| Most College Students Are Women: Implications for Teaching, Learning, and Policy Contributor(s): Allen, Jeanie K. (Editor), Dean, Diane R. (Editor), Bracken, Susan J. (Editor) |
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ISBN: 1579221912 ISBN-13: 9781579221911 Publisher: Routledge OUR PRICE: $35.10 Product Type: Paperback - Other Formats Published: November 2008 Annotation: * 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 sametime how to engage all their students, in all their diversity, through the application of feminist pedagogy. |
| Additional Information |
| BISAC Categories: - Education | Higher - Education | Philosophy, Theory & Social Aspects - Social Science | Women's Studies |
| Dewey: 378.008 |
| LCCN: 2008025789 |
| Series: Women in Academe |
| Physical Information: 0.7" H x 5.9" W x 8.7" (0.70 lbs) 210 pages |
| Themes: - Sex & Gender - Feminine |
| Descriptions, Reviews, Etc. |
| Publisher Description: This volume's rich value comes from exposing readers to the research, practice, and praxis in the education of women. An academic advisor would benefit from fluency with this text's language (disciplinary and interdisciplinary, in and out of feminist studies), its perspectives, trends over time, and recommendations for future practice, since most college students are women.--NACADA Journal By providing women learners' own perspectives on their classroom experiences within the context of classroom research and theory, the contributors present a powerful look at the impact of pedagogical strategy with relation to multiple disciplines. I look forward to implementing some of the suggested practices.--Feminist Teacher "[This book is] filled with thought provoking perspectives on how we can do better for women students and, by extension, for all students with their diverse needs and learning styles. These chapters suggest that today, models of teaching and guidance designed around women can best serve the varied needs of all our students.--Women in Higher Education A fine collection for both feminists and non-feminists in academia.--Feminist Review |
Contributor Bio(s): Dean, Diane R.: - Diane R. Dean is Assistant Professor of Higher Education Administration and Policy, Illinois State University.Bracken, Susan J.: - Susan J. Bracken is Assistant Professor of Adult Education, North Carolina State University.Sadker, David: - David SadkerAllen, Jeanie K.: - Jeanie K. Allen is Visiting Assistant Professor, Interdisciplinary Studies, Drury University. |