Advanced search
Publication Cover
Theory & Research in Social Education Volume 43, 2015 - Issue 4
Submit an article Journal homepage
2,183
Views
51
CrossRef citations to date
0
Altmetric
Features

Cultural Parallax and Content Analysis: Images of Black Women in High School History Textbooks

Christine WoyshnerTemple UniversityCorrespondence[email protected]
View further author information
&
Jessica B. SchockerThe Pennsylvania State University, Berks CampusView further author information
Pages 441-468 | Published online: 30 Nov 2015

Citations (51)

Keep up to date with the latest research on this topic with citation updates for this article.

Subscribe to citation updates

Read on this site (25)

Daudi van Veen, Rosanneke A. G. Emmen, Tessa M. van de Rozenberg & Judi Mesman. (2023) Ethnic representation and stereotypes in mathematics and Dutch language textbooks from the Netherlands. Whiteness and Education 0:0, pages 1-24.
Read now
Chris Seeger, Tiffany Mitchell Patterson & Maria Gabriela Paz. (2023) Reckoning with white supremacy and anti-Black racism in the Virginia US history standards. Curriculum Inquiry 53:3, pages 268-289.
Read now
John P. Myers. (2023) Truth or beauty? Social studies teachers’ beliefs about the instructional purposes of data visualizations. Theory & Research in Social Education 51:2, pages 296-323.
Read now
Lauren M. Colley & Daniel G. Krutka. (2023) “The little things that I didn’t see before”: experience through gender stories and perceptions of feminism. Pedagogies: An International Journal 18:1, pages 61-79.
Read now
Suzana Košir & Radhika Lakshminarayanan. (2023) Do visual constructs in social science textbooks evince gender stereotypes and bias? A case study from India. Gender and Education 35:1, pages 69-88.
Read now
Chaebong Nam. (2022) Jane Addams on Civic Education: Hull-House’s Pluralistic Civic Inquiry for Egalitarian Relations. The Social Studies 113:3, pages 137-152.
Read now
Matthew D. Kirk. (2022) Martyrdom and the Myth of Motherhood: U.K. broadcast news media’s agential construction of Palestinian female suicide bombers during the Second Intifada (2000-2005). Feminist Media Studies 22:2, pages 306-322.
Read now
Elizabeth Kenyon. (2022) You Can’t Be A Nice White Lady and Do Anti-Racism Work: A Self-Study On Teaching Against Racism. Studying Teacher Education 18:1, pages 23-39.
Read now
Lauren Colley & Tiffany Mitchell Patterson. (2022) We Don’t Live Single Issue Lives: Examining Black Herstories in Digital Lesson Plans. Multicultural Perspectives 24:1, pages 22-31.
Read now
Peter M. Nelson, Avner Segall & B. Scott Durham. (2021) Between aspiration and reality: New materialism and social studies education. Theory & Research in Social Education 49:3, pages 449-476.
Read now
Kaylene M. Stevens & Christopher C. Martell. (2021) Five years later: How the 2016 U.S. presidential election and the #MeToo movement impacted feminist social studies teachers. Theory & Research in Social Education 49:2, pages 201-226.
Read now
Kathryn E. Engebretson. (2021) UNTANGLING SEXISM AND CLASSISM 1Untangling sexism and classism: attempting complex discussion about sexual violence in teacher education. Gender and Education 33:2, pages 217-234.
Read now
Valentina Errázuriz. (2021) Becoming “Hijas de la Lucha”: Political subjectification, affective intensities, and historical narratives in a Chilean all-girls high school. Theory & Research in Social Education 49:1, pages 27-53.
Read now
Lauren Colley. (2020) Women who stirred it up. Theory & Research in Social Education 48:4, pages 615-618.
Read now
Jennifer Cutsforth Kaschak & Dona Bauman. (2020) Teaching Disability History: The Case of Franklin Delano Roosevelt. The Social Studies 111:5, pages 262-273.
Read now
Abby Reisman, Lisette Enumah & Lightning Jay. (2020) Interpretive frames for responding to racially stressful moments in history discussions. Theory & Research in Social Education 48:3, pages 321-345.
Read now
Kimberly R. Bowman. (2020) History in Memoriam: Analyzing Obituaries to Learn Historical Context. The Social Studies 111:2, pages 51-60.
Read now
Magdalena H. Gross & Christine Min Wotipka. (2019) Students’ Understanding of the History of Enslavement in America: Differences by Race, Ethnicity, and Gender. The Social Studies 110:5, pages 220-236.
Read now
Christopher L. Busey. (2019) Más que Esclavos: A BlackCrit examination of the treatment of Afro-Latin@s in U.S. high school world history textbooks. Journal of Latinos and Education 18:3, pages 197-214.
Read now
Lauren Colley. (2019) (Un)Restricting feminism: High school students’ definitions of gender and feminism in the context of the historic struggle for women’s rights. Theory & Research in Social Education 47:3, pages 426-455.
Read now
Amanda E. Vickery & Cinthia S. Salinas. (2019) “I question America…. is this America?” Learning to view the civil rights movement through an intersectional lens. Curriculum Inquiry 49:3, pages 260-283.
Read now
Ehaab D. Abdou. (2018) Copts in Egyptian history textbooks: towards an integrated framework for analyzing minority representations. Journal of Curriculum Studies 50:4, pages 476-507.
Read now
Yiting Chu. (2017) Twenty Years of Social Studies Textbook Content Analysis: Still “Decidedly Disappointing”?. The Social Studies 108:6, pages 229-241.
Read now
Ehaab D. Abdou. (2017) Toward Embracing Multiple Perspectives in World History Curricula: Interrogating Representations of Intercultural Exchanges Between Ancient Civilizations in Quebec Textbooks. Theory & Research in Social Education 45:3, pages 378-412.
Read now
Mi Young Ahn, Kathleen M. Quinlan & Barbara Adewumi. Diversifying curricula: how are people of colour represented in lecture slide images?. Teaching in Higher Education 0:0, pages 1-15.
Read now

Articles from other publishers (26)

Christopher L. Busey, Kristen E. Duncan & Tianna Dowie-Chin. (2022) Critical What What? A Theoretical Systematic Review of 15 Years of Critical Race Theory Research in Social Studies Education, 2004–2019. Review of Educational Research 93:3, pages 412-453.
Crossref
Dorleta Apaolaza-Llorente, Janire Castrillo & Nahia Idoiaga-Mondragon. (2023) Are women present in history classes? Conceptions of primary and secondary feminist teachers about how to teach women's history. Women's Studies International Forum 98, pages 102738.
Crossref
Timothy Patterson, Ishwar Bridgelal & Avi Kaplan. (2022) Becoming a social studies teacher: An integrative systems perspective on identity content, structure, and processes. Teaching and Teacher Education 120, pages 103899.
Crossref
Delfín Ortega-Sánchez. (2022) ¿Las Mujeres fueron Importantes en la Historia? Roles y Escenarios de Acción Social en las Narrativas del Alumnado de Educación Primaria. Revista Internacional de Educación para la Justicia Social 11:1.
Crossref
Delfín Ortega-Sánchez, Jesús Marolla-Gajardo & Davinia Heras-Sevilla. (2021) Social Invisibility and Socio Cultural Construction of Gender in Historical Narratives of Chilean High School Students. European Journal of Educational Research 10:2, pages 1023-1037.
Crossref
Katy Swalwell & Kristin Sinclair. (2023) The Appeal of a Controversial Text: Who Uses A People's History of the United States in the U.S. History Classroom and Why . The Journal of Social Studies Research 45:2, pages 84-100.
Crossref
Jesús Marolla Gajardo, Jordi Castellví Mata & Rodrigo Mendonça dos Santos. (2021) Chilean Teacher Educators’ Conceptions on the Absence of Women and Their History in Teacher Training Programmes. A Collective Case Study. Social Sciences 10:3, pages 106.
Crossref
Humberto Andrés Álvarez Sepúlveda. (2021) Representaciones discursivas de las mujeres en la historia escolar chilena (1810-2017). Revista Brasileira de Educação 26.
Crossref
Virginia Clinton-Lisell, Elizabeth M. Legerski, Bri Rhodes & Staci Gilpin. 2021. Teaching and Learning for Social Justice and Equity in Higher Education. Teaching and Learning for Social Justice and Equity in Higher Education 317 337 .
Lauren C. Mims & Joanna L. Williams. (2020) “They Told Me What I Was Before I Could Tell Them What I Was”: Black Girls’ Ethnic-Racial Identity Development Within Multiple Worlds. Journal of Adolescent Research 35:6, pages 754-779.
Crossref
Tiffany Rae McBean & Joseph R. Feinberg. (2023) Critically examining virtual history curriculum. The Journal of Social Studies Research 44:1, pages 61-76.
Crossref
Chara Haeussler Bohan, Lauren Yarnell Bradshaw & Wade Hampton MorrisJr.Jr.. (2023) The mint julep consensus: An analysis of late 19th century Southern and Northern textbooks and their Impact on the history curriculum. The Journal of Social Studies Research 44:1, pages 139-149.
Crossref
Jason Endacott, Matt Dingler & Joe O’Brien. 2020. The Palgrave Handbook of History and Social Studies Education. The Palgrave Handbook of History and Social Studies Education 541 573 .
Maren Aukerman, Kristine Grovet & Monica Belfatti. (2019) Race, Ideology, and Cultural Representation in Raz-Kids. Language Arts 96:5, pages 286-299.
Crossref
Timothy Patterson & Jay M. Shuttleworth. (2019) The (Mis)representation of Enslavement in Historical Literature for Elementary Students. Teachers College Record: The Voice of Scholarship in Education 121:4, pages 1-40.
Crossref
Ömer Gökhan Ulum & Dinçay KöksalÖmer Gökhan Ulum & Dinçay Köksal. 2019. Ideology and Hegemony of English Foreign Language Textbooks. Ideology and Hegemony of English Foreign Language Textbooks 203 222 .
Amanda Elizabeth Vickery. (2018) After the march, what? Rethinking how we teach the feminist movement. Social Studies Research and Practice 13:3, pages 402-411.
Crossref
Marialuisa Di Stefano & Steven Camicia. (2018) Transnational Civic Education and Emergent Bilinguals in a Dual Language Setting. Education Sciences 8:3, pages 128.
Crossref
Yiting Chu. (2023) Visualizing minority: Images of ethnic minority groups in Chinese elementary social studies textbooks. The Journal of Social Studies Research 42:2, pages 135-147.
Crossref
LaGarrett J. King & Crystal Simmons. 2018. The Wiley International Handbook of History Teaching and Learning. The Wiley International Handbook of History Teaching and Learning 93 116 .
Terrie Epstein & Cinthia S. Salinas. 2018. The Wiley International Handbook of History Teaching and Learning. The Wiley International Handbook of History Teaching and Learning 61 91 .
Margaret Smith Crocco. 2018. The Wiley International Handbook of History Teaching and Learning. The Wiley International Handbook of History Teaching and Learning 335 363 .
Amanda Elizabeth Vickery. (2017) “Women know how to get things done”: narrative of an intersectional movement. Social Studies Research and Practice 12:1, pages 31-41.
Crossref
Lauren Colley. (2023) Judging on Their Looks: Understanding Pre-Service Social Studies Teachers' Conceptions of Historical Agency and Gender. The Journal of Social Studies Research 41:2, pages 155-166.
Crossref
Carole L. Hahn. 2017. The Wiley Handbook of Social Studies Research. The Wiley Handbook of Social Studies Research 569 595 .
Lagarrett King. 2016. But I Don’t See Color. But I Don’t See Color 63 79 .

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Order Reprints Request Corporate Permissions

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

Request Academic Permissions

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.