What Characteristics Distinguish Women's Studies Courses from Other Courses?
Although there is great variety in women's studies courses, some shared topics
and principles can be identified. The following questions may assist faculty
in constructing or evaluating women's studies courses and may suggest to students
what they might expect in a women's studies course.
CONTENT
Does the course use gender as its central organizing principle and critical
framework?
Does the course use gender as its central organizing principle and critical
framework?
Is the subject matter of the course women's experience as it has been constructed
and described for women and by women in a gendered world?
Does the course also emphasize race, nationality, class, age, and sexual
orientation along with gender as categories of analysis?
Is the authority of the teacher decentralized, placing more responsibility on
students for learning?
Does the teaching seek to empower students? Does it encourage students to
actively participate? Does it foster dialogue? Does it create a safe arena in
which students may express disagreement and be challenged?
Does it encourage students to connect theory with experience?
Does the class incorporate teaching practices that adapt to women's--as well
as men's--individual strengths (i.e., research has shown that women might
prefer learning tasks that are connected and holistic, while men might prefer
a more separated, analytical approach)?
Do the textbooks represent women as equally responsible for the construction
of knowledge and culture?
Do they avoid gender-exclusive language? Are the textbooks authored by
women? Do the texts' bibliographies reflect the contributions of women?
