Overview

This empirical research was commissioned by the Korean Cultural Center of New York and conducted by a Brigham Young University research team directed by Prof. Mark Peterson. The purpose of our research was to determine how Korea is treated in various world history, world geography, world culture, and American history textbooks written for the secondary schools in the United States. The research focused on both the extent and depth of coverage. We also looked for errors, and biases; we evaluated indexes; and we counted visuals (charts, graphs, maps, and photographs) that featured Korea. Generally, texts that wrote more about Korea, were more accurate, whereas those that gave little coverage tended to make errors and reveal biases. There was no correlation between comprehensive coverage and comprehensiveness of indexes nor of numbers of visuals.

Research Methods

Initially, we read each text eight times, by as many as eight readers, but after the first year, having gained experience and confidence in the evaluations, as few as three readers read each text.

The following is a list of the researchers involved in this project:

Originally we created blank forms which we used to record points. We then entered those figures on to a spread sheet.

The first time through we were looking for a range of topics that we could expect a secondary school text to cover. The range of topics were outlined on a form we created that we called a "tally sheet", then a researcher went through each text logging each entry on Korea. The tally sheet provided space for total numbers of sentences, the context of each sentence, and the points for each sentence according to the context (whether the chapter/section was devoted to Korea).

Then we had four researchers, each with different backgrounds, read each text looking for biases. Then two researchers (one of the four who read for a second time, and one new researcher) read each text looking for factual errors. Then we reread and double checked the results looking particularly at those aspects that stood out, either positively of negatively.

The object of our research included twenty-nine world history textbooks, twelve world geography textbooks, six world culture textbooks and thirty-six American history textbooks. We obtained copies (photocopied) from holdings at the Utah State Board of Education initially, and then contacted publishers directly for texts that were not in the collection at the Utah State Board of Education. The textbooks represented twenty-nine publishers, many with diverse formats of presentation. Click here for information about which textbooks were used in this study:

Weighted Point Scale

The following is a list of categories and respective points allotted. The purpose of weighting the evaluation was to give greater credit to texts that focused on Korea, that devoted chapters or sections to Korea. More points were given when Korea was treated in depth than when Korea- related topics were mentioned in sections devoted to other countries.

In addition to the weighted-point scale, we also calculated the number of words devoted to Korea in each text. Results of both methods of evaluation are included in tables and bar graph presentations.

We also counted the number of references to Korea in the index, and additionally, we counted the number of charts, graphs, maps and photographs relating to Korea.

Texts Included in Study

Findings

Our highest evaluations were given to texts that treated Korea as a separate entity - texts that had chapters or sections devoted to Korea. We consider the weighted point scale a better indication of fair treatment that the total word count. Some texts rated higher on the weighted points scale, and some ranked higher in total word count. Texts that scored higher on the former were those that gave Korea its own sections or chapters. The latter were those that took a general approach and mixed in data on Korea with other countries. Our weighted scale shows our preference for seeing Korea treated as a separate or independent topic.

On both scales, our evaluation revealed a wide range of quality in the textbooks in their coverage of Korea. On the weighted point scale the best book was a world culture text that had a score of 1742. The worst overall text was also a world culture text that had only 4 points. The best American history text had 738 points; the worst had 50. The best world history text had 712 points, the worst had 36. The best world geography text had 1324 points, the worst had 12. Some texts offered blanket coverage of topics, but had little depth. Other texts covered a few specific topics in greater depth. The best texts had both width and depth.

Conculsions

One book, in World Cultures, was by far the best text in its treatment of Korea. We hope that all other texts by all other publishers will eventually treat Korea as fully and fairly. In our individual evaluations we gave each text a percentile score showing how it compared to the best book. We also gave each a percentile score showing its standing within its own category.

We were surprised to see that Korea was treated extensively in several American history texts. Not only would they write about the Korean War, but would include Korean-American immigrants and recent trade issues as well.

Overall, the coverage of Korea in textbooks in the United States is improving. Efforts of Korean-Americans, the Korean Cultural Centers, and Korean Studies specialists is starting to show results. Unfortunately, there are still many poor quality books available. The problem, however, unlike the situation in Japan, is not one of distortion; but rather a lack of interest. From interviewing publishers, there are so many countries in the world, all deserve some attention, and yet there is only so much space available, and some countries are left out. The influence of the Korean-American community, more than anything else, has created a demand for more and better coverage of Korea. Some publishers have responded to the need for more coverage on Korea, but some have not.

One essential factor for Korean citizens and the Korean government to understand is that the United States is a very large, diverse country without a central educational policy. The Department of Education has virtually nothing to do with textbooks. Decisions are made at the state and city or county level. Some states have a uniform textbook policy; but most leave decisions as to which text to adopt tot he local school district or to the individual school or teacher. Thus, there are numerous publishers (twenty-nine) in just the areas of history, culture, and geography. We surveyed 83 books, but some older editions and some obscure editions were unavailable to us - there are a tremendous number of options available to teachers and students in the United States.

As one of the objectives of our project, we have contacted several publishers to both learn of the publishing process and to assist them in making improvements regarding Korea. Many publishers welcome our assistance and are sincere in their efforts to present accurate, up-to-date information about Korea. We are optimistic that the situation will continue to improve.

All Texts Included in Study Comments & Questions