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)

Fourteen middle- and high-school curricula published over 10 years were examined via a content analysis instrument. Little difference occurred in noun and pronoun usage within curriculum texts. Illustrations were scarce but showed greater female representation. There were differences in gender representations according to topic. (SM)

This document reports on an investigation focusing on how the content of introductory college psychology texts' content related to physical attractiveness and self-esteem. The primary objective of this study was to review how recently published life-span developmental texts present physical development in middle childhood as related to traditional…

Reports on a study of introductory college economics textbooks on the quality and quantity of coverage of the economic status of women and minorities. Finds that textbooks still have a tendency to exclude women and minorities from the general discussion and disguise the multiplicity of explanations for observed differences. (CFR)

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)