination, Confidence and Perseverance
Determination, confidence in themselves and perseverance emerged as a strong
theme. Presented next is a table that includes information relevant to this theme for each
woman. Following the table is a discussion of the theme.
Table 15
Determination, Confidence, and Perseverance Theme
Gabrielle Despite lack of funding and lack of support from colleagues, she persisted
because she knew she was right.
Nancy Self-determination was essential with regard to her achievements.
Katie She was determined to overcome any obstacles and to succeed.
Patricia Challenge was her cup of tea. She had a stick to it attitude.
Diane Always wanted to achieve and persisted in getting recognition for her art
work
Mary Jane Loved to take on a challenge, not afraid to go forward even when it was
difficult.
Pamela Continually persisted, lots of successes but also lots of failures.
Theresa Always had a lot of self-confidence and determination.
Beth Believed in her ideas and determined to put her vision forward.
Lynn Believed that if she can think it, she can make it happen. Strong
determination to prove it to self.
Sara Continued to work, even if exhausted, determined to create and contribute
productively.
Each woman was determined to achieve. They were confident in their abilities,
had a strong desire to be challenged and persevered.
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Nine out of the 11 women rated the desire to achieve as extremely important on
the quantitative questionnaire. Gabrielle and Nancy rated it as moderately important.
Each women displayed confidence in their abilities and a strong desire to be challenged.
They persevered, often having to overcome obstacles and many challenges. Each
believed in their own abilities and rose to meet challenges. Of the remaining women in
the larger pool, 14 responded to the questions regarding desire to achieve. Twelve stated
it was extremely important, 1 that it was moderately and 1 that it was not important.
Many of the women recognized early on that they had immense strengths and
were very capable intellectually. Words like self-determination, dedication and self-
confidence were used to describe themselves. Gabrielle announced loudly one day as a
young child that she was going to be a famous author one day. Theresa came home from
school one day and announced that she was the smartest kid in the class. Later in her life,
when Theresa was divorced and struggling to make sure her children were not deprived
of anything she felt she had the capability to do it all and to do it her way. Lynn always
felt that if she could think of it, she could do it. For her, it was just a matter of moving
forward if she wanted. I just have to have the faith that I can do this and allow the
process to happen (Lynn, personal communication, May 24
th
, 2003, p. 16).
This confidence and desire to achieve was evident in the actions of all of the
women throughout their lives. Determined to improve the learning of children, Gabrielle
kept developing and implementing her work all her life despite the lack of funding and
criticism from colleagues. During college, Theresa had an immense amount of
confidence although she did not know where it came from. Challenged by a professor for
writing a poem as a culminating paper for a class, Theresa stood her ground, determined
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that the product reflected the learning well. Despite the rejection letters and drawers full
of her writing that she dusts off and sends off periodically, Pamela continues to write and
submit her writing for publication.
The women persevered. On the quantitative survey, nine out of 11 of the women
rated their ability to persist when faced with obstacles as extremely important with regard
to their creative accomplishments. Patricia rated it moderately important. Only Nancy
rated it as not important. Nancy stated that every thing came easy for her and she did not
have to work very hard at anything. Gabrielle, on the other hand, met with a lot of
resistance and stated that she had, to persist always because I knew that I was right
(Gabrielle, personal communication, May 29
th
, 2003, p.14). Beth described how her
vision of how things should be seemed to be something she could achieve in a relatively
short time. In retrospect, it has taken 20 years to move toward it. She reflected on that
fact that 20 years was probably more realistic then her initial intuition regarding the time
frame. Like Beth, Lynn had persevered over the last twenty years consistently to put in
place some products that she believed were unique and valuable and she was successfully
working toward those goals like Beth. Diane was determined, after the tragedy of losing a
son in his early adult years and later being a widow, to continue to paint. She felt like her
creative outlet kept her sane and stated in the second survey that she was determined to
keep studying and working (p.3). Sara described her continued development of her
creativity through writing and painting even when exhausted or when, for example, little
time was available when her child was young. Katie persisted as a writer throughout her
lifetime and added that she found resilience in her 50s when faced with a health problem
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and began finding ways to work productively and creatively to overcome some
limitations and work within other limitations.
Fifteen additional women in the larger pool responded to the question asking if
their ability to persist when faced with obstacles was important to their creative
accomplishment. Thirteen of the women indicated that their ability to persist was
extremely important with regard to their creative accomplishments. One responded that it
was somewhat important and 1 that it was not important.
A Sense of Adventure, Risk-Taking and Independent Nature
A sense of adventure emerged as a strong theme. Presented next is a table that
includes information relevant to this theme for each woman. Following the table is a
discussion of the theme.
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Table 16
Sense of Adventure, Risk-Taking and Independent Nature Theme
Gabrielle Willing to fly anywhere to lecture and speak. Articulated beliefs counter to
current thinking.
Nancy Willing to attempt almost anything with confidence and vigor.
Katie Traveling to foreign lands, taking a risk on new career paths.
Patricia Known to do things she wasnt suppose to, speaking out against prevailing
ways.
Diane Taking a chance and spending inheritance on her career, traveling
internationally.
Mary Jane Starting new programs, taking a risk on new career paths.
Pamela Traveling alone internationally, risk taking part of make up.
Theresa Breaking the rules and doing things differently, Standing up to commander
in service.
Beth Independent thinker, stayed true to her beliefs.
Lynn Seeking adventures and new opportunities.
Sara Traveling, forcing issues to be faced at the administrative level.
The women took risks, were independent and sought out new experiences. Every
one of them traveled internationally. Recent international trips included Dianes
adventures with a girl friend in Europe, renting a car and exploring and Theresas
expedition with her daughter to a far away continent. Upon returning from her trip,
Theresa had to seek medical attention for a minor accident she had on the trip. After
explaining to the intern how she injured herself, he turned to her and said, You really
live an exciting life (Theresa, personal communication, June 4
th
, 2003, p.15). Pamela
recently took a solo trip through a distant continent. She said her most salient personal
quality is curiosity. She stated in the second survey that, Just when I say I am not going
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to travel anywhere again, usually after being crammed into an airplane in economy class
for a long overseas flight, I get home for a few weeks and begin planning the next trip to
an area of the world I havent seen (p.7). Most, if not all, have lectured, consulted,
showed their work and/or attended professional meetings in international locations.
Many described risk taking as part of their make up. Patricia was known, as a
child, to always build things and do things that I shouldnt (Patricia, personal
communication, June 5
th
, 2003, p. 3). Lynn and Theresa went into cultures that were very
different from where they had grown up and to areas that were unstable or potentially
hazardous to help others. Diane, and Beth took financial risks to invest in their careers.
Gabrielle, Beth, Mary Jane, and Theresa all took the risk to develop their thinking into
new business ventures. Katie, Diane, and Pamela continued to take the risk of putting
their artistic and literary work out for public criticism in competitive fields. Theresa
challenged authority and said she talked about it bravely now, but at the time, she was
shaking in her boots when she pushed for changing the hospital system. Nancy took the
advice of one of her mentors who lived by the saying ask forgiveness rather than
permission (Nancy, personal communication, May 7
th
, 2003). Pamela summed it up well
when she stated, I guess I am not as scared as some peopleI can say That sounds like
fun and then people say I would never do that. Risk taking is part of my make up
(Pamela, personal communication, June 2
nd
, 2003, p.8).
Eleven of the women responded to the question on the quantitative survey asking
about fear of failure and not wanting to take a risk. Beth stated that it was somewhat a
negative influence. Lynn, Diane, Nancy, Theresa, Pamela, Gabrielle, Mary Jane, Sara,
Patricia, and Katie all stated that it was not a negative influence with regard to their
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creative accomplishments. Of the14 remaining women in the larger pool who answered
this question, 9 responded that it was not a negative influence, 3 that it was somewhat and
2 that fear of failure was an extremely negative influence with regard to their creative
accomplishments.
Importance of Lifelong Learning and a Focus on Education
The importance of lifelong learning and a focus on education emerged as a strong
theme. Presented next is a table that includes information relevant to this theme for each
woman. Following the table is a discussion of the theme.
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Table 17
Importance of Lifelong Learning and a Focus on Education Theme
Gabrielle Her father stressed education. As a young adult and later as a mother,
Gabrielle worked hard to pursue her education and ultimately earned a
doctoral degree.
Nancy Her parents stressed education. She earned a doctoral degree.
Katie Her mother stressed education. She worked hard to get a college education.
Living in a community where there were many opportunities for creative
endeavor was important.
Patricia Her father and grandfather stressed education. Always learning from others
in her field and utilizing extensive network of colleagues.
Diane Determined to study art in college. Her communitys wealth of museums
and workshops to attend was an important aspect of her growth.
Mary Jane She was smart and a lot was expected of her, Insisted on going to a college
of her choice. Found a doctoral program that fit her goals.
Pamela Avid reader, always on a quest to learn from others. Earned fellowships for
university studies. Earned a doctoral degree.
Theresa She was smart and her mother expected a lot of her. Divorced with two
young children, determined to go to graduate school to improve herself.
Beth Always on a quest for knowledge and understanding. She earned a doctoral
degree
Lynn When finds something interesting, wants to learn how to do it. When meets
someone thats better at something, wants to learn from them.
Sara Passionate about making sure young people have access to higher education.
She earned a doctoral degree
Many birth families placed a strong emphasis on education. Many women
pursued advanced degrees while others sought out learning through organizations and
networks after their college studies.
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All of the women earned a bachelors degree. Six of the women earned doctoral
degrees and one earned honorary doctorates. Throughout their lives, each woman
continued to learn either in formal or informal settings. For example, Pamela earned two
masters degrees and a doctorate. She continued to learn through reading, dialoging with
colleagues and even considered getting another advanced degree. Diane, throughout her
career, went to workshops and studied with master painters. She met with other women
artists weekly to paint and study.
As children, the womens families supported education. Many families also
articulated the importance of getting a good education. Patricias family had a long
history of sending females to college. Her grandfather in the 1800s insisted that each of
his five daughters receive a college education. Nancys father as a young man in college
made a pact with a friend that if they should have daughters, they would send them to
college.
Teachers had influence on the women. On the quantitative questionnaire, seven
out of 11 of the women stated that teachers were somewhat a positive influence with
regard to their creative accomplishments. The other four, Diane, Nancy, Pamela, and
Theresa stated that teachers were extremely positive influences. When asked on the
questionnaire to what degree teachers were a negative influence, Patricia and Sara stated
that teachers were extremely negative influences. Diane, Mary Jane, Gabrielle, and Katie
stated that teachers were moderately a negative influence. The other 5 stated that teachers
were not a negative influence.
On the quantitative questionnaire, 15 additional women responded to the question
regarding the degree to which teachers were a positive influence or support to them. Four
197
stated that teachers were somewhat a positive influence while the remaining 11 stated
that teachers were extremely positive influence. When asked the degree to which teachers
were a negative influence, 14 responded with 1 rating it somewhat and 13 stating that
teachers were not a negative influence or barrier.
Educational Choices and Limitations
The effects of educational choices and limitations emerged as a strong theme.
Presented next is a table that includes information relevant to this theme for each woman.
Following the table is a discussion of the theme.
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Table 18
Educational Choices and Limitations Theme
Gabrielle Struggled to pay for graduate level study. Turned down job at prestigious
university when husband and childrens lives would be too disrupted.
Nancy Found she lacked the science background of other students when entered
the university. Doctoral studies paid for when in service.
Katie Decided not to attend educational institutions for advanced degrees.
Patricia Had to fight to get into high school math classes. Turned down scholarship
for study after high school.
Diane Turned down a scholarship to study in the east. Couldnt get a masters in
painting. Lacked knowledge of women artists early on.
Mary Jane Chose different college than father requested. Found a doctorate program
that fit her learning needs.
Pamela Received scholarship for undergraduate study but turned down scholarship
for graduate study. Throughout her life sought out higher education
learning in diverse areas of study.
Theresa Joined the service to pay for college. Juggled young children, work and
graduate school.
Beth Chose a masters partly because of its convenience and doctoral program to
fit into family responsibilities.
Lynn Wanted to attend a private all girls high school so worked to pay for it
herself.
Sara Chose education as a career after high school because she didnt know of
many other options. Ended up being an area she had a great interest in.
The women made many deliberate choices in their lives regarding their education.
Some of the choices limited, at least temporarily, their ability to take advantage of
educational opportunities and advancements. Many of the women described limited
career paths available to them when they were young adults. Pamela stated that, Any
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woman my age knew exactly what her profession should be...teacher, nurse, secretary, air
line stewardess or social worker (Pamela, personal communication, June 2
nd
, 2003, p.
10). Although she knew a woman could be a doctor, she never saw women like that when
she was growing up. Theresa, Sara, Katie, Mary Jane, and Beth also articulated similar
limited options available to them.
The women made many choices with regard to higher education. Mary Jane chose
an undergraduate institution other than the one her father wanted her to go to because it
had an exchange program and she could go abroad as a junior. Nancy chose to serve her
country and in doing so was able to advance her education. Theresa enlisted in the service
to pay for her undergraduate degree.
Although many of the women felt strongly that learning was important and that
they wished to pursue higher education degrees, not all were able to pursue their
education along the path they intended. Early in Patricias education, her mother had to
go before the school board to demand that her daughter be allowed in the math classes in
high school. Later Patricia could not take the offer of a scholarship after high school and
had to delay entry into higher education for many years to take care of her mother and
invalid brother. After college, Pamela, pregnant with her first child, married and worked
to support her husbands college studies. She made the choice to turn down a full
scholarship for doctoral level study at that time. Theresa, decided that the nurses
schedule was not conducive to raising two young children alone. She chose to enroll in a
masters program to pursue a career in health care that would allow her to have a regular
schedule for her family. Diane, given an offer to attend a prestigious university, instead
chose to go to school close to home. She wondered if it would have jump started
200
(Diane, personal communication, May 21
st
, 2003, p. 14) her career had she gone to a
more prestigious school. Diane also indicated she would have liked to get a masters in
painting but she did not know of any program like that when she was young. Gabrielle, as
a single mom, paid course by course for her graduate level schooling while taking care of
her children prior to her second marriage. She later turned down a prestigious university
job because she did not want to disrupt her family by moving them. She realized that
made a difference in the acceptance of her work. When looking into a fellowship to
attend graduate school, Katie was told she could pursue the degree but that a female
would have no chance to get a fellowship for study. She decided to look for opportunities
to grow academically outside the university system instead. Later as a busy professional,
Katie choose not pursue graduate work where she might lose confidence she had gained
in the work place by subjecting her writing to university professors criticisms. Beth
chose one masters over another partly because of convenience. She ended up deeply
involved in the content, gaining intellectual insights and learning a tremendous amount
from the programs leaders. Beth chose a doctoral program that allowed her to juggle
school and family and said she might have chosen a doctoral program with more prestige
otherwise.
Mentors, Colleagues and Networks
The assistance of mentors, colleagues and networks emerged as a strong theme.
Presented next is a table that includes information relevant to this theme for each woman.
Following the table is a discussion of the theme.
201
Table 19
Mentors, Colleagues and Networks Theme
Gabrielle Her doctoral advisor was supportive of her.. Federal and state professionals
were supportive of implementing her new ways in education.
Nancy Found that there was always somebody in her corner advocating for her..
Had life-time mentors, mostly teachers.
Katie Never felt like she had mentors through her life but when health problem
occurred, the support of others who had overcome handicaps was important.
Patricia Found a women professor of engineering in college to talk to. Sought out
people who had the same brainwaves and participated in womens
organizations in her profession.
Diane Studying with masters, taking workshops, mostly with women, provided
strong mentor and network relationships.
Mary Jane Had good relationships with people and included them in her thinking.
Particular mentors early took an interest in her and encouraged her.
Pamela As a young professor, was part of a new wave of feminists. Had no guru.
Has a wide network of colleagues and book friends.
Theresa Attending a womens college provided a strong sisterhood and lifelong
network of friends.
Beth Good at finding other people, then finding a way that we work together. Has
built a network and grown colleagues.
Lynn She found people to learn from and sought out people who were highly
competent to learn from. She built an extensive network of colleagues.
Sara Developed an extensive network of devoted friends and colleagues through
educational experiences, and living/working in different places.
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Each woman developed an extensive network of colleagues in her field. Many,
but not all of the women had a specific mentor or mentors who assisted them.
Mary Jane and Nancy described the many advocates and supporters they had
throughout their careers. Mary Jane described them on the first survey as people who
were willing to go along with my ideas (p. 4) and wrote on the quantitative
questionnaire that there were individual teachers who were decidedly influential and
nurturing (p.1). Nancy described many mentors, mostly teachers, along the way who
supported her. They both had people in their careers that recognized their novel
approaches and encouraged and supported them. Lynn described the nuns and priests of
her high school boarding school as influential in her development, providing both a
healthy dose of environmentalism and feminism. Some, like Patricia, had bosses early on
that influenced them positively. As a young adult, the bank president would take time on
a regular basis to give Patricia advice about her work. She was very impressed and
grateful that this busy man would take the time to help a stupid kid (Patricia, personal
communication, June 5
th
, 2003, p. 9). Gabrielle worked closely with a eminent person in
her field, applying his work and developing significant applications of his theories with
his full support and encouragement. Beth described a kind of mutual mentoring with
colleagues. Katie stated she really did not have anyone who mentored her.
All of the women developed extensive networks within their professions. Diane
had a network of women she painted with regularly. Patricia was extremely excited the
first time she attended a meeting of women engineers. She described it like slipping on an
old comfortable pair of shoes. Since that time, Patricia continued to build her network
and often bounces ideas off and problems solves with other women engineers. Lynn
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described an extensive network that she can call upon. For many years, she also worked
extensively with a woman who, although brilliant, couldnt bring her ideas to the world.
This relationship started Lynn on her path that professionally has grown over the last 20
years. Beth considered herself a talent spotter and through her networks and training,
found intelligent, creative people, and looked for ways they can work together.
On the quantitative questionnaire, 5 of the women: Diane, Patricia, Katie, Beth,
and Theresa described colleagues as extremely positive influences with regard to their
creative accomplishment. Six of the women: Lynn, Gabrielle, Mary Jane, Pamela, Sara,
and Nancy described them as somewhat positive. With regard to the negative influence of
colleagues, 6 of the women, Lynn, Theresa, Katie, Pamela, Beth and Nancy rated
colleagues as not a negative influence. Three of the women: Gabrielle, Patricia, and Mary
Jane rated colleagues as somewhat a negative influence. Diane and Sara rated colleagues
as extremely negative influences. Katie described the lack of mentors or role models as
an extremely negative influence. Beth, Theresa, Lynn, Patricia, and Sara described it as a
somewhat negative influence. Diane, Pamela, Mary Jane, Nancy, and Gabrielle described
the lack of mentors or role models as not a negative influence.
Of the larger pool of women who returned the Quantitative Questionnaire of
Womens Journey to Creative Accomplishment, 15 women responded to the questions
asking to what extent teachers and colleagues were a positive influence or support to her
with regard to her creative accomplishments. Eleven of the women indicated that teachers
were extremely positive influences while the other 4 indicated they were somewhat a
positive influence. None of the women indicated that teachers were not a positive
influence. Five of the women indicated that colleagues were an extremely positive
204
influence, 8 indicated somewhat and 2 indicated that colleagues were not a positive
influence with regard to their creative accomplishments. Fourteen women responded to
the question asking the extent to which teachers were negative influence and 15
responded to the extent to which colleagues were a negative influence. Thirteen women
indicated teachers were not a negative influence and 11 indicated colleagues were not a
negative influence. One responded that teachers were somewhat a negative influence and
4 responded that colleagues were somewhat a negative influence. With regard to lack of
role models or mentors, 14 women responded with 8 indicating a lack of role models
were not a barrier, 3 stating somewhat and 3 stating that it was an extremely important
with regard to being a barrier to achievement.
Support of People Close to Her
The importance of people close to each woman emerged as a strong theme.
Presented next is a table that includes information relevant to this theme for each woman.
Following the table is a discussion of the theme.
205
Table 20
Support of People Close to Her Theme
Gabrielle As a child, her mother was abusive. As an adult, a harmonious environment
within family allowed ease of mind. Husband partnered with her.
Nancy As a child she was always encouraged to do what ever she was interested in.
Adult family was encouraging and interested in her accomplishments.
Katie Her mother encouraged her to be outstanding in whatever she attempted. As
an adult her family has been supportive and encouraging of her work.
Patricia Her mother was always there to support her. Both her mother and
grandmother were highly creative intelligent women.
Diane Her grandmother, was a very positive influence with regard to her early art
experiences. Her husband supported her emotionally and financially.
Mary Jane Her parents encouraged her to take risks and achieve her goals. As an adult,
her parents and siblings continued to be highly supportive of her career.
Pamela Her husband supported her writing and both her mother and daughter were
greatly supportive and women for whom she admires greatly.
Theresa Although her parents were busy working and raising a large family, they
were very supportive.
Beth Her mother always encouraged her and told her she could do it. Her husband
and childrens families provided immense support, encouragement and
participation in her career
Lynn Her mother just didnt get in her way, understanding that she was capable of
a lot. Her husband and daughter are both supportive of her endeavors.
Sara Highly supportive extended family both as a child and as an adult.
Birth families and adult families were important influences and an integral part of
the womens creative journeys. Most of the influences of the family were positive, yet
several women described very negative experiences with family as well.
206
As children, all of the women had at least one loving, caring parent who
supported them. On the quantitative questionnaire, Lynn described her family as
somewhat a positive influence and the rest described them as extremely positive
influences. Gabrielle stated that it referred to her father, while Dianes extreme positive
influence was her grandmother. Beth rated her family as moderately negative and the
other ten women described their families as not a negative influence.
Many women had the full support of their families as adults. Nancy, Katie and
Dianes children assisted with their careers and helped out in many ways. Katies parents
and then her husband were extremely supportive financially early on in her adult career
since she could not support herself as a freelance writer. Diane wrote in the quantitative
questionnaire that, I always painted even when I was taking care of a family and got
them to help me in taking paintings and sculpture to shows and helping me frame (p.2).
Katie stated in the second survey that her children, have been eager to help in the past
with preparing manuscripts, making signs for book fairs, operating sound systems for
dramatic program (p.5). Gabrielles husband partnered with Gabrielle professionally,
Beths children participated in her business ventures. Nancys mother assisted her with
the household. Her children felt like they had two moms since her mother was very active
and involved in the everyday workings of her family and assisting her while Nancy
taught day and night classes. Lynn described each of her husbands as partners who
supported her. She said they were into the same things that she was at that time in her
life.
Five women: Lynn, Diane, Katie, Patricia, and Nancy rated friends as moderately
a positive influence while the other 6 rated friends as extremely positive on the
207
quantitative questionnaire. Diane, Patricia, and Sara rated friends as moderately negative
influence while the other 8 rated it as not a negative influence. When asked the extent to
which a lack of support of people close to you was a negative influence, Nancy rated
moderate negative influence. Sara rated it as both not a negative influence and extremely
negative influence and all the other 9 women rated it as not a negative influence.
Of the larger pool of women who returned the Quantitative Questionnaire of
Womens Journey to Creative Accomplishment, 15 responded to the question asking
them to what extent was family a positive influence or supported them in their creative
accomplishments. Twelve women indicated that family was an extremely positive
influence, while 1 indicated family was somewhat a positive influence and 2 indicated
that family was not a positive influence. Ten women indicated family was not a negative
influence, 1 that it was somewhat and 4 that it was an extremely negative influence.
Fifteen additional women responded to the question asking the degree to which
friends were a positive influence or support in their creative accomplishments. Ten of the
women indicated that friends were an extremely positive influence while 4 stated
somewhat and 1 said that friends were not a positive influence or support with regard to
creative accomplishments. Eleven out of 14 women responded that friends were not a
negative influence and 3 answered somewhat.
With regard to lack of support of people close to you, 11 of 15 additional women
who answered the question on the questionnaire stated that it was not an influence.
Additionally 2 stated that it was somewhat and 2 that lack of support of people close to
them was an extremely negative influence with regard to their accomplishments.
208
Choices and
Limitations
education. Some of the choices limited, at least temporarily, their
ability to take advantage of educational opportunities and
advancements.
Summary of all Findings
Rich, thick data from 11 women and quantitative questionnaire data from a larger
pool of women was analyzed and presented in this chapter. Information regarding the 11
women and narratives of 11 women of extraordinary creative accomplishment were
presented. Eight themes that emerged from the womens data reveal a strong sense of
self, a desire to use their strengths in creative, productive ways and the courage to
continually move forward productively. The themes are summarized in the following
table.
Table 21
Summary of Themes
Theme Description
Pioneering Spirit The women had a pioneering spirit, exploring new territory and
developing creative approaches. As one of the first women, several
where pioneers.
Passion/Mission The women found great joy in creating. They were passionate about
their endeavors. Several had a strong sense of mission.
Determination The women were determined to achieve. They were confident in
their abilities, had a strong desire to be challenged and persevered.
Sense of The women took risks, were independent and sought out new
Adventure experiences. All of them traveled internationally.
Importance of Many birth families placed a strong emphasis on education. Many
Lifelong Learning women pursued advanced degrees while other sought out learning
and a Focus on through organizations and networks after their college studies.
Education
Educational The women made many choices in their lives regarding their
209
Choices and education. Some of the choices limited, at least temporarily, their
Limitations ability to take advantage of educational opportunities and
advancements.
Mentors, Each woman developed an extensive network of colleagues in their
Colleagues and field. Many, but not all of the women had a specific mentor or
Networks mentors who assisted them.
Support of People Birth families, and adult families were important influences and an
Close to Her integral part of the womans creative journeys. Most, but not all of
the influences of family were positive.
This chapter presented the findings from the study. The findings explored the life
journeys of extraordinary women and presented the findings in the form of information
on the women, narratives and themes that emerged.
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CHAPTER FIVE: SUMMARY AND CONCLUSION
Summary
This research examined the life choices and experiences of twelve mature women
who stood out for their extraordinary creative accomplishments. Their journeys to
extraordinary creative accomplishments were explored through in-depth study. In chapter
one, the purpose of the study (to explore in-depth the life choices, journeys and attitudes
toward the experiences of mature women) was outlined. Additionally, definitions and the
importance of articulating the journey of extraordinary women of creative
accomplishment were examined.
In chapter two, the literature related to women considered to be extraordinarily
creative in their accomplishments were reviewed. Issues related to the examination of
creativity, eminence and giftedness were overviewed, as well as life-span development
literature and specific research addressing the inquiry into women, creativity and talent
development.
In chapter three, the research design was described. The qualitative design,
selection of participants and instruments used were discussed. The procedures were
outlined and include nomination procedures, development of a pool of women, selection
of several women for in-depth study, gathering survey data and products, interviews, and
analysis and member checking throughout the process.
In chapter four, the results were presented from the data gathered from the 11
women chosen for in-depth analysis as well as relevant questionnaire data gathered from
211
the larger pool of 26 women. The women represented unique paths of life and did not
meld together into one distinct road to extraordinary creative accomplishments. Rather,
these women stood out as individuals, unique in their desires, choices, and path to
accomplishment. Themes emerged from their stories. Within those themes areas of
commonality emerged from each woman regarding their journeys and distinct
experiences.
Chapter five includes conclusions that could be drawn from this research and
recommendations for further research. Conclusions were drawn from various data points
including data gathered through interviews, questionnaires and reviewing products and
accomplishments synthesized as results in narrative form and in the form of eight themes
as presented in Chapter four.
Conclusions
Research Questions
This research grew out of a desire to explore the life journeys of extraordinary
women with regard to four research questions. The research questions included: 1) What
were the experiences of women who have been identified as extraordinarily creative?;
2)What nurtured or blocked this/these achievements?; 3) What other influences
contributed to their creative accomplishments? and; 4) What life choices affected their
creative accomplishments?
Analysis of the data suggested the womens experiences were quite varied yet
commonalities emerged revealing patterns as a group. There were many influences and
life choices that affected their accomplishments. Four themes (relevant to the 11 women
chosen for in-depth study) that emerged as most prevalent throughout the womens lives
212
included a pioneering spirit, a passion for their work, great determination, and a sense of
adventure. Additionally, a focus on lifelong learning, educational choices, the support of
people close to them and interactions with mentors, colleagues, and networks emerged as
important areas of commonalities and factors that they reported often times nurtured their
achievements. Although the themes reveal commonalities, the journey of each woman
showed great diversity of paths and individual experiences as well as great diversity with
respect to their temperament and overall personality make up.
Differences Between the Youngest and Oldest Women in the Study
More than 40 years separated the youngest participants in the study from the
oldest. What was quite striking, yet not surprising, with regard to the data, were the
differences between the women in their upper 70 and 80s and the women in their early
50s and 60s. Although the younger participants were quite remarkable with regard to
their accomplishments to date, they were articulating a journey that was unfinished. In
many cases, the accomplishments the younger women were describing were in process
and they were moving toward some future accomplishment and/or career goal. In many
cases, they envisioned more to come and additional achievements that went beyond what
they could currently articulate. The older women, although still active in their
professions, were slowing down and were continuing to do what they were able to do.
Their stories contained the richness of a lifes worth of experiences and accomplishments
and their reflections came from that perspective. With the older women, it was much
more like the telling of a whole story, with exciting pieces to come but not necessarily the
expectation of a large volume of future achievements, particularly with those who no
longer had the stamina or who were beginning to have more health issues. As would be
213
expected, the younger ones reflected a story in progress that begs the question, Whats
next? Women in their early 50s reflected an exciting beginning, like viewing the first part
of a mini-series and greatly anticipating the continued story.
Assisting Their Development
Bloom (1985) in a study of 120 immensely talented individuals found No one
reached the limits of learning in a talent field on his or her own. Families and teachers
were crucial at every point along the way to excellence (p. 509). Parental example and
interaction with, and support of, teachers were keys to development. The women in this
research indicated many aspects of their experiences that nurtured their accomplishment,
in particular, teachers and family were often described as assistors.
For Diane, Nancy, Pamela, and Theresa, teachers were extremely positive
influences in their lives. They often had someone on their side in the educational system
who helped them. Patricia and Sara stated that teachers were an extremely negative
influence. Patricia developed an extensive network of colleagues where she was able to
take the role of learner and learn from others in the field. Sara also learned throughout her
life, both attending formal educational institutions for much of her life and working in
them.
Support of people close to the women were important to their accomplishments
and indicated a major influence in all the womens lives. All of the women indicated their
families were positive influences to some degree. This included birth families, families in
their adult lives and siblings throughout their lives. Early in their lives grandparents, and
extended family were often major supports. For Mary Jane, who remained single, her
birth family, and in adulthood her nieces and nephews, were very important throughout
214
her life. Although Katie stated that she usually relied on her self with regard to building
her achievements, the support of her family was very important to her as well.
They Saw Themselves as Creative and Believed in Their Accomplishments
One of the factors reflected in the themes that appeared repeatedly through the
womens narratives and data was that the women generally saw themselves as creative.
All of them deeply believed in the worth of their accomplishments. Their pioneering
spirit was reflected in their unusual paths in life. They were willing to pursue areas of
endeavor even when it was uncharted waters, counter to current understanding, and/or
outside societys expectations. This display of courage contributed to their ability to
achieve. Some, such as Nancy and Lynn, felt they had recognition of their talents
throughout their lives. Nancy described how she always felt supported throughout her
career and received feedback from others, particularly those she had mentored. Others,
such as Gabrielle and Patricia, felt as if they were often fighting for their ideas to be
heard and recognized for the value that these ideas held. Gabrielle stated that her major
achievement has not been recognized to this day and may never be recognized for its full
worth. All the women were affected by the opinions of others and/or criticism of their
work. Katie and Pamela, for example, were subjected to critics reviewing their writing.
The acceptance of peers and/or society often was the factor that determined if a work was
published. Having different ideas puts you at odds with these powers. Their risk taking
and belief in self were driving factors in their lives. These factors had a positive influence
in their achievements.
215
Potential Blocks Become Challenges to Overcome
Of the many influences in the womens lives, they continually faced challenges
and opportunities with a problem solving and a can do attitude. The women tended to
view blocks as challenges to overcome, not barriers that stopped them. They also
indicated strongly (in many cases) that they did not make compromises. They made
choices and were quite willing to give up something, such as career advancement or time
to produce creatively, for other things they wanted in their lives. Most of the choices the
women made focused on giving time and energy to raising children, having a family, and
for Teresa and Patricia taking care of a sick or fragile loved one. In many cases, the result
of these choices they made affected their professional achievements in many ways.
Families were clearly not considered a barrier to achievement for these women. Their
families brought them joy, happiness, and inspired their creativity in many ways. Those
who were both wives and mothers placed great importance on those roles. For example,
when asked about her greatest achievement, Sara described raising her child. She stated
that before she had a child, she hated when people would say something like that. But
now, she sees it as true.
There were no regrets about this path, only reflections on how the choices they
made potentially changed their experiences. Gabrielle, for example, understood that
turning down a position at a prestigious university was, in fact, missing the opportunity to
position herself in a way that would create much greater acceptance for her work. Sara,
Theresa and Pamela described how the time it took to raise children took away from
creative energies in other areas, yet it was the most desirable and satisfying path for them.
They continued to find time for the creative activities they desired to engage in.
216
Meeting Challenges with Strength and Determination
It was not the lack of challenges that allowed these extraordinary women to
achieve, it was their strength and determination to continue regardless of difficulties.
These women did not have an easy road to achievement. Opportunities did not
necessarily fall into their laps. Hard work and dedication were essential. They had their
share of challenges. It was their strength of character and determination to continue that
allowed them to move forward despite difficulties. Only Nancy described a path where
many things were easy for her and support seemed to be there all along the way.
The women displayed what Torrance (1993) described as characteristics of those
who went beyond in a field to attain high levels of creative accomplishment, the ability to
fall in love with their area of endeavor. Perseverance, hard work, and determination
marked their journeys to successes. Theresa described how she often did not take an easy
path but pursued her endeavors with passion and a sense of mission that was undeniable.
Dianes heart wrenching experiences losing loved ones moved her forward with renewed
determination to create. Beth and Lynn continually worked diligently to bring their ideas
forward and create what they wished to produce. These women moved forward despite
what life threw at them. Life often times took unexpected turns and they rose to meet
challenges and succeed in new areas or unexpected ways. For some, life was difficult, but
they always believed in pursuing their passions.
Career Path and the Development of Their Talents
In choosing their career paths, these women were very proactive. They initiated
change or responded to changes as natural extensions of who they were and what they
wanted to pursue. They looked for ways opportunities fit with their desires and values.
217
Some sought out career opportunities that fit their life style and goals. Other women felt
that they were particularly good at seizing opportunities when they were presented to
them. Gabrielle and Theresa created new knowledge and direction in a field. They
worked hard to build their careers from the ground up, creating new positions, new
businesses and new thinking.
These women displayed multiple paths to creative achievement. They pushed
against, expanded, ignored, revolted against, or simply moved in the direction they
desired despite any messages society may have sent to the contrary. Some faced quite a
bit of unfair treatment because of their gender. They were all aware of gender issues but
none seemed to be overly concerned with their gender as an obstacle. They celebrated
their role as woman in society and none of the women were willing to be held back
because of their gender. Lynn, for example, described her success with a wide variety of
male and female clients and did not want to be narrowly labeled as a consultant who
worked primarily with women.
The women overcame any potential barriers related to their gender. Yet, they did
not ignore the aspects of themselves that made them female. They utilized female support
systems, and in the case of ten of them, cherished and celebrated their feminine roles as
mother. These women used their roles as females in society as an asset. Their positive
energy inspired them. They used their gifts and networks (often consisting to a large
degree of female colleagues) to assist them in their careers. Diane and Patricia, in
particular, specifically sought out other women in their field for support, ideas and
collaborations.
218
Ochse (1991) describes how eminently creative people tend to develop a
particular type of skill at an early age, and to place high value on achievement in that
area (p. 334). Five of the women in the study focused on one area of development in
their careers and/or one content area throughout their lives. This included Gabrielle and
Beth in the area of psychology, Katie in the area of writing, Patricia in engineering and
Diane in the visual arts. Of those, Patricia, Katie and Diane clearly began to develop their
domain early in life. Nancy, Mary Jane, Pamela, Theresa, Lynn, and Sara had diverse
interests and developed a variety of talents. Nancy changed the direction of her career in
her 20s, moving into a very different domain of study and career path despite her already
high level of development and success in her previous areas of endeavor. Lynn developed
several diverse career paths into successful areas of achievement, focusing in the last 20
years on a major area of focus, yet continuing to develop other areas. Theresa, Mary Jane,
Sara, and Pamela changed their direction but still remained in areas similar to their
original area of endeavor, or related in some way, while they moved their careers in
diverse directions.
The Blending of Personal and Professional
All the women devoted enormous amounts of time and energy to their creative
achievements. They also described rich personal lives. One way they may have been able
to manage their desire to achieve professionally and have a satisfying personal life was
with a synthesis between these two aspects of their lives. Many of the women described
how their personal and professional lives melded together in ways that were quite
satisfying to them. Nancy, Diane, and Katie described meaningful ways their children as
assisted with their professional work and took part in events. Mary Jane described how
219
her adult siblings supported her in her profession and often attended her presentations.
Gabrielle and Beths families were directly involved in and collaborated in their
professional lives. Beth described how she and family members tried not to focus and
talk exclusively about work at family events. She stated it was often difficult because of
the level of involvement, collaboration and passion for the work they shared. Sara
described how she used to try to separate her personal and professional life but found that
it was not possible- they blend and interact in ways that were rich. These findings are
consistent with Reiss (2003) conclusion from her 25 years of research on female
creativity. Reis contends:
There is no clear path for any of us, as our lives and creativity are both more
connected with our love for our family and our friends and are more diffused than
the lives and creativity of our male counterparts. Because relationships are central
to the lives of most gifted and talented women, they often run at parallel levels of
importance to their work. (p. 155-156)
Productive Periods of Their Lives
Reis (1996) in a study of older eminent women found the greatest quantity and
quality of intellectual development over the age of 50. Diane, Lynn, and Beth all were
productive in their thirties, forties and fifties. Diane described how her professional
recognition began to occur in her 50s, with a body of work and the drive to get her work
out for public viewing. Lynn and Beth, currently in their early 50s, described how they
worked for 20 years on the concepts and products they were developing and how it was
now beginning to come together for them.
220
Limited Research on Creative Women: Theories and Models
Scholars have questioned whether womens talent development and creativity are
different from mens. As womens journeys to creative accomplishment are uncovered,
we could begin to construct womens stories related to talent development. Emerging
models of womens talent development (Noble, Subotnik & Arnold, 1999; Reis, 1998)
articulate theories relevant to women.
Consistent with Reiss model of talent development (that includes multiple
avenues to creative achievement) the women in this research followed diverse paths to
creative achievement. They described areas of their achievements not usually identified
as achievements (such as raising their children) as a major creative achievement. Reis
found factors related to their talent, to include intelligence, personality, environment, and
a womens perception of the social importance of using her abilities. Evidence that
emerged from the participant data suggested that certain personality characteristics such
as risk taking, creativity, and motivation were strong aspects of the womens lives and
were important to their achievements. Several of the womens senses of mission spoke to
the perceived importance of using their talents. These women believed in their talents,
many feeling a sense of mission. It was also evident that the women had both skill/talent
and intellectual gifts. The women also described environmental factors such as support of
people close to them, as important to their accomplishments. Those same factors that
were important in Reiss study of older eminent women also emerged in this study as
important to the women regarding their achievements. The women in this study had many
factors that they reported assisted their accomplishments, many of which intertwined,
221
supporting Reiss theory. The women in this study believed in themselves and had a
desire to develop their talents.
Noble, Subotnik and Arnold (1999) described a model of talent development that
includes demographic and individual factors that affect a womens interaction with
opportunities and talent domains, examining achievement within the context of the
womens lives. One factor they described, the social context of the womens live (more
specifically the distance a women must travel from the mainstream of societys power
center) provides insights into many of the accomplishments of the women in this study.
For both Lynn and Sara, born poor with less access to many opportunities because of
potential economic and social barriers, their ability to transform themselves into highly
educated, gifted professionals was extraordinary. For Nancy, and Patricia their ability to
excel in the 1930s, 1940s and 1950s in the male dominated fields of mathematics, and
engineering respectively was remarkable.
Further, Noble et al. argued that given a womans continuing association with the
personal realm, single outcome measures such as eminence in a field were inadequate for
describing womens achievements. The women in this research also strongly described
their personal successes as important. If they had a single-minded devotion to a
professional goal rather than the richness of a diverse life, perhaps they would be more
well known in their respective fields and have larger bodies of work. For these women, it
seemed it would not be an acceptable price to pay for potentially increasing the level of
productivity within a focused area of creative achievement. It was also possible that this
had some relevance to the fact that, other than Gabrielle, these women would most likely
not be described as eminent in their field.
222
The most salient feature of the women in this study was their awareness of their
desire to be true to who they were and operate in ways that were consistent with their
image of themselves. The spark of their gifts, their personal motivation and tenacity the
support of allies, and their resilience enable exceptional diverse women across social
groups and talent domains to be true to themselves and to their talents, and to reshape the
world (Noble, Sobotnik & Arnold, 1999, p. 147). The women in this study were true to
themselves and sought to reshape the world to be a better place.
Nurturing Qualities
This group of women may have been more apt to agree to participate in an in-
depth study for the following reasons. One reason is that, as a group, these women were
highly educated and appreciated the value of education. Therefore they may have been
more sympathetic to the needs of a doctoral student and more inclined to see the value of
their participation in the research. In addition, many of the women displayed a great
desire to nurture others and believed in the value of helping others. Nancy, for example,
described mentoring or assisting others as a very important part of her achievements, one
that gave her great satisfaction. Additionally, both Diane and Theresa believed strongly in
telling womens stories and documenting for history their successes and accomplishments
and those of others. As a group, the women seemed to have a real desire to contribute to
an understanding of women and assist with the research. This may, or may not have been,
the case for women as a whole and specifically for women in the larger pool chosen for
this study who instead of checking off yes with respect to their willingness to participate
in in-depth study, checked off maybe or no.
223
Recommendations
This study represented a small pool of womens stories that could become part of
a future history to better represent womens diverse journeys to creative productivity.
There was rich data to build from this research, including the potential to study, in-depth,
other women who completed the first two questionnaires but were not chosen for in-
depth analysis. A similar methodology could be used to formulate future studies and add
to the knowledge of women, by increasing the pool of those who are studied in-depth.
Methodological Considerations
Interviews ended up being shorter than anticipated yet the timeframe seemed to
work well for the research. Although several interviews approached two hours long, none
lasted the planned three hours for the initial interview, ending naturally when the
participant finished responding to a question or elaborating into an additional area of
interest to her. Based on the rich data collected in the surveys and questionnaire,
successful in-depth interviews were appropriately timed between one and two hours long.
Follow up interviews were less than an hour long. Based in hunches from reading the
womens data and gaps in their stories, questions were formulated for the second
interview. The interviews provided some key elaboration on certain areas. The follow up
interviews also brought to the surface some interesting insights and events in the
womens lives that were key that were not mentioned prior.
Mayer (1999) described how Biographical approaches to the study of creativity
are based on analyzing the case histories of creative people (p. 454). This provided an
exploration of authentic environments and relied on participants recall and memory,
willingness to elaborate, and communicate relevant information. A potential limitation
224
was the willingness of the participant to share information and the ability of the
participant to reflect on their experiences. Anonymity provided an added dimension of
trust in the research, allowing the participants to be more forthcoming. It also limited the
specific information that could be shared in the published version of the study.
Examination of the womens products and experiences, often in written form authored by
someone other than the women, added additional data points for greater clarity. The
research was limited in scope and did not interview anyone other than the women. A
beneficial additional methodological consideration would be the addition of interviews
and gathering of information from many other people. This might include the womens
family members and professional colleagues.
A limiting factor in the study was the lack of cultural and ethnic diversity in the
women studied. Additional nominations were necessary, from diverse experts at a
national level, to increase the pool of women who responded to the request for
participation in the study. Personal contact with diverse groups might be necessary to
increase minority participation.
Future Research
There was also opportunity to analyze further the two questionnaires completed
by the larger pool of women to see what themes and commonality emerged from that
data.
A logical extension of this work would include in-depth analysis of women within
different fields or domains to increase the pool and to examine field data of women as
suggested by researchers such as Piirto (2003). In addition, although there was diversity
in areas of endeavor and interests and socioeconomic background, this research lacked
225
diversity in ethnicity and cultural background. Although among the 11 women chosen for
in-depth study, one described herself as Latina, one as Jewish-American in both ethnicity
and religion, one as both western European and Middle Eastern descent, the study
consisted of women who were mostly American born females of Western European
descent.
In addition, there is the opportunity for follow up interviews at a later date,
particularly with the younger women in the sample who had the most potential for many
more decades of contributions. It would be beneficial to gather additional information on
the womens perceptions of their peak period or periods of intellectual growth and
productivity and continue to explore what they see as their most important contributions.
Adding to a Pool of Research Regarding Creativity and Women
As a beginning researcher, I had a richer understanding of how several
extraordinary women interpreted and described their journey to creative accomplishment.
It is important to assist young women in finding the path that reflects their desires,
strengths and most importantly, leads to their passion using their preferred ways. These
stories can provide information on varied paths, inspiration, and the knowledge that
women can succeed along any path they desire.
The value of the womens stories was less in their commonalities, but in the
diversity of the ways women could achieve their desires and creatively produce and
contribute to society. Others might find access points into processes within their own
lives through the personal narratives. Perhaps others could be inspired by these stories of
courage, risk taking, these multiple perspectives, and these womens drive to succeed.
226
Each of their stories was imprinted in my brain and I heard their voices as I
recounted aspects of their lives. Like myself, perhaps others (both men and women)
could take comfort from, learn lessons and use their experiences to reflect upon our paths,
our decisions, and the risks were willing to take. As women look for their paths, they can
gain wisdom from those who came before them. A better understanding of these diverse
paths will lead to a richer appreciation of the choices women could make. Only the
collective account of many can add depth to our understanding of future possibilities and
the choices to come on our roads to creative productivity.
227
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APPENDICES
235
APPENDIX A
Letter to Request Nominations of Mature Women of Creative Accomplishment
236
February 10, 2003
Susan Keller-Mathers
Street Address
City, State, Zip Code
Organization/Name
Street Address
City, State, Zip Code
Dear Sir or Madam,
As part of my doctoral work on creativity and women, I am requesting
your assistance in identifying mature women who have unique and valuable
creative achievements. I am looking for women to study who by virtue of their
creative products and outcomes to have extraordinary creative accomplishment in
a variety of areas of endeavor and/or manifest their creativity in a variety of
extraordinary ways. The purpose of this research is to examine womens
perceptions of their life journeys to extraordinary creative accomplishment.
There is very little research into aspects of creative productivity in women. With
your assistance, I wish to add to the knowledge base of information regarding
extraordinary women of creative accomplishment. Please consider nominating women
over the age of 50 in the United States who are extraordinary in regards to their original
and useful contributions and accomplishments. These women will be asked to fill out a
brief survey and questionnaire after which several exceptional women will be asked to
participate in more in-depth case studies.
237
Your participation is greatly appreciated. Please complete the enclosed form
regarding the women you nominate. Feel free to copy the form if you have more than two
women youd like to nominate. Please e-mail your responses back, fax it or return the
forms in the enclosed envelope:
Susan Keller-Mathers
Street Address
City, State, Zip Code
Phone and E-mail address
Thank you in advance for your willingness to nominate women of
extraordinary creative accomplishment. Please send the information on these
extraordinary women to me by February 24
th
, 2003. If you have any questions
please dont hesitate to contact me. I look forward to hearing from you very soon.
Sincerely,
Susan Keller-Mathers
238
APPENDIX B
Form for Nominating Women of Extraordinary Creative Accomplishment
239
Nominations of Women of Extraordinary Creative Accomplishment
Directions: Please fill out the information below to nominate a women of extraordinary
creative accomplishment. Please complete this form as thoroughly as possible.
Please note: For this research, creative accomplishment is defined broadly as unique and
useful outcomes or products. This may include areas traditionally thought of as areas of
creative productivity such as works of art, plays, scientific discoveries and inventions but
also includes a wide range of other areas such as writing, singing, software design,
cooking, engineering, and outcomes such as impacting others through mentoring,
teaching, parenting and/or leadership roles. Extraordinary is defined as being well beyond
the ordinary and would include women whose accomplishments set them apart from most
other women and who have a large impact.
Name of Person Nominating:
Title and Institution/Affiliation:
Contact information:
Name of Extraordinary Creative Women:
Address:
City State zip code
e-mail
240
Description of Creative Accomplishments (please be as specific and detailed as possible)
Why do you believe this woman is extraordinary with regard to her creative
accomplishments? Please feel free to attach samples, products and/or descriptions if you
wish.
241
Does she have many creative accomplishments that when considered together would
make her extraordinary? Does she have a creative accomplishment(s) that by itself
would make her extraordinary? (Please elaborate on your response)
Are there additional sources of information regarding this woman that I could contact
and/or gather to learn more about this woman?
May I contact you if I need clarification or additional information?
Return to: Susan Keller-Mathers
Street Address
City, State, Zip Code
Phone and E-mail address
Please return by: February 24
th
, 2003
242
APPENDIX C
Quantitative Questionnaire of Womens Journeys to Creative Accomplishment
243
Quantitative Questionnaire of Womens Journeys to Creative Accomplishment
Directions: Please answer the questions to the best of your ability.
Feel free to use additional sheets of paper to make comments if necessary and/or
attach a resume or samples of work or experiences that will help me better
understand your creative achievements. To request an electronic form of this
instrument to complete, please e-mail the researcher at kellersm
@.buffalostate.edu
Please note: For this research, creative accomplishment is defined broadly as
unique and useful outcomes or products you have produced. This may include
areas traditionally thought of as areas of creative productivity such as works of
art, plays, scientific discoveries and inventions but also includes a wide range of
other areas such as writing, singing, software design, cooking, engineering, and
outcomes such as impacting others through mentoring, teaching, parenting and/or
leadership roles.
Please feel free to add a note about any question.
Overall, to what extent were the following positive influences, or supports, to you in your
creative accomplishments?
not a positive extreme positive
influence influence
Family 1 2 3 4 5 6
Friends 1 2 3 4 5 6
Teachers 1 2 3 4 5 6
Colleagues 1 2 3 4 5 6
Society 1 2 3 4 5 6
Other (explain) 1 2 3 4 5 6
General Comments and/or explanation of other:
Overall, to what extent were the following negative influences, or barriers, to you in your
creative accomplishments?
not a negative extreme negative
influence influence
Family 1 2 3 4 5 6
Friends 1 2 3 4 5 6
Teachers 1 2 3 4 5 6
Colleagues 1 2 3 4 5 6
Society 1 2 3 4 5 6
Other (explain) 1 2 3 4 5 6
General Comments and/or explanation of other:
244
Overall, to what extend were the following negative influences or barriers to you
in your creative accomplishments?
not a negative extreme negative
influence influence
Lack of support from people
close to you 1 2 3 4 5 6
Lack of time 1 2 3 4 5 6
Financial concerns 1 2 3 4 5 6
Lack of mentors or
professional role models 1 2 3 4 5 6
Lack of ability and/or knowledge 1 2 3 4 5 6
Lack of opportunity 1 2 3 4 5 6
Fear of failure, not wanting
to take a risk 1 2 3 4 5 6
Lack of motivation 1 2 3 4 5 6
Responsibilities or other priorities 1 2 3 4 5 6
Other (name): 1 2 3 4 5 6
General Comments and/or explanation of other:
Which factors were important with regard to your creative accomplishments?
Not moderately extremely
Important important important
Great desire to 1 2 3 4 5 6
achieve in area of achievement
Ability to persist 1 2 3 4 5 6
when faced with obstacles
Ability/aptitude in area of 1 2 3 4 5 6
interests
Creative characteristics such 1 2 3 4 5 6
As originality, flexibility, curiosity
Time devoted to area of 1 2 3 4 5 6
creative productivity
Luck or chance happenings 1 2 3 4 5 6
Other (name):__________________ 1 2 3 4 5 6
General Comments and/or explanation of other:
Please return by: March 31
st
, 2003
245
APPENDIX D
Open-ended Survey of Womens Journeys to Creative Accomplishment
246
Open-ended Survey of Womens Journeys to Creative Accomplishment
Directions: Please answer the questions to the best of your ability.
Feel free to use additional sheets of paper to make comments if necessary and/or
attach a resume or samples of work or experiences that will help me better
understand your creative achievements. To request an electronic form of this
instrument to complete, please e-mail the researcher at kellersm
@.buffalostate.edu
Please note: For this research, creative accomplishment is defined broadly as
unique and useful outcomes or products you have produced. This may include
areas traditionally thought of as areas of creative productivity such as works of
art, plays, scientific discoveries and inventions but also includes a wide range of
other areas such as writing, singing, software design, cooking, engineering, and
outcomes such as impacting others through mentoring, teaching, parenting and/or
leadership roles.
Please explain your major creative achievements? (Feel free to attach samples,
resume, or any other indicators if you wish)
What creative products or outcomes have you produced or influences have you
had on others that youre most proud of or consider to be the highest quality?
What personal qualities helped you achieve in your life?
247
What life events had significant positive or negative impact on your
achievements?
What choices or compromises did you make in your life regarding your creative
achievements?
What influenced your creative accomplishments the most throughout your life?
Please complete the following Biographical Information about yourself
This research targets women over the age of 50.
Do you fit that category? ____ Yes ____ No
Place of residence (City and State): ____________________________________
Ethnic Origin:
Current Career or avocation: (name of employer, type of avocation, retired,
homemaker):
Type of Organization (circle one)
Business/industry Educational for Profit public Service Non for Profit
Government Self-Employed/Consultant Other(name)
Educational Background/Highest Degree
Earned:___________________________
Mothers Highest Degree: Fathers Highest Degree:
Number of siblings: ______ Number of children _______
248
Case Study Participation
After analyzing the results of the questionnaire and survey, several women out of
the original 50 will be asked to participate in a more in-depth case study research.
If selected, an additional open-ended survey would be completed and two phone
interviews of between 1-3 hours would be conducted to elaborate on your
perceptions of your creative journeys. Please check whether you are willing to
invest additional time to this study by taking part in a case study analysis:
____ Yes, Id be happy to participate in a case study
____ I might be willing to participate in a case study
____ Im not interested in participating in a case study
Please return by: March 10
th
, 2003
249
APPENDIX E
Letter of Informed Consent to Women to Participate in
Questionnaire and Survey Research
250
February 24, 2003
Susan Keller-Mathers
Street Address
City, State, Zip Code
Name
Street Address
City, State, Zip Code
Dear Ms. ,
As a woman of unique and valuable creative achievement, I invite you to
participate in my doctoral research on creativity and women by filling out the
enclosed short questionnaire and survey. I have selected approximately 50 women
over the age of 50 in the United States. Each of these women were nominated by
virtue of their creative products and outcomes to have extraordinary creative
accomplishment in a variety of areas of endeavor.
Im interested in your accomplishments and perceptions of your creative journeys
to achievement, including those inhibitors and enhancers to creative productivity over
your lifetime. There is very little research into aspects of creative productivity in women.
With your assistance, I hope to add to the knowledge base of information regarding this
important topic. After examining the information from the questionnaire and survey, the
next stage of this research will be to ask 10-12 women of extraordinary creativity to
participate in interviews for case study research.
The purpose of this research is to examine womens perceptions of their life
journeys to extraordinary creative accomplishment. By completing and returning these
251
instruments, you are giving your consent for the researcher to include your responses in
her data analysis. Your participation in this research is strictly voluntary, and you may
choose not to participate without fear of penalty or any negative consequences. Individual
responses will be treated confidentially. The survey and questionnaire are designed to
provide information to select a pool of extraordinary women. No individually identifiable
information will be disclosed or published, and all results will be presented as patterns or
through the use of narrative.
If you wish, you may request a copy of the results of this research by writing to:
Susan Keller-Mathers
Street Address
City, State, Zip Code
Phone and E-mail address
Thank you in advance for your willingness to participate in questionnaire
and survey aspect of this research. Please complete the attached Quantitative
Questionnaire of Womens Journeys to Creative Accomplishment and Open-
ended Survey of Womens Journeys to Creative Accomplishment and return it to
me in the enclosed envelope by March 10, 2003. If you have any questions please
dont hesitate to contact me. I look forward to hearing from you very soon.
Sincerely,
Susan Keller-Mathers
252
APPENDIX F
Case Study Letter of Informed Consent
253
March 17, 2003
Susan Keller-Mathers
Street Address
City, State, Zip Code
Name
Street Address
City, State, Zip Code
Dear Ms. ,
Thank you for completing the Quantitative Questionnaire of Womens Journeys
to Creative Accomplishment and Open-ended Survey of Womens Journeys to Creative
Accomplishment. Also thank you for expressing an interest in taking part in the more in-
depth case study aspect of my Qualitative Study of Women of Extraordinary Creative
Achievement Dissertation Study. The purpose of this research is to explore the life
choices and journeys to creative accomplishment of extraordinary women over the age of
50. If you choose to participate in the case study research, you will be asked to fill out a
Extraordinary Womens Journeys to Creative Accomplishment Open-ended Survey and
participate in two phone interviews of two to three hours in length. This case study will
take some time and energy on your part but I believe you will find it to be an enjoyable
experience. You may choose to discuss some sensitive topics during the interviews, but
there are not any known potential risks or harmful side effects from your participation in
this research.
Your participation will take approximately two months from the initial
survey to the completion of one or two phone interviews with the
possibility of a follow up phone conversation to help interpret prior
responses or generate additional comments.
Your participation in this research is strictly voluntary. You may refuse to
254
participate at all, or choose to stop your participation at any point in the
research, without fear of penalty or negative consequences of any kind.
The information/data you provide for this research will be treated
confidentially, and all raw data will be kept in a secured file by the
researcher. Results of the research will be reported as patterns or through
the use of narratives, and no individually identifiable information will be
presented.
You also have the right to review the results of the research if you wish to
do so and prior to publication you have the right to modify information
you feel identifies yourself or information about you that you consider
inappropriate for a wider audience. A copy of the results may be obtained
by contacting the researcher at the address below:
Susan Keller-Mathers
Street Address
City, State, Zip Code
Phone and E-mail address
There are potential benefits from your participation in this research in
terms of personal growth and further insights into your creative
accomplishments. In reflecting on your road to creative accomplishments
and those creative outcomes, the value of what youve done may become
clearer. Also you may gain insight into the potential ways you may
continue to nurture your creativity and/or assist others to achieve. In
addition, the results of the research will contribute to the field of creativity
and may help nurture the creative talents of future women. Very little
research exists regarding extraordinary womens journeys to creative
achievement. This research will contribute to an understanding of the
circumstances and diverse outcomes of womens creativity within the
context of their unique lives and may serve as a source of inspiration to
other women and girls.
Thank you for your willingness to participate in a case study. Enclosed
you will find the Extraordinary Womens Journeys to Creative Accomplishment
Open-ended Survey to complete. I have also enclosed some additional
information describing my research project to provide you with additional
information regarding the scope of this research project. Please return to me by
March 31
st
, 2003 the survey in the enclosed envelope. I will be contacting you
shortly to set up an interview schedule.
If you have any questions at all please dont hesitate to contact me. I am
grateful for your participation and excited about the potential results of this
research.
Sincerely,
Susan Keller-Mathers
255
APPENDIX G
Extraordinary Womens Journeys to Creative Accomplishment Open-ended Survey
256
Extraordinary Womens Journeys to Creative Accomplishment Open-ended Survey
This survey is adapted with permission by Susan Keller-Mathers from Reis, S. (1987).
Gifted female Questionnaire. Storrs, CT: National Research Center on the Gifted and
Talented at the University of Connecticut.
Directions: Please fill out the survey below. Feel free to write out answers, use the
electronic form sent on the enclosed disc (in microsoft word) or use a tape recorder.
The purpose of this research is to examine womens perceptions of their lifes journeys to
extraordinary creative achievement. By completing and turning in this survey you are
giving your consent for the researcher to include your responses in her data analysis.
Your participation in this research is strictly voluntary, and you may choose not to
participate without fear of penalty or any negative consequences. Individual responses
will be treated confidentially. No individually identifiable information will be disclosed
or published, and your information will be reported as a case study. If you wish, you may
request a copy of the results of this research by writing to the researcher at:
Susan Keller-Mathers
Street Address
City, State, Zip Code
Phone and E-mail address
Please note: For this research, creative accomplishment is defined broadly as any
unique and useful outcomes or products you have produced. This may include
areas traditionally thought of as areas of creative productivity such as works of
art, plays, scientific discoveries and inventions but also includes a wide range of
other areas such as writing, singing, software design, cooking, engineering, and
outcomes such as impacting others through mentoring, teaching, parenting or
leadership roles.
What is your current career or avocation (if retired, what careers, jobs have you
had?)
What are the main reasons you choose your occupation or pursued your
avocation?
257
In retrospect, do you feel you made the right decision?
Do you wish you had chosen a related field, or an entirely different field? Is so,
what field or area of study would you have chosen and why?
What are the ways you have been creatively productive? What have you
accomplished?
How does your creative accomplishments relate to your personal life?
258
How does your creative accomplishments relate to your professional life?
In what ways did your family encourage/discourage your creative abilities?
To what degree did your occupational field or area of creative accomplishments
agree with the aspirations that your parents and family had for you?
Not at all Somewhat Completely Agrees
1 2 3 4 5 6
Please elaborate:
How does life today compare with your dreams for your future when you were younger?
259
To what degree did your occupational field or area of creative accomplishments
agree with the aspirations that you had for yourself?
Not at all Somewhat Completely Agrees
1 2 3 4 5 6
Please elaborate:
Please list the most exciting, rewarding achievements in your personal development.
Please list the most exciting, rewarding achievements in your professional development.
What were the major events or circumstances in your life that had the greatest influence
on your creative accomplishments?
260
Please describe the one experience or set of experiences that was the most meaningful to
you or that created an identifiable turning point in your life. Please elaborate on the
reasons for your choice.
How has either marriage (or relationships) and/or the birth of your children affected your
creative accomplishments?
How much free time do you have each day? (estimate)
What percentage of household work and chores do you do compared to your
spouse/partner and/or other family members?
261
What problems do you encounter or have you encountered in trying to be creatively
productive and maintaining a satisfying personal life? Please explain
Would you say your are generally satisfied with the current circumstances of your life?
Please elaborate
If your current life is different from what you expected, to what do you attribute these
differences?
What else do you wish to accomplish in the future?
Please discuss anything about yourself or your life that is important to you in regard to
your creative productivity and has not been covered in this survey.
Please return by: March 31
st
, 2003
262
APPENDIX H
Permission to Adapt Existing Survey for Extraordinary Womens Journeys to Creative
Accomplishment Open-ended Survey
263
September 12, 2002
Dr. Sally Reis
University of Connecticut
NEAG Center for Gifted Education
And Talent Development
Dear Dr. Reis,
Im following up on the e-mail I sent you regarding using some of your questions
from your Gifted Females Questionnaire. You may remember I contacted you a while back
regarding my dissertation on creativity and women. At that time, you graciously sent me two
instruments to look at (The Female USA Olympian Survey and the Gifted Females
Questionnaire). Im writing now to ask your permission to use some of the questions from
your Gifted Females Questionnaire in a survey I wish to use for my qualitative study of
women of extraordinary creative achievement research.
With your permission, I would cite the instrument as adapted from your Gifted
Females Questionnaire. Ive included a little basic information about my qualitative research
(which is still being formulated and has been revised since I sent the e-mail) and the survey I
wish to use.
Please let me know if this is acceptable to you and if so, how I would properly
reference the Gifted Females Questionnaire. Im very grateful for your input and very excited
about this line of research. Thank you in advance. I look forward to seeing you at NAGC.
264
265
APPENDIX I
Sample Interview Questions
266
Sample Interview Questions
Qualitative Study of Extraordinary Women of Creative Accomplishment
Tell me about your creative accomplishments.
What are your personal characteristics that helped you achieve?
What is it about you that made you highly creative?
Tell me about the circumstances that led to your creative accomplishments.
What choices have you made in your life that affected your creative accomplishments?
Did you receive any encouragement to achieve? If so, what?
Were there distractions in your life that affected our pursuits? If so, what?
Tell me about the events, circumstances and people that influenced you the most?
267