This research paper examines the way in which a university classroom focuses upon patriarchy and sexism and the responses to these issues. The 110 students in this upper division class were encouraged to examine their beliefs and values in an environment where they could be challenged by readings, other students’ reactions and web posts. These web posts were anonymous so that students could feel safe and were classified in a six-stage identity scheme developed by Hoffman (1985). Their six-stage categories were modified by the authors of this paper and were used to describe the transformation of students’ identities from sexist to anti-sexist.
Dhillon, M., Rabow, J., Han, V., Maltz, S., & Moore, J. (2014). Achieving Consciousness and Transformation in the Classroom: Race, Gender, Sexual Orientations and Social Justice. Sociology Mind, 5, 74.
Golshirazian, S., Dhillon, M., Maltz, S., Payne, K. E, & Rabow, J. (2015). The Effect of Peer Groups on Gender Identity and Expression. International Journal of Research in Humanities and Social Sciences, 2, 9-1781.
Kimmel, M. S. (2004). Masculinity as Homophobia: Fear, Shame, and Silence in the Construction of Gender Identity. In P. D. Rothenberg (Ed.), Race, Class, and Gender in the United States: An Integrated Study (pp. 81-93). New York, NY: Worth.
Payne, K. E., & Rabow, J. (2015). The Hidden (and Not So Hidden) Curriculum of Schools: Structure, Biases and Stereotypes that Sculpt Gender. International Journal of Humanities Social Sciences and Education, 2, 55-64. www.arcjournals.org
Rabow, J., & Yeghnazar, P. (2009). Transformative Teaching in the University: Uncovering and Confronting Racism, Sexism and Homophobia. Teaching Race and Ethnicityin Higher Education: Perspectives from North America. Birmingham: The Center for the Study of Sociology, Anthropology, and Politics—The Higher Education Academy Network, University of Birmingham.
Taylor, E. (1997). Building upon the Theoretical Debate: A Critical Review of the Empirical Studies of Mezirow’s Transformative Learning Theory. Adult Education Quarterly, 48, 34-59. https://doi.org/10.1177/074171369704800104
Taylor, E. (2001). Transformative Learning Theory: A Neurobiological Perspective of the Role of Emotions and Unconscious Ways of Knowing. International Journal of Lifelong Education, 20, 218-236. https://doi.org/10.1080/02601370110036064
Taylor, E. (2007). An Update of Transformative Learning Theory: A Critical Review of the Empirical Research (1999-2005). International Journal of Lifelong Education, 26, 173-191. https://doi.org/10.1080/02601370701219475