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• W235323140 abstract "Abstract This study was conducted in order to add to the body of literature that investigates the manner in which psychology is accepted among education graduate students. Sixty-nine graduate students at a large public mid-western university were recruited and randomly assigned to one of four treatment groups. Participants were given the task of reading a paragraph that is critical of psychology's historical treatment of women. Each treatment group was told that the paragraph was written by one of the following four `authors: 1) a professor; 2) a professor; 3) a professor; and, 4) a Participants provided demographic data and responded to a semantic differential to assess whether perceived authorship influenced subject's evaluation of the `author. No significant differences were found among the four treatment groups, even when age, gender and ethnicity were statistically controlled. These results suggest that graduate education students evaluate professors in a manner that is not significantly different from the way they evaluate professors who are not identified as feminists. Implications for secondary educators, school counselors, and counselors-in-training are offered. The study of women's issues has been one area of counselor training that has received increasing attention over the past 25 years. Research in women's issues and the inclusion of women's issues in the curriculum of counselor preparation programs has been encouraged by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) and American Psychological Association (APA). Examples of this emphasis include the benchmark text Psychotherapy far Women: Treatment Toward Equality by Rawlings and Carter (1977) and the presentation of specific principles to be used when counseling women (Fitzgerald and Nutt, 1986). These and many other advances in the study and equalization of women are in large part a reflection of the movement within the ranks of education and counseling. Despite these advances at the professional level, the appeal of feminism appears to be mixed among student populations. Research in the mid-1980's indicated that first year college students would prefer to discuss personal issues with a counselor described as traditional than one described as a feminist (Epperson & Lewis, 1987; Lewis, Davis and Lesmeister, 1983; Schneider, 1985). It appears that in the mid-1980's, the available research involving descriptions of counseling services suggested that a negative relationship existed between statements of orientation and the perceived efficacy of counselors among younger college students. Enns and Hackett (1993) provided preliminary evidence that this trend may have shifted in the 1990's. These researchers reported that college women demonstrated no significant dif ferences in their preferences for nonsexisthumanistic, liberal feminist, and femi- nist counselors. The results of this study seemed to suggest that college students respond in a similar fashion to the various categories of feminism (e.g. liberal, cultural, social, and radical; Enns, 1993); however, the manner in which students view feminism remained still unclear. Enns and Hackett hypothesized that there may be an interaction between age and college students' acceptance of feminism. These investigators suggested that the more education women receive, the more likely they are be to become aware of the influence of sexism in women's lives. Despite this progress, some counselors remain reluctant to use the label feminist because of the unpopular stereotypes associated with feminism (Enns, 1997). The present study was conducted to examine the effects of labeling oneself as a in an educational setting. Recognizing the potential impact that secondary educators and counselors have in the value formation of their students, the researchers wanted to examine whether graduate students enrolled in a college of education would evaluate differently a written paragraph about the psychology of women based on whether they understood the authorship of the paragraph to be ascribed to either a radical professor, a female professor, a male professor, or a professor. …" @default.
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• W235323140 date "2000-04-01" @default.
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• W235323140 title "Perceptions of Feminist Authorship by Readers." @default.
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