Meiotic gene conversion in humans: rate, sex ratio, and GC bias
REPORT NO EPIE57 The problem of sex bias in textbooks, · This EPIE Report is an in-brief look at...
9
DOCUMENT RESUME ED 090 550 CS 201 200 TITLE sex Stereotyping in Instructional Materials. INSTITUTION Educational Products Information Exchange Inst., New York, N.Y, REPORT NO EPIE57 PUB DATE Dec 73 NOTE 8p.; ERE Educational Product Report; v7 Dec 1973 EDAS PRICE MA-$0.75 NC-$1450 PLUS POSTAGE DESCRIPTORS *Discriminatory Attitudes (Social); Elementary Education; reminism; *Instructional Materials; Reading Material Selection; *Sex. Discrimination; *stereotypes; *Textbook Bias ABSTRACT The problem of sex bias in textbooks, particularly at the elementary level, is treated in this report. Sexism is defined and discussed in relation to the current women's movement. Research findings, as well as examples taken-from various-texts, indicate-sex stereotyping and discrimination in instructional materials. A list of available remedies and resources for those who want to challenge sexism in education is included. It is recommended that,teachers take a more critical look at the materials they are currently using in their classrooms in an attempt to identify implicit sex bias and discrimination. (Lie)
Transcript of REPORT NO EPIE57 The problem of sex bias in textbooks, · This EPIE Report is an in-brief look at...
DOCUMENT RESUME
ED 090 550 CS 201 200
TITLE sex Stereotyping in Instructional Materials.INSTITUTION Educational Products Information Exchange Inst., New
York, N.Y,REPORT NO EPIE57PUB DATE Dec 73NOTE 8p.; ERE Educational Product Report; v7 Dec 1973
EDAS PRICE MA-$0.75 NC-$1450 PLUS POSTAGEDESCRIPTORS *Discriminatory Attitudes (Social); Elementary
Education; reminism; *Instructional Materials;Reading Material Selection; *Sex. Discrimination;*stereotypes; *Textbook Bias
ABSTRACTThe problem of sex bias in textbooks, particularly at
the elementary level, is treated in this report. Sexism is definedand discussed in relation to the current women's movement. Researchfindings, as well as examples taken-from various-texts, indicate-sexstereotyping and discrimination in instructional materials. A list ofavailable remedies and resources for those who want to challengesexism in education is included. It is recommended that,teachers takea more critical look at the materials they are currently using intheir classrooms in an attempt to identify implicit sex bias anddiscrimination. (Lie)
uca ionalro UC in Brie I
U S OEPARTMENTOF HEALTH,EDUCATION AI WELFARENATIONAL INSTITUTE OF
EDUCATIONTrIIS DOCUMENT HAS !TEEN REPRODUCED EXACTLY AS RECEIVED FROMTHE PERSON 01 ORGANIZATION ORIGINAliNG IT POVNTS OF VIEW OR OPINIONSSTATE0 00 NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY
Intr
oduc
tion
Thi
s E
PIE
Rep
ort i
s an
in-b
rief
look
at
the,
real
lpro
btem
of
sex
bias
in te
xtbo
oks.
Al-
thou
gh ,,
our
emph
asis
is o
n el
emen
tary
-lev
elto
m iv
not l
imiti
ng th
is in
form
atio
n to
elem
enta
ry. e
duca
tors
. The
issu
e of
sex
ste
reo-
typi
ng ir
t ins
tmct
iona
l mat
eria
ls m
ust b
e of
priM
eoce
icem
itoed
ucat
orst
houg
h, f
or o
h-, v
ioux
lesi
ons,
' ele
men
tary
edu
cato
r ar
e in
apo
sitio
nl to
mak
e a
mor
e la
stin
g im
pres
sion
on
the:
min
ds-o
f ta
raia
n be
ings
who
se s
elf-
imag
e is
, not
yest
ereo
type
d.E
duca
tors
in s
econ
dary
sch
ools
and
col
-,le
ges,
thou
gh w
orki
ng w
ith s
tude
nts
who
se a
t-
titud
es a
re m
ore
likel
y to
be
esta
blis
hed,
mus
tm
aint
ain
the
resp
onsi
bilit
y fo
r id
entif
ying
, ex-
plai
ning
, and
cor
rect
ing
sex
bias
in in
stru
ctio
nal
mat
eria
ls ju
st a
s th
ey a
re n
ow r
equi
red
by la
wto
do
with
eas
es o
f ra
cial
bia
s as
they
may
app
ear
in te
xtbo
oks
and
rela
ted
mat
eria
ls.
The
re is
som
e ev
iden
ce th
at th
e pu
blis
h-in
g in
dust
ry is
beg
inni
ng to
take
the
prob
lem
of
sex
ster
eoty
ping
se
tious
ly, a
nd o
ne p
ublis
hing
ram
, Sco
tt, :F
ores
man
and
Com
pany
, has
issu
eda
set o
f gu
idel
ines
for
impr
ovin
g th
e im
age
ofw
omen
in te
xtbo
oks.
But
this
is o
nly
a fa
stst
ep. T
he D
epar
tmen
t of
Hea
lth, E
duca
tion
and
Wel
fare
is n
ow d
evel
opin
g gu
idel
ines
pro
hibi
ting
excl
usio
n fr
om e
duca
tiona
l pro
gram
s on
the
bask
of
sex
disc
rim
inat
ion-
Thi
s E
IM R
epor
t is,
as
note
d, o
nly
anin
-bri
ef s
tudy
. But
EPE
E c
an p
rom
ise
you
this
if y
ou r
ead
it ca
refu
lly, a
nd a
bsor
b th
e im
port
ant
natu
re o
f its
con
tent
, you
wl!
l nev
er b
e qu
iteth
e sa
me
agai
n. I
f yo
u be
com
e as
con
cern
ed a
sE
PIE
hop
es y
ou w
ill b
e, th
ere
are
man
y th
ings
enum
erat
ed in
the
conc
lusi
on w
hich
you
can
do
to b
egin
to im
prov
e th
e si
tuat
ion
righ
t now
inyo
ur s
choo
l.
Whe
reltA
li B
e
"Sor
isni
',re
fers
'to,
all
thos
e at
titud
esan
d,L
actio
nsw
hich
rele
gate
wom
en to
ase
Con
dary
and
infe
rior
stat
us in
. soc
iety
.-
Tex
tboo
ks a
rese
xiiti
f,th
ey o
mit
the
actio
nsac
hiev
emen
ts o
f w
omen
, if
tliO
r;; d
emea
n-w
omen
by
,usi
ng p
atro
n-iZ
t'w*.
!anV
ager
f th
ey s
how
wom
enon
lyin
ster
eoro
les
with
less
than
Ilie
,lulL
z,;.3
ange
rOf
hum
an in
tere
sts,
"Tex
tboo
ksab
ould
trea
t wom
en*i
kiet
4itta
lSor
inet
c. A
lthou
gh in
the
past
: wom
en w
ere
rega
rded
. as
infe
rior
,th
ey: w
ere
not a
nd a
re n
ot in
feri
orpo
aple
:The
sexi
stat
titud
- s
of th
e pa
stst
ecad
drot
be
refl
ecte
d in
cur
rent
publ
icat
ions
?*U
na-f
ire:
emer
genc
e of
wom
en's
rig
ats
a .n
atio
nakc
snie
,;,4s
tere
otyp
inga
nd.s
ex b
iase
sha
ve b
eeni
com
plac
ently
-sto
mpt
ed in
'tex
tboo
ks'
anci
4edi
Cat
iOna
k,E
lem
enta
ry s
choo
lre
adep
nitr
ayA
ioys
as in
nova
tive
and
activ
eto
rol
es o
f fu
ture
"mom
mie
san
yone
' eve
r se
en a
his
tory
bOO
ki"d
eifi
rihi
ng th
e ad
vent
:mei
of
car
'fore
-w
Can
en77
,A',:
exiti
cal g
lanc
e at
-pr
actic
ally
any
'Ain
eric
arr:
dhis
tOry
. ,:b
ook
indi
cate
s th
at th
isco
untir
liaitr
c;=
ranc
Tra
aint
aine
d. it
self
with
aiti
aklio
piila
tiom
Sex
bia
s, in
sec
onda
ry
of W
on2e
n m
Tex
tboo
ks,
Scot
t Tor
earr
in a
nd C
ompa
ny: G
lenv
iew
, Mim
i.%1,
4972
.g
educ
atio
n is
not
as
blat
ant a
s th
at o
n tr
e el
e-m
enta
ry le
vel b
ut it
is ju
st a
s da
mag
ing.
Wom
enar
e ge
nera
lly ig
nore
d in
stea
d of
bei
ng o
penl
ym
alig
ned;
if th
eir
achi
evem
ents
and
con
cern
sar
e m
entio
ned
at a
ll, it
is U
S!".
:ry.
in a
sup
s vi
al.
man
ner_
The
typi
cal U
nite
d St
ates
his
tory
text
book
gen
erou
sly
devo
tes
one
out o
f its
500
to 8
00 p
ages
to w
omen
, the
ir p
robl
ems,
and
cont
ribu
tions
.*T
he e
ffec
ts o
f se
x st
ereo
typi
ng o
n st
u-de
nts
is o
bvio
us in
a r
epor
t by
the
Nat
iona
lA
sses
smen
t Stu
dy. T
hey
foun
d lit
tle d
iffe
renc
ein
the
scie
nce
wri
ting
of b
oys
and
girl
s at
age
nirm
, but
the
gap
wid
ened
at a
ges
thir
teen
,se
vent
een
and
adul
thoo
d.**
No
area
is o
bvio
usly
mor
e bi
ased
than
that
of c
aree
r ed
ucat
ion.
11-
: '-b
erho
od is
str
esse
d as
the
prim
ary
care
er f
or 0
4 ga
ls a
re e
ncou
rage
dto
pur
sue
a ca
reer
that
req
uire
s m
inim
um tr
ain-
ing
and
that
can
be
disc
ontin
ued
and
resu
med
acco
rdin
g to
the
dem
ands
of
bein
g a
pare
nt.
The
re a
re n
o pa
ths
that
boy
s ar
e ur
ged
to f
ol-
low
in o
rder
to b
e be
tter
husb
ands
and
Lat
he's
.T
he N
ew Y
ork
Cha
pter
of
the
Nat
iona
lO
rgan
izat
ion
of W
omen
in a
Rep
ort o
n Se
xB
ias
in th
e Pu
blic
Sch
ools
exa
min
ed a
num
ber
of ju
nior
hig
h sc
hool
mat
hem
atic
s an
d sc
ienc
ebo
oks.
A s
even
th-g
rade
mat
hem
atic
s bo
ok c
on-
tain
ed tw
enty
-six
act
iviti
es f
or b
oys
and
fift
een
for
girl
s. T
he g
irls
' act
iviti
es w
ere
larg
ely
pass
ive
buyi
ng c
hoco
late
=ea
rns
and
wal
king
tosc
hool
. Mal
e ac
tivity
incl
uded
gar
deni
ng, p
aint
-in
g, h
ilrin
g, c
uttin
g a
boar
d. G
irls
ear
n "e
xtra
"=
oney
by
baby
sittn
g.H
owev
er, b
oys
ram
mon
ey (
neve
r re
ferr
ed to
as
"ext
ra")
by
muc
hm
ore
activ
e m
etho
ds -
- de
liver
ing
groc
erie
s or
city
Uni
vers
ity o
f N
ew Y
ork'
s T
each
er L
eade
rshi
pPr
ogra
m S
emin
ar, S
prin
g. 1
973.
**N
atio
nalA
sses
smen
tofE
duox
tiona
lhog
resx
,4ss
ess-
mer
tt R
epor
ts N
o. 4
, No.
S, N
o. 7
and
No.
9(W
ashi
ngto
n: U
.S. G
over
nmen
t Pri
ntin
g O
ffic
e.19
70-7
1).
pape
r ro
utes
.In
juni
or h
igh
scho
ol te
xts,
fem
ale
scie
n-tis
ts a
nd m
athe
mat
icia
ns a
re o
mitt
ed. T
he 1
4.0.
W. r
epor
t sta
te=
"A
gir
l cou
ld n
ot h
elp
but c
on-
clud
e th
at th
ere
are
no f
emal
e m
athe
mat
icia
ns;
and
if th
ere
are,
they
hav
e ne
ver
done
any
thin
gw
orth
whi
le."
Mos
t of
the
text
book
s in
use
in p
ublic
scho
ols
and
libra
ries
toda
y ha
ve th
e sa
me
wea
knes
ses
as th
ose
foun
d in
a r
ecen
t stu
dy o
fed
ucat
iona
l mat
eria
ls in
the
Stat
e of
Pen
nsyl
-va
nia.
The
stu
dy f
ound
an
"...
undo
:rep
rese
ntat
ion
of w
omen
;re
pres
enta
tion
in li
mite
d st
ereo
type
dro
les
wiv
es, m
othe
rs, t
each
ers
nwse
s,se
cret
arie
s, a
nd o
ther
ser
vice
-ori
ente
djo
bs; r
einf
orce
men
t of
cultc
ually
(m
a-da
mne
d se
xist
cha
ract
eris
tics
show
ing
as f
emal
e su
ch tr
aits
as
depe
nden
cy,
pass
ivity
, non
com
petit
ive
spita
and
-em
otio
nalit
y; a
nti,
a ve
ry m
eage
r ap
-pr
ecia
tion
of v
rom
czk'
a, 1
"ont
riba
tions
to h
isto
ry, l
itera
ture
, sci
ence
and
oth
erar
eas
of A
iner
ican
life
."*
* Se
xism
in E
duca
tion:
Joi
nt T
ask
Forc
e R
epor
4Pe
nnsy
lvan
ia D
epar
tmen
t of
Edu
catio
n, 1
972
Com
ing.
nex
t mon
tirE
PIE
's in
Dep
th R
epor
t on
TH
RE
E I
NST
RU
CT
ION
AL
SY
STE
MS:
RA
W I
GE
, and
IR
"I'm
Gla
d I'm
a B
oy.
l'arG
lad
I'm a
Gir
t."*
Mitt
le la
mb
asks
her
mot
her
wha
t she
can,
be'a
nd m
othe
r re
plie
d: "
Som
e da
yyo
u w
ill' b
e a
shee
p. A
mot
her
shee
p,ju
stla
re m
e! T
hat i
s w
haty
ou c
an b
e."
(Har
per
& R
ow B
asic
Rea
ding
Pro
gram
"Aro
undt
he C
orne
r" P
'lam
er L
evel
.
"Cir
li ar
e al
way
s la
te."
(G
iun
Bas
icR
eade
rBoo
k Si
x)
"Loo
kath
er, M
othe
r, ju
st lo
ok a
t her
.Sh
e' is
'jus
t lik
e a
OIL
She
giv
es u
p."
(Har
per
& R
ow B
asic
Rea
ding
Pro
gram
Prim
er L
evel
.
"We
are
will
ing
to s
hare
our
gre
atth
ough
ts w
ith m
anki
nd. H
owev
er, y
ouha
ppen
' to
'be
a gi
rl."
("S
mar
t Ann
a-be
lle",
Vet
t:hot
s, S
cott,
For
esm
an. a
ndC
iala
Paay
).
Rig
id d
esig
natio
n of
one
set
of
inte
rest
san
d be
havi
or ii
detr
imen
tal t
o th
e de
velo
pmen
tot
botle
seac
esib
ut th
is s
ort o
f se
x st
ereo
typi
ngfi
r el
emen
tarr
scho
otte
xts
is p
artic
ular
ly d
amag
-in
g to
tgir
is;.
Gir
ls a
re o
ften
lock
ed in
to s
exis
t
*AV
iritn
ey, D
arro
w. f
ur G
lad
rm a
Boy
. I'm
Gla
dri
ms-
Gir
t (N
evrY
orla
Sim
on a
nd S
chus
ter.
197
0)-
role
s w
hich
are
not
equ
al to
the
role
s as
sign
edto
boy
s."B
oys
have
truc
ks. G
irls
hav
e do
lls.
Boy
s ar
e do
ctor
s. G
irls
are
ani
ses.
Boy
s ar
e pr
esid
ents
. Gir
ls a
re f
irst
ladi
es.
Boy
s fb
c th
ings
. Gir
ls n
eed
thin
g fi
xed.
Boy
s bi
nldh
ouse
s. G
irls
kee
p ho
uses
."*
'Me
typi
cal e
lem
enta
ry r
eade
r po
rtra
it of
a gI
rl is
eith
or s
illy,
hel
ples
s, o
r cr
ying
- Sh
e 55
alw
ays
pass
ive.
Qui
te o
ften
she
doe
sn't
cast
at
all_
On
the
othe
r ha
nd, t
he e
lem
enta
ry te
xt b
oyis
oin
ni-p
rese
nt, b
rave
, adv
entu
rous
, cle
ver,
and
activ
e. T
hese
cha
ract
eris
tics
we
just
as
prev
alen
tin
rec
ent s
erie
s as
they
are
in th
e ol
d D
ick
and
Jane
rea
ders
.
Alp
ha O
ne
Alp
ha O
ne a
pho
netic
dec
odrt
g pr
ogra
mfo
r te
achi
ng b
egin
ning
rea
ding
, was
sel
ecte
d by
the
Am
eric
an I
nstit
utes
. for
Res
earc
h, P
alo
Alto
,C
alif
orni
a, a
s on
e of
the
ten
best
com
pens
ator
yed
ucat
ion
Foca
= in
the
coun
try.
It i
s es
ti-m
ated
that
this
pro
gram
is b
eing
util
ized
in a
p-pr
oxim
atel
y 8,
000
clas
sroo
ms
at th
e tim
e.In
197
2, E
PIE
rev
iew
ed th
e A
lpha
One
reac
hngp
rogr
ain
in E
PEE
In-
Bri
ef R
epor
t No.
40.
EPI
E r
aved
:, "I
t is
now
bec
omin
g ba
nal t
o st
ate
that
inst
ruct
iona
l mat
eria
ls s
houl
d ca
ptur
e th
ew
onde
r, jo
y, m
agic
, and
pai
n of
the
youn
gch
ild's
lear
ning
but
the
Alp
ha O
ne m
ater
ials
do s
eem
to r
epre
sent
thes
e el
usiv
e qu
aliti
es."
Thi
s is
the
impr
essi
ve r
eadi
ng p
acka
ge th
at s
ay=
"A g
irl,
a gi
rl, o
h go
aw
ay. A
gir
l's n
o go
od f
orw
ork
or p
lay.
"E
PIE
, of
cour
se, r
ealiz
es n
ow th
at w
esh
ould
hav
e be
en m
ore
awar
e of
the
built
-in
sex
bias
in th
e re
adin
g pr
ogra
m. T
his
only
proi
es a
pin
that
sex
dis
crim
inat
ion
in in
stru
c-
Dic
k an
d Ja
ne a
s V
ictim
s. S
ex S
tere
otyp
ing
inO
nidr
en's
Rea
ders
An
anal
ysis
by
Wom
en o
nW
ords
& I
mag
es. P
rinc
eton
, New
Jer
sey
1972
.
tona
l mat
eria
ls is
so
take
n fo
r gr
ante
d th
at w
em
ust r
estr
uctu
re o
ur th
inki
ng in
ord
er to
be-
com
e m
ore
awar
e of
them
.T
he A
lpha
One
pro
mos
has
an a
lpha
bet o
ftw
enty
-one
"le
tter
boy"
coa
sona
nts
and
five
fem
ale
vow
els.
Thr
ough
text
book
s, f
ilmst
rips
,an
d re
cord
s th
ese
lette
rs w
ork
toge
ther
to m
ake
wor
ds. O
ne g
irl v
owel
has
trou
ble,
wal
king
, an-
othe
r ha
s th
e itc
h, a
nd a
ll w
ant t
he b
oy c
on-
sona
nts
to li
ke tl
Iern
. CfL
evo
ws.
cri
es:
"Pro
tect
ion
is w
hat o
ur s
hort
sou
nds
need
: the
boys
sho
uld
prot
ect u
sis
that
agr
eed?
"D
ick
and
Jane
as
Vic
tims
is a
par
ticul
arly
artic
ulat
e an
alys
is o
f se
x bi
as b
y a
grou
p ca
lled
Wom
en o
n W
ords
and
Im
ages
, Pri
ncet
on, N
ewJe
rsey
. Thi
s st
udy
look
ed a
t 134
rea
ders
fro
mfo
urte
en d
ffer
ent p
ublis
hers
cur
rent
ly in
me
inN
ew J
erse
y sc
hool
s. O
f th
e 2,
760
tota
l sto
ries
stud
ied,
942
fea
ture
d m
en a
nd b
oys
and
356
feat
ured
gir
ls a
nd w
omen
. The
res
t fea
ture
dei
ther
boy
s an
d gi
rls,
ani
mal
s or
fan
tasy
. Wom
enw
ere
foun
d em
ploy
ed in
twen
ty-s
ix o
ccup
a-tio
ns a
nd m
en L
i 147
. The
rat
io o
f bi
ogra
phic
alst
orie
s co
ntin
ues
the
tren
d. T
hey
foun
d tw
enty
-se
ven
biog
raph
ies
abou
t sev
ente
en w
omen
and
119
biog
raph
ies
abou
t eig
hty-
eigh
t men
.
Bio
grap
hies
of
Mal
es
Car
l Eth
an A
kele
yA
lexa
nder
the
Gre
atL
eo B
aeke
land
Aug
uste
13a
rtho
ldA
lexa
nder
Gra
ham
Bel
lD
anie
l Boo
neL
ouis
Bra
ille
Edu
catio
nal P
rodu
ct R
epor
t is
publ
ishe
d ni
ne ti
mes
a ye
ar, O
ctob
er th
roug
h Ju
ne, a
s a
mem
bers
hip
ser-
vice
of
Edu
catio
nal P
rodu
cts
Info
rmat
ion
Exc
hang
eIn
stitu
te. 4
63 W
est S
tree
t. N
ew Y
ork,
KY
. 100
14.
Seco
nd d
ass
post
age
paid
at N
ew Y
ork,
KY
- C
opy-
Tie
n 1y
73 b
y E
duca
tiona
l Pro
duct
s In
form
atio
nE
xcha
nge
Inst
itute
.
V I 111
114
41.
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'Whe
reD
oWeG
o:Fr
om,H
ere?
The
re I
mre
a, m
inbe
r of
ava
ilabl
e re
med
ies
'fiyi
,thos
e:,-
-who
wan
t to
chal
leng
e se
xism
in
.,DC
of
the
Edu
catio
nA
men
dnie
UtS
,toot
he N
ighe
r E
duca
tion
Act
of
1972
,rZ
iiicr
imin
ati'o
n In
fed
eral
ly f
inan
ced
'ed
Uca
tiOna
l-pr
ogra
ms
is il
lega
l., li
tle D
C p
ro-
, vid
eS
"Not
per
son.
in 't
he U
nite
d St
ates
sha
lloO
thes
bisi
s< o
r-se
x 'b
e ex
clud
ed f
rom
part
icip
atio
nin
be d
enie
d th
e be
nefi
ts'o
r'fai
. u s
ubje
cted
to d
iscr
imin
atio
nin
ider
anite
chic
atio
n Pr
ogra
m o
r ac
tivi-
ty, 're
ci"e
rvin
e" F
eder
al f
inan
cial
ass
ts-
' anid
elin
eS o
r ca
rryi
ng' '
out t
his
legi
sla-
. tio
t.axe
cuir
etitl
y-be
bigt
hxra
ntup
by
the
Off
ice
foea
rter
tight
Vth
e;"D
epar
taie
nt o
f H
ealth
,E
dtic
atic
ar;a
ict,W
elfa
re-
The
se g
uide
lines
are
beib
iciM
iaat
ed,,,
mid
obY
law
mus
t be
publ
ishe
din
-the
Fed
er',
Reg
iste
r to
'pro
vide
an
oppo
r-ta
nitr
ifor
iciti
zenA
com
men
t; po
ssib
le r
evis
ion
anO
resi
deri
tiaV
aig
rOva
i..,L
as th
e gu
idel
ines
are
nrU
e:d
ivrn
ot ;
incl
ude
educ
atio
nal
Teo
* w
hoiir
e;in
tere
sted
in n
on-s
exis
tin
stitt
' ctio
nahm
iteri
alsa
xe u
rged
to f
ollo
w th
e',P
ro; g
ra, c
ittlie
suid
elin
esto
Titl
e E
C. s
nd th
eyio
prao
r.s
kr.o
vm b
y w
ritin
g to
The
Secr
etar
y of
thet
,Dep
iciti
aeri
t,' "
Edu
catio
n an
d
Wel
fare
;Vas
hing
tock
;p20
201.
"Iri
ngin
rupo
n th
e T
itle
DC
gui
de-
lines
' is.
"K
alam
azoo
; .M
ichi
gan-
Ate
stsi
been
*bra
uglit
. by
the
,Com
mitt
eeto
iStid
ych
argi
ngcr
isci
imin
a-ilk
aSet
orH
ough
tonl
icrt
akel
emen
tari
', se
bOol
rea
ding
text
s ad
opte
d by
Kal
amaz
oo P
ublic
Sch
ools
. It i
s no
t cle
ar y
etw
heth
er s
exis
t mat
eria
ls a
re il
lega
l und
er T
itle
IX-
In th
e m
eant
ime
the
Kal
amaz
oo S
choo
lD
istr
ict h
as c
ompl
etel
y re
-wri
tten
the
teac
hing
guid
e w
hich
cam
e w
ith th
e H
ough
ton
Mif
flin
seri
es to
mak
e it
com
plet
ely
unbi
ased
, whi
chon
ly g
oes
to s
how
that
the
prod
uces
, with
alit
tle e
ffor
t, co
uld
elim
inat
e se
x di
scri
min
atio
nfr
om th
eir
mat
eria
ls.
Asi
de f
rom
"tit
le I
X, t
hree
sta
tes
have
take
n fu
rthe
r po
sitiv
e st
eps
to e
limin
ate
bias
inth
eir
educ
atio
nal m
ater
ials
.T
he N
ew Y
ork
Stat
e B
oard
of
Re-
gent
s an
d th
e C
omm
issi
oner
of
Edu
catio
n ha
veis
sued
Pos
ition
Pap
er N
o. 1
4 ca
lling
for
the
r#2.
-vi
sion
of
text
book
s an
d co
urse
con
tent
. Cop
ies
are
avai
labl
e th
roug
h: S
tate
Dep
artm
ent
ofE
duca
tion,
Alb
any,
N.Y
. 122
24.
The
Pen
nsyl
vani
a D
epar
tmen
t of
Edu
catio
n ha
s gu
idel
ines
ava
ilabl
e fo
r th
e el
imi-
natio
n of
ste
reot
yped
inst
ruct
iona
l mat
eria
ls.
For
a co
py o
f th
eir
repo
rt o
n Se
xism
in E
duca
-tio
n w
rite
to: J
oint
Tas
k Fo
rce
Rep
ort.
Penn
syl-
vani
a D
epar
tmen
t of
Edu
catio
n, B
ox 9
11,
Har
risb
urg,
Pa.
171
26.
In M
assa
chus
etts
, Cha
pter
622
of
the
Gen
eral
Act
s of
197
1 m
akes
sex
rru
crim
ina-
tion
in c
ours
es o
f st
udy
in p
ublic
sch
ools
illeg
al.
Add
ition
al R
esou
rces
Era
.' al
so w
ould
like
to m
ake
its m
em-
bers
aw
are
of o
ther
res
ourc
es th
at a
re a
vaila
ble
to th
em in
thei
r at
tem
pts
to e
limin
ate
sex
role
ster
eoty
ping
in s
choo
ls.
The
Nat
iona
l Fou
ndat
ion
for
Impr
ove-
men
t of
Edu
catio
n ha
s es
tabl
ishe
d a
Res
ourc
eC
ente
r on
Sex
Rol
es in
Edu
catio
n. T
he f
unc-
tions
of
the
Cen
ter
are:
To
prep
are
mat
eria
ls f
or s
choo
ls to
redu
ce s
ex b
iase
sT
o se
t up
a na
tiona
l cle
arin
ghou
se o
fm
ater
ials
and
res
ourc
e pe
ople
To
prov
ide
tech
nica
l ass
ista
nce
to r
e-se
arch
and
act
ion
proj
ects
To
publ
ish
a n4
wsl
ette
rFo
r fu
rthe
r in
form
atio
n w
rite
to: R
esou
rce
Cen
ter
on S
ex R
oles
in E
duca
tion,
115
6 15
thSt
reet
, N.W
., W
ashi
ngto
n, D
.C. =
036.
The
Cle
arin
ghou
se o
n W
omen
's S
tuth
es,
an e
duca
tion
proj
ect o
f T
he F
emin
ist P
ress
,has
com
pile
d a
vari
ety
of f
emin
ist r
esou
rces
for
use
in s
choo
ls. O
ne o
f th
eir
prim
ary
aim
s is
to e
n-ab
le te
ache
s to
loca
te m
ater
ials
to c
reat
e un
-bi
ased
cur
ricu
la. F
emin
ist k
esou
rces
for
Sch
ools
and
Col
lege
s, a
Gui
de to
Cur
ricu
lar
Mat
eria
lsin
clud
es a
pri
mer
of
basi
c re
adin
g or
t sor
dsin
ined
ucat
ion,
gui
delin
es f
or c
urri
culu
m a
nd te
xt-
book
s, a
nd s
trat
egie
s. T
hey
have
incl
uded
.pri
ces,
addr
esse
s, a
nd a
vaila
bilit
y of
mos
t ite
ms.
EPL
Ebe
lieve
s th
at th
is p
ublic
atio
n is
a m
ust f
or e
d-uc
ator
s. I
t is
avai
labl
e fo
r $1
.00,
plu
s 25
¢ po
stag
eth
roug
h T
he F
emin
ist P
ress
, SU
NY
/Col
lege
atO
ld W
estb
ury,
Box
334
, Old
. Wes
tbur
y, N
.Y.
1156
&Fe
min
ists
on
Chi
ldre
n's
Med
ia in
thei
rbi
blio
grap
hy o
f re
com
men
ded
non-
sexi
stbo
oks
for
youn
g re
ader
s:
"...
look
ed f
or a
pos
itive
and
non
-st
ereo
type
d po
rtra
yal o
f gi
rls
and
wom
-en
. Thi
s us
ually
invo
lved
: erd
s an
dbo
ys p
artic
ipat
ing
equa
lly in
both
phys
ical
and
inte
llect
ual a
ctvi
ti; f
e-m
ale
char
acte
rs le
adir
g ac
tive
and
inde
pend
ent l
ives
; gir
ls, h
avin
g a
vari
ety
of c
hoic
es a
nd a
spir
ing
to a
var
iety
of
goal
s; m
ade
char
acte
rs r
espe
ctin
g fe
mal
ech
arac
tets
and
` re
spon
crin
g to
them
as
equa
ls."
Litt
le M
iss
Muf
fet .
Figh
ts B
ack
is a
vaila
ble
from
Fem
inis
ts o
n C
hild
ren'
s M
edia
, P.O
. Box
431
5, 7
Gra
nd C
entr
al S
tatio
n, N
ew Y
ork,
New
Yor
k10
C17
.
In N
ovem
ber
1972
the
Nat
iona
l Edu
ca-
tion
Ass
ocia
tion
held
a n
atio
nal c
onfe
renc
e on
the
impa
ct o
f fe
min
ist c
once
rns
on p
ublic
edu
-ca
tion.
Inc
lude
d in
the
conf
eren
ce w
orki
ngpa
pers
calle
d E
ducc
tion
for
Surv
ival
, Sex
Rol
e St
ereo
type
s --
are
sev
eral
art
icle
s on
way
sto
less
en s
ex b
ias
in th
e cl
assr
oom
.
Con
clus
ion
Perh
aps
the
only
con
clus
ion
this
Rep
ort
can
draw
, is
that
sex
bia
s in
inst
ruct
iona
l ma-
teri
als
is a
ver
y re
al p
robl
em, o
ne to
be
reso
lved
by a
wak
enin
g th
e co
nsci
ousn
ess
of p
ublis
hers
,as
wel
l as
educ
ator
s. T
his
Rep
ort i
s ju
st th
eve
ry f
irst
of
man
y st
eps
to b
e ta
ken.
EPI
E r
ecom
men
ds th
at it
s m
embe
rs ta
kea
mor
e cr
itica
l loo
k at
the
mat
eria
ls th
ey a
recu
rren
tly u
sing
in th
eirc
lass
room
s. W
e ho
pe th
ataf
ter
read
ing
this
Rep
ort o
ur m
embe
rs w
illun
deis
tand
how
sex
ism
is in
stitu
tiona
lized
inin
stru
ctio
nal m
ater
ials
. And
EPE
E h
opes
we
can
help
to e
limin
ate
it by
iden
tifyi
ng a
vaila
ble
re-
sour
ces
and
pass
ing
them
on
to o
ur m
embe
rs.
Vol
ume
VII
Num
ber
57D
ecem
ber
1973
