Abstract

Activities for Teaching Gender and Sexuality in the University Classroom is an accurate title for this collection of interesting, innovative, classroom-based activities. According to the editors, Murphy and Ribarsky, the text aims to provide a myriad of examples of activities which could be utilized to teach a variety of topics related to sexuality and gender. As such, the text is a useful resource and teaching tool which can be utilized to integrate pedagogical diversity into the classroom. The following review focuses on U.S. society with any exceptions noted.

Activities for Teaching Gender and Sexuality begins with a brief introduction providing context for the utility of the book as well as guidelines for how to use the book. As part of the preface, Murphy and Ribarsky caution potential text users about the pitfalls of utilizing participatory activities related to sexuality and gender particularly in regard to sensitive topics like sexual violence and sexual orientation. For example, as noted by the editors, many of the activities presented in the text require, or at least encourage, student participation which may (and often does) result in disclosure of personal information. The editors’ cautionary advice is well intentioned as educators should inform students of the potential for personal disclosure prior to engagement in activities so that students can address concerns ahead of time. As noted by Murphy and Ribarsky, it may also be important for users of this text to be aware of the potential for disclosure of personal information associated with the activities so that they may avoid outing someone in regard to a particular identity that the individual may not be comfortable being out about.

Following the preface, Activities for Teaching Gender and Sexuality is organized into eight specific “parts,” each addressing an overarching topical area related to sexuality and/or gender. Within each part are descriptions of several different activities which address a more specific issue or topic under the umbrella of the overarching part. For example, Part III is titled: “Friendships and Romantic Relationships.” Included in this part are activities related to gendered relational choices, gendered language in conversation, and navigating sexual communication with potential partners. According to Murphy and Ribarsky, the activities get progressively more challenging throughout each part. From my read of the activities, the progression seems to manifest through the nature of the activities as well as the underlying message(s) the activities aim to communicate to students. Educators may be mindful of the degree to which they would like to challenge their students when selecting activities in addition to considering the topical area.