Date

Fall 11-25-2020

Document Type

Education 590 Project

First Advisor

Vernimb, Dr. Peter J.

Department Chair or Program Director

Huffman, Dr. Jane

Degree Name

Master of Education

Major or Concentration

Education

Department or Program

Education

Abstract

Research has demonstrated state standards, which often marginalize, stereotype, or exclude women, influence textbook content. Stereotypical and superficial representations of women can trivialize their importance to history, undermine student self-esteem and self-image, and diminish student interest in history. This study identified how women are represented in middle grades history textbooks. A qualitative content analysis of two middle grades United States history textbooks was conducted to identify how women have been included and represented within the textbooks. The findings show the women and women’s history included in the textbooks are largely derived from state standards. Ultimately, the textbooks used in the analysis fail to provide a nuanced account of women’s experiences throughout history and women and women’s history continues to be marginalized or excluded entirely. This research can be utilized to encourage content developers and educators to appropriately and effectively incorporate women and their experiences into middle grades social studies textbooks in meaningful ways.

Language

English

Included in

Education Commons

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