This text discusses the position of women in American Education. The authors offer classroom examples of how assumptions of privilege, specifically the workings of unacknowledged whiteness, shape classroom discourse. It also goes beyond the classroom to look at the context of American higher education. The authors visited six classrooms at six different colleges and universities: Lewis and Clark College, Wheaton College, The university of Arizona; Towson State University, Spelman College, and San Francisco State University. There they interviewed students and teachers, and their words are used in this book. The result provides a view of the pedagogical approaches of 17 feminist college professors. The book also uncovers the voices, concerns and experiences of groups hitherto marginalized in higher education: women, people of colour and working class students. This edition has been expanded and updated and now includes a chapter on the role of race.
Frances A. Maher is Professor of Education at Wheaton College, where she coordinated the college's Balanced Curriculum Project, which integrated the study of women into introductory courses. She has written several articles exploring the principles and practices of feminist pedagogy and co-edited a special issue of Women's Studies Quarterly on feminist pedagogy. Mary Kay Thompson Tetreault, Vice President for Academic Affairs (Acting) at California State University, Fullerton, is the author of Women in America: Half of History, a collection of primary source materials, In 1984 she received the Women Educators' Research Award of the American Educational Research Association for her study of the treatment of women in high school textbooks on U.S. history.