Gender Role Stereotyping in Hong Kong's Primary School Chinese Language Subject Textbooks

Law, Kenneth Wing-kin; Chan, Annie

doi:10.1080/12259276.2004.11665965

Cited by 30 publications

(21 citation statements)

References 14 publications

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“…This was evident in Cincotta's (1978) early investigation of a widely used textbook for the teaching of French, and Hartman and Judd's (1978) survey of ESL textbooks (mostly American, with a few British publications). In a more recent picture analysis of Chinese language textbooks used in Hong Kong primary schools, Law and Chan (2004) obtained similar results: females tended to be more visible in family and household settings and were engaged in a markedly restricted range of occupations, while males were more dominant in public settings. Meanwhile, Evans and Davies (2000) examined two major reading textbook basal series in the USA, finding that women were presented as more affectionate, emotional and passive, whereas men were shown to be aggressive, argumentative, and competitive.…”

Section: Female and Male Social And Domestic Rolessupporting

confidence: 77%

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Gender Voices in Hong Kong English Textbooks—Some Past and Current Practices

2008

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This paper seeks to investigate whether recent improvements in the status of women in Hong Kong are reflected in patterns of gender representation in Hong Kong secondary English textbooks. A comparison of ten recently published books which are currently in use with ten published in the late 1980s/early 1990s and no longer in use revealed that women appeared more frequently in the former, and that greater use was made of gender-inclusive pronouns and the neutral address title Ms. Nevertheless some writers, it was found, continue to perpetuate the stereotyped image of women as weaker than men, and as operating primarily within domestic rather than social domains. The "male-first" phenomenon and the visual under-representation of women are still prevalent in recent textbooks.

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Section: Female and Male Social And Domestic Rolessupporting

confidence: 77%

“…Following Law and Chan (2004), we divided the social roles into five major categories (see Table 2): male-monopolized, male-dominated, female-monopolized, female-dominated, and gender-shared. If the type of social role was served by men only, it was classified under "male-monopolized".…”

Section: Female and Male Social And Domestic Rolesmentioning

confidence: 99%

Gender Voices in Hong Kong English Textbooks—Some Past and Current Practices

2008

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“…Most studies have come up with findings similar to those of overseas studies (e.g. Hellinger 1980;Porreca 1984;Gupta and Lee 1990;Elgar 2004;Law and Chan 2004;Hunter and Chick 2005), noting amongst other things the prevalence of gender role stereotyping and the marginalisation of women. For example, Ritchie (2005), in her analysis of a French textbook for Australian secondary school students studying French as a foreign language, found that although women were given significant presence throughout the text, men predominated, and that while women were depicted as emotional beings, men were presented as intellectual.…”

Section: Introductionmentioning

confidence: 60%

“…In the past five years or so there has been a new upsurge of interest in these issues (e.g. Thomson and Otsuji 2003;Clark, Allard, and Mahoney 2004;Elgar 2004;Law and Chan 2004;Clark 2005;Hunter and Chick 2005). The cumulative message of these studies is clear: gender portrayal in textbooks and educational materials affects social values, behaviour and recall of material, and gendered messages conveyed in textbooks have the potential to influence the development of students' self-esteem and their attitudes towards the two sexes at an impressionable age.…”

Section: Introductionmentioning

confidence: 98%

Australian English‐language textbooks: the gender issues

Lee

Collins

2009

Gender and Education

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This paper examines the nature and extent of gender stereotyping, both linguistic and pictorial, in a set of 10 Australian English-language textbooks for intermediate learners. In order to determine how accurately the books reflect the status of women in contemporary Australian society a content and linguistic analysis was conducted, focusing on, amongst other things, the ratio of male to female characters, the portrayal of women and men in social and domestic settings, the use of gender-inclusive expressions, and the ordering of items in female/male symmetrical constructions. Despite the generally high level of sensitivity to gender issues displayed by most of the writers, the findings suggest that the ideal of a truly balanced treatment of men and women has yet to be achieved.

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“…In Fung and Ma's (2000) study on the relationship between media use and gender stereotyping in Hong Kong, it was found that the people were still "gender stereotypic" (p. 67). Various studies on textbook sexism (e.g., Law & Chan, 2004;Lee & Collins, 2006) show that women are under-represented in Hong Kong textbooks. For example, an educational material 1 Cantonese romanizations in this article follow the Jyutping system promoted by the Linguistic Society of Hong Kong ( , 2002).…”

Section: The Gender Issue In Hong Kongmentioning

confidence: 99%

Acceptability of Sexist Language among Young People in Hong Kong

Lee

2007

Sex Roles

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The purpose of the present study was to provide information on the acceptability of some selected genderexclusive and inclusive usages and lexis in Hong Kong English. They include the selection of generic he or genderneutral pronouns anaphoric to indefinite pronouns (e.g., everybody, someone) and occupational terms (e.g., doctor, lawyer, cleaner). A number of generic nouns and sexunspecified nouns with or without morphologically marked gender were also examined (e.g., chairman vs chairperson, fireman vs fire fighter). The findings reveal that linguistic sexism is still prevalent in Hong Kong. However, the strong feminist movement in Western countries and in the education field has had an impact among young people, some of whom have shown concern to avoid gender-biased language. Although consistent gender differences were not found in the present study, some significant differences between men and women were revealed; a relatively higher proportion of women opted for the coordinate pronoun he/she and gender-neutral occupational terms, whereas more men opted for generic they.

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Gender Role Stereotyping in Hong Kong's Primary School Chinese Language Subject Textbooks

Cited by 30 publications

References 14 publications

Gender Voices in Hong Kong English Textbooks—Some Past and Current Practices

Gender Voices in Hong Kong English Textbooks—Some Past and Current Practices

Australian English‐language textbooks: the gender issues

Acceptability of Sexist Language among Young People in Hong Kong

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