Adolescent development reconsidered.

she has been at Rutgers where she's occupied the Blanche, Edith and Irving Laurie Chair in Women's Studies. She did her undergraduate work at Swarthmore College, where she majored in En-glish Literature. She then received a Master's degree in Clinical Psychology from Radcliffe, and finally a Doctorate in Psychology from Harvard. Her academic honours fill almost a page of her vitae, so I will only highlight some of them. Professor Gilligan has been awarded the distinguished Publication Award in 1980 by the Association of Women in Psychology, and the outstanding Book Award in 1982 by The American Association of Educational Research for her landmark study of women's development: In a Different Voice: Psychological Theory and Women's Development, a book that really took the field by storm. This book helped us understand that there was another perspective that women use for understanding themselves, the world, and their relationships with others. It was most appropriate that she was chosen to be a Konopka Lecturer. There are several ways in which their careers parallel one another: Both of them have paid attention to adolescent female development. Gisela did so at a time when almost no one was looking at the adolescent girl. Carol's contribution was a little later, but still at a time where there really was not attention being paid to the special voice of the adolescent girl. Moreover, both of them believe that study of the adolescent girl cannot proceed without also understanding adolescent devel-opment—both male and female. Please note that Professor Gilligan's presentation is not on adolescent female development but on adolescent development. There's a third way in which I see strong parallels in their work. I mentioned that Carol's first degree was in English Literature , and both of them enrich their work through the contributions of the humanities. In all of Gisela's work she uses literature to illustrate and deepen our understanding of the human condition and the condition of adolescents, and Carol does the same. The fourth way in which their work is parallel is in methodology. Both of them have not been satisfied with more reductionistic approaches to understanding human development where we devise a questionnaire, standardize it, and give it to hundreds of people. Rather, both of them have conducted interviews and used qualitative approaches in understanding adolescents and all human beings. Both of them have been able to preserve the unique, the authentic voice …