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Gender in American Public Schools: Thinking Institutionally

Kenneth Burke once wrote that "a way of seeing is also a way of not seeing."' Not seeing can also result from selective inattention. Such inattention to gender has characterized the history of education, which has been mostly an analysis of what male leaders thought and did. The history of gender policies and practices in public schools is still largely unexplored territory. It is by no means clear what are the most promising topics to study, what modes of interpretation offer the richest understanding, or what evaluations may flow from new forms of analysis. There are, of course, promising beginnings: a few pioneers began surveying the territory generations ago, and scholars in women's history have recently analyzed important new topics.2