More than just a footnote: Constructing a theoretical framework for teaching about gender in negotiation

The dominant paradigm in teaching about gender issues In negotiation over t he past 25 years has been to treat the subject as one of difference men neg otiate one way, and women negotiate another way. While this can provoke int eresting discussions, there ave pitfalls in treating gender in this way. Th e author suggests two other ways to approach the subject matter: viewing ge nder as emergent in the negotiation process or taking a gender relations pe rspective that highlights some of the invisible aspects of negotiation. Tbe author suggests ways to teach about gender in negotiation courses from eac h of these perspectives; these newer ways of teaching about gender in negot iation help make It a more integral part of the curriculum.