An analysis of the treatment of China in selected elementary social studies textbooks in Virginia

This dissertation evaluates the treatment of China in a group of selected elementary social studies textbooks used in the Commonwealth of Virginia. The study examines what information about China is presented and how the information is displayed.;The sampled textbooks are selected from the approved texts recommended by the Virginia Board of Education in 1991. Content analysis is employed in the study. The amount of space allocated to China in the selected texts is analyzed. This researcher interviewed a panel of experts from both China and the United States, and incorporated their perspectives of the content under study into the analysis. She also consulted a number of college level textbooks written by leading Chinese and American scholars on Chinese culture.;The study reveals the need to update information on China in most textbooks. Introductions to China need more detailed explanation. Contemporary children's lives in China should receive more coverage. Stereotypes, omissions, and inaccuracies still exist in some texts evaluated. The study concludes with recommendations for introducing China to young children in elementary social studies textbooks.