Responding to Differences in the Classroom: The Politics of Knowledge, Class, and Sexuality

Learning to recognize and value the diversity of women's lives has become a central theme of women's studies. In this article, the authors examine this issue by analyzing the responses offaculty members and students to differences in a variety offeminist classrooms. The analysis suggests that when differences in knowledge, class, or sexuality arise, a hierarchical mode of conceptualizing and responding to differences typically emerges. The authors discuss why this pattern of response occurs and offer suggestions for changing it.