Thirty-six recently published United States history texts were examined for their treatment of the Freedmen's Bureau, a Federal agency ostensibly established to promote the welfare of emancipated slaves. Only four contained adequate information about the Bureau's role in perpetuating a contract labor system, thus exacerbating low Black…

In a review of 71 geography, history, and social studies books, a panel of individuals knowledgeable about Central America found omissions and stereotypic views that prevent students from understanding current events in that region. (Author/GC)

Examines the impact of nationalism on six leading secondary level U.S. world geography textbooks. Specific examples of nationalistic bias are cited. Particular emphasis is given to the parallel between changes in American foreign policy and the focus of textbooks published over several decades. (AM)

This study investigated the hypothesis that sex biases (defined as disproportionate references to one sex) in a reading passage and on a comprehension test would lead to differential performance by 120 male and female undergraduates. An analysis of variance revealed no significant main effects or interactions. (Author/CTM)

Illustrates teaching strategies that will counteract the sex-role stereotyping typically present in elementary German language texts. Practical measures that teachers can take to increase student awareness of sex stereotyping in the areas of grammar, lexical items, dialogues, and readings are discussed. (EJS)

An Australian researcher exploring the underlying assumptions held by non-Aboriginal educators involved in Aboriginal education reexamined his first childhood history book, "Australia from the Beginning" (Pownall, 1980). Although a liberal and sympathetic treatment, the book reflected non-Aboriginal assumptions about assimilation as…

Analysis of three Canadian grade 10 social studies textbooks illustrates how the discrimination and persecution endured by Japanese Canadians have been marginalized. As long as textbooks present perspectives of the dominant social group, inequalities embedded in society will remain hidden. Using textbooks critically to interrogate biases inherent…

Stresses the importance of U.S. history textbooks containing information that is accurate, realistic, and comprehensive, noting that while there are increased portrayals of Native Americans in today's history textbooks, portraying them in a stereotypical manner that suggests a single type of Indian culture is inappropriate and may affect students'…

Maintains that in order for students to participate effectively in a democracy they must be exposed to different viewpoints. Shows that high school history textbooks avoid controversy, leave out vital information, and are biased. Argues textbooks should be subject to a fairness test that includes constitutional scrutiny. (RW)

Urges the frank examination of painful episodes in Western and other open societies' recent history to achieve glasnost and historical honesty. Cites the Klaus Barbie trial and the accompanying embarrassment for both France and the United States. Points out distortion in Japanese textbooks on the pre- and World War II years and in U.S. textbooks…

Analyzes six high school U. S. government textbooks. Discusses method of evaluation. Compares textbooks based on the following criteria: content, physical characteristics, understandability, and fairness. Concludes that all of the textbooks studied competently meet the aforementioned research criteria. (RW)

Identifies developments in U.S. history in which religion played a decisive role. Investigates the way these religious forces were dealt with in 10 high school U.S. history textbooks used in Alabama. Concludes that they ignored or distorted the place of religion to the extent that students are denied knowledge of recent historical research. (LS)

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)

Examines ways the Middle East is presented in American high school textbooks, focusing on seven texts. The books are good introductions to culture, geography, and early history, but they do a poor job on contemporary issues, providing a poor foundation for the study of current events in the Middle East. (SLD)

Describes textbooks of both East and West Germany from 1949-56, 1957-62, 1963-69, and 1970 on. Discusses a shift in West German texts from intense antagonism during the Cold War to a more critical comparison by the 1980s. Compares East German text development that increased in hostility over time, viewing West Germany as a negative alternative to…