We are providing our secondary students with an unbalanced, inaccurate view of world history, This can lead to greater social injustice. The purpose of this paper is twofold. 1) examine the reasons for and issues with providing a gender balanced view of history in order to lead to a more well rounded illustration of history; 2) demonstrate how this can be done in a regular World History Survey Course and an Elective Women’s History Course.
With the Passage of Title Nine in the 1970s there was a rise in supporting women’s programs in education. However, the focus was on bridging the gap in math, science and sports. History was virtually untouched. While at the same time there was a movement to expand women’s studies courses on the college campuses, regular world history courses till often focused on the achievements and stories of men an little was changed in the World History Curriculum on the Secondary level.
","abstract_html":"<p>We are providing our secondary students with an unbalanced, inaccurate view of world history, This can lead to greater social injustice. The purpose of this paper is twofold. 1) examine the reasons for and issues with providing a gender balanced view of history in order to lead to a more well rounded illustration of history; 2) demonstrate how this can be done in a regular World History Survey Course and an Elective Women’s History Course.</p> <p>With the Passage of Title Nine in the 1970s there was a rise in supporting women’s programs in education. However, the focus was on bridging the gap in math, science and sports. History was virtually untouched. While at the same time there was a movement to expand women’s studies courses on the college campuses, regular world history courses till often focused on the achievements and stories of men an little was changed in the World History Curriculum on the Secondary level.</p>","abstract_has_math":false,"creators":["Brackett, Kirianne"],"institution":null,"degree_name":"Master of Science","degree_level":"Master's Thesis","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2008,"date_issued":"2008-01-01T08:00:00Z","date_published":"2008-01-01T08:00:00Z","updated_at":"2026-07-24T02:05:12Z","subjects":["Education","Gender Equity in Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholar.dominican.edu/education-print-theses/329","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Brackett, Kirianne"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education","Gender Equity in Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholar.dominican.edu/education-print-theses/329"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["We are providing our secondary students with an unbalanced, inaccurate view of world history, This can lead to greater social injustice. The purpose of this paper is twofold. 1) examine the reasons for and issues with providing a gender balanced view of history in order to lead to a more well rounded illustration of history; 2) demonstrate how this can be done in a regular World History Survey Course and an Elective Women’s History Course.
With the Passage of Title Nine in the 1970s there was a rise in supporting women’s programs in education. However, the focus was on bridging the gap in math, science and sports. History was virtually untouched. While at the same time there was a movement to expand women’s studies courses on the college campuses, regular world history courses till often focused on the achievements and stories of men an little was changed in the World History Curriculum on the Secondary level.
"]},{"key":"dc:title","label":"Title","values":["Gender Equity in High School World History Curriculum Support for a Balanced Perspective"]}]}],"canonical_facts":{"dc:creator":["Brackett, Kirianne"],"dc:description.abstract":["We are providing our secondary students with an unbalanced, inaccurate view of world history, This can lead to greater social injustice. The purpose of this paper is twofold. 1) examine the reasons for and issues with providing a gender balanced view of history in order to lead to a more well rounded illustration of history; 2) demonstrate how this can be done in a regular World History Survey Course and an Elective Women’s History Course.
With the Passage of Title Nine in the 1970s there was a rise in supporting women’s programs in education. However, the focus was on bridging the gap in math, science and sports. History was virtually untouched. While at the same time there was a movement to expand women’s studies courses on the college campuses, regular world history courses till often focused on the achievements and stories of men an little was changed in the World History Curriculum on the Secondary level.
"],"dc:identifier":["https://scholar.dominican.edu/education-print-theses/329"],"dc:subject":["Education","Gender Equity in Education"],"dc:title":["Gender Equity in High School World History Curriculum Support for a Balanced Perspective"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Master's Thesis"],"thesis:degree_name":["Master of Science"]},"updated_at":"2026-07-24T02:05:12Z"}