Gender Stereotype Analysis of the Textbooks for Young Learners

Sovič, Anja; Hus, Vlasta

doi:10.1016/j.sbspro.2015.04.080

Cited by 35 publications

(21 citation statements)

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“…During the motivational content analysis of four textbooks on Ukrainian literature [8][9][10][11] all texts in them were studied: 100 texts (2 nd form), 84 texts (3 rd form), 91 texts (4 th form), 47 texts (5 th form), totally -222 texts; the total volume is 801 pages; the total number of motive situations was 974 (on the contrary, McClelland's comparative intercountry study used a method of selective text analysis: "in each case, twenty-one stories were selected at random from at least three different readers from the second, third, and fourth grades" [2, p. 432]). The Table below presents the results of the content analysis of textbooks, in which two indicators are used: the number of situations in which a certain motive of behavior is manifested and percentage of these situations with respect to all analyzed motivational contexts.…”

Section: The Results Of Motivational Content Analysis Of Ukrainian Tementioning

confidence: 99%

“…As demonstrated by Bowles S. and Gintis H. in "Schooling in Capitalist America", there is a correspondence between schooling and the social-class and economic system; the school transfers and consolidates certain values, motivational patterns, cognitive skills that contribute to the reproduction of a certain type of social relations [3]. Modern researchers pay special attention to studying the influence of gender and professional stereotypes, verbalized or visualized in school textbooks, on the process of forming the social identity of schoolchildren, often using the content analysis method [4][5][6][7][8][9].…”

Section: Literature Reviewmentioning

confidence: 99%

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Motivational Content Analysis of Primary School Textbooks on Literature in Context of D. McClelland’s Theory

Батаева¹

2018

Obraz. nauka

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Introduction. The main motives of human behavior are formed at the primary school age. Several factors play a determining role in children's development: upbringing in the family, style of teaching at school, quality of popular literature and other sources of information, and, in particular, school textbooks. The special importance is given to the content quality of school textbooks. The influence of school textbooks is determined by the fact that school children should necessarily get familiar with the printed materials, resulting, as a consequence, in accepting the patterns of social interaction and motive-codes introduced there. Due to high constructivist potential of school textbooks, it seems necessary to carry out content analysis of textbooks' for the purpose of identifying the influence on certain motive trends formation in schoolchildren. The aim of the publication is to present the methodology of motivational analysis of school textbooks on literature and the results of its approbation when studying the motivational content of Ukrainian textbooks for primary school. Methodology and research methods. The research methodology is based on comparative, socio-constructivist, sociocultural and system-activity approaches to implementation of educational process and preparation of didactic materials. Scientific methods involve: analysis and synthesis of the content of sociological, socio-psychological, pedagogical and methodical literature; content analysis of educational texts. Results and scientific novelty. The author's methodology of motivational content analysis of primary school textbooks on literature developed in the context of D. McClelland's theory is described. As the main categories of motivational content analysis of texts, the motives of behavior introduced by D. McClelland (achievements, affiliation, positive and negative power, avoidance of failure) as well as the motives of self-expression and refusal of affiliation have been used. As a result of the analysis of Ukrainian textbooks on literature for the 2 nd-5 th forms, it has been revealed that the affiliation motive occurred to be the dominant one, which has a positive motivational tendency. Among negative motivational tenden

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Section: The Results Of Motivational Content Analysis Of Ukrainian Tementioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Motivational Content Analysis of Primary School Textbooks on Literature in Context of D. McClelland’s Theory

Батаева¹

2018

Obraz. nauka

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“…Based on the literature review, children's books still show gender bias. For example, more depicting men than women and using traditional gender roles to portray male and female characters in children's books [14], [15], [24] Exploring gender bias in children's books is deemed necessary because children's books are a medium for gaining knowledge. As one of the media used by children in everyday life, children's books provide various interpretations for children as readers.…”

Section: The Urgency Of Gender Equality In Children's Booksmentioning

confidence: 99%

Does Gender in Children’s Books Matter?

Lestari¹,

Yulindrasari²

2021

Proceedings of the 5th International Conference on Early Childhood Education (ICECE 2020)

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This paper analysed gender representations in children's books. To be specific, the paper assesses gender equality in children's books. In general, children acquired gender concepts from the culture within the society. Then, it is transmitted through various media, book is one of them. Gender is defined as a characteristic of men and women constructed by society and culture. As one of cultural products, books convey cultural messages including gender messages. Children's books contain narratives and pictures of men and women and messages about contemporary men and women. Based on literature research this paper argues that children's books contribute to shaping children's understanding about society and themselves. This paper is organized as follows, first, the concept of gender will be explained. Second, the paper will combine several previous studies on various issues and how children's books constructed the concept of gender for children. Third, the paper analyses the importance of gender equality in children's books. The paper concludes that children's books play an important role in shaping children's understanding about gender equality.

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“…Most textbooks adopt visual images as assistant interpretations out of their immediacy and interest. The illustration presents children a resource that expands their world, connects them to society's values, and helps them define who they are [32]. However, visual images are often regarded as decorations [33].…”

Section: Visual Imagementioning

confidence: 99%

Gender Bias in the Curriculum: A Reflection from the English Textbook

Rong¹,

Xue²,

Zhang³

et al. 2021

Proceedings of the 2021 5th International Seminar on Education, Management and Social Sciences (ISEMSS 2021)

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This paper seeks to explore gender discrimination in the school EFL textbooks. With the awakening of gender equality awareness, gender bias in education has been widely concerned. As a tool in the teaching process, the textbook is one of the essential parts of education, which influences teachers' teaching methods and affects students' ideology. Thus, gender bias contained in the textbook imposes far-reaching and negative influence on students' confidence, learning enthusiasm, future family participation, and employment choice. Also, this paper analyses the representations of gender bias in the textbook from the perspective of visual image and verbal language. Finally, this paper proposes that alleviating the phenomenon of gender bias in textbooks needs the publicity from all walks of life, media dissemination, and financial support for book revision.

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Gender Stereotype Analysis of the Textbooks for Young Learners

Cited by 35 publications

References 1 publication

Motivational Content Analysis of Primary School Textbooks on Literature in Context of D. McClelland’s Theory

Motivational Content Analysis of Primary School Textbooks on Literature in Context of D. McClelland’s Theory

Does Gender in Children’s Books Matter?

Gender Bias in the Curriculum: A Reflection from the English Textbook

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