Analysis of the multicultural content of the 1992 Texas approved reading Programs /
The purpose of this study was to analyze the multicultural content of the five basal reading programs (grades 3-6) adopted by the Texas Education Agency in December, 1992). The study identified the ethnic/racial background of each entry as Black, Hispanic, Asian, Native American, White, or Multicult...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
1996.
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| Subjects: | |
| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=739653221&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | The purpose of this study was to analyze the multicultural content of the five basal reading programs (grades 3-6) adopted by the Texas Education Agency in December, 1992). The study identified the ethnic/racial background of each entry as Black, Hispanic, Asian, Native American, White, or Multicultural. Parallel cultures within each group were also analyzed and reported on. The analysis reported on quantity and variety of genres relating to each group as well as how each group was represented in the variety of character roles, geographic locales, socioeconomic status, time periods, and life situations in the materials analyzed. This study found that Black and Hispanic groups had the largest number of entries and a corresponding improved distribution across the analyzed areas. Asian and Native American entries were fewer, with less than desired representation across the identified areas of study. Consistent placement of Native American entries in unpolluted settings reflected a continuing practice from previous editions. Reliance upon folktales for Asian entries with a lack of realistic fiction" placing Asian American children in U. S. settings was a consistent problem in the analysis. The publishers have generally avoided the real issues which children face in ethnic issue conflicts. Limited numbers of entries madeequitable representation of parallel culture impossible in areas analyzed. In an increasingly diverse society, the analyzed basal readers do not include sufficient quantities of materials to meet the potential of educating the total student population to a greater appreciation and sensitivity to diversity. The results of this study suggest that while publishers have made progress in increasing quality minority reading materials content, there are still insufficient materials as well as considerable imbalance related to representation of genre, geographic locale, socioeconomic setting, time and life situations among the identified groups. |
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| Item Description: | Vita. "Major Subject: Curriculum and Instruction". |
| Physical Description: | xx, 241 leaves ; 28 cm. Issued also on microfiche from University Microfilms Inc. |
| Bibliography: | Includes bibliographical references: pages 226-234. |