When men participate as students in WomenÃÂ¿s and Gender Studies (WGS) classrooms, they undergo feminist change. They adopt more progressive understandings of gender, show greater support for feminism, and increase their involvement in antisexist activism. Male students in WGS classrooms benefit to the same degree as female students, showing similar levels of change, although they start with poorer attitudes and thus the gap between them and their female peers persists. At the same time, male studentsÃÂ¿ presence highlights critical challenges to feminist pedagogy: gendered patterns of interaction, resistance to feminist teaching, and limitations on womenÃÂ¿s critical reflections on personal experience. When men teach WGS, typically they are ``graded upÃÂ¿ÃÂ¿ÃÂ¿evaluated by students as less biased and more competent than female professors. Male professors face distinct dilemmas in teaching about gender inequality from a position of privilege. Yet, like male students, they can adopt traitorous and antipatriarchal social locations and standpoints, developing pedagogies for and by the privileged.
Available at: http://works.bepress.com/michael_flood/5/