Date of Award

Summer 8-1-2013

Degree Type

Thesis

Degree Name

Master of Arts (MA)

Department

Sociology

First Advisor

James Ainsworth

Second Advisor

Anthony Hatch

Third Advisor

Akinyela Umoja

Abstract

The purpose of this research is to define racialized textbook bias, conduct a content analysis of Georgia history textbooks, and answer the following question: how is race framed in contemporary Georgia history textbooks? A content analysis of nine Georgia history textbooks was completed for grades two and eight. A Du Boisian theoretical framing of race prejudice as the macro-social condition of the micro-social process of race was an integral component of the content analysis. The findings revealed the existence of racialized textbook bias in the form of marginalization, compartmentalization, and omission suggesting the continuation of White supremacy and Black oppression in the process of education in Georgia public schools.

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