This research was supported in part by grants from the University of Missouri Research Board and Small Grants Fund. Our appreciation goes to the women's studies directors, teachers, and students who participated in this research and to Karen Sieve and Kelly Schaeffer for their assistance in data collection.
PUTTING FEMINIST PEDAGOGY TO THE TEST
The Experience of Women's Studies from Student and Teacher Perspectives
Version of Record online: 28 JUL 2006
Psychology of Women Quarterly
Volume 24, Issue 1, pages 30–38, March 2000
How to Cite
Stake, J. E. and Hoffmann, F. L. (2000), PUTTING FEMINIST PEDAGOGY TO THE TEST. Psychology of Women Quarterly, 24: 30–38. doi: 10.1111/j.1471-6402.2000.tb01019.x
- Issue online: 28 JUL 2006
- Version of Record online: 28 JUL 2006
- Initial submission: June 30, 1998 Initial acceptance: September 30, 1998 Final acceptance: December 20, 1998
Critics of women's studies (WS) have charged that WS teaching overemphasizes students’personal experience and is overly politicized. They claim further that WS classes discourage critical, independent thinking and stifle open, participatory learning, causing student dissatisfaction. This study provides empirical evidence of the process of WS teaching from the perspective of 111 teachers and 789 of their students from 32 campuses in the United States. Contrary to WS critics, WS faculty and students reported strong emphases on critical thinking/open-mindedness and participatory learning and relatively weaker emphases on personal experience and political understanding/activism. In addition, student ratings of positive class impact were higher for WS than non-WS classes. The results support the pedagogic distinctiveness of women's studies.