In the United States (U.S.), adventure education (AE) articulates a social mission: It seeks to be inclusive serving members of all communities with their respective diverse complexities. Yet, the needs of many people are not being expressed, heard, or addressed adequately. This study focused specifically on gender, one aspect of this pressing concern, offering evidence to demonstrate that AE needs to routinely examine and expand its practices to effectively meet its social claims. The topic of how women are represented in AE literature was explored by positing the question: What messages about women are manifest in the literature and during the publishing process in AE? Themes emerged regarding the status of women in AE literature by utilizing two qualitative instruments: a feminist content analysis of five major texts and semi-structured interviews on Skype with nine women authors. The third component of this research design was a citation index, created for the entire publication range of the Journal of Experiential Education (JEE) and the Australian Journal of Outdoor Education (AJOE) to display a frequency of citations comparison between female and male authors. Findings from this research demonstrated that women continue to be the predominant authors of social justice writings in AE; their work is published 25% of the time in the journals reviewed, yet once published cited as often as men; and women have found support for publishing their work when they have had opportunities to collaborate with other women. Suggestions are provided to address the ongoing disparity to help foster AE's social mission.
|Advisor:||Ustin, Arlene R.|
|Commitee:||Mitten, Denise, Warren, Karen|
|School Location:||United States -- Arizona|
|Source:||MAI 52/04M(E), Masters Abstracts International|
|Keywords:||Adventure education, Content analysis, Experiential education, Feminism, Hidden curriculum|
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