And Robertson's broad vision has kept her awareof the potential foibles of the academic andsocial system, even when that system awards herfor her own accomplishments. She does not receiveher accolades without noting the ironies in herown situation, ironies which are an omnipresentconcern in her work as well.

At the manual History and Literature party inmid-May, Robertson received a department award forexcellence in her thesis work. The presentation ofher honor, however, followed the announcement ofanother pair of departmental accolades.

First they honored the "best senior thesis by aman," then they honored the "best senior thesis bya woman."

Robertson's response to this bizarre divisionof awards--here was officially for "best thesiswork"--reflected both her ironic: "Do I recievethe androgynous award?" she asked.

But it is the Women's Studies program, nitHistory and Literature, that Robertson praises forproviding a means to pursue her interest withinone department.

Perhaps her prize-winning senior thesis bestillustrates the fusion of interests whichcharacterizes Robertson's Harvard career.

Titled "Representing 'Miss Lizzie': Class andGender in the Borden Case," Robertson's thesisexplored the cultural assumptions behind theLizzie Borden case, an 1892 true-life thriller setin Fall River, Mass., which became a mediasensation. When Borden was accused of murderingher father and stepmother--with an axe--she becamethe subject of endless speculation, most of which,Robertson notes, has hinged on the question of herguilt.

"Most of the debate concerning Lizzie Bordenrevolves around the question, 'Did the actuallycommit the murders?' I personally think she wasguilty, but the point is not 'did she do it ornot,' but that at that time it was culturallyunacceptable to assume she did," says Robertson,who adds that Borden's elevated social positionmay have influenced perceptions of her guilt.

The issue of women's role in society wascentral to Robertson's philosophies even beforeshe came to Harvard and chose her concentration.She did take a women's studies course in highschool, but she says she didn't have "theopportunity to experiment [with these issues] asmuch as she would have like to until she came toHarvard."

The Women's Studies program here, she says,gave her ample opportunity to pursue a myriad ofinterests.

"Women's Studies wants you to beinterdisciplinary. You are expected to beconversant in feminist theory and how it relatesto your own field," explains Robertson.

Though the department requires severalfundamental courses, it also allows students tochoose a specific field within the concentration.

"Women's Studies looks at how gender as acategory is constructed and how it is always underconstruction. You don't want to take man asnormative," Robertson says. "For example, thehistorian Joan Kelly asks, "Did women haverenaissance?' Women's Studies does not just fillin gaps but in a sense gives a fuller and moredynamic approach."

Like many students and professors in Women'sStudies, Robertson is enthusiastic about thesocial dimensions of the program as well as itsacademic offering.

"Because Women's Studies is such a smalldepartment, the head tutor advises you every year.They know what you are doing and that's nice," shesays.