Literature curricula in high school English courses tend to consist almost entirely of male-written works. This may be one factor preventing educational equity, equal outcomes, between males and females. Literary "affirmative action," adding more women writers to the curricula may accomplish educational equity. This study is a step towards judging the importance of a more balanced literature curricula. It was conducted over a seven week period, twice weekly, in a large, suburban high school. The main body of information consists of observations from an ongoing key-informant interview with the chair of the Communications Arts Department. Observations are made both in and out of his classes. Findings indicate that goals for English classes must be carefully created, that a curriculum must be designed that will meet these goals, and that the realization of the overall goal of educational equity seems more feasible with the inclusion of more female writers.
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