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Racial Representation in Physical Education Textbooks for Secondary Schools

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  • María Inés Táboas-Pais
  • Ana Rey-Cao

Abstract

The purpose of this article is to examine the representation of race through images that are published in Spanish physical education textbooks for secondary schools and to offer an insight into students’ beliefs related to racial stereotypes in physical education. The sample was composed of 2,583 images and 87 secondary school pupils. The analysis was carried out through the elaboration of an ad hoc coding scheme. The results showed that people whose appearance is similar to the in-group predominate. The kind of physical activity, the field, space, and level of competence vary according to race. The textbooks analyzed in this study engender a stigmatized vision of racial diversity, and the images reproduce and reinforce racial prejudice.

Suggested Citation

  • María Inés Táboas-Pais & Ana Rey-Cao, 2015. "Racial Representation in Physical Education Textbooks for Secondary Schools," SAGE Open, , vol. 5(1), pages 21582440155, March.
    • Handle: RePEc:sae:sagope:v:5:y:2015:i:1:p:2158244015574972
    DOI: 10.1177/2158244015574972
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    Cited by:

    1. Jesús Rodríguez Rodríguez & Denébola Álvarez-Seoane & Víctor Arufe-Giráldez & Rubén Navarro-Patón & Alberto Sanmiguel-Rodríguez, 2022. "Textbooks and Learning Materials in Physical Education in the International Context: Literature Review," IJERPH, MDPI, vol. 19(12), pages 1-14, June.
    2. Ricardo J. Valencia & Derek Moscato, 2021. "Navigating #ObamainCuba: how Twitter mediates frames and history in public diplomacy," Place Branding and Public Diplomacy, Palgrave Macmillan, vol. 17(2), pages 168-179, June.

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