{'fraction_non_alphanumeric': 0.02297872340425532, 'fraction_numerical': 0.001702127659574468, 'mean_word_length': 5.569832402234637, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Rewards and resistance: the importance of teaching women's and gender studies at a southern, comprehensive, liberal arts university

ABSTRACT The discipline of women's and gender studies [WGS] often attracts criticism from the media, the public, and students. Few recent empirical studies focus on the experiences of faculty who teach WGS courses – particularly professors teaching in conservative areas. To address this gap in the literature, I conducted 30 interviews with faculty who teach courses related to women, gender, and/or sexuality at a Southern, public, liberal arts university in the United States. Participants noted the importance and rewards of teaching WGS. However, only half of participants reported integrating WGS content outside of gender-focused courses. This disparity between emphasising the importance of WGS and refraining from teaching gendered content outside of ‘special topics’ courses is likely due to professors aiming to avoid conflict and maintain credibility in the classroom and feeling sceptical of institutional support. My findings have broader implications that call for institutional change regarding support for professors and WGS.