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Gender Balance in K-12 American History Textbooks
Abstract
This research study evaluated K-12 American history textbooks for gender balance. Elementary, middle school, and high school texts were assessed for the number of male and female historical figures in text content and illustrations. Significantly more males than females were found at all levels in both content and illustrations, and all differences were significant at the .001 level. However, American history textbooks do include more women than in previous editions and since the publication of the National History Standards. The challenges of defining gender balance are discussed, and recommendations for teachers and textbook adoption committees are presented. Teachers of history often use the metaphor of a journey through time. Students travel by train through each time period, and teachers help students gain basic historical knowledge as they travel toward the present (Frederickson, 2004). Using this metaphor, students have encountered very few women on their journeys, and the historical record has been narrated by a man. The metaphor highlights the debate over the integration of women's history into current American history textbooks. This article describes the issues related to teaching women's history by reviewing controversies related to the National Standards for History and early American history textbooks. A research study designed to assess gender balance in current K-12 American history textbooks is discussed. Conclusions and recommendations for teachers and textbook adoption committees are presented with emphasis on the importance of high-quality history instruction. The National Standards for History (K-grade 4) and the National Standards for U.S. History (grades 5-12) were first published in 1994 (National Center for History in the Schools, 1994). The controversy that ensued, often termed the "history wars," focused on an incomplete historical record, bias in standards, negative events in American history, and an anti-European
... Gender inequity in textbooks and the lack of female representation in history books has been a long-standing issue. Previous significant studies center on the lack of gender balance in male-centric United States history books and how women are positioned in these historical contexts (Chick, 2006;Clark et al., 2005;Clark & Mahoney, 2004;Osler, 1994;Schmidt, 2012;Tetreault, 1986;Trecker, 1971). Additional research on how females are integrated within the World War II era in history textbooks indicates that there has been a slight increase of women's contributions represented in books, but this increase continues to fall short in creating a comprehensive narrative of females' accomplishments during this time (Gordy et al., 2004;Schrader & Wotipka, 2011). ...
... Additional research on how females are integrated within the World War II era in history textbooks indicates that there has been a slight increase of women's contributions represented in books, but this increase continues to fall short in creating a comprehensive narrative of females' accomplishments during this time (Gordy et al., 2004;Schrader & Wotipka, 2011). Previous researchers have examined how females are framed in history, as well as how many women are mentioned in textbooks compared to men (Chick, 2006;Clark et al., 2005;Clark & Mahoney, 2004;Osler, 1994;Schmidt, 2012;Tetreault, 1986;Trecker, 1971). The amplification of male representation over female role models in books promotes a disparate perception that is magnified in students' self-perception of whose contributions to history are valued. ...
... Additionally, most illustrations of Latinas are seen as immigrants/migrant farm workers or in domestic roles or as activists. These findings are comparable to Amedeo Marquez's (1994) work on the treatment of Latinas in college introductory sociology textbooks and reflective of an underrepresentation of females in K-12 history textbooks (Chick, 2006;Clark et al., 2005;Clark & Mahoney, 2004;Osler, 1994;Schmidt, 2012;Tetreault, 1986;Trecker, 1971). Other than these limited stereotypical roles, young Latinas have few other role models to aspire to as conveyed by the textbooks (Atchison, 2017;Doherty, 2013;Mertus, 2007). ...
There is a lack of research on the prevalence of Latinas in K-12 history textbooks. This research offers a content analysis of the unique gendered contributions of Latinas in history to fulfill this gap in educational research. Twelve middle and high school textbooks were examined using content analysis to assess the extent of Latina inclusion in history as well as how Latinas were characterized when discussed in books. The author confirms that there is an underrepresentation of Latinas in history textbooks. Latinas only represent .0063 of the individuals mentioned in historical content with few pictures of these successful Latinas. If young Latinas do not see Latina role models who are doctors, scientists, inventors, or entrepreneurs, they may be less apt to pursue those occupations. The author contends that it is imperative for all students, including Latinas, to see culturally relevant role models represented in textbooks to create a more inclusive and engaging classroom experience
... While students gain historical knowledge about the past through history as a discipline (Frederickson 2004), they generally encounter a paucity of women and narratives by women (Chick 2006). Research on history textbooks highlights the invisibility of women (Sadker and Sadker 1995;Tetreault 1986;Trecker 1971); the inclusion of women who are represented as sidebars (Reese 1994); and the current increased visibility, which is nonetheless incommensurate to male representation (Chick 2006;Clark et al. 2004). ...
... While students gain historical knowledge about the past through history as a discipline (Frederickson 2004), they generally encounter a paucity of women and narratives by women (Chick 2006). Research on history textbooks highlights the invisibility of women (Sadker and Sadker 1995;Tetreault 1986;Trecker 1971); the inclusion of women who are represented as sidebars (Reese 1994); and the current increased visibility, which is nonetheless incommensurate to male representation (Chick 2006;Clark et al. 2004). According to the American Historical Association's guidelines, "factual coverage must be balanced for race, class, and gender . . . ...
... We recognize nonetheless the debates in representation within history as a genre, which problematize inauthentic attempts to include women's history within historical records (Chick 2006;Sewall 2005). This concern also addresses what Sunderland refers to as "the desiderata of the field"-the question as to what "ideal" gendered textbooks should look like (2015). ...
... Besides being important instructional materials, textbooks also signify particular constructions of reality and reflect the values and aspirations of the society they serve (Apple, 1991;Apple & Christian-Smith, 1991;Foster & Crawford, 2006). In the light of this, much has been written globally in the recent past about the depiction of women in textbooks in general and in history textbooks specifically (Cains & Inglis, 1989;Sleeter & Grant, 1991;Ruthsdotter, 1996;Commeyras & Alvermann, 1996;Frederickson, 2004;Chick, 2006;Muravyeva, 2006;Su, 2007;Schoeman, 2009;Fardon & Schoeman, 2010;Schrader & Wotipka, 2011). ...
... This represents a rough ratio of eight women for every 100 men named as historical characters. A similar trend was found in the Grade 2 textbooks analysed by Chick (2006). She identified 58 female historical characters as opposed to 190 male ones. ...
... Pitting the above findings against the literature reviewed revealed that the depiction of women in the Malawian junior secondary history textbook analysed was not unique or different from other parts of the world. Studies from other parts of the world, including the United Kingdom (Cain & Inglis, 1989), the United States (Chick, 2006;Schrader & Wotipka 2011), Taiwan (Su, 2007) and South Africa (Schoeman, 2009;Schoeman & Fardon, 2010), spoke of similar under-representation and marginalisation. Equally, the portrayal of women in traditional feminine roles and attributes concurred with studies conducted elsewhere (Cains & Inglis, 1989;Sleeter & Grant, 1991;Commeyras & Alvermann, 1996;Su, 2007;Fardon and Schoeman, 2010;Schrader & Wotipka, 2011). ...
This article analyses the depiction of women in the verbal text of a history textbook used at junior secondary school level in Malawi. The focus falls on how women are depicted in the textbook and why they are depicted the way they are. The article is based on empirical research and utilised a feminist theoretical perspective. The verbal text was analysed quantitatively using open coding. Based on the analysis we argue that women, as historical characters, are generally subordinated and oppressed in a number of ways. This includes under-representation, marginalisation and omission. Since what is written in textbooks is regarded as authoritative depictions like these can send a negative message to learners and teachers as users of the textbooks about women as historical characters. We also argue that our findings from the Malawi context resonate with similar research done globally which for the most part can be attributed to the patriarchal societies women find themselves in. To change this situation we recommended that the junior secondary history syllabus and textbooks be updated and aligned to the Malawian constitution and gender equality policies.
... Interviewed teachers also witnessed that history related parts of Social Studies textbooks totally emphasize histories of kings and male freedom fighters in different African countries and failed to mention the contributions of females in the struggles for independence. This confirms what has been found by Sumalatha and Ramakrishnaiah [20] who reported that Indian secondary level Social Studies textbooks are filled with names of famous men and authors. They found 95% of the names as male and it was difficult for girls to find names of women who were freedom fighters and active in times of national crisis. ...
... The work of Chick [20] also further echoes this. She found more males than females in the K-12 American History textbooks at all levels in both content and illustrations. ...
This study was an attempt to investigate and analyze gender representation in second cycle (grade 5-8) primary schools Social Studies textbooks. For this purpose, four Social Studies textbooks which are in use in grades 5, 6, 7, and 8 were investigated thoroughly. The content analysis method was employed. The results revealed that there is no fair representation of females and males in some gender related characteristics. The supremacy of males over females was observed in terms of names (X2 = 122.64, df = 1, p< 0.05) and pronouns (X2 = 46.76, df = 1, p<0.05) and it was suggested that reconsideration Should be made in revising and/or producing new textbooks, if necessary, in the future.
... Studies indicate that history textbooks demonstrate significant gender imbalance and bias, with some texts containing less than 3% of pages devoted to females (Sadker & Sadker, 1994). When women are included, they are not fully integrated within the text but are instead commonly treated as sidebar notes (Chick, 2006;Clark, Allard, & Mahoney, 2004;Sadker & Sadker, 1994). ...
... Surely, many more books with male main characters are written and published, and most books display stereotypes (by the simple definition of stereotype). Based on related research (e.g., Chick, 2006;Clark, Allard, & Mahoney, 2004;Sadker & Sadker, 1994), we suspect that the NCSS notable book selection is much less biased than a random sample of published books would be, which is encouraging, given that gender is not considered in the evaluation of individual books, nor is gender bias assessed across the collection. These books may, indeed serve as a good supplement to texts books; just not as good a supplement as teachers may think. ...
This study provides a gender analysis of National Council for the Social Studies Notable Trade picture book selections suitable for the primary grades from the years 2006-2008. The study examines the number of male and female characters and the presence, or absence of, gender stereotypes relative to characters' personali-ties, occupations, and behaviors. Results indicate a significant difference in the number of male and female characters, with many more male characters represented. Both males and females frequently performed stereotypical jobs or roles, with no books depicting males in lower status jobs than females. In books with only female main characters, some women were able to cross traditional gender lines and demonstrate strong personalities. Of the 17 predetermined behaviors in which characters engaged throughout these books, seven of them showed significant differences between males and females. Males were more likely to participate in sports, fight in battles or demonstrate aggressive behaviors, pursue worthy causes such as heroism, use television/computer/radio, and earn a living. Females were more likely to perform domestic chores and demonstrate affection or emotion.
... 2004). Researches that are of particular interest to this study include that of Mutekwe and Modiba (2012), Chirimuuta, Gudhlanga and Bhukuvhani (2012), Tahiri and Moradpour (2014), Chick and Corle (2006), Dudu et al. (2008), andHall (2014), because of their focus on textbooks. While these previous research endeavours focused on textbooks, the majority of them primarily employed feminist theories to unpack and interpret gender issues. ...
The portrayal of sexuality in folktale course-books that are prescribed for secondary school learners in Zimbabwe is indeed a cause for concern. Not much attention, if any, has been given to exploring the portrayal of ‘sexuality’ especially in ChiShona prescribed course-books. This article qualitatively explored through content and discourse analysis the portrayal of ‘sexuality’ in folktales prescribed course-books based on an Afrocentric perspective of Unhu and Ubuntu. The study sought to determine whether course-books are an asset or a liability for the socialisation of learners of both genders especially at the critical adolescence stage of development. This undertaking assessed gender attributes, norms, values, and behaviour patterns proffered in school course-books. The examination of the ‘sexuality’ portrayed in these course-books was based on the assumption that education is value-laden. The gender value inherent in these course-books being a vaccine for the social ills like gender inequalities bedevilling Shona communities. The major finding was that the portrayal of ‘sexuality’ in the course-books analysed in this study shows that they are more of a liability. The article recommended a gender discourse that evaluates and critically analyses the gender portrayals in the course-books to avoid losing the gender equality milestones achieved so far in Zimbabwe.
Contribution: The study examined sexuality sensibilities secondary school learners are exposed to through the authority of folktale prescribed course-books: Hodza’s (1983) Ngano Dzamatambidzanwa and Fortune’s (ed. 1983) Ngano Volume 4. It adopted the Afrocentric perspective of Unhu and Ubuntu to assess the impact of these instructional materials on the learners’ socialisation processes.
... In addition, local and state school control results in significant variations in terms of curriculum, organization of the classroom, teacher certification requirements and how effective teaching is defined and evaluated. An illuminating example of this is the ways textbook companies create different versions of American history texts for states with different political leanings (Chick and Altoona 2006). Throughout the history of American schools, tensions around conflicting views on the purpose, values and curriculum have been a constant (Tyack and Cuban 1995). ...
... In addition, local and state school control results in significant variations in terms of curriculum, organization of the classroom, teacher certification requirements and how effective teaching is defined and evaluated. An illuminating example of this is the ways textbook companies create different versions of American history texts for states with different political leanings (Chick and Altoona 2006). Throughout the history of American schools, tensions around conflicting views on the purpose, values and curriculum have been a constant (Tyack and Cuban 1995). ...
... In addition, local and state school control results in significant variations in terms of curriculum, organization of the classroom, teacher certification requirements and how effective teaching is defined and evaluated. An illuminating example of this is the ways textbook companies create different versions of American history texts for states with different political leanings (Chick and Altoona 2006). Throughout the history of American schools, tensions around conflicting views on the purpose, values and curriculum have been a constant (Tyack and Cuban 1995). ...
... Despite this, one study has suggested that pre-service social studies teachers do not consciously perceive gender equity as particularly important to their professional and personal lives (Monaghan, 2009). These attitudes may be reflective of e or account for e the reasons gender remains on the edges of social studies curricula, textbooks, and classrooms (Chick, 2006;Crocco, 2008;Schmeichel, 2011;Woyshner, 2012). Nevertheless, there are social studies teachers who consciously prioritize gender equity in their teaching. ...
In this scoping study we synthesize the last two decades of research on social studies teacher identity (N = 114) to identify salient themes. Findings indicate an interest in an array of teacher identities: ethnic and cultural identities, sexual orientation, identities vis-à-vis curricular content and purposes, and civic values and beliefs. However, limited studies attempt to integrate these diverse identity features into a coherent model of teacher identity that recognizes the interplay of these priorities. We propose an integrative framework that conceptualizes social studies teacher identity as a complex dynamic system of interdependent role-specific elements and contextualized emergent meanings.
... Furthermore, a successful implementation of a feminist pedagogy must listen to student's experiences and expose them to challenging viewpoints (Hooks, 1994;McCusker, 2017). In this way, students can acquire skills to critique and dismantle sexism and develop alternative discourses, acting as active subjects instead of mere consumers of textbooks (Chick, 2006;Davies, 1989;Widodo, 2018). ...
This investigation examines the unequal representation of men and women in elementary textbooks used in Spain since the establishment of the country's democratic regime. We conduct a multiple-perspective Critical Discourse Analysis (CDA) by combining different analytical models developed by various authors. The results indicate that said textbooks are biased in terms of gender, perpetuating discursive strategies that devalue and exclude women as social actors while maintaining male dominance. The research points to the consequences that this gender discrimination can have for students' construction of gender identity and urges teachers to adopt an egalitarian perspective in the selection of didactic materials.
... Moreover, it is important to note that this study is differentiated in terms of methodology in relation to previous relevant research. More specifically, the majority of previous studies on the subject have investigated gender representations in school textbooks mainly through Content Analysis (Evans & Davies, 2000;Chick & Altoona 2006;Maraki, 2011;Ullah, Ali & Naz, 2014, p. 134-141). Instead, in our study, we attempt to synthesize Content with Critical Discourse Analysis. ...
School textbooks are media of communicating a large amount of knowledge and teachers rely their teaching practices and schedule their instructions upon them. Except for knowledge on school subjects, textbooks also promote various ideological messages, including gender representations. This study explores gender representations in the Greek primary school language textbook addressed to the first grade, which is currently being taught. For this purpose, Content Analysis and Critical Discourse Analysis are employed in synergy, as Content Analysis on its own is insufficient to fully explore gender representations and the ideologies of school textbook discourse. The results showed clearly that traditional gender representations are reproduced in the particular textbook, by presenting men dominating in the public sphere, and leading women’s lives and their families.
... The study adopted a qualitative inquiry through a purposive sampling of two senior history Grade 12 textbooks. A qualitative investigation is more suitable for a study seeking a deeper exploration of an issue (Bryman, 2012;Creswell, 2007;Merriam & Tisdell, 2015). The approach was deemed relevant for studying how women are portrayed in history textbooks and gaining a detailed understanding of gender and curriculum in the Zambian context. ...
Despite their significant contribution to the country's historical development, women's influence is commonly underestimated and ignored in Zambian history literature. Subsequently, their role remains undocumented in secondary school textbooks to the extent that the sex blindness of traditional historiography, which sustains male dominance in history, remains unchallenged in the books. Through a qualitative approach and purposive sampling of two Zambian secondary school Grade 12 learners' history textbooks, the study examined the portrayal of women. Located within the decoloniality paradigm, it counters the coloniality of power manifested through the insularity of dominant patriarchal historical narratives entrenched in the secondary school history curriculum, largely reflecting the remnants of colonial epistemologies and historiographical traditions. The findings in both textbooks reveal that the female characters are silenced and invisible compared to their male counterparts, reflecting the patriarchy hegemony in the secondary school Zambian history curriculum. In decolonising colonial power manifested in the curriculum, the study recommends mainstreaming gender equality in the history curricula and teaching and learning materials, mainly the learners' textbooks, to reflect women's achievements.
... Tarih ders kitaplarında cinsiyet temsili ve kadın konularında 2000'li yıllarda da çalışmalar devam etmiştir. Bu dönemde Amerika'da yapılan çalışmalar, ders kitaplarında toplumsal cinsiyet temsilinin eskiye oranla daha iyi bir seviyede olduğunu gösterse de, ders kitaplarının hâlâ erkek dominant bir anlayışla oluşturulduğunu vurgulamaktadır (Chick, 2006). İrlanda'da yapılan diğer bir çalışma ise, 2000'li yıllarda bu ülkede ders kitaplarının cinsiyet önyargısı barındırdığına işaret etmektedir (Redmond, Valiulis, Raftery ve Harford, 2006). ...
Toplumsal Cinsiyet, Tarih Öğretmeni, Tarih Ders Kitabı, Tarih Eğitimi, Tarih Öğretmenlerinin
Görüşleri, 10. ve 11. sınıf tarih ders kitapları
... In another study, Lee (2006), comparing the representation of women in textbooks published in 2005 with the same series published in 1988, revealed that there were more gender equity in the new textbook series than the previous editions. In the same vein, Chick (2006) analyzed gender balance in K-12 American history textbooks and concluded that male figures were more numerous than the female ones in both texts and images. ...
Many studies have investigated how genders were represented in ELT textbooks. A critical part of ELT textbooks are their images, and how they reflect their authors' ideologies have been the subject many studies. In an attempt to contribute to this line of research, the present study aimed to analyze gender representation in the images of the nationwide ELT textbooks in Iran called Prospect 1, 2, and 3. Developing a converged framework by utilizing the principles and criteria presented for image analysis in Goffman (1979) and Kress & van Leeuwen's (2006), the roles of both sexes were analyzed in terms of the active role, gaze direction, visual techniques, distance, and space illustrated in the images of the textbooks. The pictures were analyzed through content analysis and social semiological analysis, and Chi-square analysis indicated that the results of the study were statistically significant. The study found that in the images of the analyzed textbooks, males were depicted as playing a more active role and females were mostly portrayed as the reactive and goal participants. Also, the analysis of gaze direction revealed that males were frequently imaged as looking at the viewer while females were mainly illustrated as looking away from the viewer. Likewise, although women were typically shown in long shot frames-which expands the social distance between the participants in the images and the viewers of the images, men were frequently depicted in close-up frames-which implied their prominence. In contrast, on the subject of clothing, both males and females were portrayed as fully clothed in virtually all pictures of the textbooks, and women were never represented scantily or partially clothed. Concerning the places in which both sexes were portrayed in the images of the textbooks, it was shown that the authors illustrated a rather balanced view towards both males and females. Such a representation of genders in the Prospect Series textbook were discussed to be in line with the Islamic beliefs and culture dominant in Iran, but not consistent with the significant social roles both men and women play in the Iranian society.
... Thus, these courses have the potential to offer more biased portrayals of individuals and events who played a role in the state's history both from a positive or negative viewpoint (e.g., Hilburn & Fitchett, 2012;McCall & Ristow, 2003;Moore, 1969;Roberts, 2013a;Roberts & Butler, 2012: Tyron, 1936 (Harshman & Draby, 2018). It has been discussed throughout the literature that there is a severe lack of women found in most state standards as well other curriculum tools (Brugar, Halverson, & Hernandez, 2014;Chick, 2006;Engebretson, 2014;Sadker, Sadker, & Zittleman, 2009). With the open standards, Iowa teachers have a great opportunity to address this prevalent issue in their own classroom. ...
This article provides Iowa’s elementary social studies teachers with a lesson idea for
purposefully studying important Iowa women at either the third-grade or fifth-grade level. This article offers a step-by-step inquiry-based lesson that will help integrate elements of literacy, the Common Core, and the NCSS C3 Framework. Framed by the suggested compelling questions “How did the names of places on our maps get there?” and “Who do we chose to memorialize in this way and why?,” the lesson plan is made up of six steps incorporating the inquiry-based approach.
... For example, textbook adoption committees should be formed to assess the factual coverage of race, class, and gender in the textbooks. In addition, wherever textbooks fail to ensure equal representation of the gender, the teachers should supplement the material to balance the coverage of both genders by themselves (Chick, 2006). ...
Register Journal
REGISTER JOURNAL, 1979-8903 (PRINT)- 2503-040X (ONLINE) is open access, peer-reviewed, International ESCI Web of Science Indexed Journal which has the perspectives of languages and language teachings. This journal aims at presenting and discussing some outstanding issues dealing with Applied Linguistics and English Language teachings.
This journal is published every June and December by IAIN Salatiga, Indonesia and it has has been accredited by the Indonesian Ministry of Research, Technology and Higher Education (RistekDikti) of Republic of Indonesia in SINTA (Achieving SINTA 2) since 24th October 2018. The recognition is published in Director Decree (SK No. 30/E/KPT/2018) and it is effective until 2021. This journal has been successfully indexed at CLARIVATE ANALYTICS, Emerging Sources Citation Index (ESCI) of Web of Science since June 2019 and ACI (ASEAN CITATION INDEX) since April 2019.
... For example, textbook adoption committees should be formed to assess the factual coverage of race, class, and gender in the textbooks. In addition, wherever textbooks fail to ensure equal representation of the gender, the teachers should supplement the material to balance the coverage of both genders by themselves (Chick, 2006). ...
Considering its influential role in students’ behavior and attitudes, a textbook has to reflect balanced images and information about males and females. It also has to support broad choices and many roles for both sexes to avoid unjust or bias gender issues. This study aimed at examining whether an EFL textbook published by the Indonesian government promotes gender equity by (1) mapping the proportion of textual and visual representation of males and females in the textbook; (2) describing how males and females are treated in the textbook. Through content analysis, the study revealed that the book is gender-biased as indicated from unbalanced (1) textual and visual representation (2) variety of activity, role, and occupation, (3) order of mention, and (4) adjectival portrayal. In all indicators, the female is underrepresented, hidden, and framed within traditional gender stereotyping. Reflecting on these findings, revision by the government and/ or careful treatment by teachers when using the book are ushered.
Keywords: bias, content analysis, gender representation, gender stereotype, textbook.
... Content analysis was done for each of the three textbooks and the number of males and females were calculated.While there were more than three times as many males than females in elementary textbook, in high school textbook, that ratio increased to more than six times more males represented than females. In both text content and illustrations, all three American history textbooks evaluated in this study contained significantly more males than females (Chick, 2006). ...
... When Loewen cited earlier research suggesting girls did not like history or social studies at the rates boys did, he argued that the disproportional representation of male historical figures in school history accounted for the difference in students' general affinity levels. In more recent research on the portrayal of gender in U.S. history textbooks (Chick, 2006;Schocker & Woyshner, 2013), trade books recommended for use in social studies classrooms (Chick & Corle, 2012), and state social studies standards (Crocco, 2007), the shared findings reflect a continued "omission of women's history" (Loewen, 1995). For example, Schmeichel (2015) analyzed 16 published lesson plans focused on women to identify what rationale is commonly provided for highlighting or including women in the social studies curriculum. ...
This dissertation study investigated the historical perspectives of middle school emergent bilingual and bilingual students. The participants in this qualitative multiple case study included eleven seventh grade students from two middle schools in a Virginia school district. Data collection occurred over the course of one semester and included classroom observations, instructional document collection, and individual and focus group interviews.
Data analysis revealed that the participants reflected the official U.S. history curriculum when describing their own historical perspectives. The participants’ descriptions of their historical knowledge reflected three schematic narrative templates (Barton & Levstik, 2004; Carretero & van Alphen, 2014; Peck, 2010; Wertsch, 2000; Wills, 2011). Students most frequently referenced “the nation-building narrative,” which was based on concepts of progress and development. The participants also used “the equality narrative” and “the discrimination narrative.” These narratives reflected the importance of rights and inequality, respectively. When describing historical perspectives that reflected the nation-building narrative, students rarely referenced their own experiences or social identities. However, students used the discrimination and equality narratives to bridge the divide between their own social identities and the formal U.S. history curriculum, particularly when comparing the present and the past.
The findings from the present study contribute to research on the historical perspectives of students from culturally and linguistically diverse backgrounds. The findings highlight the potential for the U.S. history taught in schools to mediate students’ historical perspectives.
The findings also suggest that middle school students have the potential to use narratives and other cultural tools to organize complex historical knowledge. Finally, the findings suggest that U.S. history classrooms represent “curricular spaces” (Parker, 2010) in which questions of identity are explicitly and implicitly addressed.
The findings from the present study have potential implications for research and practice. First, the findings add to the existing research on the interaction between student identity and the ways in which emergent bilingual and bilingual students describe their historical perspectives. Second, the findings suggest students may benefit from history instruction that is more culturally and linguistically responsive. Finally, the findings prompt new questions that may inform future research.
... Moreover, teachers should call for publishers to have a balanced ratio of genders in the textbooks. Wherever, textbooks fail to ensure equal gender representation, the teachers should themselves supplement the material to balance the coverage of both genders (Chick, 2006); (ii) regular in-house trainings should be conducted on gender issues, to devise evaluation checklists for the identification of gender stereotypes and development of a more gender inclusive curriculum (Kobia, 2009); (iii) a pool of textbook assessment experts having shared understanding of the criteria for textbook review and evaluation should be formed (Mahmood, 2011) and (iv) an increase in the number of female writers and sensitization of teachers as well as writers regarding gender bias should be ensured to eliminate gender bias in the school textbooks (Durrani, 2008;Masud, 2017) which, in the view of Ullah and Skelton (2013), are based on 'gender-blinded designing'. ...
This study investigates gender representation in an English language textbook taught to the students of Grade-5 in public and private schools in Punjab (Pakistan) by applying Fairclough’s three-dimensional model. For this purpose, content and critical discourse analyses approaches were applied to check eight-factor gender discrimination in the said textbook. As a result, it was observed that the said textbook was highly gender biased which represented males more than females. It also appeared that the said textbook had been designed to maintain male dominance in implicit as well as explicit ways. Such state of affairs may lead to gender discrimination in practical lives. Therefore, the study suggests that both genders should be represented in an equalized proportion. This can be achieved by increasing the number of female authors and sensitizing the teachers about gender discrimination and asking them to highlight gender biased issues in education.
... The number of males was more than the number of females in the primary school Turkish textbooks. There are other studies that have revealed the same results in different textbooks (Chick & Altoona, 2006;Cubukcu & Sivaslıgil, 2007;Gharbavi, & Mousavi, 2012;Lee & Collins, 2009;Yaylı & Kitis Cınar, 2014). Yaylı and Kitis Cınar (2014) state that characters are depicted in harmony with gender stereotypes. ...
Purpose: Textbooks can directly or indirectly affect gender stereotypes. In this study, text characters and pictures of textbooks were examined to find out how the messages were given about gender. This study examined text characters and the pictures in the primary school Turkish textbooks respectively in terms of Bem’s Sex-Role Inventory and gender stereotypes. Research Methods: This paper explored the roles of text characters and pictures in the primary school Turkish textbooks through document analysis. The material for this study consisted of twelve primary school Turkish textbooks from the 1st to the 4th grades. Textbooks were selected out of the ones used in Burdur in the 2015-2016 academic years. A “Text Character Evaluation Form” arranged in line with Bem’s Sex-role Inventory and “Picture Evaluation Form” was used in the study. Results: The texts included male characters with feminine and masculine roles, and female characters with feminine and masculine roles. The first, second, third and fourth grade textbooks had more male pictures than female pictures. All colors were used for both males and females in the textbooks examined in this study. Dress, skirt, shirt and t-shirt were mostly worn by the females in the textbooks. Male clothes consisted of trousers, shirt and t-shirt. Implications for Research and Practice: It is observed that text characters have androgynous roles, and it can be argued that using more texts with characters possessing such qualities may have a positive effect on children’s opinions about gender.
... Apart from this, women's role in contemporary politics and their struggle for the rights of their fellow women has been neglected in the books. These findings are not unique and are in line with what Chick and Altoona (2006) found in the analysis of K-12 American History textbooks. The American books lacked gender balance and focussed more on males than females. ...
This paper explores the representation of men and women in Sindhi language textbooks from Year 1 to 5 in Sindh, Pakistan. Pictorial representations and accompanying text from these books were analysed using thematic coding. The pictorial and textual analysis confirms the salient features of patriarchal ideology being reproduced through the textbooks. The pictures and text portray women as secondary citizens in the society – those who are inferior to men and cannot access the public sphere or do anything, independent of male supervision. We argue that patriarchy prevails through the textbooks as women's familial roles are mostly depicted as engaged in household tasks and performing their assigned roles. The findings from this research can be used to develop pedagogic practices for gender equality in Pakistan.
... While our society has made progress in this area, we can certainly do more. The marginalization of women in history begins with textbooks and continues into the curriculum standards (Chick, 2006;Engebretson, 2014). Despite mounting pressures, contemporary social studies educators have a responsibility to actively seek out the voices and perspectives of minority and underrepresented groups in history. ...
We expand on the use of monuments and memorials in the social studies classroom, while further promoting a more inclusive curriculum that better represents women in the social studies. The way and frequency in which history textbooks and social studies classrooms represent women has improved over the decades; though, it still needs refining. The imbalance goes beyond the social studies classroom and includes the very resources we are advocating social studies teachers use, the United States’ historical monuments and memorials. We, therefore, offer social studies teachers a rationale, resources, and suggested activities for incorporating monuments and memorials commemorating the role of females in U.S. history. Considering less than eight percent of the United States’ cataloged, public outdoor statues honoring individuals are of women.
... A study of 18 American high-school History textbooks revealed that 1335 female personalities were included in the texts used, in comparison to 12,382 males, a finding which is also reinforced by the illustrations of those schoolbooks, with the presence of 616 pictures of women and 3505 images of men (Clark, Allard, and Mahoney 2004). The same conclusion was reached in a study by Chick and Altoona (2006), which emphasised that the sexist content of those books is in contrast to the requirements of the American Society for gender balance in textbooks. ...
School textbooks are the main means of instruction and the main tool for the organisation of the teachers’ pedagogic practices. Stereotypes concerning the two genders are inscribed in the curriculum and become evident inside the school textbooks. The present study, through a content analysis of the Greek-language textbooks used in the third grade of the Greek primary school, examines the existence of gender stereotypes throughout the full range of these books. Additionally, semi-structured interviews with a sample of teachers who have taught the particular subject in the past are carried out. The findings show that there is a need for evaluation of the existing language textbooks in primary schools, with the aim of promoting a more gender-balanced learning material. Moreover, the classroom teachers raise the need for the promotion of initial as well as in-service training for teachers on issues of ‘gender stereotypes’, ‘language sexism’ and ‘gender-mainstreaming policies’.
... Öncelikle kadınların ders kitaplarında görünürlük düzeyi ve kullanılan dil cinsiyetçilik açısından sorgulandı (Kay, 2006: 285, Brugar ve diğ., 2014: 28, Dilek, 2012, Foster, 2011: 10, Schocker ve Woyshner, 2013). Kadın tarihini öğretmek ve tarih ders kitaplarına entegre etme sorunu ise yukarıdaki tartışmaların kaçınılmaz bir sonucu olarak karşımıza çıktı (Tudor, 2000;Kay, 2006, Brugar ve diğerleri, 2014, Fine-Meyer, 2012: 122, Delaney, 1996, Scheiner-Fisher, 2013, Chiponda veWassermann, 2011). Türkiye'de ise, kadın tarihi kaynaklarının derlenmesi çalışmaları sürerken, tarih ders kitaplarında kadının durumu ile ilgili-az olmakla beraberbazı araştırmalar yapıldı (Köse, 2004). ...
Memoirs are based on personal memories and knowledge, as a genre may focus on a vital event in the life of an "ordinary" person, a critical incident in which the writer speaks as witness or protagonist. Historians started to pay attention to the memoirs, which gained literary importance in 19th century, with the effect of the change in historical thinking. They are much interested in the memoirs as primary sources. When it came to women's history, such personal resources have become more important for historians. The use of the works which are the reflection of women's feelings and thoughts in history textbooks will make an important contribution to the history classes. In this study, It was tried to reveal the contribution of women's memoirs obtained from literature review to the history textbooks. Some suggestions have been developed on how and where to use the women's memories. Difficulties about the use of women's memoirs as a historical document have been questioned. In this study, it is foreseen that women's memories are important tools to integrate women's history into the history textbooks. It is obvious that historical events written from the point of women will give a multifaceted perspective to history textbooks
... One effective (and inexpensive) step forward is for researchers to distinguish engaging, age-appropriate, and historically accurate textbooks and children's literature from those that are not. Research has documented the frequency of inaccuracies or misrepresentations within expensive history textbooks (Chick, 2006; Clark, Allard, & Mahoney, 2004; Fitzgerald, 2009; Lindquist, 2009; Loewen, 1995; Matusevich, 2006). Many elementary teachers supplement textbooks with curricular materials such as children's literature (Lindquist, 1997; Welton, 2005). ...
Effective teaching, while supplemented by best practice methods and assessments, is rooted in accurate, age-appropriate, and engaging content. As a foundation for history content, elementary educators rely strongly on textbooks and children's literature, both fiction and non-fiction. While many researchers have examined the historical accuracy of textbook content, few have rigorously scrutinized the historical accuracy of children's literature. Those projects that carried out such examination were more descriptive than comprehensive due to significantly smaller data pools. I investigate how children's non-fiction and fiction books depict and historicize a meaningful and frequently taught history topic: Christopher Columbus's accomplishments and misdeeds. Results from a comprehensive content analysis indicate that children's books are engaging curricular supplements with age-appropriate readability yet frequently misrepresent history in eight consequential ways. Demonstrating a substantive disconnect between experts' understandings of Columbus, these discouraging findings are due to the ways in which authors of children's books recurrently omit relevant and contentious historical content in order to construct interesting, personalized narratives.
... Unlike research on textbooks where misleading historical nuances emerged frequently or significant distortions manifested infrequently (e.g. Chick, 2006; King, Davis, & Brown, 2012; 11. How were the owners/bosses portrayed? ...
State and national initiatives place an increased emphasis on both students' exposure to diverse texts and teachers' integration of English/language arts and history/social studies. The intent is for students to critically examine diverse accounts and perspectives of the same historical event or era. Critical examination can be accomplished through teachers' purposeful juxtaposition of age-appropriate, engaging trade books and relevant informational texts, such as primary source materials. To guide interested elementary and middle level teachers, researchers can evaluate trade books for historical representation and suggest divergent or competing narratives that compel students to scrutinize diverse perspectives. Researchers can locate germane primary sources and modify them in ways that maintain their historicity. As students read, they scrutinize, contextualize, and corroborate sources, which enables them to actively construct historical understandings. We examined children's literature centered on child labor. We juxtaposed trade books targeting elementary students with those intended for middle level students. While our findings revealed various forms of historical misrepresentation, child labor trade books appear far more historically representative than those centered on slavery.
... Our methods mirrored similar empirical inquiry into textbooks (e.g. Chick, 2006; Clark, Allard, & Mahoney, 2004; Fitzgerald, 2009; Lindquist, 2009; Matusevich, 2006) and trade books (e.g. Bickford, 2013a; Bickford & Hunt, 2014; Bickford & Rich, 2014a, 2014b Chick & Corle, 2012; Chick, Slekar, & Charles, 2010; Desai, 2014; Tschida, Ryan, & Ticknor, 2014). ...
State and national initiatives provide teachers opportunities for interdisciplinary units with increased significance of non-fiction in English Language Arts and decreased reliance on the textbook in history and social studies. In these three disciplines, beginning in elementary school, students are expected to scrutinize multiple trade books of the same event, era, or person to construct understandings. Trade books are a logical curricular link between these three curricula. The initiatives, however, do not prescribe specific curricular materials; teachers rely on their own discretion when selecting available trade books. Historical misrepresentations have been found to emerge within trade books to varying degrees, yet only a few empirical studies have been conducted. We empirically evaluated trade books centered on the Anne Sullivan Macy, Helen Keller's teacher. Celebrated as the Miracle Worker, she remains a relatively obscure figure. As a child, Macy faced the desertion or death of every family member and struggled to overcome poverty and isolation. Macy's story, thus, complements Keller's in consequential ways. We report various historical misrepresentations within the trade books and provide ancillary primary sources for teachers interested in addressing the historical omissions.
... 5–21, 2015Elementary educators cannot turn to academia for guidance because there is also a dearth of scholarship investigating elementary-based curricular materials. the aforementioned initiatives' rigorous standards; when empirically examined, various omissions and misrepresentations emerge (Chick, 2006; Clark, Allard, & Mahoney, 2004; Lindquist, 2009; Loewen, 2007; Matusevich, 2006). Primary sources are publicly available on various digital warehouses, such as the Library of Congress, and can be shortened and modified to ease difficulties for elementary students (Wineburg & Martin, 2009; Wineburg, Smith, & Breakstone, 2012). ...
... It appears that authors engaged in deliberate self-censorship of potentially contentious material, which is an arguably prudent choice considering these trade books are commercial, not historical, texts. Research indicates textbooks (Chick, 2006; Loewen, 1995; Matusevich, 2006) engage in expurgation. Omission, a form of historical misrepresentation, is ubiquitous in trade books on certain topics but the field is largely unexamined (Bickford, 2013a; Williams, 2009). ...
Common Core State Standards Initiative mandates increased readings of informational texts within English Language Arts starting in elementary school. Accurate, age-appropriate, and engaging content is at the center of effective social studies teaching. Textbooks and children's literature—both literary and informational—are prominent in elementary classrooms because of the esoteric nature of primary source material. Many research projects have investigated historical accuracy and representation within textbooks, but few have done so with children's trade books. We examined children's trade books centered on three historical figures frequently incorporated within elementary school curricula: Eleanor Roosevelt, Rosa Parks, and Helen Keller. Findings revealed various forms of historical misrepresentation and differing levels of historicity. Reporting such lacunae is important for those involved in curricular decisions. We believe children's books, even those with historical omissions and misrepresentations, provide an unique opportunity for students to incorporate and scrutinize diverse perspectives as they actively assemble historical understandings. All secondary narratives, even historically representative children's books, can benefit from primary source supplementation. We guide teachers interested in employing relevant and rich primary source material.
... Özellikle öğretim programlarındaki değişimle bu oranın artmasını umduklarını ancak kadın tarihinin ders kitaplarında yine de yeterince yer almadığını söylemektedir. Chick (2006) de çalışmasında Amerika'da ders kitaplarını cinsiyet dengesi açısından 1960'larda değerlendirmeye başladıklarını, 1960, 1970 ve 1980'lerde Amerikan tarih ders kitaplarında kadınların görünmezliğinin tespit edildiğini açıklamaktadır. 1990'lardaki bir araştırmada da tarih ders kitaplarının yalnızca %3'ünün kadınlara ayrıldığını belirtmektedir. ...
... Based on that list, the project included the teachers' editions of Glencoe/McGraw Hill's American Vision (Appleby, Brinkley, Broussard, McPherson, & Ritchie, 2010) (Danzer, Klor de Alva, Krieger, Wilson, & Woloch, 2012). These titles are often included in research that analyzes U.S. history textbook discourse (e.g., Alridge, 2006;Chick, 2006;Hess & Stoddard, 2007;Sanchez, 2007). Abbreviated versions of the titles (i.e., Vision, Anthem, A History, Pathways, and Americans) are used throughout this article. ...
Although previous research has described analysis of history textbooks in terms of multicultural education, limited attention has been given to teacher only resources, such as the “wraparound features” of teachers' editions. The study highlighted in this article applies critical discourse analysis to explore the potential for teachers' editions to support multicultural education. Teachers' editions of five U.S. history textbooks demonstrate the tendency for textbook authors to position Native peoples as invisible, as the savage Other, and as actors of the past. Additionally, teachers' editions privilege White settler and economically-motivated narratives, which suggests that conflict between Native peoples and settlers was a matter of destiny. Less frequently, wraparound features encourage critical thinking about dominant culture narratives and actors. The results demonstrate that today's teachers' editions frequently marginalize Indigenous peoples, experiences, and histories both spatially and literally through uncritical acceptance of the dominant culture narrative (i.e., “business as usual”) or assimilationist orientations (i.e., “teaching the culturally different” or “human relations”). The article concludes with implications for scholarly practice and classroom pedagogy. Copyright © 2015 by the National Association for Multicultural Education.
... Although the C3 Framework has been under development for only a couple of years, its precursors—the Common Core Standards for English Language Arts and Literacy in History/Social Studies and other recent standards developed by national organizations—have influenced discussions for several years. For example, Chick (2006) suggests that National History Standards positively influenced both the quantity and quality of representations of women in textbooks. While progress has been made in terms of some historically underrepresented groups, the U.S. history textbooks analyzed in this study demonstrate continued use of colonizing discourse regarding Native peoples, directly conflicting with the goals of these recent standards-based movements. ...
In the 1800s and early 1900s, the United States assigned Indian Agents—non-Native employees of the federal government—to coordinate intergovernmental efforts, to encourage the assimilation of Native peoples into European-American society, and to serve as advocates for individual tribes. Although Indian Agents no longer exist in an official capacity in the United States, the potentially contradictory expectations that informed their work continue to influence communities across the country. Instead of decolonizing education, today's curricular agents typically misrepresent the historical and future agency of Native peoples while reinforcing the patronizing, normative, dominant-culture narrative. This article outlines the critical discourse analysis of five widely adopted U.S. history textbooks, as situated within the broader scope of textbook research and emerging educational movements. Findings show that textbook authors and other curricular agents use strategies of exclusion and passivation to control the historical and curricular agency of Indigenous peoples. Given the influence of educational reform efforts such as those related to the Common Core Standards, now is the critical time to retheorize curriculum design and inquiry as dialogic, dynamic, transformational, and agentive processes. The project's conclusions demonstrate the need to confront the biases of curricular agents in order to guide the decolonization of curriculum materials.
Post-COVID educational planning demands an urgent re-evaluation of the inclusivity of our educational systems, now that almost 24 million learners, a majority of these girls and the poor in developing countries, are at the risk of dropping out. This paper explores the discursive inclusivity of some primary level textbooks used in government and low-fee private schools in Pakistan. An analysis of the intersection of gender and class in 38 ‘imagined’ educational spaces (classrooms/schools and related contexts) appearing in the textbooks revealed that the discourse strongly excluded and legitimized the absence of working class females, while marginalizing those from middle class. Education appears to be largely irrelevant to the lives of females across classes, just as they themselves appear to be knowledge construction. The normalized presence in education is that of middle-class males, with some peripheral space for those from working-class males. Foucault’s theoretical framework reveals exclusionary techniques of: a) spatial exclusion b) exclusivity of the right to speak what counts as knowledge; c) construction of differential enabling possibilities. Although transgressive at times, the discourse never challenges the dominant norms, highlighting a worrisome aspect in textbooks that need to be addressed by policy makers and educationists.
L’article s’intéresse à la manière dont les élèves traitent les contenus liés au féminisme dans les manuels d’histoire. Un questionnaire a été distribué à 575 élèves québécois de quatrième secondaire afin d’identifier leurs conceptions du manuel et du féminisme. Neuf élèves ont ensuite été rencontrés en entrevue afin d’évaluer leur compréhension de l’agentivité des femmes de même que leur réaction à des récits contradictoires. Les résultats montrent l’importance de prendre en compte les représentations des élèves afin d’évaluer le processus de médiation. Une très forte proportion des élèves (88 %) considère le manuel comme le reflet d’une vérité objective. Ils ressentent un inconfort devant la tâche et tentent d’amoindrir les différences entre les récits en sélectionnant les éléments correspondant à leurs conceptions initiales. Une majorité des élèves rencontrés différencient, de façon variable, les textes en fonction de l’agentivité.
This content analysis research examined how lesbian, gay, bisexual, transsexual, transgender, and queer (LGBTQ) individuals and issues are represented in elementary-level trade books. The data pool included every LGBTQ-based trade book with intended audiences of primary (grades K–2) and intermediate (grades 3–5) elementary students. Trade books were analyzed by a range of both open and axial coding questions. Findings included main characters’ demography, sexuality, stage of sexual identity development, and various ancillary elements, such as connection to the LGBTQ community, relationship with religion, interactions with non-LGBTQ individuals, and the challenges and contested terrain that LGBTQ individuals must traverse. Examination of the intended audience added nuance to findings. There appeared to be no clear relationship between books’ dates of publication and patterns of representation of LGBTQ individuals and themes. This research contributes to previous scholarship that explored LGBTQ-based fiction for secondary students and close readings of primary-level trade books.
"Current Trends in Educational Sciences"
Editors
Recep Efe
Irina Koleva
Emin Atasoy
Violeta Kotseva
Research that employs gender and/or feminism as a theoretical framework in social studies education continues to reside on the edges. This phenomenon is evident from a comprehensive review of recent gender and feminist scholarship in social studies education. Nine categories emerged from a review of journal articles and book chapters that encompassed recent research on the intersection of social studies education and gender. Yet, a small but dedicated group, linked by “bonds of sisterhood,” continue to produce high quality scholarship in this area. The scholarship is focused in varying degrees on teachers, students, curriculum and instruction, textbooks, standards and testing, technology, global studies, masculinities, and historic and present female social studies education leaders. More research needs to be conducted, however, especially in the area of the intersection of gender, social studies education, and standards and testing, technology, and masculinities.
Middle level teachers, at times, link historical content with relevant English literature in interdisciplinary units. Elementary teachers periodically employ history-themed literature during reading time. Interconnections between language arts and history are formed with developmentally appropriate literature for students. Historical misrepresentations, however, proliferate in children's literature and are concealed behind engaging narratives. Since literacy and historical thinking are essential skills, children's literature should be balanced within, not banished from, the classroom. Using America's peculiar institution of slavery as a reference point, this article examines children's literature, identifies almost a dozen areas of historical misrepresentation, and proffers rich primary source material to balance the various misrepresentations. We provide teachers with reason for caution when including such literature; but also model how to locate, use, and, at times, abridge primary source material within an elementary or middle level classroom. Such curricular supplements provide balance to engaging but historically-blemished children's literature and enable educators to attain the rigorous prescriptions of Common Core.
Visual images are important in textbooks because they are a vital part of the symbiotic relationship with the written text. Most importantly, visual images are essential in history textbooks because they render human experiences less abstract. This article analyses the visual images of women contained in three junior secondary school history textbooks used in Malawi. The purpose being to explore how women are portrayed visually and why they are portrayed the way they are. The article is based on empirical research and employed feminist theory which is premised on the oppression and subordination of women in society. The visual images were analysed quantitatively through visual content analysis and qualitatively using visual semiotic analysis. We argue in this article that women are generally oppressed, under-represented and subordinated in their portrayal in the visual images in the textbooks analysed. As textbooks are authoritative in nature this kind of portrayal can send a certain message about women as historical characters to textbook users. We furthermore argue that our research findings in an African context speak to similar findings in other parts of the world and can for the most part be attributed to similar reasons - the powerful influences of patriarchy on both history and history textbooks.
Gender representation in school textbooks, referred to as children literature in the western world, has been researched and discussed extensively in a serious academic tone since the early classic studies by second wave feminist in the 1970s and 1980s using content analysis approach. These early studies as well as those carried out by feminist poststructuralists, using qualitative approaches, asserted that children literature is gender bias: these carry significantly more males than females and both females and males are portrayed within their traditional gender roles. Keeping in view the persistent sexism in children literature, this critical review examines key findings of various studies, both from developed and developing countries, with two basic arguments: (1) Textbooks still carry gender stereotypes and (2) Gender bias in textbooks does matter as textbooks knowledge is essential medium of power that shapes the ways in which children think about themselves and society. Thus, the key purpose of this review is to assert that the persistent gender biases in children literature aims to reinforce and legitimize gender system.
This study investigates the representation of Black women in high school history textbooks. To examine the extent to which Black women are represented visually and to explore how they are portrayed, the authors use a mixed-methods approach that draws on analytical techniques in content analysis and from visual culture studies. Their findings reveal that Black women are marginalized in high school history textbooks. Also, the authors argue that despite this dearth of Black women, they are portrayed in a greater variety of roles in the major Black history textbook on the market for secondary students. The study concludes by deriving a framework by which others may interpret the representation of Black women in texts and other curricular materials and by challenging traditional content analyses by bringing the notion of cultural parallax to bear on the widely used content analysis methodology. Copyright © College and University Faculty Assembly of National Council for the Social Studies.
Female educational attainment in Iran has been increasing since the establishment of the Islamic Republic in Iran. This study investigated whether this female superiority is reflected or supported in Iranian textbooks. The study investigated how gender roles are represented in Iranian EFL (English as a Foreign Language) and AFL (Arabic as a Foreign Language) textbooks. "Criteria for Analysis of the Equality of Gender Representation" by Rifkin, was used for content analysis. These criteria are grouped into two main categories of 'pictorial' and 'verbal'. The results showed that with no exception and in all criteria, males were represented significantly more than females. This indicates that males were the central point of most sentences, either as the subject of actions, or as the main figure in sentences and pictures. Significant differences were observed between AFL and EFL textbooks.
A content analyses study of social studies textbooks was completed in 1993 by Rahmia Wade.
She found the problematic way in which researchers examined texts noting they relied too much
on personal perceptions and opinions of social studies topics and failed to cite additional sources
to support their claims. The investigation further asserted social studies textbook analyses lacked
interrater reliability and data quantification. In many cases, the authors of these works were
comparing textbooks to other textbooks, rather than to standards, and were not examining all the
texts used in a particular discipline. Based on these findings, Wade questioned the effectiveness
of these analyses for improving social studies education. This project replicated Wade’s study.
A random sample of social studies textbook analyses published between 2002 and 2012 was
considered and the author found that they have changed little since Wade’s article. Suggestions
are offered for those interested in conducting textbook analysis with a focus on how to make
such studies more relevant for classroom teachers. These suggestions include: analyzing both
the textbooks and standards simultaneously, analyzing the entire textbook, and providing student
centered lesson ideas.
Since the end of cold war and the creation of new states there has arisen a new interest in re-writing text books. Recently an effort has been undertaken first in the Turkish Cypriot side to revise the Cyprus history text books and the hegemonic national narrative and presently this is also discussed among educators in the Greek Cypriot education system. However Cyprus, being since 1974 a de facto divided island into north and south, had developed in the 1950s two competing nationalisms which led to two competing educational systems to propagate each their nationalist project. In ad-dition, in conflict societies the re-writing of textbooks has promoted the inclusion of the perspective and experiences of the Other. Actually the word Other should mean all the others within the Greek Cypriot community, too often forgotten. Indeed, another aspect of textbooks in conflict societies concerns the exclusion of the smaller communities. As research has shown the history and culture of the Armenians, Maronites and Latins are ignored in the mainstream school textbooks and these smaller Cypriot communities demand to be part of the official history. Another aspect forgotten in the present textbook evaluation is the gendered aspect of the school textbooks. This has not been studied in Cyprus despite efforts for revisions and reformation in education. This is an aspect our research will concentrate on through the study of some of the textbooks, including the study of grammar books. It is also through learning a language that our first genderised identification takes place. In particular, we will first study the (re) presentation of gender in all its facets (social, grammatical and referential) and how it evolved the last five years, specifically after the Cyprus full membership in the European Union. This development is then evaluated and analyzed through interviews with women belonging to the minority group.
The authors present three lesson ideas that integrate women's history into the curriculum and that support the development of important social studies skills. The first lesson, for teachers to use at the beginning of the school year, encourages students to think critically about the nature of history and the importance of understanding the point of view of those portrayed in the historical narrative and that of the historian. The second lesson engages diverse students in hands-on activities to demonstrate their knowledge of women's roles in the Jamestown colony. The third lesson requires students to analyze a primary source and write from a particular point of view as they compare and contrast the lives of Northern and Southern women during the Civil War.
Helga H. Harriman is professor of history at Oklahoma State University where she has taught since 1973. She is author of Women in the Western Heritage (1995).
Guidelines for the preparation, evaluation, and selection of history textbooks
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