Volume 8, Issue 1, February 2019, Page: 29-35
Triangulation of Feminist Methods: Uncovering Discrimination Against Female Graduate Teaching Assistants a Case Study
Joanne Ardovini, Audrey Cohen School for Human Services and Education, Metropolitan College of New York, New York, United States of America
Received: Nov. 26, 2018;       Accepted: Dec. 18, 2018;       Published: Mar. 27, 2019
DOI: 10.11648/j.ss.20190801.15      View  30      Downloads  11
Discrimination against women and the devaluation of their work occurs within our society. Academe is not immune to sexist ideologies toward female faculty, students and graduate instructors. A previously conducted study questioned whether students within female graduate instructors’ classrooms express this form of discrimination via hostile, dominant, disrespectful behavior, and devaluation. This study utilizes a triangulation of methods, both quantitative and qualitative. Unobtrusive observations, surveys, and consciousness-raising debriefings were used in order to examine the issue of sexism in academe and grant voice and merit to the experiences of female graduate teaching instructors. This study examines the methods utilized and questions whether such collection of data would be pertinent during the Me Too Movement Era.
Research Methods, Inequality, Gender Studies, Case Study
To cite this article
Joanne Ardovini, Triangulation of Feminist Methods: Uncovering Discrimination Against Female Graduate Teaching Assistants a Case Study, Social Sciences. Vol. 8, No. 1, 2019, pp. 29-35. doi: 10.11648/j.ss.20190801.15
Copyright © 2019 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Hall, R. M., Sandler, B. (1982). The classroom climate: A chilly one for women?.Washington, D. C.: Associated of American Colleges Project on the Status and Education of Women.
Varga-Dobai, K. (2012). The relationship of researcher and participant in qualitative inquiry: From “self and other” binaries the poststructural feminist perspective of subjectivity. The Qualitative Report 17, p. 1-17.
Brooks, V. R. (1982). Sex differences in student dominance behavior in female and male professors’ classrooms. Sex Roles, 8(7), p. 683-690.
Stacey, J. Bereaud, S., & Daniels, J. (1974). And Jill came tumbling after: Sexism in American education. New York: Dell.Alcoff, L. & Potter, E. (1993). Feminist Epistemologies. New York: Routledge.
Martin, E (1984). Power and authority in the classroom: Sexist stereotypes in teaching evaluations. Signs, 9(3), p. 482-492.
Smith, E. R., Ferree, M. M., & Miller, F. D.. (1975). A short scale of attitudes toward feminism. Representative Research in Social Psychology 6, p. 51-57.
Reinharz, S. (1992). Feminist methods in social research. New York: Oxford University Press.
Briskin, L. (1991). Feminist pedagogy: Teaching and learning liberation. Ottawa, Ontario: Social Science Division of York University.
Berg, B. L. (1995).Qualitative research methods for the social sciences (2nd ed.). Boston, MA: Allyn and Bacon.
Maynard, M. & Purvis, J. (1994). Researching women’s lives from a feminist perspective. Bristol, Pennsylvania: Taylor & Francis.
Hooks, B. (1981). Ain’t I a woman: Black women and feminism. New York, NY: Routledge.
Pigford, A. B. (Nov. 1988). Being a black faculty member on a white campus: My reality. Black Issues in Higher Education, (Nov): 76.
Moses, Y. (1997). Black women in academe: Issues and strategies. Washington D. C.: Project on the Status and Education of Women (Association of American Colleges).
Commodore, F., Baker, D. J. & Arroyo, A. T. (2018). Black women college students: A guide to student success in higher education. New You, NY: Routledge.
Alcoff, L. & Potter, E. (1993). Feminist Epistemologies. New York: Routledge.
Browse journals by subject