gender stereotyping through textbook illustrations
TRANSCRIPT
.
…images are the central medium ofinformation and the role of language hasbecome that of a medium of commentary.
(Kress andTheo Van Leuven 1996:38)
Gender Stereotyping through Textbook
Illustrations: a Case Study of Algerian
Middle School Textbook- ‘Spotlight on
English 1’
Motivation1-The visual style as a medium of learning
2- social change via school textbooks
3-The educational reform
TopicTextbook illustrations and the possible transmission of gender
role stereotypes.
Analysis of the content analyzed illustrations according to four
variables:
A- Frequency of Appearance
B- Productive Activities
C- Reproductive activities
D- Sport activities
The impact of the illustrations (biased) on both learners and
teachers
Research questions1- In what form, in the illustrations does gender
stereotyping against women appear ?
2- what are the possible impacts from a hidden
curriculum perspective on the learners ?
3- what are the possible impacts from a hidden
curriculum perspective on the teachers ?
Hypotheses
1-The textbook of English language currently in
use in middle schools as designed after the reform
is biased against women.
2-The illustrations found in the textbook duplicate
society’s stereotypes that are in a great disservice
to women.
Conceptual ApparatusA- Gender roles: According to Anselmi and Law genderroles are: ‘’socially and culturally defined prescriptionsand beliefs about the behavior and emotions of men andwomen.’’(Anselmi and Law, 1985:195)
B- Gender stereotyping: refers to the:’’ psychologicaltraits and behaviors that are believed to occur withdifferential frequency in the two gender groups……..theyare often used in support for traditional sex roles (e.g.,women are nurses, men are construction workers) andmay serve as a socialization model for children.’’(Emberand Ember, 2003:11)
Conceptual Apparatus (cont.I)
C- Textbook illustrations: refer to anything that is not considered as text. For Levie and Lentz (1982) there are two types of illustrations:
-Representational illustrations are ordinary drawings and photographs that show what things look like.(Ibid,1982:214)
-Non- representational illustrations depict the organisation and structure of the Key concepts of a content area.(Ibid,1982:215)
D-Content Analysis Method : is an empirical(observational) and objective procedure forquantifying recorded audio-visual (includingverbal) representation using reliable, explicitlydefined categories.
(theo van leewen and carey jewitt,2001:3)
7- ProcessChapter 1:
Review of the literature: gender studies in relation toeducation, gender bias in the schooling system includingtextbooks and its impacts on the learners from a hiddencurriculum theory.
Chapter 2:
A content analysis of the textbook representationalillustrations from a gender perspective - an empirical studythat answers research question number 1
Chapter 3:
The possible influence of the textbook illustrations on theteachers and learners ‘ construction of their attitudes andperceptions about gender roles.(RQ2,3)
MethodologyResearch question (1) :
I.2. Research instrument:
First year textbook of English used currently in middle schools
I.5. Procedure :
Content Analysis of the textbook representational illustrations according to the four variables
Crowd scenes
Pictograms
Methodology (R.Q.1)I.6. Findings:
division of the Textbook Illustrations
46.03%
25.96%28.05%
0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
35.00%
40.00%
45.00%
50.00%
NP representational illus NP nonrepresentational illus Number of pages withoutillustrations
I.6.1. Frequency of Appearance(Characters)
7.4
16.66
31.49
44.45
0
5
10
15
20
25
30
35
40
45
50
File one
Female characters
Male characters
Girl charactrers
Boyt characters
20.25
44.31
17.72 17.72
0
5
10
15
20
25
30
35
40
45
50
File two
Female characters
Male characters
Girl charactrers
Boyt characters
12.82
87.18
0
10
20
30
40
50
60
70
80
90
100
File three
Female characters
Male characters
30.77
37.47
15.38 15.38
0
5
10
15
20
25
30
35
40
File four
Female characters
Male characters
Girl charactrers
Boyt characters
35.71 35.71
14.29 14.29
0
5
10
15
20
25
30
35
40
File five
Female characters
Male characters
Girl charactrers
Boyt characters
48.98
40.82
10.2
0
10
20
30
40
50
60
File six
Female characters
Male characters
Girl charactrers
5.71
48.57
45.72
0
10
20
30
40
50
60
File seven
Male characters
Girl charactrers
Boyt characters
All Files
21.36
38.84
19.74 20.06
0
5
10
15
20
25
30
35
40
45
Female characters Male characters Girl characters Boy characters
I.6.1. Frequency of Appearance(Illustrations)
14.75
47.54
3.28
9.848.2
4.92
11.47
0
5
10
15
20
25
30
35
40
45
50
FI MI C (FM) I GI BI C (GB) I CI/A/C
FILE ONE
FI
MI
C (FM) I
GI
BI
C (GB) I
CI/A/C
4.92
47.57
3.28
9.848.2
4.92
11.47
0
5
10
15
20
25
30
35
40
45
50
FI MI C(FM) I GI BI C(GB) I CI/A/C
FILE TWO
FI
MI
C(FM) I
GI
BI
C(GB) I
CI/A/C
4.17
91.66
4.170 0 0 0
0
10
20
30
40
50
60
70
80
90
100
FI MI C (FM) I GI BI C (GB) I CI/A/C
FILE THREE
FI
MI
C (FM) I
GI
BI
C (GB) I
CI/A/C
29.03
38.71
3.23
12.9
6.45 6.45
3.23
0
5
10
15
20
25
30
35
40
45
FI MI C(FM) I GI BI C(GB) i ci/a/c
FILE FOUR
FI
MI
C(FM) I
GI
BI
C(GB) i
ci/a/c
33.33
25
8.33
16.66
0 0 00
5
10
15
20
25
30
35
FI MI C(FM) I GI BI C(GB) I CI/A/C
FILE FIVE
FI
MI
C(FM) I
GI
BI
C(GB) I
CI/A/C
29.73
35.14
21.62
13.51
0 0 00
5
10
15
20
25
30
35
40
FI MI C(FM) I GI BI C(GB) i ci/a/c
FILE SIX
FI
MI
C(FM) I
GI
BI
C(GB) i
ci/a/c
0
3.33
0
50
40
3.33 3.33
0
10
20
30
40
50
60
FI MI C(FM) I GI BI C(GB) i ci/a/c
FILE SEVEN
FI
MI
C(FM) I
GI
BI
C(GB) i
ci/a/c
All Files
15.61
36.29
5.91
18.14
15.61
4.643.8
0
5
10
15
20
25
30
35
40
Female illus Male illus couple(F-M) illus Girl illus Boy illus couple(G-B) illus CI/A/C illus
I.6.2. Illustrated Productive Activities for Male and Female Characters in the Textbook.
Page Type of male occupationsN of M
illustrations
Type of
female
occupations
N of F
illustrat
ions
32 - Cameraman - TV presenter 2 / /
47 / / - Top model 1
51- Doctor-mechanic-builder-painter-grocer
-photographer -dancer-cameraman10 - Teacher 2
52-Journalist-dancer-doctor-postman-painter -actor
-singer -comedian-commentator -football player10
- Dentist
- singer
2
53 -Engineer-doctor-taxi-driver-mechanic -painter 5 - teacher 1
56 - Santa-Claus 1 / /
61- Running track players - Base-ball player- Sport
-sailing player - Cycling players14
- Field
hockey
Players
5
Page Type of male occupationsN of M
illustrations
Type of female
occupations
N of F
illustrations
75 - Soccer player - Horse - racer 2 / /
81 - carpenter 1 / /
84 - painter 1 / /
86- Photographer-painter- Taxi
-driver- mechanic 4
- Teacher
- Type- writer 2
89 - veterinarian 1 / /
90 - hunters 2 / /
91 / / - teacher 1
92 - worker 3 - Air-hostess 1
103 - grocer 1 / /
PageType of male
occupations
N of M
illustrations
Type of female
occupations
N of F
illustrations
110 - doctor 1 / /
125- Receptionist-manager
-chief-waiter4 - Guide 1
126 - Manager-waiter 2 - Guide 1
128 / / / /
129 - Computer-programmer 1 / /
131 / 1 / /
133 / /- Guide- Top-model
of fashion show3
148 - Weather forecaster 1 / /
149 - TV presenter 1 / /
Total 38 66 9 22
Few Examples
I.6.3. Reproductive activities
Females’ Roles Males’ Roles Page
Dropping kids to
school/ 91
Buy food/ 103
Two female activitiesNo male activity /
I.6.4. Male and Female Characters Illustrated in Sport Activities
Page M Illustrations Sport Activities F Illustrations Sport
Activities
52 1-Football player / /
61 5Running-track, cycling, sport-sailing,
soccer.
1 Field-
hockey
63 1 Football-players / /
66 5Football-players, tennis-player, box-
player, running-track player.
/ /
71 2 Track-running, athletics / /
75 2 Horse-riding, soccer / /
Total 16 09 01 01
Research Question 2 :
II.3.1. Participants: 23 girls and 23 boys of first year middle school
II.3.2. Procedure: Questionnaire: 1-2 questions: autobiographical data.
3-6 questions: the learners’ attitudes towards the textbook illustrations
7-13 questions: the effects of the illustrations on the learners
Boys’ Favorite Illustrated Productive activities for the Males
9
6
4
2 2
0
1
2
3
4
5
6
7
8
9
10
Doctors Football-players Pilot Stonemason Hair-dresser
Boys’ Favorite Illustrated Productive activities for the Females
9
5
4
3
2
0
1
2
3
4
5
6
7
8
9
10
Teacher house-wife cook Doctor top-model
Girls’ Favorite Illustrated Productive activities for the Females
10
7
2 2 2
0
2
4
6
8
10
12
Teacher Doctor Air-hostess Top-model Actress
Girls’ Favorite Illustrated Productive activities for the Males
34.78
17.39
13.04 13.04
8.7 8.7
4.35
0
5
10
15
20
25
30
35
40
Doctor Football-player Artist Manager Photograph Police-officer journalist
Boys’ Attitudes towards Future Sports-Related Careers
17
3
2
1
0
2
4
6
8
10
12
14
16
18
Football Nothing Boxing Horse-riding
The Girls’ Attitudes towards Future
Sports-Related Careers
10
4 4
3
2
0
2
4
6
8
10
12
Nothing Swimming Basket-ball tennid Football
Reproductive Activities
0
10
13
0
9
14
0
2
4
6
8
10
12
14
16
Men Women Both
Male respondents
Female respondents
Research question 3: The Teachers’ Questionnnaire
Participants: 10 female Teachers / 5 Male Teachers
Procedure: questionnaire ( 20 questions )
1-4 questions: autobiographical Data
5-14 questions: social and cultural beliefs with regard to gender
15-20 questions: Reflection on textbook contents with regard to gender
Do boys, generally, possess more scientific skills than girls?
Yes answer Percentage No answer Percentage
Female
Teachers
9 60% 1 6.67%
Male
Teachers
5 33.33% 0 00%
Total14 93.33% 1 6.67%
Are boys naturally better at most sports?
Yes answer Percentage No answer Percentage
Female
Teachers8 53.34% 2 13.33%
Male
Teachers5 33.33% 0 00%
Total 13 86.67% 2 13.33%
Have you noticed any form of gender bias against women?
Yes answer Percentage No answer Percentage
Female
Teachers 02 13.33% 08 53.34%
Male
Teachers 02 13.33% 03 20%
Total 05 33.33% 10 66.67%
Have you noticed any form of gender bias against men?
Yes answer Percentage No answer Percentage
Female
Teachers01 6.67% 09 60%
Male
Teachers00 00% 05 33.33%
Total 01 6.67% 14 93.33%
Do you discuss the unbalanced representation of the two or either genders with your learners?
Yes answer Percentage No answer Percentage
Female
Teachers 00 00% 10 66.67%
Male
Teachers 00 00% 05 33.33%
Total 00 00% 15 100%
Do you try to remedy any biased visual portrayal of women?
Yes answer Percentage No answer Percentage
Female
Teachers 03 20% 07 46.66%
Male
Teachers 04 26.66% 01 6.66%
Total 07 46.67% 08 53.33%
Conclusion
Gender-biased messages are one of the side-effects
conveyed via the textbook.
Findings confirm the hypotheses made earlier.
Limitations
Subjectivity of the process of textbook evaluation
The role of family, upbringing, and the environment that
may be loaded with messages that reinforce the
naturaleness of stereotypical gender roles.
Linguistic bias was also neglected.
Relevance to textual content was disregarded.
RecommendationsSufficiently gender-balanced future textbooks
Special training about gender-related issues
More female writers should be involved in the process of
textbooks production.
Further Research An examination of all textbooks in use in all levels could
be done in the future so that one can come out with more
general conclusions .
Other variables can be added such as:
Modes of dressing
Body language
Points of view
Thank You