Feminist pedagogy in the teaching of research methods

Abstract

The essay explicates a pedagogical methodology for teaching empirical research methods, employing the principles of feminist pedagogy in the facilitation of research teams composed of a teacher and multiple graduate students. The described pedagogy is consistent with six principles of feminist pedagogy deduced from a meta‐analysis of the extant US literature on feminist pedagogy: reformation of the relationship between teacher and student, empowerment, building community, privileging voice, respecting diversity of personal experience, and challenging traditional views. The authors illuminate their pedagogy via a detailed description of one feminist research group undertaking a large sample survey. The authors contend that the feminist research group constitutes a practicum‐style educational opportunity that represents a practical alternative to the traditional classroom teaching of empirical research methods to graduate students.

Notes

Lynne M. Webb (PhD, 1980, University of Oregon) is a Professor in the Department of Communication, University of Arkansas, 417 Kimpel Hall, Fayetteville, AR 72701, USA; tel: +thinsp;1 [phone]; fax: +thinsp;1 [phone]; e‐mail: [email protected]. She teaches a graduate seminar titled ‘Issues of Race and Gender in Interpersonal Communication’, is a former member of the Affirmative Action Committee of the National Communication Association as well as a former Chair of its Women's Caucus. Dr Webb has served on the editorial board of Women's Studies in Communication. Her research interests include family communication, male/female communication, as well as communication and ageing. Kandi L. Walker (PhD, 1999, University of Denver) is an Assistant Professor in the Department of Communication, University of Louisville, USA. Her research programme examines communication in personal relationships. Tamara S. Bollis (MA, 1995, University of Memphis) is an Assistant Professor in the Communication Department, Columbus State University, USA, and a member of the Women's Studies Board of Directors at Columbus State University. Her research interests include interpersonal communication, family communication, and women's studies. The authors presented an earlier version of this essay at an annual meeting of the National Communication Association in Chicago, Illinois, USA, on 20 November 1997.

The primary instrumental benefit of this research was a series of competitively accepted conference papers and publications, including a prize‐winning paper (Webb et al. 1998). We have subsequently collected additional data and continue to work on publications that can be historically traced directly to the work of the original research group described in this essay.

These bonds have enabled us (a) to carry on our professional relationships with the respect, trust, and the mutual empowerment we gained via the initial research group and (b) to transition smoothly from the teacher–student relationships to colleagues. There relationships are among our strongest and most rewarding professional associations.

Additional information

Notes on contributors

LYNNE M. WEBB

Lynne M. Webb (PhD, 1980, University of Oregon) is a Professor in the Department of Communication, University of Arkansas, 417 Kimpel Hall, Fayetteville, AR 72701, USA; tel: +thinsp;1 [phone]; fax: +thinsp;1 [phone]; e‐mail: [email protected]. She teaches a graduate seminar titled ‘Issues of Race and Gender in Interpersonal Communication’, is a former member of the Affirmative Action Committee of the National Communication Association as well as a former Chair of its Women's Caucus. Dr Webb has served on the editorial board of Women's Studies in Communication. Her research interests include family communication, male/female communication, as well as communication and ageing. Kandi L. Walker (PhD, 1999, University of Denver) is an Assistant Professor in the Department of Communication, University of Louisville, USA. Her research programme examines communication in personal relationships. Tamara S. Bollis (MA, 1995, University of Memphis) is an Assistant Professor in the Communication Department, Columbus State University, USA, and a member of the Women's Studies Board of Directors at Columbus State University. Her research interests include interpersonal communication, family communication, and women's studies. The authors presented an earlier version of this essay at an annual meeting of the National Communication Association in Chicago, Illinois, USA, on 20 November 1997.