The Impact of an Intensive Consciousness-Raising Curriculum on Adolescent Women

Bibliographic Data

ID12004539
AuthorsRoger W Abernathy (Vanderbilt University and George Peabody College, corresponding author), Stephen I Abramowitz (Vanderbilt University and George Peabody College), Howard B Roback (Vanderbilt University and George Peabody College), Lawrence J Weitz (Vanderbilt University and George Peabody College), Christine V Abramowitz (Vanderbilt University and George Peabody College), Bennett I Tittler (Vanderbilt University), Bennett Tittler (Vanderbilt University and George Peabody College)
Year1977
Volume2
Issue2
Pages138-148
Publication date1977-12-01
Open AccessYes
TypeARTICLE
VenuePsychology of Women Quarterly (JOURNAL)
Journal identifiersISSN: 0361-6843 • E-ISSN: 1471-6402
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1111/j.1471-6402.1977.tb00496.x
OpenAlexW2075300921
LanguageEN
Citations received5
References cited8

The impact of a consciousness-raising module offered in 50-minute class periods over 20 consecutive school days to junior and senior high school women was evaluated. Experimental and control groups were constituted randomly from a pool of volunteers. Subjects completed the attitudes toward women scale, the personal orientation inventory, and the Tennessee self-concept scale before and after the consciousness-raising experience. Results indicated that women who participated became more liberal in their beliefs about women's rights and roles and also showed increases along several dimensions of self-actualization. However, such gains did not radiate to self-concept

Consciousness · Consciousness raising · Curriculum · Developmental psychology · Pedagogy · Raising (metalworking · Scale (ratio · Diverse Educational Innovations Studies · Gender Roles and Identity Studies · Human Behavior and Motivation · Psychology · Social Psychology

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