scholarly journals Gender Representation on Pictures, Dialogues and Reading Texts in “Bahasa Inggris Untuk Kelas X SMA/Ma”.

2021 ◽  
Vol 11 (3) ◽  
pp. 334-343
Author(s):  
Devi Arini Murrikaningrum ◽  
Januarius Mujiyanto ◽  
Mursid Saleh
Keyword(s):  
Gender Stereotypes ◽  
Female Gender ◽  
Gender Stereotype ◽  
Qualitative Approach ◽  
Gender Representation ◽  
Gender Neutral ◽  
Reading Text ◽  
And Gender ◽  
Gender Specific ◽  
Reading Texts

This study focuses on gender representation of the picture, dialogue, and reading texts in a textbook – Bahasa Inggria Untuk Kelas X SMA/MA. For Grade X Senior High School. It used a descriptive qualitative approach, and its objective was both to investigate gender representation in the pictures, dialogue, and reading text and, the representation between them. The study revealed that male domination was found in the picture, dialogues and, reading text as seen from gender visibility, gender-specific nouns, gender-stereotypes. Only, in the dialogues gender stereotype was dominated by female. The relation between picture, reading text and, dialogues, have similarity was dominated by a male, as seen from gender-neutral and gender-specific nouns. Although gender stereotypes and gender visibility in the dialogue were dominated by a female. Gender visibility, gender stereotype, gender-neutral and gender-specific noun between reading texts and pictures, have similarity was dominated by male. The representation between reading text and pictures support each other because they are mutually sustainable. Gender visibility and gender stereotype in the reading text and dialogue have unequal dominated. Gender visibility in the reading text is dominated by a male, while gender visibility in the dialogue is dominated by a female.

An investigation of STEM Interest, Mathematics Beliefs and gender stereotypes among pre-service early childhood educators

2020 ◽  
Author(s):  
Thomas Delahunty ◽  
Máire Ní Ríordáin ◽  
Mark Prendergast
Keyword(s):  
Early Childhood ◽  
Gender Stereotypes ◽  
Self Efficacy ◽  
Gender Stereotype ◽  
Early Childhood Teacher ◽  
Cultural Barriers ◽  
Global Issue ◽  
Underrepresentation Of Women ◽  
And Gender ◽  
Stem Interest

BackgroundThe underrepresentation of women in STEM fields is a pervasive global issue. Despite evidence casting doubt on the preconceived notions that males outperform females in these domains, gender stereotype beliefs persist and have been highlighted as potential cultural barriers limiting females opportunities. Gender stereotype and ability beliefs emerge in early childhood and recent evidence has highlighted early childhood education as a promising period for the cultivation of positive STEM dispositions. AimsThis study investigated gender stereotype beliefs, mathematical self-beliefs and STEM attitudes among a sample of pre-service early childhood teachers to assess the existence of stereotype endorsements and predictive relationships with STEM interests.SampleParticipants were pre-service early childhood teacher (N=74), mean age 21.17 years, 4 males and 70 femalesMethodsElectronic surveys utilising a series of pre-established scales, measuring gender stereotype bias from ability and cultural perspectives, mathematical self-belief variables (self-efficacy, self-concept, anxiety), and interest in STEM, were distributed. ResultsRegression analysis reveal previous level of mathematical study at secondary school, social persuasions as a sources of self-efficacy and gender stereotype endorsements as significant predictors of overall attitude to STEMConclusions Findings suggest the importance of previous school experience and social influences as well as participants’ gender stereotype endorsements in influencing interest in STEM. These data are discussed in light of implications for teachers; future practice and teacher education

scholarly journals Dynamics of Gender-Specific Behaviors in the Digital Educational Environment

2021 ◽  
Vol 15 (24) ◽  
pp. 155-166
Author(s):  
Jeļena Badjanova ◽  
Dzintra Iliško ◽  
Svetlana Ignatjeva ◽  
Margarita Nesterova
Keyword(s):  
Information And Communication Technologies ◽  
Rapid Change ◽  
Female Gender ◽  
Well Being ◽  
Educational Environment ◽  
Digital Learning ◽  
And Gender ◽  
Teachers Professional Development ◽  
The Impact ◽  
Gender Specific

During the social distancing, an increasing number of people use communication applications, various types of digital tools and programs. Various video conferencing platforms are regularly used in the educational environment. The study presents the analyses how intensive is the use of Information and Communication Technologies (ICT) in the educational environment and how it can change cognitive-behavioral gender differences. This is particularly important to pay a special attention to the analysis of gender as a dynamic category, to take into account the processes of gender socialization and transformation of gender identification in the changing social environment. The research methods also included a set of additional methods, such as a focus group on different aspects of gender-specific behavior in the digital learning environment, putting together collages, as well as the method of the unfinished sentence related to the impact of ICT on teachers' professional development and well-being. In the course of the study, it was recognised that the design of social models of male and female gender-specific behaviour includes more than the basic gender identity and gender stability: in today's society, there is a multiplicity of views on the similarities and differences of gender-specific behaviours, and a rapid change in the accepted social guidelines and behavioural patterns is in progress, socio-cultural norms that define the psychological characteristics of women and men, their patterns of behaviour.

scholarly journals Inequalities for Indonesian Men to Pursue Fashion as a Career

2018 ◽  
Vol 73 ◽  
pp. 11012
Author(s):  
Muhammad Iman Adi Perkasa
Keyword(s):  
Equal Opportunity ◽  
Gender Stereotype ◽  
Qualitative Approach ◽  
Self Concept ◽  
Fashion Industry ◽  
Subjective Experiences ◽  
The Subject ◽  
And Gender

Indonesia’s fashion industry can be growth rapidly, but did not give the equal opportunity for man who wants to pursue career in the industry, due to gender stereotype in fashion which occurs in Indonesia. In prior researches, fashion examined as gendered activity and identically with women. This study aims to testify the existences of gender stereotype and inequalities among four Indonesian men who pursue fashion as a career, by describing their subjective experiences using qualitative approach and constructivism paradigm. This study concluded that in Indonesia, inequalities existed among four subjects due to gender stereotype. It is happened after the implications of society perspectives, that fashion perceived to be a career which linked with women rather than men. Also found in this study, that inequalities and gender stereotype also affected all of the subject self-concept. These factors made their self-concept tend to be low, but also encourages two of them to achieved many things and excel in the fields of fashion. So, they can be good examples to the society who underestimated them.

Women and Men in Accounting Textbooks: Exploring the Hidden Curriculum

2007 ◽  
Vol 22 (3) ◽  
pp. 459-480 ◽  
Author(s):  
Wendy M. Tietz
Keyword(s):  
Content Analysis ◽  
Gender Role ◽  
Gender Stereotypes ◽  
Hidden Curriculum ◽  
Qualitative Approach ◽  
Accounting Faculty ◽  
Introductory Accounting ◽  
And Gender

The purpose of this study is to examine the representation of gender in introductory accounting textbooks. A content analysis of the homework items, the pictures, and the stories contained in 19 introductory accounting textbooks was conducted using both a quantitative and a qualitative approach. The results show that women and men are represented very differently throughout textbooks, thereby reinforcing gender stereotypes and gender role stratification. Given the accounting profession's explicit desire to increase diversity, accounting faculty need to be more aware of the implicit messages conveyed by our pedagogical materials.

scholarly journals Analysis of gender representation in basic level English textbooks in Ghana

2019 ◽  
Vol 37 (2) ◽  
pp. 98-109
Author(s):  
F. N.K. Nunoo ◽  
D. P. Mensah ◽  
E. Adu Boahen ◽  
I. E. N. Nunoo
Keyword(s):  
Gender Bias ◽  
Gender Stereotypes ◽  
Gender Stereotype ◽  
Men And Women ◽  
Critical Knowledge ◽  
Males And Females ◽  
English Textbooks ◽  
Stereotypical Roles ◽  
Gender Specific ◽  
Basic Level

Textbooks are known to influence the behaviours and worldview of children. Apart from imparting critical knowledge to pupils, textbooks also encourage pupils to form certain perceptions and stereotypes, including the ‘appropriate’ gender-specific roles in society. This paper examined gender stereotypes in the content and design of the Pupil’s English textbook at the Basic Level in Ghana using content analysis. The study revealed that, as teaching materials, the English Pupil’s Books 1, 2 and 3 displayed gross gender bias that reinforces the stereotypical roles of males and females in Ghanaian society. This does not reflect the development of society towards equality between men and women since there was no equality in how both genders are represented in the textbooks.Keywords: Gender; stereotype; gender stereotype; textbooks 

scholarly journals EXPLORING GENDER REPRESENTATION: PATRIARCHAL PERPECTIVES FROM EFL SECONDARY SCHOOL TEXTBOOKS IN INDONESIA

2020 ◽  
Vol 7 (11) ◽  
pp. 146-153
Author(s):  
Ive Emaliana ◽  
Arcci Tusita
Keyword(s):  
Secondary Schools ◽  
Gender Stereotypes ◽  
Gender Mainstreaming ◽  
Gender Representation ◽  
Classroom Teachers ◽  
Learning Material ◽  
Corpus Linguistic ◽  
Service Training ◽  
And Gender ◽  
Frequency Counts

This paper seeks to investigate whether the Indonesian government's attempt to promote a gender-equal society in recent decades and improve gender awareness are reflected in patterns of gender representation in EFL textbooks in secondary schools. The study made an analysis of four compulsory textbooks published in 2016 with corpus linguistic tools (e.g. pronouns, occupation, amount of talk) and how gender is represented in the visuals (or illustrations) through conducting frequency counts of the occurrence of male and female characters and the spheres of activities they engaged, to investigate the ration of female-to-male appearances, the extent of use of gender-neutral, and gender-marked constructions, common address titles for reference, and order of appearance of women and men. The findings show that there is a need for evaluation of the existing language textbooks in secondary schools, with the aim of promoting a more gender-balanced learning material. Moreover, the classroom teachers raise the need for the promotion of initial as well as in-service training for teachers on issues of ‘gender stereotypes’, ‘language sexism’ and ‘gender-mainstreaming policies’.

scholarly journals Is Spanish Becoming more Gender Fair? A Historical Perspective on the Interpretation of Gender-specific and Gender-neutral Expressions

2013 ◽  
Vol 58 (1) ◽  
Author(s):  
Uwe Kjær Nissen
Keyword(s):  
Public Discourse ◽  
Native Speakers ◽  
Change Over Time ◽  
Gender Representations ◽  
Clear Cut ◽  
Gender Neutral ◽  
And Gender ◽  
Male Image ◽  
Gender Specific ◽  
Over Time

During the last three decades, many recommendations for a gender fair Spanish language have been proposed, but, generally speaking, it has been the substitution of the so-called 'masculine generic' (e.g. los profesores 'the teachers [masc.]') by gender neutral (e.g. el pro¬fesorado 'the staff of teachers) or explicit references (e.g. los profesores y (las) profesoras 'the teachers [masc. and fem., resp.]') which has been favoured. Two important assumptions are implicit in these recommendations. First, the sentences containing the masculine forms would lead to associations primarily to men (thus leaving women 'invisible'), whereas sentences containing either the gender-neutral forms or the gender-explicit references would evoke a generic association. Second, the associations between form and mental representation are considered inalterable and unlikely to change over time. This paper intends to interrogate these assumptions by means of two questionnaire investigations that were carried out in Spain in 1995 and 2005 in which native speakers of Spanish were asked to complete specific filler sentences. The results of both investigations demonstrate that there is no clear-cut correspondence between certain linguistic forms and the mental (gender-) representations evoked in peoples' minds. For example, a masculine form is not automatically connected with a male image. The investigation also shows that some associations significantly change over time; for example, a clear male bias of the masculine form in the first study seems to have vanished within a time span of ten years. With respect to another aim of the gender fair recommendations - namely to make women more visible in public discourse – the investigations show that this, indeed, is best achieved by explicitly referring to women. Interestingly, this result appears to be stable over time. Altogether, it seems justifiable to conclude that the assumptions underlying the recommendations for a gender fair language can be challenged. At any rate, it is important to point out that these assumptions are subject to change over time - at least within politically influenced language matters – and perhaps faster than has been expected.

scholarly journals Gender Exclusion in Textbooks: A Comparative Study of Female Representation in Provincial ELT Textbooks of Pakistan

2019 ◽  
Vol 9 (5) ◽  
pp. 377
Author(s):  
Sajid Waqar ◽  
Mamuna Ghani
Keyword(s):  
National Curriculum ◽  
National Level ◽  
Female Gender ◽  
Gender Representation ◽  
Female Representation ◽  
Comprehensive Comparison ◽  
Gender Based ◽  
And Gender ◽  
Gender Images ◽  
Analytical Tools

The focus of this study was female gender representation in secondary level ELT textbooks published by four different textbook boards of Pakistan, namely Baluchistan Textbook Board, Sindh Textbook Board, Khyber Pakhtunkhwah Textbook Board and Punjab Textbook Board. It targeted a comprehensive comparison between the female gender images as represented in four sets of textbooks and gender conceptions of their respective female readers. To achieve the objectives, the study was divided into two parts: In part 1, the textbooks by four state-run textbook boards were analyzed and in part 2, their respective female readers’ gender conceptions were collected and analyzed. The study employed multi-dimensional analytical tools like manifest, latent analysis and Fairclough (2001) CDA model for interpretation and explanation of textbook discourse. The study revealed a low representation share of female gender in four sets of textbooks. It brought out that female readership had stereotype conceptions regarding the attributes, professions and activities as appropriate for the female gender. It was also found that Sindh and Punjab Textbook Boards had improved female gender representation than other provincial textbook boards. The quantitative findings of part 2 proposed that textbooks could play a vital part in modeling gender conceptions of readership as Sindh and Punjab Textbook Boards’ female readership showed better gender conceptions. The study recommended a gender-based test of the textbooks at national level prior to publication to ensure gender equality as directed in National Curriculum.

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