Means-end theory was used to analyze differences in outcomes from original interviews and follow-up interviews occurring four years after Outward Bound (OB) and National Outdoor Leadership School (NOLS) 2006 course participation. In 2006, a semi-structured, in-person interview was conducted after participants (N = 510) completed their course. In…

Discusses stages of competency development, using the seasons of the year as a metaphor. Identifies educational strategies that outdoor educators can use at each stage to help women overcome gender role socialization pressures that discourage them from achieving or recognizing their true competency levels. (TD)

Outdoor adventure education is an experiential method of learning which takes place primarily through sensory involvement with the outdoors. Characteristics of adventure education include uncertain outcomes, risk, inescapable consequences, energetic action, and willingness to participate. Adventure education occurs in a diversity of venues,…

Addresses the importance of implementing outdoor training courses for women only to provide a supportive environment in which women can gain the confidence and skills needed to become outdoor leaders. Describes the experiences of the author (a black woman) in dealing with her race and gender during outdoor training courses. (LP)

Through anecdotes, a female outdoor educator highlights the importance of role-modeling gender equality, but also suggests a need to explore the cultural assumptions behind sexual roles; what is served by them; and the social mechanisms that reinforce them, such as homophobia. Educational strategies to help women gain and claim competence in the…