Teaching about human rights: Female genital mutilation in America

Increasing immigration from Asia, Latin America, Africa, and the Middle East has enhanced cultural diversity in the United States. The wide array of foods, languages, customs, and unique historical experiences associated with immigration have contributed to the political, social, and economic fabric of a multicultural democracy. However, immigrants may also bring certain cultural practices that violate American constitutional law and various state laws. Moreover, these practices, such as female genital mutilation (FGM), are incompatible with American ideals of equality, social justice, and human rights. Recent research indicates that an increasing number of girls and women in the United States have undergone or are at risk for various forms of FGM. Over 200 million females have experienced FGM and 513,000 females in the United States are at risk of FGM. This practice is also a violation of the Universal Declaration of Human Rights, signed by the United States in 1948. The research methods include a historical analysis of FGM, a quantitative and geographic description of the nature and extent of FGM, and a discussion of the relevant American and international laws that prohibit FGM. Furthermore, the article employs a rationale for teaching about FGM in social studies courses. This includes a description of viable methods and activities based on National Council for the Social Studies Standards (NCSS). This article will describe the nature, causes, and consequences of FGM on females. This may stimulate student activism, a major goal in social studies. A primary purpose of this study is to increase educators’ awareness of this illegal practice, improve education about human rights, and help educators assist female students at risk of FGM. Furthermore, the article will describe the legal and professional responsibilities teachers must take if they have students at risk of FGM in their classes.