Women's Experiences and Ways of Knowing: Implications for Teaching and Learning in the Organizational Behavior Classroom

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Abstract
This article, based on the author's teaching experiences and relevant research on gender, explores the implications of women's ways of knowing for the organizational behavior classroom. The article traces historical, cultural, and developmental roots for the feelings of self-doubt, novelty, terror, and alienation that often accompany women into the management classroom. The article explores the implications for teaching organizational behavior effectively and suggests ways for creating a more equitable and successful classroom learning environment for women and men.

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