The Social Studies Teacher's Lament

How Powerful Is the Textbook in Dealing with Knowledge of Ethnic Diversity and Attitude Change

Bibliographic Data

ID10856429
AuthorsTony R Sanchez (Purdue University, corresponding author)
Year1997
Volume32
Issue1
Pages63-80
Publication date1997-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueUrban Education (JOURNAL)
Journal identifiersISSN: 0042-0859 • E-ISSN: 1552-8340
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/0042085997032001004
OpenAlexW2157753255
LanguageEN
Citations received2
References cited12

This year-long study examined three research questions: (a) Does the increase in quantity and quality of the African American experience in a U.S. history textbook promote significant knowledge acquisition of that group? (b) Does this knowledge positively modify racial attitudes of White students toward that group? (c) What is the effect of a teacher's utilization of the textbook's technology on knowledge acquisition and attitude change? The subjects were 149 White high school sophomores enrolled in U.S. history classes in two Midwestern high schools. Four teachers were placed in pairs in a limited use control group and an extensive use experimental group. A Black History Knowledge Test and the Multifactor Racial Attitude Inventory served as the pretest/posttest measures. The data indicated that although both limited and extensive use of such a text produced statistically significant knowledge gains, neither had any significant impact on attitude change

Attitude change · Lament · Test (biology) · White (mutation) · Critical Race Theory in Education · Diverse Educational Innovations Studies · Educator Training and Historical Pedagogy · Psychology · Social Psychology