Content Analysis of Social Studies Textbooks: A Review of Ten Years of Research

Abstract

Many researchers have criticized social studies textbooks for being biased, superficial, or poorly written, yet little attention has been paid to the quality of the textbook studies. This article presents the findings of a review of social studies content analysis research over the last 10 years. Studies reported in Theory and Research in Social Education, The Social Studies, and Social Education (N = 25) were evaluated on the basis of their sampling, methodology, findings, and recommendations. The results of this review reveal that many of the problems noted in other types of social studies research are evident in content analysis research as well. The discussion focuses on recommendations for researchers to improve the quality of content analysis studies and to collaborate with other educators and organizations in promoting textbook reform and creative social studies teaching.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 116 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.