Rewards and Resistance: The Importance of Teaching Women's and Gender Studies at a Southern Liberal Arts Institution

Presentation Type

Event

Full Name of Faculty Mentor

Jaime McCauley

Major

Sociology

Minor

Women's and Gender Studies

Presentation Abstract

Despite the criticism often directed towards women's and gender studies [WGS] due to the controversial course content and focus on feminist analysis, there are very few recent empirical studies on the experiences of faculty who teach WGS courses—particularly professors teaching in conservative areas. For this research, I conducted 30 interviews with faculty who teach courses related to WGS across disciplines at a medium-sized, Southern, liberal arts institution. Participants spoke about the importance of, and rewards associated with, teaching about gender. However, only half of participants reported that they integrate gender into their non-gender-focused courses. I argue that professors who teach WGS have positive experiences because many of them only teach gender in 'special topics' courses into which students typically self-select based on title or course description. My findings suggest that professors' fear of student backlash, criticism from colleagues, and institutional sanctions may outweigh the positive aspects of teaching gender.

Course

WGST*498

Location

Brittain Hall, Room 114

Start Date

17-4-2019 2:10 PM

End Date

17-4-2019 2:30 PM

Disciplines

Sociology

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Apr 17th, 2:10 PM Apr 17th, 2:30 PM

Rewards and Resistance: The Importance of Teaching Women's and Gender Studies at a Southern Liberal Arts Institution

Brittain Hall, Room 114

Despite the criticism often directed towards women's and gender studies [WGS] due to the controversial course content and focus on feminist analysis, there are very few recent empirical studies on the experiences of faculty who teach WGS courses—particularly professors teaching in conservative areas. For this research, I conducted 30 interviews with faculty who teach courses related to WGS across disciplines at a medium-sized, Southern, liberal arts institution. Participants spoke about the importance of, and rewards associated with, teaching about gender. However, only half of participants reported that they integrate gender into their non-gender-focused courses. I argue that professors who teach WGS have positive experiences because many of them only teach gender in 'special topics' courses into which students typically self-select based on title or course description. My findings suggest that professors' fear of student backlash, criticism from colleagues, and institutional sanctions may outweigh the positive aspects of teaching gender.