Suggestions for writing nonsexist textbooks are discussed. An analysis of problems in textbooks for grades 3-6 is then presented, indicating that the books are nonsexist but not antisexist. (MNS)

Briefly reviews the literature on sex discrimination in U. S. history textbooks and its potential impact on students. Presents the results of a content analysis of five high school U. S. history textbooks adopted in Texas during 1979-84. Concludes sex discrimination and sex stereotyping were present in these textbooks. (JDH)

Materials selected for instruction should be concerned and sensitive to the self-concept of all children. (JH)

The issue of history, specifically history textbooks, has been at the center of South Africa's educational reform debates for years. One of the consequences of South Africa's delayed curricular reform is the continued use of apartheid-era history textbooks, which, among other things, deny European colonization and conquest and claim that whites…

A review of the treatment of immigrants of the United States in history textbooks reveals a need for a more balanced, comprehensive and sympathetic view of all who came to this country. (Author/KM)

Article presented criteria for evaluating the treatment of minority groups and women in textbooks and other learning materials. (Author/RK)

An examination of geography textbooks and scholarly journals reveals that with few exceptions they give inadequate treatment of Black Americans. Omission of any mention of blacks is characteristic. Where Blacks are mentioned, problems are slighted. (NH)

Explores the relationship between a major reliance on textbooks, and the problem solving, inquiry oriented approach to social studies curriculum. (JB)

Discusses the results of several studies which evaluated how Africa was and is presented in elementary and secondary social studies textbooks. In the past five years, the coverage given to Africa has increased in quantity and quality. However, major new problems have arisen. (RM)

Social studies textbooks of the 1930's frequently accepted the changing times and the new world leadership without criticism. Textbooks downplayed the Depression, took an uncritical approach towards Roosevelt, and showed relative neutrality toward European totalitarianism. Political, social, and cultural reasons for these attitudes are explained.…

Reviews research findings on ethnic bias and stereotyping in textbooks and discusses the ways in which descriptions of ethnic diversity in Canada are being improved. The author discusses new government educational policies which call for textbook changes and outlines basic guidelines for establishing standards for textbook portrayal of cultural…

Indicates that physics textbooks currently used in Britain present a clear masculine image and argues that a change in "image management" could encourage more girls to enter physics. (Author/SK)

Minorities are now represented in almost all school books. However, this representation is often not balanced and its distribution across the range of instructional materials is uneven. (Author/MC)

Textbooks and other instructional materials must continually be created and evaluated in order to ensure that children of all races are fairly treated and thus receive the full benefits of the equal education guaranteed by law. (Author/MC)