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Women’s studies represent an underappreciated aspect of elementary education. Whether or how classrooms and their resources portray, present, and value women role-models informs both boys and girls about what passes for acceptable communication, treatment, and conduct towards women. Indeed, the extent to which and the basis that a young citizenry is taught to appreciate others informs the nature of the conversations engaged.

This paper describes the results of a research study that interpreted elementary teachers’ perspectives of women’s studies in elementary settings. The online survey was administered as part of the registration for two workshops that prepared teachers in the areas of women’s studies, discipline-based art-education, and the Library of Congress’s Primary Sources website. The survey contained three sections, enrollee perceptions of women’s studies, art education, and teaching with primary sources..

This study found that respondents agreed that there was a need for women’s studies in elementary education. They also indicated that curricula were not adequate to support healthy socialization development for young children.