Women and World War II Teaching American History Grant November 4, 2010

Overview: I.The Big Picture -Gender Equity in Society, Schools, US History II.Rethinking Our Curriculum -Schuster & Van Dyne model III.Our Mothers’ War, Yellin

The Big Picture: Gender Equity and American Society

Gender Equity in Society Pervasive discourse of equity –Gender equity as a birthright (Baumgardner & Richards, 2000) –“Girls can do anything boys can do!”, “Girl Power”, Take Our Daughters to Work Day

Gender Equity in Society Pervasive discourse of equity –Gender equity as a birthright (Baumgardner & Richards, 2000) –“Girls can do anything boys can do!”, “Girl Power”, Take Our Daughters to Work Day Contemporary feminism less visible, mainstream –“Backlash” (Faludi, 1991) –Feminism, the new F-word –Gender equity neglected in classroom

Gender Equity in Society Pervasive discourse of equity –Gender equity as a birthright (Baumgardner & Richards, 2000) –“Girls can do anything boys can do!”, “Girl Power”, Take Our Daughters to Work Day Contemporary feminism less visible, mainstream –“Backlash” (Faludi, 1991) –Feminism, the new F-word –Gender equity neglected in classroom Pat Robertson, “Feminists encourage women to leave their husbands, kill their children, practice witchcraft, become lesbians, and destroy capitalism” (in Baumgardner & Richards, 2000, p.61)

Gender Equity in Society Pervasive discourse of equity –Gender equity as a birthright (Baumgardner & Richards, 2000) –“Girls can do anything boys can do!”, “Girl Power”, Take Our Daughters to Work Day Contemporary feminism less visible, mainstream –“Backlash” (Faludi, 1991) –Feminism, the new F-word –Gender equity neglected in classroom Gender equity has not been achieved –Contemporary inequities subtle, entrenched –Dominance of public sector (political, military, economic) –Value of “male attributes” (competition, aggression, strength) –Women still marginal, exceptional

Gender Equity and American Schools

Gender Equity in Schools 1992, “How Schools Shortchange Girls” (AAUW) –More attention and feedback given to male students –Stereotypical or insufficient female perspectives –Frequent sexual harassment (both males and females) –Overall conclusion: Females receiving an education that was “markedly inferior” to males 1994, Failing at Fairness (Sadker & Sadker) –Females as “silent”, “missing”, “hidden” –Teachers had 8x more interaction with males –Self-esteem slide during female adolescence –Fear of being wrong, imperfect –Social pitfalls of being “smart”

Consider “bizarro world” (Sadker, 2002) Here we visit Alice Paul high school, where students rub the toe of a statue of their “talis- woman” before soccer games and the SAT’s, walk hallways surrounded by pictures of great women, and celebrate Men’s History Month at the urging of their female administration. Here male students travel in packs in the hallways, ignoring inappropriate comments, smiling a lot, speaking very little, and handling their second-class status with incredible grace.

Gender Equity and the US history curriculum

Periodization (From Crocco & Libresco, 2007) Devise a timeline of 20th century US history that does not rely on wars as key markers for the century.

Periodization (From Crocco & Libresco, 2007) Devise a timeline of 20th century US history that does not rely on wars as key markers for the century. Was this difficult? What other events, episodes, and developments did you turn to in place of military history to structure your timeline?

Gender and US History Curriculum Traditional canon –Focuses on political, economic, military institutions –Favors Protestant, white, heterosexual male perspective (Hahn et al., 2007) –Male experience is presented as universal (Noddings, 1991/1992)

Gender and US History Curriculum Curriculum Standards –Women underrepresented –Codified an approach that makes the inclusion of women’s history difficult Textbooks –Research focuses on “frequency” i.e 3.2/100 in 1960’s, 10.6/100 in 1990’s (Clark et al., 2005) –“Mentioning” can be awkward, hollow

Measurable Impacts on Students? Achievement -Gaps in classroom achievement largely closed - Large scale assessment gaps are smaller –Females outperform on Civics –Males outperform on Geography, Economics - AP, US history (Vankateswaran, 2004) –Males outperform on multiple choice –Females outperformed on DBQ’s in 1993, 1997, 1999, 2002 »Greatest difference in 1997, topic was women’s history

Less tangible effects? Women’s experiences perceived as historically insignificant, less academic Female students may struggle to identify, connect with the curriculum

Long Story, Short… Inequities exist in society, school US history curriculum is male dominated Supported by most accessible resources Including gender (ie. Women’s perspectives) in a meaningful way hinges on the efforts of the classroom teacher

It is worth the extra effort… Greater connectedness to curriculum, especially for female students (Levstik, 2001; Marcus & Monaghan, 2009) Empowering, life-long Multiple perspectives, critical thinking

Rethinking Our Curriculum (Adapted from Schuster & Van Dyne, 1984, 1998) Option 1: Business as Usual

Rethinking Our Curriculum (Adapted from Schuster & Van Dyne, 1984, 1998) Option 1: Business as Usual Option 2: Insert “great women” -“Add women and stir” - Eleanor Roosevelt, Rosie

Rethinking Our Curriculum (Adapted from Schuster & Van Dyne, 1984, 1998) Option 1: Business as Usual Option 2: Insert “great women” Option 3: Challenge lack of women

Rethinking Our Curriculum (Adapted from Schuster & Van Dyne, 1984, 1998) Option 3: Challenge lack of women -Why are women’s experiences underrepresented? -Women as oppressed

Rethinking Our Curriculum (Adapted from Schuster & Van Dyne, 1984, 1998) Option 1: Business as Usual Option 2: Insert “great women” Option 3: Challenge lack of women Option 4: Include women on their own terms

Rethinking Our Curriculum (Adapted from Schuster & Van Dyne, 1984, 1998) Option 4: Include women on their own terms -What WERE the experiences of women during these time periods [WIII]? -How did these experiences [in WWII] reflect existing gender roles, gender norms? -How did these experiences [ in WWII] challenge and potentially change gender roles, gender norms?

“They often perform quieter, less obviously heroic feats, and endure boredom or sometimes humiliation. They learn to master the art of finding private enthusiasm for their unacknowledged deeds of daring, and personal meaning in their unrecognized acts of triumph.” -Yellin, 2004, p.137

Our Mothers’ War “Own terms” with own words –Used against the backdrop of societal messages Presents complexity of female experience Intensifies “double standards” with personal experiences (I.e. p.159)

Women’s Army Corps (WAC’s) Around 150,000 served Women could “free up” men for combat No weapons Variety of jobs Accepted African-American women from the onset

Women Accepted for Volunteer Emergency Services (WAVES) Navy 86,000 served starting in July 1942 Variety of jobs Did not admit African-American women until October 1944, fewer than 100

Semper Paratus, Always Ready (SPAR) Coast Guard Over 11,000 served Shore duty only, until the end of war Did not admit African-American women until March 1945, only 5 total

Marines No official acronym (Femarines, Glamarines, Submarines, BAM’s) 20,000 women served Parachute riggers, aviation mechanics, typists, drivers, clerks, photographers, accountants Elizabeth Arden, Montezuma Red Did not allow African Americans until after WWII

Women Airforce Service Pilots (WASP) Around 1,100 total, 38 killedl Civilian status Freed men for combat Ferried planes, tested repaired planes, towed targets Never allowed minority women Disbanded in 1944 Veteran status in 1977

Nurses Less stigma, backlash Army 1901, Navy 1908 Civilian status until 1920 (Army), 1942 (Navy) Army Nurse Corp admitted 56 African American women starting in 1941 POW’s Hospital ships (i.e. USS Comfort) Flight nurses –1, 176,000 evacuated, only 46 died in flight

Red Cross/ Volunteers 3.5 million women in Red Cross All college educated, 25 years & older Blood banks, military hospitals (rolled 2.5 billion bandages), morale boosters Often closest women to front 7,000 overseas staff, highest mortality rate

Land Army 1.1% female farmers before the war 13% by 1942 Placed 400,000 urban and suburban women to work on farms Around 400,000 more recruited by farmers directly