• So many questions arise out of the different woman-positive activities. How can! women take more ownership of their learning? Do they learn differently? When I do they begin to talk about what they need in order to learn?
• Some of us seemed to set limits on our woman-positive literacy work. Did we distinguish between what we think should be done and what we actually ask for?
• There seem to be very few ways to evaluate the success of women's programs. What would be the qualitative and quantitative outcomes?

An administrator's perspective

Jeanne MacIntyre (Keyano College) decided she could contribute her ability to look at the documentation from an administrator's perspective. As someone who evaluates programs and recommends funding, she believed she had a point of view that was sometimes lacking in the project. She spent time trying to articulate her response of both respect and concern. When she talked about that process later in the day, many women nodded in agreement.

The intensity and commitment evident in the documentation had impressed Jeanne. She -noted that although the process and structures were not always clearly defined, there were several commonalities. "This gives a measure of validity to the outcomes," she suggested, "since a variety of processes and a variety of participants came to common conclusions."

Jeanne MacIntyre worked on recommendations from her perspective as an administrator.

Jeanne recognized that she probably had an institutional bias because of her experience in these programs. She decided to look especially closely at the community-based projects. She realized that, as an outsider, she could not readily identify the vision and the plan behind the woman-positive activity. She wondered how a potential funder might be assured that a coherent or accountable process occurred. Echoing a theme that was mentioned elsewhere, she suggested that most funders will probably allocate money based on the final product that comes out of the project.

While she had no doubt that the research was valid, Jeanne suggested that her participation at two of the workshops and her support work for. Nancy Steel had convinced her of that. She recommended that CCLOW recognize one of its roles as helping others become more aware of the potential of this kind of research. The organization needs to bridge the gap between what is apparent to those who already believe in the work and what is missing for those who remain unconvinced.