From research to pedagogy: Teaching gender and communication

Abstract

In this paper we examine pedagogical issues related to the teaching of gender and communication. Specifically, we explore how the tendencies to dichotomize women's and men's behavior according to expected roles, and modes of researching gendered communication have led to linking and privileging men's modes of communication in the professional arena and women's modes of communication in intimate relationships. We conclude by raising several challenges and responsibilities communication educators confront when they teach the topic of gender and communication.