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The inclusion of biased statements within textbooks which are widely regarded by students as unimpeachable records of factual statement is startling to say the least. There are several serious ramifications that this disturbing trend may have on the nation's educational efficacy, with entire generations of students learning from wildly disparate perspectives depending on the vagaries of publishing arrangements, administrative agendas, and other corruptive forces. Research on the construction of textbook content, and the role of the author in delivering an effective educational experience, has shown that "the author is assumed to be the supreme authority ... (and) the importance of the content coupled with the esteem of the author leaves students at the mercy of bias, prejudice, and a one-dimensional perspective of history" (Hickman & Porfilio, 2012). Students are vulnerable to biased information because they are impressionable and eager to absorb new information, which means the presence of instruction which has been contaminated by author bias can create lasting damage in terms of the establishment of common knowledge, historical fact, and shared social experience. In light of the natural susceptibility to influence exhibited by young students, the most current literature on author bias in educational materials "indicates that researchers and teachers -- as an academic community -- need...
Educators are the last line of defense between the authors hoping to imbue social studies teachings with ideological, religious, political, or other bias, because as adults they should be capable of critically examining the text for prejudicial views before they are introduced to students.
References
Dhand, H. (1988). Bias in social studies textbooks: New research findings. History and Social Science Teacher, 24(1). Retrieved from http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtS earch_SearchValue_0=EJ383085&ERICExtSearch_SearchType_0=no&accno=EJ38308 5
Hickman, H., & Porfilio, B.J. (2012). New Politics of the Textbook: Critical Analysis in the Core Content Areas (Vol. 2). SensePublishers.
Matus, R., & Solochek, J. (2011, January 21). Patriots United claims bias toward Islam in school textbooks?. The Tampa Bay Times. Retrieved from http://www.tampabay.com/news/education/k12/patriots-united-claims-bias-toward-islam- in-school-textbooks/1146816
Stambaugh, J.E., & Trank, C.Q. (2010). Not so simple: Integrating new research into textbooks. Academy of Management Learning & Education, 9(4), 663-681. Retrieved from http://www.immagic.com/eLibrary/ARCHIVES/GENERAL/AOM_US/A101201S.pdf
Cognitive bias and Social Desirability Bias in Research Study Cognitive Bias Exercise 1: Impact of cognitive biases on the research process. Cognitive bias is an individual's tendency to base an opinion or decision on inconsistent perception or knowledge of research data. Cognitive bias may cause either a success or failure of a project. The nature of decisions by the researcher may contribute to the success or failure of the research project. A
SOCIAL INSTITUTIONS AND African-American How do major social institutions contribute to the creation and preservation of race, gender and social class status arrangements? The purpose of this paper is to explore the experiences of women of color for instance, the Native American, African-American, Mexican-American, and Asian-American) within the context of education, labor, or the family. Furthermore, the impact of stereotyping, the implicit bias and social racism influences the behavior aspects and patterns
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Social Work Exercise The imaginary recording helped me to examine the language that I use commonly, and listen for embedded biases. I noticed that I assumed that the client could hear me and see me, rather than acknowledge the fact that the client could be deaf or visually impaired. It might be helpful to establish immediately whether the client requires assistive technologies when understanding the types of services we provide. I also