ERIC Number: ED053014
Record Type: RIE
Publication Date: 1971
Reference Count: N/A
Teaching Prejudice: A Content Analysis of Social Studies Textbooks Authorized for Use in Ontario.
McDiarmid, Garnet; Pratt, David
This report of a study, undertaken at the request of the Ontario Human Rights Commission, details: 1) precedents and historical backgrounds in textbook analysis; 2) the methodology of the present study; and, 3) recommendations based on the findings. Groups selected for study were: Jews, immigrants, Moslems, Negroes, and American Indians. The research design called for quantitative analysis of "evaluative assertions" made about the above groups in all textbooks authorized for use in grades 1-12, and in print on June 1, 1968. Findings indicate that facts and theories which are outmoded, even false, still find their way into textbooks, dealing a heavy dose of "un-themism." Further, there is little attempt in school texts to discuss in any detail basic issues concerning racial differences or prejudice. Given the strong reliance on textbook teaching which still prevails, these are serious faults. It is recommended that: 1) for errors of commission, the publishers be asked to make appropriate revisions; 2) for errors of omission, books be sought or commissioned which provide scholarly, up-to-date information on minorities and the dynamics of prejudice; and, 3) that these be approved for use on the Ontario schools. Appendices contain a listing of the textbooks analyzed, as well as a technical discussion of the investigative technique which can be used by students, teachers, and other researchers. (JLB)
Descriptors: American Indians, Blacks, Ethnic Groups, Ethnic Stereotypes, Evaluation Methods, Immigrants, Jews, Majority Attitudes, Minority Groups, Muslims, Racial Attitudes, Racial Discrimination, Social Studies, Textbook Bias, Textbook Content, Textbook Evaluation, Textbook Research
Ontario Institute for Studies in Education, 252 Bloor Street West, Toronto 5, Ontario, Canada ($2.50)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Ontario Inst. for Studies in Education, Toronto.
Identifiers: Canada; Ontario