(Un)Restricting feminism: High school students’ definitions of gender and feminism in the context of the historic struggle for women’s rights

References

• Barton, K. C., & Levstik, L. S. (1996). “Back when God was around and everything”: Elementary children’s understanding of historical time. American Educational Research Journal, 33, 419–454. doi:10.3102/00028312033002419
   Web of Science ®Google Scholar
• Barton, K. C., & Levstik, L. S. (2004). Teaching history for the common good. Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Bernard-Powers, J. (1996). Engendering social studies: Perspectives, texts, and teaching. Theory & Research in Social Education, 24, 2–7. doi:10.1080/00933104.1996.10505766
   Web of Science ®Google Scholar
• Bohan, C. H. (2017). Gender and feminist scholarship in social studies research: A dynamic theoretical framework for living on the edges. In M. M. Manfra & C. M. Bolick (Eds.), The Wiley handbook of social studies research (pp. 227–254). West Sussex, UK: John Wiley & Sons, Inc.
   Google Scholar
• Burke, T. (2018). #MeToo founder Tarana Burke on the rigorous work that still lies ahead. Variety. Retrieved from https://variety.com/2018/biz/features/tarana-burke-metoo-one-year-later-1202954797/
   Google Scholar
• Butler, J. (1990). Performative acts and gender constitution: An essay in phenomenology and feminist theory. In S. Case (Ed.), Performing feminisms: Feminist critical theory and theatre (pp. 270–282). Baltimore, MD: John Hopkins University.
   Google Scholar
• Chandler, P. T., & Hawley, T. S. (Eds.). (2017). Race lessons: Using inquiry to teach about race in social studies. Charlotte, NC: Information Age.
   Google Scholar
• Colley, L. M. (2017). Judging on their looks: Understanding pre-service social studies teachers’ conceptions of historical agency and gender. Journal of Social Studies Research, 41, 155–166. doi:10.1016/j.jssr.2016.08.002
   Google Scholar
• Collins, P. H. (2000). Black feminist thought: Knowledge, consciousness, and the politics of empowerment. New York, NY: Routledge.
   Google Scholar
• Engebretson, K. (2014). Another missed opportunity: Gender in the national curriculum standards for social studies. Social Studies Research and Practice, 9, 21–34.
   Google Scholar
• Epstein, T. (1998). Deconstructing differences in African-American and European-American adolescents’ perspectives on U.S. history. Curriculum Inquiry, 28, 397–423. doi:10.1111/0362-6784.00100
   Web of Science ®Google Scholar
• Evans, R. W., Avery, P. G., & Pederson, P. V. (1999). Taboo topics: Cultural restraint on teaching social issues. The Social Studies, 90, 218–224. doi:10.1080/00377999909602419
   Google Scholar
• Fournier, J. E., & Wineburg, S. S. (1997). Picturing the past: Gender differences in the depiction of historical figures. American Journal of Education, 105, 160–185. doi:10.1086/444151
   Web of Science ®Google Scholar
• Friedorsdorf, C. (2017, January 23). The significance of millions in the streets. The Atlantic Monthly. Retrieved from https://www.theatlantic.com/politics/archive/2017/01/the-significance-of-millions-in-the-streets/514091/
   Google Scholar
• Hahn, C. L., Bernard-Powers, J., Crocco, M. S., & Woyshner, C. (2007). Gender equity in social studies. In S. Klein (Ed.), Handbook for achieving gender equity through education (pp. 335–357). Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Hanisch, C. (1969). The personal is political. Retrieved from http://www.carolhanisch.org/CHwritings/PIP.html
   Google Scholar
• Hartmann, H. (2004). Towards a definition of patriarchy. In L. Heldke & P. O’Connor (Eds.), Oppression, privilege, & resistance: Theoretical perspectives on racism, sexism, and heterosexism (pp. 143–148). Boston, MA: McGraw Hill.
   Google Scholar
• Holland, D., & Lave, J. (2009). Social practice theory and the historical production of persons. Actio: an International Journal of Human Activity Theory, 2, 1–15.
   Google Scholar
• Kimmel, M. S. (2004). Inequality and difference. In L. Heldke & P. O’Connor (Eds.), Oppression, privilege, & resistance: Theoretical perspectives on racism, sexism, and heterosexism (pp. 193–217). Boston, MA: McGraw Hill.
   Google Scholar
• Kohlmeier, J. (2005). The power of a woman’s story: A three-step approach to historical significance in high school world history. International Journal of Social Education, 20(1), 64–80.
   Google Scholar
• Lather, P. (1992). Critical frames in educational research: Feminist and post-structural perspectives. Theory into Practice, 31, 87–99. doi:10.1080/00405849209543529
   Google Scholar
• Lerner, G. (2004). U.S. women’s history: Past, present, and future. Journal of Women’s History, 16, 10–27. doi:10.1353/jowh.2004.0084
   Web of Science ®Google Scholar
• Levstik, L. (2001). Daily acts of ordinary courage: Gender-equitable practice in the social studies classroom. In P. O’Reilly, E. Penn, & K. deMarrais (Eds.), Educating young adolescent girls (pp. 189–201). Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Levstik, L. S., & Barton, K. C. (2011). Doing history: Investigating with children in elementary and middle school (4th ed.). New York, NY: Routledge.
   Google Scholar
• Levstik, L. S., & Groth, J. (2002). “Scary thing being an eighth grader”: Exploring gender and sexuality in a middle school U.S. history unit. Theory & Research in Social Education, 30, 233–254. doi:10.1080/00933104.2002.10473193
   Google Scholar
• Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage.
   Google Scholar
• Loewen, J. W. (2009). Teaching what really happened: How to avoid the tyranny of textbooks and get students excited about doing history. New York, NY: Teachers College Press.
   Google Scholar
• Mayes, E., Mitra, D. L., & Serriere, S. C. (2016). Figured worlds of citizenship: Examining differences made in “making a difference” in an elementary school classroom. American Educational Research Journal, 53, 605–638. doi:10.3102/0002831216648378
   Web of Science ®Google Scholar
• McMillan, J. H., & Schumacher, S. (2010). Research in education: Evidence based inquiry. Boston, MA: Pearson.
   Google Scholar
• Nardi, P. M. (2006). Doing survey research: A guide to quantitative methods. Boston, MA: Pearson.
   Google Scholar
• National Council for the Social Studies. (2010). National curriculum standards for social studies: A framework for teaching, learning, and assessment. Silver Spring, MD: Author.
   Google Scholar
• National Council for the Social Studies. (2013). The college, career, and civic life (C3) framework for social studies state standards: Guidance for enhancing the rigor of K-12 civics, economics, geography, and history. Silver Spring, MD: Author.
   Google Scholar
• National Women’s History Museum. (2017). Where are the women? A report on the status of women in the United States social studies standards. Retrieved from https://www.nwhm.org/social-studies-standards
   Google Scholar
• Noddings, N. (2001). The care tradition: Beyond “add women and stir.” Theory into Practice, 40, 29–34. doi:10.1207/s15430421tip4001_5
   Web of Science ®Google Scholar
• Peck, C. (2010). “It’s not like [I’m] Chinese and Canadian. I am in between”: Ethnicity and students’ conceptions of historical significance. Theory & Research in Social Education, 38, 574–617. doi:10.1080/00933104.2010.10473440
   Google Scholar
• Rose, G. (2007). Visual methodologies: An introduction to the interpretation of visual materials. Thousand Oaks, CA: Sage.
   Google Scholar
• Roth, W. M., & Lee, Y. T. (2007). “Vygotsky’s neglected legacy”: Cultural-Historical activity theory. Review of Educational Research, 77, 186–232. doi:10.3102/0034654306298273
   Web of Science ®Google Scholar
• Schmeichel, M. (2011). Feminism, neoliberalism, and social studies. Theory & Research in Social Education, 39, 6–31. doi:10.1080/00933104.2011.10473445
   Google Scholar
• Schmeichel, M. (2014). Women made it home: Representations of women in social studies. Pedagogies, 9, 233–249. doi:10.1080/1554480X.2014.921622
   Google Scholar
• Schmeichel, M. (2015). Skirting around critical feminist rationales for teaching women in social studies. Theory & Research in Social Education, 43, 1–27. doi:10.1080/00933104.2014.1002648
   Web of Science ®Google Scholar
• Schmeichel, M., Janis, S., & McAnulty, J. (2016). Why has there never been a woman president in the United States? An inquiry lesson. Social Education, 80, 89–95.
   Google Scholar
• Schmidt, S. (2012). Am I a woman? Normalisation of woman in U.S. history. Gender and Education, 24, 707–724. doi:10.1080/09540253.2012.674491
   Web of Science ®Google Scholar
• Schul, J. E. (2012). Compositional encounters: Evolvement of secondary students’ narratives while making historical desktop documentaries. Journal of Social Studies Research, 36, 219–244.
   Google Scholar
• Scott, J. W. (1996). Feminism and history: Oxford readings in feminism. Oxford, UK: Oxford University Press.
   Google Scholar
• Sparks, G., & Grayer, A. (2018, September 16). 256 women won House and Senate primaries, a huge new record. CNN. Retrieved from https://www.cnn.com/2018/09/16/politics/house-women-update-september/index.html
   Google Scholar
• Ten Dam, G., & Rijkschroeff, R. (1996). Teaching women’s history in secondary education: Constructing gender identity. Theory & Research in Social Education, 24, 71–88. doi:10.1080/00933104.1996.10505770
   Web of Science ®Google Scholar
• Ten Dam, G., & Tekkens, H. F. (1997). The gender inclusiveness of a women’s history curriculum in secondary education. Women’s Studies International Forum, 20, 61–75. doi:10.1016/S0277-5395(96)00065-9
   Web of Science ®Google Scholar
• Terzian, S. G., & Yeager, E. A. (2007). “That’s when we became a nation”: Urban Latino adolescents and the designation of historical significance. Urban Education, 42, 52–81. doi:10.1177/0042085906294027
   Web of Science ®Google Scholar
• Tetreault, M. K. (1986a). It’s so opinioney. Journal of Education, 168, 78–95. doi:10.1177/002205748616800207
   Google Scholar
• Tetreault, M. K. (1986b). Integrating women’s history: The case of United States history high school textbooks. The History Teacher, 19, 211–262. doi:10.2307/493800
   Google Scholar
• Thornton, S. J. (2005). Teaching social studies that matters: Curriculum for active learning. New York, NY: Teachers College.
   Google Scholar
• Wertsch, J. V. (1998). Mind as action. New York, NY: Oxford University Press.
   Google Scholar
• Wineburg, S., & Monte-Sano, C. (2008). “Famous Americans”: The changing pantheon of American heroes. Journal of American History, 94, 1186–1202. doi:10.2307/25095326
   Web of Science ®Google Scholar
• Winslow, B. (2013). Clio in the classroom: The state of women and women’s history in the middle and high school curriculum…and perhaps a way forward. Journal of Women’s History, 25, 319–332. doi:10.1353/jowh.2013.0045
   Web of Science ®Google Scholar
• Women’s March. (n.d.). Unity principles. Retrieved from https://www.womensmarch.com/principles/
   Google Scholar
• Wong, W. (2018, September 4). Brett Kavanaugh is a threat to women, workers, and the environment. The Hill. Retrieved from https://thehill.com/blogs/congress-blog/judicial/404862-brett-kavanaugh-is-a-threat-to-women-workers-and-the-environment
   Google Scholar
• Woyshner, C. (2002). Teaching the women’s club movement in the United States history. The Social Studies, 93, 11–17. doi:10.1080/00377990209599874
   Google Scholar
• Woyshner, C., & Schocker, J. B. (2015). Cultural parallax and content analysis: Images of Black women in high school history textbooks. Theory & Research in Social Education, 43, 441–468. doi:10.1080/00933104.2015.1099487
   Web of Science ®Google Scholar
• Yin, R. K. (2011). Qualitative research from start to finish. New York, NY: Guilford Press.
   Google Scholar