There are supporters of feminist education as well, many of whom are educators or students. 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 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 thought would add to class discussion)," all while "...[regarding the teacher’s feedback on 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". Ropers firmly believes that educators have a duty to address feminist concepts such as the use and flow of power within the classroom, and strongly believes in the potential of feminist educational theory to create positive learning experiences for students and teachers as she has personally experienced.