Immigration as treated in early history textbooks 1789-1939: prelude to multiculturalism

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dc.contributor.authorLang, Mary Lee M.en
dc.contributor.committeechairFleming, Daniel B.en
dc.contributor.committeememberTlou, Josiah S.en
dc.contributor.committeememberLewis, Mary Annen
dc.contributor.committeememberPeters, Norma Jeanen
dc.contributor.committeememberTeates, Thomas G.en
dc.contributor.departmentCurriculum and Instructionen
dc.date.accessioned2014-03-14T21:14:44Zen
dc.date.adate2008-06-06en
dc.date.available2014-03-14T21:14:44Zen
dc.date.issued1992-04-05en
dc.date.rdate2008-06-06en
dc.date.sdate2008-06-06en
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
dc.description.degreeEd. D.en
dc.format.extentxi, 215 leavesen
dc.format.mediumBTDen
dc.format.mimetypeapplication/pdfen
dc.identifier.otheretd-06062008-172051en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-06062008-172051/en
dc.identifier.urihttp://hdl.handle.net/10919/38514en
dc.language.isoenen
dc.publisherVirginia Techen
dc.relation.haspartLD5655.V856_1992.L364.pdfen
dc.relation.isformatofOCLC# 26184110en
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subject.lccLD5655.V856 1992.L364en
dc.subject.lcshImmigrants -- Study and teaching -- United Statesen
dc.subject.lcshMinorities -- United States -- Study and teachingen
dc.subject.lcshTextbook bias -- United Statesen
dc.subject.lcshUnited States -- History – Textbooksen
dc.titleImmigration as treated in early history textbooks 1789-1939: prelude to multiculturalismen
dc.typeDissertationen
dc.type.dcmitypeTexten
thesis.degree.disciplineCurriculum and Instructionen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Educationen

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