Family Science Faculty Members' Experiences With Teaching From a Feminist Perspective*

Abstract

Telephone interviews were conducted with 25 family science faculty members who were self‐identified feminist teachers to explore how they conceptualized teaching, translated feminist theory into classroom practice, understood their own and students' reactions to teaching, and responded to challenging situations. Their accounts illustrate a commitment to students, the centrality of dialogue as a teaching strategy and as an indication of successful teaching, and the congruency in personal and professional ideology offered by a feminist perspective. These results highlight the opportunity for teachers to focus sincerely on the interpersonal dimension of the classroom, acquire the interpersonal skills to promote dialogue and to convey respect and care of students, encourage the practice of reflexivity, and approach teaching with integrity.