All Title Author
Keywords Abstract


The Transformation of Gender Identity for Women and Men in a University Classroom

DOI: 10.4236/sm.2017.72006, PP. 72-79

Keywords: Identity Transformation, Gender, Hoffman Stages of Identity, Patriarchy, Sexism, Anti-Sexist, Transformative Pedagogy

Full-Text   Cite this paper   Add to My Lib

Abstract:

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.

References

[1]  Banks, J. A., & Banks, C. A. M. (2009). Multicultural Education: Issues and Perspectives. Hoboken, NJ: John Wiley & Sons.
[2]  Brubaker, R. (2016). Trans: Gender and Race in an Age of Unsettled Identities. Princeton, NJ: Princeton UP.
https://doi.org/10.1515/9781400883233
[3]  Charbeneau, J. (2015). White Faculty Transforming Whiteness in the Classroom through Pedagogical Practice. Race Ethnicity and Education, 18, 655-674.
https://doi.org/10.1080/13613324.2013.831823
[4]  Cranton, P. (2002). Teaching for Transformation. New Directions for Adult and Continuing Education, 93, 63-72.
https://doi.org/10.1002/ace.50
[5]  Davidson, C. R., Payne, K. E., Maltz, S., & Rabow, J. (2015). The Cost and Effect of Gendering in the Family. Sociology Mind, 5, 227.
https://doi.org/10.4236/sm.2015.54020
[6]  Dewey, J. (1986). Experience and Education. The Educational Forum, 50, 241-252.
https://doi.org/10.1080/00131728609335764
[7]  Dhillon, M., Moore, J., Rabow, J., & Vega, Y. M. (2013). First You Stand Out, Then You Stand Up: Becoming an Ally for the LGBT Community. Sociology Mind, 3, 333-338.
[8]  Rabow, J. (2013). Blasphemy into Alchemy: A Teaching Moment. Academic Exchange Quarterly Summer, 17,
[9]  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.
https://doi.org/10.4236/sm.2015.52008
[10]  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.
[11]  Han, V., Philyaw, Z., & Rabow, J. (2015). Theorists of Transformation Pedagogy. International Journal of Humanities Social Sciences and Education, 2, 24-33.
[12]  Helms, J. (1990). Black and White Racial Identity: Theory, Research, and Practice. New York, NY: Greenwood Press.
[13]  Hoffman, J. J. (1985). Models of Racial Identity.
http://www.academia.edu/4256205/Models_of_Racial_Identity
[14]  Hooks, B. (1994). Teaching to Transgress: Education as the Practice of Freedom. New York, NY: Routledge.
[15]  Howard, G. (2006). We Can’t Teach What We Don’t Know: White Teachers, Multiracial Schools (2nd ed.). New York, NY: Teachers College Press.
[16]  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.
[17]  Maher, F. A., & Tetreault, M. K. T. (2001). The Feminist Classroom: Dynamics of Gender, Race, and Privilege. Lanham, MD: Rowman & Littlefield.
[18]  Mezirow, J. (1997). Transformative Learning: Theory to Practice. New Directions for Adult and Continuing Education, 74, 5-12.
https://doi.org/10.1002/ace.7401
[19]  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
[20]  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.
[21]  Rabow, J., & Dhillon, M. (2015). Balancing Scales of Language Injustice. Sociology Mind, 5, 23-26.
https://doi.org/10.4236/sm.2015.51003
[22]  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
[23]  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
[24]  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
[25]  Weiler, K. (1988). Women Teaching for Change: Gender, Class & Power. Santa Barbara, CA: Greenwood Publishing Group.

Full-Text

comments powered by Disqus