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.
[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.
Gender in history 