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California's hidden curriculum: Ins...

Espinosa, Martina Eileen.

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California's hidden curriculum: Institutional discrimination in the fourth grade.

Record Type:	Electronic resources : Monograph/item
Title/Author:	California's hidden curriculum: Institutional discrimination in the fourth grade./
Author:	Espinosa, Martina Eileen.
Description:	132 p.
Notes:	Source: Masters Abstracts International, Volume: 42-06, page: 2048.
Contained By:	Masters Abstracts International42-06.
Subject:	Sociology, Ethnic and Racial Studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1419639

California's hidden curriculum: Institutional discrimination in the fourth grade.
Espinosa, Martina Eileen.

California's hidden curriculum: Institutional discrimination in the fourth grade. - 132 p.

Source: Masters Abstracts International, Volume: 42-06, page: 2048.

Thesis (M.A.)--California State University, Fullerton, 2004.

The purpose of this qualitative thesis is to study California's fourth-grade history textbook curriculum and its historical content based on the criteria of inclusiveness, balance, comprehensiveness, concreteness, and realism. The three current state-adopted textbooks were analyzed in order to evaluate the crucial role they play in the social construction of primary students in the public school arena. Often inspired by the contexts of the times within society, the content of these textbooks is developed against the backdrop of larger social issues such as historical group exclusion and social inequality. The content analysis explores possible sociological theory applications in the area of internal colonialism, false consciousness, institutional discrimination, and critical race theory. The study provides a brief observation of California's State Board content standards and the textbook adoption process, in addition to the demographic profile of California and its student enrollment in Los Angeles and Orange counties. Further, influential California historical events that include the landmark school desegregation case of (1947) Mendez v. Westminster help illustrate the lack of inclusion within textbook curriculum that is structured from a Eurocentric perspective. Lastly, the examination of racial demographics will indicate a rise in California's Hispanic population, as well as the increased enrollment of Hispanic school children in Los Angeles and Orange counties over the last ten years. The culmination of these factors indicate the paramount importance of history textbook accuracy as a reflection of today's California society.Subjects--Topical Terms:

1017474
Sociology, Ethnic and Racial Studies.

California's hidden curriculum: Institutional discrimination in the fourth grade.
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100 1 $a Espinosa, Martina Eileen. $3 1951751
245 1 0 $a California's hidden curriculum: Institutional discrimination in the fourth grade.
300 $a 132 p.
500 $a Source: Masters Abstracts International, Volume: 42-06, page: 2048.
500 $a Chair: Michael Perez.
502 $a Thesis (M.A.)--California State University, Fullerton, 2004.
520 $a The purpose of this qualitative thesis is to study California's fourth-grade history textbook curriculum and its historical content based on the criteria of inclusiveness, balance, comprehensiveness, concreteness, and realism. The three current state-adopted textbooks were analyzed in order to evaluate the crucial role they play in the social construction of primary students in the public school arena. Often inspired by the contexts of the times within society, the content of these textbooks is developed against the backdrop of larger social issues such as historical group exclusion and social inequality. The content analysis explores possible sociological theory applications in the area of internal colonialism, false consciousness, institutional discrimination, and critical race theory. The study provides a brief observation of California's State Board content standards and the textbook adoption process, in addition to the demographic profile of California and its student enrollment in Los Angeles and Orange counties. Further, influential California historical events that include the landmark school desegregation case of (1947) Mendez v. Westminster help illustrate the lack of inclusion within textbook curriculum that is structured from a Eurocentric perspective. Lastly, the examination of racial demographics will indicate a rise in California's Hispanic population, as well as the increased enrollment of Hispanic school children in Los Angeles and Orange counties over the last ten years. The culmination of these factors indicate the paramount importance of history textbook accuracy as a reflection of today's California society.
590 $a School code: 6060.
650 4 $a Sociology, Ethnic and Racial Studies. $3 1017474
650 4 $a Education, Sociology of. $3 626654
650 4 $a Sociology, Social Structure and Development. $3 1017425
650 4 $a Education, Curriculum and Instruction. $3 576301
690 $a 0631
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690 $a 0700
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710 2 0 $a California State University, Fullerton. $3 1017845
773 0 $t Masters Abstracts International $g 42-06.
790 1 0 $a Perez, Michael, $e advisor
790 $a 6060
791 $a M.A.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1419639