No abstract

This review of recent literature addresses the issues of marital change across the transition to parenthood, the process of redefining gender roles, the division of labor in the family, striving for equally shared parenting, and the struggle to maintain egalitarianism after the birth of a child. Furthermore, this article also provides practice-related implications for practitioners, an inclusive term that includes family life educators, couple and family counselors and therapists, social workers, family service agency personnel, home health aides, and others working with couples and families.

Telephone interviews were conducted with 25 family science faculty members who were self-identified feminist teachers to explore how they conceptualized teaching, translated feminist theory into classroom practice, understood their own and students' reactions to teaching, and responded to challenging situations. Their accounts illustrate a commitment to students, the centrality of dialogue as a teaching strategy and as an indication of successful teaching, and the congruency in personal and professional ideology offered by a feminist perspective. These results highlight the opportunity for teachers to focus sincerely on the interpersonal dimension of the classroom, acquire the interpersonal skills to promote dialogue and to convey respect and care of students, encourage the practice of reflexivity, and approach teaching with integrity.

No abstract