Male and female dialogue in social work education

Abstract

An experimental, social work graduate class on “Men's Issues” was conducted over a 10‐weekperiod. The class, comprised of both male and female students, grew out of male student concerns that the profession's emphasis on women's issues was resulting in “male bashing” attitudes in both classroom and practice settings. Two co‐teachers used a conceptual and teaching approach inspired by phenomenology and process research, allowing knowledge to develop through group process and feedback exchange. Among other ideas, students explored differences in meanings and styles of intimacy and conflict in same sex and opposite sex encounters. It was concluded that social work graduate programs should offer classes on “gender issues,” preferably co‐taught by male and female faculty members, allowing for both separate and joint meetings for male and female students.

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