In a message dated 2/28/99 1:38:44 AM Pacific Standard Time,
[EMAIL PROTECTED] writes:
<< I see nothing wrong with offering a class for exclusively one gender, as
long as another class, with the same teacher and curriculum, is simultaneously
available for those of both genders who would prefer to take the class coed.
>>
Hi Joe,
This is an egalitarian solution, but rarely, in the institutions I've taught
in, achievable in terms of how classes are added to the curriculum and
scheduled. You also mention male posturing, which can be just as undermining
to learning as female reticence, in my opinion. I've observed male students
become so worked up about making their point that they lose perspective on the
discussion at large, not good training for getting on in the world, in my
opinion. One solution to both male posturing and female reticence comes about
because of the nature of the composition classroom, in which we do a lot of
work in small groups. This work can be difficult and even painful, sharing
drafts of one's work and having it critiqued, debating issues and trying to
reach group consensus, etc. What is magical about it is that these groups
over time develop into a kind of support system, in which, when it is time for
the shyest group member to speak to the class at large for the group, the
group gives help and support, and when the most bombastic member (not always
male, by any means) is called on to "profess," the task of having to explain
other opinions in addition to his/her own seems to prevent knee-jerk ranting.
It think it is advisable to say that, non-coed colleges aside, most American
students are going to receive a co-ed education, and that learning to cope in
mixed-gender classrooms is part of the process. I had a great deal of
experience, as an undergraduate, with male students subtly or even overtly
putting down the intelligence of female students, but when I was an
undergraduate the professors priveleged male discussion styles over female.
This is slowly changing as more women become college teachers, and as more
college teachers learn to value women's contributions, I sincerely hope.
I would also add that reticent women are frequently as much afraid of the
judgment of their female peers as they are of the men's. This is particularly
true in classes of very young students, in which high-school type cliques
form, with a certain number of the women engaging in female posturing. To a
certain extent, all these behaviors arise from insecurity, and it is the
teacher's role to understand but not reward them.
Jane
