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dc.contributor.authorLang, Mary Lee M.en_US
dc.date.accessioned2014-03-14T21:14:44Z
dc.date.available2014-03-14T21:14:44Z
dc.date.issued1992-04-05en_US
dc.identifier.otheretd-06062008-172051en_US
dc.identifier.urihttp://hdl.handle.net/10919/38514
dc.description.abstractThe purpose of this study was to discover the degree to which thirty-nine secondary textbooks used in the united States from 1789 to 1939 covered the significant topics that comprised the immigrant experience. Immigrants from Europe, Japan, and China were studied. Using a topic outline as the basis for discussion, authors' comments that were typical representations of their viewpoints were included. Besides this outline, which formed the heart of this study, several other evaluative measures were used. Bias was determined by using an evaluative coefficient analysis system. A picture identification checklist was utilized to classify designated components of each picture. Also, page coverage was included for the topic of immigration as well as by immigrant group classification. The results of this study indicated that immigration was not a significant topic in the early American history textbooks until after World War I. This investigation also revealed that immigration was treated in an biased light by the 1789-1939 historians. Bias that favored the English immigrants was discovered when page and topic coverage was analyzed. Bias by the omission of immigrant contributions was found. Pictures, too, formed a negative stereotype of the immigrant as a victim of crowded cities and the lines of Ellis Island.en_US
dc.format.mediumBTDen_US
dc.publisherVirginia Techen_US
dc.relation.haspartLD5655.V856_1992.L364.pdfen_US
dc.subjectUnited Statesen_US
dc.subject.lccLD5655.V856 1992.L364en_US
dc.titleImmigration as treated in early history textbooks 1789-1939: prelude to multiculturalismen_US
dc.typeDissertationen_US
dc.contributor.departmentCurriculum and Instructionen_US
dc.description.degreeEd. D.en_US
thesis.degree.nameDoctor of Educationen_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineCurriculum and Instructionen_US
dc.contributor.committeechairFleming, Daniel B.en_US
dc.contributor.committeememberTlou, Josiahen_US
dc.contributor.committeememberLewis, Mary Annen_US
dc.contributor.committeememberPeters, Norma Jeanen_US
dc.contributor.committeememberTeates, Thomas G.en_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-06062008-172051/en_US
dc.date.sdate2008-06-06en_US
dc.date.rdate2008-06-06
dc.date.adate2008-06-06en_US


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