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⁴ Chartered as a land-grant institution in 1868, Berkeley received the bulk of its funding from the California State Legislature and endowment income. Given the continuing financial struggles the university confronted as a result of the Great Depression, however, when millions of dollars were cut from the university's income, and the relatively large size of the student body, a significant decline in Berkeley male enrollments had the potential to cause serious challenges. Moreover, state funding declined by almost $200,000 during the war years, leading university administrators, including University President Robert Gordon Sproul, to seek additional sources of revenue from the federal government and defense industries. On the history of U.C. Berkeley, see John Aubrey Douglass, The California Idea and American Higher Education (Stanford: Stanford University Press, 2000); Johnson, Dean C., The University of California: History and Achievements (Berkeley: University of California Press, 1996); Stadtman, Verne A., The University of California, 1868–1968 (New York: McGraw-Hill, 1970); Otten, C. Michael, University Authority and the Student: The Berkeley Experience (Berkeley: University of California Press, 1970); Pickerell, Albert G. and Dornin, May, The University of California: A Pictorial History (Berkeley: University of California Press, 1968); Pettitt, George A., Twenty-Eight Years in the Life of a University President (Berkeley: University of California Press, 1966); Ferrier, William Warren, Origin and Development of the University of California (Berkeley: Sather Gate Book Shop, 1930); Jones, William Carey, Illustrated History of the University of California (Berkeley: Students’ Cooperative Society, 1901).Google Scholar

⁵ Given the importance of the Second World War to the social, political, and economic history of the United States, the historiography of the conflict's influence on American education is severely limited. This is especially true for women's higher education. Even excellent studies of women's home-front experiences tend to neglect women's participation in colleges and universities. See, for instance, Karen Anderson, Wartime Women: Sex Roles, Family Relations, and the Status of Women During World War II (Westport, CT: Greenwood Press, 1981); Campbell, D'Ann, Women at War with America: Private Lives in a Patriotic Era (Cambridge: Harvard University Press, 1984); Honey, Maureen, Creating Rosie the Riveter: Class, Gender, and Propaganda During World War II (Amherst: The University of Massachusetts Press, 1984); Doris Weatherford, American Women and World War II (New York: Facts on File Inc., 1990).Google Scholar

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⁸ Fass, Paula, Outside In: Minorities and the Transformation of American Education (New York: Oxford University Press, 1989), 166–67. The Servicemen's Readjustment Act of 1944, more popularly known as the Bill, G.I., provided World War II veterans with grants for “school and college tuition, low-interest mortgage and small-business loans, job training, hiring privileges, and unemployment payments.” The legislation's higher education benefits resulted in a significant increase in male enrollments at colleges and universities across the United States following World War II. For a detailed explanation of why education was a central component of this program, see Loss, Christopher P.,”’ The Most Wonderful Thing Has Happened to Me in the Army': Psychology, Citizenship, and American Higher Education in World War II.” The Journal of American History 92, no. 3 (2005), 864–91. On the Bill, G.I. as a political symbol, see Serow, Robert C., “Policy as Symbol: Title II of the 1944 G.I. Bill.” The Review of Higher Education 27, no. 4 (2004), 481–99.Google Scholar

⁹ Eisenmann, Higher Education for Women in Postwar America, 1945–1965, 5.Google Scholar

¹⁰ On women's experiences at Berkeley before World War II, see Dzuback, Mary Ann, “Berkeley Women Economists, Public Policy, and Civic Sensibility,” in Civic and Moral Learning in America, ed. Warren, Donald and Patrick, John J. (New York: Palgrave Macmillan, 2006), 153–71; Gordon, Lynn D., Gender and Higher Education in the Progressive Era (New Haven, CT: Yale University Press, 1990); Geraldine Jonçich Clifford, “Equally in View”: The University of California, Its Women, and the Schools, Chapters in the History of the University of California (Berkeley, CA: Center for Studies in Higher Education and Institute of Governmental Studies Press, 1995); Nerad, Maresi, The Academic Kitchen: A Social History of Gender Stratification at the University of California, Berkeley (Albany: State University of New York Press, 1999).CrossRefGoogle Scholar

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¹² Douglass, John Aubrey, The California Idea and American Higher Education, 44.Google Scholar

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¹⁴ Walters, Raymond, Four Decades of U.S. Collegiate Enrollments (New York: Society for the Advancement of Education, 1960), 5.Google Scholar

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¹⁷ Welcoming the opportunity for Berkeley to support the nation's defense program, President Sproul formed the University Defense Council (later renamed the University War Council) in January 1941. Comprised of Berkeley faculty and administrators, the Council recommended changes to the university's operations in an effort to “gear its work as closely as possible with the war movement of the nation.” As at campuses throughout the United States, Berkeley's administrators accelerated the university's academic program (establishing a three-term calendar) and negotiated lucrative contracts with the armed forces and defense industries. Berkeley, moreover, was better positioned than most public and private universities to take advantage of defense research opportunities. As a result, it assumed a leadership position in developing both the national laboratory system and the Second World War's deadliest technological advance—the atomic bomb. On the history of Berkeley's involvement in defense research, especially Ernest O. Lawrence's Radiation Laboratory, see Roger Geiger, L., To Advance Knowledge: The Growth of America's Research Universities, 1900–1940 (New York: Oxford University Press, 1986); Geiger, Roger L., Research and Relevant Knowledge: American Research Universities Since World War II (New York: Oxford University Press, 1993); Robert Seidel, “The Origins of the Lawrence Berkeley Laboratory,” in Big Science: The Growth of Large-Scale Research, ed. Galison, Peter and Helvy, Bruce (Stanford, CA: Stanford University Press, 1992), 21–45; Heilbron, J.L. and Seidel, Robert W., Lawrence and His Laboratory: A History of the Lawrence Berkeley Laboratory, vol. I (Berkeley: University of California Press, 1989); Seaborg, Glenn T., Adventures in the Atomic Age: From Watts to Washington (New York: Farrar, Straus and Giroux, 2001); Lotchin, Roger W., Fortress California: 1910–1961 (New York: Oxford University Press, 1992); Nash, Gerald D., The American West Transformed: The Impact of the Second World War (Lincoln: University of Nebraska Press, 1985), especially chap. 9.Google Scholar

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⁴⁴ In a “Statement of Policy by the President,” for instance, Sproul claimed, “The present situation calls and will call for adjustments in curricula, of course, but it does not call for abandonment of standards or for desertion of scholarly ideals.” University of California archives, Office of the President Records, 1914–58, CU-5, Series 2, 1942, Folder 755, “University War Council,” “Report of the University of California War Council,” dated January 1942.Google Scholar

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⁵⁰ The organization changed its name to the Associated Students of the University of California two years later. Johnson, Robert S., “Student Government,” in The Centennial Record of the University of California, ed. Verne, A. Stadtman (Berkeley: University of California Press, 1967), 106–7.Google Scholar

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⁸⁶ The association was also affiliated with the Berkeley Community YWCA but was, again, not under its authority, permitting students to develop their own programming, which was frequently more progressive than that of the community organization.Google Scholar

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