Designed to help local boards of education eliminate biased instructional materials, these guidelines contain (1) a suggested contractual provision which specifies instructional material reflecting the multi-ethnic nature of society, (2) a rationale for the contractual provision, (3) three examples of how textbooks can be analyzed, (4) the…

An examination of characters, narrative content, and context of two Canadian primary level reading series reveals a fictional world populated almost exclusively by white, nuclear families all living the same kind of life, with values of upwardly mobile, achievement-oriented individualists. (MJB)

Considers the problem of overt and implicit racial bias in textbooks and children's fiction. Argues for some censorship of book provision for younger children while suggesting that older students be involved in a critical appraisal of books. (Editor/RK)

Charges that Macmillan Publishing Company's policy guidelines for textbooks ought to be denounced as a wilful exercise in intellectual dishonesty, as the company insists that its textbooks depict society, not as it is, but as the publishers would like it to be. (Author/AM)

Several responses to Kilpatricks' article on the Macmillan Publishing Company's policy guidelines governing textbook publication are provided. (Author/AM)

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)

Examines the representation of South Africa in geography and history textbooks currently being used in American schools. Asserts that these books are flawed with misleading, inaccurate, and racist texts and illustration. Offers recommendations for revising the view American students are given of South Africa. (KH)

A content analysis of secondary U.S. history textbooks revealed that texts do include discussions of women. However, the emphasis is usually on female contributions that are an extension of women's nurturing role within the family or that are supportive of male activities. Eleanor Roosevelt is the most featured woman. (RM)

Criticizes topical readers on the English language now being used in freshman composition classes both for implying that language constrains more than aids thinking and for providing poor writing samples for the student to analyze and emulate. Discusses the influence of general semantics on these readers and the reliance on the parodic perspective…

The lack of understanding of most white Americans about the true role of the American Indian and other minority groups in American history is an outgrowth of the failure of the media in general, and history texts in particular, to realistically address minority/majority relations throughout U.S. history. Several suggestions to aid in public…

Narrow stereotypic perceptions of and prejudice toward the Chinese have been so pervasive and tenable that Americans of Chinese ancestry do not perceive themselves with a meaningful identity; examination of American social studies textbooks shows that involvement of Asians in American history is barely mentioned or neglected completely. (Author/JM)

Explores how cultural bias exerts itself in the classroom through ethnic stereotypes in children's books, the use of standardized tests based on white middle class norms, and biased teacher attitudes. (TO)

Discusses many of the common misconceptions and stereotypes of Indians presented in children's literature. Also briefly discusses several of the less discriminatory and biased books dealing with American Indians and their culture both past and present. (TO)

Article discusses the organization, Women on Words and Images, which set out to influence publishers to find a reading study series that did not inhibit the development of children by depicting males and females as being capable of performing only in roles narrowed according to their sex. (Author/RK)