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’.

Nauczycielskie atrybucje zdolności do matematyki uczniów i uczennic

2017 ◽  
pp. 25-40
Author(s):  
Dorota Turska ◽  
Urszula Oszwa
Keyword(s):  
Secondary Schools ◽  
Mathematics Teachers ◽  
Gender Stereotypes ◽  
Female Students ◽  
And Gender

The present study tested the hypothesis that gender differentiates teachers’ attributions of students’ ability to learn mathematics. Mathematics teachers in secondary schools (n = 120) completed the Polish versions of Ability Attribution Scale (AAS) and Gender Stereotypes Scale (GSS), by J. Tiedemann (2002). AAS concerned the assessment of students (n = 720), both boys and girls with low, average and high scores in mathematics. GSS assessed the degree of teacher’s acceptance of the stereotypical belief that mathematics is the domain of men. There has been an empirically attained relationship between the teachers’ belief that mathematics is a male domain and the attribution asymmetry, detrimental for the female students.

“Cinderella” Vs “Timun Mas”: Exploring Gender Stereotypes and Culture as Learning Material Purposes

2021 ◽  
Vol 11 (1) ◽  
pp. 10-19
Author(s):  
Cynantia Rachmijati ◽  
Sri Supiah Cahyati
Keyword(s):  
Gender Roles ◽  
Gender Stereotypes ◽  
Social Order ◽  
Learning Material ◽  
Learning Materials ◽  
Male Characters ◽  
The Social ◽  
Cultural Content ◽  
And Gender

Gender roles are an important part of culture. How the genders are portrayed in the literature contributes to the image young adults develops of their gender roles and the role of gender in the social order. This research entitled  “Cinderella VS Timun Mas : Exploring gender stereotypes and culture as learning materials purposes” aimed to analyze the content of both “Cinderella” and “Timun Mas” which cover: 1. Occupations and Gender Stereotypes; 2 Centrality of Female and Male Characters; 3. Culture Content ; and 4 Suitability as learning material purposes. This research is a qualitative study using content analysis. It was carried out with procedures: collecting, analyzing, and presenting data. Based on research questions it is revealed that for occupation and gender types showed that “Timun mas” has varieties of gender with 66,67% reference whereas “Cinderella” only has 50% references. For the centrality of male and female character, “Cinderella’ has more varieties in 37,5% male and 62,5% female whereas in “Timun Mas” showed 50% for both genders”. For the cultural content, in “Timun Mas” the cultural content found was 60% and in “Cinderella” was 80%. And the suitability to be used as learning materials showed that “Timun Mas” checked with 16 points whereas “Cinderella” checked with 20 points. It can be concluded that both can be used as authentic learning materials for gender references, but “Cinderella” has more varieties and cultural content compared to “Timun Mas”.

Gender in Educational Communication

2014 ◽  
Vol 4 (3) ◽  
pp. 26-41
Author(s):  
Lucie Zormanová
Keyword(s):  
Czech Republic ◽  
Secondary Schools ◽  
Gender Stereotypes ◽  
Quantitative Research ◽  
Educational Communication ◽  
Theoretical Background ◽  
The Czech Republic ◽  
And Gender ◽  
Lower Secondary Schools

The article deals with gender-stereotyped patterns of behaviour in educational communication at lower secondary schools in the Czech Republic. Theoretical background of the issue of pedagogical communication and gender stereotypes was followed by the presentation of findings of quantitative research based on audio record analysis. Research focuses on observations and evaluation of communication in a class and its aim is to find out whether there exists a relation between the pupil’s gender and his communication in the lesson. Results of the pedagogical survey are further compared to the results of previously realised Czech and foreign surveys.

scholarly journals Gender Representation in the Russian Recruitment Discourse (In Job Advertisements and Cvs)

2021 ◽  
pp. 30-45
Author(s):  
Anastasia V. Alikina ◽  
Keyword(s):  
Gender Stereotypes ◽  
Quantitative Methods ◽  
Semantic Interpretation ◽  
Gender Representation ◽  
Gender Specificity ◽  
Female Candidates ◽  
Job Advertisement ◽  
Job Advertisements ◽  
And Gender ◽  
Masculine Gender

The article describes gender representation peculiarities in the Russian discourse of employment, revealing the role of gender stereotypes in responding to a job advertisement and the ways employers inform candidates about the gender of the employee desired. We used the methods of content analysis and semantic interpretation, as well as ethnographic and quantitative methods. The corpus for analysis includes job advertisements and resumes that reflect the peculiarities of the interaction of languages and cultures in the context of globalization. The subject of the current research is gender representation ways in job advertisements and resumes in the Russian employment discourse. The results show that masculine gender predominance in the position names in job advertisements does not influence female candidates’ desire to apply for a job. Moreover, the research suggests that female candidates tend to apply for the professional spheres that were conventionally regarded as those of males, i.e., IT or telecom. At the same time, the resistance of Russian employment discourse to the global feminist one was reviled, as no so-called feminitives have been found in its corpus. The study demonstrates the growing influence of English-based patterns on Russian employment discourse conventions, expressed by informal, personalized, and individual-focused interaction with a candidate in job advertisements. The findings also indicate that professional skills and gender specificity of a professional sphere influence the desire of a candidate to apply for a job rather than a masculine gender in the vacancy name. Moreover, to implicit the gender of a candidate, employers can use either visual or text opportunities of a job advertisement. Besides, some cases of gender specificity blurring have been detected in the professional spheres that were conventionally considered as the ones for females (domestic staff or beauty sphere) where male candidates now tend to be of demand.

scholarly journals Educational textbooks in digital surroundings

Seminar.net ◽  
2020 ◽  
Vol 16 (1) ◽  
pp. 14
Author(s):  
Trine Ungermann Fredskild ◽  
Kirsten Frederiksen
Keyword(s):  
Health Care ◽  
Gender Differences ◽  
Secondary Schools ◽  
Learning Material ◽  
Discussion Section ◽  
Upper Secondary ◽  
Educational Programmes ◽  
And Gender ◽  
Upper Secondary Schools ◽  
Danish Study

The Danish educations, as well as the Danish society, are influenced by technology in many ways. This amongst other influences the student’s choices regarding educational learning material. These issues, however, are not solely issues in relation to Danish educations but can be generalized across contexts. This article, however, presents a discussion of the findings in a Danish study regarding the use of educational textbooks among students in Denmark. The study examines the use of the traditional educational textbooks in terms of how it is used, to what extent it is used, the students' wishes regarding textbooks vs online books and if there are educational and gender differences in their preferences. The study also investigates the student way of handling the textbooks such as sharing, copying, selling and buying etc. in the discussion section the study will compare themes identified in this study across educational contexts, and will thus not solely focus on Danish education contexts. Empirically, the study builds on a survey conducted among students in the Bachelor Programmes, the Vocational Educational Programmes regarding the Health Care Educations and in the General Upper Secondary Schools. The study includes a response from 1146 students. The article discusses the findings with perspectives such as work methods, communication, and interaction, and concludes among others that even though the students still prefer the textbooks, the ebooks in some ways supplement this use in a beneficial manner. The article argues that the textbook and the ebook should not be seen as each other’s competitors but rather as each other’s supplement in terms of learnings styles.

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.

Teachers' Stereotypes of Children Who Wear Hearing Aids

1981 ◽  
Vol 12 (3) ◽  
pp. 139-144 ◽  
Author(s):  
Cletus G. Fisher ◽  
Kenneth Brooks
Keyword(s):  
Elementary School ◽  
School Child ◽  
Hearing Aids ◽  
Hearing Aid ◽  
Social Implications ◽  
Elementary School Child ◽  
Classroom Teachers ◽  
Frequency Of Occurrence ◽  
Service Training

Classroom teachers were asked to list the traits they felt were characteristic of the elementary school child who wears a hearing aid. These listings were evaluated according to the desirability of the traits and were studied regarding frequency of occurrence, desirability, and educational, emotional, and social implications. The results of the groupings are discussed in terms of pre-service and in-service training.

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