LITERATURE AND ATTITUDES IN PUBLIC SCHOOLS PERPETUATE PREJUDICE AGAINST NEGRO CHILDREN. A RACIST SOCIETY EXISTS IN THE U.S. ONLY WHEN THIS FACT IS RECOGNIZED CAN THE PROBLEM BE RESOLVED. LITERATURE DEALING WITH NEGROES FALLS PREDOMINANTLY INTO THREE CATEGORIES--(1) STORIES ABOUT FAMOUS NEGROES, (2) STORIES OF SEGREGATED NEGRO LIFE, OFTEN "QUAINT"…

This report is the first in a series of three executive handbooks designed to help school administrators move toward the goal of sex equality. Findings are presented from some of the studies of sex stereotyping that have been made of the content, illustrations, and language in textbooks and children's trade books. Suggestions are offered to…

An independent Indian publishing house has been formed to provide classroom instructional materials which deal accurately with the history, culture, and role of the American Indian. This book is a preliminary statement in that publishing program. General criteria, valid for instructional materials from elementary through high school, are applied…

A study of the treatment of contemporary America in textbooks of other countries reveals the impressions gained by secondary school students in those countries from textbook reading and discloses ways in which these books mention American character, culture, and institutions. Passages selected from secondary level textbooks of 19 countries in…

This pamphlet presents guidelines for the improvement of the image of women in textbooks. General guidelines for the text and illustrations of textbooks are: (1) the actions and achievements of women should be recognized; (2) women and girls should be given the same respect as men and boys; and (3) abilities, traits, interests, and activities…

Interviews with Arkansas fourth, fifth, and sixth graders revealed a blatant contradiction between the objectives of the language arts curricula and the children's opinions about the appropriateness of their language. While the students uniformly regarded their own dialects as satisfactory and unchanged by school, when questioned specifically…

Fourteen education students from Southeast Asia evaluated seven unspecified tenth grade social studies texts from five Pennsylvania schools, and made comments on the accuracy of presentations of Southeast Asian culture, customs, history, and topography. (Author/SJL)

Explores the failure of textbook publications to report on the role of women without sex-stereotyping them. Comparisons of males and females in positions of dominance or as central figures in textbooks were made. (RK)

Sex role research shows that (1) some achievement differences are related to students' sex role perceptions and teacher expectations, (2) effects on students of textbook bias against females have not been clearly demonstrated, and (3) instruction designed to reduce sex role stereotyping has had mixed results. (Author/AV)

Examines the way in which schools contribute to sex role stereotyping, reviews selected research and hypothesizes that the way in which American females are socialized disadvantages them in the labor force. (Editor)

Argues that many new books for schools are simply more colorful versions of earlier texts which inculcate racist and imperialist ideas in children. (Editor)

The literary merit of American History textbooks is explored with emphasis on inspiring and motivating students. Expert panelists reviewed books from fifth, eighth, and eleventh grades. They criticized the following elements: (1) size/weight; (2) prose style; (3) coverage; (4) group consciousness; and (5) format/graphics. (VM)

An analysis of 11 contemporary secondary U.S. history textbooks showed that the sentences per page devoted to the Black experience represents a substantial increase over more dated textbooks. Not only has the quantity improved, but the range of coverage suggests an improvement in quality as well. (RM)

Traces the decline in importance and scope of invention under the prevalent current-traditional approach to rhetoric. Suggests that as a result students are being taught a writing process and a set of assumptions about discourse that have nothing to do with either how writing gets done or with contemporary thinking about the relation of language…