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Abstract

In today’s volatile economic climate, students are increasingly choosing courses and majors that are primarily focused on professionally valuable skills and employment opportunities. This trend poses challenges for Women and Gender Studies programs, calling for a shift in both instructional and institutional strategies within the field. Yet, far from finding this a detriment, we have found that Women and Gender Studies courses have considerable value for professionally-driven students. In addition, we have found that the presence of professionally-driven students in Women and Gender Studies courses present opportunities for WGS programs. This article discusses the instructional and institutional implications of the inclusion of professionally-driven students in Women and Gender Studies programs at Mesa Community College, as well as findings from the 2016 Seneca Falls Dialogues.

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