sentences:  Professor Becky Ropers-Huilman recounts one of her positive experiences with feminist education from the student perspective, explaining that she "...felt very ‘in charge’ of [her] own learning experiences," and "...was not being graded–or degraded... [while completing] the majority of the assigned work for the class (and additional work that [she] thought would add to class discussion)," all while "...[regarding] the teacher’s feedback on [her] participation as one perspective, rather than the perspective".Ropers experienced a working feminist classroom that successfully motivated students to go above and beyond, succeeding in generating self-efficacy and caring in the classroom.When Ropers became a teacher herself, she embraced feminist educational theory, noting that, "[Teachers] have an obligation as the ones who are vested with an assumed power, even if that power is easily and regularly disrupted, to assess and address the effects that it is having in our classrooms".