Student Testimonial—Brooke Soderbery
1.
Teaching women’s history in high schools is not only an important method of engagement for female students interested in the humanities but also the engagement of female students in STEM fields. A Dartmouth study found that men, on average, spoke up “1.6 times more often than women in college classrooms,” demonstrating a clear disparity between the amount of comfort men and women feel when participating in the classroom. As a female student, I have felt the impacts of this disparity—especially within my STEM-based classes, with my male peers taking up significantly more space than their female counterparts. Even when I know I may be correct on a certain question, I’ve felt uncertain about sharing my opinions because of the possible judgment and laughter of male classmates. I believe that teaching women’s history at the high school level can be an important tool in allowing female students to feel a sense of belonging and willingness to take up space in the classroom. Through learning about figures like Chien-Shiung Wu and Rosalind Franklin, female students can understand that women have always belonged in and made important contributions to STEM fields. When comparing female involvement in life sciences versus other STEM fields, a recent study suggests that “differences in representation can be explained by females experiencing a greater sense of belonging and higher self-efficacy in biology, chemistry, and mathematics compared with other STEM fields.” Thus, when considering how to engage female students in the classroom and fields where they may be underrepresented, it’s important to highlight how learning women’s history can foster a sense of belonging that motivates them to participate in the classrooms and involve themselves in fields where they may be underrepresented. By having women’s history stressed at the high school level, women can go into college and the rest of their lives with a sense of belonging and a willingness to speak up and fight for themselves.
When concerning female engagement in the humanities, it’s obvious that teaching high school students about figures that look like them is going to generate more interest than solely white, male figures that they struggle to see themselves in. Teaching diverse narratives in the classroom allows students from all backgrounds to feel represented and reflected. While women are discussed in the current AP U.S. History curriculum, important cases such as Reed v. Reed (1971) and Title VII & IV that are essential in understanding the rights of women in the modern day are relegated to optional sidebars. The contributions of women and female experience are consistently relegated to the side in AP U.S. History, thus also making female students feel as if their experiences are less important and/or significant. Additionally, female students who may be more interested in historical events that involve women are unable to explore their interests, which discourages them from involving themselves in the humanities.
Overall, teaching about women’s history in high school allows female students to feel a sense of belonging and engagement that carries over to all aspects of their lives. When female students see all the diverse contributions women have had to the American story, they can realize all the different possible ways they can apply themselves and contribute to the future of our nation.
2.
In my Freshman year Modern World History class, an unexpected opportunity arose that would alter my educational journey. Kristen Kelly, my history teacher, approached me about participating in a groundbreaking campaign for an Advanced Placement (AP) United States Women’s History class. This course, crafted by teachers Kristen Kelly and Serene Williams from Sacred Heart Preparatory, aims to provide students worldwide with a standardized and rigorous women’s history curriculum—offering the prospect of earning college credit upon completion.
Williams and Kelly initiated this campaign after receiving Harvard’s Schlesinger Teaching Grant, which supported their exploration into making AP United States Government & Politics more inclusive to female students. They soon noticed the intense disparity between the representation of women and men in AP curriculums could not be addressed through reforms to existing structures, but rather the creation of an entirely new course, resolving to champion the creation of a national AP United States Women’s History class. Presently, Williams and Kelly are promoting their comprehensive course proposal at historical conferences and events, aiming to capture the attention of the College Board.
Joining the Women’s AP History Leadership Team (WAPHL), I found myself surrounded by highly motivated female students who shared a common understanding — that women deserve to see themselves in their history curriculum. Among these inspiring individuals was Kate Ragatz, an editor for the feminist magazine GirlTalk and a leader of a prominent Women’s Group on my high school campus, Ginder O’Grady, Samantha Pyle, Coco Kling, and a multitude of other women who I place in the highest esteem. Witnessing these accomplished young women embracing their femininity while assuming leadership roles proved transformative for me as a freshman, instilling a sense of belonging in academic and leadership spaces. WAPHL not only allowed me to engage with my passion for women’s history but also provided a unique opportunity to collaborate with accomplished female leaders at the age of fifteen. As I’ve continued progressing through high school, I carry the confidence that comes from the knowledge that it is possible to be both feminine and a leader, thanks to the examples set by Kate and other remarkable women in my school.
The empowerment that comes from being able to look up to female leaders does not only have to derive from those around us—but also through looking up to trailblazers throughout history. The implementation of the AP United States Women’s History course nationwide could benefit countless young women by introducing them to the many diverse women of all identities and ideologies who fought to create space for women’s voices in America. It can be hard to speak up as a female student in class, but I know that I would be doing a disservice to the women who came before me who sacrificed their freedom and reputations for future generations by refusing to share my unique opinion and perspective because of fear of my peer’s judgments. While the existing AP United States History course is undeniably interesting, it falls short of adequately representing the complexities of women’s history. Examples like Reed v. Reed (1971) and Title VII & IV relegated to optional sidebars underscore the prevalent sidelining of women's contributions. AP United States Women’s History endeavors to rectify this disparity, acknowledging the diverse contributions of women in shaping American history.
The course aims to create a space for young women to recognize their worth and potential, fostering a sense of belonging and empowerment. While not every student may choose to enroll in this course, the opportunity for young women to explore and understand their historical roots is crucial. It is my sincere hope that—one day—all students will have the chance to learn about themselves and witness their reflections in their education, fostering a more inclusive and empowering academic landscape.