Most College Students Are Women
Implications for Teaching, Learning, and Policy

Foreword by David Sadker
Paper: 978 1 57922 191 1 / $35.00
Published: November 2008  

Cloth: 978 1 57922 190 4 / $75.00
Published: November 2008  

Lib E-Book: 978 1 57922 998 6 / $95.00  
About Library E-Book

Published: June 2012  

Publisher: Stylus Publishing
210 pp., 6" x 9"
Series: Women in Academe Series
* Reveals continuing barriers to success for women students
* Offers remedies that will benefit all students

What are the realities behind recent press reports suggesting that women students have taken over higher education, both outnumbering males and academically outperforming them? Does women’s development during college diverge from the commonly accepted model of cognitive growth? Does pedagogy in higher education take into account their different ways of knowing? Are there still barriers to women’s educational achievement?

In answering these questions, this book’s overarching message is that the application of research on women’s college experiences has enriched teaching and learning for all students. It describes the broad benefits of new pedagogical models, and how feminist education aligns with the new call for civic education for all students.

The book also examines conditions and disciplines that remain barriers for women’s educational success, particularly in quantitative and scientific fields. It explores problems that arise at the intersection of race and gender and offers some transformative approaches. It considers the impact of the campus environment—such as the rise of binge drinking, sexual assault, and homophobic behaviors—on women students’ progress, and suggests means for improving the peer culture for all students. It concludes with an auto-narrative analysis of teaching women's studies to undergraduates that offers insights into the practicalities and joys of teaching.

At a time when women constitute the majority of students on most campuses, this book offers insights for all teachers, male and female, into how to help them to excel; and at the same time how to engage all their students, in all their diversity, through the application of feminist pedagogy.

Table of Contents:
Acknowledgements; Foreword—David Sadker; Introduction: Women Learners on Campus: What Do We Know and What Have We Done?—Jeanie K. Allen, Diane R. Dean and Susan J. Bracken; 1) Feminist and Civic Education: Bridging Parallel Approaches to Teaching and Learning—Becky Ropers-Huilman, Louisiana State University, and Betsy Palmer, Montana State University; 2) Learning Partnerships: A Gender-Inclusive Model for Undergraduate Teaching—Marcia B. Baxter Magolda, Miami University of Ohio; 3) Effective practices in fostering developmental growth in women learners: A view from neurophysiology—Kathleen Taylor, St. Mary’s of California, and Catherine Marienau, The New School, DePaul University; 4) Women in Technology Careers—Teri Sosa, St. Joseph’s University; 5) Helping Women Improve Statistics Learning Online through Authentic Learning and Emotional Intelligence—Marilyn K. Simon, Walden University; 6) Examining the Baggage: First Steps Towards Transforming Habits of Mind around Race in Higher Education—Crystal Gafford Muhammad, East Carolina University, and Adrienne Dixson, The Ohio State University; 7) Is Mona Lisa Still Smiling? Women and the out of class experience—Jeanie K. Allen, Drury University; 8) Submerged Feminism(s)? Perceptions of Adult Education Student Experiences with Women’s Studies Scholarship—Susan J. Bracken, North Carolina State University; Conclusion: Back(lash) to the Future—Jeanie K. Allen, Diane R. Dean and Susan J. Bracken; Index.

Reviews & Endorsements:
"Overall, Most College Students are Women is a good primer for those unfamiliar with scholarship about transformative pedagogy (including feminist pedagogy), adult learning and development, and the current status of women students in the academy. The text is well written and well organized... I applaud the editors' efforsts to include authors at a variety of points in their academic careers. Opportunities are rare for newer scholars to contribute to a volume of this nature, one that is likely to be used in diversity and social justice courses in higher education."
- The Review of Higher Education
"One of the real strengths underlying most of the articles in this volume is the reliance on women’s reflections upon and perceptions of the learning environment. By providing women learners’ own perspectives on their classroom experiences within the context of educational research and theory, the contributors present a powerful look at the impact of pedagogical strategy with relation to multiple disciplines. As an educator and a learner, I appreciate the real-life experiences provided in this book. Practitioners in higher education have a great deal to learn about their students and their learning experiences. All things considered, this is a great collection for both feminists and those who don’t identify as such. I am excited to share this text with my co-workers in women’s studies and my fellow students and professors in adult education. I look forward to implementing some of the suggested practices next semester."
- Feminist Teacher
Related Titles by Subject:
See Gender Studies catalog and Gender and Higher Education ( Higher Education )