scholarly journals Gender Representation in Secondary and High School EFL Coursebooks

2021 ◽  
Author(s):  
Simla COURSE
Keyword(s):  
High School ◽  
Gender Representation

scholarly journals DESIGNATION OF GENDER ON ELECTRONIC EFL TEXTBOOK FOR SENIOR HIGH SCHOOL

2020 ◽  
Vol 6 (2) ◽  
pp. 127
Author(s):  
Imam Santosa
Keyword(s):  
High School ◽  
Gender Bias ◽  
Occupational Status ◽  
Family Relationship ◽  
Senior High School ◽  
Gender Representation ◽  
Male Character ◽  
Agriculture Education ◽  
Dominant Character ◽  
Art And Culture

This study aims to examine gender representation in the electronic EFL textbook for senior high school. Content analysis will be utilized to examine gender representation in the electronic EFL textbook for senior high school entitles �Bahasa Inggris X� published by Puskurbuk. The study probes gender representation focusing on the designation of the character proposed by UNESCO. The designation of the gender representation in the textbook comprises 5 designations; first name, family relationship, other relationship, occupational status (agriculture, education, trade, small business, health, art and culture, and office) other status. The study later will reveal how the designation of the gender representation in the textbook. The comparison is 40% and 31%. Unsurprisingly, the number considered as ungendered character is slightly lower in 29. The designation of the character in textbook is dominated by first name with 98 appearance for male and 82 for female character. Then, the category followed by occupation status, (68:60 character), other relationship (52:34), and family relationship category (34:20). The result concluded that male character dominated in all designation category strengthen the position of the male as dominant character. Additionally, the result of the study will give the insight on how gender representation exists as the basis to evaluate the construction of the textbook.Keywords: gender; gender bias; gender representation; textbook.

scholarly journals Gender Representation in English Textbook Used in Grade x of Senior High School

2019 ◽  
Vol 26 (2) ◽  
pp. 99
Author(s):  
Sa’wanatul Abidah ◽  
Putu Sutama
Keyword(s):  
High School ◽  
Content Analysis ◽  
Key Words ◽  
Senior High School ◽  
Gender Representation ◽  
Ministry Of Education ◽  
Text Book ◽  
Male Characters ◽  
Question Form ◽  
Key Words Gender

This study aims at finding how English textbook published by the Ministry of Education and Culture of Indonesia for Grade X of senior high school represents gender. It is a descriptive work using content analysis as its design in looking at how gender is represented in the book both quantitatively and qualitatively.The findings showed that the text book is generally gender friendly in which it represents women and men in mostly equal manner. However, it is still not free from stereotyping attached to its female and male characters. Furthermore, the differences in verbosity, the use of question form and intensifiers by female and male characters are identified.  Key words: gender representation, English textbook, Grade X

scholarly journals Gender Representation and Stereotypes in the K-12 English Learner's Materials

2018 ◽  
Vol 6 (08) ◽  
Author(s):  
Ailel Suzzet D. Manalo
Keyword(s):  
High School ◽  
Junior High School ◽  
Low Income ◽  
Junior High ◽  
Gender Nonconformity ◽  
Gender Representation ◽  
Critical Study ◽  
Female Characters ◽  
Male Characters ◽  
K 12

This research is a critical study, which intends to identify the gender representation and stereotypes present in the four K-12 English learner’s materials for Junior High School. Using a content analysis and integrating the findings with the interview responses of selected teachers and students from the Division of City of San Fernando (Ph), the following inferences were generated: male characters showed far more visibility than female characters who also rarely came first in gender pairings; male characters were engaged in more active roles than the female characters who, as well, were often linked with occupations that required less leadership and knowledge-based skills and were low-income generating; female characters were often associated with negative traits, while male characters were often attached with positive traits; domestic roles were almost exclusively attached with female characters; and that there was no indication of gender variance or gender nonconformity in all the learner’s materials analyzed. The researcher recommends that the K-12 English learner’s materials for Junior High School may be revisited. The selection of the literary pieces may consider the works of female authors who penetrated the literary canon. Department of Education may require all textbooks and learner’s materials writers, editors, and publishing companies that work for the department to attend seminars and trainings on gender sensitivity and inclusivity. Overall, these LMs may entail gender sensitivity and genderqueer inclusion.

scholarly journals Gender Representation in Iranian High School Textbook Images

2020 ◽  
Vol 15 ◽  
pp. 50-70
Author(s):  
Mohammad Taghei Azad ◽  
Kashif Raza
Keyword(s):  
High School ◽  
Gender Representation ◽  
School Textbook

Cosmetology treatments on human hair: An SEM study

1996 ◽  
Vol 54 ◽  
pp. 940-941
Author(s):  
D.F. Bowling
Keyword(s):  
High School ◽  
High Resolution ◽  
Human Hair ◽  
Optical Microscope ◽  
Convincing Evidence ◽  
Brightness Contrast ◽  
Sem Study

High school cosmetology students study the methods and effects of various human hair treatments, including permanents, straightening, conditioning, coloring and cutting. Although they are provided with textbook examples of overtreatment and numerous hair disorders and diseases, a view of an individual hair at the high resolution offered by an SEM provides convincing evidence of the hair‘s altered structure. Magnifications up to 2000X provide dramatic differences in perspective. A good quality classroom optical microscope can be very informative at lower resolutions.Students in a cosmetology class are initially split into two groups. One group is taught basic controls on the SEM (focus, magnification, brightness, contrast, specimen X, Y, and Z axis movements). A healthy, untreated piece of hair is initially examined on the SEM The second group cements a piece of their own hair on a stub. The samples are dryed quickly using heat or vacuum while the groups trade places and activities.

Articulatory Intervention for the Visually Impaired

1979 ◽  
Vol 10 (3) ◽  
pp. 139-144
Author(s):  
Cheri L. Florance ◽  
Judith O’Keefe
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Change ◽  
Visually Impaired ◽  
School Students ◽  
Handicapped Children ◽  
Paired Stimuli ◽  
Visually Handicapped ◽  
Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

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