Christina Thomas
Textbook Evaluation
Any yellow highlighted sections indicate that this information was found in the
textbook. A large amount of highlights would indicate a text book that has less
bias.
Evaluation Tool for Ethnic, Linguistic and Gender Biases
Directions: Use this tool as you read through a textbook. Multiple checks indicate
that a textbook has little bias.
Textbook: American Anthem Modern American History; Holt, Reinhart, Winston
Subject: ESL Civics
Grade(s): 9th grade
Audience: Bhutanese-Nepali refugees, Burmese, Congolese, Karen, Tanzanian and
Uzbek speakers.
Ethnic
 Texts
o Multiple perspectives.
 There are perspectives from diverse groups of students
representing all cultures in the U.S. and specifically those
cultures represented in your school district and school.
 There are multiple perspectives among cultural or ethnic
groups.
 Texts from Latino writers are from multiple Spanishspeaking countries and have diverse experiences and
perspectives.
o Balanced.
 The texts are balanced with realistic, non-stereotypical,
positive and empowering pieces which avoid exploitation and
victimization of cultural or ethnic groups.
 African American culture includes, but is not limited to
pieces about slavery.
 Pictures
o Pictures represent a diverse group of students representing all
cultures in the U.S. and specifically those cultures represented in
your school district and school.
o Pictures are authentic and display culturally diverse students in a
realistic manner.
o Pictures represent diversity among cultural or ethnic groups. For
example, Muslim girls are presented with hijabs and without
understanding that not every Muslim girl wears a head covering.
 Roles are not all traditional or rigid.
o Pictures of diverse cultural or ethnic groups are woven into the
content and do not appear to be isolated or treated as a distinct topic.
Linguistic
 Academic language used is rich and authentic.
o Vocabulary is robust and clearly defined or used in context to aid
comprehension.
 Language is comprehensible, but not simplistic.
 Language is culturally neutral or inclusive.
o Contains terminology from multiple cultures, not just the language
associated with white, middle class or privilege.
 Language is gender neutral.
o Unbiased and inclusive of gender neutral terms when possible.
 i.e. human vs. mankind, postal worker vs. mailman, flight
attendant vs. stewardess.
Gender
 Men and women are portrayed in positive, realistic and non-stereotypical
roles.
 There is a balance between texts from female and male writers who attempt
to engage all textbook readers.
This Civics textbook was interesting; however, it would need to be adapted for
most ESL students in my school. The language used is rich, but does not explain
vocabulary terms on the page to aid in comprehension. There is an English-Spanish
glossary along with several other useful resources, such as an atlas, biographical
dictionary and primary source documents. Most of the ELLs in my building are not
Spanish speakers. While there is a lot of good information, it would not be
comprehensible for most entering or beginning ELLs who would likely take a 9th
grade Civics course.
Also, there are references to African Americans and women; however at times
this information seems to be more of a highlight than woven into the text. This
text is written in a neutral, non-biased manner and encourages the students to
think deeper to understand multiple perspectives around American history. While
this is good, I think it would be important for teachers to pull this out for
students and to not overlook the opportunity to get others’ perspectives.
Evaluation Tool for Ethnic, Linguistic and Gender Biases
Directions: Use this tool as you read through a textbook. Multiple checks indicate
that a textbook has little bias.
Textbook: Miller & Levine Biology, Foundation Edition; Pearson
Subject: Biology
Grade(s): 9th grade
Audience: Bhutanese-Nepali refugees, Burmese, Congolese, Karen, Tanzanian and
Uzbek speakers.
Ethnic
 Texts
o Multiple perspectives.
 There are perspectives from diverse groups of students
representing all cultures in the U.S. and specifically those
cultures represented in your school district and school.
 There are multiple perspectives among cultural or ethnic
groups.
 Texts from Latino writers are from multiple Spanishspeaking countries and have diverse experiences and
perspectives.
o Balanced.
 The texts are balanced with realistic, non-stereotypical,
positive and empowering pieces which avoid exploitation and
victimization of cultural or ethnic groups.

African American culture includes, but is not limited to
pieces about slavery.
 Pictures
o Pictures represent a diverse group of students representing all
cultures in the U.S. and specifically those cultures represented in
your school district and school.
o Pictures are authentic and display culturally diverse students in a
realistic manner.
o Pictures represent diversity among cultural or ethnic groups. For
example, Muslim girls are presented with hijabs and without
understanding that not every Muslim girl wears a head covering.
 Roles are not all traditional or rigid.
o Pictures of diverse cultural or ethnic groups are woven into the
content and do not appear to be isolated or treated as a distinct topic.
Linguistic
 Academic language used is rich and authentic.
o Vocabulary is robust and clearly defined or used in context to aid
comprehension.
 Language is comprehensible, but not simplistic.
 Language is culturally neutral or inclusive.
o Contains terminology from multiple cultures, not just the language
associated with white, middle class or privilege.
 Language is gender neutral.
o Unbiased and inclusive of gender neutral terms when possible.
 i.e human vs. mankind, postal worker vs. mailman, flight
attendant vs. stewardess.
Gender
 Men and women are portrayed in positive, realistic and non-stereotypical
roles.
 There is a balance between texts from female and male writers who attempt
to engage all textbook readers.
This textbook contains many visuals and provides information on a variety of
topics in biology such as genetics, evolution, animals and the human body. Although,
I reviewed the foundational edition which is written at a lower lexile level, this
text still seems like it would be difficult for entering or beginning ELLs. I am
wondering how the science teacher would adapt the text to make it more
comprehensible. It does contain many graphics and key vocabulary words are
highlighted on the page on which they are mentioned. There are also Checks for
Understanding which might be useful for ELLs to check their comprehension.
There are not very many pictures of humans in this book; however, the majority
of pictures seem to be of white males, especially the scientists and the pictures of
people working. I would like to investigate a section called Untamed Science videos
further, because these pictures in the book seem to show indigenous looking people
with strange facial expressions. Some of these people may actually look similar to
ELLs in my school. I would like to watch these videos to ascertain if they are
stereotypical or biased in any manner.
Evaluation Tool for Ethnic, Linguistic and Gender Biases
Directions: Use this tool as you read through a textbook. Multiple checks indicate
that a textbook has little bias.
Textbook:
Hampton-Brown Edge Reading, Writing and Language
Subject: ESL II
Grade(s): 9-10th grade; beginning level
Audience: Bhutanese-Nepali refugees, Burmese, Congolese, Karen, Tanzanian and
Uzbek speakers.
Ethnic
 Texts
o Multiple perspectives.
 There are perspectives from diverse groups of students
representing all cultures in the U.S. and specifically those
cultures represented in your school district and school.
 There are multiple perspectives among cultural or ethnic
groups.
 Texts from Latino writers are from multiple Spanishspeaking countries and have diverse experiences and
perspectives.
o Balanced.
 The texts are balanced with realistic, non-stereotypical,
positive and empowering pieces which avoid exploitation and
victimization of cultural or ethnic groups.

African American culture includes, but is not limited to
pieces about slavery.
 Pictures
o Pictures represent a diverse group of students representing all
cultures in the U.S. and specifically those cultures represented in
your school district and school.
o Pictures are authentic and display culturally diverse students in a
realistic manner.
o Pictures represent diversity among cultural or ethnic groups. For
example, Muslim girls are presented with hijabs and without
understanding that not every Muslim girl wears a head covering.
 Roles are not all traditional or rigid.
o Pictures of diverse cultural or ethnic groups are woven into the
content and do not appear to be isolated or treated as a distinct topic.
Linguistic
 Academic language used is rich and authentic.
o Vocabulary is robust and clearly defined or used in context to aid
comprehension.
 Language is comprehensible, but not simplistic.
 Language is culturally neutral or inclusive.
o Contains terminology from multiple cultures, not just the language
associated with white, middle class or privilege.
 Language is gender neutral.
o Unbiased and inclusive of gender neutral terms when possible.
 i.e human vs. mankind, postal worker vs. mailman, flight
attendant vs. stewardess.
Gender
 Men and women are portrayed in positive, realistic and non-stereotypical
roles.
 There is a balance between texts from female and male writers who attempt
to engage all textbook readers.
This textbook was very interesting and had uplifting stories. Vocabulary and
grammar were infused into the stories which gave them context. The language was
rich and academic. The vocabulary was defined in simpler terms on the same page
as the text.
There were many Latinos and African Americans featured in this text. The
texts, pictures and art work featured throughout this textbook are culturally
relevant; however, there were not many Asians which is the predominant ethnicity
of our ESL population.