Announcing the Bursting the Bubble Campaign

What does this bubble graphic represent?

Why should DKG members have a thorough knowledge of this graphic?

How can this knowledge impact the future of DKG?

The ‘Bursting the Bubble’ campaign is a multi-month marketing campaign designed to showcase opportunities through DKG. Each circle (bubble) in the graphic represents an opportunity or benefit of membership in the Society. The campaign will take a deep dive into each bubble and will include multimedia resources for marketing DKG within and beyond the Society.

Watch for the first “bursting the bubble” feature on or about March 1 and then twice a month to follow as the campaign intentionally bursts the bubbles of opportunities through DKG.

Empowering Educators: Why Attend the 2024 DKG International Convention?

Registration and schedule information is being finalized now for the 2024 DKG International Convention which will take place July 9th-13th in National Harbor Maryland. Convention attendees will enjoy the lovely accommodations at the Gaylord National Resort and Convention Center. Members choosing air travel will find Reagan Washington National Airport closest to this venue. 

Knowing location and date details is important, but why should our members consider taking time and spending money to attend? This is a question that has been voiced by members during discussions with DKG Leadership. While being cognizant of the concerns, it is important to note that there is a long list of reasons why our members should make attending an International Convention a priority. The first reason comes in the last sentence. We are an international organization and the best way to accomplish business is by bringing members from around the globe together. DKG promotes and uses technology to provide virtual meeting opportunities, but that never compares to having people in one room together. For those that have attended an International event, they will share stories of seeing old friends, who were met solely by attending a conference or convention. 

In even numbered years, such as 2024, elections and constitutional amendments will be voted upon. Currently, only convention attendees are able to vote. Without members in attendance, important decisions are made by a small percentage of members. Our leadership, our goals, possibly even our name are determined by those “in the room’. 

Well known speakers along with many of our colleagues, present information on a plethora of topics. For new educators, retired educators and everyone in between, there are opportunities for personal and professional growth.  

As a final encouragement to consider, DKG is about our past, our present and our future. Our founders and early members understood that bringing members together was good for the organization and because of that we grew. Presently, we have about 50,000 women who believe that membership in DKG is good for education. Our members are making a difference in the lives of women and children around the world. Active involvement at the Chapter, State and International level will secure our future so that DKG can continue to maintain our 7 purposes for key women educators in the years and hopefully decades to come. 

Value of Conference Themes: Part III

Given the DKG vision statement—"Leading Women Educators Impacting Education Worldwide”—how appropriate that the fifth and final international conference theme is global awareness. As technology has broken down physical barriers, allowing educators to expand the experiences of their students beyond classroom walls, the need to understand diversity, learn about other cultures, and recognize one’s place in the world at large—i.e., the need for global awareness--has intensified. If DKG members are indeed going to impact education worldwide, they must be ready to help students develop and embrace such awareness, and, if they are to lead young people effectively, they must develop and embrace such awareness themselves. Thus, like the other conferences, the international conference on global awareness will serve a dual purpose of expanding members’ personal and professional growth even as it helps them to promote excellence in education.

It does not escape me, furthermore, that one of the key benefits of the five international conferences in 2019 is that they will go a long way to increasing the international flavor of the Society as a leader in education. As noted in an earlier blog, regions were developed as a structural element at a time when travel and communication were far more limited than they are today, and, as members recognized by approving more than 100 amendments to the governing documents at the recent international convention, sometimes structures begin to become ends in themselves. Each of the upcoming conferences will provide broader opportunities for networking across regions rather than simply within regions. Focused on a key theme at each conference, that networking will also be richer as one connects with colleagues of similar professional interests and concerns. Such an emphasis on purposes over place and on professionalism over parochialism will ensure that we meet the vision of impacting education worldwide and that we are forward moving ever.

Value of Conference Themes: Part II

In the last blog, I discussed the relevance of the arts and humanities theme and the leadership theme to members in both their professional and DKG lives. Clearly, the next two conferences in the five-event lineup accomplish the same goals.

To say that technology has woven rapidly and irreversibly into the fabric of education is to understate its vast impact on how we teach and learn in the 21st century. No modern professional can be ignorant of technology if she hopes to meet the needs and interests of young people today, who are immersed in social media, interact with information (and disinformation) on the Internet of all things, and are comfortable transacting with the world via multiple devices and apps. Whether one believes the current technological path is a positive one or not, the fact remains that students and teachers alike have come to embrace technology tools to expand teaching and learning opportunities. On the more personal level, of course, members also increasingly understand the power of technology to open avenues of growth, to assist in organizing complex information for daily living, and to extend relationships beyond traditional boundaries. Whether one is on the cusp of understanding the power of technology or on the cutting edge of using technology, the international conference on technology will provide a powerful setting for growth.

At least part of the wonder of technology has been the increased ability of educators to share professional research and practice, the focus of the fourth international conference. Although many educators rely on experiential “data” derived from many years in the classroom, ultimately any profession is defined by its ability to identify a coherent knowledge base derived from both practice and research. This conference’s focus on enhancing the learning community and the 6Cs—character education, citizenship, collaboration, communication, creativity, and critical thinking—not only emphasizes the importance of a coherent knowledge base in these areas but also defines key issues in education today. Any professional will benefit from expanded understanding of these topics and of what colleagues in the field do and discover as they work to expand the knowledge base of the profession in general.

Value of Conference Themes: Part I

The themes for the upcoming DKG international conferences were generated from input by members who attended the 2018 International Convention in Austin, Texas. As fate would have it, each of the various sites booked for the conferences well in advance (2-3 years prior!) aligned very well with a particular theme so that the overall “line up” fell into place almost effortlessly! Ultimately, the five themes also align beautifully with DKG’s mission to promote the professional and personal growth of women educators and excellence in education.

One does not have to be an arts educator to recognize the importance of the arts and humanities to DKG members, who live in a world currently dominated by budget cuts to arts programs and a push for focus on science, technology, engineering, and mathematics (STEM). Within the broader educational community, many have lobbied to expand STEM to STEAM by adding the “A” for arts! And within the DKG community, development of the DKG Fine Arts Gallery and of the Collegial Exchange magazine has provided members with increased opportunities to stretch and share their talents. The Gallery policy statement notes, “The online Arts & Humanities Gallery shall be maintained so that members of DKG may display their creative arts…and all may enjoy, respect and learn more about excellence in arts and crafts.” The editorial board policy notes that the Collegial Exchange, as “an official publication of the Society, promotes professional and personal growth of members through publication of their writings.” Thus, the arts and humanities clearly have become dear to DKG members both as important components of an excellent education and as media for self-expression and growth.

The same can be said, of course, for the theme of the second international conference: leadership. As teaming and professional learning communities (PLCs) have become more prevalent in education, members need to know how to lead (and follow) effectively, and the second conference will contribute to professional and personal growth in this area. Those who wish to pursue leadership positions within educational hierarchies will benefit from the inspiration of proven leaders and have the opportunity to develop networks to assist their own growth. At the same time, those who choose to lead within the Society will receive training and guidance to help them hone their skills in the relatively safe venue of DKG. Simply put, as the need for quality leadership increases in the profession and in the Society, attendees at the second international conference will find much to meet their needs.

Conferences as Internal and External Marketing

I sometimes hear members complain that DKG is not well known in the educational community—that it is a “well-kept secret.” Many attribute this lack of recognition to the rather secretive development of the Society in a time when women were not permitted to belong to professional organizations. The Founders did, indeed, “cloak” Delta Kappa Gamma in the trappings of a sorority, complete with highly personalized invitations to participate and closed-door meetings and rituals. Unfortunately, members initiated some 50-70 years later, at the end of the 1900s, often still retained this sense of secrecy—even though times had changed radically. Only recently are members realizing the need to share the worth of DKG through internal and external marketing.

To be recognized, DKG must be a visible force for professionalism and promotion of excellence in education, and the recent shift in focus for the international conferences—from region to theme—is a long-needed step in this direction. Planners of the 2019 international conferences are devoted to the notion that these events will promote a more professional image of the Society both internally and externally. A quick glance at the lists of speakers and workshops available, for example, suggests the opportunities for members to engage in rich offerings related to professional themes pertinent to their fields and interests. When a member comes away so enriched, she becomes both a recipient of and a force for internal marketing, able to embrace and emphasize what the Society offers to a key woman educator.

For many members, attendance at and reimbursement for DKG conferences and conventions requires approval from professional supervisors. Unfortunately, some members have experienced rejection of their requests in the past because outsiders who looked at proposed programs did not see their professional value. Theme-based conferences will help to address this dilemma, demonstrating a professional focus that will encourage approval by supervisors.

In a similar way, as the theme-based conferences develop in the future, they will have more drawing power for nonmembers who are interested in the topic at hand. In this way, DKG will become known as an educational force promoting professional growth and excellence in education. Such external marketing may also help to attract new members to the Society.

Thus, the new direction for DKG’s international conferences is yet another way that Society leaders envision working to keep us forward moving ever.

A Thinking Society

I have heard current international president Cathy Daugherty discuss the need for DKG to be a “thinking” Society and, frankly, I initially wondered what she meant by that comment. In an interesting article titled “What Makes a Thinking Organization” (2012), Kepner-Tregoe’s Director of Strategic Consulting, Sam Bodley-Scott, provided an interesting overview of the concept. He noted that organizations have a wealth of resources available nowadays—including impressive stores of data that can be mined for meaning. However, arguing for the importance of brainpower, Bodley-Scott noted, “But the simple truth is that whatever resources [organizations] have at their disposal, the only factor that will allow their deliberations to be more meaningful than yours is the speed and accuracy of their problem solving and decision making – in short, their ability to think.”

Bodley-Scott also explored the work of Daniel Kahneman (Thinking, Fast and Slow, 2011), who asserted that “our minds use two modes of thought: the automatic, instant, intuitive, involuntary responses provided by what he terms our ‘System 1’ thinking; and then the more controlled, effortful, analytical and considered thoughts supplied by our ‘System 2’ minds.” Clearly, System 1 thinking is easier than System 2 thinking, which makes it immediately more attractive--but its automaticity makes it vulnerable to the tendency to fall on past solutions for current problems. In DKG, in fact, such thinking may be at the root of the “But we’ve always done it this way” mindset that sometimes hinders change. System 1 thinking naturally gravitates to established rituals rather than to a difficult examination of issues and answers.

So, given the extraordinary wealth of brainpower available in DKG, shouldn’t we become more and more a thinking Society as opposed to a ritual-driven Society? Shouldn’t we elevate the focus of our efforts on personal and professional growth and education rather than obsessing over Society practices and routines? Shouldn’t we gather primarily to grow professionally and personally and to promote excellence in education—rather than to promote the Society and its rituals per se? When I founded DKG back in 1929, we did not have rituals or routines and were forced to engage in System 2 thinking to address the very real problems of women educators. Perhaps by returning to our roots as a thinking Society, we will keep forward moving ever.

More Meaningful Networking

I have to admit that if I were a DKG member today, I would have some difficulty in selecting which of the five upcoming international conferences to attend! This is not just because the themes themselves are so relevant and rich educationally, but also because attendance at any given conference would link me with members whose interests and/or passions are aligned with my own. In other words, while it is wonderful to network with members from a given area or region, it seems to me to be much more powerful to network with those who share my interests or needs a bit more specifically.

A number of years ago, members suggested that DKG find a way to link members who shared professional job titles (primary grade educators, college professors, media specialists, counselors, administrators, etc.) or positions in DKG (editors, membership chairs, educational excellence chairs, etc.).  Alternatively, members suggested that linking members with common interests—gardening, book clubs, travel, art, etc.— would also be great! The thought was that having a network of colleagues in similar positions or with similar interests would be a powerful source of support and growth. From this thought evolved the Communities available on the MyDKG segment of the DKG website—currently home to 14 topic/job areas.

This same kind of “linking” will be possible through the five international conferences, where members with similar interests will have a chance to learn and share with each other. In other words, the arbitrary structure of regions will be replaced with a structure of mutual interest and growth. And while members may enjoy renewing friendships based on regions, developing friendships and networks relevant to one’s personal and professional growth will be more powerful. Through such professional networks, we will continue forward moving ever.

Professional Development that Fits the Modern Context

When I founded DKG in 1929, the status of women teachers needed attention. Specifically, teachers were underpaid (some things, unfortunately, never change!) and subject to serious limitations on their academic freedom and job security.  They really served at the whim of local administrators and school boards, who dictated their dress and hairstyles, discriminated based on age (over 40? A younger, less expensive teacher could be found to take your place), and dismissed educators for “moral” issues ranging from infrequent church attendance or failure to participate in a local initiative to marriage and pregnancy. Within such a context, support for professional growth and development was certainly not a focus, and DKG’s Purpose 6— To stimulate the personal and professional growth of members and to encourage their participation in appropriate programs of action—took on particularly poignant meaning as I worked to develop an organization that would advance the issues of women educators.

Now, some 80 years later, I can proudly point to a wide variety of programs and efforts that advance Purpose 6—including the upcoming international conferences organized around key educational themes. In particular, as I consider the leadership training opportunities that will be provided to incoming officers and leaders, I am pleased to see an evolution in the delivery of such training from “one shot” of what more recently has been known as “sit and get” to a more extended and interactive format.

•  By developing pre-training and post-training activities, those providing the on-site training will be able to engage their learners over time, thereby allowing more opportunity for the content to be absorbed and mastered.

•  By bringing leaders from across the Society together in Iowa, those leading the training will enable greater networking among learners and will have a chance to group participants more meaningfully by the size of their state organizations, membership issues, and other factors that are more meaningful than region.

•  By bringing leaders from Latin America, Japan, and Europe to sessions tailored to their specific needs and issues, those providing the training will break the “one size fits all” mindset and demonstrate acceptance of the varied DKG experiences.

Good solutions fit their contexts. Just as the development of DKG in 1929 fit the needs of women educators at that time, so too, the evolution of the way we do professional development in DKG must evolve to fit the needs of women educators today. Such evolution is what keeps us forward moving ever.

When members have difficulty with change, it may help to consider the difference between things that are core and those that are peripheral. For example, the move from a strictly regional focus has raised concerns about some traditions such as presidents’ parades, flag ceremonies, state pictures, and the like. In many cases, these practices are peripheral to the core purposes for which they were originally established—and developing new traditions to meet these core purposes is a real possibility!
The admiration of our beautiful leaders dressed in their finery is enjoyable—but the core issue is honoring these women. This can be accomplished in a myriad of ways, many of which may be more palatable because they eliminate the need for “rehearsals” and, sometimes, the temptation to engage in fashion judgments!
The fluttering of flags may be inspiring, but again the core issue is recognizing the many state organizations that make up DKG. This can be accomplished in myriad ways that may be more practical in use of precious time at gatherings and transport/handling of flags themselves.
Rounding up members of the state organization who are in attendance for a photo may help to create a nice piece of memorabilia and/or history, but these core outcomes can be accomplished in myriad ways, particularly with the availability of digital cameras. In fact, photography at conferences and conventions is one of the best examples of a “new tradition”—members taking pictures at their own convenience for sharing and printing as desired—replacing an “old tradition”—members rushing to get to a single session group shot and paying for prints that might or might not be available quickly.
I am not saying, of course, that all traditions should be set aside. Rather, I hope that as members consider changes and the evolution of “new” traditions, they will take time to unearth the core reasons for the old. Given the creativity and energy of our members, developing new traditions to honor core purposes will certainly keep us forward moving ever.

Key Educational Themed Conferences

My vision for Delta Kappa Gamma was based on expanding opportunities for women educators at a time when options were limited because the political and educational structures of the times hampered the advancement of women. How delighted I am to see DKG embracing that vision again within the Society itself by mounting five international conferences based on key educational themes this summer! I had begun to wonder—along with many members—whether the regional structures we had created had begun to outweigh their purposes, creating a focus on the regions rather than on education and growth of women educators.

To be clear: Regions were designed to provide a convenient structure for activities and oversight. Their use evolved in 1946 as an organizational or structural tool for dissemination of Society information and for training of state organization leaders. In other words, they evolved as practical divisions to make gathering, communicating, and training easier at a time when these three tasks were far more difficult than today.

Specifically, in August 1944, President Dr. Margaret Stroh convened 14 Society leaders to project the work for the coming year. Among the considerations was a suggestion made by previous president Dr. Emma Reinhardt—that regional meetings would be a way to spread enthusiasm and information about Delta Kappa Gamma. At the meeting, the idea was expanded to include the proposal of having regional directors. My disapproval of this concept is duly noted in Our Heritage I:

It was not until the San Francisco Convention that regional directors became part of the official family. For several years the idea had been promulgated that regional meetings might be efficacious. Dr. Blanton did not favor the suggestion, probably because she was so earnestly building a unified group spirit among members in all states. (p. 33)

Yes, regional gatherings might be “efficacious,” but dividing our members can dilute the unique international spirit of our Society.

So, I applaud members for moving toward conferences that are based on educational themes—and referenced accordingly: i.e., International Conference on Arts & Humanities; on Leadership; on Technology; on Professional Research and Practices; on Global Awareness. Although I know it will take some time to recalibrate our thinking from the traditional regional mindset for conferences, ultimately the change will keep us forward moving ever.

When You Read the Proposed Amendments ... .

When you read the proposed amendments, read them with this thought in mind: What is important about this proposal? Why would anybody think this proposed change is worthy? Should we keep the old or adopt the new?

For example, let’s consider the proposal to change the name of this organization. I have heard some say that changing our name will diminish our history, and that, I, Annie Webb Blanton, named this organization for a reason. That’s right; I did. The reason was that, to get the Society for women educators established, we were compelled to conform to the times. Women were suspect if they convened for reasons that were not primarily social. We HAD to have a Greek name so that we could actually meet and not have our jobs threatened. I say cultural attitudes have advanced, and so should we. Sentimentality is not a good reason to impede a name change; nor is the attitude that the past must be preserved.

Another example is the consideration of proposals that will affect how we are perceived both within and outside of our membership. We HAD to appear to be sorority-like with a song, pin, invitation, and initiation to protect our potential members from ill-intended scrutiny. We HAD to have the trappings of a social sorority even though we wanted primarily to foster the personal and professional—especially professional—growth of women educators. We don’t need all those social club trappings now because we are no longer criticized and threatened for belonging to a women’s professional organization.

There is nothing wrong with a college sorority that fulfills needs of young women at that stage of their lives. There’s nothing wrong with a unifying song or emblem or voting for members—but there is something wrong when we hang on to something that does not advance the cause of women educators. Social needs are not the same as professional needs, and professional needs are not the same as social needs. I encourage you to accept and to make changes that continue the evolution of this professional organization for women educators.
As you approach the convention and the voting on proposed amendments, I urge you to consider WHY a proposal has been made and HOW your vote will affect the sustainability of the Society. Voting on proposed amendments is somewhat like cleaning out your closet; if something no longer fits, is outdated, or is no longer needed, dispose of it and replace it with something that serves you better.

Rethinking Regional Conferences?

I encourage you to consider the benefits and opportunities Delta Kappa Gamma membership provides and HOW you access those opportunities. Annual international meetings—conventions and conferences—serve to enhance women educators professionally and personally. Members can attend any international conference, not only the one hosted in their regions.

That raises this question: Why do we continue to divide this international organization by region? Why not have international conferences instead of regional conferences? International conferences focused on various educational topics would benefit the modern educator. A Leadership Conference at which you train the state organization leaders as well as any members who want to develop their leadership knowledge would be efficient and productive. Other international conferences emphasizing educational trends or research or technology would better serve the modern educator. This would necessitate changing a paradigm.

Travel from any state or member country is easy. Communication is inexpensive and instant. That has not always been the case. Regions were created when there was a need for them. During World War II, the Society was developing patterns of events. We had national conventions every year from 1930 to 1943. The fourteenth national convention in 1943 could not be held because permissions to travel could not be secured from the Office of Defense Transportation. Nevertheless, 131 Executive Board (renamed the Administrative Board in 1952) members and delegates who could travel met in Chicago. Voting was done by mail on proposed amendments to the constitution and the election of officers.

In August 1944, President Dr. Margaret Stroh convened 14 Society leaders to project the work for the coming year. Among the considerations was a suggestion that I did not approve made by previous president Dr. Emma Reinhardt—that regional meetings would be a way to spread enthusiasm and information about Delta Kappa Gamma. At the meeting, the idea was expanded to include the proposal of having regional directors.

As a result of the discussion and wanting to generate support for the Society, the group made plans for seven regional (or sectional) conferences. Washington, Oregon, Idaho, and Montana members gathered in Seattle in November 1944. California members met in Los Angeles in December. War restrictions caused the other five to be cancelled.

With the war over, the 1945 National Executive Board business included a unanimous vote to adopt a plan for regional meetings that had been tried and then discontinued because of transportation difficulties.

The result is that 73 years ago, regional conferences begun with difficulty due to war-time regulations became a part of the national pattern of regular events.

In 2018 members do not have the same travel and communication constraints that we had in the early years of Delta Kappa Gamma. An improved economy, more freedom for women, instant communication, and ease of long distance travel erase the need for meetings based solely on geography.

I want you to consider the best way to meet the needs of women educators in this modern world. Women educators seek personal opportunities, of course, and also professional experiences. You have access to instant information, and you want to improve what you teach and how you teach. Delta Kappa Gamma is the ideal avenue for your personal and professional development.

Focused-topic conferences would serve women educators more fully than a conference based on geography. When you are making decisions about the future of Delta Kappa Gamma, you must base those decisions on solid judgment and not on emotions. Make decisions using what you know and not just what you feel.

Making a Difference

We Founders wanted to make changes in society that gave women educators the same rights and opportunities given to others. My female colleagues and I were frustrated and disappointed that we were held to a standard different from our male colleagues. We twelve were merely women educators who wanted equal standing. We were like thousands of other women teachers. We did not have extra powers or insight. We were ordinary women educators who seized an opportunity to make a difference. We did not want to be required to work twice as hard and twice as long for less pay to prove that we could chair academic departments, deserve scholarships, lead committees, and make financial decisions. We just wanted to be given equal career opportunities.  

DKG can lead social change by protecting and speaking for the underprivileged, the “different,” the needy, the displaced, the frightened, the unschooled, and the unnoticed. In fact, women educators are the most influential population in making changes that benefit all.   

YOU—the woman reading this—have the same power of resolve and the same spirit of what is fair that the Founders had. Every day YOU have the opportunity, challenge, and right to lead the way for tolerance of others, fair treatment, and strong direction that impacts individuals of vast numbers. I encourage you to seek out situations where you can be an example and a living leader of fairness, kindness, shared resources, and change for the better. It will not be easy, but it will be right.  

The way you approach directions in society is the same way to approach directions in DKG. Know your options, gather your information, form your thoughts, and act on what is right to make a difference for all. 

The Leadership Puzzle ... and You

A main reason Delta Kappa Gamma was founded is still valid: women teachers need the support of each other. Chapters provide a haven of support and encouragement for women educators. Helping each other to build confidence, to feel the strength of combined voices, and to develop courage to speak out to and for each other is essential. DKG chapter leaders must feel the support of their members.  

When chapter members do not support each other to develop as educators, community members, and leaders, the chapter is weakened. That makes me wonder how it happens that a chapter with 24 members dissolves because no one wants to be the president? How can a chapter with six members continue? What is the difference? I think the difference is mindsets such as I’ve-been-there-and-done-that-and-it’s-not-my-problem and I’ve-been-there-and-done-that-and-it’s-my-opportunity-to-foster-the-potential-of-another leader-AND-of-my-chapter. Both mindsets are valid and likely result from several factors that affect the chapter culture. 

Consider your chapter: 

1. Do members encourage each other? OR do members create cliques and wait for others to do what they see needs to be done (enliven programs, make personal contact, explore the chapter relationship to the state organization and international)? 

2. Do members support the officers and each other with attention and courtesy? OR do members criticize the officers and each other in private and in public?  

3. Do chapter leaders foster potential personal and professional growth of members? OR do chapter leaders “possess” their positions and keep them long term as they fail to encourage and train others to test and practice their skills?  

4. Do members really listen to each other about what they want from chapter membership? OR do a few members make all the decisions ignoring time constraints and other responsibilities of the others? 

Do you do all you can to help others? Of course, you do: that’s what educators do. We chose to be and continue to be educators because we know we can help others develop their potential and to experience accomplishment. YOUR chapter needs your positive attitude to lead the way for leaders and followers. 

As chapters consider the election of their 2018-2020 officers, YOUR understanding of “leadership” is crucial. Is yours a chapter that successfully fills each office with someone who seeks the challenge of her responsibility? OR is yours a chapter that hears the discouragement—stagnation—of “I’ve been president twice. Nobody wants to be president, and so I guess we’ll have to dissolve.” Those words, that sentiment, are not rare. Why is that? What circumstances lead to this giving up on something that you value? 

Is the responsibility of inviting new members—growing new leaders—overwhelming? Are you wary of taking a leadership role?  I encourage you to set a personal goal to enrich your chapter. YOU can lead small to lead large when you use the best in you to enhance the best in a budding educator and in a veteran educator. What “safer” place is there to do that than in your DKG chapter? Who can do this better than you? 

Times and Attitudes Have Changed

 I am proud of the modern woman educator! Times and attitudes about women and about educators have changed a great deal since 1929 and the early days of this Society. In those days women with careers were rather unusual. Women were expected to devote themselves to domesticity, and women who did not were considered a bit odd. Social norms caused people to look askance at women who united for any reason except to be a social group.

The first sororities and fraternities were formed in the mid-1800s by students who met in secret, usually to discuss issues or to debate topics their faculties did not deem appropriate.  Thus when we Founders formed an organization for women educators we risked censure by our colleagues and much of the population because of prevailing social attitudes. Social norms of the time forced us to assume the appearance of a sorority, and we adopted many of the accoutrement of a sorority—Greek name, keypin, song, emblem, secrecy, rituals, and careful selection of members. 

We twelve did not view our organization as purely social; we wanted to provide a haven for women educators that would unify and empower them to use their combined strength and energy to make them better teachers with opportunities to excel in their classrooms and in their careers. A sorority-like image was the only way we knew to do that.

Now women are expected to have careers, to be professionals. They do not need the protection of a sorority persona. Social culture now expects women to speak with authority and fervor about their careers. I say to you, DKG members, acknowledge that times and attitudes have changed and make changes with DKG that proudly proclaims and advances a professional image. I exhort you to make changes in the Society that express the status of women that social norms have come to expect, accept, and encourage. I want you to live up to your modern image. Take pride in the united spirit of professionalism!