Author summarizes the various papers in this theme issue of College English as illustrative of the discrimination which women experience in the profession, the extent to which women writers have been neglected or distorted and the impetus that interdisciplinary courses can be given by a Women's Studies program. (NL)

Textbooks of eight publishing firms were identified, analyzed for their treatment of minority groups in the United States, and each review was then responded to by publishers agents. (JB)

An historical excursion into racist books recommended by our most respected literary critics and review media for children's books are described. (Author)

Presents a critical examination of six high school geography textbooks to see how they varied in their treatment of world politics, and comments on the degree of nationalistic bias in each one. Suggestions for teachers are included to help them deal with political concepts and bias in textbooks. (Author/AM)

A study of two elementary basal reading series found that, although the proportion of female main characters has increased, it was still less than that of males. Also, fewer men than women were depicted in nontraditional roles. (FG)

Presents the results of a study examining the content of marriage and family textbooks as it relates to students' changing attitudes toward delaying parenthood. Discusses commonly held beliefs and how they are presented in current textbooks. (CT)

Provides British elementary and middle grade teachers with guidelines for teaching about minorities, as well as for judging and taking action on bias in school books. (Editor/SJL)

Traces the attempts of English trade unionists in 1879 to amend what they felt to be the distorted presentation of unions and economic concepts in the reading texts published by the Church of England. (SJL)

Notes that boys continue to be portrayed in reading materials in activities stereotypically associated with males, such as sports, adventure, and leadership; suggests that reading materials are needed that show boys in nurturing and expressive roles as well. (MKM)

Reports on a survey undertaken to determine quality and quantity of presentation of women's political history, political behavior and public policy affecting women in 20 introductory textbboks used in college level American government courses. Findings indicated that little change has occurred since 1970. Suggestions are offered for enhancing the…

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…

Describes textbook bias found in Canadian social studies textual materials prejudiced against the American Indian and lists 10 criteria to be used in evaluating texts. (HOD)

Ironically, introductory textbooks for sociology present a distorted characterization of reality, ignoring race, class, and gender and generalizing from the experience of society's dominant group. New textbooks should have four themes: vital role of sociologists as social critics; diversity as socially constructed; people's role in shaping their…

Describes the sex bias present in a Latin text. Suggests some classroom activities to correct the biased view presented in the texts. Includes exploration of careers open to women in classical times, looking up Latin words for women, and rewriting reading lessons to contain a female character. (DK)

Argues that the first step in reassessing whether the values brought to the Americas by Christopher Columbus are desirable is to examine and dispel the myths surrounding Columbus and his deeds. Includes myths involving the purpose, financing, and manning of the voyage, and Columbus's own beliefs and fate. Suggests sources for locating accurate…