How Revised State Social Studies Standards Shape the Inclusion of Women's History in Secondary Education
Abstract
State social studies standards play a critical role in shaping how history is taught in secondary classrooms, influencing both curriculum design and instructional practices. In recent years, some states have revised their standards to include greater representation of women’s history, aiming to disrupt the male-dominated narratives that have traditionally defined history education. However, the extent to which these revisions translate into meaningful curricular change remains an open question. This paper critically examines the impact of revised state standards on the inclusion of women's history in secondary social studies education. Grounded in critical curriculum studies, this research analyzes policy documents, state-level mandates, and educator experiences to assess whether these revisions facilitate substantive curricular transformation or if systemic barriers continue to marginalize women's contributions. Through a qualitative interview with a current history teacher, who is proposing an addition to the College Board’s comprehensive Advanced Placement Course catalog to include a nationwide course on Women’s AP U.S. History, this study explores how educators interpret and implement these revised standards, the resources available for integrating women's history, and the challenges they face in doing so. In alignment with the Curriculum Interrupted theme, this paper interrogates whether these policy changes meaningfully disrupt dominant narratives or if they serve as superficial reforms that leave patriarchal structures intact. Findings suggest that while revised standards create opportunities for more inclusive historical narratives, their impact is often limited by inadequate teacher preparation, textbook constraints, and broader institutional resistance to curricular change. This presentation argues for more robust, equity-driven reforms that ensure women’s history is not merely an addendum to traditional curricula but an integral part of historical discourse in secondary education.
Presentation Description
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Location
Room 1
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Myrick, Amanda, "How Revised State Social Studies Standards Shape the Inclusion of Women's History in Secondary Education" (2025). Curriculum Studies Summer Collaborative. 6.
https://digitalcommons.georgiasouthern.edu/cssc/2025/2025/6
How Revised State Social Studies Standards Shape the Inclusion of Women's History in Secondary Education
Room 1
State social studies standards play a critical role in shaping how history is taught in secondary classrooms, influencing both curriculum design and instructional practices. In recent years, some states have revised their standards to include greater representation of women’s history, aiming to disrupt the male-dominated narratives that have traditionally defined history education. However, the extent to which these revisions translate into meaningful curricular change remains an open question. This paper critically examines the impact of revised state standards on the inclusion of women's history in secondary social studies education. Grounded in critical curriculum studies, this research analyzes policy documents, state-level mandates, and educator experiences to assess whether these revisions facilitate substantive curricular transformation or if systemic barriers continue to marginalize women's contributions. Through a qualitative interview with a current history teacher, who is proposing an addition to the College Board’s comprehensive Advanced Placement Course catalog to include a nationwide course on Women’s AP U.S. History, this study explores how educators interpret and implement these revised standards, the resources available for integrating women's history, and the challenges they face in doing so. In alignment with the Curriculum Interrupted theme, this paper interrogates whether these policy changes meaningfully disrupt dominant narratives or if they serve as superficial reforms that leave patriarchal structures intact. Findings suggest that while revised standards create opportunities for more inclusive historical narratives, their impact is often limited by inadequate teacher preparation, textbook constraints, and broader institutional resistance to curricular change. This presentation argues for more robust, equity-driven reforms that ensure women’s history is not merely an addendum to traditional curricula but an integral part of historical discourse in secondary education.
