Five years later

How the 2016 U.S. presidential election and the #MeToo movement impacted feminist social studies teachers

Bibliographic Data

ID11070491
AuthorsKaylene M Stevens (0000-0002-0077-8184, Boston University, corresponding author), Christopher C Martell (0000-0002-3251-3439, University of Massachusetts Boston)
Year2021
Volume49
Issue2
Pages201-226
Publication date2021-04-03
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueTheory & Research in Social Education (JOURNAL)
Journal identifiersISSN: 0093-3104 • E-ISSN: 2163-1654
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00933104.2021.1875092
OpenAlexW3132306808
LanguageEN
Citations received2
References cited38

In a previous study conducted before the emergence of the #MeToo Movement and the results of the 2016 U.S. Presidential Election, the authors examined feminist teachers and found differences based on their liberal feminist or critical feminist perspectives. In this study, the authors examine the same participants five years later to determine if and how their beliefs, teaching practices, and curricula may have changed. Using a multiple case study design, the authors found that all but one feminist teacher had become more critical in their stance. Five out of six teachers reported feeling a need to respond to the current climate for women and create more opportunities for their students to learn about gender equity. Yet, one of the six teachers, who previously had the strongest critical feminist views, described feeling defeated and frustrated with the outward sexism that has become more prevalent since the 2016 election

Curriculum · Feeling · Feminism · Feminist movement · Feminist pedagogy · Pedagogy · Political science · Politics · Presidential election · Social studies · Sociology · Critical Race Theory in Education · Educator Training and Historical Pedagogy · Gender Roles and Identity Studies · Gender Studies · Law · Psychology · Social Psychology

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