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As the connections between textbooks and schools, student self-esteem, and educational success are further articulated, and the ramifications of deficient textbook material are more clearly understood, textbooks become increasingly a source of concern and contention. The purpose of this study is to investigate the representation of African Americans in grade 8 American history textbooks approved by the California State Board of Education in 2005. This study develops a critical approach todoi:10.14288/1.0055195 fatcat:u4upcgvlenakxajp5ylntshwkm