Title: The Imperative of Including Women’s History in Our Educational Narrative: A Call for Change
The lack of comprehensive education about women in US history is a glaring gap that needs urgent attention. It was during my college years that I first encountered the names and stories of remarkable women like Dorothea Dix, Lucy Delaney, and Elizabeth Cady Stanton. These women left indelible marks on history, yet their contributions were largely absent from my high school education.
This omission is not an isolated incident. Many students across the United States have similar stories of being taught a male-dominated version of history. The consequences of perpetuating this male-centric past are far-reaching, particularly as we witness the erosion of women’s rights and the ongoing struggle for equal pay. If our educational foundations continue to focus on men’s narratives, it is only natural that we grow up believing that male experiences hold superior importance.
According to a 2017 report by the National Women’s History Museum, K-12 educational standards consistently fail to address women and their stories adequately. The study found that women make up a small percentage of figures in US history textbooks, often appearing as an afterthought or an addition to lists of marginalized groups.
High school history teachers Kristen Kelly and Serene Williams are spearheading a campaign to change this by petitioning the College Board to create an AP US Women’s History Course. Their argument is that women’s history has not been given its due importance and depth in our educational system. While the College Board did not make anyone available for comment, their criteria for course assessment include colleges and universities’ willingness to award college credit and placement to students who achieve qualifying AP exam scores, significant demand for the course in high schools, and adherence to the Advanced Placement program’s mission.
Establishing a dedicated AP Women’s History Course would send a powerful message about the significance of women’s contributions to US history. This could pave the way for more inclusive curricula in non-AP classrooms as well, eventually encouraging a broader understanding of women’s roles and stories throughout history.
It’s important to note that this is not an entirely new concept. The AP African American Studies course, which addresses the underrepresentation of Black history in US classrooms, is set to launch this school year, despite facing controversy and scrutiny. Likewise, a Women’s Studies AP course would undoubtedly face similar opposition, particularly given the ongoing debates surrounding reproductive rights.
However, neglecting to teach students about women’s histories is a disservice to future generations. If we continue to present women as sidebars in our national narrative, it is only natural that they grow up believing their stories are secondary and insignificant. It’s time to challenge this narrow perspective and ensure that women’s contributions are not only acknowledged but celebrated in our educational system.
Women deserve better, and so do high school students. It is our collective responsibility to make this change a reality.
