Getting all students to listen: Analyzing and coping with student resistance

American Behavioral Scientist

Volumn 40, Issue 2, 1996, Pages 203-211

  Higginbotham, Elizabeth ^a  

^a UNIVERSITY OF MEMPHIS   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0030273938     PISSN: 00027642     EISSN: None     Source Type: Journal    
DOI: 10.1177/0002764296040002011     Document Type: Article

References (13)

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3. Baca Zinn, M., & Thornton Dill, B. (Eds.). (1994). Women of color in U.S. society. Philadelphia: Temple University Press.
4. Deay, A., & Stitzel, J. (1991). Reshaping the introduction to women's studies courses: Dealing upfront with anger, resistance, and reality. Feminist Teachers, 6(1), 29-33.
5. Dews, C.L.B., & Law, C. L. (1995). This fine place so far from home: Voices of academics from the working class. Philadelphia: Temple University Press.
6. Higginbotham, E. (1990). Designing an inclusive curriculum: Bringing all women into the core. Women's Studies Quarterly, 18(1-2), 7-23.
7. Hochschild, J. (1995). Facing up to the American dream: Race, class and the soul of the nation. Princeton, NJ: Princeton University Press.
8. Institute for the Study of Social Change. (1991). Diversity project: Final report. Berkeley: University of California Press.
9. Meacham, J. (1995). Conflict in multicultural classes: Too much heat or too little? Liberal Education, 81(4), 24-29.
10. Morgen, S. (1985). To see ourselves, to see our sisters: The challenge of re-envisioning curriculum change. Memphis, TN: University of Memphis, Center for Research on Women.
11. Sidel, R. (1994). Battling bias: The struggle for identity and community on college campuses. New York: Viking.
12. Weber Cannon, L. (1990). Fostering positive race, class, and gender dynamics in the classroom. Women's Studies Quarterly, 18(1-2), 129-134.
13. Williams, P. (1991). The alchemy of race and rights. Cambridge, MA: Harvard University Press.