Women’s studies is an interdisciplinary course of study that assimilates the contribution of females as individuals throughout history and current society. There is a vast number of college and universities that offer undergraduate, graduate and doctorate level training that blends feminism with gender and sexuality. A Degree program such as The College of William and Mary in “Women’s Studies offers in depth major or minor in “Gender, Sexuality and Women’s Studies.” (William & Mary Arts & Science) This discipline explores our culture’s representation of women in society and challenges those involved in this discipline to evaluate the interplay and relationship between race, class, gender, and sexuality. According to Gollnick and Chinn “women’s studies provides a perspective that is foreign to most students.” (p. 147) The voice of women in traditional history courses has been underrepresented and that may be due in part to our patriarchal society and dominant culture in the United States. Currently, the American perception of gender and sexuality is being challenged by gay community for the right enter in convent of marriage and this reinforces the need in higher education for programs that explore sexuality and gender issues. The social constriction of gender and racial stereotypes are issues that are addressed in this course of study (What is Gender Studies.) As an educator for adult students in the field of radiography, I find it is important to have discussions, think critically about gender, sexuality to aid students in recognizing gender biases and broaden their view of the healthcare community they are learning to serve. Another extension Women’s Studies is the role of nonsexist education and teachers have a unique ... ... middle of paper ... ...Studies. References Gender, Sexuality & Women's Studies. (n.d.). Retrieved from William & Mary Art and Science Abot: http://www.wm.edu/as/gsws/index/php Gollnick, D. M., & Chinn, P. C. (2009). Multicultural education in a pluralistic society. Columbus, OH: Prentice Hall. Non-sexist Pedagogy What does it mean? (2011). Retrieved from Codev.org http://www.codev.org UMaine nonsexist language policy. (n.d.). Retrieved from The University of Maine: http://www.umaine.edu/womensstudies/home/non-sexist-language-policy What is Gender Studies. (n.d.). Retrieved from UCLA Department of Gender Studies: htp://www.genderstudies.ucla.edu Women's National Law Center. (2012, June 13). Retrieved from The next generation of title ix: Stem - science, technology, engineering, and math: http://www.nwlc.org/resource/next-generation-title-ix-stem-science-technology-engineering-and-math
Ugbu, J., U. (1992). Understanding cultural diversity and learning. EDUC 160 Urban Education (Spring 2014, pp. 213-228)
The multicultural movement in education is deeply rooted, and the movement as we know it today dates back to the 1960s, when the civil rights movement was in full swing. Stemming from the Brown vs. Board of Education (1954) decision and out of the demand by ethnic groups to be included in public schools, colleges, and universities, the main thrust of the mo...
Baruth, Leroy G., and M. Lee Manning, eds. Multicultural Education of Children and Adolescents. Needham Heights: Allyn and Bacon, 1992.
Lindsey, Linda L. 2010. "Gender Development: Biology, Sexuality, and Health:" Pp. 23-56 in Gender Roles: A Sociological Perspective, edited by L. Lindsey. Upper Saddle River, NJ: Prentice Hall.
Wright, Alexandra. "Women's Rights in Present-Day America | EHow." EHow. Demand Media, 24 Sept. 2009. Web. 05 Nov. 2013.
The theme of the first semester of my senior year at Bryn Mawr College, although I have lacked any gender coursework in my first three years of semesters, unexpectedly heavily involves the collision of the science, literature, and politics of gender. As my most last minute, haphazard schedule of any semester ever, on the next to last day of the shopping week period, I found myself adding two gender studies classes to my schedule. One entitled Advanced Topics in Developmental Psychology for my Psychology minor, and the other entitled, Interdisciplinary Perspectives of Sex and Gender. Both classes, although very different in their methodology - (one placing a profound importance on precision, cautious and careful experiment design, and the other on "stories" both individual and collective, and their relation to society) - hoped to find the "real" gender problems, look at them with the attention they deserve, and encourage some kind of dialogue for change.
Multicultural education is a process of comprehensive school reform and basic education for all students. It challenges and rejects racism and other forms of discrimination in schools and society and accepts and affirms pluralism (ethnic, racial, linguistic, religious, economic, and gender, among others) that students, their communities, and teachers reflect (Nieto, 2000).
The role of the nurse is predominantly perceived as a female profession, however more men are pursuing a career as a nurse. In the nursing profession men are being subjected to discrimination and bias due to the typecasting of the nurse as a feminine occupation. Consequently, male nurses are presumed as homosexual and exposed to homophobic attitudes (Mohamed, Mohamed, 2015). Also, there is a perception men only become nurses due to their failure at pursuing a career as a medical practitioner. The scope of nursing necessitates a caring and compassionate attributes, characteristics only seen in the female disposition, this misconception suggests men lack these
Manning, L.M. & Barruth, L.G. (2009). Multicultural education of children and adolescents (5th edition). Boston: Allyn & Bacon.
Women and gender studies contribute greatly to our understanding of the social and cultural world we inhabit. Studying the complex issues of this field has instituted many key insights. Two major insights that positively affected our society are the awareness through learning and through this awareness activism that can ensue.
Wilton, Tamsin. "Which One's the Man? The Heterosexualisation of Lesbain Sex." Gender, Sex, and Sexuality. New York: Oxford University, 2009. 157-70. Print.
As we proceed further into the 21st century, multiculturalism becomes more relevant to obtaining a truly global society. Dr. James A. Banks defines the meaning of multicultural education and its potential impact on society when it is truly integrated into American classrooms. In his lecture, Democracy, Diversity and Social Justice: Education in a Global Age, Banks (2006) defines the five dimensions of multicultural education that serve as a guide to school reform when trying to implement multicultural education (Banks 2010). The goal of multicultural education is to encourage students to value their own cultures and the diverse cultures of those around them without politicizing their differences but rather, as Banks passionately explains in his lecture, “to actualize the ideals stated in the Constitution” (2006) forming “civil, moral, and just communities.”
Manning, L. & Baruth. L. (2009). Multicultural education of children and adolescents (5th Ed.). Needham Heights, MA: Allyn and Bacon.
Parrish, Patrick, and Jennifer A. Linder-VanBerschot. “Addressing the Challenges of MulticulturalInstruction.” Cultural Dimensions of Learning 11.2 (2010): 10 pgs. Web. 8 June 2015.
The cultural diversity in society, which is reflected in schools, is forcing schools not to solely rely on content-centered curriculum, but to also incorporate student-centered lesson plans based on critique and inquiry. This requires multicultural education to a dominant part of the school system, not just an extra course or unit. Further, it demands that learning itself no longer be seen as obtaining knowledge but rather, education be seen as creating knowledge. Multicultural education should be seen as affirming the diversity of students and communities, promoting the multicultural ideas of the United States, and building the knowledge and behaviors needed for students to be a positive and contributing member of society and the global community as a whole.