Literaturnachweis - Detailanzeige
| Autor/in | Wakai, Sara T. |
|---|---|
| Titel | Barriers to and Facilitators of Feminist Pedagogy in College and University Teaching. ASHE Annual Meeting Paper. |
| Quelle | (1994), (44 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | College Environment; College Faculty; College Instruction; Educational Methods; Educational Philosophy; Feminism; Higher Education; Program Implementation; Student Centered Curriculum; Teacher Attitudes; Teacher Characteristics; Women Faculty |
| Abstract | This study examined faculty characteristics and teaching environments of higher education institutions that may hinder or facilitate student-centered pedagogical practices derived from feminist theory. Feminist pedagogy generally advocates democratizing the classroom, building cooperative learning environments, legitimizing personal experiences as a form of intellectual inquiry, and applying classroom learning to society. These approaches draw on themes of power, the community of learners, social responsibility and action, and emotions and feelings as central to learning. Data were drawn from a 1989-90 national survey of 35,478 faculty at 392 institutions. The data contained responses from full-time teaching faculty from every major type of institution. However, for the purpose of this study, two-year colleges were eliminated. This resulted in 29,961 respondents from 303 institutions. Data covered time spent on teaching, research, and administration; interactions with students; teaching practices and evaluation methods; perceptions of institutional climate; views and attitudes; sources of stress and satisfaction; and demographic and educational preparation. Results indicated that faculty background characteristics and faculty interests play a strong role in predicting the use of feminist pedagogical practices. The strongest predictor of the use of feminist pedagogical practice is being committed to student development regardless of gender. In addition, being a woman, being a liberal, or participating in a seminar to integrate perspectives of women and minority groups into the curriculum also predicted use of feminist pedagogical practice. (Contains 44 references.) (JB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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