Cultural Parallax and Content Analysis: Images of Black Women in High School History Textbooks

Woyshner, Christine; Schocker, Jessica B.

doi:10.1080/00933104.2015.1099487

Cited by 70 publications

(47 citation statements)

References 32 publications

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“…Furthermore, in surveying 1,000 high school seniors, 1,786 social studies teachers, 10 state standards, and 12 popular textbooks, the Southern Poverty Law Center (SPLC, 2018) found that high school seniors do not have a basic understanding of American enslavement, teachers have difficulties in teaching the subject, and textbooks fail to discuss the history in complicated and meaningful ways. In conducting a content analysis and compositional interpretation of three widely used history texts, Woyshner and Schocker (2015) found that Black women, in particular, were marginalized in history textbooks. For example, in one textbook titled “The Americas,” only 53 of the 306 images of women were Black women and 232 were images of White women.…”

Section: Black Girls’ Multiple Worlds and Erimentioning

confidence: 99%

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“They Told Me What I Was Before I Could Tell Them What I Was”: Black Girls’ Ethnic-Racial Identity Development Within Multiple Worlds

Mims

Williams

2020

Journal of Adolescent Research

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Current research on ethnic-racial identity (ERI) development among Black youth derives primarily from studies that focus on the impact of parental racial socialization from a racial/monoidentity perspective without accounting for the roles of youth’s other worlds (i.e., schools, classrooms, and peers) and the intersection of their social identities in their identity development experiences. In using Phelan, Davidson, and Cao’s Multiple Worlds model as a framework as well as Black girls’ own words, we explore the beliefs and attitudes Black girls hold about race and their own racial categorization, as well as the processes that contribute to their learning about race (and racism) during early adolescence. We find that the Black girls in the present study are making meaning of their ERI, in part, in response to stereotypical and biased messages about their identities within their multiple worlds (i.e., schools, classrooms, families, and peers). The findings support the need for an expanded view of the messages and experiences that influence the ERI development process by illustrating that schools, classrooms, peers, and families are important socializing environments that influence the ERI development process for Black girls.

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Section: Black Girls’ Multiple Worlds and Erimentioning

confidence: 99%

“…For example, in one textbook titled “The Americas,” only 53 of the 306 images of women were Black women and 232 were images of White women. An additional 686 images were of men (see Woyshner and Shocker, 2015, for a discussion of additional findings).…”

Section: Black Girls’ Multiple Worlds and Erimentioning

confidence: 99%

“They Told Me What I Was Before I Could Tell Them What I Was”: Black Girls’ Ethnic-Racial Identity Development Within Multiple Worlds

Mims

Williams

2020

Journal of Adolescent Research

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“…Although these studies are carried out with many different research patterns, the scarcity of content analysis studies is remarkable. When the international literature is examined, it was reached studies as follows; gender orientations in multicultural education textbooks (Jennings & Macgillivray, 2011), 20-year content analysis of multicultural guidance competence (Worthington, Soth-McNett & Moreno, 2007), representation of differences in picture books (Koss, 2015), examination of teacher training course contents in terms of multiculturalism (Gorski, 2009), 10 years of journal content analysis for multicultural guidance (Arredondo, Rosen, Rice, Perez & Tovar-Gamero, 2005), ethnicity investigation in high school history textbooks (Woyshner & Schocker, 2015), 17-year content analysis for multiculturalism, diversity and social advocacy, including guidance training and supervision (Smith, Ng, Brinson & Mityagin, 2008), and content analysis for multicultural counseling course content (Priester et al, 2008;Pieterse, Evans, Risner-Butner, Collins & Mason, 2009) and representation of disabled people in textbooks (Johnson & Nieto, 2007). It is seen that the content analysis researches toward multicultural education in Turkish literature are even more limited.…”

Section: Multiculturality and Multicultural Education In Turkeymentioning

confidence: 99%

Trends in Multicultural Education Research: A Five-Year Content Analysis of Turkish and ERIC Databases

Köşker

Erdoğan

2020

IJELS

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This study aims to determine trends in research on multicultural education in Turkish and Eric databases, to compare and to discuss them. Within the scope of the study, research on multicultural education in the International Education Resources Information Center (ERIC) and ULAKBİM TR Index (Turkey National Academic Network and Information Center) databases were included. In the study, 308 articles reached in ERIC database and 60 articles in ULAKBİM database were analyzed using content analysis. As a result of the analysis, it was determined that there has been an increase in multicultural education publications in ULAKBİM TR Index since 2015 and a decrease in the ERIC database. In Turkey, it is seen that there is a tendency to determine attitudes, perceptions and opinions towards multicultural education with larger sample groups; nevertheless, there is a tendency to multicultural education practices and experiences with smaller groups in the ERIC database.

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“…We argue that transitional programs deprive students who speak languages different from English in their homes of a significant part of their identity. Social studies education is diminished for all students because the curricular perspective is narrow and discriminatory when marginalized identities are excluded from the curriculum in subjects such as history and discussions of current events (see References [8][9][10][11][12][13]). A view of subject areas, such as civics, geography, and history, is distorted when dominant identities function to perpetuate social injustices through the exclusion of marginalized identities.…”

Section: Research Problemmentioning

confidence: 99%

Transnational Civic Education and Emergent Bilinguals in a Dual Language Setting

Stefano

Camicia

2018

Education Sciences

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Inclusion is a fundamental aspect of social studies education in general and democratic education in particular. Inclusion is especially important when we consider the possibilities for transnational civic culture and education. The theoretical framework of this study is based upon concepts of positionality, identity, and belonging as they are related to student understanding of communities. A dual-language, third-grade classroom provided the site for this ethnographic study. Data included participant observations, interviews with the teacher and students, and artifacts of student work. Findings illustrate how the students in the study understood the complexity of their identities at a young age and how the teacher used culturally sustaining pedagogy to foster a third space where this understanding was encouraged.

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Cultural Parallax and Content Analysis: Images of Black Women in High School History Textbooks

Cited by 70 publications

References 32 publications

“They Told Me What I Was Before I Could Tell Them What I Was”: Black Girls’ Ethnic-Racial Identity Development Within Multiple Worlds

“They Told Me What I Was Before I Could Tell Them What I Was”: Black Girls’ Ethnic-Racial Identity Development Within Multiple Worlds

Trends in Multicultural Education Research: A Five-Year Content Analysis of Turkish and ERIC Databases

Transnational Civic Education and Emergent Bilinguals in a Dual Language Setting

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