Abstract
Curriculum revision provides one way of contesting the institutionalized sexism found in basic speech communication courses. This essay presents a case study of a project for moving toward a gender balanced curriculum. The case study illustrates how McIntosh's five‐stage typology of revision can be applied to basic communication courses. This typology presents both a critique of institutionalized practices and a systematic approach to change. Student responses to the project are analyzed as a way of suggesting the impact of curriculum revision.
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