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Full-Text Articles in Social and Behavioral Sciences
A Study Of Young American Women, Conservatism, And Feminism, Laurel Lux
A Study Of Young American Women, Conservatism, And Feminism, Laurel Lux
Theses/Capstones/Creative Projects
As of June 2020, only 31% of self-identified conservatives in the United States were women. Modern political conservatism is known for rejecting modern feminism as well, which is often stereotyped as a women’s issue. With such a small percentage of women identifying as conservative, the question arises as to why young American women reject modern feminism and identify with modern political conservatism. In this study I examined the literature comparing modern conservatism, conservative women’s movements, and modern feminism, and conducted a small questionnaire of conservative women 18-24. I concluded by describing three generalized schools of thought regarding conservative women’s views …
Practicing Collective Biography, Roberta Hawkins, Karen Falconer Al-Hindi, Pamela Moss, Leslie Kern
Practicing Collective Biography, Roberta Hawkins, Karen Falconer Al-Hindi, Pamela Moss, Leslie Kern
Geography and Geology Faculty Publications
Collective biography uses researchers' written memories about a set of experiences as texts for collective analysis. As a feminist approach to research, collective biography draws centrally on the idea that significant memories are critical in the constitution of the self, and maintains that in analyzing memories collectively, researchers can begin to tap into wider social processes and structures. Though rarely used in geography, collective biography could be useful in data collection and analysis for geographers. In this paper, we provide a brief history and description of collective biography. We situate collective biography in relation to life writing methods. We then …
Gender Role And Feminism Revisited: A Follow-Up Study, Elizabeth A. Suter, Paige W. Toller
Gender Role And Feminism Revisited: A Follow-Up Study, Elizabeth A. Suter, Paige W. Toller
Communication Faculty Publications
In this follow-up to our earlier study (Toller, Suter, & Trautman, Gender role identity and attitudes towards feminism, Sex Roles, 51, 85–90, 2004) we examine the interrelationships among gender role, support for feminism, and willingness to self-label as feminist. Ten percent of college students previously surveyed participated in qualitative interviews, which elicited characterizations of feminists, whether students self-identified as feminist, suggestions for garnering support for feminism, and for interpretation of the initial study’s findings. Students were asked to speculate why we found that highly masculine men and highly feminine women were neither likely to self-identify as feminist nor to …
Gender Role Identity And Attitudes Toward Feminism, Paige W. Toller, Elizabeth A. Suter, Todd C. Trautman
Gender Role Identity And Attitudes Toward Feminism, Paige W. Toller, Elizabeth A. Suter, Todd C. Trautman
Communication Faculty Publications
In this study we examined relationships among gender role identity, support for feminism, nontraditional gender roles, and willingness to consider oneself a feminist in a sample of college students (N D 301). For female participants, we found positive relationships among higher masculinity on the PAQ (Personal Attributes Questionnaire), nontraditional attitudes toward gender roles, and the combined SRAI (Sex Role Attitudinal Inventory). A negative correlation was also found between lower scores on the PAQ masculinity–femininity index and the combined SRAI in women. For male participants, we found positive relationships among high femininity on the SIS (Sexual Identity Scale), willingness to consider …
Service-Learning Is A Feminist Issue: Transforming Communication Pedagogy, Eleanor M. Novek
Service-Learning Is A Feminist Issue: Transforming Communication Pedagogy, Eleanor M. Novek
Service Learning, General
How do we "do" emancipatory feminist teaching when we have not observed it or experienced it ourselves? The author argues here that service-learning is a useful strategy for feminist communication educators to begin challenging the power relationships of traditional pedagogy. Pioneered in the 1960s and '70s, this pairing of traditional course work with community service is now used as a learning model in schools around the nation. Because service-learning allows educators to forge relational links between ourselves, our students, our neighbors, and the communities in which we live, it deserves careful consideration from feminist educators.