Children's Memories of Museum Field Trips: A Qualitative Study

Abstract

stretched the possibilities and shaped the ideas. Once the programs began, the participants added their own distinctive voices to the dialogue. Both programs now share the dilemma of deciding where to go from here. Should these programs continue to be offered only to girls? This arrangement may not be workable for many community organizations and public schools. If they become coeducational, how can we ensure that the needs of girls continue to be met? The concerns expressed in the recent AAM report, Excellence and Equity: Education and the Public Dimension of Museums, relate more explicitly to racial and cultural equity. To these vital issues we should add the significant dimension of gender equity. More and more, the extent of gender bias is being documented, researched, and recognized in the education profession. Museums should not remain on the sidelines of these developments. Museum educators must look at the programs and exhibitions in their institutions with a critical eye toward gender equity. Who speaks in groups? Who participates? How do museum teachers respond? Do we respond differently to boys and girls? Do exhibitions reflect the experiences and perspectives of both genders? Can girls find mirrors in and windows out? We have a lot of work to do before museum education programs can be considered both and excellent and equitable. As museum educators, we should both review our existing programs and materials for gender bias and develop new programs, materials, and exhibitions that make an active contribution to a more equitable experience for girls. Museums can join with schools that are addressing issues of gender bias to truly make the museum a place that welcomes and supports girls and women.