by Brockway, Elizabeth Marie

Abstract (Summary)
This thesis has provided the analytical framework to answer the question: Do American junior and high school World History textbooks present a biased perception of the Middle East? Through both quantitative and qualitative research, this study has found that the ten World History textbooks analyzed presented a biased perspective of the Middle East through word use, omission of data and the presentation of inaccurate information. The thesis is divided into five chapters, summarized as follows: Chapter One discusses current textbook content standards, explains the process of textbook adoption, and presents the purpose of the study. Chapter Two discusses political socialization and its role in this study, followed by theories on where the pre-existing bias against the Middle East comes from, and concludes with a review of the findings from previous studies. Chapter Three then explains and justifies the methodology used, including the quantitative ECO analysis created by Pratt (1972) and the development and use of the qualitative rubric. The results of a preliminary study are presented followed by the evaluation of alternative research designs and the discussion of the study’s strengths and weaknesses. Chapter Four presents the results of both analyses with tables and examples to heighten understanding and finally, Chapter Five explains the conclusions of the study including implications for socialization theories, previous research, and policy, and concludes with recommendations for future research.
Bibliographical Information:


School:Bowling Green State University

School Location:USA - Ohio

Source Type:Master's Thesis

Keywords:middle east education textbooks analysis content connotation muslims islam arab eco socialization koran qur an textbook adoption measuring bias misrepresentation


Date of Publication:01/01/2007

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