Discusses the use of racial stereotyping in children's books and describes one evaluative process that increases awareness of such stereotyping. Three bibliographies listing children's books about black people and culture are listed. (TO)

Suggests sources which can guide schools in evaluating textbooks. (MKM)

Provides evidence that current reading textbooks contain racist and sexist stereotypes despite promises to make changes, and concludes that these stereotypes are harmful to the students who learn from such textbooks. (RB)

An examination of school reading texts and their adjustment--or lack of it--to changing life styles. (MM)

Reviews the literature criticizing school textbooks for sexism and suggests new series deleting sexist stereotypes should be developed. (RB)

Teachers must be sensitive to the needs of modern farm children to see themselves and their families reflected favorably and accurately in reading materials. (HOD)

Discusses the fact that, although publishers have acknowledged the problem of sex bias in textbooks in the United States, guidelines lack specifics, timetables, and procedures for monitoring content and enforcing compliance with the guidelines. (MB)

Publishers have responded to calls for more minority characters and females in basal readers, but many of the changes appear superficial. (MKM)