Sexist and Nonsexist Materials: What Impact Do They Have?

Scott, Kathryn P.

doi:10.1086/461206

Cited by 15 publications

(8 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Cincotta (1978) suggests that gender-role stereotypes, as a kind of perception, are formed in the pupils' minds mainly through textbooks. Scott (1980) also believes that books may have considerable impact on children's attitudes, values, and behaviour as they spend a great deal of time on reading in schools. That is, they acknowledge that the selection of materials is important for wider policy.…”

Section: Introductionmentioning

confidence: 99%

Gender representation in a Hong Kong primary English textbook series: the relationship between language planning and social policy

Yang

2011

Current Issues in Language Planning

View full text Add to dashboard Cite

Language-in-education planning in the form of materials planning has an important role to play in achieving a society's social goals. Gender stereotyping has been found in previous language textbook studies. Although gender bias has declined, some recent studies suggest that it still exists. This study analysed the content and language of a recently published Hong Kong English language textbook series for grade one students to explore its gender representation. The results of the study showed that males and females were almost equally represented and were portrayed in a similar range of activities. Females were also more visible in both illustrations and texts. The phenomena of females being underrepresented and male dominance that occurred in the previous textbook studies did not exist in the textbook series examined, though males were still mentioned first when two nouns were paired for gender. One implication that can be drawn from the results is that gender stereotyping or how gender is represented in textbooks should be an important factor to be considered when school teachers select textbooks for their students, and this aspect should be highly emphasized in the government's policy manual for selection of textbooks for use in schools, given the fact that textbooks may have strong influence on children's development of values and attitudes.

show abstract

Section: Introductionmentioning

confidence: 99%

Gender representation in a Hong Kong primary English textbook series: the relationship between language planning and social policy

Yang

2011

Current Issues in Language Planning

View full text Add to dashboard Cite

show abstract

“…Holdsworth (2007) holds that "education plays a vital role in shaping, questioning and reinforcing the identities of boys and girls, in addition to helping shape perceptions about gender relations and equality in society outside the classroom" (p. 62). Also, some years ago, Scott (1980) pointed out that textbooks would be the major stimulus in paving the ground for having conspicuous effect on students' attitudes, values, and behaviors.…”

Section: Resultsmentioning

confidence: 99%

“…Cincotta (1978) states that sex-role stereotype, as a kind of perception, is the stimulus of the students' reflection toward their textbooks. Here, one can resort to Scott's (1980) viewpoints that textbooks are considerably the main stimuli in paving the ground for having conspicuous impact on students' attitudes, values, and behaviors. Sadker and Zittleman (2007, p. 144) state that "students spend as much as 80 to 95 percent of classroom time using textbooks and that teachers make a majority of their instructional decisions based on the textbook."…”

mentioning

confidence: 99%

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

Roohani

Zarei

2013

Indonesian J. Appl. Linguist

View full text Add to dashboard Cite

Textbooks can affect learners' attitudes, viewpoints, and their choice of language in second/foreign language (L2) communication. The various ways in which the people are displayed in communication may affect students' viewpoints. This study was an attempt to examine several potential areas of gender-bias in the representation of women and men in the pre-university English textbook, an English language teaching (ELT) textbook with two volumes taught in the high schools of Iran. To evaluate this textbook, content analysis was done in terms of gender-bias, gender-neutral, male-generics, and the firstness in the reading texts, instructions, exercises and illustrations. The frequency and percentages of names, nouns, pronouns and pictures attributed to each gender (i.e., males and females) were obtained and chi-square tests were carried out. In general, names, nouns and pictures pertinent to males outnumbered those attributed to females. Besides, there was a statistically significant difference between males and females in the two volumes of the pre-university textbook in terms of the above features. Also, male-oriented terms came first more frequently. However, there was not a statistically significant difference between male and female pronouns between the two volumes, though the percentage of male pronouns was higher. Moreover, the textbook included many gender-neutral nouns and pronouns not having any gender orientations. Findings indicated that the Iranian pre-university English textbook was somehow male-oriented and gender-biased as regards names, nouns, firstness and pictures associated with them though great efforts were made to avoid specific gender orientations.Keywords: Evaluation, gender-bias, pre-university, textbooks MENGEVALUASI BIAS GENDER DALAM BUKU TEKS PRA-UNIVERSITAS DI IRANAbstrak: Buku pelajaran bisa mempengaruhi perilaku, sudut pandang, dan pilihan bahasa para pelajar dalam komunikasi bahasa asing atau bahasa kedua mereka. Pajanan atas beragam cara orang-orang berkomunikasi bisa mempengaruhi sudut pandang para siswa. Kajian ini merupakan upaya untuk mencermati beberapa bidang yang berpotensi mengandung bias gender dalam representasi perempuan dan laki-laki pada buku pelajaran Bahasa Inggris pra-universitas, sebuah buku pengajaran bahasa Inggris yang terdiri atas dua volume yang diajarkan di sekolah-sekolah menengah di Iran. Untuk mengevaluasi buku pelajaran ini, analisa isi dilakukan untuk hal-hal yang berkaitan dengan bias gender, kenetralan gender, keumuman pria, dan kepertamaan dalam teks bacaan, perintah, latihan, dan ilustrasi. Frekuensi dan persentase

show abstract

“…Scott (1980) argues that textbooks have a considerable impact on children's attitudes, values, and behaviors as the children shall spend a great deal of time reading and learning them at school. Specifically, it is also argued that gender stereotyping in a social group (like schools) may decrease the students' achievement motivation and encourage them to set lower school aspirations and lower their interest in certain subjects (Scheye and Gilroy, 1994).…”

Section: Literature Reviewmentioning

confidence: 99%

The Representation of Gender in a Popular Primary School EFL Textbook Series in China

Xiong

2017

International Journal of Education and Practice

View full text Add to dashboard Cite

Article HistoryTextbooks play an important role in teaching and learning and have a great impact on the students in aspects such as cultural values, norms, and attitudes towards social roles and identities. In particular, textbooks are of great importance to the education for gender equity. This study aims to explore the representation of genders to find if there is any bias and stereotype in a set of English textbooks used in primary schools in Guangzhou, a metropolitan city in South China with a population of more than ten million. The investigation looks at the textbooks from aspects of frequency of genders, the social roles females and males play in different settings, and the priority of mention when both genders are referred to on one occasion. The results suggest that stereotypes and imbalanced representation of genders and gender social roles are evident in the textbooks. The paper also gives some suggestions as to materials writing and teaching.Contribution/ Originality: This study examines the representation of gender in an English textbook series used in Chinese primary schools and finds evidence of stereotypes and imbalanced representation of gender. Besides, it gives some suggestions as to materials writing and teaching.

show abstract

Sexist and Nonsexist Materials: What Impact Do They Have?

Cited by 15 publications

References 10 publications

Gender representation in a Hong Kong primary English textbook series: the relationship between language planning and social policy

Gender representation in a Hong Kong primary English textbook series: the relationship between language planning and social policy

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

The Representation of Gender in a Popular Primary School EFL Textbook Series in China

Contact Info

Product

Resources

About