This collection investigates how gender dynamics influence the pedagogical relationship between instructors and students within the university classroom. The editors, Catherine Portuges and Margo Culley, compile essays from various academic disciplines to examine the intersection of feminist theory and teaching practice. The text argues that the classroom is a site of political and social negotiation where the identity of the teacher significantly impacts the learning environment. By analyzing personal narratives and institutional structures, the authors provide a framework for understanding the complexities of gendered authority in higher education.

Experts in the field of gender studies and education recognize this work as a foundational text for understanding the nuances of feminist pedagogy. Readers frequently note the academic density of the prose and its utility for instructors seeking to reflect on their own teaching practices.