Dance, nurtured in physical education departments, has elected to move away from physical education and affiliate with other disciplines in academia. The strongest argument for dance to remain in physical education is that removing physical dance from physical education department is tantamount to removing dance from removing dance from physical education is tantamount to removing dance from the physical education curriculum in the public schools. Dance faculty frequently find themselves a minority and not in decision-making positions in physical education departments. Frustration with powerlessness encourages dance faculty to leave. The catalyst that encouraged the move was the advent of the Arts and Humanities governmental funding policy (1965) that enabled dance faculty to receive federal funding because of the status of dance as an art form. Affiliation with other disciplines in academia offered greater autonomy for dance faculty and their programs. (Author)