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Winkler, Barbara Scott, and Carolyn DiPalma. (eds). (1999). Teaching Introduction to Women’s Studies: Expectations and Strategies. Praeger Publishers.
The Introductory Course: A Voice from the Broader Field of Women’s Studies / Barbara Scott Winkler and Carolyn DiPalma.
Overviews/Resources.
The Ideologue, the Pervert, and the Nurturer, or Negotiating Student Perceptions in Teaching Introductory Women’s Studies Courses / Vivian M. May.
Conceptualizing the Introduction to Women’s Studies Courses at the Community College / Karen Bojar.
Reading Women’s Lives: A New Database Resource for Teaching Introduction to Women’s Studies / Mary Margaret Fonow with Lucy Bailey.
Theorizing Expectations.
Border Zones: Identification, Resistance, and Transgressive Teaching in Introductory Women’s Studies Courses / Katherine Ann Rhoades.
Revisiting the “Men Problem” in Introductory Women’s Studies Classes / Glyn Hughes.
“Is This Course Just About Opinions or What?” Scripted Questions as Indicators of Group Development in an Introduction to Women’s Studies Class / Toni C. King.
Students’ Fear of Lesbianism / Margaret Duncombe.
“When I Look at You, I Don’t See Race” and Other Diverse Tales from the Introduction to Women’s Studies Classroom / Lisa Bowleg.
Inter-Racial Teaching Teams, Anti-Racism, and the Politics of White Resistance: Teaching Introduction to Women’s Studies at a Predominantly White Research Institution / Audre Jean Brokes and France Winddance Twine.
Feminism in the Field of Local Knowledge: Decolonizing Subjectivities in Hawaii / Kathleen O. Kane.
Applying Strategies.
Cybergrrrl Education and Virtual Feminism: Using the Internet to Teach Introductory Women’s Studies / Martha McCaughey and Carol J. Burger.
Webbed Women: Information Technology in the Introduction to Women’s Studies Classroom / Maria Pramaggiore with Beth Hardin.
Reading GlamourMagazine: The Production of “Woman” / Stacy Wolf.
MY FATHER’S WASP: Spelling the Dimensions of Difference / Helen M. Bannan.
Encouraging Feminism: Teaching The Handmaid’s Tale in the Introductory Women’s Studies Classroom / Lisa M. Logan.
The Outrageous Act as Gender Busting: An Experiential Challenge to Gender Roles / Sandra D. Shattuck, Judith McDaniel, and Judy Nolte Temple.
Outrageous/Liberating Acts: Putting Feminism into Practice / Ann Mussey and Ann Kesselman.
Conclusion: Undoing Our Habits.
When Things Fall Apart / Jane A. Rinehart.
Wood, Robert. (1993). The Dialectic Suppression of Feminist Thought in Radical Pedagogy. Journal of Advanced Composition, 13(1), Winter.
Worell, J., Stilwell, D., Oakley, D., & Robinson, D. (1999). Educating about women and gender: Cognitive, personal and professional outcomes. Psychology of Women Quarterly, 23, 797–811.
Yoder, J.D., Fischer, A.R., Kahn, A.S., & Groden, J. (2007). Changes in students’ explanations for gender differences after taking a Psychology of Women class: More constructionist and less essentialist. Psychology of Women Quarterly, 31, 415-425.
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