Gender representation in the Arabic language textbook for the ninth grade approved by the Ministry of Education for use in schools in the United Arab Emirates (UAE)

Al-Qatawneh, Sami; Rawashdeh, Ahood Al

doi:10.1016/j.stueduc.2018.12.001

“…Accordingly, under pedagogical concern, these results are compatible with those reported by Al-qatawneh & Al-rawashdeh [8] that women is underrepresentation in EFL textbooks, gender stereotypes are an issue worthy of the authors' attentions. Besides, gender nonrepresentation issues, when females do not represent as often as men in the textbooks in schools, suggests that women's achievement are not significant to be pointed out [16].…”

Section: Firstnesssupporting

confidence: 89%

“…So, there is a need for learning material that supports gender equality, such as textbooks. But gender biases in the curriculum [5] [6] and learning materials [7] [8] are still widely found in developing countries. The results of the analysis of gender equality through photographs, images and text that are biased in gender stereotypes are even stronger.…”

Section: Textbooks As Gender Responsive Learning Mediamentioning

confidence: 99%

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Do Indonesian EFL Textbooks Represent Equality for Men and Women?

Tusita¹,

Emaliana²

2020

Proceedings of the Proceedings of the 13th International Interdisciplinary Studies Seminar, IISS 2019, 30-31 October 2019, Mala

2

0

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The present study attempts to examine the equal representations of males and females in the EFL textbooks as it is being suggested by Indonesian Education and Culture Ministry Bill Number 81 A Year 2013 that "kurikulum diarahkan kepada pengembangan sikap dan perilaku yang berkeadilan dengan memperhatikan kesetaraan gender" (the curriculum should meet be directed into the manner development and fair attitude with the emphasis on gender equality). Researchers attempt to achieve this by examining three English textbooks. This study uses descriptive method in picturing the content of textbook and explaining the gender equality representation of textbook. The analysis is based on five experts' checklist namely Cohen and Manion (1992), Dominiguez (1992), Ching (2014), Porreca (1984) and Stockdale (2006) for the language items dimensions. The data are collected by identifying the content of textbook with criteria dimensions on the gender representation textbook evaluation checklist. The findings from the evaluation indicate that gender representation in the textbooks are unequal that might due to the culture and country development level which enriched the discussions.

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“…These findings are not in line with the findings of Al-Qatawneh & Rawashdeh, (2019). They investigated the gender representation in the Arabic language textbook for the ninth grade in UAE and one of the factors they focused on was the order of mention.…”

Section: Female/male-centered Languagementioning

confidence: 58%

Gender Representation in Saudi EFL Textbooks: A Study of the Family and Friends Series

Almghams

¹

2020

SSRN Journal

0

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The aim of the present study was to investigate the gender representation in the English as a Foreign Language textbook, Family and Friends 6 KSA second edition, that is designed internationally and widely used in private Saudi elementary schools. To achieve the study goals, a mixed method was used, content analysis and a compiling quantitative data in which the corpus of the English textbook was analyzed; frequencies and percentages of gender appearances and activities were also calculated. The major findings of the study were as follows: First, women were underrepresented in terms of appearance. Second, males were dominant of the reading passages and dialogues topics. Third, there is an overall higher tendency for females to be referenced in sentences before males. forth, males were presented in a wider range and overall a higher level of employment and enjoyed a wider range of spare time and leisure activities than females. Fifth, however, the distribution of household responsibilities was equal between females and males and female activities were not restricted to passive indoor activities. Recommendations and suggestions for further studies are presented at the end of the results section of this paper.

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“…However, most of the times when females were mentioned before males in a sentence, the writer was using the term mum and dad that is a fixed term in English. These findings are not in line with the findings of Al-Qatawneh & Rawashdeh, (2019). They investigated the gender representation in the Arabic language textbook for the ninth grade in UAE and one of the factors they focused on was the order of mention.…”

Section: Female/male-centered Languagementioning

confidence: 58%

Gender Representation in Saudi EFL Textbooks: A Study of the Family and Friends Series

Almghams¹

2020

AWEJ

1

0

View full text Add to dashboard Cite

The aim of the present study was to investigate the gender representation in the English as a Foreign Language textbook, Family and Friends 6 KSA second edition, that is designed internationally and widely used in private Saudi elementary schools. To achieve the study goals, a mixed method was used, content analysis and a compiling quantitative data in which the corpus of the English textbook was analyzed; frequencies and percentages of gender appearances and activities were also calculated. The major findings of the study were as follows: First, women were underrepresented in terms of appearance. Second, males were dominant of the reading passages and dialogues topics. Third, there is an overall higher tendency for females to be referenced in sentences before males. forth, males were presented in a wider range and overall a higher level of employment and enjoyed a wider range of spare time and leisure activities than females. Fifth, however, the distribution of household responsibilities was equal between females and males and female activities were not restricted to passive indoor activities. Recommendations and suggestions for further studies are presented at the end of the results section of this paper.

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Gender representation in the Arabic language textbook for the ninth grade approved by the Ministry of Education for use in schools in the United Arab Emirates (UAE)

Cited by 24 publications

References 21 publications

Do Indonesian EFL Textbooks Represent Equality for Men and Women?

Do Indonesian EFL Textbooks Represent Equality for Men and Women?

Gender Representation in Saudi EFL Textbooks: A Study of the Family and Friends Series

Gender Representation in Saudi EFL Textbooks: A Study of the Family and Friends Series

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