This document discusses the various forms of bias that can exist in curriculum and textbooks, despite guidelines issued decades ago to make materials more inclusive. It identifies 7 main types of bias: invisibility, where certain groups are ignored; linguistic bias, where language favors some groups; stereotyping, where groups are portrayed through limited roles; imbalance, where only one view of issues is presented; unreality, where topics are oversimplified; fragmentation, where information about groups is separated; and cosmetic bias, where inclusion seems superficial. The biases shown can relate to gender, socioeconomic status, ethnicity, age, language ability, and disabilities. Examples are given for how each type of bias might appear in textbooks regarding portrayals of gender,

1. Bias
(curriculum/textbooks)
How can teachers
detect such bias?

2. Bias in textbooks continue
 Despite guidelines issued in the 1970-80s
suggesting how to portray different groups
more fairly, recent research indicates an
imbalance persists.
 Science textbooks show more males
 History texts include more illustrations of
males
 Majority of music related figures were male
 Language arts textbooks-more stories
featuring male characters

3. 7 manifestations of bias
 Invisibility
 Linguistic bias
 Stereotyping
 Imbalance
 Unreality
 Fragmentation
 Cosmetic bias

4. Bias shown to all subgroups
 Gender
 SES
 Ethnicity/race
 Elderly
 ESL and non-English speaking
 People with disabilities

5. Invisibility
 When contributions made by groups go
largely ignored in textbooks.
 When groups are systematically excluded
from curricular materials students are
deprived of information about many of the
nation’s people.

6. Linguistic Bias
 Terms and pronouns used that favor one
group.
 Adjectives used to portray one group as
more significant/powerful-
 For example-men whose charm, elegant
ladies

7. Stereotyping
 When one group is shown to exhibit one
set of values, behaviors, and roles and
another group is in possession of another
set of values, behaviors, and roles.
 Even studies of textbooks in the 1990s depict
women in more passive roles, white males
portrayed more often as physically strong
and/or in professional careers.

8. Imbalance
 Presenting only one view of a potentially
controversial issue.
 Simplifying a complex issue due to limited
textbook space.

9. Unreality
 Controversial topics are glossed over for a
more favorable or traditional view.
 This is done to avoid offending adults who
are decision makers.
 For example-with high percentage of
marriages ending in divorce and many
children living at least part of their growing up
years in single parent households, some
textbooks still report the nuclear/2 parent
family as common.

10. Fragmentation
 When groups are in a separate section in
a text or information on the group is
provided in an insert.
 When groups are shown to primarily only
interact with and have impact within their
own group.

11. Cosmetic Bias
 Illusion of equality.
 Single and perhaps elaborate portrayal of
a group with little narrative or integration
of same group throughout the materials.

12. References
 Multicultural Education: Issues and
Perspectives
 Edited by James Banks & Cherry Banks
 2005
 John Wiley and Sons
 Powerpoint prepared by Sheryl Erickson