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MS in Literacy Education




Textbooks have been viewed as unbiased and influential sources. This study posed the question: how does the representation of minorities in high school history textbooks impact student perception of those races? Research for the study was conducted in a Western New York State suburban high school within two classrooms: one 11th grade A.P. U.S. history class and one 9th grade AVID social studies class. Through textbook analysis, classroom observations, and student interviews, three findings appeared. Lack of information in textbooks caused students to question the source’s validity, students gained more information through multiple perspectives, and accurate portrayals of minorities allowed students to form deeper connections and understandings. These findings call for teachers to offer additional sources to accurately portray minorities.

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