Aspects of Gender Analysis in Recent Feminist Psychological Thought and their Implications for Curriculum

Abstract

The article reviews the trend toward “gender analysis” in recent feminist theorizing, focusing on recurring concepts in the work of three particular women, Dorothy Dinnerstein, Nancy Chodorow, and Gayle Rubin. Although theoretical differences are discussed, the article emphasizes the similar conclusions which the authors reach regarding the kind of social action which might effect a break-up of gender-linked rigidity. The essay concludes with a discussion of the implications of gender analysis for educators, including comments on textbooks, teacher training, epistemology, curriculum research, and administration.