Analysis of Gender Representation in English Language Learning Materials: The Case of Grade Ten Textbook in Ethiopia

Autor/in	Bachore, Mebratu Mulatu
Titel	Analysis of Gender Representation in English Language Learning Materials: The Case of Grade Ten Textbook in Ethiopia
Quelle	In: Journal of Curriculum and Teaching, 11 (2022) 5, S.175-185 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-2677
Schlagwörter	Foreign Countries; Textbooks; Textbook Content; Grade 10; English (Second Language); Second Language Instruction; Gender Issues; Language Usage; Illustrations; Gender Bias; Occupations; Sex Role; Sex Stereotypes; Ethiopia + Suchen Sie Ihr Suchwort? Ausland; Textbook; Text book; Schulbuch; Lehrbuch; Lehrbuchtext; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Geschlechterfrage; Sprachgebrauch; Bildliche Darstellung; Geschlechterstereotyp; Beruf; Berufsumfeld; Geschlechterrolle; Äthiopien
Abstract	The main purpose of this study was to explore gender representation in grade ten English textbook. The study employed content analysis approach which was based four categories of analysis such as language use, visibility/ illustrations, occupational roles and firstness. The units of analysis were words, phrases, sentences, paragraphs, passages, stories and illustrations in the materials. The data was analyzed in frequency count and compared using Chi-square test to determine the level of significance of the differences obtained between the masculine and feminine groups observed in each category. The findings disclosed that females were underrepresented in language use (particularly in proper nouns and common nouns used), visibility/ illustrations (images and pictures) and occupational roles mentioned in the text. In addition, males dominated the first position (firstness) in dialogues, points of view opinion, common noun pairs, pronoun pairs and proper name pairs. On the contrary, males were underrepresented in the adjectives and pronouns used in the text book. In general, the textbook was characterized by unfair representation of gender in all aspects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01