Abstract
Statement of Problem There is currently a cultural mismatch of middle-class, white educators teaching in diverse populations of schools. According to Ensign (2009),"Nationwide, the majority of teachers are from middle-class, dominant-culture backgrounds, whereas many of the students in their initial teaching assignments are from low-income, non-dominant cultures" (p. 169). Due to the cultural mismatch between students and educators,cultural misunderstandings between students and educators are increasing, and students are experiencing gender biases and racialinequities in the classroom, particularly in textbooks. Authors Sadker and Zittleman (2007) cite research that “Students spend as much as 80 to 95% of classroom time using textbooks and that teachers make a majority of the instructional decisions based on the textbook" (as cited in Blumberg, 2008, p. 346). Students spend more time in the classroom using textbooks to access information, and educators spend more time in the classroom using textbooks to provide information. Educators recognizing gender biases and inequities in textbooks read in classrooms can improve educators’ way of providing information to students in classroom textbooks.Educators receiving diversity and gender inclusion training in teacher preparation programs can improve the way educators teach, and what educators are teaching from textbooks.With gender equity inclusion and diversity inclusion training in teacher preparation programs, particularly Special Education, there can be an improvement of females, males, and diverse populations of students being represented in curriculum and a more intersectional approach in training future teachers about equity. Sources of Data Research centered on quantitative and qualitative content analysis to examine six textbooks in Special Education teacher preparation programs at select CSU campuses.This study used a quantitative method to specify how many times each textbook discussed gender, race, ethnicity, and eight other key characteristics: bias,language, equity, minority, equality, multiculturalism, diversity, and culture.Qualitative content analysis was used as a method to identify if and how the 11 key characteristics were included in each textbook.The researcher analyzed the textbooks to gauge if they incorporated comprehensive information and guidance on gender, race, and ethnicity to future educators. Data collected enabled the researcher to conduct a content analysis to address if and how Special Education teacher preparation programs included gender, race, and ethnicity in textbooks used at select CSU campuses. Conclusions Reached The researcher analyzed six textbooks and found that there is a lack of information on gender equity practices conveyed in special education teacher preparation books. Another important finding exemplifies that books are covering diversity issues, however, gender role socialization and gender related education issues also needs to be implemented in teacher training curriculum.With this knowledge, educators would be more apt to recognize gender inequities and give them the tools and strategies in creating gender equitable classrooms.