Carson posted an interesting article the other day about a study that recommends that Texas A&M and the University of Texas pay less attention to the themes of race, class, and gender in their American history curricula. If you want to read me gagging legibly, check out my lengthy comment to his article.
I first encountered this subject while reading an article in the Chronicle of Higher Education. In sense, it states that:
The report by the National Association of Scholars and its affiliate, the Texas Association of Scholars, examined the textbooks and other readings for 85 sections of lower-division American history courses at the two schools in fall 2010. All too often, the report concluded, the readings gave students “a less-than-comprehensive picture of U.S. history,” with the situation “far more problematic” at UT than at A&M.
The article goes on and contends that:
At UT, 78 percent of the faculty members who taught the freshman and sophomore classes were deemed “high assigners” of race, class and gender readings, meaning that more than half of the content had such a focus. At A&M, 50 percent of faculty members were deemed high assigners of such material.
This topic is problematic it that it is…
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