ABSTRACT
In general, feminist concerns are treated as peripheral in all areas of graduate training. There are various ways in which faculty play a role in keeping feminism out of the classroom. Some professors discourage the exploration of work they are not familiar with, and feminist perspectives often fall into this category. The classroom experience with professors who consider themselves feminists is somewhat different, though they too have difficulty effectively integrating feminism and psychology within the classroom. Research methods that often fit best with feminist concerns are also devalued. The barriers to changing the experimental method are tremendous. Rather than struggling to adapt the traditional method, some feminists choose qualitative methodologies. In addition to the lack of feminist content in clinical training, there is also a lack of feminist process. It is rare that any changes in the structure of therapy training occur as the result of feminist critiques.
