2025 Conference Archive

Format

Individual Presentation

Format

Poster Presentation

First Presenter's Institution

Princeton Public Schools, the New-York Historical Society, and the University at Buffalo

First Presenter’s Email Address

katiedineen@princetonk12.org

First Presenter's Brief Biography

Katie is a public high school social studies teacher with a research background in gender equity in curriculum and instruction, educational psychology, and abolitionist pedagogy. In her work outside the classroom with institutions such as the New-York Historical Society and Princeton University, Katie shares her research and experience with practicing and pre-service educators.

Submitter

I am submitting this proposal as one of the presenter(s)

Location

Harborside Ballroom

Strand #1

Heart: Social & Emotional Skills

Strand #2

Head: Academic Achievement & Leadership

Relevance

Head: It is crucial for young women to see themselves in the figures that are centered in K-12 humanities curricula in order to recognize their own agency. This workshop aims to provide educators the tools they need to empower students through diverse women's representation in history, literature, and art.

Heart: The Women and the American Story Curriculum Project at the heart of this research supports the meaningful integration of women with historically marginalized racial, ethnic, socioeconomic, sexual, and gender identities in existing humanities curricula. Not only have WAMS curriculum resources excited and empowered my students, they have fueled my own interest in women’s history, advocacy, and activism and renewed my passion for teaching history.

Brief Program Description

This poster presentation aims to share my dissertation's findings within the frame of feminist teaching. My dissertation, "Investigating the role of the Women and the American Story (WAMS) Curriculum in teaching with and for gender equity," examined the ways in which educators’ professional engagement with and pedagogical application of the WAMS curriculum project informed, empowered, or otherwise impacted their perceived ability to teach with and for gender equity.

Summary

Poster Abstract:

The Women and the American Story (WAMS) curriculum project was designed to address gender inequity in P-12 American history education, which research has shown to be a critical problem of educational practice.

Framed by intersectionality in a critical-feminist paradigm (Hatch, 2002, p. 31), this study used narrative inquiry (Creswell, 2012) to examine the ways in which educators’ professional engagement with and pedagogical application of WAMS informed, empowered, or otherwise impacted their perceived ability to teach with and for gender equity. Its participants are four P-12 teachers held accountable to their state’s curriculum standards for American history who completed a WAMS educator institute. This study’s findings identify aspects of the WAMS curriculum project that support teaching with and for gender equity across diverse educational contexts and have implications for the continued development, implementation, and dissemination of the WAMS curriculum project and understanding gender equity in P-12 American history education more broadly.

Evidence

my dissertation!

https://docs.google.com/document/d/10MsQyuXGOIeTYs6QlnMp4asdmXjJR7-kWtGXi-xygpA/edit?usp=sharing

Learning Objective 1

describe feminist teaching practices in the context of their practice

Learning Objective 2

meaningfully pair WAMS curriculum resources for classroom integration.

Learning Objective 3

integrate WAMS's and other strategies for feminist teaching in their practice

Keyword Descriptors

Women’s rights, representation, humanities, history, english, SEL, culturally-responsive pedagogy, women’s history, curriculum

Presentation Year

2025

Start Date

3-2-2025 4:45 PM

End Date

3-2-2025 6:00 PM

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Mar 2nd, 4:45 PM Mar 2nd, 6:00 PM

The Other F-Word: Feminist Pedagogy in Context

Harborside Ballroom

This poster presentation aims to share my dissertation's findings within the frame of feminist teaching. My dissertation, "Investigating the role of the Women and the American Story (WAMS) Curriculum in teaching with and for gender equity," examined the ways in which educators’ professional engagement with and pedagogical application of the WAMS curriculum project informed, empowered, or otherwise impacted their perceived ability to teach with and for gender equity.