Gender Inequality Represented in English Textbooks: A Literature Review

Abstract

Ideologies are contested through discourses; thus, textbooks can be a fertile ground for implanting the prevalence of women's marginalization in society, or they can also be used for deconstructing the ideology. The present study aims to provide a general map of how English as a foreign language reflects gendered stereotypes. The study was library research that used the results of previous studies to answer the research questions. Using George's method, the study chose thirty articles published in 2010 - 2021, then critically reviewed. The critical reading was continued with mapping the results of the studies, and their arguments on gender stereotypes included English as Foreign Language textbooks worldwide. The review revealed that there had been prevalent marginalization of women in English textbooks reflected through the depiction of women as less dominant, inferior than men, primarily domestic, generally weak, powerless, voiceless, and passive. Such male prevalence was also found in Indonesian EFL textbooks. Many previous studies admit that male prevalence and women marginalization in EFL textbooks reflect reality in society. Nevertheless, the present study takes the standpoint that calls for the utilization of textbooks to deconstruct gendered binary oppositions that marginalize women by deliberately designing textbooks that impart awareness about gender equity.

Representation of Gendered Language in English Textbook for Indonesian Junior High Schools

“…This confirmed the stereotyped that gender deals with the process of how should men and women play a role and act in accordance with the values, social norms, and culture where they live (Eckert, 2003). It corroborates that society maintains the power where men's language is privileged due to the patriarchal system and positioned men to have the leading roles in the public sphere (Blangsinga et al, 2021;Mihira et al, 2021;Whitehead, 2006). It is also associated with the deficit approach where women lack some characteristics of men.…”

“…This finding shows that women lack status in society; thus, the expression of uncertainty is favored during speaking. It was caused by the cultures where women's culture is indirect, elaborate, and person-focused while men's culture is direct, status-oriented, and object-focused (Blangsinga et al, 2021;Curaming & Curaming, 2020;Dabbagh, 2016;Emilia et al, 2017;Mihira et al, 2021;Mulac, Bradac, & Gibbons, 2006). This confirmed the stereotyped that gender deals with the process of how should men and women play a role and act in accordance with the values, social norms, and culture where they live (Eckert, 2003).…”

“…Patriarchy positioned to play the central in public sphere such as leader and fathers exert control over his families, children, and properties (Whitehead, 2006). Women are stereotyped to have responsibility in the domestic roles such as doing household chores and childcare while men in contrast are stereotyped as the leader who active in outdoor activities (Blangsinga et al, 2021;Lewandowski, Mattingly, & Pedreiro, 2014;Mihira et al, 2021;Pilcher & Whelehan, 2004).…”

“…Hence, girls play with dolls, and boys play with cars. These gendered social practices strongly associate men with public life and women with domestic life (Bischoping, 1993;Blangsinga et al, 2021;Dasopang, 2019;Mihira et al, 2021). Men should be masculine through their actions and speech.…”

“…Indonesia Government has established its own Ministry of Women Empowerment and Child Protection since 1978; yet the effort to raise awareness about gender bias and women marginalization should be shared by various stakeholders, including those in educations. English textbooks, for example, includes examples of language use that can easily reproduce patriarchal hierarchies and gender-biased binary oppositions (Blangsinga, Suwastini, Lasmawan, Adnyani, & Rusnalasari, 2021;Ferreira & Vasconcelos, 2019;Mihira, Suwastini, Artini, Jayantini, & Budiarta, 2021). Depictions of weak women and inclusion of language use that are typically weaken women's position as speaker can negatively affect students' perceptions that limit the female students' behavioral, linguistic, and social roles (Ahmad & Shah, 2019;Blangsinga et al, 2021;Ena, Yulia, & Prabandari, 2016;Lee & Mahmoudi-Gahrouei, 2020;Sulaimani, 2017).…”