The Women's Studies Experience: Impetus for Feminist Activism

1994 ◽  
Vol 18 (1) ◽  
pp. 17-24 ◽  
Author(s):  
Jayne E. Stake ◽  
Laurie Roades ◽  
Suzanna Rose ◽  
Lisa Ellis ◽  
Carolyn West

The impact of women's studies courses on students' feminist activism and related behaviors was assessed through quantitative and qualitative methods. At pretesting, women's studies students (10 classes: 161 women and 18 men) did not report significantly more activism than nonwomen's studies students taught by women's studies faculty (9 classes: 73 women and 48 men) or nonwomen's studies students taught by nonwomen's studies faculty (12 classes: 107 women and 47 men). At posttesting, women's studies students, relative to the comparison students, reported more activism during the semester of evaluation, stronger intentions to engage in future feminist activism, and more important and more positive course-related influences on their personal lives ( p < .0001).

1994 ◽  
Vol 18 (3) ◽  
pp. 403-412 ◽  
Author(s):  
Jayne E. Stake ◽  
Suzanna Rose

Stake, Roades, Rose, Ellis, and West (1994) reported that women's studies classes led to more feminist activism and greater personal course-related changes than nonwomen's studies classes. The present study tested the durability of the positive changes observed in women studies students 9 months following the last week of class. Comparisons between students who participated at follow-up (26.3%) and students who did not participate indicated that the follow-up participants were representative of all students who completed the courses. In the follow-up sample, class impact reported in the last week of class was sustained at follow-up. Women's studies students continued to report substantial changes in their interactions with others and willingness to adopt new roles and behaviors. Ratings of positive effects were significantly higher than ratings of negative effects ( p < .0001). Students' responses indicated they were using their women's studies learning as a framework for understanding their experiences and making lifestyle changes.


1983 ◽  
Vol 36 ◽  
pp. 13-14
Author(s):  
Leta A. Moniz

Integrating Women's Studies with any curriculum, political science or otherwise, is a formidable task. And like most changes in curriculum, the integration of Women's Studies material has not come about in orderly fashion. There are some dimensions to Women's Studies integration, however, that set it apart from other curriculum change.The thrust of Women's Studies vis a vis any discipline is to revise and reinterpret that discipline from a feminist perspective. Feminist philosophy has argued that traditional methodologies, theories, and manifest analyses have contained a patriarchal bias which has excluded the impact of women from the intellectual evolution of humankind. Thus, on the discipline and on the academy itself, the very premise of Women's Studies makes demands which are far-reaching and threatening to establishment doctrine.


Author(s):  
Benjamin Piper ◽  
Yasmin Sitabkhan ◽  
Jessica Mejia ◽  
Kellie Betts

This report presents the results of RTI International Education’s study on teachers' guides across 13 countries and 19 projects. Using quantitative and qualitative methods, we examine how teachers’ guides across the projects differ and find substantial variation in the design and structure of the documents. We develop a scripting index so that the scripting levels of the guides can be compared across projects. The impact results of the programs that use teachers’ guides show significant impacts on learning outcomes, associated with approximately an additional half year of learning, showing that structured teachers’ guides contribute to improved learning outcomes. During observations, we find that teachers make a variety of changes in their classroom instruction from how the guides are written, showing that the utilization of structured teachers’ guides do not create robotic teachers unable to use their own professional skills to teach children. Unfortunately, many changes that teachers make reduce the amount of group work and interactivity that was described in the guides, suggesting that programs should encourage teachers to more heavily utilize the instructional routines designed in the guide. The report includes a set of research-based guidelines that material developers can use to develop teachers’ guides that will support effective instructional practices and help improve learning outcomes. The key takeaway from the report is that structured teachers' guides improve learning outcomes, but that overly scripted teachers' guides are somewhat less effective than simplified teachers' guides that give specific guidance to the teacher but are not written word for word for each lesson in the guide.


2017 ◽  
Vol 50 (5) ◽  
pp. 535-566 ◽  
Author(s):  
Michele M. Wood ◽  
Dennis S. Mileti ◽  
Hamilton Bean ◽  
Brooke F. Liu ◽  
Jeannette Sutton ◽  
...  

Given the potential of modern warning technology to save lives, discovering whether it is possible to craft mobile alerts for imminent events in a way that reduces people’s tendency to seek and confirm information before initiating protective action is essential. The purpose of this study was to examine the possibility of designing messages for mobile devices, such as Wireless Emergency Alert (WEA) messages, to minimize action delay. The impact of messages with varied amounts of information on respondents’ understanding, believing, personalizing, deciding, and intended milling was used to test Emergent Norm Theory, using quantitative and qualitative methods. Relative to shorter messages, longer public warning messages reduced people’s inclination to search for and confirm information, thereby shortening warning response delay. The Emergent Norm Theory used herein is broader in application than the context-specific models provided by leading warning scholars to date and yields deeper understanding about how people respond to warnings.


1999 ◽  
Vol 3 (1) ◽  
pp. 27 ◽  
Author(s):  
Barbara Barnett ◽  
Mamadou Konaté ◽  
Marvellous Mhloyi ◽  
Jane Mutambirwa ◽  
Monica Francis-Chizororo ◽  
...  

1981 ◽  
Vol 1 (2) ◽  
pp. 4-8

One of the fields of sociology which is experiencing a dramatic explosion is that catch‐all area of Women's Studies. Books and articles touching on women's experiences in the labour market or in the home, the education of girls or images of femininity, the impact of the law on women or sexism in the social sciences have been proliferating in the last decade. Much of the impetus has been provided by the renascent Women's Movement, and the various academic concerns echo the diverse attacks on the status quo being made by politically active women. The one thing which holds all this material together is an explicit concern to bring women to the centre of the stage in the social sciences, instead of leaving them (as they so often have been) in the wings or with mere walk‐on parts. Taking the woman's point of view is seen as a legitimate corrective to the tendency to ignore women altogether. But is this sufficient to constitute the nucleus of a new speciality within sociology, which is what seems to be happening to ‘Women's Studies’ and ‘feminist’ social science? More seriously, should sociological discussions of women be ghettoised into special courses on women in society? As a preliminary attempt to redress the balance maybe such separate development can be justified, but if that is all that happens, the enriching potential of feminist social science may well be lost to mainstream sociology. It is not just that feminist social scientists want women to be brought in to complete the picture. It is not just that they claim that half the picture is being left unexposed. The claims are often much more ambitious than that: what much feminist writing is attempting is a demonstration of the distortion in the half image which is exposed. An injection of feminist thinking into practically any sociological speciality could lead to a profound re‐orientation of that field. More than this, a feminist approach can indicate the ways in which traditional boundaries between sociological specialities can obscure women and their special position in society. Feminist social scientists throw down the gauntlet on the way in which the field of sociology has traditionally been carved up. But if women's studies are kept in their ghetto, this challenge will be lost: to me, the explicitly critical stance which feminist research takes with respect to mainstream sociology is one of its most exciting qualities, and such research has important insights to contribute to the development of the discipline.


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