A Woman’s Place: Elementary Preservice Teacher Exploration of Sexism in the Social Studies Curriculum
Location
Hamilton B
Proposal Track
Research Project
Session Format
Presentation
Abstract
Since the middle of the twentieth century, efforts have been made to include more women in U.S. History textbooks and curricula. This research study sought to examine which individuals preservice elementary teachers perceived as valued and important in our history and what progress, if any, has been made with regards to the inclusion of women in the social studies curriculum. Data collection involved a perspectives' survey instrument and group discussions, which included participants from three different elementary social studies methods classes across two universities over the span of one year. Findings indicated that not a great deal of progress has been made with regards to the inclusion of women in the social studies curriculum. Additionally, the participants expressed concern about their dearth of knowledge regarding women in history. Some also noted concern with teaching about individuals not mentioned in the state mandated curriculum and teaching about “women’s history” in social studies as it may be perceived as espousing feminist beliefs. The author present samples of the data collected and offer examples of how to be more deliberate with the inclusion of women in the current social studies curriculum.
Keywords
Feminist theory, Critical theory, gender, elementary social studies education, teacher preparation
Recommended Citation
Saylor, Elizabeth E., "A Woman’s Place: Elementary Preservice Teacher Exploration of Sexism in the Social Studies Curriculum" (2017). Georgia Educational Research Association Conference. 38.
https://digitalcommons.georgiasouthern.edu/gera/2017/2017/38
A Woman’s Place: Elementary Preservice Teacher Exploration of Sexism in the Social Studies Curriculum
Hamilton B
Since the middle of the twentieth century, efforts have been made to include more women in U.S. History textbooks and curricula. This research study sought to examine which individuals preservice elementary teachers perceived as valued and important in our history and what progress, if any, has been made with regards to the inclusion of women in the social studies curriculum. Data collection involved a perspectives' survey instrument and group discussions, which included participants from three different elementary social studies methods classes across two universities over the span of one year. Findings indicated that not a great deal of progress has been made with regards to the inclusion of women in the social studies curriculum. Additionally, the participants expressed concern about their dearth of knowledge regarding women in history. Some also noted concern with teaching about individuals not mentioned in the state mandated curriculum and teaching about “women’s history” in social studies as it may be perceived as espousing feminist beliefs. The author present samples of the data collected and offer examples of how to be more deliberate with the inclusion of women in the current social studies curriculum.
