Gender in Motion

Developmental Changes in Students' Conceptualizations of Gender Through Participation in a First-Year Seminar Course

Andrew S Walters, Kateryna M. Sylaska

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

Students enrolled in a first-year seminar course focused on gender provided attitudinal and experiential responses at two points during the course: during the first week of class and during the last week of class. A qualitative-quantitative method using concurrent triangulation was used to investigate pre- and post-test responses to core concepts of a gender class and to potential changes in students' perceptions of gender, masculinity, femininity, and corporate media on enacted gender. Qualitative analyses suggested that course curricula moved students to conceptualize dimensions of gender in new and more intellectually complex ways. Two dominant themes-the power of social-structural forces to channel gender appropriateness and personal transformations of embodying an authentic gender-emerged from narrative analyses. Narratives also elucidated the importance of pedagogical tenor in creating a class environment where students felt safe to challenge currently-held intellectual and interpersonal conceptualizations of gender.

Original languageEnglish (US)
Pages (from-to)89-109
Number of pages21
JournalAmerican Journal of Sexuality Education
Volume7
Issue number2
DOIs
StatePublished - Apr 2012

Fingerprint

participation
gender
student
narrative
triangulation
femininity
quantitative method
qualitative method
masculinity
curriculum

Keywords

  • Gender
  • gender education
  • men's studies
  • psychology of gender
  • women's studies

ASJC Scopus subject areas

  • Education

Cite this

@article{4be76741c78a44a99b86e2e2c1d4f965,
title = "Gender in Motion: Developmental Changes in Students' Conceptualizations of Gender Through Participation in a First-Year Seminar Course",
abstract = "Students enrolled in a first-year seminar course focused on gender provided attitudinal and experiential responses at two points during the course: during the first week of class and during the last week of class. A qualitative-quantitative method using concurrent triangulation was used to investigate pre- and post-test responses to core concepts of a gender class and to potential changes in students' perceptions of gender, masculinity, femininity, and corporate media on enacted gender. Qualitative analyses suggested that course curricula moved students to conceptualize dimensions of gender in new and more intellectually complex ways. Two dominant themes-the power of social-structural forces to channel gender appropriateness and personal transformations of embodying an authentic gender-emerged from narrative analyses. Narratives also elucidated the importance of pedagogical tenor in creating a class environment where students felt safe to challenge currently-held intellectual and interpersonal conceptualizations of gender.",
keywords = "Gender, gender education, men's studies, psychology of gender, women's studies",
author = "Walters, {Andrew S} and Sylaska, {Kateryna M.}",
year = "2012",
month = "4",
doi = "10.1080/15546128.2012.680856",
language = "English (US)",
volume = "7",
pages = "89--109",
journal = "American Journal of Sexuality Education",
issn = "1554-6128",
publisher = "Routledge",
number = "2",

}

TY - JOUR

T1 - Gender in Motion

T2 - Developmental Changes in Students' Conceptualizations of Gender Through Participation in a First-Year Seminar Course

AU - Walters, Andrew S

AU - Sylaska, Kateryna M.

PY - 2012/4

Y1 - 2012/4

N2 - Students enrolled in a first-year seminar course focused on gender provided attitudinal and experiential responses at two points during the course: during the first week of class and during the last week of class. A qualitative-quantitative method using concurrent triangulation was used to investigate pre- and post-test responses to core concepts of a gender class and to potential changes in students' perceptions of gender, masculinity, femininity, and corporate media on enacted gender. Qualitative analyses suggested that course curricula moved students to conceptualize dimensions of gender in new and more intellectually complex ways. Two dominant themes-the power of social-structural forces to channel gender appropriateness and personal transformations of embodying an authentic gender-emerged from narrative analyses. Narratives also elucidated the importance of pedagogical tenor in creating a class environment where students felt safe to challenge currently-held intellectual and interpersonal conceptualizations of gender.

AB - Students enrolled in a first-year seminar course focused on gender provided attitudinal and experiential responses at two points during the course: during the first week of class and during the last week of class. A qualitative-quantitative method using concurrent triangulation was used to investigate pre- and post-test responses to core concepts of a gender class and to potential changes in students' perceptions of gender, masculinity, femininity, and corporate media on enacted gender. Qualitative analyses suggested that course curricula moved students to conceptualize dimensions of gender in new and more intellectually complex ways. Two dominant themes-the power of social-structural forces to channel gender appropriateness and personal transformations of embodying an authentic gender-emerged from narrative analyses. Narratives also elucidated the importance of pedagogical tenor in creating a class environment where students felt safe to challenge currently-held intellectual and interpersonal conceptualizations of gender.

KW - Gender

KW - gender education

KW - men's studies

KW - psychology of gender

KW - women's studies

UR - http://www.scopus.com/inward/record.url?scp=84862316867&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84862316867&partnerID=8YFLogxK

U2 - 10.1080/15546128.2012.680856

DO - 10.1080/15546128.2012.680856

M3 - Article

VL - 7

SP - 89

EP - 109

JO - American Journal of Sexuality Education

JF - American Journal of Sexuality Education

SN - 1554-6128

IS - 2

ER -