Navy Blue and Blonde

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In February 1972, the Secretary of the Navy announced to the press that the Naval Reserve Officers Training Corps would admit female students for the first time with the start of the 1972-1973 school year. Secretary John H. Chafee’s announcement was received by the Navy with mixed emotions. Some voiced the opinion that admitting women was a logical step, in tune with the times. Others argued against it, citing the fact that the Navy could get enough female help without providing four-year scholarships. One small Navy group had a special interest in the matter. This group included the professors of naval science at the four institutions which would be the first to accept women.

First Four NROTC Units to Admit Women

Jacksonville University, Jacksonville, Florida 32211 Purdue University, West Lafayette, Indiana 47907 Southern University and A&M College, Baton Rouge,

Louisiana 70813 University of Washington, Seattle, Washington 98105

We predict that these anxious professors of naval science can expect some innovations from their co-ed students. We base our prediction on having just survived a school year with 25 girls and 100 boys studying naval science at the high school level.

"We” are one retired aviation four-striper and one Fleet Reserve E-9 submariner. We both left active duty in mid-1971, and applied for jobs as naval science instructors in a junior ROTC unit to be formed at Crystal River High School in Florida.

The NJROTC program will be operating in 223 high schools as the 1973-1974 school year commences.* In addition, there will be 52 Marine Corps Junior ROTC units. Together, these 275 units will meet the number of Navy and Marine Corps units now permitted. There will also be 275 Air Force units and 640 Army units. The Army’s higher number reflects the fact that the Army originated high school ROTC at the time of World War I. After examining the Army program in 1964, the Congress decided the Army had a good thing and directed the Navy and Air Force to adopt it.

Junior ROTC is a citizenship and leadership program. Cadets who enroll incur no special military obligation, and they may leave at will. The 1964 law requires each unit to have at least 100 physically fit male students. The law is silent with regard to female students. Obvi-

’Stt L Watson, "NJROTC Diary,” June 1971 Proceeding!, pp 44-47.

Set also E. L. Barker, "Naval Youth Programs,” June 197} Proceedings, pp. 42-48.

ously it was passed before the current emphasis on equal treatment without regard to sex.

Until recently, the Navy permitted girls to sit in on NJROTC classes but did not encourage them to do so. Girls who did sign on could earn academic credit toward their diplomas. But they were not provided Navy uniforms (boys receive khakis and blues) and could not enlist in the Navy at pay grade E-3 as bop can after successfully completing the three-year curriculum. Girls could not compete for Naval Academy appointments or NROTC college scholarships.

With these facts in mind, we debated the advisability of enrolling girls as we got the NJROTC unit at Crystal River underway. We asked advice from the Naval District headquarters and Washington offices. We were told that the decision was up to us. We were advised that girls might help with office work but were too fragile to handle a Springfield rifle on the two days a week we would be holding military drill. Our combined Navy experience was 50 years in carriers and submarines, where the female of the species visits but rarely. We were babes in the woods. We decided to go for broke and open our classes to girls on a completely equal basis. We have not regretted our decision. We feel sure that the NROTC professors of naval science will agree—eventually.

Once we had made up our minds, we learned quite quickly that our girls did not want either to be treated differently or to be separated from the boys. Some NJROTC units have chosen to keep their girls apart, in separate classes and separate marching units, and this system seems to have worked well. Still other units have resisted any feminine encroachment at all, and have made that system work. But we failed to see any overriding argument against total integration, and signed up girls for each of our five daily classes.

We explained to the girls that they would not earn the same benefits as boys and would not receive Navy uniforms. They accepted these limitations readily. But. from the outset, they objected strongly to any sugg^’ tion of different treatment, such as barring them fro& any class activity. So, when the boys fell in outside to learn how to march, the girls did, too. We though' this was all right as long as we confined ourselves to marching without rifles. But when our drill Springfield arrived, we had a problem. We had discovered very early in drill that the girls were excellent marchers and would strive to match the boys in every possible area They wanted no part of "you take care of the offr* while we go march.” As a matter of fact, the gid frequently marched better than the boys did. In °^nC extreme case, we had one platoon which was unabl^e to learn to march until we separated the girls, taugh' them how to drill, then used them to bring the boy-'

51

Navy Blue and Blonde

^UP to standard. The ghost of Queen Artemisia, who distinguished herself in the Battle of Salamis in 480 B.C., would not have been surprised.

But, with rifles, we thought we faced a different situation. The Springfield weighs nine-and-a-half pounds. We had been advised—and it seemed obvious to us—that girls should not be expected to handle heavy rifles. Wouldn’t a blonde weighing 90 pounds have trouble swinging a nine-and-a-half pound rifle? Wouldn’t it probably swing her the other way?

We were so sure that the girls would be overtaxed hy Springfields that we purchased lightweight copies which are sold for drill team use. The girls accepted them and resumed their places in ranks with the boys. Problem solved? Not quite. Once they had mastered the lightweight rifles—and once they had built up a how muscles—they insisted on graduating to Springfields. They still didn’t want special treatment.

Naturally, there were a few girls—and boys—who hound military drill too strenuous. This should be less °f a problem with NROTC college students who will he more highly motivated. If a student has the desire 'o be there, he or she can make it.

When we realized how well many of our students marched, we formed a drill team. Our experience with 'his team makes another good case for treating boys ^and girls equally. In statewide individual competition ^against members of the best junior ROTC drill teams of all Services, our top performer was a talented senior girl. With only five months of Saturday practice, she placed fourth (and missed third place by one point) competing against boys who had had several years of experience.

Nor was she an isolated case. Our drill team membership was about one-third female. They marched with precision. They did things with drill rifles which the June Week color company had never tried. They looked wonderful.

Military drill would serve little purpose if we were only interested in showing off what, to our admittedly prejudiced eyes, were the 25 prettiest girls in Florida. That is not our purpose—nor is it theirs. Our girls say they not only enjoy but also learn from drill. The services call such drill "leadership laboratory” with good reason. The greatest benefit to the student is the self- confidence and leadership experience which come from taking charge and exercising a platoon. This proved 'o be true for both sexes. But girls art different (cheers) and their reaction to leadership is not the same as that °h the boys.

Key points to note arc: (I) fewer girls liked to lead; (2) more girls enjoyed drill as followers rather than as leaders; (3) several boys, but no girls, objected to 'be fact that they had missed out on a chance to take

charge, and (4) girls see drill as learning discipline and responsibility while boys think of it more in terms of leading.

It can be argued that the girl who chooses to follow rather than to lead is the product of her culture. But, lately, psychological research indicates the possibility that the difference is basic, that the female personality is inherently less dominant, less aggressive. It may be quite difficult for many girls to assume positions of authority over their male classmates. It certainly will be quite difficult for many male students to accept female leaders.

Differing Reactions of Girls and Boys to Military Drill

Our next problem with our girls concerned uniforms. Since our naval science instructor (father of five sons) and assistant naval science instructor (father of three sons and one daughter) had zero experience with ladies ready-to-wear, we decided to let the girls choose their own style of uniform. Their choice was to be subject to our approval and was to give due regard to the practical considerations of low cost (paid by girls), as well as to provide comfort and coverage while climbing around Reserve submarines and minesweepers. Wc thought, somewhat innocently, that the girls could agree on a uniform without difficulty. Instead, they wanted us—amateurs—to tell them what to choose. Was this another instance of female reluctance to be leaders?

We declined to decide for them until meeting after meeting proved fruitless. Finally we agreed on an ultra-practical outfit consisting of denim slacks and vest with appropriate insignia. Once the decision was reached, the girls made their own outfits. They accepted our decree readily, but they didn’t really like it since the uniform was more practical than flattering.

Now that girls have been admitted to NROTC—and to NJROTC on an equal basis, and now that a 1972

52 U. S. Naval Institute Proceedings, August 1973

reinterpretation of the 1964 law authorizes participation of female students on the same basis as male—the Navy will provide women officers with uniforms. But this will not solve the problem entirely. When we visited another NJROTC unit whose girls were wearing surplus Navy uniforms similar to those which will be issued shortly, our senior girl (a Cadet Ensign) impressed the other girls with her practical jeans. To their way of thinking, jeans looked better than their Navy coat- and-skirt outfit. This seems to say that: (1) appearance is a prime consideration to the girls; (2) they are not ready to make their own decisions about uniforms; (3) Navy uniforms aren’t all that attractive, and (4) more problems with uniforms can be anticipated.

To confirm this last point, our girls saw uniforms, dress code, and hair length as the major problems which they might have to face in NROTC units. Our boys thought the major problem would be resentment among male students who would object to the presence of girls in a formerly all-male area. Our girls saw this as a problem, too, and we experienced some resentment of girls in our high school unit. Both instructors noted it, but did not consider it a serious problem. Male resentment became most apparent when girls were given positions of authority. It may be wise therefore to delay issuing officer insignia to girls for a while.

Problems Which NROTC Units with Girls May Pace

The reason several girls cited self-defense training as a potential problem is that we have plans to conduct this type of drill in 1973 on a coeducational basis, and it is on their minds. Yet, contrary to their qualms, one judo expert who has volunteered to assist us tells us that he has worked with both sexes together and has experienced no difficulty at all.

In the classroom, it has been our experience that grades depend more on student interest and effort, and less on the sex of the student. As a matter of record, our first-year top student was male. He combined interest and hard work to compile an almost 100% average. His closest competition? She combined the same ingredients to come out number two.

Our students spend three days a week in class. Courses include oceanography, meteorology, electronics, naval history, navigation, seamanship, first aid, survival, self-defense, Navy orientation, leadership, dis-

Preferred Method of Instruction

’^e inevitable distaff dilemma of "u hat to wear" was temporarily solved by a kind of mix-and-match uniform, which the girts themselves had to supply, pending the arrival of standard issue naval uniforms.

Our girls are not activists, nor would we expect those who choose NROTC to be. Ours see the future role of women as pretty much the same as that today. They tend to think of military careers in office work or in nursing. Although a significant percentage of girls (and a lesser percentage of boys) believe that girls can undertake any job assigned, none specifically mentioned combat as an appropriate task for females. One girl carefully exempted combat. In short, they see the liberated woman in typically feminine occupations.

No matter what the subject, our students preferred Movies as the best way to present the lesson material, ^his may be only a consideration that movies are more fun or are less demanding than discussions. We have ⁿ°t seen any indication that movies result in more taming or better retention.

Next, after movies, our students liked discussions °f subjects. Certainly, students will get more out of dasses where they take an active part.

Both male and female students agreed that quizzes Were the least desirable teaching method. Male instructors disagreed.

The relatively low preference for war-gaming may be misleading. Our more motivated students (who may approximate NROTC students) enjoyed and learned from role-playing in a hypothetical amphibious assault. We believe war-gaming to be a good way to get active students participating and doing outside research. They like the competition, too. Students with less motivation may choose instructional methods which simply take less effort.

Navy Jobs seen as Suitable for the Liberated Woman

NROTC graduates are more demanding than some of those listed above. The list of desired courses of study for female NROTC applicants is altogether devoid of "snap” subjects.

Majors Available to Women NROTC Students Particularly desired

Despite the challenging nature of these courses, and despite the fact that the announcement of female eligibility for NROTC came late in the college registration cycle, slightly more than 100 applications were submitted for the 16 openings available this year (four each at the four pioneering NROTC institutions).

As they report aboard, these 16 female students arc sure to have an impact on the NROTC program far beyond their numbers. We would expect enrollment— which has been a concern—to be favorably affected. Formerly male universities which opened their doors to coeds experienced a brief flurry of additional letters of application. Eventually, the situation reverts to the pre-coed status, however. Acceptance of the NROTC program by the rest of the institution may also be enhanced, although the limited number of female students will minimize early changes. Sorry about that.

Effect of Women NROTC Students on NROTC Enrollment and Acceptance of NROTC by Rest of School

Our students agreed with us that enrollment would probably go up, but were less certain as to how the rest of the school might react.

Once the four pioneering institutions have completed their first year with women, all NROTC institutions will admit girls, according to a recent CNO directive. With the previous barrier against women NROTC students down, can the Naval Academy hold out much longer? We doubt it. The twenty-seventh amendment has been passed by the Congress and is now being examined by the states. When it is ratified, its simple words, "Equality of rights under the law shall not be denied or abridged by the United States or by any state on account of sex,” are sure to end the male- only tradition in Bancroft Hall. Not all will agree with or welcome this. Our students were pretty evenly divided on this subject.

Admission of Girls to Nava! Academy

NROTC has gone coeducational, both in the Navy’s high school Junior ROTC program and in four NROTC universities. Remaining NROTC units will switch over to coed status in 1973. The Naval Academy will probably graduate its first female student with the class of 1978.

Whether one endorses these changes with enthusiasm or remains skeptical, their effects must be considered. Not all changes will be surprising. Girls will want equal treatment, not favoritism. They will do their best to match their male shipmates in every area. Appearance standards will be a problem, as they are now with males. Old salts whose experience in inspections is mainly limited to airmen, firemen, and seamen may find the challenge of conducting a detailed personnel inspection of girls unnerving. And where, for pity^s sake, will you pin the medal?

NROTC coeds will experience some male resentment, particularly if females are given leadership positions- Since females arc apparently less inclined by nature to be dominant or aggressive, it will be a good idea to go slow in giving them authority over males. They will probably be aware of this, however, and will no' welcome such unequal treatment.

No changes appear to be necessary in NROTC classes Interestingly, subjects of lowest interest to females are generally those which do not appeal very strongly to males, either. And both sexes prefer the kind of classes in which they can take an active part.

Navy Blue and Blonde 55

Admitting girls to NROTC may have a tendency to increase enrollment, but the change will not be large and will be temporary. A slightly enhanced acceptance of NROTC by the rest of the school will be experienced and should be welcome.

We asked our students what sort of serious advice they might give to professors of naval science embarking on a new coed adventure. We thought these responses were worth noting:

"Try it; you’ll like it!”—sophomore girl.

"Don’t!”—anonymous boy.

"Be gentle—they’re fragile.”—senior boy.

"Treat the men like men and the women like women.”—junior boy.

"Treat us just the same.”—sophomore girl.

"Pin their ribbons on their collars.”—sophomore boy.

And finally,

"Remember, you’re a married man.”—anonymous

Some other interesting comments were made concerning the advisability of conducting separate classes for girls. Our students (who were together from the start) didn’t think much of the idea:

"Morale would be busted.”—junior girl.

"Putting girls with boys makes it a little more exciting.”—junior boy.

"Separate classes would be stupid, because if I weren’t around boys I’d go crazy.”—sophomore girl. "Girls stand just as tall.”—sophomore girl.

But perhaps the most memorable comment of all came from a sophomore girl in response to the question as to whether or not girls should be admitted to the Naval Academy. Her very serious reply was:

"Sure, if she’s girl enough!”

Captain Kennedy graduated from the U. S. Naval Academy and spent his career in carriers and carrier squadrons. He commanded VAH-11 and served as Air Officer of Enterprise. After retirement in 1971, he established a new NJROTC Unit at Crystal River, Florida. The unit is now in its second year, with 120 students—including 30 girls—enrolled.