An Analysis of Social Conflict in Social Studies Textbooks. Final Report

The purposes of this study are to describe and evaluate the ways in which social conflict associated with racial, economic, political and ecological policies and practices are presented in social studies textbooks for grades three, five and nine. Using a five-step content analysis scheme fifty-eight textbooks adopted for 1971-72 by eight states across the country were analyzed. It was found that 21% of the paragraphs in grade three texts, 9% of grade five and 48% of grade nine were devoted to the four problem areas. The total references to social conflict in conjunction with the areas was 1%, 3%, and 2% respectively. Social conflict is invariably presented as being of low intensity, and in most cases as if it were imminently resolvable if not already resolved. Notable exceptions were found in fifth grade treatments of racial and ecological issues. Social conflict is consistently presented in negative terms. In presenting an unrealistic view of society which stresses harmony and consensus while minimizing references to social problems and defects, social studies textbooks fail to take into account the socio-civic knowledge and attitudes of children--as well as their potential for cognitive and affective growth in these areas. (Author)