Numbers Are Just Not Enough: A Critical Analysis of Race, Gender, and Sexuality in Elementary and Middle School Health Textbooks

Autor/inn/en	Deckman, Sherry L.; Fulmer, Ellie Fitts; Kirby, Keely; Hoover, Katharine; Mackall, Abena Subira
Titel	Numbers Are Just Not Enough: A Critical Analysis of Race, Gender, and Sexuality in Elementary and Middle School Health Textbooks
Quelle	In: Educational Studies: Journal of the American Educational Studies Association, 54 (2018) 3, S.285-302 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1946
DOI	10.1080/00131946.2017.1411261
Schlagwörter	Race; Gender Differences; Sexuality; Elementary Education; Middle Schools; Textbook Content; Textbook Evaluation; Textbook Standards; Statistical Analysis; Qualitative Research; Content Analysis; Health Education; Sex Stereotypes; Ethnic Stereotypes; Imagery; Visual Aids; Textbook Bias + Suchen Sie Ihr Suchwort? Rasse; Abstammung; Geschlechterkonflikt; Sexualität; Elementarunterricht; Middle school; Mittelschule; Mittelstufenschule; Lehrbuchtext; Schulbuchempfehlungen; Statistische Analyse; Qualitative Forschung; Inhaltsanalyse; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; National stereotype; Nationales Stereotyp; Metaphorik; Anschauungsmaterial; Lehrbuchkritik
Abstract	Textbooks are a multimillion dollar publishing business in the United States. Even as 21st-century classrooms become more multimodal, digital and hardcopy textbooks remain a key feature of American education. Consequently, classroom textbooks have been shown to control knowledge dissemination across the content areas. In particular, health texts have been uniquely shown to communicate values that validate or marginalize students and encourage healthy or harmful activity. Thus, what textbook makers choose to include as worthy of study, and how they portray various groups of people with regard to race, gender, and sexuality has societal implications. Employing quantitative and qualitative content analysis methods, we analyzed 1,468 images across elementary and middle school health textbooks to examine the portrayal of race, gender, and sexuality. We found that, although gender and racial diversity are well-represented in texts, women and people of color were frequently portrayed in stereotypical roles. For example, girls were depicted daydreaming about heterosexual marriage. Furthermore, this analysis revealed limited representations of sexuality. Findings suggest that focusing on the numerical representation of marginalized groups is not enough to address issues of equity and power in classroom curricula. Instead, we argue, educators must consider the ways in which people are positioned in curricular materials, and ask if portrayals perpetuate or challenge traditional stereotypes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01