Using Models of Feminist Pedagogies to Think About Issues and Directions in Graduate Education for Women Students

Grace, André P.; Gouthro, Patricia A.

doi:10.1080/713695714

Cited by 49 publications

(18 citation statements)

References 3 publications

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“…Unlike their male colleagues, they cannot easily have both'. Although women's participation at undergraduate and Masters' level is increasing, women comprise only about a third of Ph.D. students (Grace & Gouthro, 2000). As long as this inequality persists, the 'glass ceiling' in academia is likely to remain, where few women will become full-time faculty.…”

Section: Power Issues In the Homeplacementioning

confidence: 97%

Assessing power issues in Canadian and Jamaican women's experiences in learning via distance in higher education

Gouthro

2004

Teaching in Higher Education

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This paper examines a qualitative research study which examines the experiences of ten Jamaican and Canadian women engaged in learning via distance in a graduate adult education program. Using a critical feminist perspective, three power issues emerged as topics for discussion that are important for distance educators in higher education to take into consideration. These are some of the ethical and practical challenges of teaching internationally and cross-culturally, gender differences in power relationships in the distance learning classroom, and the impact of relationships in the homeplace and how this may affect women's learning experiences.

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Section: Power Issues In the Homeplacementioning

confidence: 97%

Assessing power issues in Canadian and Jamaican women's experiences in learning via distance in higher education

Gouthro

2004

Teaching in Higher Education

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“…Although many reentry studies use Schmidt's (1983) 25‐year‐old point as a marker for the older student, recent studies have also begun to consider another reentry marker, the much older student returning to school. Thus, the aging “baby boomer” population (Lakin et al, 2007; Sullivan, 2008), especially the female group (Andom, 2007; Gearon, 2008; Grace & Gouthro, 2000; Home, 1997; Kirby, Biever, Martinez & Gomez, 2002; Sweet & Moen, 2007), has had a remarkable effect on the changing face of the university and has been quite vocal in questioning the barriers that continue to plague the returning student. A study by Lakin et al (2007) found that “ageist attitudes might impede more progressive policies and practices … .…”

Section: Early Indications Of Reentrymentioning

confidence: 99%

Where is Merlin when I need him? The barriers to higher education are still in place: Recent re-entry experience

Colvin

2013

New Horizons in Adult Education and Human Resource Development

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While the GI bill after WWII encouraged education for the older students, the combination of baby boomers and the rise of feminism have prompted a new wave of returning students to academia. The nontraditional student since the 1970s has often been an older female returning for a graduate degree. Making the decision to return has not been easy, and the older student can expect to encounter multiple barriers to her progress before attaining her desired degree. These barriers have been in place and have been the subject of studies for the past forty years, and they remain firmly in place in the new century. This study looks at the barriers through the lens of one older female student in her first summer of graduate school. Using data from diaries, narrative journals, class papers, and reflections, the student compares her experiences with the findings of current studies.

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“…Secondly, the women's stories point to lecturers' adherence to traditional teaching methods in spite of modern technological advancement and the new composition of HE participants. On this issue, Grace & Gouthro (2000) argue that the competing responsibilities and different dispositions that mature women bring with them into HE institutions necessitate the kind of teaching methods that they call 'participatory pedagogical approaches', which connect to their lived experiences. Grace & Gouthro (2000) corroborate hooks ' (1994) view that pedagogical approaches should emphasise teacher responsibility and locate teacher authority within a teacherlearner interaction that highlights cooperation, collaboration and sharing.…”

Section: Academic Workmentioning

confidence: 99%

Returning to Study in Higher Education in Ghana: Experiences of Mature Undergraduate Women

Adu‐Yeboah

Forde

2011

Research in Comparative and International Education

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This study was based on the assumption that in Ghana, women who return late to higher education combine domestic and academic work and, in the process, experience tensions and difficulties in the face of cultural and academic prejudice. It employed an interpretive qualitative research approach via narrative interviews with eight mature undergraduate women from different socioeconomic backgrounds in one public university. The intention was to explore their experiences and use the findings to make suggestions for institutional development and learning. The data was collected in May 2009 from a sample of first-and final-year women from the Departments of Sociology and Basic Education in one of the oldest public universities in the southern part of Ghana. The women students found academic work difficult and made reference to gaps in terms of their knowledge deficit, unfamiliar courses and teaching methods. Recommendations from the study include the formulation of an institutional policy on mature women students in particular, and non-traditional students in higher education generally, and the regular provision of professional development programmes for higher education practitioners. Christine Adu-Yeboah &Linda Dzama Forde 401 Morley (2005), exclusivity in HE varies in respect of ethnic minority groups, the physically challenged, mature students (that is, those aged over 25 years), those possessing non-standard entry qualifications and women, among others. For them, this depends on the geographical, economic and cultural contexts. In the case of women, global statistics indicate that rates of HE participation are now slightly higher than for men. This is indicated by a Gender Parity Index of 1.08 in favour of women (UNESCO Institute for Statistics, 2009). In North America and Europe, the UNESCO report further indicates that the female participation ratio is one-third higher than that for men, and in Latin America, the Caribbean and Central Asia, as well as the Arab States, females outnumber men or are equal with them. The situation is, however, not the same in sub-Saharan Africa, where the report points out that in 2007, there were 66 female students for every 100 males, or 1.5 times more males than females in HE. This is the lowest such ratio anywhere in the world (UNESCO Institute for Statistics, 2009). The reasons for women's under-representation and lack of meaningful participation in HE in Africa include cultural and political obstacles (UNESCO, 2009, p. 6), as well as negative experiences in HE which impede their successful completion (Morley & Lussier, 2009). The implication is that beyond simply gaining access to HE, women's meaningful participation and qualitative experiences are not given due attention (Morley & Lugg, 2009; Morley et al, 2010). Women and Girls' Education in Ghana In Ghana, women's participation in HE has recorded some noteworthy increases. From as low as 3630 in 1993 (Ghana Statistical Service, 2001), women's participation increased to 29,059 in the 2005/2006 academic year (National Council...

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Using Models of Feminist Pedagogies to Think About Issues and Directions in Graduate Education for Women Students

Cited by 49 publications

References 3 publications

Assessing power issues in Canadian and Jamaican women's experiences in learning via distance in higher education

Assessing power issues in Canadian and Jamaican women's experiences in learning via distance in higher education

Where is Merlin when I need him? The barriers to higher education are still in place: Recent re-entry experience

Returning to Study in Higher Education in Ghana: Experiences of Mature Undergraduate Women

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