A number of history textbooks that are widely used in secondary schools in the United States show bias in their treatment of the Negro fight for human and civil rights. Evidence of Negro courage is ignored, and many facts concerning the Civil War are blurred. (CK)

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)

An address to the Association for the Study of Negro Life and History, Philadelphia, Pennsylvania, October 24, 1970, by California State Senator. (RJ)

Examines eight literary readers published between 1970 and 1980. Comments on the inclusion of works by women writers, attitudes toward women and men, the use of sexist language, and assumptions about the students for whom these textbooks were designed. (EKN)

The textbooks of a nation are generally a reflection of the values, goals, and essential priorities of that particular society. Therefore, teachers, parents, administrators, school boards, and publishers must ensure that the best thinking of various groups and of textbook critics is incorporated in the development of more effective textbooks.…

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)

Nearly all German textbooks currently used in the USA either entirely fail to mention Austria, or else portray it by means of myths, cliches (Apfelstrudel, Sachertorte, Gemuetlichkeit), and often with outright untruths. The American student gets a picture of Austria as an "underdeveloped Disneyland of Europe". (WGA)

A recent study indicates that there is still a great amount of language-stereotyping in our books. (Editor)

Considers creative methods for using coloring books and other childrens' books with sex biases as instructional materials. (RK)

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…

Examines sex bias in teacher-education methods textbooks in reading, social studies, science, and mathematics. Identifies several forms of bias. Suggests strategies for classroom teachers and teacher educators to counter sex bias in textbooks and curriculum materials. Includes list of teacher-education textbooks used in study. (PKP)

Proposes using children's historical fiction in social studies instruction. Argues that such literature is helpful because (1) children begin to learn about social phenomena through narrative; (2) historical fiction encourages students to invest emotion, take sides, and ask questions; and (3) historical fiction can counter special interest groups'…