Dean Betty Nelson has come to be one of the most highly respected figures in Purdue history. Known for being an “iron fist in a velvet glove,” Betty pioneered the fight for the disabled and contributed to the revolution for women’s rights during her time at Purdue. Female students such as Teresa Roche and Jane Hamblin revere Betty for her commitment to furthering the status of women on campus and leaving behind a legacy of female empowerment. Although Betty was privileged to grow up in a loving household and receive a college education, her confidence in her female identity was primarily a result of observational learning rather than direct influence. Despite the lack of strong female role models during her childhood, Betty “was on [her] way to being a feminist and didn’t even know the terminology.”(1)

     Betty Rebecca Mitchell was born in Bluefield, West Virginia to Emory and Margaret Mitchell. Bluefield’s economy was centered around the coal mines, which lay buried underneath the town. Noises of bellowing train horns echoed throughout Bluefield as coal was transported to companies and families across America.

     Betty’s father, Emory. P Mitchell, was Bluefield city manager, while her mother, Margaret Mitchell, was a stay-at-home mom. The Mitchell family preached strong traditional values, including honesty, integrity, and usefulness. Although Betty was born second, the 10-year difference between her and her brother Lewis allowed Betty to mature into a “functional first.”(2) Rather than be overshadowed by her older male sibling, Betty learned to adapt to the role of the first child and explore her independence. 

     Betty first began to learn about inequality in American society through her experience in elementary school, a time during which she was exposed to a full range of socioeconomic classes and backgrounds. When asked about her class, Betty laughed and said it was the most “rag-tag group you have ever seen.”(3) Crossed-eyes, stringy hair, and face acne were among the qualities that characterized Betty’s classmates. One student in particular, Arthur, stuck in Betty’s mind. He often missed class, which caused Betty to wonder how someone could so frequently not come to school. Later, Betty learned that Arthur was only able to attend class when it was his turn to wear the shoes.(4) Experiences like these enabled Betty to learn about a wide range of people from a young age and “grow up with compassion and understanding as a responsible adult.”(5) Betty’s elementary years were also a time during which she was exposed to the discrepancies in the treatment of genders. She noticed that her mother would pack her brother’s lunch but not her own, and at this moment, Betty knew that “males and females were valued differently in our society, and [she] didn’t think that was rational.”(6) Although she was never explicitly taught about the American values, Betty’s observational learning allowed her to understand the process of marginalization and discrimination from a very young age. 

     The gender roles within the Mitchell family were reflective of the era during which Betty grew up, a time when women’s sole purpose was to raise children, support the household, and please their husbands. Betty was taught that women were seen and not heard, which was further exemplified by the female role models in her life. Betty’s mother had been a teacher prior to getting married and spent little time outside of the home after having children. Similarly, Betty’s other female influences subscribed to the societal norms of the time. Her friend’s mother was a teacher, her neighbor was an executive secretary, and her cousin was a surgical nurse. When asked about her role models, Betty astutely stated: