EPE 525: Education and Gender Instructor: Beth L. Goldstein Office: 144A Taylor Education Bldg., University of Kentucky Phone: 606/257-2705 E-mail: CDPBETHG@UKCC.UKY.EDU (Internet) Fall 1990 Course Description The course examines the relationships between gender and education in U.S. society. The focus will be on the formation and enactment of gender within social and educational institutions. How and what do educational institutions teach about gender? And how do females and males respond to these learning contexts? In what ways are social class, race and ethnicity important to how we live our gendered lives? How does schooling contribute to the differential experiences of women and men in their transitions to adult work in the domestic and waged labor forces? We will discuss the dynamics of feminist pedagogy and practice. How can education contribute to societal changes in sex equity? Course Requirements The course assignments include readings, participating in class discussion, weekly discussion papers, and a choice of three short papers or one longer paper (as detailed in the following pages). You are required to read the assigned readings and complete the discussion papers prior to the class for which they are assigned as they will be the basis for class discussion and exercises. Required books: Mary Belenky, et al, Women's ways of knowing (1986) Kathleen Weiler, Women teaching for change (1988) Lois Weis, Working class without work (1990) Course reader, available at Kinkos. Recommended book: Susan Klein, Handbook for achieving sex equity through education (1989) Carol S. Pearson, Donna L. Shavlik and Judith G. Touchton, Educating the majority: Women challenge tradition in higher education (1989). Texts have been ordered at the University Bookstore and Kennedy's Bookstore. The course reader is available from Kinkos. Many of the readings are also on reserve in the Education Library. Schedule of Readings 8/22 Introduction: The Relevance of Gender in Education 8/29 Historical and Theoretical Overview Maher, "Classroom pedagogy and the new scholarship on women" in Culley and Portuges, Gendered subjects (1985). Bernard, "The feminist enlightenment" in Pearson, et al, Educating the Majority (1989). Greene, "The impact of irrelevance: Women in the history of American education" in Landscapes of Learning (1978). Recommended: Klein, Handbook, chapter 1. 9/5 Psychoanalytic and Socialization Theories Sayers, "Psychology and gender divisions" in Acker et al (eds.), Women and education (1984) Gilligan, "Woman's place in man's life cycle," Ch. 1 of In a different voice (1982). Franklin, "Meanings of masculinity in the United States" The Changing Definition of Masculinity (1984). Messner, "The life of a man's seasons" in Kimmel, Changing Men (1987). Recommended: Frieze et al, "Classic theories of sex-role socialization" Ch.6. Women and sex roles (1978). Klein, Handbook chapters 5 and 6. 9/12 Ways of Knowing Belenky, et al, Women's ways of knowing. Recommended: Gilligan, In a different voice. Gilligan, "Remapping development: The power of divergent data" in Farnham, The impact of feminist research in the academy (1987). 9/19 Cultural and Social Reproduction Theories Weiler, Women teaching for change (1988), Ch. 1 and 2. Lester, "Being a boy" in David and Brannon, The forty-nine percent majority (1976). Pleck, "My male sex role -- and ours" in David and Brannon, The forty-nine percent majority (1976). Recommended: Jaggar and Rothenberg, "Theories of women's oppression" in Feminist Frameworks (1984). MacDonald, "Socio-cultural reproduction and women's education" in Deem, schooling for women's work (1980). 9/26 What is equity? Greene, "Sex equity as a philosophical problem" in Klein, Handbook for Achieving Sex Equity through Education (1989). Minnich, "From the circle of the elite to the world of the whole: Education, equality, and excellence" in Pearson et al, Educating the majority (1989). Martin, "Excluding women from the educational realm" Harvard Educational Review, 52:2 (May 1982). 133-148. 10/3 Gender in Classroom Hall, "Classroom climate for women: The tip of the iceberg" Best, "What was being learned: The boys" and "What was being learned: The girls" in We've all got scars (1983). Sadker and Sadker, "Between student and teacher: Overcoming sex bias in classroom interaction," Sex equity handbook for schools (1982), pp.96-113. Recommended: Clarricoates, "The importance of being Ernest..." in Deem, Schooling for women's work (1980). Klein Handbook, chapters 11, 13-18 (subject area specific). 10/10 Gender in Classroom: Curricular materials Crawford and Chaffin, "The reader's construction of meaning: Cognitive research on gender and comprehension" in Flynn and Schweickart, Gender and reading (1986). Christian-Smith, "Romancing the girl: Adolescent romance novels..." in Roman, Christian-Smith and Ellsworth, Becoming feminine (1988). Gollnick, Sadker and Sadker, "Beyond the Dick and Jane syndrome: Confronting sex bias in instructional materials" in Sadker and Sadker (1982). Recommended: Segel, `"As the twig is bent...": Gender and childhood reading' in Flynn and Schweickart, Gender and reading (1986). Lakoff, Language and woman's place. NY: Harper, 1975. pp.3-43. Klein, Handbook, chapter 12. 10/17 Social Class, Race and Gender Weis, Working class without work (1990). Recommended: Kessler, et al, "Gender relations in secondary schooling" Sociology of education, 58:1 (Jan 1985), 34-47. Klein, Handbook, chapters 20, 21. 10/24 Social Class, Race and Gender, cont. Valli, "Becoming clerical workers" in M. Apple and L. Weis (eds.), Ideology and practice in schooling (1983). Valli, "Recommendations for office education" in Valli, Becoming clerical workers (1986). Recommended: Gaskell, "Course enrollment in the high school: The perspective of working class females" Sociology of education 58:1 (Jan 1985), 48-59. 10/31 Social Class, Race and Gender, cont. Grant, "Black females' `place' in desegregated classrooms" Sociology of education 57 (April 1984) pp.98-110. Schofield, Black and white in school (1982). Chapter 4. Goldstein, "In search of survival" The Journal of Ethnic Studies 16:2 (Summer 1988), pp.1-27. Recommended: Klein, Handbook, chapter 19. 11/7 Teaching School -- gendered work Beecher, "Remedy for wrongs to women" in Hoffman, Woman's true profes- sion (1981), pp.36-56. Grumet, "Pedagogy for patriarchy: The feminization of teaching," Bitter Milk (1988). Buchan, "`It's a good job for a girl' (but an awful career for a woman!)" in Spender and Sarah, Learning to Lose (1980). Recommended: Freedman, et al, "Teaching: An imperilled profession" in Schulman and Sykes, Handbook of teaching and policy (1983). Clarricoates, "All in a Day's Work" in Spender and Sarah (1980). Klein, Handbook, chapter 9. 11/14 Teaching School -- feminist pedagogy Weiler, Women teaching for change, 1988. 11/21 Higher Education Schwager, "Educating women in America" Signs 12:2 (1987), 333-372. Kleinman, "Women in the seminary" Sociology of Education 57:4 (1984): 210-219. Holland and Eisenhart, "Moments of discontent: University women and the gender status quo" Anthropology and Education Quarterly, 19:2 (June 1988), 115-138. Recommended: Schneider, "Our failures only marry: Bryn Mawr..." in Gornick and Moran. Klein, Handbook, chapter 24. 11/28 Higher Education, cont. Lewis and Simon, "A discourse not intended for her: Learning and teaching within patriarchy" Harvard Educational Review 56:4 (November 1986): 457-472. Pagano, "Teaching Women" Educational Theory 38:3 (Summer 1988), 321- 339. Kirschner, Atkinson and Arch, "Reassessing coeducation" in Schuster and Van Dyne (1985). 12/5 Higher Education, cont. Thorne, "Rethinking the ways we teach" in Pearson, et al (1989). "Transforming the institution" in Pearson, et al (1989). McIntosh, "Curricular re-vision" in Pearson, et al (1989). Exercises and assignments: I. Discussion papers For each week's reading assignment, write a single-spaced, one page paper. This discussion paper should briefly critique, comment on and/or compare the main arguments of the article, and raise questions for class discussion. These are due the day of the assigned reading. You will exchange papers with another class participant for written feedback/graffiti, due the following week. Everybody has the option to "take a miss" on 3 weeks. II. Leading class discussion Each student is responsible to help lead class discussion on the readings for one session. This entails being prepared to present the main arguments of each of the readings; integrate, compare and/or contrast the assigned readings for the week; relate the readings to ideas and issues raised in the previous weeks; and pose questions for class consideration on the issues raised by the readings. III. Choice of A or B A. Written reflections on the readings (6-8 pages each) l. What is Silence? (due 10/3) Draw from the readings and class discussion of 8/22 to 9/26. Using at least three readings as focal points, discuss the issue of silence and gender in education. 2. Observation on gender relations in education (due 11/6) Observe the gender relations in action in a class or interview a group of students, teachers or administrators about their impressions of gender relations in education. Reflect on what you see and hear in light of our discussions from 10/3 through 10/31, making specific references to the readings. 3. Higher Education (due 12/12) Reflect on the readings covered from 11/21 through 12/5, using your personal experiences to critique the readings. If you wish you may supplement your thoughts with a conversation on the topic with an/other person/s. B. Term paper/project (due 11/14) This is intended as an in-depth exploration of a topic pertinent to those addressed by the course. The topic, which should be well defined and analytic, is due 9/26. The paper is due mid-November so that I can read it and as necessary make suggestions for revisions. The following are sample topics. You are encouraged to propose another one. 1. Analysis of the construction of femininity and masculinity in a textbook series, in some popular fiction series (such as romance or adventure novels, fairy tales, comic books) or other media. You could consider issues of language, imagery, and symbols, and the roles of race, ethnicity and class in the materials. Who are the intended readers and how do the materials try to influence those readers regarding particular constructions of gender. 2. Through interviews and published materials of a particular group of people (ethnic, racial, religious, social class, occupation, agemates...), analyze how these people's particular experiences lead them to their perceptions of gender. What are their perspectives on domesticity, family relations, work, schooling, and feminism? 3. How do teachers or school administrators experience gender vis a vis their working conditions, curricula, students and school policy? 4. Develop a plan to critically address sexist practices in the daycare, school or university. You could focus on such topics as curriculum design or teaching, learning or administrative practices. How can biased materials be used constructively in the classroom? How can hierarchies in an institution be used to advantage? Who should be involved in implementing your plan and what obstacles might they face? REFERENCES Sandra Acker, ed. Teachers, gender and careers. NY: Falmer, 1989. Sandra Acker, et al (eds.). Women and education. NY: Nichols Publishing Company, 1984. Susan Hardy Aiken, et al (eds.). Changing our minds: Feminist transformation of knowledge. Albany: SUNY Press, 1988. HQ1154 C464 Nadya Aisenberg and Mona Harrington. Women of academe. University of Mass Press, 1988. Michael Apple. Teachers and texts: A political economy of class and gender relations in education. NY: Routledge & Kegan Paul, 1986. LC191.4 A67 Bettina Aptheker. Women's legacy: Essays on race, sex and class in American history. U Mass Press, 1982. Madeleine Arnot (ed.). Race and gender: Equal opportunities policies in education. NY: Pergamon Press, 1985. Madeleine Arnot and Gaby Weiner (eds). Gender and the politics of schooling. London: Hutchinson, 1987. Sue Askew and Carol Ross. Boys don't cry: Boys and sexism in education. Philadelphia: Taylor & Francis, 1988. Mary F. Belenky, Blythe McVicker Clindery, Nancy Goldberger and Jill Tarule. Women's ways of knowing. NY: Basic Books, 1986. Raphaela Best. We've all got scars: What boys and girls learn in elementary school. Bloomington: Indiana University Press, 1983. Sari K. Biklen. Teaching as an occupation for women. Syracuse, NY: Education Design Group, 1983. Naima Browne and Pauline France (eds.). Untying the apron strings: Anti-sexist provision for the under fives. Stony Stratford: Open University Press, 1986. Lorelei R. Brush. Encouraging girls in mathematics. Cambridge, Mass: Abt Books, 1980. Charlotte Bunch and Sandra Pollack (eds.). Learning our way: Essays in feminist education. Trumansburg, NY: Crossing Press, 1983. Geraldine Joncich Clifford (ed). Lone voyagers: Academic women in coeducational universities, 1869-1937. NY: The Feminist Press, 1988. Margo Culley and Catherine Portuges (eds.). Gendered subjects: The dynamics of feminist teaching. Boston: Routledge & Kegan Paul, 1985. Deborah S. David and Robert Brannon (eds.). Forty-nine percent majority: The male sex role. Random House, 1976. Rosemary Deem (ed.). Schooling for women's work. Boston: Routledge & Kegan Paul, 1980. Sara Delamont. Sex roles and the school. NY: Methuen, 1980. Sara Delamont. Knowledgeable women. Routledge, 1989. Joseph L. DeVitis (ed.). Women, culture and morality: Selected essays. NY: Peter Lang, 1987. HQ1206 W8745 Ellen Carol DuBois, et al. Feminist scholarship: Kindling in the groves of academe. Urbana and Chicago: University of Illinois Press, 1985. Alice H. Eagly. Sex differences in social behavior: A social-role interpretation. Hillsdale, NJ: Lawrence Erlbaum Associates, 1987. Sakre Edson. Pushing the limits: The female administrator. Albany: SUNY Press, 1988. Christie Farnham (ed.). The impact of feminist research in the academy. Bloomington: Indiana University Press, 1987. Warren Farrell. The liberated man. NY: Bantom Books, 1979. Anne Fausto-Sterling. Myths of gender: Biological theories about women and men. NY: Basic Books, 1985. King: QP81.5 F38 1985 Elizabeth A. Flynn and Patrocinio P. Schweickart. Gender and reading: Readers, texts and contexts. Baltimore: Johns Hopkins University Press, 1986. Clyde W. Franklin, II. The changing definition of masculinity. NY: Plenum Press, 1984. HQ1090.3 F73 Jo Freeman (ed.). Women: A feminist perspective (2nd edition). Palo Alto: Mayfield Publishing Company, 1979. Irene Frieze, et al. Women and sex roles. NY: W. W. Norton and Company, 1978. Barbara Gates, Susan Klaw, and Adria Steinberg. Changing learning, changing lives. Old Westbury, NY: The Feminist Press, 1979. Carol Gilligan. In a different voice. Cambridge, MA: Harvard University Press, 1982. Carol Gilligan, Janie Victoria Ward, and Jill McLean Taylor (eds.). Mapping the moral domain. Cambridge, MA: Harvard University Press, 1988. Vivian Gornick and Barbara K. Moran (eds.). Woman in sexist society. NY: Basic Books, 1971. Carol Gould (ed.). Beyond domination: New perspectives on women and philosophy. Rowman & Allanheld. Maxine Greene. The dialectic of freedom. NY: Teachers College Press, 1988. LA205 G72 Maxine Greene. Landscapes of learning. NY: Teachers College Press, 1978. LB45 G68 Madeleine Grumet. Bitter milk: Women and teaching. University of Massachusetts Press, 1988. S. Harding. The science question in feminism. Ithaca: Cornell University Press, 1986. Barbara Grizzuti Harrison. Unlearning the lie: Sexism in school. NY: William Morrow & Company, 1974. Beth B. Hess and Myra Marx Ferree (eds.). Analyzing Gender: A Handbook of Social Science Research. Newbury Park: Sage, 1987. HQ1154 A685 Nancy Hoffman. Woman's true profession: Voices from the history of teaching. Old Westbury, NY: The Feminist Press, 1981. Helen Lefkowitz Horowitz. Alma Mater. NY: Knopf, 1984. Helen Lefkowitz Horowitz. Campus Life. NY: Knopf, 1987. Florence Howe. Myths of coeducation. Bloomington: Indiana University Press, 1984. Florence Howe. Women and the power to change. NY: McGraw-Hill, 1975. Allison Jaggar and Paula Rothenberg-Struhl. Feminist frameworks (1st edition). McGraw Hill, 1978. Polly Welts Kaufman. Women teachers on the frontier. New Haven: Yale University Press, 1984. Gail P. Kelly and Carolyn M. Elliott (eds.). Women's education in the Third World: Comparative perspectives. NY: SUNY Press, 1982. LC2607 W65 Michael S. Kimmel (ed.). Changing men. Newbury Park: Sage, 1987. HQ1090 C467 Susan Klein. Handbook for achieving sex equity through education. Baltimore: Johns Hopkins University Press, 1985, 1989. LC213.2 H36 Joyce L. Kornbluh and Mary Frederickson (eds.). Sisterhood and solidarity: Workers' education for women, 1914-1984. Philadelphia: Temple University Press, 1984. Robin Lakoff. Language and woman's place. NY: Harper, 1975. Elizabeth Langland and Walter Gove, (eds.). A Feminist Perspective in the Academy. Chicago: University of Chicago Press, 1983. Carol Lasser. Educating men and women together. Carol MacCormack and Marilyn Strathern (eds.). Nature, culture and gender. NY: Cambridge University Press, 1980. Sara Lawrence Lightfoot. Balm in Gilead. 1989. Nancy Lesko. Symbolizing Society: Stories, rites and rituals. Lewes, Sussex: Falmer Press, 1988. LC208.4 L470 Jane Roland Martin. Reclaiming a conversation: The ideal of the educated women. New Haven: Yale University Press, 1985. HQ1122 M37 Angela McRobbie and Trisha McCabe. Feminism for girls: An adventure story. London: Routledge & Kegan Paul, 1981. Nel Noddings. Caring: A feminine approach to ethics and moral education. Berkeley: University of California Press, 1984. King: BJ9475 N62 Nel Noddings. Women and evil. 1989. Ann Oakley. Subject women. New York: Pantheon Books, 1981. Vivian Gussin Paley. Boys and girls: Superheroes in the doll corner. Chicago: University of Chicago Press, 1984. Evelyn Goodenough Pitcher and Lynn Hickey Schultz. Boys and girls at play. South Hadley, Mass: Bergin & Garvey Publishers, 1983. Carol S. Pearson, Donna L. Shavlik and Judith G. Touchton. Educating the majority: Women challenge tradition in higher education. NY: Macmillan, 1989. Lettie Cotton Pogrebin. Growing up free: Raising your kids in the 80s. McGraw, 1980. Janice Pottker and Andrew Fishel (eds.). Sex bias in the schools. Cranbury, NJ: Associated University Presses, 1977. Janice A. Radway, Reading the romance. Chapel Hill: University of of North Carolina Press, 1984. Reconstructing the academy. Signs 12:2 (Winter 1987 Special issue). Rayna R. Reiter (ed.) Toward an anthropology of women. NY: Monthly Review Press, 1975. Laurel W. Richardson. The dynamics of sex and gender. Boston: Houghton Mifflin, 1981. Marie Richmond-Abbott. Masculine and feminine. Reading, MA: Addison-Wesley Publishing Company, 1983. Leslie G. Roman, Linda Christian-Smith, and Elizabeth Ellsworth (eds.). Becoming feminine: The politics of popular culture. Lewes, Sussex: Falmer Press, 1988. HQ1154 B370 Jane Root. Pictures of women. Boston: Pandora Press, 1984. Michelle Zimbalist Rosaldo and Louise Lamphere (eds.). Woman, culture and society. Stanford, CA: Stanford University Press, 1974. Myra Pollack Sadker and David Miller Sadker. Sex equity handbook for schools. NY: Longman, 1982 (reprinted 1990, Carnegie Foundation). Janet Schofield. Black and white in school. NY: Praeger, 1982. Marilyn Schuster and Susan Van Dyne. Woman's place in the academy: Transforming the liberal arts curriculum. Totowa, NJ: Rowman & Allanheld, 1985. LC1011 W64 Angela Simeone, Academic women: Working towards equality. South Hadley, Mass: Bergin & Garvey, 1987. Barbara Miller Solomon. In the company of educated women. New Haven: Yale University Press, 1985. Dee Ann Spencer. Contemporary women teachers: Balancing school and home. White Plains: Longman, 1986. LB2837 S66 Dale Spender (ed.). Men's studies modified. Oxford: Pergamon Press, 1981. King: HQ1399 M4 Dale Spender and Elizabeth Sarah (eds.). Learning to lose: Sexism and education. London: The Woman's Press, 1980. Barbara Sprung (ed). Perspectives on non-sexist early childhood education. NY: Teachers College Press, 1978. Judith Stacey, et al (eds.). And Jill came tumbling after: Sexism in American education. NY: Dell Publishing Co., Inc., 1974. Liz Stanley and Sue Wise. Breaking out: Feminist consciousness and feminist research. Boston: Routledge & Kegan Paul, 1983. June Statham. Daughters and sons: The experience of non-sexist childraising. NY: Basil Blackwell, 1986. Jean Stockard and Miriam M. Johnson. Sex roles: Sex inequality and sex role development. Englewood Cliffs, NJ: Prentice Hall, 1980. Jean Stockard, et al. Sex equity in education. NY: Academic Press, 1980. Carol Tavris and Carole Offir. The longest war: Sex differences in perspective (2nd edition). NY: Harcourt Brace Jovanovich, Inc., 1982. Linda Valli. Becoming clerical workers. Boston: Routledge & Kegan Paul, 1985. Mary Vetterling-Braggin (ed.). Femininity, masculinity and Androgeny: A modern philosophical discussion. Littlefield Adams & Co. Steven Walker and Len Barton (eds.). Gender, class and education. Lewes, Sussex: Falmer Press, 1983. Kathleen Weiler. Women teaching for change: Gender, class, & power. South Hadley, Mass: Bergin & Garvey, 1988. Gaby Weiner and Madeleine Arnot (eds.) Gender under scrutiny: New inquiries in education London: Hutchinson, 1987. LC2112 G450 Lois Weis. Class, race and gender in American education. NY: SUNY Press, 1988. LC213.2 C52 Lois Weis. Working class without work. NY: Routledge, Chapman and Hall, 1990. Women, Culture and Education, special issue of Anthropology & Education Quarterly 19:2 (June 1988).