Abstract
Racial bias reinforces White Americans as normative, thereby contributing to limiting, slanting, or controlling information to students. Although racial bias has been documented in non-nursing textbooks, racial bias has never been researched in nursing textbooks. The purpose of this study was to identify and critique selected content areas from three fundamental textbooks for the presence or absence of racial bias. Although textbooks are only one aspect of a curriculum, they are powerful instructional tools. The two research questions were: (1) What is the portrayal of African Americans in fundamental nursing textbooks? and (2) Is there a presence or absence of racial bias in fundamental nursing textbooks? Critical hermeneutics guided the analysis of content addressing African Americans from three content areas: history, culture, and physical assessment/hygiene.
Sigma Membership
Pi Nu
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Qualitative Research
Keywords:
Racial Bias, Nursing Textbooks, Inclusive Education
Advisor
Dee Baldwin
Degree
PhD
Degree Grantor
Georgia State University
Degree Year
2000
Recommended Citation
Byrne, Michelle M., "Uncovering racial bias in fundamental nursing textbooks: A critical hermeneutic analysis of the portrayal of African Americans" (2020). Dissertations. 1615.
https://www.sigmarepository.org/dissertations/1615
Rights Holder
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All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2020-07-16
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 9962688; ProQuest document ID: 304589042. The author still retains copyright.