Gender Equity in Social Studies: An Analysis of Teachers' Beliefs and Practices

• In Event: Race, Class, and Gender in Social Studies

Abstract

There is a significant underrepresentation of women in social studies classrooms. This study examined how teachers’ beliefs about gender and feminism influence their teaching practices. The participants were six gender conscious high school social studies teachers, selected because they identify as having feminist beliefs and a desire to use the classroom as a mechanism to reduce gender inequity. Results showed that teachers’ own personal experiences influenced their beliefs. The feminist beliefs the teachers held translated into gender equitable practices in curricular modifications, classroom discourse, and professional practices. The teachers in this study had specific commonalities in their practices which could be replicated by beginning or veteran teachers.

Authors

• Kaylene Mae Stevens, Boston University

• Christopher C. Martell, Boston University