Druskee Pawliuk, Tanya2010-09-242010-09-2420102010-09-24http://hdl.handle.net/1828/3068Child and Youth Care students were asked: How do you experience gender conversations in the classroom? The participants of this study include three female and two male graduate students at the University of Victoria's School of Child and Youth Care. The study utilized a semi-structured approach, and participants were interviewed by telephone. A phenomenological approach guided the data analysis. Participants reported dissatisfaction with the current lack of gender content in the curriculum and believed more gender content would be beneficial to their understanding of the gender based concerns of their clients as well as the gender realities of CYC practice. Based on these findings, it is recommended that the SCYC implement a variety of strategies to increase the gender content in their curriculum.enAvailable to the World Wide Webchild and youth caregender and experienceeducationcurriculumUVic Subject Index::Humanities and Social Sciences::Education::Education, HigherThesis