This paper examines the assumption often made in the sociology literature that stereotypy and prejudice are equivalent phenomena through study of the variation of both dimensions of ethnic attitudes by education. (Editor)

An education that supplies fact rather than stereotype and that deals with reality will correct the misconceptions and distortions that a non-White individual might develop. One result might be a more positive or less negative self-image. A component of this education is the subject of history. (Author)

This historical overview examines the media treatment of native peoples and includes the following: (1) the roots of modern stereotypes; (2) development and maturation, (3) contemporary responses, (4) music, and (5) other media. (RTS)

Three popular modern British novelists are compared in terms of their treatment of the ideology of racism. Racism in fiction is seen not only to reflect current social forces, but also to have influence upon society. (Author/GC)

In parallel with his article "Understanding the Welsh" in "Englisch," No. 1, 1975, the author presents the mental picture of the Scots which his students have. (IFS/WGA)

Reports an expansion of a previous study of the portrayal of Blacks in the 10 most commonly used reading schemes in the primary schools of a large industrial city in Great Britain. Found that ethnic Chinese and Japanese were underrepresented and portrayed in an ignorant and patronizing manner. (ARH)

Outlines the struggles of German-Americans in Chicago, Illinois during World War I. Contends these German-Americans met conflict, hostility, and pressure to compromise and reevaluate their place in Chicago as a result of the war. (BSR)

Examples of claims about racial differences in intelligence that are not supported by scientific evidence are presented, with focus on several studies by A. R. Jensen. Relevant questions that should be addressed by students of racial differences are presented. (SLD)

Twenty-six elementary and secondary texts dealing with the Middle East are analyzed for objectivity and accuracy. Results indicate a need for area specialists' participation in textbook writing. Analysis is based upon data gathered by the Committee on Middle East Image in Secondary Schools, Middle East Studies Association. (JH)

Abourezk holds that Arab Americans are victims of much racial hatred and stereotyping and that the Federal Bureau of Investigation (FBI) has been the primary governmental agency abusing the civil rights of this group. Revell, an official of the FBI, counters Abourezk's contentions. (GC)

Provides examples of a "counter-stereotype" approach for use in secondary U.S. history courses to dissipate ethnic stereotypical thinking among students. The essential elements of this approach are to cite prominent personages of atypical accomplishment and to stress the lesser known attributes of the masses of a particular culture. (RM)

Discusses rape from a social and political viewpoint. Criticizes current literature on rape for perpetuating racist stereotypes and failing to account for the effects of a capitalist economic system on social and sexual relations. (GC)