Abstract
This critical study utilized a liberal feminist perspective to examine how communication teachers talked about gender issues in their basic communication classes and displayed gender sensitivity in their pedagogical practices. In-depth interviews and observations were conducted with fifteen teachers from seven mid-western academic institutions. The data revealed six themes, which describe how gender issues were marginalized and minimized in the talk and teaching practices of many of my research participants. Such marginalization may perpetuate disparities in the academic experiences of male and female students taking the basic communication course.
Recommended Citation
Prividera, Laura C.
(2004)
"Assessing Sensitivity: A Critical Analysis of Gender in Teaching Basic Communication Courses,"
Basic Communication Course Annual: Vol. 16, Article 12.
Available at:
https://ecommons.udayton.edu/bcca/vol16/iss1/12
Included in
Higher Education Commons, Interpersonal and Small Group Communication Commons, Mass Communication Commons, Other Communication Commons, Speech and Rhetorical Studies Commons