1st Edition

Gender Identity, Equity, and Violence Multidisciplinary Perspectives Through Service Learning

Edited By Geraldine B. Stahly Copyright 2007

    The authors of the thirteen chapters in this volume bring excitement and innovations to teaching about gender from a wide range of theoretical and discipline perspectives. They exhibit the inclusiveness that is central to feminist pedagogy–a perspective that centers the educational enterprise in the analysis of the interconnectedness of social categories that have traditionally divided and given root to inequality and oppression and aims for no less than social transformation. Empowerment is a core value in gender education and the experiential approach nurtures that goal. This volume provides many examples of the power of learning through experience as the authors demonstrate that, “…the authority of the feminist teacher as intellectual and theorist finds expression in the goal of making students themselves theorists of their own lives by interrogating and analyzing their own experience.” (Weiler, 1991)To stimulate the adaptation of the approaches described in these books, each volume includes an Activity / Methodology table that summarizes key elements of each example, such as class size, pedagogy, and other disciplinary applications.

    Foreword—Robert A. Corrigan; About This Series—Gerald Eisman; Introduction—Geraldine B. Stahly; Activity/Methodology Table; List of Contributors SECTION I GENDER AND IDENTITY. 1. Gender, Identity, Theory, and Action—Talia Bettcher; 2. Final Project Runway. In the I’s of Asian American Women—Allyson Tintiangco-Cubales; 3. The Gendered Meaning Of Dress—Connie Ulasewicz SECTION II THE SOCIAL CONSTRUCTION OF GENDER IN AN EDUCATIONAL SETTING. 4. Examining Gender and Classroom Teaching Practices—Sherrie Carinci; 5. Feminism, Public Sociology and Service Learning. Issues of Gender in the Primary School Classroom—Kristyan M. Kouri SECTION III FEMINIST PEDAGOGY AND SERVICE LEARNING. 6. Women as Social Warriors. A Framework for Community Service-Learning Combining Amazonian Feminist Thinking and Social Justice Education Theories—Veda E. Ward; 7. Placing Gender and Multi-Cultural Competence at the Center. The Young Women’s Studies Club—Susan E. Cayleff and Angela J. LaGrotteria; 8. Learning about Prejudice, Oppression, and Hate. Reversing the Silence—Silvina Ituarte SECTION IV WOMEN AND VIOLENCE. 9. Using an Ecological Perspective to Understand and Address Sexual Assault on Campus—Courtney E. Ahrens and Patricia D. Rozee; 10. From “No means No” to Community Change. The Impact of University Based Service-Learning Related to Intimate Violence Prevention—Elena Klaw and Marilyn C. Ampuero; 11. Service Learning in a Psychology Course. Women and Violence—Gloria Cowan SECTION V SERVICE LEARNING AND RESEARCH. 12. Empowering Older Women through Service-Learning Research—Luciana Lagana; 13. DNA as a Tool For Social Justice. Service Learning and Paternity Testing In Tanzania—Ruth Ballard.


    Geraldine B. Stahly is Professor of Psychology at California State University, San Bernardino. Robert A. Corrigan is President, San Francisco State University. Gerald S. Eisman is the Acting Director of the Institute for Civic and Community Engagement at San Francisco State University.