Student-Generated Podcasting as a Pedagogical Tool to Assess Gender-Based Divergence in Understanding and Applying Feminist Ethics to Ethics Discourse

Hilton, MacKensie; Walter, Katherine Ott; Kaye, Elaine Roberts; Washington, Ruth A.; Coleman, Ailton Santonio

doi:10.5840/tej202571160

Teaching Ethics

ONLINE FIRST

published on July 15, 2025

MacKensie Hilton, Katherine Ott Walter

, Elaine Roberts Kaye

, Ruth A. Washington

, Ailton Santonio Coleman

https://doi.org/10.5840/tej202571160

Student-Generated Podcasting as a Pedagogical Tool to Assess Gender-Based Divergence in Understanding and Applying Feminist Ethics to Ethics Discourse

Student-generated podcasts can promote deep learning and critical reflection, which improves learning outcomes. This paper examines the role of student-generated podcasting as a vehicle to express and apply Feminist Ethics among Health Science students. Feminist ethics is a key ethical theory to help students understand issues surrounding social injustice and gender-based discrimination. Through the Framework Method, we examined how students’ gender affects podcast topic selection, application of Feminist Ethics perspectives and appropriate use of Feminist Ethics nomenclature. Three major themes that emerged from podcasts topics were Procreation, Death and Regulation. Although podcast groups discussed gender-neutral topics, majority-women podcast groups created content with a wider variety gender-specific topics, were more likely to situate their conversation through a Feminist Ethics lens and vocalized Feminist Ethics principles. Although gender differences did appear, student-generated podcasting is a tangible pedagogical, curricular and assessment tool that allows students to critically reflect on ethical theories and principles.

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