Sixteen reading series are analyzed for sexual stereotyping, citing the limited career roles depicted and the dearth of reading materials provided for females. (RB)

The purpose of this article is to review 10 recently published textbooks frequently used in United States history classes on the secondary level regarding their coverage of Hispanics. Findings indicated that treatment of Hispanic groups in textbooks has moved from glaring omission and superficial portrayal to depictions which are nonstereotypical…

How many names of women from American history can the average, recent high school graduate come up with? How does this number compare with the number of males she or he can name? These are the kinds of questions that informed Janice Trecker's classic study of U.S. high school textbooks. They were also the basis for the research in Sadker and…

The purpose of this study was to quantitatively analyze the Latin American content of contemporary world geography textbooks published for United States secondary schools. A preliminary review of the literature indicated that Latin America was generally omitted from world geography texts, Central America was given minimal attention, and…

Presents a review of BIOLOGY: A SEARCH FOR ORDER IN COMPLEXITY, a textbook designed for high school students and produced under the sponsorship of the Creation Research Society. (PB)

One of a series of instructional packets to aid schools in reducing sex stereotyping, this guide for teachers (junior high and above) is designed to encourage students to think through how textbooks and educational materials send out hidden messages that attempt to shape their perceptions of acceptable roles for men and women. It was developed to…

The second installment of comments from the Task Force on Social Sciences Textbooks: Grades five through eight is presented in this document. The first comments, covering part of the textbooks, were attached as an appendix to "Report and Recommendations: Task Force to Evaluate Social Science Textbooks: Grades Five Through Eight" offered in related…

Describes two recent international incidents which tell a great deal about the Japanese "world view." The incidents regard the content of a new Japanese history textbook (protested by South Korea), and alleged racist remarks of Prime Minister Nakasone. Claims the two are related and provide lessons for our own version of history and conduct. (JDH)

The author concludes that what is needed--besides more information on women in history--is a new attitude: one which departs from the bias of traditional views of women, and treats both men and women as partners in society. (JB)

Presents examples of sex bias in the illustrations, questions, and texts of a selection of recently published physics textbooks. Indicates that in spite of the Sex Discrimination Act of 1975, some texts are clearly biased such that physics is presented as a male rather than female subject. (SK)

Outlines how nine content-area textbooks dealt with reading and writing instruction. Explains that the texts were read to be coded and to identify categories of literacy messages. Notes that content-area textbooks contain negative discussions about traditional teaching methods, and that the authors seem to care about content-area literacy but do…

Evaluates college, high school, and middle school, textbook treatments of the ratification of the Constitution. Discusses treatment of the Federalist and Antiferalist views. Reports an imbalance between the two views in texts sampled. Attributes the imbalance to Federalist victory, herd mentality, and fear that inclusion of controversy will…

Examines the problem of inadequate coverage of ethnic groups in social studies texts. Claims that the coverage of groups included is often unbalanced. Defines reasons for this failure as including political and economic constraints. (BSR)

Briefly reviews the literature on sex discrimination in U. S. history textbooks and its potential impact on students. Presents the results of a content analysis of five high school U. S. history textbooks adopted in Texas during 1979-84. Concludes sex discrimination and sex stereotyping were present in these textbooks. (JDH)

Indicates that physics textbooks currently used in Britain present a clear masculine image and argues that a change in "image management" could encourage more girls to enter physics. (Author/SK)