Abstract
In many art history textbooks, the history of women artists is severely limited (Clark & Folgo, 2006). Although art history textbooks vary, biasness can be found (Elkins, 2001). Textbooks are often conservative and usually cover the commonly known aspects of the culture and art which has its focus on men. Since learning takes place through observation, reinforcement, and regulation (Dutton, 2007), students learn gender roles through experience with the environment. The way in which students are treated in the classroom as well as the images they see in textbooks can influence the social role they adopt (Tsai, Louie, Chen, & Uchida, 2007). The more students see a repeated image the more likely it will be adopted. Images become part of the viewer, for the body and brain responds involuntary and unconsciously (Picard et al., 2004). Therefore, without critical art analysis unconscious adoptions of unhealthy images of self or others may occur. Through gender equitable curricula, students can learn to decipher ideologies and chose to adopt meanings that add to their awareness of others as well their own agency, authority, critical thinking, and mastery. Sources of Data The literature of feminist art pedagogy and theory were reviewed for this study. In addition, literature in the fields of neurology, affective science, and emotion socialization were consulted. However, such an array of study is not uncommon in feminist art scholarship (Pajaczowska, 2001). Therefore, the literature reviewed was instrumental to the topics relevant for this study: the history of gendered art education, role representation in art and art history texts, the social function of art label dichotomy, and the importance of gender inclusion in art curricula. Conclusions Reached College art history curricula are a reflection of the value system and power dynamics within the greater society. Although art history curricula have gained advances since the 1970s, there is still much left to desire. Indeed, gender equitable curricula will not just happen on its own, agents of change are needed.