Abstract
The student population of California is becoming increasingly diverse, while performing at a rate far lower than their peers in almost every other state in the country. African-American and Latino students, in particular, are suffering. Educators are told that children learn best when they are engaged. They are also given a curriculum that does not incorporate the cultures, heritages, and stories of many of their students’ ethnic backgrounds, and is unable to reflect the rich multiculturalism of the United States and California in particular. There are currently eleven California standards for 11th grade U.S. history, and 73 sub-standards. Of those 73, only four of the standards focus solely on women, while only one specifically mentions non-white women. Purpose of Study The purpose of this thesis is to evaluate the resources that are currently in use in California public high school history classrooms. The objectives are to examine the resources available for use in the classroom, using the data gathered from analyzing the existing curriculum, for its focus on women, especially multicultural women. Using qualitative content analysis, three classroom materials were evaluated for gender bias in language, gender and ethnic representation in visuals and chapter headings, gender representation in block quotes, and inclusiveness of standards addressed. The goal of this study is to identify the amount of history that is told from a female, and particularly multicultural female, perspective. The resources evaluated are fully standard-aligned, and this study examines whether they are able to include multicultural women within the constraints of the standards. The study herein looks at the extent to which this is possible. Conclusions Reached The content analysis for this study produced data that indicates the bias shown in some classroom materials. The results of the study indicated that women are underrepresented in the 11th grade U.S. history textbooks, and that minority women were disproportionately represented in the materials. Gender bias in language in the textbooks was minimal, but the textbook-supporting guide failed to include study questions that concerned women, and especially minority women. The lack of visuals and block quotes, on the other hand, that focused on women was a clear contrast to the abundance of images and words of males. The textbooks were insufficient in their coverage of non-white women, as evidenced in the headings, subheadings, and visuals.