It is always refreshing for educators to get perspectives from others in their position. Here are a number of findings from teachers who incorporated feminist pedagogical practices to their work:

Laverick (2008) writes:

• “I discovered that in feminist pedagogy, instructors empower students through collaboration, value students’ voices, and celebrate diversity” (p. 1).
• “I learned that feminist pedagogy encompasses all students, regardless of race, gender, religion, social class, and so forth. Indeed, it is important for all students to construct and share knowledge in a feminist classroom” (p. 2).
• “I have found that feminist pedagogy is instrumental for students improving their writing skills, because it helps them construct their voices, better understand the importance of group work, and realize how knowledge is socially constructed – all skills they require for future academic endeavors” (p. 6).

Wang and colleagues (2011) performed a rigorous research experiment in which they modeled how female and male students would fare in various ELL situations in a traditional versus feminist learning models. They concluded:

• “The experimental student group significantly improved their scores after going through the poststructural feminist class compared to those in the control classes” (p. 122).
• “Therefore, it can be inferred that this pedagogy gives students more confidence and has more positive effects on the development of English academic performance” (p. 125).
• “Obviously, after the application of the poststructural feminist pedagogy to their instruction, the experiment group significantly outperformed the control group in the critical thinking ability test in terms of length, focus, content, organization style, and overall performance” (p. 126).

In conclusion, the data … clearly demonstrates that those students receiving the instruction based on poststructural feminist pedagogy outperformed those receiving the traditional English instruction in terms of critical thinking ability. In addition, both the male and female students in the experimental group outperformed those in the control group. Therefore it can be inferred that this pedagogy gives both male and female students more confidence and has more positive effects on the development of their critical thinking ability.” (p. 129)

In conclusion, from the data … it can be seen that the students in the poststructural feminist class, whether male or female, expressed greater satisfaction than those receiving traditional English instruction (p. 132).