This significance was as vital in the past as it is today, especially when it came to the representation of subjects concerning race. Using a foundation of twenty junior high school and high school level U.S. History textbooks, this paper argues that the influence of dominant scholarship and attitudes of the 1950s led to slaves primarily being represented through the lens of the white majority while the voices of those who experienced the institution first-hand were largely ignored. This study stands out from others by analyzing the dominant assumptions and expectations of the time period, publishing companies, and students. By examining the textbooks in this way, it shows the implications of social and cultural beliefs and practices for educational materials and the youth who read them.
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