NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ966416
Record Type: Journal
Publication Date: 2005
Pages: 8
Abstractor: ERIC
Reference Count: 16
ISSN: ISSN-1548-9566
"At This Level, Students Should Not Be 'Taught'": Connected and Facilitative Teaching Approaches Preferred by Women Graduate Students
Corbin Dwyer, Sonya; Burnett, Jody
College Teaching Methods & Styles Journal, v1 n1 p63-70 2005
Canadian women's university participation rate doubled from 10% to 20% between 1975 and 1992 (although it has remained relatively stable since then) (Mandel & Berkowitz, 1999). Women currently make up the majority of full-time students in Canadian universities. Statistics from 1996 indicate women made up 50% of those with a Bachelor's or first professional degree compared with only 23% of those with a doctorate (Statistics Canada, 2000). In 1997, while almost 60% of bachelor's degrees and 51% of master's degrees were earned by women, women only earned 36% of doctoral degrees (Mandel and Berkowitz, 1999). Why do many women with master's degrees not continue in academia? The literature offers some explanations for this drop-off and for why the educational experiences of women in graduate school differ from men (Nerad & Cerny, 1999). As a result, educators and researchers have come to understand more about the importance of the learning environment for the success of graduate students, particularly women (Nerad & Cerny). This paper highlights one aspect of the university learning environment, teaching approaches, by describing the ones women graduate students consider to be effective.
Clute Institute. 6901 South Pierce Street Suite 239, Littleton, CO 80128. Tel: 303-904-4750; Fax: 303-978-0413; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada