Michigan State University

Gender Studies

Your expertise is wanted!

We welcome your help in curating this bibliography. To suggest additional resources, comments, or insights related to inclusive teaching, please contact the following librarians directly, or fill out this form.

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Databases & Terms Searched: 

Literature searches were conducted in Gender Studies Database, ERIC, and Education Full Text. Keyword and subject searches included combinations and variants of terms and phrases such as gender studies, women’s studies, LGBTQ+ studies, instruction, feminist pedagogy, inclusion, multiculturalism, diversity, and sexuality.


Inclusive teaching is fundamental for women’s and gender studies, which not only involves critical analysis of gender, but also intersections of diverse social categories such as (among others) race, class, ethnicity, sexuality, and age (Launius and Hassel, 2015). As Launius and Hassel note, feminist praxis, which links personal experience with academic inquiry, also shapes teaching and learning in women’s and gender studies. Building on the diverse knowledge and experiences that students bring to the classroom can also facilitate a more inclusive and egalitarian learning environment.

Selected articles focus on methods and materials for teaching about diverse groups in women’s and gender studies classes, including African American women (Lewis, 2011; Nicol, 2012; and White, 2006); Asian and Asian American women (Samanta, 2015); and Jewish women (Friedman and Rosenberg, 2007). The literature also highlights feminist teaching methods and course readings and materials focused on intersections of race, class, gender, and sexuality (Lewis, 2011; Mahraj, 2010; and White, 2006).  Finally, scholars such as Beauchamp and D’Harlingue (2012) and Drabinski (2011) share methods and materials for teaching about systemic inequality by focusing on gender as a cultural practice rather than as a discrete social category.

Relevant Journals: 

Feminist Formations

Feminist Teacher

Radical Teacher


Beauchamp, T., & D'Harlingue, B. (2012). Beyond additions and exceptions: The category of transgender and new pedagogical approaches for women's studies. Feminist Formations, 24(2), 25-51.

Drabinski, K. (2011). Identity matters: Teaching transgender in the women's studies classroom. Radical Teacher, (92), 10-20.

Friedman, K., & Rosenberg, K. (2007). Performing identities in the classroom: Teaching Jewish women's studies. Teaching Sociology, 35(4), 315-333.

Launius, C., & Hassel, H. (2015). Threshold concepts in women’s and gender Studies: ways of seeing, thinking, and knowing. Routledge. (Request through Faculty Delivery)

Lewis, M. M. (2011). Body of knowledge: Black queer feminist pedagogy, praxis, and embodied text. Journal of Lesbian Studies, 15(1), 49-57.

Mahraj, K. (2010). Dis/locating the margins: Gloria Anzaldúa and dynamic feminist learning. Feminist Teacher, 21(1), 1-20.

Nicol, D. J. (2012). Teaching analysis and agency using racist and sexist imagery: Implications for cultural studies in the college classroom. Feminist Teacher, 22(2), 89-107.

Samanta, S. (2015). Making visible Asians and Asian Americans in introductory women's studies courses: The personal voice in pedagogy, making feminist connections across diversity. Feminist Teacher, 25(2/3), 94-110.

White, A. M. (2006). Psychology meets women's studies, greets black studies, treats queer studies: Teaching diversity and sexuality across disciplines. Feminist Teacher, 16(3), 205-215.

Contact Info

Sharon Ladenson
Gender and Communication Studies Librarian
(517) 884-0891