Volume 6, Issue 1 (Journal of Studies in Applied Language (JSAL) 2023)
JSAL 2023, 6(1): 33-59 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Ghorbani V, Yamrali N, Zarabi H. (2023). Prospects or Projects, Which Is More Gender-biased: A Comparative Study in Critical Discourse Analysis [In English]. JSAL. 6(1), 33-59. doi:10.52547/jsal.6.1.33
URL: http://jsal.ierf.ir/article-1-22-en.html
URL: http://jsal.ierf.ir/article-1-22-en.html
1- Ph.D. of TEFL, Instructor at Islamic Azad University of Gonbad Kavoos , s39611171003@phd.araku.ac.ir
2- M.A. Student of TEFL, Islamic Azad University of Gonbad Kavoos
2- M.A. Student of TEFL, Islamic Azad University of Gonbad Kavoos
Abstract: (1866 Views)
Sexism in textbooks can have terrible repercussions and a variety of detrimental effects on students. Leaning toward one sex can reinforce sexual stereotypes, which is why many researchers have been scouring books to look for any indication of gender favoritism. The aim of the current study was to evaluate the degree of gender bias in the Project series, a popular EFL textbook, and the Iranian EFL textbooks (Prospect series). It was investigated whether education in English-language textbooks was devoid of any form of discrimination or whether it took a systematic approach to a particular gender. The student books from the two series were carefully examined for any indications of preference for one gender. The quantity and gender of the staff members involved in the various stages of the creation of these series were verified. In the end, the frequency of all visual and textual items related to gender was checked and counted in light of content analysis. The results of this study demonstrated that gender bias was a problem in both series of books, but it was much more evident in Iranian textbooks. As in the previous generation's books, sex inequality was still present in the Prospect series, and it was clear that more thought needed to be given to this issue. In addition to some suggestions for resolving this problem, the study's conclusion also had some implications for those in charge of developing instructional materials, educating teachers, and formulating policies.
Keywords: Critical Discourse Analysis, Content Analysis, Gender Discrimination, Gender Bias, Language Teaching
Type of Study: Research |
Subject:
Language Teaching
Received: 2021/08/2 | Accepted: 2022/03/26 | Published: 2023/03/1
Received: 2021/08/2 | Accepted: 2022/03/26 | Published: 2023/03/1
References
1. Ahmad, M., & Shah, S.K. (2019). "A Critical Discourse Analysis of Gender Representations in the Content of 5th Grade English Language Textbook". International and Multidisciplinary Journal of Social Sciences, Vol. 8, No. 1, pp. 1-24. Doi: 10.17583/rimcis.2019.3989 [DOI:10.17583/rimcis.2019.3989]
2. Alayan, S., & Al-Khalidi, N. (2010). "Gender and agency in history, Civics, and national education textbooks of Jordan and Palestine". Journal of Educational Media, Memory and Society, Vol. 2, No. 1, pp. 78-96. Doi: 10.3167/jemms.2010.020105 [DOI:10.3167/jemms.2010.020105]
3. Aljuaythin, W. (2018). "Gender Representation in EFL Textbooks in Saudi Arabia: A Critical Discourse Analysis Approach". International Journal of Applied Linguistics & English Literature, Vol. 7, No. 5, pp. 151-157. Doi: 10.7575/aiac.ijalel.v.7n.5p.151 [DOI:10.7575/aiac.ijalel.v.7n.5p.151]
4. Alrabaa, S. (1985). "Sex Division of Labour in Syrian School Textbooks". International Review of Education / Internationale Zeitschrift Für Erziehungswissenschaft / Revue Internationale de l'Education, Vol. 31, No. 3, pp. 335-348. Doi: 10.1007/BF02262586 [DOI:10.1007/BF02262586]
5. Amerian, M. (1987). A comparative study of the Graded English and the Right Path to English series with regard to content and methodology. Unpublished master's thesis. Shiraz University, Shiraz, Iran.
6. Amerian, M., & Esmaili, F. (2013). "Gender Representation in Iranian High School English Textbooks with a Critical Discourse Analysis Perspective". International Journal of Language Learning and Applied Linguistics World, Vol. 5, No. 4, pp. 277-289. [DOI:10.5861/ijrse.2014.963]
7. Amerian, M., & Esmaili, F. (2015). "Language and Gender: A Critical Discourse Analysis on Gender Representation in a Series of International ELT textbooks". International Journal of Research Studies in Education, Vol. 4, No. 2, pp. 3-12. Doi: 10.5861/ijrse.2014.963 [DOI:10.5861/ijrse.2014.963]
8. Amini, M., & Birjandi, P. (2012). "Gender Bias in the Iranian High School EFL Textbooks". English Language Teaching, Vol. 5, pp.134-147. Doi: 10.5539/elt.v5n2p134 [DOI:10.5539/elt.v5n2p134]
9. Ansary, H., & Babaii. E. (2003). "On the manifestation of subliminal sexism in current Iranian secondary school ELT textbooks". Iranian Journal of Applied Linguistics, Vol. 6, pp. 57-69
10. Bahman, M., & Rahimi, A. (2010). "Gender representation in EFL materials: an analysis of English textbooks of Iranian high schools". Procedia - Social and Behavioral Sciences, Vol. 9, pp. 273-277. Doi: 10.1016/j.sbspro.2010.12.149 [DOI:10.1016/j.sbspro.2010.12.149]
11. Banda V. (2014). The influence of content and structure of Secondary School textbooks on women's careers in the formal sector: Case of selected Schools in Lusaka. Association of African Universities Database of African Theses and Dissertation.
12. Eisner, E. (1985). The educational imagination, 2th edition. New York: Routledge.
13. Esmaili, F., & Amerian, M. (2104). "Gender representation in Iranian High school English textbooks with a critical discourse analysis perspective". International Journal of Language Learning and Applied Linguistics World, Vol. 5, No. 4, pp. 227-289.
14. Graci, J. P. (1989). "Are foreign language textbooks sexist? exploration of models of evaluation". Foreign Language Annals, No. 22, pp. 77-86. Doi: 10.1111/j.1944-9720.1989.tb02771.x [DOI:10.1111/j.1944-9720.1989.tb02771.x]
15. Hamilton, M.C., Anderson, D., Broaddus, M. & Young, K. (2006). "Gender Stereotyping and Under-representation of Female Characters in 200 Popular Children's Picture Books: A Twenty-first Century Update". Sex Roles, No. 55, pp. 757-765. Doi: 10.1007/s11199-006-9128-6 [DOI:10.1007/s11199-006-9128-6]
16. Islam, K. M. M., & Asadullah, M. N. (2018). "Gender stereotypes and education: A comparative content analysis of Malaysian, Indonesian, Pakistani and Bangladeshi school textbooks". PloS one, Vol. 13, No. 1, Doi: 10.1371/journal.pone.0190807 [DOI:10.1371/journal.pone.0190807]
17. Jabeen, S., Chaudhary, A.Q., & Omar, S. (2014). Gender Discrimination in Curriculum: A Reflection from Punjab Textbook Board.
18. Jones, M.A., Kitetu, C.W., & Sunderland, J. (1997). "Discourse Roles, Gender and Language Textbook Dialogues: Who learns what from John and Sally?", Gender and Education, No. 9, pp. 469-490. [DOI:10.1080/09540259721204]
19. Kabira, W. & Masinjila, M. (1997). ABC of Gender Analysis. Nairobi: FAWE
20. Kavcic, P., Rojc, B., Dolenc-Groselj, L., Claustrat, B., Fujs, K., & Poljak, M. (2011). "The impact of sleep deprivation and nighttime light exposure on clock gene expression in humans". Croatian medical journal, Vol. 52, No. 5, pp. 594-603. Doi: 10.3325/cmj.2011.52.594 [DOI:10.3325/cmj.2011.52.594]
21. Kitzinger, C. and Wilkinson, S. (1993), Theorizing Heterosexuality, in S. Wilkinson and C. Kitzinger (eds), Heterosexuality: A 'Feminism and Psychology' Reader (London: Sage). [DOI:10.1177/0959353592023001]
22. Klančar, S. (2011). "EKF-Based Localization of a Wheeled Mobile Robot in Structured Environments". J Intell Robot Syst 62, pp. 187-203, Doi: 10.1007/s10846-010-9441-8 [DOI:10.1007/s10846-010-9441-8]
23. Lee, J. F. (2018)."Gender Representation in Japanese EFL Textbooks - A Corpus Study". Gender and Education, Vol. 30, No. 3, pp. 379-395. Doi: 10.1080/09540253.2016.1214690 [DOI:10.1080/09540253.2016.1214690]
24. Kobia, John. (2023). Femininity and Masculinity in English Primary School Textbooks in Kenya.
25. Kuruvilla, D.M. (2015). Gender Stereotypism in the Pictorial Depictions of Primary School Text Books.
26. Litosseliti, L. (2003). Using Focus Groups in Research. London: Continuum.
27. Litosseliti, L. (2006a). Gender and Language: Theory and Practice. London: Hodder Arnold.
28. Litosseliti, L. (2006 b). Constructing gender in public arguments: the female voice as emotional voice, in J. Baxter, ed., Speaking Out: The Female Voice in Public Contexts, Basingstoke: Palgrave, pp. 40-58. [DOI:10.1057/9780230522435_3]
29. Litosseliti, L. and Sunderland, J. , eds, (2002) Gender Identity and Discourse Analysis, Amsterdam: John Benjamins. [DOI:10.1075/dapsac.2]
30. Lovering, K. (1995). The bleeding body: adolescents talk about menstruation, in S. Wilkinson and C.
31. Mbilinyi, D. (1996). Women and Gender Relations in School Textbooks. In Dorothy A. Mbilinyi and Cuthbert Omari (eds) Gender Relations and Women's Images in the Media. Dar es Salaam: Dar es Salaam University Press.
32. McElhinny, B. (2008). "Words, Worlds, and Material Girls: Language, Gender, Globalization". Berlin, New York: De Gruyter Mouton. Doi: 10.1515/9783110198805 [DOI:10.1515/9783110198805]
33. McDonough, J., & Shaw, C. (2003). Materials and method in ELT. Oxford: Blackwell.
34. Mustapha, A. S. (2013). "Gender and Language Education Research: A Review". Journal of Language Teaching and Research, Vol. 4, No. 3, pp. 454- 463. Doi: 10.4304/jltr.4.3.454-463 [DOI:10.4304/jltr.4.3.454-463]
35. Meyerhoff, M. (2002). Communities of practice, in J. K. Chambers , P. Trudgill and N. SchillingEstes , eds, The Handbook of Language Variation and Change, Oxford: Blackwell, pp. 526-548. [DOI:10.1002/9780470756591.ch21]
36. Meyerhoff , eds, The Handbook of Language and Gender. Blackwell, pp 699-721.
37. Mills, J. (1989). Woman words, Harlow: Longman.
38. Mills, S. (1995). Feminist Stylistics. London: Routledge.
39. Mills, S. (1999). Discourse competence: or how to theorise strong women speakers, in C. Hendricks and K. Oliver, eds, Language and Liberation: Feminism, Philosophy, and Language, Albany, NY: SUNY Press, pp. 81-99.
40. Mills, S. (2003 a). Gender and Politeness. Cambridge University Press. [DOI:10.1017/CBO9780511615238]
41. Mills, S. (2003 b). "Caught between sexism, anti-sexism and political correctness: feminist women's negotiations with naming practices", Discourse & Society, Vol. 14, No. 1, pp. 87-110. Doi: 10.1177/0957926503014001931 [DOI:10.1177/0957926503014001931]
42. Mills, S. (2004). Discourse. Routledge. [DOI:10.4324/9780203487136]
43. Mills, S. (2006 ). "Gender and performance anxiety at academic conferences, in J. Baxter, ed., Speaking Out: The Female Voice in Public Contexts, Basingstoke: Palgrave, pp 61-80. [DOI:10.1057/9780230522435_4]
44. Mills, S. (2008). Language and Sexism. Cambridge University Press.
45. Milroy, L. (1987). Observing and Analyzing Natural Language. London: Sage.
46. Miskimmin, S. (2007). When aboriginal equals "at risk": the impact of institutional discourse on Aboriginal Head Start families, in B. McElhinny, ed., Words, Worlds, and Material Girls: Language, Gender, Globalization, Berlin and New York: Mouton de Gruyter, pp. 107-128. [DOI:10.1515/9783110198805.1.107]
47. Mkuchu, V. (2004). Gender Roles in Textbooks as a Function of Hidden Curriculum in Tanzanian Primary Schools. Doctor of Education Thesis, University of South Africa.
48. Nazeri, M. S. (2010). Gender positioning in ELT: Critical discourse analysis of a series of internationally and locally produced textbooks. Unpublished master's thesis, University of Kashan, Kashan, Iran.
49. Nguyen, B. (2007). Gender, multilingualism and the American war in Vietnam, in B. [DOI:10.1515/9783110198805.3.349]
50. Norton, B. (1997). "Language, identity, and the ownership of English". TESOL Quarterly, No. 31, pp. 409-429. Doi:10.2307/3587831 [DOI:10.2307/3587831]
51. Obura, A.P. (1991). Changing Image: Portrayal of Girls and Women in Kenyan Textbooks. Nairobi: ACTS.
52. Parham, F. (2013). "Gender Representation in Children's EFL Textbook". Theory and Practice in Language Studies, Vol. 3, No. 9, pp. 1674- 1679. Doi: 10.4304/tpls.3.9.1674-1679 [DOI:10.4304/tpls.3.9.1674-1679]
53. Penny, A. (1990). "Towards critical applied linguistics for the 1990s". Issues in Applied Linguistics, Vol 1, pp 8-28. Doi: 10.5070/L411004991 [DOI:10.5070/L411004991]
54. Peterson, S., & Kroner, T. (1992). "Gender biases in textbooks for introductory psychology and human development". Psychology of Women Quarterly, Vol. 16, pp. 17-37. Doi: 10.1111/j.1471-6402.1992.tb00237.x [DOI:10.1111/j.1471-6402.1992.tb00237.x]
55. Porreca, K. L. (1984). "Sexism in current ESL textbooks". TESOL Quarterly, Vol. 18, pp. 704-707. Doi: 10.2307/3586584 [DOI:10.2307/3586584]
56. Poulou, S. (1997). "Sexism in the discourse roles of textbook dialogues". Language Learning, Vol. 15, pp. 68-73. Doi: 10.1080/09571739785200141 [DOI:10.1080/09571739785200141]
57. Pujolar, J. (2007). "African women in Catalan language courses: struggles over class, gender and ethnicity in advanced liberalism", in B. McElhinny , ed., Words, Worlds, and Material Girls: Language, Gender, Globalization, Berlin and New York: Mouton de Gruyter, pp. 305-347. Doi: 10.1515/9783110198805.3.305 [DOI:10.1515/9783110198805.3.305]
58. Ramachandran DPMaN.(2010). Stories in a School Bag: a study of Children's literature in language textbooks. New Delhi Sampurna Trus
59. Reese, L. (1994). "Gender equality and texts. Social Studies Reviews", Vol. 33, pp. 12-15
60. Roohani, A., & Zarei, M. (2013). "Evaluating gender-bias in the Iranian pre-university english textbooks". Indonesian Journal of Applied Linguistics, Vol. 3, pp. 115-125. Doi: 10.17509/ijal.v3i1.194 [DOI:10.17509/ijal.v3i1.194]
61. Schwarz, J. (2003). Quantifying non-sexist usage: the case of Ms
62. J. Sunderland, ed., (2006), "Language and Gender: An Advanced Resource Book", Routledge, pp. 142-148. [DOI:10.4324/9780203456491]
63. Skelton, A. (1997). "Studying Hidden Curricula: Developing a Perspective in the Light of Postmodern Insights". Curriculum Studies, Vol. 5, pp. 177- 93. Doi:10.1080/14681369700200007 [DOI:10.1080/14681369700200007]
64. Srivastava G.(2006). "Envisioning the common historical and cultural past, gender concerns and conflict management and social tensions: an analysis of upper primary textbooks of social studies of Pakistan", Bangladesh and Nepal. Social Change. Vol. 36, No. 2, pp. 83-97. DOI: 10.1177/004908570603600206 [DOI:10.1177/004908570603600206]
65. Sumalatha, K. (2004). "Sex Bias in Secondary School Social Studies Textbooks: A Case Study in India". American Journal of Applied Sciences. 1(II), pp. 62-63. Doi: 10.3844/ajassp.2004.62.63 [DOI:10.3844/ajassp.2004.62.63]
66. Sunderland, J. (1995). 'We're boys, miss!': finding gendered identities and looking for gendering of identities in the foreign language classroom, in S. Mills, ed., Language and Gender: Interdisciplinary Perspectives, Longman, pp. 160-179.
67. Sunderland, J. (2000). "New understandings of gender and language classroom research: texts, teacher talk and student talk", Language Teaching Research, Vol. 4, No. 2, pp. 149-173. Doi:10.1177/136216880000400204 [DOI:10.1177/136216880000400204]
68. Sunderland, J. (2004). Gendered Discourses, Basingstoke: Palgrave. [DOI:10.1057/9780230505582]
69. Sunderland, J. (2006). Language and Gender: An Advanced Resource Book. Routledge. [DOI:10.4324/9780203456491]
70. Sunderland, J. (2007). "Contradictions in gendered discourses: feminist readings of sexist jokes?", Gender and Language, Vol. 1, No. 2, pp. 207-228. Doi: 10.1558/genl.v1i2.207 [DOI:10.1558/genl.v1i2.207]
71. Sunderland, J. (2009). "Language and gender in African contexts", in Proceedings of the BAAL 2009 Conference, Edinburgh: University of Edinburgh, pp. 127-129.
72. Toolabi, J. (2002). Characterization of language functions in the Iranian high school English Textbooks. Unpublished master's thesis. Shiraz University, Shiraz, Iran.
73. Yasin, M., Hamid, B. (2012): "A visual analysis of a Malaysian English school textbook: Genders matters". Asian social science, No. 8, pp. 154-163. Doi: 10.1016/j.sbspro.2012.12.140. [DOI:10.1016/j.sbspro.2012.12.140]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |