Applying feminist perspectives to teaching diversity: The experiences of two female professors
Family Science Review
diversity, feminist teaching, power hierarchy, narrative perspective, student learning
In this paper, we narratively describe our perspectives and experiences as two female professors teaching courses on family diversity. We begin by outlining our subjectivities, including an explicit identification of the ways in which our identities are privileged versus not privileged. We then use a feminist lens to discuss the teaching goals and strategies used in our courses. The teaching goals discussed in this paper include: self-awareness of the instructor, reducing hierarchy in the classroom, empowering students, and caring for the individual student. Our strategies include: promoting dialogue, encouraging respect, and creating a class environment in which individuals feel safe enough to disagree. The paper concludes with a discussion of how instructors can use self-disclosures and personal experiences in their classes to help reduce the power hierarchy and facilitate learning. We recommend that every classroom in higher education be inclusive and respectful of diversity, which would perhaps increase the retention of all students.
Nazarinia Roy, Roudi and Campbell, Kelly, "Applying feminist perspectives to teaching diversity: The experiences of two female professors" (2012). Psychology Faculty Publications. 5.
Other Social and Behavioral Sciences Commons, Psychology Commons, Scholarship of Teaching and Learning Commons
Nazarinia-Roy, R., & Campbell, K. (2012). Applying feminist perspectives to teaching diversity: The experiences of two female professors. Family Science Review, Special Issue Teaching about Families: Current Reflections on Our Journeys in Family Science Educators, 17 (1), 44-53.