This paper examines theoretical and empirical research on how families teach children about gender, gender relations, and gender roles. This research is supplemented with students' personal childhood vignettes from two upper division classes, at two public universities. A final section examines shifts in traditional family structure that affect child rearing practices and the students' efforts to resist the inequalities they faced. This structural shift and micro practices both lead to less oppression and more equality in the modern family.
This paper examined the self-disclosures of students about sexual abuse and assault in a university classroom. These self disclosures were secrets that prevented students from knowing and understanding their deeper selves. We described the structure of a university classroom that encouraged the revelation of secrets in the classroom. The self reported feelings of the seven individuals who revealed secrets, as well as interviews and web posts about the consequences for each individual were the basis of this paper. The classroom factors that facilitated disclosure along with positive benefits of disclosure were discussed.
This paper reviews current research regarding sexual harassment, assault, and rape and its consequences. We examine different populations in varied settings and at different ages. We supplement this analysis with personal vignettes from college students who recall how and when their harassment and assaults occurred. Their experiences are shown to affect their views on gender, and gender relations.
This paper briefly reviews the literature of incivility in the university. We then describe a case study of incivility in a university classroom. We analyze how incivility can be handled as a teaching moment that facilitates deeper learning. Rather than seeing incivility as the disruption of learning, we argue that it provides the possibilities for engagement in a form of pedagogy that stresses inclusiveness and democratic values.
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