Reading about Women in World History Textbooks from One Feminist Perspective

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Abstract
The purpose of this study was to analyze the content on women in three secondary school world history textbooks used in the USA from one feminist perspective. The analyses involved recursively reading, coding, and interpreting all of the content pertaining to women across the three texts. The macroanalysis yielded a 16-category coding scheme that reflected the areas most emphasized in the presentation of women's contributions to world history, at least as described in each of the textbooks. The microanalysis was conducted to examine the language used for the content coded 'women's rights' and similarly for that coded 'power', 'fighters', or 'mediators'. The results of this feminist content analysis of world history textbooks signal the importance of teachers and students engaging in reading subtextually and resistantly.

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