The Study
This study explores the ramifications of the void female voices in the high school American literature curriculum. Classroom lists of "great writers" and "great works" that excluded female writers in the past continue to ignore them in the 90Õs. Dr. Laura Apol (formerly Obbink) of the Department of Teacher Education at Michigan State University argues that while substituting a female author for a male author is a first step in bringing women's works and words to classes, consideration needs to be given to "gendered" reading strategies as well, because readers are always active in shaping the text they encounter.

The Findings
The main point of the article is that the questions we ask for the texts are as important as the texts we choose in determining whose "voices" we hear. When we make all writing adhere to traditional notions of what makes a "great" text, we over look many pieces of literature (particularly those authored by women) that challenge traditional topics, styles of writing, and themes. Female texts are constructed by different questions and do not lend themselves to being judged by categories of genre, plot, character, conflict and symbol. When we ask questions that relate to and challenge power structures, marginalization and silence, we hear new voices in literature.

What It Means to You
Who is included in the lesson plans and curricula of literature classes in your district? How well represented are the writings of female and /or ethnic writers? Are discussions limited to the traditional notions of genre, style, character and linear development? What opportunities do students have to think about texts in different ways and practice modes of reading?

More Information
To learn more about this topic, consult, Obbink, L.A., Feminist Theory in the Classroom: Choices, Questions, Voices, English Journal, November 1992, pp. 38-43.

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