Teaching Gender and Culture in Interdisciplinary Ways: An English and International Business Partnership
Abstract
We will show how English and International Business collaborated to develop an interdisciplinary class session focusing on gender and culture. The lesson plan and the research results that verified its effectiveness will be presented. In our class, students were introduced to theories about gender and culture, and they read literature that reflects and contradicts an index of gender used in International Business. A questionnaire that asks students to report their views on gender and culture before and after the activity was administered. The qualitative data demonstrated that students' learning outcomes were achieved. After the activity, students possessed a more complex and sophisticated understanding of gender as a cultural construction and something that is not an easily-defined dimension of identity. Attendees can expect to gain knowledge in building collaboration with other professors and in developing strategies for introducing interdisciplinary topics that foster critical thinking in the classroom.
Location
Room 2903
Recommended Citation
Berte, Erica and Goodspeed-Chadwick, Julie, "Teaching Gender and Culture in Interdisciplinary Ways: An English and International Business Partnership " (2010). SoTL Commons Conference. 82.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2010/82
Teaching Gender and Culture in Interdisciplinary Ways: An English and International Business Partnership
Room 2903
We will show how English and International Business collaborated to develop an interdisciplinary class session focusing on gender and culture. The lesson plan and the research results that verified its effectiveness will be presented. In our class, students were introduced to theories about gender and culture, and they read literature that reflects and contradicts an index of gender used in International Business. A questionnaire that asks students to report their views on gender and culture before and after the activity was administered. The qualitative data demonstrated that students' learning outcomes were achieved. After the activity, students possessed a more complex and sophisticated understanding of gender as a cultural construction and something that is not an easily-defined dimension of identity. Attendees can expect to gain knowledge in building collaboration with other professors and in developing strategies for introducing interdisciplinary topics that foster critical thinking in the classroom.
