Persuaders and Persuadees The decentralized nature of public education in America means that any one individual who wants to implement sweeping change needs to use rhetoric and persuasion to convince others their idea is the best one. For most of American history, the persuaders have generally come from one demographic group and directed their powers… Read more →
In his second inaugural address in 2013, President Barack Obama stated that As a high school history and government teacher, I love to show my students either the text or video of this speech. Besides containing a nice example of alliteration as an effective rhetorical device, the passage makes direct reference to documents, places, and… Read more →
The American Association for the History of Nursing is so pleased to partner with Nursing Clio for this special series, which showcases some of the innovative and diverse work being done by historians of nursing across the world. The AAHN holds its annual meeting this week in Rochester, New York, and these essays are windows into the… Read more →
One of the things I always warn people about before their first archival trip is just how boring historical research can be. We sit for days in silent archives, flipping through folders of papers, hoping to find little tidbits that we can build into a cohesive narrative about the past. (Thank goodness for the invention… Read more →
At first, it was a simple case of “if you can’t beat ‘em, join ‘em,” as I worked with WikiEducation Foundation to teach a methods course in which students created disability history content. But the more I learned, the more it became clear that we were engaging in multiple forms of protest, especially once I… Read more →
To find tensions in American society, look at K-12 textbooks. Not in them, but in the debates they bring to the fore. In the wake of the Donald Trump victory and right-wing populism, the protests in Kanawha County, West Virginia from 1974-5 are worth learning about. At the Kanawha County Board of Education meeting on… Read more →
Before the terrorist attacks in Paris and Beirut a few weeks ago, I had begun writing an essay about race, gender, and free speech at the University of Missouri. The President and Chancellor have recently stepped down amidst charges from the student body that they were unresponsive to multiple incidents of racial intimidation (as well… Read more →
Promises, promises… We take it as a given that schooling is good for us, that overall population health increases with increased educational attainment. Indeed, from their founding, public schools have promised to improve population health as part of their basic mission. As a result, in the name of health concerns, schools have long held a… Read more →
By Sarah Handley-Cousins
Ten years ago, on October 2, 2004, Wells College, a tiny, women’s liberal arts college in rural New York State, announced its decision to become coed. Frustrated and angry, many Wells Women — myself included — protested by holding a sit-in at the main academic building in hopes of compelling the college board of trustees to reverse its decision. We refused to leave. We slept in our classrooms; we chanted and sang; we lined up from one end of the building to the other, arm-in-arm, our mouths gagged with black fabric to symbolize how we had been silenced by the Wells administration.
By Carolyn Herbst Lewis
There is much talk these days about girls and STEM – Science, Technology, Engineering, and Mathematics. In 2009, only 24% of scientists and engineers were women. This is not surprising, given the fact that women comprise only about 17% of the students earning degrees in these subjects, as compared to the 79% of students earning bachelor’s degrees in education. There are material benefits to building careers in STEM. A woman in a STEM-related career earns, on average, 33% more than a woman in a non-STEM field. Given the continued gender wage gap, and the high numbers of women in poverty in this country, it makes sense to encourage an interest in STEM. How to do so has been the tricky part. Colleges and universities — as well as prospective employers — actively recruit women to enroll in STEM programs. But getting young women interested in these fields has been more difficult. The old maxims that girls don’t pursue these interests because “Math class is tough,” and their brains are not “hardwired” for it, no longer suffice. Researchers have found ample evidence that demonstrates that it is a combination of gender conditioning and a lack of role models that make girls feel that they don’t “belong” in STEM. This isn’t just about finding gender equity in the workplace or the college classroom, then; it’s also about reframing the gendered messages we send to young girls and women about femininity and science.