Heterosexism and Gay/Lesbian/Bisexual Experiences: Teaching Strategies and Exercises

Eichstedt, Jennifer L.

doi:10.2307/1318876

Cited by 19 publications

(9 citation statements)

References 19 publications

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“…While problems of student bias and inadequate consideration of GLBT issues have been identified, criminal justice still remains behind other disciplines that have explored specific pedagogical approaches to teaching GLBT issues, including sociology (e.g., Eichstedt 1996;Hubbard and De Welde 2003), psychology (e.g., Simoni 1996;Battle 2004), philosophy (e.g., Faust 2007Mohr 1984), andlaw (e.g., Fradella 2007;Nyquist, Ruiz, and Smith 1999). The current article builds on prior work and begins to fill the void in the literature by offering specific pedagogical suggestions and resources for integrating GLBT issues into the criminal justice curriculum.…”

Section: Diversity Issues In the Criminal Justice Curriculummentioning

confidence: 99%

“…However, there are techniques by which sexuality may be incorporated into criminal justice courses (for a brief but useful discussion of similar strategies in sociology, see Eichstedt 1996). Four techniques are listed below, ordered from the least intrusive to the more sophisticated means, including: utilizing teachable moments; incorporating content into required courses; incorporating content into existing diversity courses; and developing new, specialized electives.…”

Section: Integrating Issues Of Sexuality In Criminal Justice Coursesmentioning

confidence: 99%

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Integrating Gay, Lesbian, Bisexual, and Transgender Issues into the Undergraduate Criminal Justice Curriculum

Fradella¹,

Owen²,

Burke³

2009

Journal of Criminal Justice Education

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Section: Diversity Issues In the Criminal Justice Curriculummentioning

confidence: 99%

Section: Integrating Issues Of Sexuality In Criminal Justice Coursesmentioning

confidence: 99%

Integrating Gay, Lesbian, Bisexual, and Transgender Issues into the Undergraduate Criminal Justice Curriculum

Fradella¹,

Owen²,

Burke³

2009

Journal of Criminal Justice Education

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“…There is widespread agreement that heterosexism in schools and universities could diminish with more inclusive curriculum and pedagogy that pushes both educators and students to critically examine and challenge heteronormativity (Airton, 2009;Eichstedt, 1996;GLSEN, 2012;Horvitz, 2011;Kissen, 2002;Rankin, 2006). Of course, the main goal of such a change is to create safer and more welcoming environments for LGBTQ students, faculty, and staff.…”

Section: Heteronormativity Heterosexism Homophobia and Privilegementioning

confidence: 99%

“…Meanwhile the literature on teaching sociology at the college level continually pushes educators to design opportunities for students to learn about the social world through firsthand experiences (Eichstedt, 1996;Mobley, 2007;Rajaram, 2007;Wright, 2000) and other activities that "sensitize" them to inequities and injustices in their own society (De Welde & Hubbard, 2003;Tiemann, Davis, & Terri, 2006).…”

Section: Downloaded By [New York University] At 11:02 24 July 2015mentioning

confidence: 99%

Wearing a Rainbow Bumper Sticker: Experiential Learning on Homophobia, Heteronormativity, and Heterosexual Privilege

Nunn

Bolt

2015

Journal of LGBT Youth

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“…The social organization of human sexuality is a sensitive but important subject fk)r undergraduates to have an opportunity to discuss in a classroom environment (this exercise is taken from Eichstedt 1996). Because sexuality is a difficult subject for students to discuss, small groups should be broken down into groups of two or three students.…”

Section: Sexualitymentioning

confidence: 99%

The mass class and teaching assistants: A case for discussion exercises

Karides

Misra

1999

Am Soc

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Sociology courses, particularly introductory courses, with 200 or more students are increasingly being offered in U.S. colleges and universities. Within the "mass class" structure, teaching assistants are often utilized to instruct students in smaller discussion sessions. This creates unique conditions of instruction for both professors and teaching assistants. For instance, professors are faced with coordinating teaching assistants' activities, while teaching assistants need to develop skills relating to provoking discussion. Both must deal with effects of a hierarchy of instruction. After discussing these conditions we present structured classroom exercises that focus on sociological concepts typically presented in introductory courses to help teaching assistants create an engaging learning experience, attain teaching skills, and facilitate the professor's coordination of instruction.Introductory sociology courses; particularly at large public universities, are increasingly being taught in "mass classes," courses in which 200 or more students are enrolled (McGee 1991). Within the "mass class" structure, teaching assistants are frequently utilized to instruct students in smaller groups referred to as discussion sessions (Kain and Immels 1989). These teaching assistants are often graduate students with little or no teaching experience, who must nonetheless learn to effectively run discussion sections, sometimes immediately after entry into the graduate program (Chaichian et al. 1986;Garland 1983; Pescolido and Milkie 1995). While this trial by fire method provides an opportunity to acquire teaching skills, teaching assistants and their students would be better served by more systematic training in how to structure discussion sessions and teach sociological concepts (Garland 1983;Goodland 1997; Pescolido and Milkie 1995).In this article we discuss some of the structural limitations confronting teaching assistants and professors of mass classrooms. We bridge research that explains and describes the teaching conditions created by mass education with exercises that help teaching assistants provoke discussion and attain teaching skills, and provide professors a means of coordinating uniformity in teaching assistant instruction. We propose that instructors equipped with a well-thought-out series of teaching exercises before the beginning of a semester may help in the training of Marina Karides is at the University of Georgia. Joya Misra is at the University of Massachusetts.

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Heterosexism and Gay/Lesbian/Bisexual Experiences: Teaching Strategies and Exercises

Cited by 19 publications

References 19 publications

Integrating Gay, Lesbian, Bisexual, and Transgender Issues into the Undergraduate Criminal Justice Curriculum

Integrating Gay, Lesbian, Bisexual, and Transgender Issues into the Undergraduate Criminal Justice Curriculum

Wearing a Rainbow Bumper Sticker: Experiential Learning on Homophobia, Heteronormativity, and Heterosexual Privilege

The mass class and teaching assistants: A case for discussion exercises

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