Presents a technique by which educators or laymen can measure textbooks' treatment of various population groups. Also reviews textbook evaluation methods developed by the National Education Association and the Council on Interracial Books for Children. (AV)

A study evaluated the portrayal of white and non-white ethnic groups in selected textbooks. Results show that writers usually describe ethnic groups in neutral terms. However, some writers, in describing ethnic group interaction with white Americans, associate the ethnic groups with more negative than positive terms. (Author/AV)

An analysis of 11 contemporary secondary U.S. history textbooks showed that the sentences per page devoted to the Black experience represents a substantial increase over more dated textbooks. Not only has the quantity improved, but the range of coverage suggests an improvement in quality as well. (RM)

Reports the results of a longitudinal textbook study designed to assess the level of treatment given Irish, Italian, Jewish, and Polish Americans in selected United States history textbooks. Results show that coverage briefly increased in the "multicultural period" (from 1977 to 1978) but has significantly decreased in recent years. (JDH)

Evaluates children's tradebooks for their multicultural content. Examines three categories: general, illustrations, and narrative theme. Presents the findings of the Carter G. Woodson Book Award Committee's examination of nonfiction tradebooks published in 1986; reports the researchers' investigation of the submitted books to the committee; and…

Ten basal and supplementary elementary reading series were evaluated for U.S. history content. Approximately 23% of the stories in readers have a U.S. history orientation. The image presented of U.S. history is unbalanced and incomplete. What publishers can do to present a more comprehensive coverage is discussed. (RM)