Gender equality remains one of the most relevant and therefore most often discussed research subjects. Women's rights and opportunities for self-realization have expanded significantly in recent decades; however, gender discrimination is still encountered in nowadays culture. Various studies show stereotype threat as being one of the undeniable factors for shaping stereotype-based worldview. It is proven that any representation of gender in purely traditional roles not only shapes students’ understanding of abilities and interests of their gender but also has a negative impact on tests' results of a negatively stereotyped group. The object of this study is to evaluate the content of mathematics teaching material used in Lithuanian high schools, and the aim is to investigate the manifestations of stereotyping threats in educational books with qualitative content analysis using an author’s evaluation matrix. The article presents results that reflect stereotype threat in mathematics teaching materials for Lithuanian fifth grade students.
Balanced gender representation allows stereotype threat effect to be avoided so it is important in any type of educational materials, but it is even more so in national assessments as in some cases their outcome determines opportunities for young people. This study is centered on gender representation in the country-wide [Lithuanian] assessments of students' mathematical knowledge and skills, particularly, on the national assessments and exams level. The research data was analyzed using the authors' evaluation matrix. There were seven categories of topics found in contextual problems: free time and socialization, housework, movement, sagacity, shopping, skillfulness and sports. Study shows that some types of assessments represent genders in a more balanced way than others. When compared to other educational or entertainment sources of written information, national assessments of mathematical achievements seems to represent gender in a more balanced way.
Fifth graders as young adolescents are recognisable by training their abilities to think critically and questioning gender roles. It is known that any representation of gender in purely traditional roles shapes students’ minds and influences their understanding of their abilities and interests. Therefore, their learning environment must be suited for students‘ growth as intellectuals. Textbooks, being one of the most popular tools between teaching materials, are responsible for the righteous portrayal of gender roles. The object of this study was to evaluate mathematics textbooks for the fifth graders using comparative analysis. For this research, four textbooks for fifth graders were chosen to be evaluated based on their usage in schools. Mixed methodology content analysis was performed together with evaluation analysis that was based on content analysis findings. For research purposes, the author‘s evaluation matrix was created. This research showed results determining the stereotypical portrayals of gender roles in all examined teaching materials. The portrayal of gender mostly dominated in traditional roles, almost in all categories was domination by males, except for traditionally ‘feminine’ household activities, also in some cases, there was a devaluation of women’s logical skills. It showed that the portrayal of man’s gender had superiority over the woman’s gender.
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