Feminist perspectives have had major impacts on theoretical and curricular developments in a wide range of academic fields. However, despite the significant volume of feminist scholarship and research in criminology over the past decade, these perspectives do not appear to have had much effect on criminal justice education. McIntosh developed a model that proposes five stages in curricular development: (1) womanless; (2) exceptional women succeeding according to the male standard; (3) women as problem, anomaly, or absence; (4) women as half the human experience; and (5) full integration. In designing courses that correspond to the third and fourth phases of this model, criminal justice educators should focus on the seven objectives. These are (1) emphasis on women's status, (2) valuing women's perspective and experience, (3) praxis, (4) countering male bias in scholarship, (5) valuing women's self-determination, (6) inclusiveness of other forms of oppression in feminism, and (7) feminist pedagogy. The problems involved in accomplishing these objectives will probably include instructors' lack of background and resistance to change. 48 references