Evaluating Gender-Bias in the Iranian Pre-University English Textbooks

Roohani, Ali; Zarei, Mandani

doi:10.17509/ijal.v3i1.194

Cited by 12 publications

(19 citation statements)

References 27 publications

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“…A comparative analysis of gender stereotypes in the textbooks of two Arab countries found that textbooks in Jordan featured female characters 20.8 percent of the time as compared to almost zero or no mention of achievements of women in Palestine [ 71 ]. Likewise in Iran, some studies pointed out female exclusion and the quality of representation in the textbooks (e.g., [ 61 ] [ 72 – 74 ]). Bahman and Rahimi, for instance, examined different aspects of gender bias in 3 volumes of English textbooks taught in secondary schools in Iran [ 72 ] and found 70%-80% names, nouns, pronouns, and adjectives to be male specific.…”

Section: Literature Reviewmentioning

confidence: 99%

Gender stereotypes and education: A comparative content analysis of Malaysian, Indonesian, Pakistani and Bangladeshi school textbooks

2018

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Using government secondary school English language textbooks from Malaysia, Indonesia, Pakistan and Bangladesh, we conducted a quantitative content analysis in order to identify gender stereotypes in school education. In total, 21 categories of exclusion and quality of representation were used to study gender stereotypes. Our analysis confirms a pro-male bias in textbooks: the aggregate female share is 40.4% in textual and pictorial indicators combined. Female occupations are mostly traditional and less prestigious while the characters are predominantly introverted and passive in terms of personality traits. Women are also shown to be mostly involved in domestic and in-door activities while men have a higher presence in professional roles. Systematic underrepresentation of females is evident regardless of whether we look at the text or pictures. A cross-country analysis shows that the female share in picture content is only 35.2% in Malaysia and Bangladesh. Overall, the proportion of female to male characters (text and pictures combined) is balanced in Malaysia and Indonesia (44.4% and 44.1% respectively) while this share is only 24.4% and 37.3% in Pakistani and Bangladeshi textbooks respectively. The finding of underrepresentation of women in Pakistani textbooks, in terms of quality and quantity, is robust to the selection of province-, grade- and subject-specific textbooks, as well as the range and type of categories used.

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Section: Literature Reviewmentioning

confidence: 99%

Gender stereotypes and education: A comparative content analysis of Malaysian, Indonesian, Pakistani and Bangladeshi school textbooks

2018

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“…Studies had been conducted in order to know the effectiveness of teachers and students' roles in the class (Rahimi & Hosseini Karkami, 2015;Soodmand Afshar, & Doosti, 2014;Mahmud, 2017Mahmud, , 2018. Gender issues in relation to English language teaching, have also been investigated recently (Mahmud, 2010;Roohani & Zarei, 2013;Viriya & Sapsirin, 2014). Many other studies had revealed the complicated problems faced by English learners in learning English (Serag, 2011;Krashen, 2013).…”

Section: Introductionmentioning

confidence: 99%

“…An example of study was conducted by Puteh, Zin, & Ismail (2016), which confirmed that gender differences need to be given attention since "the difference between the girls and boys has been attributed to reading engagement among the students (p. 118). Therefore, gender differences are assumed to influence the choices of those learning strategies (Ehrman & Oxford, 1989;Oxford, 1990;Gurian, 2001;Severiens & Dam, 2005;Zhenhui, 2005;Logan & Johnston, 2009;Yilmaz, 2010;Park & French, 2011;Roohani & Zarei, 2013;Tam, 2013;Viriya & Sapsirin, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…This facts shows that the area of education, especially English language teaching, is one of the potential areas to observe the relationship of gender differences in communication. Studies conducted by many scholars (Earl-Novell, 2001;Martin & Marsh, 2005;Zhenhui, 2005;Lee & Collins, 2008;Wang, 2009;Mahmud, 2010;Yilmaz, 2010;Burck, 2011;Božinovi, 2011;Park & French, 2011;Roohani & Zarei, 2013;Hassaskhah & Zamir, 2013;Kobayashi, 2014) had revealed that gender differences should be considered as an important factor in English language teaching.…”

Section: Introductionmentioning

confidence: 99%

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Exploring Students’ Learning Strategies and Gender Differences in English Language Teaching

Mahmud

Nur

2018

ijole

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The main objective of this paper is to explore the learning strategies of male and female students and to discuss those strategies in relation to gender differences. This research was conducted in one senior high school in Makassar, Indonesia. The number of respondents was 71 students taken randomly by using Slovin formula among 250 students. The study used quantitative and qualitative data. The quantitative data were collected by using a questionnaire of SILL whereas the qualitative data were taken by using interview. The learning strategies were discussed based on Oxford's learning strategies (1990) whereas the notion of gender differences in relation to learning strategies was discussed in the framework of gender differences in communication proposed by Lakoff (1975, 1976) and (Tannen, 1990, 1994). Findings from the questionnaire show that female students use cognitive, compensation, and affective strategy more often compared to male students while male students use memory, metacognitive, and social strategy more often compared to female students. Findings from the interview show that female and male students chose different learning strategies. In addition, those learning strategies were influenced by the notion of gender differences in communication. These findings significantly give beneficial inputs to the process of English language teaching in order to create effective teaching and classroom interaction. It also provides significant contribution to the study on language and gender in communication in a setting of education and language teaching.

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“…One of them was the issue of politeness in teacher and student interaction (Zena, Marlyna Maros & Nor Fariza Mohd Nor, 2012;Senowarsito, 2013). Gender issues in relation to English language teaching have also been investigated recently (Mahmud, 2010;Roohani & Zarei, 2013;Viriya & Sapsirin, 2014). 226 happenings in the classroom".…”

Section: Introductionmentioning

confidence: 99%

Communicative Styles of English Students at the State University of Makassar

Mahmud

2017

GEMA

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Communication has a crucial function in English language teaching because failure in communication will result in unsuccessful process. Therefore, it is important to investigate the styles of communication used in the classroom, especially by students. The focus of this paper is to explore the expressions used by a group of students to communicate in the classroom. This paper is based on a study conducted in 2015 at the State University of Makassar, South Sulawesi, Indonesia. This study focused on two English classes which employed classroom presentations as the learning strategy. To collect data, the researcher recorded the classroom presentations of the two classes. Twelve recordings from twelve groups of students were obtained, transcribed, and analyzed by using discourse analysis approach. The communicative styles used by the students were discussed based on the communication strategies of Dörnyei and Scott (1997) and the students' talk was analyzed based on Brown's FLINT system (2000). Findings show that students employed various styles to communicate in the classroom presentations. Their communicative styles can be in the form of speech acts, discourse markers, language choices, address terms, and the inclusion of regional terms derived from the Bugis-Makassar language such as the pronounko and softeners -mi and -ji. Findings of this study are relevant in the development of English language teaching, particularly in effort to create effective classroom interaction.

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Evaluating Gender-Bias in the Iranian Pre-University English Textbooks

Cited by 12 publications

References 27 publications

Gender stereotypes and education: A comparative content analysis of Malaysian, Indonesian, Pakistani and Bangladeshi school textbooks

Gender stereotypes and education: A comparative content analysis of Malaysian, Indonesian, Pakistani and Bangladeshi school textbooks

Exploring Students’ Learning Strategies and Gender Differences in English Language Teaching

Communicative Styles of English Students at the State University of Makassar

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