Concept of Gender and Logic of Social Integration as Demonstrated in U.S. History Textbooks since the Culture Wars

本研究的目的是了解（通过教科书）的历史教育的内容在美国文化战争后，并探讨自20世纪60年代以来，妇女在社会和家庭层面上获得的新角色的表达。本研究以1980年代后的典型历史教科书为研究对象，以数据库为基础，对后反弹时代的性别观进行了调查分析。分析结果表明，美国历史教科书逐渐形成了一种对社会范畴的意义进行考察和反思的话语，这也表明了这种话语作为教育知识的有效性。

This study aimed to understand (through textbooks) the contents of history education in the United States after the Culture Wars, and to explore the expression of the new roles that women have acquired since the 1960s at the societal as well as domestic levels. After recording the contents of typical history textbooks after the 1980s in a database, we conducted a survey to analyze the post-backlash concept of gender. The results of this analysis conclude that U.S. history textbooks have gradually adopted a discourse of examining and reviewing meanings that have been attached to social categories ; the results also indicate the effectiveness of this discourse as educational knowledge.