Inclusion of Arab-Americans and Muslim-Americans Within Secondary U.S. History Textbooks


  • Monica Mona Eraqi Chippewa Valley Schools - Dakota High School


Arab-Americas, Muslim-Americans, stereotypes, education, social studies curriculum, multicultural education, textbooks


Over the past two decades, textbook publishers have made large improvements by including multicultural education within their texts.  U.S. history textbooks have specifically included diverse perspectives.  The increased inclusion of diverse perspectives creates a more historically accurate depiction of how various cultures have contributed to the growth and success of America and promotes cultural pride and understanding.  Unfortunately, the same is not true of Arabs, Muslims, and Arab and Muslim-Americans.  A contextual analysis of five U.S. history textbooks was conducted to determine if Arab, Muslim, Arab-American and Muslim-American contributions and achievements were included.  The results determined that Arabs and Muslims are included within U.S. history textbooks, but primarily during times of conflict.  Arab and Muslim-Americans are typically not included nor are their contributions and achievements. 

Author Biography

Monica Mona Eraqi, Chippewa Valley Schools - Dakota High School

Monica M. Eraqi has a doctorate in Curriculum and Insrtruation with a concentration on Arab-American and Muslim-American studies from the University of Michigan - Dearborn. She is a veteran social studies teacher at Dakota High School in Macomb, Michigan, is a regular presenter at the Arab-American National Museum, and has served as assistant professor of multicultural education at Madonna University.