Addressing Gender Bias Issues in Elementary School Efl Textbooks: An Analysis of Grow With English

Nashriyah,; Maulida, Rizka; Ningsih, Yuni Setia; Yusuf, Yunisrina Qismullah

doi:10.18510/hssr.2020.837

Cited by 6 publications

(7 citation statements)

References 12 publications

(10 reference statements)

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“…On the contrary, the reality of the movement and implementation of gender equality in Indonesia is otherwise. The result of this present study and the previous findings from (Agni et al, 2020;Emilia et al, 2017;Nashriyah et al, 2020;Nunun et al, 2020) indicate that the disparity between men and women still exists in social life in which women are still considered to be dependent to men and still unsymmetrical compared to men in Indonesian EFL textbooks.…”

Section: Discrimination Toward Representation In Activitiessupporting

confidence: 70%

“…Moreover, the same result concerning gender representation in EFL textbooks is also revealed in other studies in the Indonesian context. Nashriyah et al (2020) explored gender representation in EFL textbooks for elementary school and pointed out every single textbook is gender-biased. Males dominated three categories, namely: priority, activity, and occupation.…”

Section: Discrimination Toward Representation In Activitiesmentioning

confidence: 99%

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Gender representation in the textbook for vocational school students in the Indonesian EFL settings

Yanti

Wirza

2022

ELTF

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A textbook is expected to cover all of the teaching necessities as well as educational values contained in the curriculum. Conversely, many scholars or researchers in the study of gender representation portrayed English language textbooks tend to have gender-biased in terms of gender representation in which males are represented more than females in many aspects. Hence, investigating how males and females are represented in Indonesian EFL textbooks is highly beneficial to be explored to clarify and update the finding based on the previous studies. The concern of this current study is to investigate gender representation in the Indonesian EFL textbook for vocational school students by using the framework proposed by (Amerian & Esmaili, 2014). The analysis of the data is based on critical discourse analysis and content analysis. Surprisingly, congruent with most previous studies, the finding reflects that there is inequality in terms of gender representation in which females are underrepresented in the textbook. The finding of this recent study pinpoints the depiction of how males and females are represented and depicted in the Indonesian EFL textbook, as a result, it is expected to convey the awareness of scholars, educators, textbook writers or designers, and policymakers as well related to this issue. Then, it is still highly suggested for scholars or researchers in future studies exploring gender representation in Indonesian EFL textbooks by using other books or other levels of education to evaluate the development of this issue.

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Section: Discrimination Toward Representation In Activitiessupporting

confidence: 70%

Section: Discrimination Toward Representation In Activitiesmentioning

confidence: 99%

Gender representation in the textbook for vocational school students in the Indonesian EFL settings

Yanti

Wirza

2022

ELTF

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“…Furthermore, the research has also led to the another proposition that, although the majority tends to regard public relations as a profession that both men and women can work, some of the public and practitioners consider the public relations profession to be more suitable for women. This finding shows that the development of democracy in Indonesia is getting better, which is one indicator, according to Nashriyah et al (2020), is the reduction of gender discrimination. Moreover, public relations is a profession dominated by female workers (Erzikova & Berger, 2016;Place & Vanderman-Winter, 2018) or female concentrated and female dominated (Pompper & Jung, 2013).…”

Section: Discussionmentioning

confidence: 91%

Public Relations or Humas: How do the public and practitioners perceive it?

Kriyantono

Anggraini²

2020

KOMUNIKATIF

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This study aims to describe the public and practitioner's perceptions of the public relations or Humas profession. Public relations plays a role in maintaining the credibility of the organization which is built from public perceptions. Apart from public relations, this profession is also called humas. However, based on Propechy's Self-Fulfilling Theory, it is possible to have different meanings by the public and practitioners related to these two terms. This study uses a constructivist approach (qualitative) and interview methods to collect data. The number of informants was 200 people in Malang City. The focus of this research is to find perceptions about what public relations or humas is, its functions, its relation to gender, and educational background. This research produces four propositions, namely public and practitioner perceptions of public relations and humas tends to be positive, public relations and humas are considered the same profession, men and women are perceived to be practitioners in this profession, and practitioners should come from the discipline of communication science and public relations. This research contributes to challenge the previous view that public relations is seen as an attempt to manipulate communication messages.

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“…He found a portrait of gender injustice against women in the instructional textbooks. This researcher stated that based on a critical perspective of feminism, women were portrayed unfairly in EFL textbooks (Nashriyah et al 2020). The researcher said that in these textbooks, women were illustrated taking part in domestic affairs, without many roles outside internal matters.…”

Section: Literature Reviewmentioning

confidence: 99%

Women’s images and gender equality in Arabic textbooks for non-Arabic speakers: A case study on Al-Asas in Sudan

Uyuni¹,

Haryanti

Izzuddin

2023

HTS Teologiese Studies / Theological Studies

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The purpose of this article was to analyse gender biases from the wider range of gender discussion written in Arabic textbooks Al-Asas volumes 1, 2 and 3, published by Sinan Al-Alamiyyah in Sudan. This research employed a qualitative approach with the implementation of critical discourse analysis (CDA). The results showed that unjust descriptions of female characters usually appear in textbooks: pictures of women as second-class and illustrations of gender bias. The pictures were always dominant among members of the community. Furthermore, there were also positive images showing the position of women among men and women having the same rights. The findings theoretically highlighted the implementation of CDA to analyse the content of Arabic textbooks for non-Arabic speakers. As a practical implication, both readers and the users, either native or non-native Arabic speakers, could avoid the nurturance of gender biases in their social lives. The main conclusion would be that the users of the textbooks can consequently identify gender bias in the textbooks.Contribution: Through the findings of positive images on the position of women within society and women’s equality rights, it is hoped that this research would become a medium of increasing social awareness about the importance of achieving gender equality. The application of the study should include the improvement of the textbooks specifically referring to gender biases that would influence users of the textbooks in different countries.

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Addressing Gender Bias Issues in Elementary School Efl Textbooks: An Analysis of Grow With English

Cited by 6 publications

References 12 publications

Gender representation in the textbook for vocational school students in the Indonesian EFL settings

Gender representation in the textbook for vocational school students in the Indonesian EFL settings

Public Relations or Humas: How do the public and practitioners perceive it?

Women’s images and gender equality in Arabic textbooks for non-Arabic speakers: A case study on Al-Asas in Sudan

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