Date of Graduation
Doctor of Philosophy in Curriculum and Instruction (PhD)
Curriculum and Instruction
Second Committee Member
Education, Content analysis, Diversity, French as a foreign language, Illustrations, Textbooks
Textbooks in all content areas have been criticized for the hidden curriculum that subtly teaches messages, which elevate some cultural groups while diminishing the efforts and contributions of other cultural groups. Research into the hidden curriculum and inclusion of diversity in French textbooks has been limited. The present study focused on the inclusion of diversity in terms of race/ethnicity, gender, socioeconomic status, disability, and body size present in the illustrations of the three newest French One textbooks. Results indicate that diversity has increased but the diversity within the illustrations does not always mirror the actual demographics of the United States public school classrooms.
Adamson, S. R. (2013). Subtle Messages: An Examination of Diversity in the Illustrations of Secondary Level One French Textbooks. Graduate Theses and Dissertations Retrieved from https://scholarworks.uark.edu/etd/680