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PRINTED FROM the OXFORD RESEARCH ENCYCLOPEDIA, INTERNATIONAL STUDIES (oxfordre.com/internationalstudies). (c) Oxford University Press USA, 2019. All Rights Reserved. Personal use only; commercial use is strictly prohibited (for details see Privacy Policy and Legal Notice).

date: 16 July 2019

Summary and Keywords

One aspect of women’s professional experience in the field of international studies is that of teaching. Women’s experience in the gendered classroom has been shaped by three general factors: their identity, their interests, and the institutions in which they work. Major dimensions of identity can be grouped into: identity as reputation; identity as race and sex; and identity as role models and mentors. Meanwhile, women’s teaching is clearly affected by their scholarly interests, which impact on both the subjects they choose to teach and their pedagogical approaches. While it would not be surprising to find that women teachers tend to teach more about women and feminism, a major survey of International Relations (IR) faculty in the United States found other significant differences between women and men in the classroom, often linked to women’s differing research interests. Women’s teaching is also impacted by the institutional environment in which they work. Surveys and studies across the academic spectrum confirm the importance not only of gender equity at institutions, but also the presence of an institutional climate, or culture, that is friendly to women faculty. Major elements that affect the institutional environment include the number of faculty women (including senior women); the type of institution (its focus on research or teaching); and the ability to offer feminist and gender courses, and related pedagogies.

Keywords: international studies, gendered classroom, identity, scholarly interests, institutional environment, pedagogical approaches, feminism, gender equity, women faculty

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