Investigating the role of the Women and the American Story Curriculum in teaching with and for gender equity

• In Event: AERA Roundtable Session Saturday 5:10 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Intersecting Histories, Ideologies, and Identities: Unpacking Curriculum Representations in Social Studies Education (Table 9)

Abstract

Framed by intersectionality in a critical-feminist paradigm, this study used narrative inquiry to examine the ways in which educators’ professional engagement with and pedagogical application of the Women and the American Story (WAMS) curriculum project inform, empower, 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 WAMS that support teaching with and for gender equity across diverse educational contexts and have implications for the continued development, implementation, and dissemination of WAMS and understanding gender equity in P-12 American history education more broadly.

Author

• Katie Dineen, Princeton Public Schools