By Susan Gushee O'Malley
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This difference served as a good jumping off point for class discussion of sexrole responsibilities in child rearing and their implications. And they believed with equal fervor that those who fail do so because of some personal inadequacy. The feelings of superiority they have in relation to women and racial minorities are an important part of their positive sense of selfdefinition and they intend to protect them. Placing race and gender in the context of class helped most students make sense out of puzzling information and experiences.
Once students felt we respected their right to make decisions about how they would interpret reality, it was often easier for them to listen to another point of view. Hard data on the impact of race, class, and sex on things like wealth, lifetime earnings, average weekly wages, and promotion was usually more difficult for students to reject than material that focused on the role of unconscious ideology in imposing limits on our aspirations. It forced them to compare their assumptions about the world with hard data yet allowed them to Page 42 do so "privately" and thus minimized their need to react defensively when they guessed wrong.
It is not a coincidence that most instructors of these courses are parttimers or temporary lecturers. We must also consider the positions of our students, who may be even more vulnerable in relation to families and employment than ourselves. At the same time, we can draw community women into our university courses by offering them at night and publicizing them widely. We used the literature to spur discussions of roleplaying, sexuality, class, the closet, coming out, and community. At CSULB, the instructors also created a thematic course outline, covering myths and gender role, history, literature, law, health and mental health, body movement and sport, religion, lesbian mothers, classism, art and sexuality, racism, and feminism.