Chasing a Gendered Agenda: Collaboration and Team Teaching in Higher Education

This case study sought to characterize and give voice to women faculty working in collaboration and team teaching with male faculty in a higher education setting. The experiences of the women, as well as how they made sense of their experiences are presented. Then, cast against the framework of Feminist Phase Theory, particular attention is paid to the structure, climate, and culture of the work experience. The significance of the study is found in the multiple realities of women faculty members\u27 experiences, and in the suggestions provided for improving the chances of success for female and male faculty to collaboratively work and teach together