Harvard Educational Review
  1. Spring 1980 Issue »

    Sexism in Teacher Education Texts

    Myra Pollack Sadker and David Miller Sadker
    Since professional education texts serve to shape teacher-preparation curriculum and instruction on a national scale, it is important to scrutinize these texts for their treatment of issues related to sex equity in education. Under funding from the Women's Educational Equity Act Program, Myra and David Sadker analyzed the content of twenty-four of the most widely adopted preservice teacher-education texts for space allocation to and treatment of the following topics: sexism, sex differences, experiences and contributions of women, and total text content accorded to females and to males. Their findings indicate that these teacher-education texts are characterized by omission and imbalance. The Sadkers discuss these forms of bias as they are pertinent to texts in the core areas of teacher preparation and offer recommendations for the development of texts that will integrate the issue of sex equity into the mainstream of programs of instruction for prospective teachers.

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    Spring 1980 Issue

    Abstracts

    The Passion and Challenge of Teaching
    Sophie Freud Loewenstein
    Success Anxiety in Women
    A Constructivist Interpretation of its Source and its Significance
    Georgia Sassen
    Advancing in School Administration
    A Pilot Project for Women
    Kathleen D. Lyman and Jeanne J. Speizer
    Sexism in Teacher Education Texts
    Myra Pollack Sadker and David Miller Sadker
    Employment and Education of Mexican-American Women
    The Interplay of Modernity and Ethnicity in Eight Families
    Maxine Baca Zinn
    Anxiety and Mathematics
    An Update
    Sheila Tobias and Carol Weissbrod
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