Abstract
This study utilized a feminist approach in the examination of Advanced Placement (AP) high school art history textbooks within several Northern California school districts to identify the quantity and quality of text devoted to the genders including the descriptors/labels; role representations, stereotypical or multidimensional (gender with race, class, marriage status/sexuality); and the impact/influence such textbooks may have on students in connection with teacher discourse. Thereby, this study highlights the underlying political curriculum that represents either hegemonic bias or emancipation of the oppressed in the representation of women as artists and subjects of art.
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