Reports labor history coverage in seven college-level introductory history courses. Finds that all incorporated some material about unions and offered an interpretation of their effectiveness. Also finds the absence of gender and race as shaping forces in labor history to be the most neglected topic. (CFR)

Analyzes in two fifth-grade social studies textbooks, the production of three "foundation myths" relating to Chicanos in American history: (1) Texas independence and the Alamo, (2) the Mexican War, and (3) the 20-century struggle for civil rights. How these contribute to cultural degradation is discussed. (SLD)

Includes an historical overview of reading textbooks, a discussion of some procedures used by publishers to eliminate textbook bias, an analysis of a popular Houghton-Mifflin reading series (for grades 1-3), and a proposed statement of the rights of children to unbiased textbooks. (Author/GC)

Maintains that most history textbooks support the traditional view that dropping the atom bomb on Hiroshima (Japan) was necessary to end World War II and save U.S. lives. Briefly articulates the revisionist view that the bombing's main purpose was to intimidate the Soviet Union. Reviews six textbooks. (MJP)

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)

Examines and analyzes a number of textbooks used during the National Socialist regime in Germany. In accordance with a centralized, totalitarian effort the textbooks overwhelmingly represented Nazi ideology especially in their focus on eugenics, family roles, and the importance of the community. (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)

Discusses ways of approaching text and textbooks as embodiments of a larger process of cultural politics, focusing on the analysis of the relationships involved in their production, contexts, use, and reading. Newer forms of analysis that emphasize the politics of how students actually create meanings around texts are reviewed. (SLD)

Argues that oftentimes simple parallel constructions and choice of examples reflect an unconscious bias in history textbooks. Reveals a number of these, particularly related to the United States' treatment of minorities in World War II. Advocates using strategies to identify and challenge biases in history textbooks. (MJP)

Reviews research about racial, ethnic, and sexual stereotypes in elementary science textbooks. Describes the demographics of the United States population as of 1980. Compares these demographics to representations in textbooks. Recommends three corrections that need to be made if schools are to attend to the social message in curricular materials.…

Reviews a content analysis of the presentation of women in 69 college textbooks published between 1970 and 1990. Specifically reviews this material in light of Carol Gilligan's moral theory that men favor an orientation towards justice while women are oriented towards care. Includes a brief literature review and critique of Gilligan's theory. (MJP)

Outlines problems associated with using mainstream research methods for evaluating the representation of marginalized cultural groups in social studies textbooks. Describes an alternative method and ethnographic format for assessing textbooks that uses evaluation criteria developed in cooperation with marginalized people. Includes extensive…

Discovers a very stereotypical representation of the elderly in marriage and family textbooks. Reveals that the aged receive limited amounts of coverage, often are often separated from other family issues and events, and generally are associated with specific "elderly" topics in these texts. (MJP)

Discusses an article which presents a concise discussion of secular humanism. Reviews additional materials on censorship from the perspective of the new religious right, the fundamentalists, and public policy and the law. The sources provide background to enhance teaching about secular humanism and textbook censorship. (SLM)

Evaluates the Greek governments' gender equality educational policy; new reading books that the Greek government presented in 1983 as solving previously reading books' sexism; and views of the educational establishment, women's organizations, and teachers concerning old and new books and new books' efficacy in light of textual analyses. (RLC)