This study explores the importance of achieving gender equity by increasing the qualitative and quantitative representation of women in U.S. history textbooks. In doing so, The History of the United States, edited by DiBacco, Mason, and Appy, was reviewed and its use in a high school U.S. History classroom was observed. The findings of this project tended to parallel the available literature on the subject. In short, women and women's issues are included less often than are males in U.S. history textbooks. When women are depicted, they are generally of a lesser quality. As textbooks are used so extensively in the classroom, this bias becomes entrenched.
This study concluded that textbooks should seek to include more information on women and women's issues. Ultimately, a reconstructed synthesis of female and male experience is desired.
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