ABSTRACT
This chapter presents a study of pedagogical ideology and practice among a sample of self-avowed feminists. It aims to documents the extent to which feminist professors actually put into practice their ideological commitments, especially when claiming a strong adherence to feminist pedagogy. The revolutionary nature of feminism has not gone unnoticed. The chapter also aims to determine if feminists who claim to be committed to feminist pedagogy actually behave in ways that differ from feminists who make no claim to a well-developed ideology about feminism and teaching. There are no published lists of self-identified feminists, but there are lists of women who are likely to self-identity as feminists. One such list exists for members of Division 35 of the American Psychological Association. There was no association between a commitment to feminist pedagogy and the reasons for becoming and remaining a professor. Feminism in the United States was pretty monolithic, pretty homogeneous.
