Full Description
* Reveals continuing barriers to success for women students* Offers remedies that will benefit all studentsWhat are the realities behind recent press reports suggesting that women students have taken over higher education, both outnumbering males and academically outperforming them? Does women's development during college diverge from the commonly accepted model of cognitive growth? Does pedagogy in higher education take into account their different ways of knowing? Are there still barriers to women's educational achievement? In answering these questions, this book's overarching message is that the application of research on women's college experiences has enriched teaching and learning for all students. It describes the broad benefits of new pedagogical models, and how feminist education aligns with the new call for civic education for all students. The book also examines conditions and disciplines that remain barriers for women's educational success, particularly in quantitative and scientific fields. It explores problems that arise at the intersection of race and gender and offers some transformative approaches. It considers the impact of the campus environment—such as the rise of binge drinking, sexual assault, and homophobic behaviors—on women students' progress, and suggests means for improving the peer culture for all students. It concludes with an auto-narrative analysis of teaching women's studies to undergraduates that offers insights into the practicalities and joys of teaching. At a time when women constitute the majority of students on most campuses, this book offers insights for all teachers, male and female, into how to help them to excel; and at the same time how to engage all their students, in all their diversity, through the application of feminist pedagogy.
Contents
Acknowledgements; Foreword—David Sadker; Introduction. Women Learners on Campus. What Do We Know and What Have We Done?—Jeanie K. Allen, Diane R. Dean and Susan J. Bracken; 1. Feminist and Civic Education. Bridging Parallel Approaches to Teaching and Learning—Becky Ropers-Huilman, Louisiana State University, and Betsy Palmer, Montana State University; 2. Learning Partnerships. A Gender-Inclusive Model for Undergraduate Teaching—Marcia B. Baxter Magolda, Miami University of Ohio; 3. Effective practices in fostering developmental growth in women learners. A view from neurophysiology—Kathleen Taylor, St. Mary's of California, and Catherine Marienau, The New School, DePaul University; 4. Women in Technology Careers—Teri Sosa, St. Joseph's University; 5. Helping Women Improve Statistics Learning Online through Authentic Learning and Emotional Intelligence—Marilyn K. Simon, Walden University; 6. Examining the Baggage. First Steps Towards Transforming Habits of Mind around Race in Higher Education—Crystal Gafford Muhammad, East Carolina University, and Adrienne Dixson, The Ohio State University; 7. Is Mona Lisa Still Smiling? Women and the out of class experience—Jeanie K. Allen, Drury University; 8. Submerged Feminism(s)? Perceptions of Adult Education Student Experiences with Women's Studies Scholarship—Susan J. Bracken, North Carolina State University; Conclusion. Back(lash. to the Future—Jeanie K. Allen, Diane R. Dean and Susan J. Bracken; Index.
