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For students, first-year Spanish materials may provide their earliest, and sometimes only, exposure to the histories of the Spanish-speaking world. Using content analysis of four entry-level textbooks, the study examines included nations, referenced time periods, and reference styles. Findings show widespread exclusion and exoticizing references, producing reductionist history views and Othering of contemporary groups.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/history-through-first-year-secondary-school-spanish-textbooks-a-content-analysis/594749/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/history-through-first-year-secondary-school-spanish-textbooks-a-content-analysis/594749.png","ImageObject",300,407,{"name":92,"@type":93},"Ben ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-19","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the study focus on first-year secondary school Spanish textbooks?","Question",{"text":112,"@type":113},"Because many students who take entry-level Spanish do not continue to advanced levels, these textbooks may be their first or only engagement with the histories of the Spanish-speaking world.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What method does the study use to evaluate the textbooks?",{"text":117,"@type":113},"The study applies content analysis to four entry-level secondary school Spanish textbooks, examining the nations included, the time periods referenced, and how references are made.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the main findings about how history is depicted?",{"text":121,"@type":113},"The textbooks exclude many nations, time periods, and concepts, leading to reductionist views of history. References also tend to be exoticized, contributing to Othering of contemporary groups.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594749,1792190946,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478951081,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","UC Berkeley  \nBerkeley Review of Education  \nTitle  \nHistory Through First-Year Secondary School Spanish Textbooks: A Content Analysis  \nPermalink  \n[https://escholarship.org/uc/item/9bs374xg](https://escholarship.org/uc/item/9bs374xg)  \nJournal  \nBerkeley Review of Education, 4(2)  \nISSN  \n1947-5578  \nAuthor  \nHolley-Kline, Sam  \nPublication Date  \n2013-01-01  \nPeer reviewed  \n[eScholarship.org](eScholarship.org) Powered by the California Digital Library  \nUniversity of California  \nAvailable online at [http://escholarship.org/uc/ucbgse_bre](http://escholarship.org/uc/ucbgse_bre)  \nHistory Through First-Year Secondary School Spanish Textbooks: A Content Analysis  \nSam Holley-Kline1  \nStanford University  \nAbstract  \nAlthough enrollments in secondary school Spanish have risen over the past few decades, the Spanish-speaking world (Latin America, in particular) tends to be underrepresented or absent in history textbooks. Given that not all students who take entry-level Spanish classes will continue to more advanced levels, the first-year Spanish textbook may be some students’first or only engagement with the histories of the Spanish-speaking world. Using content analysis, I evaluate four entry-level secondary school Spanish textbooks for the nations they include, the time periods they reference, and the ways in which those references are made. My analysis indicates that many nations, time periods, and concepts are excluded, resulting in reductionist views of history. The histories referenced tend to be exoticized, resulting in the Othering of contemporary groups. Further approaches are suggested.  \nKeywords: Spanish textbooks, historiography, textbook studies, secondary education, content analysis  \nWhere do the United States ’ secondary school students learn about the histories of the Spanish-speaking world? History classes would seem the most logical place, but previous studies of history textbooks have found their coverage of Latin America—the region home to most native speakers of Spanish—lacking. For example, Salvucci (1991) found that not one of the ten textbooks she evaluated “sustain[ed] its occasionally successful treatment”(p. 213) of Mexican history. Commeryas and Alvermann (1994) as well as Greenfield and Cortés (1991) found problems in the coverage of Latin American histories in general, with the latter asserting that “in [world history] courses, once the age of European exploration has passed, Latin America virtually disappears from history”(p. 289) . Even in undergraduate world history textbooks,“Latin America barely enters the narrative” (Besse, 2004, p. 411) . Furthermore, such criticisms are not new: Vito Perrone’s 1965 study of primary- and secondary-school textbooks finds fault with the resultant student understandings of Latin American culture and history (as cited in Meier, 1969) .  \nSuch deficiencies are coupled with growing enrollments in Spanish courses. For example, in the 29 years between Perrone’s 1965 study and that of Commeryas and  \n1 Correspondence concerning this article should be addressed to: Sam Holley-Kline, Department of Anthropology, Main Quad, Building 50, Stanford University, Stanford, California 94305. Email: [samhk@stanford.edu](samhk@stanford.edu)  \nBerkeley Review of Education Vol. 4 No. 2, pp. 221-240  \n222 Holley-Kline  \nAlvermann, Spanish enrollments increased from 12.3% to 27.2% of all public school students in the United States (Draper & Hicks, 2000) . This trend does not appear to be weakening: in 2008, of the roughly 91% of secondary schools in the United States that offered a foreign language, 93% of them offered Spanish (Rhodes & Pufahl, 2010) . As Draper and Hicks (2000) assert,“Spanish continues to dominate language instruction in the United States” (p. 1) . However, enrolling in introductory Spanish classes does not ensure that students will continue with the language, either in secondary school (e.g., Speiller, 1988) or college (e.g., Alonso, 2007) . As Pratt, Agnello, an","cbCaiihkXw1NUDcE","https://ap.wps.com/l/cbCaiihkXw1NUDcE","pdf",936103,21,"English","# Abstract\n# Introduction and Background\n# Research Questions and Approach\n# Literature Review","[{\"question\":\"Why does the study focus on first-year secondary school Spanish textbooks?\",\"answer\":\"Because many students who take entry-level Spanish do not continue to advanced levels, these textbooks may be their first or only engagement with the histories of the Spanish-speaking world.\"},{\"question\":\"What method does the study use to evaluate the textbooks?\",\"answer\":\"The study applies content analysis to four entry-level secondary school Spanish textbooks, examining the nations included, the time periods referenced, and how references are made.\"},{\"question\":\"What are the main findings about how history is depicted?\",\"answer\":\"The textbooks exclude many nations, time periods, and concepts, leading to reductionist views of history. References also tend to be exoticized, contributing to Othering of contemporary groups.\"}]","History Through First-Year Secondary School Spanish Textbooks - A Content Analysis | PDF",1792079772,53]