Research on the inclusion of women in textbooks found severe inequalities in the way women were included in text and illustration. The use of carefully and purposefully selected images in the classroom can address both the lack of images of women in textbooks as well as the stereotypical portrayal of woman in textbook images.

Teaching heritage to a nation is important. The Israeli Arab curriculum on Druse heritage helps students connect religion with modern society. The textbooks that are still used were written in the end of the 1970s and do not reflect the changing reality of Druse women. This research shows that women must be portrayed in more diverse roles in…

Gender bias in textbooks (GBIT) is a low-profile education issue, given the 72,000,000 children who still have no access to schooling, but this article argues that GBIT is: (1) an important, (2) near-universal, (3) remarkably uniform, (4) quite persistent but (5) virtually invisible obstacle on the road to gender equality in education--an obstacle…

Reports on the treatment of Hispanic women in six college introductory sociology textbooks. Finds that the depiction, although well intentioned, is distorted. Employing a feminist interpretive analysis, asserts the need for revision of sociology texts to avoid four problematic presentation strategies. (CFR)

Discusses feminism and its role in social studies. Suggests that adding a few female names and faces has not changed the inherent masculinity of the culture. Argues that women's contributions are overlooked because they do not fit the male model of achievement. Suggests that women's culture must be articulated in the social studies. (DK)

Suggests reasons for the lack of material on Asian-American women in textbooks. Presents a study guide to accompany the film "Sewing Woman," a fictionalized documentary based on a series of Chinese American oral histories and the life of a Chinese garment worker. (DB)

Illustrates how a five-phase theory based on a new scholarship in women's history can evaluate curricular change about women present in high school history texts. Also suggests what textbook authors might include and an evaluation of 12 recent texts. Concludes that texts must eliminate stereotypic thinking about women. (TRS)

Identifies those women mentioned most frequently in general U.S. music education history books and examines the contexts in which the books discussed their work. Surveys individuals interested in music education history to determine name recognition of these women and opinions regarding the importance of their contributions. (MJP)

Reports a survey of 66 history textbooks, published after 1980, to determine the extent of sex equity content. Found that no examined text met the sex equity policy of the Ontario Ministry of Education. Describes the treatment of females as inaccurate, marginal, incidental, and trivial. Provides examples from the texts surveyed. (LS)

Maintains the 1991 publication of the English/Welsh National Curriculum was followed by new history textbooks. Reviews 36 textbooks on their coverage of women and women's issues on 3 core units. Concludes with an evaluation of the impact of these resources on initiatives to integrate women's experiences into history. (CFR)

Describes the restructuring of an introductory women's study course which by filling an academic requirement attracted a broader audience. Discusses the instructors' need to change the tone of the class to respond to students who may be hostile to a feminist perspective. Includes a series of exercises to help students focus their observations. (DK)