A study of the treatment of contemporary America in textbooks of other countries reveals the impressions gained by secondary school students in those countries from textbook reading and discloses ways in which these books mention American character, culture, and institutions. Passages selected from secondary level textbooks of 19 countries in…

Gross stereotypes, subtle distortions, and omissions in references to ethnic groups in children's literature play a direct part in forming children's attitudes at an early age. One of the requirements for elementary education teacher certification at Penn State University is a course in children's literature with an emphasis on guiding students…

The first essay in this publication reports on an assessment of the way Asian culture is portrayed in nearly 300 textbooks in common use in the United States. The assessment revealed that the texts fail to represent Asia fairly; the most serious problems are the underlying, purely Western yardsticks with which the majority of the texts approach…

An analysis of elementary social studies textbook series showed that the images presented in the texts do not equate with the reality that most Australians experience. A more realistic approach to teaching about Australia would be to examine the lifestyles of urban Australians. Possible ways of doing this are discussed. (RM)

Compares and contrasts the representation of World War II era Germans in English textbooks and academic histories. Finds the academic histories to be more varied and in-depth. Discusses the strategies used by the textbooks to create portrait of mindless aggression. Considers educational and policy implications. (MJP)

Argues that research and teaching in sociology should reflect increased commitment achievements and contributions of culturally diverse groups. Discusses content analysis of 30 introductory sociology texts to determine quantity and quality of their coverage of U.S. ethnic and racial groups. Concludes that, although substantial progress has been…

Teachers and administrators should be able to distinguish between adequate and inadequate treatment of different ethnic groups when selecting culture-fair materials for the classroom. When selecting such materials, they should consider the following criteria: (1) validity of information (accuracy, perpetuation of stereotypes); (2) balance…

Examines recent content analysis of social studies textbooks in the United States and Canada, focusing on the detection of bias. Concludes that much needs to be done to improve textbook treatment of various ethnic groups, cultures, and regions or countries. States that it is the teacher's responsibility to provide alternative perspectives. (GEA)

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)

This study draws upon evaluations of 306 texts in common use in the 50 states. The books were read by over 100 experts who responded to a detailed questionnaire designed to assess the texts' amount of Asian content; accuracy, underlying assumptions and approach; inclusion of literature, the fine arts, and other primary expressions of the Asian…

Since materials used in the classroom play a vital role in the educational process, it is essential that educators develop an awareness of sex and racial stereotyping in instructional materials. Massachusetts regulations adopted in 1975 require that schools present all cultures, nationalities, sexes, and races in fair perspective. This booklet has…

Critiques six current history textbooks concerning their representation of African history. Identifies strengths and weaknesses in the texts and establishes criteria of judgement. Includes the use of primary sources, consideration of African perspectives, and a balanced portrait of contemporary problems. (MJP)

A study of the relationship between the language medium and the content of education is summarized. Language and curricular contents of English and Igbo language texts used in Nigerian primary schools between 1957 and 1976 are examined according to fifteen categories. Research is reviewed which supports the hypothesis that a change from English to…