Gavilan College

Adjunct Instructor

Teach the following classes:
Art History 1a
Art History 1b
Art Appreciation 6
Art 11 Creativity and Imagination

Girl Scouts of Northern California

Troop of 18 girls of various ages completing community service.

The "f"​ word: A content analysis of "female"​ artists in art history textbooks by Gustlin, Deborah Zoe, Ed.D., SAINT MARY'S COLLEGE OF CALIFORNIA

ProQuest

Abstract: The number of women enrolled in college increasingly outpaces the number of men. In prominent art history textbooks, however, identified men artists far outnumber women. Feminist-inspired inquiry has highlighted this imbalance and historical content analysis of art history textbooks has shown small increases in inclusion of women artists over the last 80 years. In bringing such analysis up-to-date, this study’s research questions were: To what extent are female artists represented in six widely used art history textbooks? What is the ratio of the inclusion of female artists compared with male artists? The textbooks were coded by enumerating plates and index mentions. During the coding process, additional categories of analysis beyond gender emerged: artists of color and artists of other than Euro-American ancestry. Overall, representations of women artists, whether in terms of artist-identified plates or mentions in indexes, account for only one-fifth of the total, a four-to-one ratio. Reasons for this disparity are examined as are the pedagogical implications of relying predominantly on male and Euro-American artists in teaching increasingly diverse college populations. Recommendations focus on the importance of revising curricula, textbooks, and pedagogical approaches in light of these findings.

The "f"​ word: A content analysis of "female"​ artists in art history textbooks by Gustlin, Deborah Zoe, Ed.D., SAINT MARY'S COLLEGE OF CALIFORNIA

ProQuest

Abstract: The number of women enrolled in college increasingly outpaces the number of men. In prominent art history textbooks, however, identified men artists far outnumber women. Feminist-inspired inquiry has highlighted this imbalance and historical content analysis of art history textbooks has shown small increases in inclusion of women artists over the last 80 years. In bringing such analysis up-to-date, this study’s research questions were: To what extent are female artists represented in six widely used art history textbooks? What is the ratio of the inclusion of female artists compared with male artists? The textbooks were coded by enumerating plates and index mentions. During the coding process, additional categories of analysis beyond gender emerged: artists of color and artists of other than Euro-American ancestry. Overall, representations of women artists, whether in terms of artist-identified plates or mentions in indexes, account for only one-fifth of the total, a four-to-one ratio. Reasons for this disparity are examined as are the pedagogical implications of relying predominantly on male and Euro-American artists in teaching increasingly diverse college populations. Recommendations focus on the importance of revising curricula, textbooks, and pedagogical approaches in light of these findings.