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Modern MisEducation

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stephanie onyekwere

on 6 May 2014

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Transcript of Modern MisEducation

My research analyzes the portrayal of African Americans in the top 3 most widely used U.S. History Textbooks in Texas.

Research Questions:
Do textbooks portray multiple perspectives of history?
Whose point of view, do textbooks focus on?
Do textbooks portray African Americans perspective of history?
What is institutional racism?
Do textbooks act as a form of institutional racism?
How does the information in textbooks concerning African Americans compare to other scholarly resources?
My Research
Continue Introduction
Critical to understand historical context
Learning to use sociological imagination (Mills)
Need to understand history as a whole
74% of Americans believe that we have reached racial equality or made major progress towards it.
"Post Racial Society"
Ex: President Obama
Modern Mis-Education: The Portrayal of African-American History in U.S. History Textbooks Approved by the Texas State Board of Education
Core Class
Learning it now rather than later
Teaching history helps form
82% history helps students become critically minded reflective students.
41% Most important reason for teaching history
One Side of the Story
"Until the lions have their historians, the tales of the hunt shall always glorify the historian" ("Getting Story Straight"- Asim Jabari)
Understanding cultures and races
Ex: Trayvon Martin and Jordan Davis
Dominate history classes
More experienced teachers use them more often
75% of teachers use textbooks in class and for homework.
Only 2% said they do not work with textbooks
State Board of Education

Thank you to:
Dr. Ekland-Olson, Supervisor
Dr. Leonard Moore, Second Reader
Katie Jensen, Third Reader
Dr. Penny Green
HA and HB classmates
Chas Moore
White Perspective of History
The label "American History"
Patriotic and progressive vs. dominating and terrorism
Discussion of racism and individual attitudes .
Bigger Picture
Not just people by system that prevented the success of African Americans
Schools funds
Cocaine Laws
Institutional Racism
"A systematic white domination of people of color embedded and operating in corporations, universities, legal systems, political bodies, cultural life, and other social collectives"
Racial Identity Racial Progress
Literature Review
Jesus Garcia and Julie Goebel
: "A Comparative Study of the Portrayal of Black Americans in Selected U.S. History Textbooks"
Christine Paget
: "An Investigation into the Representation of African Americans in Grade Eight United States History Textbooks Approve by California State Board of Education in 2005"
Joseph Czerniak
: "Black Slave Revolt Depiction and Minority Representation in U.S. History Textbooks from 1950-2005"
My Research
My research examines if United States history textbooks used in Texas schools act as a tool in perpetuating institutional racism. I do this by looking into the information given about the effects of specific events on African Americans.
Why Textbooks?
Textbook Process
My Textbooks
1. The American Republic Volume 2 Texas Edition used in 113,254 schools

2. The Americans: Reconstruction to the 21st Century used in 111,396 schools.

3. America: Pathways to Present Modern American History (Texas Edition) used in 51,330 schools.

My Focus
The Major Events:
The New Deal
The Great Migration
The G.I. Bill
Affirmative Action
The SBOE calls for bids from publishers, listing curriculum standards (the Texas Essential Knowledge and Skills, or TEKS) and other requirements.
Publishers submit completed textbooks to the Texas Education Agency (TEA), 20 regional service centers for public review, and state review panels.
Based on recommendations from the state’s review panels and TEA staff, the state education commissioner prepares a preliminary report on textbooks for the SBOE.
Publishers report to the TEA all revisions they plan to make to their textbooks
After this process The SBOE votes and uses their discretion on rejecting a textbook or placing it on the state’s adoption list. SBOE does not have to accept textbooks even if they meet TEKS standards.
• Positioning- portrayal of information by mentioning and sectioning.
- Mentioning: Portraying information about African Americans in a few sentences at th end.
- Sectioning: Limiting African Americans to separate areas typically labeled “African Americans”.
• Inclusiveness- connecting African American’s perspective to the history of the United States.
• Voice- African Americans perspective through testimonies and experiences.
• Absence- The information included and excluded from textbooks by using coding.
• How the information relates to the TEKS requirements- expanded on in later chapters.

I plan to compare the textbooks with other resources that portray African American perspectives and critically analyze these events.
My Findings:
New Deal : Examples of coding and mentioning / sectioning

Great Migration: Examples of sectioning/mentioning and coding

G.I. Bill: Examples of Voice/ Perspective, Inclusiveness, and Coding

Affirmative Action: Examples of coding and voice/ perspective
1.Textbooks inadequate information of the history of institutional racism in the United States.

2. Textbooks as an example of institutional racism in the education system.
Why I began this research
My concerns
Limitations and Future Work
Lack of knowledge of history
Time restraints to compare all aspects of textbooks
Looking into classrooms
Importance of Perspective
2 Hispanic Women, 1 Hispanic Man, 1 Black Woman,
1 Black Men, 5 White Men, and 5 White Women
10 Republics and 5 Democrats
By: Stephanie Onyekwere
Dr.Ekland-Olson, Supervisor
Dr. Leonard Moore, Second Reader
Katie Jensen, Third Reader

TEKS Standards
17(B) identify the causes of prosperity in the 1950s, including the Baby Boom and the impact of the GI Bill (Servicemen's Readjustment Act of 1944), and the effects of prosperity in the 1950s such as increased consumption and the growth of agriculture and business;

(D) identify actions of government and the private sector such as the Great Society, affirmative action, and Title IX to create economic opportunities for citizens and analyze the unintended consequences of each;
TEKS Standards
A. Section 2 allows for textbooks to define major characteristics of history through the lens of white Americans due it its vagueness.
(2) History. The student understands traditional historical points of reference in U.S. history from 1877 to the present. The student is expected to:
(A) identify the major characteristics that define an historical era;
(B) identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics;
(C) apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and
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