Speaker: Patricia Deyton

Patricia H. Deyton is the Associate Dean for Graduate Programs at the Simmons School of Management, and is the Director of the Center for Gender in Organizations (CGO), the internationally recognized research arm of the Simmons School of Management addressing gender, diversity and organizational effectiveness.

She is a Professor of Practice at Simmons teaching in the MBA, Executive Education and Undergraduate Management Programs, the masters programs in Health Care Administration and the Graduate School of Library and Information Science (GSLIS) and the Ph.D. Program at GSLIS.

She also lectures at the Harvard University Extension School. She worked in executive positions in the nonprofit sector for over 20 years prior to joining Simmons and currently serves on several nonprofit boards of directors. She holds degrees from Columbia University School of Social Work and Yale Divinity School, and certificates from the Harvard Kennedy School, the Darden School at the University of Virginia and Kellogg School at Northwestern University.


Speaker: Phoebe Schnitzer
Women’s Studies Research Center, Brandeis University

Phoebe Kazdin Schnitzer is a clinical psychologist with more than 35 years experience working with children and families at the Judge Baker Children’s Center/Boston Children’s Hospital. She served for many years as Family Therapy Program Coordinator and, at the Center’s Manville School, as Director of Clinical Training. Her clinical work with single-parent families led her to explore, publish and speak about the effects and politics of single mothering and father absence, as well as the impact of poverty on family functioning and on the responses of clinical service providers. Academic teaching has been an important part of her career: at Wellesley College, M.I.T. and Harvard Graduate School of Education, she has offered courses on the family, and on the psychology of gender, the area in which her current project developed. For the last 11 years, Dr. Schnitzer has coordinated Special Education services at local Jewish Day school settings. Concurrently, she gathered the data that is the foundation of her WSRC research project, an analysis of gender differences in achievement attitudes, and an examination of the interpretive concepts developed to explain these differences.