Over the past twenty five years, women’s history has been firmly established in the academy. This progress has not “trickled down” into the K–12 curriculum. Most school children recognize the names of Abigail Adams, Jane Addams, and Rosa Parks, but little else. This article discusses the importance of infusing the schools’ curriculum with gender awareness, looking at the ways in which teachers, school administrators, schools and departments of education in universities, professional history, and social studies organizations have been able to work together to reach beyond the already established, male-dominant state curriculum and incorporate the role of women and gender into their history and social studies classes, as well as to bring gender into the curriculum, including a call for greater collaborations between the academy and secondary schools.


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pp. 319-332
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