Rich Slaymaker, Amanda Pinedo, Nathalie Miramontes, Katie Bell, Jared Votaw & Becca Payne

Belenky’s Theory of Women’s Ways of Knowing: Women’s Cognitive Development

Process

Introduction: Four theorists: Belenky, Clinchy, Goldberger, and Tarule Began research in late 1970s Interviewed 135 women (ages 16-60+) focusing on cognitive

development in a variety of contexts including formal education. Became concerned about why women speak so frequently of

problems and gaps in their learning and so often doubt their intellectual competence

Became aware of fact: For many women, “real” and valued lessons learned did not necessarily grow out of their academic work, but in relationships with friends and teachers, life crises, and community involvements.

For women, the development of voice, mind and self are intricately intertwined.

Women often feel alienated in academic settings. Everyday/Professional/In the Classroom: Women feel unheard

even when they believe they have something important to say. Developed five epistemological perspectives from which women

make meaning of their lives and view themselves and the world.

Silence Women were among the youngest and the most deprived compared to others in

the interview process What women experienced:

- Fearfulness

- Felt “Deaf and Dumb”: “They felt deaf because they assumed they could not learn from the words of others and dumb because they felt so voiceless.”

- Disconnected

-Obedient toward authorities Words= Weapons: “ The silent women worried that they would be punished for

using words-any words.” Incapable of Knowing and Thinking Why was silence forced on these women?

- Domineering parents

- Authoritarian spouses

Received Knowing Listening to the voice of others Learning consists of listening to others, and truth resides in

others, not in the self. A lack of self-confidence is evident These women tend to be in awe of authority Some feel confused with class assignments and may be

rendered incapable when required to do original work Women in this perspective are intolerant to ambiguity and

must have a black and white answer for everything Finally, women here have little confidence in their own

voice and trust others for truth.

Subjective KnowingThe switchAuthority is…How they learnWhat they trust

Procedural KnowingTransitioning to Procedural knowledge

Women began to notice inner contradictions through the development and expansion of an inner sense of self, voice, and mind.

  Recognition of own sense of authority from their personal

experience

Procedural knowing

Learning and applying objective procedures for receiving and conveying knowledge

Procedures, skills, techniques of processing the accuracy of internal truth and authority

 

Procedural KnowingTwo types of learning Connected knowing- “believing game”: characterized by a distanced, skeptical, and impartial

stance toward that which one is trying to know (a reasoning against) The goal is to emphasize on meaning, to understand and be understood Relationships between knowers are supportive and seek to reason with one another Basis of authority is gained from personal experience Strength: airs on being holistic and inclusive Vulnerabilities: absence of conviction, loss of identity, autonomy and power, danger of always

being the listener

 Separate knowing- “doubting game”: characterized by a stance of belief and an entering into the place of the other person or the idea that one is trying to know (a reasoning with) The goal is to justify, test, refine, convince and be convinced Relationships between knowers are adversarial, challenging and reason again one another Basis of authority is mastering relevant knowledge and methodology Strengths: being narrow and discriminating Vulnerabilities: absence of conviction, care and intimacy, alienation, with a danger of never

listening

Example Student panel making a decision about black students concern for the traditional orientation

program.  

Sarah: Separate knowing

Susan: Connected knowing

Constructed Knowledge Transition to Constructed Knowledge

- Self-reflection and self-analysis

- The self as an object of study and sense making

-Find a lace for reason, intuition and the expertise of others in the knowing process

Constructed Knowing Integration of the knower (self), the known(mind), and the communication

of the know (voice) “It is the process of sorting out the pieces of the self and searching for a

unique and authentic voice” Two basic insights of constructivist thought:

All knowledge is constructed The knower is an intimate part of what is known

“Real talk” High Tolerance for internal contradiction and ambiguity Articulate and reflective

Constructed Knowledge“ I have come to see things in my own way. I

feel that everyone has something unique to say, but some people know how to develop it. Some people can go even further- they can go outside the given frames of reference. Most people have something to say inside given frames of reference. But then you take someone like Freud or Darwin- they are able to jump outside of the given to create a whole new frame of references. That doesn’t happen too often. They stay with it. They create their whole life around it. They change everything for everyone.”

Learning OutcomesEmpower women to find their voiceEquip RA’s for “Break the Silence” weekImprove communication skillsLeadership and professional developmentRaise awareness

The Intervention

How Women are Placed in SilenceCulturallyDisabilityViolence/Abuse

Behind Closed DoorsJane is a sophomore and has been dating Bob for

the past 3 months.  Freshman year, Jane was very involved on her hall and made a lot of close friends.  Since Bob and Jane’s relationship began, you have noticed Jane pulling away from her friends and not getting involved with your hall activities.  You’ve noticed that she has lost weight and has been struggling to keep up with classes.  Whenever you talk with her about her relationship with Bob she avoids eye contact and gives brief answers.  Feeling concerned, you confront her about this issue.

Ways to reach to women in silence:

One-on-one intentional mentorship opportunities: Seek out women in silence because they most likely won’t seek others

out. Establish relationships, make them feel included, invite them places. Help encourage personal development.

Facilitate group discussion: Provide safe environment to be open and share. Small groups in dorms or meetings with dorm as a whole. Encourage study groups.

Be an active listening ear. Make them feel they're being heard.

Being open and vulnerable as a role model. Be willing to share and show women it's a safe place to talk.

Men: Be intentional- Look out for women in silence and encourage them to

speak up. Be a role to men in dorm to be open, available, approachable,

supportive,and listen in their personal relationships.

Questions?

ReferencesBelenky , M.F., Clinchy, B.M., Goldberger, N.R., & Tarule, J.M. (1986).

Women's ways of knowing the development of self, voice, and mind. New York: Basic Books, Inc., Publishers.

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Evans, N. J.; Forney, D.S.; & Guido-Dibrito, F. (1998). Student development in college: Theory, research , and practice. San Francisco: Jossy-Bass

Komives, S. R., Woodward, D. B. & Associates (2003) Student services: A handbook for the profession. 4th Edition. Jossey-Bass (ISBN: 0-7879-6050-0).

Winter, Initials. (1999). Women's ways of knowing. New Directions for Student Services, (88),