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While decades of scholarship demonstrate that U.S. history textbooks have incrementally told a fuller story of U.S. history, our review of nine prominent high school history textbooks illustrates how these texts perpetuate systemic racism and uphold the socially constructed centering of whiteness. Those contemporary textbooks’ accounts of 13 unjust government actions directed against different minoritized groups reveal three narrative strategies that continue to displace systemic racism from the nation's narrative:  omitting  refuses to acknowledge the existence of unjust actions;  minimizing  reduces the pernicious effects of those actions; and  severing  disconnects those actions from governmental culpability. We conclude with recommendations for how textbook creators might work against the systemic racism that has permeated the collective memory of the U.S..

Perpetuating the past: U.S. high school history textbooks and systemic racism