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Peer reviewedTitus, Jordan J. – Journal of Teacher Education, 1993
Review of gender messages in education foundation textbooks evaluated explicit content and implicit messages. Most of the texts covertly subscribed to the notion of a dichotomous nature of gender roles, proclaiming a cultural consensus on how educators should treat persons fitting the roles and disregarding action toward gender equity. (SM)
Descriptors: Foundations of Education, Higher Education, Preservice Teacher Education, Sex Bias
