Fall 1996, Volume XII, Number 1 Family Law Classroom Exercises for Teaching Gender Issues [Editor's Note: Below are suggestions from some conferees who participated in the "Feminism and Family" workshop of the ABA "Families and Law" conference of April, 1996.] It is important to have students reflect on ways in which gender has shaped their lives, both positively and negatively. Therefore, men need to think of ways in which gender has both privileged and disadvantaged them. For women, the converse may be true. I use some of my own experiences, such as this one: I am alone in my house, have just gone to bed, and realize I left my windows open downstairs. I ask: what do I do? Women tend to respond that they would get up, go downstairs, and lock the windows. Men hardly understand the question. Men become aware that physical safety is of great concern to women. I then ask them to consider what this means. One thing it means is that women are more vulnerable than men. But it may also mean that we expect men to be "braver" than women. I might then ask men to relate experiences where they were expected to be brave. Were they? Did they feel pressured to act so? - Susan Apel, Vermont Law School An idea that has worked well for lower division "Women and the Law" classes is to set up an Internet "talk list," to which students must make substantive posts at least 10 times during the semester (i.e., they can't just say, "I agree with Rachel"). Topics are occasionally suggested by the professor, or students are invited to take up controversial issues which were introduced (but not resolved) in class discussions. The professor does not post to the list at all. The list is explicitly set up as a place for students to write their opinions -- their reactions, feelings, and personal experiences -- which the professor sees as a crucial step in coming to grips with new and challenging feminist materials and arguments, thus setting the stage for students to do other kinds of writing, analytic and descriptive. So, when personal opinion comes up in another kind of assignment, the professor can say, "Save that for the Internet talk group," or can simply write "opinion" in the margin. This helps students learn to distinguish between different kinds of writing and thinking tasks. - Patricia Boling, Purdue University I ask my Feminist Jurisprudence class to describe when they first noticed that the world was gendered and what they made of it. The two ground rules are that everyone must participate and no one may comment on anyone else's remarks. The purposes of this session are to: emphasize that this class is different from other law school classes; introduce students to the idea that feminism involves different methods as well as content; encourage students to share experiences and emotions; and demonstrate the ways in which we are all affected by gender. I assign as advance reading: Kate Bartlett, Feminist Legal Method, and some type of coming-of-age story, either fiction or non-fiction - June Carbone, Santa Clara University School of Law (with thanks to Carol Sanger) Asking students "where did you park your car?" or "where do you park your car if your class is a nighttime section?" illustrates gender differences that are immediate and poignant. Characteristically, men state "wherever I find a parking space," and women state "close to the building," or where they can be assured people will pass by. In other words, women place their bodily safety first, and this supersedes getting a parking ticket. The discussion that follows invites both males and females to enter the world of the other in terms of an everyday, repeated experience. - Sharon Grodner, University of San Diego Legal Clinics One of the techniques that I use often is self-disclosure. Examples I use in addressing the inequalities that women face are my own. Students, both female and male, respond positively to this approach. I think this is due to my background, which is similar to their own (i.e., raised in Pennsylvania, first-generation college student, worked to pay for college). With this background, I ask students to write a brief essay about their background and events that shaped their political values. They can volunteer to share their response with their peers in a small group. - Sara Grove, Shippensburg University I encourage students not to be afraid to bring back feedback they get from families and friends about issues we have discussed in the classroom. Often, peers and family have a great deal of influence over students. I find it helpful that we compare their thoughts with those presented in the classroom for validity. The presence of "outsider" thoughts and feelings lends another dimension to the classroom. - Linda Lengyel, Trenton State College "Gender Inventory:" An introductory exercise for students at the beginning of the semester to increase their awareness of gender difference. Students answer a brief questionnaire, then share their answers in small groups. Illustrative questions: A positive aspect of being female is ... A positive aspect of being male is ... A negative aspect of being female is ... A negative aspect of being male is ... Females are rewarded for being ... Males are rewarded for being ... Females are disadvantaged because of ... Males are disadvantaged because of ... - Lucinda Peach, University of Baltimore Fall 1996 Issue Home | At Century's End | Philosophy & Family Law | Family Law & Policy Transracial Adoption | Transracial Adoption: Conversation | Book Review | Family Violence Teaching Gender Issues | Domestic Violence | Mini-Grant Awards Focus on Law Studies Home | Subscribe to Focus | Questions/Ordering Back Issues