The representation of women in the GCSE history curriculum

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The current representation of women in the GCSE history curriculum is minimal. It is arguable that a well-represented history education is essential for students to develop their wider understanding of gender roles in society. The GCSE history curriculum has been criticised multiple times for the male focused teachings it emphasises, and the kind of message it conveys to impressionable students.[1]

When many think of history lessons, most will likely start to think of Hitler and the second world war, or the Roman Empire. This is because these are two topics that the curriculum favours within British history. The common theme here is male dominance. The national curriculum for history states that students should be taught about the development of the Church and State in Medieval Britain, the development of Church and State in Britain 1509-1745, ideas, political power, industry and empire: Britain, 1745-1901, challenges for Britain, Europe and the wider world 1901 to the present day, local history, the study of an aspect or theme in British history that consolidates and extends pupils’ chronological knowledge from before 1066, and at least one study of a significant society or issue in world history and its interconnections with other world developments.[2]

The developments of Church, state and society in Britain 1509-1745 could include topics such as the English Reformation and Counter Reformation (Henry VIII to Mary I) and the Elizabethan religious settlement and conflict with Catholics (including Scotland, Spain, and Ireland). Despite not being the only topics that can be taught in reference to the developments of Church, state, and society in Britain 1509-1745, they are the only two that have some focus on women and their roles within the making of history. Similarly, challenges for Britain, Europe, and the wider world 1901 to the present day only really have women’s suffrage as a topic that shows women as an important aspect of history. It is extremely apparent to anyone reading the national curriculum that women do not have a primary focus in history education. Women are not perceived to be active agents in societal and historical changes, mainly having passive and minimalistic roles within the GCSE subject.[3]

Although there have been shifts in making the curriculum more inclusive towards the involvement of women, the achievements of male historical figures are still effectively overshadowing and minimising their success. With all of this in mind, it leaves many people questioning how are women being represented in the history curriculum?[4]

Through examination and the dissection of current GCSE history textbooks, it becomes apparent that women are being acknowledged for their place in history, yet they are being portrayed to be minor characters with minimal plot.[5] For example, when teaching students about the second World War, the focus points are often Adolf Hitler, Nazi Germany, or Winston Churchill. The roles and sacrifices women took during this time is often shown as a secondary contribution, providing Aryan children, or becoming nurses to help with casualties.[6]

The Suffragettes

The Suffragettes is one of the most used examples when it comes to women making history. Although the curriculum does include the study of The Suffragettes and their activism surrounding women’s voting rights, it is often taught as a stand-alone topic with minimal to no encouragement to be linking it to broader discussions.[7] This would be a good opportunity to make The Suffrage a focus discussion in the curriculum, and then link in other studies and events of gender roles standing up to political powers. After the analysation of subject material for the study of The Suffragettes, it becomes clear that the curriculum holds a strong focus on the violent and unlawful tactics they used rather than what they morally stood for; the constitutional rights for women.[8] Subsequently to this, it enables a false perspective on the activism that took place to be presented to students and does not open the topic into a wider discussion.

Women in WW2

The role of women in the second World War is another topic taught to students. This is a secondary topic within a much larger discussion that mainly focuses on men and the military, again showing women to be secondary. With the analysis of relevant textbooks, it is clear to see that some exam boards acknowledge the role women had in the war and the efforts they portrayed.[9] While the majority shows a favour to male military figures, such as Winston Churchill and Adolf Hitler.

In many history textbooks, the role of women can be sifted into two main categories; the involvement of women within the workforce, and the roles they held in the military. The outbreak of the second World War created and saw thousands of jobs to become available, with only women being available to take them.[10] Some of the jobs were in what would usually be male dominated fields, such as aviation and factory work.[11] The Women’s Land Army (WLA) became very popular due to their efforts in sustaining the food supply to the British. Women had also joined other organisations set up by women to help upkeep society while the war was ongoing.[12] The Auxiliary Territorial Service (ATS), the Women’s Royal Naval Service (WRNS), and the Women’s Auxiliary Airforce (WAAF) are some key examples.[13] Although these organisations were key to maintaining society and held key roles in the military, they are often taught to be supporting factors and not a key aspect of World War Two history.

A key aspect of the role of women in World War Two is their roles within intelligence and resistance.[14] Violette Szabo and Nancy Wake are two women that are rarely focused on. These two women worked as spies for the Special Operations Executive (SOE), and they worked relentlessly behind enemy lines.[15] The current GCSE History textbooks fail to explore the roles of these women in detail, creating them very little space in the classroom.

Although the physicality and the politics of World War Two was majorly male based, women equally gave up their freedoms to work with great effort for little to no consideration or acknowledgment. The way that World War Two is being presented to high school students often comes with the understanding that women had very minor roles and are just side stories in a much larger book, reinforcing the misconception that women primarily stayed at home during the war. It is essential for the roles women took on to be taught as a larger section in order to combat the views students develop around women in wartime, and women in general. It would be beneficial for the development of the understanding of gender roles, as well as allowing students to come to their own conclusions rather than having a forced narrative.

Other Case Studies

The representation of women in the curriculum is dependant on the time period being studied, and the events that took place. The GCSE curriculum does highlight the efforts of some female figures; however, they are often portrayed as side characters and unimportant compared to other male historical figures. Tudor Queens, such as Queen Elizabeth I and Queen Mary I, are two of the few women who are at the focus of their topic.[16] Queen Elizabeth I’s reign is taught to students with a focus on her court, the Spanish Armada, and the rivalry with her cousin Mary, Queen of Scots.[17] Overall, Elizabeth is presented to be a strong and powerful anomaly in a male dominated society. The curriculum does not focus on her power as a woman in politics, and it does not open the discussion wider to compare and contrast other ruling women and female political influence.[18] Because of this, it reinforces the message that strong women in power is rare, and often unheard of. The impact of Queen Elizabeth’s political power is often reduced to her being a female, and a virgin, and does not take the opportunity to create a wider discussion within the classroom.

Rosa Parks is another female that is centred within a topic. The Civil Rights Movement and Parks’ Montgomery Buss Boycott is a pivotal part of American History and the fight for race equality and civil rights.[19] Although remembered as the girl who refused to give up her seat, Rosa Parks is much more, and did so much more. Before her bus boycott in Alabama 1955, Parks’ was an active member of the Civil Rights organisation the National Association for the Advancement of Coloured People (NAACP).[20] However, due to the focus on other Black male activists, such as Malcome X and Martin Luther King Jr, the teaching of Rosa Parks is limited to her Montgomery Bus Boycott.[21] The failure to recognise Parks as a lifelong activist significantly downplays her role in fighting segregation. The curriculum also erases the efforts of other female activists, such as Ella Baker, Claudette Colvin, and Jo Ann Robinson. Rosa Parks has been known as the woman who refused to give up her seat, but she is far more calculated, strategic, and determined than the curriculum allows students to understand.[22]

How women’s roles are framed

The GCSE History curriculum and corresponding textbooks often present women to be minor aspects of history and minimise their contributions while reinforcing gender inequality.[23] Although women are present in some topics, such as women in WW2, the Suffragettes, and Queen Elizabeth I, their contributions are not fully explored.[24] They are often depicted as supporting roles, and not as agents of change, with a wider discussion not being actively encouraged.

It is evident when looking at the interpretation of women in topics such as the second World War and the Civil Rights Movement, that women are supporting, secondary ‘characters’, while men are at the forefront of all wider discussions.[25] Churchill, Hitler, and Martin Luther King Jr are dominating the curriculum and creating established opinions, whereas the limited female representation in history education is feeding gender bias, stereotypes, and inequality.[26]

The use of language in the current History textbooks also further enables the poor representation of women. When descripting women, their emotions and personalities are often commented on, whereas the language used to describe men is all about their leadership and power.[27] The use of language in textbooks is highly influential for the development and shaping of student opinions and views. The use of derogatory language degrades women and implies that their contributions in history are insignificant compared to the male contributions.[28]

Women are also rarely used within larger thematic discussions or debates within the classrooms. Due to their minimal representation in the curriculum, the topics do not allow for a discussion to led based off of their political and intellectual developments. Unlike how Hitler and Churchill have many large discussions for war history and political intelligence, women are often reduced to social history only, as seen with the topic on Elizabeth I. Elizabeth’s power within the court is looked into, as well as the Spanish Armada, yet the failure to link her female power and political intelligence to other examples is a disservice to women in history and their efforts.

The minimal representation and lack of thematic discussions does not allow students to develop a fair understanding, and further enables the prejudice towards women to continue.[29] The limited discussion opportunities and lack of background history creates a distorted understanding on the topics being taught, showing women to sit on the side-lines and have minimal contributions when they do.

In order to see a more inclusive and represented history, women’s history should be linked to wider discussions, such as political and economic. This will allow for students to understand their ability, leadership, and agency within a wider historical context, and create a new perspective where women are not seen as side-line characters and supporters of men.

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[1] Debbie Epstein et al., Failing Boys?: Issues in Gender and Achievement, Vlereader.com (Open University Press, 1998), https://r2.vlereader.com/Reader?ean=9780335231508

[2] Department for Education, “National Curriculum in England: History Programmes of Study,” GOV.UK, September 11, 2013, https://www.gov.uk/government/publications/national-curriculum-in-england-history-programmes-of-study/national-curriculum-in-england-history-programmes-of-study

[3] Department for Education, “National Curriculum in England: History Programmes of Study,” GOV.UK, September 11, 2013

[4] Sebastian Barsch, “Historical Thinking, Historical Knowledge and Ideas about the Future,” Journal of Curriculum Studies, April 22, 2025, 1–22, https://doi.org/10.1080/00220272.2025.2496463.

[5] Audrey Osler, “Still Hidden from History? The Representation of Women in Recently Published History Textbooks,” Oxford Review of Education 20, no. 2 (1994): 219–35, https://doi.org/10.2307/1050624.

[6] Audrey Osler, “Still Hidden from History? The Representation of Women in Recently Published History Textbooks,” Oxford Review of Education 20, no. 2 (1994): 219–35,

[7] Department for Education, “The National Curriculum in England Key Stages 3 and 4 Framework Document,” GOV.UK, December 2014, https://assets.publishing.service.gov.uk/media/5da7291840f0b6598f806433/Secondary_national_curriculum_corrected_PDF.pdf.

[8] Maria DiCenzo, “Justifying Their Modern Sisters: History Writing and the British Suffrage Movement,” Victorian Review 31, no. 1 (2005): 40–61, https://doi.org/10.2307/27793564

[9] Corbin Elizabeth Schrader and Christine Min Wotipka, “History Transformed? Gender in World War II Narratives in U.S. History Textbooks, 19562007,” Feminist Formations 23, no. 3 (2011): 68–88, https://doi.org/10.2307/41301673.

[10] Claudia Goldin, “The Role of World War II in the Rise of Women’s Work,” Ssrn.com, December 1989, https://papers.ssrn.com/sol3/papers.cfm?abstract_id=226717.

[11] Emily Yellin, “Our Mothers’ War American Women at Home and at the Front during World War II,” Google.co.uk, 2004, https://www.google.co.uk/books/edition/Our_Mothers_War/xxCe8vXq30YC?hl=en&gbpv=1&dq=women+in+world+war+two&pg=PR9&printsec=frontcover.

[12] Cecilia Gowdy-Wygant , “Cultivating Victory the Women’s Land Army and the Victory Garden Movement,” Google.co.uk, 2013, https://www.google.co.uk/books/edition/Cultivating_Victory/PXLgDwAAQBAJ?hl=en&gbpv=0

[13] D’Ann Campbell, “Women in Uniform: The World War II Experiment,” Military Affairs 51, no. 3 (July 1987): 137, https://doi.org/10.2307/1987516.

[14] Sarah-Louise Miller , “The Women behind the Few the Women’s Auxiliary Air Force and British Intelligence during the Second World War,” Google.co.uk, 2023, https://www.google.co.uk/books/edition/The_Women_Behind_the_Few/n_qZEAAAQBAJ?hl=en&gbpv=0.

[15] “Secret Agents of World War II | Violette Szabo Museum,” Violette-szabo-museum.co.uk, 2024, https://www.violette-szabo-museum.co.uk/agents.html.

[16] Department for Education, “National Curriculum in England: History Programmes of Study,” GOV.UK, September 11, 2013

[17] Mosslands High School, “GCSE History Elizabethan Age, 1558-1603 Revision Guide,” n.d., https://www.mosslands.co.uk/attachments/download.asp?file=1619&type=pdf.

[18] BBC Bitesize, “The Elizabethan Era, 1580-1603 – the Elizabethans Overview – OCR B – GCSE History Revision – OCR B,” BBC Bitesize, 2025, https://www.bbc.co.uk/bitesize/guides/zwmr7hv/revision/1.

[19] NAACP, “Rosa Parks | NAACP,” naacp.org (NAACP, 2022), https://naacp.org/find-resources/history-explained/civil-rights-leaders/rosa-parks.

[20] NAACP, “Rosa Parks | NAACP,” naacp.org (NAACP, 2022).

[21] BBC Bitesize, “Malcolm X, the Nation of Islam and Black Nationalism – Civil Rights 1941-1970 – Eduqas – GCSE History Revision – Eduqas,” BBC Bitesize, 2025, https://www.bbc.co.uk/bitesize/guides/zkrgg7h/revision/6.

[22] National Museum of African American History and Culture, “Women in the Modern Civil Rights Movement,” n.d., https://nmaahc.si.edu/sites/default/files/images/black_women_civil_rights_movement_1.pdf.

[23] Sheila Rowbotham , “ Hidden from History 300 Years of Women’s Oppression and the Fight Agai,” Google.co.uk, 2019, https://www.google.co.uk/books/edition/Hidden_From_History/xnXJUO6IG80C?hl=en&gbpv=0.

[24] Department for Education, “National Curriculum in England: History Programmes of Study,” GOV.UK, September 11, 2013, https://www.gov.uk/government/publications/national-curriculum-in-england-history-programmes-of-study/national-curriculum-in-england-history-programmes-of-study.

[25] Danielle Handley , “‘Why Is My Curriculum so Male?’ Assessing and Redressing the Gender Imbalance in the History Syllabus,” Academia.edu, 2018, file:///C:/Users/phoeb/Downloads/Why_is_my_curriculum_so_male_Assessing.pdf.

[26] Corina Balaban, “Listening-To-Student-And-Teacher-Voices,” Aqa.org.uk, 2021, https://www.aqa.org.uk/blog/listening-to-student-and-teacher-voices.

[27] Hassan Kazmi, Shahida Khalique, and Sarah Ali, “GENDER REPRESENTATION and STEREOTYPING in EFL TEXTBOOKS: A CRITICAL DISCOURSE ANALYSIS,” Pakistan Journal of Society, Education and Language (PJSEL) 9, no. 2 (2023): 304–18, https://pjsel.jehanf.com/index.php/journal/article/view/1172.

[28] Saeed Esmaeili and Ali Arabmofrad, “A Critical Discourse Analysis of Family and Friends Textbooks: Representation of Genderism,” International Journal of Applied Linguistics and English Literature 4, no. 4 (2015): 55–61, https://journals.aiac.org.au/index.php/IJALEL/article/view/1434/1392.

[29] Royal Historical Society, “Reading, Gender and Identity in Seventeenth-Century England | Historical Transactions,” Royalhistsoc.org, 2025, https://blog.royalhistsoc.org/2025/04/10/reading-gender-and-identity-in-seventeenth-century-england/.

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Gender bias within the history curriculum is reflected within broader societal inequalities. It is these societal inequalities that are shaping the views of students, as well as creating their take on the past. The history curriculum has been pushing a male centred historical narrative, especially with political and military figures. This unbalanced representation of women in the curriculum creates a distorted understanding of history, as well as reinforcing gender bias within society.

With a focus on male figures such as Adolf Hitler and Winston Churchill, the understanding of male dominance, leadership and authority is exemplified. Although they are significant historical figures, the failure to include women creates a warped perspective of the period, and further marginalises the voices of women.[1] The role of women in history have been minimised drastically, they are not shown to be active agents, but characters of side stories and case studies.

The framing women’s contributions

The GCSE history curriculum does include content about women, such as the Suffragettes and the role of women in the Second World War.[2] Although these are key moments for women, they seldom encourage wider discussions and do not allow students to gain a fair perspective of women as agents of change. When historical events with women are being taught, they are often presented to be an anomaly in a male dominated world.

This can be evidently seen in the portrayal of women in World War Two. The role women took in in the second world war is often shaped as a job of necessity, as opposed of showing women as active participants in the war efforts.[3] They are portrayed as stepping up into male-facing jobs, as they were the last resort, and not them reshaping gender norms in a time of crisis. The huge lifestyle changes that woman took on rapidly is often minimised by it being a temporary response to the developing war, again, not allowing students to lead into a wider discussion on how this changed the path for women in the future. The way this is taught does not allow for a deep understanding, and it reinforces the understanding that women only stepped up out of necessity, and not in order to create social, economic, and political change.

The Suffragettes are represented as individuals, such as the works of Emily Davison and Emmaline Pankhurst. Although they are key activists from the Suffragettes and deserve the recognition, there is an ignorance presented towards their long-term goals, political campaign, and life-taking riots; with this only briefly covered.[4] The ignorance towards how deep their commitments to achieving equality was further marginalises the voices of women, creating gender bias.

The minimal representation of women in the GCSE history curriculum directly contributes to creating gender bias, by suggesting that women do not have a forefront in history. Their contributions are limited, and are strictly emotional and dependable, rather then agents of change. Even when women are shown to have a role in the political, social, and economic change, they are shown to have small roles and remain in the backseat. Their contributions seldom encourage students to develop a deeper understanding of female activists, and it does not cater for a wider discussion. The GCSE history curriculum does recognise women and their presence, but not their power and intelligence.

Gendered Language

The use of gendered language and imagery in GCSE textbooks and exam materials further maintains gender bias within the curriculum. With the textbooks playing such an important role in the studying for students, the language used plays a vital role in shaping the views they form, as well as reinforcing stereotypical understanding of gender roles in history.[5]

A consistent issue that is seen with educational textbooks is the use of language that is used for describing male and female figures. Male historical figures, such as Adolf Hitler and Winston Churchill are often portrayed as strong leaders, men with authority, and strong influence. The emotive language used for women takes away their intellectual power and replaces it with emotional resilience. Although not a negative, it does frame women to be supporting side characters, while men are shown as strong leading actors.[6]

When looking at the sections on women in the second world war in curriculum textbooks, the gender dynamic is reinforced. The woman are presented as mothers, nurses, factory workers, and care givers. Which is a huge contrast to men, as they have been presented to be strong negotiators and war heroes.[7] Although this seems minor, it is a defining factor in the continuation of gender bias in the history curriculum, showing men to be strong leaders and at the centre of change, with women in supporting roles, minimised to background extras.

Imagery used in textbooks is equally as important as the language used.[8] When looking at a range of different images from different GCSE history textbooks, it is evident that men are to be presented as strong leaders, emphasising masculinity.[9] Men are often shown at war, giving speeches behind a tall podium, or in important meetings. In contrast, women are often portrayed as home makers, mothers, and as domesticated beings that are there to support the men. The images used in textbooks are providing students with the visual understanding that women are not active agents of change, whereas men are.

Marginalisation through omission

Although the language and imagery used is extremely influential in the construction of the views of students, the omission of women is equally as problematic.[10] The absence of women from most core history topics conveys a powerful message about whose stories of the past should be told. It comes with the understanding that women’s history is inferior to the history that is centred around men, and any contributions women had in making history is not as valued as that of men’s.

With all this in mind, it creates the question as to if the curriculum minimises the contributions of women, as such with women in the second world war, or if the curriculum topics simply do not allow for women to be valued and discussed. Topics taught in high school history include The Romans, The Norman Conquest, The Tudors, and Germany and the Second World War.[11] These topics are heavily based on politics, warfare and diplomacy and are all heavily dominated by male figures and leaders. Even when topics include aspects on women, such as the Industrial Revolution and Elizabeth Fry, they are only mentioned in frequent when compared to men.[12] This reinforces the understanding that women are not active agents of change, and the voices of men should be heard far louder than voices of women.

Furthermore, this can also be seen in the topic the Tudors. Mary I and Elizabeth I are both important people when learning about the Tudors, yet there power in the English monarchy is presented as an anomaly in a male-dominated world.[13] Their contributions are often minimised to the men that are around them, such as Henry VIII and suiters. The political power and influence they hold is seldom deeply explored. This can be seen when studying Queen Elizabeth I.[14] Her long reign often comes with the understanding that she never married and died a virgin queen. Although her sexual pleasantries did not impact her political, social, and economic influence, it somehow always gets a mention.

The overall thematic breadth of history has been impacted through the omission of women. With favouritism shown towards military and political history, the contributions from women are forced to take a back seat.[15] Although women have not been the most active in a military or political understanding, they have been very active in other areas of social change. Women have been most active in other historical events, such as education reform, religious movements, and policy.

The omission of women centred history is disserving students and further allowing for a gender bias and the marginalisation of women. With no efforts made to include diverse voices, and exam specific langue used such as ‘core’ to describe male-focused topics, systemic sexism has been allowed to remain with little advocacy.

In order for omission to be challenged and changed, the history curriculum needs to be re-evaluated and changed to represent the vast roles women and men took on in creating history.

Causes for gender bias

The focus on military and political history is one reason for a male dominated history curriculum. These topics include the study of Kings and Prime Ministers, with this being heavily dominated by men.[16] Although they do cover important topics that should be taught, it fails to pair this with other types of history that is female dominated. Such as social and cultural history. This clear failure to be a well-represented curriculum creates a false perspective on historical understanding and enables misogyny to remain present in education.

Main exam specifications, such as Edexcel, AQA, and OCR all follow the core thematic framework which limits optional topic units.[17] With the majority of thematic topics being male centred, this further disallows for schools to teach a well-represented history education. With this in mind, it is absolutely possible for a GCSE history exam paper to not include any aspect of history on women and could potentially justify the lack of teaching on women’s history.[18]

The underrepresentation of women is not all down to the curriculum. Limited access to inclusive resources and no funding for professional development also contribute to the lack of diverse representation. Even if schools and teachers wanted to make optional inclusive topics for their students, without the right access and budget to resources, they can’t.[19]

Gender bias in the GCSE history curriculum is more complex then what would be thought, in order for a diverse history education, systematic changes need to be implemented and professional development days need to be made widely available and affordable.

Consequences

With the historical narrative focusing on male voices, it may lead to the disengagement of female students. With hardly any female representation, female students may feel undervalued and unimportant, leading to an impact on confidence and academic engagement. A diverse curriculum would benefit everybody, allowing students to challenge gender bias, stereotypes, and misogyny.[20]

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[1] Audrey Osler, “Still Hidden from History? The Representation of Women in Recently Published History Textbooks,” Oxford Review of Education 20, no. 2 (1994): 219–35, https://doi.org/10.2307/1050624.

[2] Department for Education, “The National Curriculum in England Key Stages 3 and 4 Framework Document,” GOV.UK, December 2014, https://assets.publishing.service.gov.uk/media/5da7291840f0b6598f806433/Secondary_national_curriculum_corrected_PDF.pdf.

[3] BBC Bitesize, “The Contribution of Women to the War Effort – Life during Wartime – WJEC – GCSE History Revision – WJEC,” BBC Bitesize, 2025, https://www.bbc.co.uk/bitesize/guides/zqf4srd/revision/5.

[4] BBC Bitesize, “The Suffragette Movement,” BBC Bitesize, 2025, https://www.bbc.co.uk/bitesize/articles/zh6nsk7#z9kjqfr.

[5] Claire L. Parkin and Sharron Mackenzie, “Is There Gender Bias in Key Stage 3 Science Textbooks?: Content Analysis Using the Gender Bias 14 (GB14) Measurement Tool.,” Advanced Journal of Professional Practice 1, no. 1 (November 29, 2017), https://doi.org/10.22024/UniKent/03/ajpp.426.

[6] Firda Agus Kristiyawan and Ida Putri Rarasati, “GENDER REPRESENTATION in LANGUAGE TEXTBOOKS: A CRITICAL ANALYSIS,” TRANSFORMATIONAL LANGUAGE LITERATURE and TECHNOLOGY OVERVIEW in LEARNING (TRANSTOOL) 2, no. 4 (October 5, 2023): 19–23, https://doi.org/10.55047/transtool.v2i4.1385.

[7] BBC Bitesize, “WW2: Did the War Change Life for Women?,” BBC Teach, 2024, https://www.bbc.co.uk/teach/articles/zbktwty.

[8] Meliha Köse, “Analysis of Visuals of Women in the 9th Grade History Textbook,” International Journal of Progressive Education 19, no. 4 (August 1, 2023): 18–38, https://doi.org/10.29329/ijpe.2023.579.2.

[9] John Child, “Edexcel GCSE (9-1) History Weimar and Nazi Germany, 1918-1939 Student Book : Child, John : Free Download, Borrow, and Streaming : Internet Archive,” Internet Archive, 2016, https://archive.org/details/edexcel-gcse-weimar-nazi-germany-student-book/page/24/mode/2up.

[10] Maria Popova, “Oppression by Omission: The Untold Story of the Women Soldiers Who Dressed and Fought as Men in the Civil War,” The Marginalian, February 28, 2013, https://www.themarginalian.org/2013/02/28/women-soldiers-in-the-civil-war/.

[11] Department for Education, “The National Curriculum in England Key Stages 3 and 4 Framework Document,” GOV.UK, December 2014,

[12] Department for Education, “The National Curriculum in England Key Stages 3 and 4 Framework Document,” GOV.UK, December 2014,

[13] BBC Bitesize, “Elizabeth I – GCSE History – BBC Bitesize,” BBC Bitesize, 2025, https://www.bbc.co.uk/bitesize/topics/zxgvfrd.

[14] BBC Bitesize, “Elizabeth I – GCSE History – BBC Bitesize,” BBC Bitesize, 2025,

[15] Department for Education, “The National Curriculum in England Key Stages 3 and 4 Framework Document,” GOV.UK, December 2014,

[16] Department for Education, “The National Curriculum in England Key Stages 3 and 4 Framework Document,” GOV.UK, December 2014

[17] BBC Bitesize, “GCSE History – BBC Bitesize,” BBC Bitesize, 2019, https://www.bbc.co.uk/bitesize/subjects/zj26n39.

[18] Department for Education, “The National Curriculum in England Key Stages 3 and 4 Framework Document,” GOV.UK, December 2014

[19] Simon Burgess and Dave Thomson, “The Impact of GCSE Reforms on the Attainment Gap between Disadvantaged Pupils and Their Peers,” 2019, https://www.suttontrust.com/wp-content/uploads/2019/12/MakingtheGrade2019.pdf.

[20] Saarah Ahmed, “ What Is the Impact of the Lack of Black and Ethnic Minority Representation in British History?,” 2023, https://mcb.org.uk/wp-content/uploads/2023/01/3.4.5.pdf.

Representation matters

To have wide representation in the curriculum is not just about being inclusive, it is about supporting the students to shape their opinions on the world and to develop their understanding of the people they want to become. A diverse and inclusive history curriculum means all students can feel represented and that their voices matter. When students are given the opportunity to engage with topics that they can relate to, they are more likely to feel motivated to learn, feel valued and respected.[1]

The underrepresentation of women in GCSE History is a leading contribution for a distorted understanding of the past.[2]  This underrepresentation in the curriculum does not only affect the way students perceive the history that is being taught to them, but it also has an impact on the way they develop their views on gender roles.[3] For girls in GCSE history classes, it may become frustrating or difficult to engage with material that does not show women as agents of change. On the other hand, boys will develop a male-dominated understanding of society, risking a superiority complex.

As supported by educational theory, the content material students are taught directly impacts identity formation.[4] When students are not seeing themselves being represented, it is easy for them to become disengaged, lack aspirations, and allow them to carry on with structural inequalities.[5] The underrepresentation of women in the curriculum is now more than an issue of historical accuracy, but an issue of morality and educational equality.

Student engagement and identity formation

The GCSE history curriculum plays a huge role on the formation of the understanding of the world, as well as shaping student engagement. The marginalisation of women from the curriculum reduces student understanding to a male-centred world, which isn’t the case. The lack of representation for young girls could potentially reduce class participation and impact academic success.[6]

Students are most likely to engage and be active participants when they feel like their identities are being fairly represented.[7] This of course does not just apply to women and girls, but to ethnic minorities that are also being marginalised within the GCSE history curriculum. A curriculum that constantly gives the centre stage to men, highlighting their achievements, success, and even downfalls, sends a powerful message; the voices of men are superior to the voices of women, and only men are active agents of change.[8] This false narrative is enabling the development of gender bias to continuously grow stronger. Although the long-term effects of this is currently undetermined, lack of representation in the education system can lead to confidence, intellectual, and leadership implications.

The underrepresentation goes deeper than gender, for ethnic minority groups are also marginalised within the GCSE curriculum. Black girls are more likely to feel excluded and silenced in history class, due to their gender and their race.[9] This further highlights the need for gender representation in history, as well as the representation in other aspects too.

Gender norms and stereotypes

The absence of female representation in the GCSE curriculum is actively reinforcing gender norms and inequalities. With textbooks presenting males typically as strong leaders, it sends off the message that this is the expectation. Not only is this allowing girls to feel second to men, but it is allowing young boys to see this false narrative feed toxic masculinity, which is a big issue in itself.

With GCSE students still developing and finding their footing in the world, their minds are impressionable. By having the understanding that men are active agents of change, pro-active and strong, they could potentially harbour the belief that the male gender is superior and start to have a superiority complex against girls and women. Not only is language an issue, but the types of historical figures used is a contributing factor for gender bias and serotypes.[10] Representing the men, they have Winston Churchill, Adolf Hitler, and Martin Luther King Jr to name a few. These men are strong, they had a long-lasting effect on society, and they are names that are known. For women, Queen Elizabeth I and the Suffragettes are the female representation. Although they deserve a place in history books, they only represent a small timeframe of history, and only a representation of white, British history.

The omission of women from the curriculum is concerning for the development of students, especially when women aren’t being shown as authority figures or agents of change. This creates a cultural template withing schools, creating a barrier between what is real and what is desired. In order for students to develop a fair and balanced understanding of history, a true and fair representation is required.

Furthermore, the focus on strong male leaders is feeding boys with the ideas that they are the superior sex, and they will inherently start to believe they are destined for big things in life. While this is not necessarily a bad thing for students to aspire, it does reinforce stereotypes and gender norms into young school children. For young girls to see this version of history, it will be discouraging and potentially degrading. Especially to see strong female leaders like Elizabeth I be referred to as the virgin queen.[11] The GCSE history curriculum should be highlighting the success and ambition of both male and female figures, and actively encourage boys and girls to become strong leaders. By having an inclusive curriculum, it will dismantle these stereotypes and help to challenge gender norms for a more inclusive future.

Impact on Educational decicions

The type of content students are being taught has a direct impact on their developing views and understandings.[12] Gender norms and stereotypes are currently being reinforced by the history curriculum. Not only is this reflected because of the omission of women, but because of the way they have been portrayed. For example, the role women took on in World War Two often focusses on their roles as mothers, homesteaders, and nurses. With this type of representation being a constant, students will begin to internalise these roles and start to develop their own beliefs centred around this, further allowing traditional gender norms to continue.[13] When students feel that a subject curriculum represents them, there are more likely to take it at GCSE. With the history curriculum having a heavy male and military focus, girls are less likely to feel inspired by the subject, potentially reducing the numbers of girls that decide to pursue the subject at GCSE, A-level, or even at university level.[14]

Intersectionality and representation

 Although there is a growing understanding of the issues surrounding an inclusive curriculum, there is still little representation being shown. Other forms of identity aside from gender, such as race and class are omitted from the GCSE history curriculum. White men, usually from middle to upper class backgrounds dominate the curriculum. This perspective only tells the stories of white men from these backgrounds, and not of women or of Black, Asian, and minority ethnic people (BAME).[15]

Although the BAME representation is very limited, it specifically omits BAME women. This can be seen with the simplified portrayal of civil rights activist Rosa Parks. As previously mentioned, Rosa Parks was an active member of the NAACP, a civil rights organisation.[16] Yet her long-time dedication for equality is often bypassed and the opportunity to open a wider discussion is not taken. Some other BAME women that are not talked about in the history curriculum include Mary Seacole, Lilian Bader, and Claudia Jones.[17] By studying the history behind women like these, students would be presented with strong female leaders and activists, with deep insights into race and empowerment.

The limited race, gender, and class representation in the GCSE history curriculum is limiting students understanding of historical events and gender roles. To only be shown women in traditional jobs and men as strong leaders, students are not being exposed to broad narratives. The marginalisation of women and BAME people is further contributing to the single-axis approach of curriculums.[18] The single-axis approach is when one identity is prioritised, becoming the standard while other forms of identity are ignored.

Marginalised communities in schools will struggle to associate themselves with the history curriculum, possibly limiting their interest in the subject, and have a direct impact on their academic success. Being inclusive means so much more than representation. It allows students from white and privileged backgrounds to understand the issues and troubles people from different backgrounds have faced.[19]

By having a representative curriculum, students will be able to become more understanding and empathetic towards each other, and develop understandings of different races, genders, and class. The inclusion of an inclusive history allows students to have a more historically accurate retelling of the past.

Feedback

One way to gain a valuable insight into how representation affects students is through empirical research and student feedback. Many studies have highlighted the consistencies between students feeling represented and academic engagement.

One piece of research that has explored this correlation is the 2017 PhD thesis from Nadena Doharty.[20] Doharty sets the aim of exploring how key stage 3 students experience black history and black history month as a minority and marginalised group. Although Doharty focused on racial representation for black students, the research is relevant and can be applied to other marginalised groups, such as women. Doharty’s research emphasises the frustrations high school students experience at the hands of the curriculum and its minimal representation. Due to not feeling well or correctly represented, students begin to feel disengaged and uninterested in the curriculum content. From this research, it is valuable to understand that in order for students to engaged and succeed academically it is important for the curriculum to be representative for marginalised groups, and to have a true reflection of the past, and not through rose tinted glasses.

Furthermore, Harris and Burn, 2015, focused specifically on History teachers and their experiences with the curriculum.[21] From their research, the teachers had stated that having an inclusive curriculum that told the stories of women, and non-white figures, students were more engaged and showed an increased curiosity. Harris and Burn’s research suggests that a diverse education is more mentally stimulating for students, allowing them to keep focus and engagement they otherwise would struggle with, benefiting academic achievement and success.[22]

From these studies, it is evident to see that a diverse education does more than include all students, it also benefits academic success, classroom discussion, and personal development.

Compare and contrast

The GCSE history curriculum in England is heavily dominated by political and military history, which is also male dominated. Most recently, exam boards have become more lenient with schools and have allowed for some social history optional modules to be offered to students.[23] Although this is a step closer to a more diverse history education, it is down to each individual school to offer this.

In contrast to the English curriculum, Canada have fostered a more inclusive approach. In an attempt to decolonise the curriculum and have more critical engagement, Canadian schools are including Indigenous women’s history. These changes may seem small, yet they are offering students powerful insights into Indigenous history and gendered battles. With more representation and inclusion in mainstream education, this is a step closer to tackling gender norms and combating stereotypes.[24]

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[1] Mary E. Kite and Patricia Clark, “The Benefits of Diversity Education,” American Psychological Association, September 8, 2022, https://www.apa.org/ed/precollege/psychology-teacher-network/introductory-psychology/benefits-of-diversity.

[2] Saarah Ahmed, “ What Is the Impact of the Lack of Black and Ethnic Minority Representation in British History?,” 2023,

[3] Saarah Ahmed, “ What Is the Impact of the Lack of Black and Ethnic Minority Representation in British History?,” 2023,

[4] Sandra Acker, “Feminist Theory and the Study of Gender and Education,” International Review of Education 33, no. 4 (1987): 419–35, https://doi.org/10.1007/bf00615157.

[5] Reanne B. Rivera, “Effects of Curricular Integration of Students’ Identities,” 2023.

[6] Saarah Ahmed, “ What Is the Impact of the Lack of Black and Ethnic Minority Representation in British History?,” 2023,

[7] Saarah Ahmed, “ What Is the Impact of the Lack of Black and Ethnic Minority Representation in British History?,” 2023,

[8] Saarah Ahmed, “ What Is the Impact of the Lack of Black and Ethnic Minority Representation in British History?,” 2023,

[9] Saarah Ahmed, “ What Is the Impact of the Lack of Black and Ethnic Minority Representation in British History?,” 2023,

[10] Tom Bramley, Carmen Vidal, and Sylvia Vitello, “Gender Differences in GCSE,” 2015, https://www.cambridgeassessment.org.uk/Images/gender-differences-in-gcse.pdf.

[11] Emily Van Putten, “The Impact of Gender Bias in Education ,” Emilyvanputten.com, August 12, 2024, https://emilyvanputten.com/the-impact-of-gender-bias-in-education/.

[12] Richard J. Shavelson et al., “On the Impact of Curriculum-Embedded Formative Assessment on Learning: A Collaboration between Curriculum and Assessment Developers,” Applied Measurement in Education 21, no. 4 (September 30, 2008): 295–314, https://doi.org/10.1080/08957340802347647.

[13] Corbin Elizabeth Schrader and Christine Min Wotipka, “History Transformed? Gender in World War II Narratives in U.S. History Textbooks, 19562007,” Feminist Formations 23, no. 3 (2011): 68–88, https://doi.org/10.2307/41301673.

[14] Saarah Ahmed, “ What Is the Impact of the Lack of Black and Ethnic Minority Representation in British History?,” 2023,

[15] Katharine Burn and Richard Harris, “Historical Association Survey of History in Secondary Schools in England 2021 ,” 2021, file:///C:/Users/phoeb/OneDrive/Uni/HA_Survey_of_History_in_Schools_in_England_2021.pdf.

[16] NAACP, “Rosa Parks | NAACP,” naacp.org (NAACP, 2022), https://naacp.org/find-resources/history-explained/civil-rights-leaders/rosa-parks

[17] BBC, “Black History Month in Britain: Great Women You Should Know about – CBBC Newsround,” Bbc.co.uk, October 2018, https://www.bbc.co.uk/newsround/41433196.

[18] Grace Ajele and Jena Mcgill, “INTERSECTIONALITY in LAW and LEGAL CONTEXTS,” 2020, https://www.leaf.ca/wp-content/uploads/2020/10/Full-Report-Intersectionality-in-Law-and-Legal-Contexts.pdf.

[19] Jessie Kwak, “Promoting Equity in the Classroom with Intersectional Pedagogy,” Every Learner Everywhere, December 6, 2021, https://www.everylearnereverywhere.org/blog/promoting-equity-in-the-classroom-with-intersectional-pedagogy/.

[20] Nadena Doharty, “Black History Month and Black History with Key Stage 3 Students in English Secondary Schools: A Critical Race Theory Approach ” (2017), file:///C:/Users/phoeb/Downloads/DohartyPhD2017%20(1).pdf.

[21] Richard Harris and Katharine Burn, “English History Teachers’ Views on What Substantive Content Young People Should Be Taught,” Journal of Curriculum Studies 48, no. 4 (December 18, 2015): 518–46, https://doi.org/10.1080/00220272.2015.1122091.

[22] Richard Harris and Katharine Burn, “English History Teachers’ Views on What Substantive Content Young People Should Be Taught,” Journal of Curriculum Studies 48, no. 4 (December 18, 2015): 518–46, https://doi.org/10.1080/00220272.2015.1122091.

[23] Madeleine Arnot, Reproducing Gender (Routledge, 2002), https://doi.org/10.4324/9780203994344.

[24] “Canadian and World Studies ECONOMICS • GEOGRAPHY • HISTORY • LAW • POLITICS the Ontario Curriculum Grades 11 and 12 2 0 1 5 R E v I S E D,” 2015, https://www.edu.gov.on.ca/eng/curriculum/secondary/2015cws11and12.pdf.

Colleges and sixth forms also offer the subject history as an A-Level. Unlike the GCSE history curriculum, the A-Level curriculum offers the students a more varied view of history, developing more understanding of women in history.[1] The GCSE curriculum was heavily dominated by political and military events, with men being a big influence and women secondary. The A-Level curriculum promotes for deeper discussions based on gender roles within history.

One of the biggest differences between GCSE and A-Level history is that the A-Level curriculum actively includes women’s history in wider classroom discussions, and not as stand-alone scenarios. For example, this can be seen in the topic ‘The making of modern Britain’, as women’s contributions are included within discussions.[2] Through the discussions and debates about women’s contributions for this topic, students are being exposed to varied prerogatives.

Additionally, the A-Level module ‘The American dream or civil rights in the USA’ introduces the works of female activists that has helped to shape the civil rights movement.[3] Although the GCSE curriculum vaguely covers Rosa Parks, the A-Level module introduces her as key person of the period and expands into how Parks and women alike were vital for the movement. A-Level students are encouraged to be pro-active with their learning and investigate how these women were active agents of change through wider discussions.[4]

The A-Level syllabus encourages students to develop a deeper understanding about the historical figures they are learning about through comparing and contrasting. This learning technique prevents students from only accepting what they are told and makes them develop their own ideas and conclusions. By comparing and contrasting historical figures of both genders, students are able to visualise how these people are similar and different in ways that are beyond the surface.[5] This technique encourages critical thinking amongst students and will help them to look at both male and female history figures as agents of change, and with equity.[6]

The A-Level curriculum shows a vast improvement compared to the GCSE history curriculum, especially with involving more topics with female contributions. It integrates women and their contributions into topics and encourages students to compare and contrast  male and female figures to develop a rich and varied understanding.[7] However, there is still a lot of growth required for the syllabus to become totally inclusive.

Case studies

There are many different A-Level history modules that show a varied representation, such as in the topic ‘The British experience of warfare’. In the GCSE World War Two topic, women are presented in traditional roles with minimal inclusion, which limits students understanding on how impactful women were in the war.[8] The A-Level topic presents students with many opportunities to learn about the roles women had in this era and allows students to see women outside of a traditional viewpoint. A-Level history allows students to explore the roles women had in the armed forces, political activism, and the kind of impact the wars had on women. The impact of war on women has been displayed by activist Vera Brittain, especially through her memoir  ‘Testament of youth’.[9] Not  only does this informatise people about the impact of war on women, but it also opens the topic up for a wider discussion and many learning opportunities.

In modules like ‘Civil Rights in America’ it is evidently clear that A-Levels are shifting towards the focus on women.[10] In the GCSE curriculum, Rosa Parks is displayed as a passive side character. The A-Level curriculum actively encourages students to gain a wider understanding of her involvements within the Civil Rights Movement.[11] Parks was a long-time member of the NACCP, where she worked tirelessly as an investigator and secretary, A-Level students are encouraged to further develop their understanding of this by considering how her activism was a part of a constant campaign against racial injustice.[12]

Ella Baker is a name that is rarely mentioned at GCSE, but she is a fundamental figure in grassroots activism. Baker played an important role in many different activism strategies, such as the Sothern Chrisitan Leadership Conference (SCLC) and she was a founder of the Student Nonviolent Coordinating Committee (SNCC).[13] Her dedication to the eradication of segregation and racial violence often goes unappreciated at GCSE level. The A-Level curriculum shows a shift in how women are represented through the use of Baker’s long-time activism. Parks’ and Baker’s contributions to the Civil Rights Movement is essential to students understanding of the hardship of Black Americans, especially Black women.

The topic ‘The Making of Modern Britain’ studies and examines the leadership of Margaret Thatcher.[14] Although she may be controversial, her role as the first female prime minister is essential to female power. Thatcher not only represents politics, but she was a ground-breaking figure for creating discussions about gender and leadership identity, and she is a prime example of what it is like to be a female in power in male dominated territory. The study of Margaret Thatcher allows students to deeply analyse the role women have within traditionally male-dominated spheres.[15] The A-Level curriculum promotes deep analysis beyond the surface, especially towards how Thatcher being a woman had an influence on her political style and identity.

The modules taught at A-Level encourage students to expand their own learning and understanding of women, and to view women as active agents of change within a historical narrative. Through this, students are able to achieve a more inclusive understanding of history, and actively challenge gender bias.

Comparison to international curriculums

Although the English high school curriculum is not very inclusive towards women, that does not mean that other countries are too. Other global education systems are actively including the contributions of women across topics.

In the United States of America (USA) the Advanced Placement (AP) curricula is includes many classes that encourage the analysis of women, especially within a political, social, and economic standpoint.[16] This can specifically be seen in the topic ‘Gender in history’. These AP history course have adopted a thematic approach to learning and encourages students to analyse the impact of gender roles in history and how these roles have shaped history to what it is today.[17]

The textbooks that go alongside these courses are equally as inclusive and have dedicated sections for the involvement of women. Women are also not illustrated to be secondary characters in a male dominated world, they have a place where they belong in these textbooks. This is a forward and inclusive approach, an approach that is ultimately shaping the way students understand the contributions of women in modern day America.[18]

On the other hand, other European countries, such as Germany, have opted to integrate women in history topics into the main curriculum as opposed to isolating them as singular case studies. This can be seen with topics such as women suffrage, 20^th-centry social change and the evolution of gender norms. These topics are not isolated as their own topics, but they are apart of a wider discussion and of a wider historical narrative. This approach allows the students to see that women’s contributions are not supplementary topics, as the curriculum is balanced and inclusive in a way that is not forced.[19]

The British A-Level curriculum is more inclusive than the GCSE curriculum, yet it still relies on student choice or teacher initiative to choose these topics through optional modules. The core modules that the curriculum offers are still male dominated.

Through this comparison, it is clear to see that the British A-Level curriculum is slightly more advanced that the GCSE curriculum when it comes to inclusivity, yet it still has not been able to fully integrate the study of women’s experience into the mainstream curricula. The British approach still has a lot of inclusive growth to undertake, as it is still presenting women as secondary rather than central to historical debates.

Challenges and limitations

One big issue that is holding back the inclusivity of A-Level history is the structure of the exam specifications. Although making slight changes, the examinations are still prioritising military and pollical history; both of which are male dominated spheres. Schools do sometime offer optional modules, yet this would then become the students responsibility to find an inclusive theme.[20]

A big limitation and challenge in creating an inclusive education is resourcing. The availability of inclusive resources is limited due to the fact that textbooks have been created to mimic the contents of the curriculum.[21] Even when women are mentioned within a topic, they are being isolated away from main and wider discussions and are not being implanted into a wider scope.  The current textbooks and curriculum are setting women up to be exceptions and not expectations. Wider availability of inclusive material would allow for students who take optional module to gain a fairer understanding of women in history, yet more change across the board is still required.

Finally, the issue of social attitudes has a big influence on how history is taught. Political tensions often interfere with discussions about what makes an inclusive curriculum. There is an underlying resistance when it comes to creating a more inclusive education, with people often labelling it as revisionist or as rewriting history to suit modern narratives.[22]

Consequently, the reconstruction of the curriculum is often haltered by this political resistance, especially with fears of ‘rewriting history’. These unfair debates create a hostile environment for policy makers, making it hard for meaningful changes to be implemented. As a result, male dominated history is centre stage, not just because it is period accurate, but because it is easier and less controversial within the society they are being taught.[23]

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[1] Department of Education, “GCE as and a Level Subject Content for History,” 2014, https://assets.publishing.service.gov.uk/media/5a7e5050ed915d74e33f1704/A_level_history_subject_content.pdf.

[2] AQA, “AQA | History | A-Level | A-Level History,” Aqa.org.uk, October 14, 2021, https://www.aqa.org.uk/subjects/history/a-level/history-7042/specification/subject-content/2s-the-making-of-modern-britain-1951-2007.

[3] AQA, “AQA | History | A-Level | A-Level History,” Aqa.org.uk, October 14, 2021, https://www.aqa.org.uk/subjects/history/a-level/history-7042/specification/subject-content/2q-the-american-dream-reality-and-illusion-1945-1980.

[4] Jessica Keystone , “A Level History Guide – Keystone Tutors,” Keystone Tutors, 2023, https://www.keystonetutors.com/news/a-level-history-guide#.

[5] Joe, “Revisiting the Origin of Critical Thinking,” Educational Philosophy and Theory 56, no. 7 (February 26, 2024): 1–10, https://doi.org/10.1080/00131857.2024.2320199.

[6] Milla Nakkeeran, “Will a New History Curriculum Support Schools to Be More Inclusive?,” The RSA, December 8, 2024, https://www.thersa.org/articles/blog/will-a-new-history-curriculum-support-schools-to-be-more-inclusive/.

[7] Jessica Keystone , “A Level History Guide – Keystone Tutors,” Keystone Tutors, 2023, https://www.keystonetutors.com/news/a-level-history-guide#.

[8] BBC Bitesize, “The Development of Warfare, C.1250 to the Present Day – GCSE History – BBC Bitesize,” BBC Bitesize, 2025, https://www.bbc.co.uk/bitesize/topics/zvkprj6.

[9] University of Oxford, “Intro to WW1 Poetry: Vera Brittain,” Ox.ac.uk, 2025, https://war.web.ox.ac.uk/intro-to-ww1-poetry-vera-brittain.

[10] Manchester University, “Civil Rights Histories for A-Level – School of Arts, Languages and Cultures – the University of Manchester,” http://www.alc.manchester.ac.uk, n.d., https://www.alc.manchester.ac.uk/connect/schools/outreach/civil-rights-hist/.

[11] Jessica Keystone , “A Level History Guide – Keystone Tutors,” Keystone Tutors, 2023, https://www.keystonetutors.com/news/a-level-history-guide#.

[12] NAACP, “Rosa Parks | NAACP,” naacp.org (NAACP, 2022).

[13] SNCC Digital Gateway, “Ella Baker – SNCC Digital Gateway,” SNCC Digital Gateway, 2016, https://snccdigital.org/people/ella-baker/.

[14] AQA, “AQA | History | A-Level | A-Level History,” Aqa.org.uk, October 14, 2021, https://www.aqa.org.uk/subjects/history/a-level/history-7042/specification/subject-content/2s-the-making-of-modern-britain-1951-2007.

[15] tutor2u, “Margaret Thatcher: Key Events of Thatcher’s…,” tutor2u, March 7, 2021, https://www.tutor2u.net/politics/reference/margaret-thatcher-key-events-of-thatchers-premiership.

[16] AP Students, “AP United States History – AP Students | College Board,” apstudents.collegeboard.org, 2025, https://apstudents.collegeboard.org/courses/ap-united-states-history.

[17] Nancy Cott, “AP United States History: What Is Gender History? | AP Central – the College Board,” AP Central, July 10, 2006, https://apcentral.collegeboard.org/courses/ap-united-states-history/classroom-resources/what-is-gender-history.

[18] James A. Henretta et al., AMERICA’S HISTORY for the AP COURSE (Boston, New York: BEDFORD ST. MARTIN’S, 2014), https://ia902300.us.archive.org/33/items/AmericasHistory/America%27s%20History%2C%20For%20the%20AP_%20-%20James%20A.%20Henretta.pdf.

[19] German International School, “Curriculum for History Grades 5-12 Short Version,” 2018, https://giswashington.org/files/dswashington/Dateien/2018-19/WeiterfuehrendeSchule/Curricula/18_12_28__Geschichte_kurz_Kl5_12_E.pdf.

[20] AQA, “AQA | History | A-Level | A-Level History,” Aqa.org.uk, October 14, 2021, https://www.aqa.org.uk/subjects/history/a-level/history-7042/specification/subject-content/2s-the-making-of-modern-britain-1951-2007.

[21] Mayonel J Jardinez and Lexter R Natividad, “The Advantages and Challenges of Inclusive Education: Striving for Equity in the Classroom,” Shanlax International Journal of Education 12, no. 2 (March 1, 2024): 57–65, https://doi.org/10.34293/education.v12i2.7182.

[22] Araceli del Pozo-Armentia, David Reyero, and Fernando Gil Cantero, “The Pedagogical Limitations of Inclusive Education,” Educational Philosophy and Theory 52, no. 10 (February 3, 2020): 1064–76, https://doi.org/10.1080/00131857.2020.1723549.

[23] Gauthier de Beco, “The Right to Inclusive Education: Why Is There so Much Opposition to Its Implementation?,” International Journal of Law in Context 14, no. 3 (December 13, 2017): 396–415, https://doi.org/10.1017/s1744552317000532.

This research project was set out to investigate the current representation of women in the GCSE curriculum and examine how the omission of women is breeding gender bias. Through the analysis of  the current curriculum, the comparative analysis from wider national contexts, and the analysis of textbook language, it is clear that the GCSE history curriculum is marginalising women’s contributions and experiences through omission.[1] Through this analysis, the evidence has become clear that women are too often placed as secondary characters, and when included, they are isolated and one-of-a-kind. This can be seen when looking at cases such as women in world war two, the Suffragettes, and Queen Elizabeth I. Although these topics are important parts of history, they are not often incorporated into the wider historical narrative or discussions.

Through the comparative analysis with A-Level history and other national contexts, it is clear to see that an inclusive history education is able exist and thrive. These alternative models prove that women’s history can included as primary topics and not as supplementary.[2] The inclusion of women in other curriculums provides evidence that the marginalisation of women is due to an already cramped curriculum with no room for adjustment, but it is a direct consequence of social attitudes towards gendered history.

This research project has exemplified how the current GCSE curriculum has limited depth and breadth of women. Male historical figure dominates the curriculum with political, military, and economic narrative, whereas women are often included within isolated case studies. The next section then develops a deeper understanding of the gender imbalance of the GCSE curriculum and highlights how women are being portrayed to be passive identities as opposed to active agents of change. The language that is used in textbooks is reinforcing this marginalisation, as it presents male figures to be strong and further creates a clear divide between male and female historical figures.

The following has looked into the structural roots of gender bias. Although there are some examples of a more inclusive education, such as in the A-Level curriculum, it is not yet reflected in the GCSE curriculum. Section four moved on to the consequences of having a male dominated curriculum; one of which is gender bias.

The comparative analysis  exposes how an inclusive curriculum is possible, as it has been shown to work at higher levels and in other national contexts. These other curriculums have proven that the inclusion of women in history can be presented in a meaningful way and demonstrate women to be key historical figures and agents of change.

In order for the GCSE history curriculum to be more representative, there are many structural and social changes that are needed. A change to the curriculum specifications to be female inclusive would require further teacher training, specifically in ways to handle gender inclusive pedagogy. Representation alone is not sufficient, the inclusion of women in history needs to be meaningful and show a true illustration of the complexities women have been through in history.

Acknowledging the gender bias in the curriculum not only strengthens historical accuracy, but it also challenges social justice. All students deserve a history curriculum that truthly reflects their identities, and the diversity of the past and the present. By changing the way history is taught, and the material being taught, history teachers can teach the next generation to be inclusive and accepting with strong identities.

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[1] Department for Education, “The National Curriculum in England Key Stages 3 and 4 Framework Document,” GOV.UK, December 2014

[2] AQA, “AQA | History | A-Level | A-Level History,” Aqa.org.uk, October 14, 2021, https://www.aqa.org.uk/subjects/history/a-level/history-7042/specification/subject-content/2s-the-making-of-modern-britain-1951-2007.

Acker, Sandra. “Feminist Theory and the Study of Gender and Education.” International Review of Education 33, no. 4 (1987): 419–35. https://doi.org/10.1007/bf00615157.

Ahmed, Saarah . “ What Is the Impact of the Lack of Black and Ethnic Minority Representation in British History?,” 2023. https://mcb.org.uk/wp-content/uploads/2023/01/3.4.5.pdf.

Ajele, Grace, and Jena Mcgill. “INTERSECTIONALITY in LAW and LEGAL CONTEXTS,” 2020. https://www.leaf.ca/wp-content/uploads/2020/10/Full-Report-Intersectionality-in-Law-and-Legal-Contexts.pdf.

AP Students. “AP United States History – AP Students | College Board.” apstudents.collegeboard.org, 2025. https://apstudents.collegeboard.org/courses/ap-united-states-history.

AQA. “AQA | History | A-Level | A-Level History.” Aqa.org.uk, October 14, 2021. https://www.aqa.org.uk/subjects/history/a-level/history-7042/specification/subject-content/2q-the-american-dream-reality-and-illusion-1945-1980.

———. “AQA | History | A-Level | A-Level History.” Aqa.org.uk, October 14, 2021. https://www.aqa.org.uk/subjects/history/a-level/history-7042/specification/subject-content/2s-the-making-of-modern-britain-1951-2007.

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