Applying the Theory in Higher Education - A Case Study

In an effort to show how a leader in higher education would apply this theory, we created the following case study:

As a dean within a higher education institution, I have seen various instances where the knowledge and application of Belenky, Clinchy, Goldberger, and Tarule’s Women’s Ways of Knowing: The Development of Self, Voice, and Mind (1986) would have been of great use. The theory (presented above), addresses female development through five epistemological perspectives, providing insight to the experiences and thoughts female students may be encountering in their personal identity search. Students entering higher education are faced with numerous opportunities for growth, however campus leaders and authority must be prepared to challenge, nurture, and support this process.

As outlined by Belenky, Clinchy, Goldberger, and Tarule (1986), institutions must recognize several aspects of their perspectives including: the need for some women to reject their past, the role of sexual harassment and abuse in some women’s lives and the influence this has on development, and the possible disconnect from authority. Given a breakdown of the epistemological perspectives, it becomes the institutions responsibility to provide training and tools to help advisors, faculty and other campus figures address and respond to a student’s individual position. Campuses can provide outreach and support for those having suffered abuse or harassment (silence perspective) as well as create additional opportunities for female students to actively participate in planning and execution of various projects (subjective knowing).

It is now clear to me that institutions must equip campus leaders or authority figures with the ability to interact with female students in a non-threatening manner, allowing for continued development. Over time, campus leaders such as myself will receive training and support on ways to interact and communicate with our female students based on their varying perspectives. This training will aid in student/staff interactions, ranging from classroom debate to advising, ultimately allowing a deeper identity development.