This paper discusses bias against southern and eastern European ethnic groups as it appears in current elementary school textbooks, popular fiction, newspapers, television, and movies. Anti-ethnic sentiment expressed by nineteenth and twentieth century politicians is also mentioned. It is held that bias and stereotypes in the media perpetuate and…

This brief paper presents a guide to detecting and addressing sexist bias in books and other instructional materials. Some research studies that identify sex bias in curriculum materials are cited. It is noted that evidence of sexism is present in all areas; by words and pictures textbooks convey that men act in different, superior ways from women…

This bibliography provides references to works that analyze children's books and school texts in terms of their racist and sexist content. One hundred eighty books, journal articles, and doctoral dissertations, examining works for children from preschool through adolescent years, are cited. (MK)

The treatment of the Negro in junior and senior high school history texts is analyzed in a fairly extensive description of 13 widely used books. The document calls attention to the earlier evaluation made by historians of the texts used in the California schools (see ED 017586) and includes an excerpt from that report. In this review the senior…

Aspects of British education which are relevant to the study of world development are examined in this publication. The first three articles analyze respectively various textbooks, examination papers, and syllabi for attitudes, topics, and values presented in them which deal with developing countries in relation to world development issues. In…

Studies of teaching materials have shown that the American Indian has not been given fair representation in American history. Too often portrayed as inaccurate are such subjects as tribal entities and cultures, listings of current tribes and reservations, descriptions of languages and areas of occupation, foods, attire, and dates of historical…

General chemistry courses and texts seemed to be geared to students who are going to be chemistry majors. This may relate to the trend of declining interest and knowledge of chemistry. A course is proposed which concentrates only on the most essential facts and fundamental laws and theories. (BB)

Censorship of textbooks and reading materials for school children is discussed. The belief that the content of literary and curricular materials can be discussed in isolation from the ideologies that they consciously or unconsciously manifest is questioned. (JD)

Reviews economics textbooks frequently used in college level economics courses in England to determine the extent of bias. Topics analyzed include economics as science and ethics, profits, advertising, economic objectives, perfect competition, and nationalized industries. (Author/DB)

The author contends that even though forces are at work to eliminate sexism in employment and education, sex stereotyping is so ingrained in the culture it is almost impossible to detect in discourse of any kind, let alone textbooks. The author offers a guide to detection. (Editor/HD)

If public education is going to attempt to meet children's needs in our present and future ever-changing society, teachers must continually review the material they use in their classrooms. Considers this factor in teaching the concept of family in a social studies lesson. (Author/RK)

Examines the problem of inadequate coverage of ethnic groups in social studies texts. Claims that the coverage of groups included is often unbalanced. Defines reasons for this failure as including political and economic constraints. (BSR)

Describes the nature and form of knowledge that should be in social studies textbooks. Argues that substantial knowledge can be used by academic reviewers and teachers as a framework for analysis of social studies texts and to encourage dialogue about the purpose and structure of social studies lessons. (BSR)