Pedagogical implications of gender issues in a composition classroom

Date

1999-08

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Publisher

Texas Tech University

Abstract

As our classrooms have become increasingly diverse as far as gender, racial, cultural, and socio-economic backgrounds, our pedagogy should become increasingly diverse if we want to provide all students with the best possible education (Stewart 17). This diversity in the classroom causes difficulties for new teachers and present teachers that were not trained in process composition theory. Although research in gender issues within the university level has been increasing over the last two decades, more research is needed within the public schools in order to allow more students to gain access to a more diverse education in which they are participants.

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