Abstract
Drawing upon classroom discussions in high school women's history courses and follow-up interviews six years later, this article addresses three central questions: “What impression does viewing our history from primarily a male perspective, with the authority of the school behind it, make on students?” “What impression does viewing our history from a female perspective, with the authority of the school behind it, make on students?” “How can a gender-balanced history help female and male students to think about the concerns they have in shaping their own lives and in judging their society?”
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