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

Lee, Jackie; Collins, Peter

doi:10.1007/s11199-008-9414-6

Cited by 149 publications

(77 citation statements)

References 23 publications

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“…There is some evidence that in more recent years awareness of sexist issues has increased, and the representation of men and women in textbooks has become more balanced. For example Clarkson's (1993) study of Australian mathematics textbooks found that 45% of people depicted were male compared to 39% female, and Lee and Collins' (2008) comparison of Hong Kong English-language textbooks published preand post-1996 found a significant reduction in the numerical dominance of male characters, both in terms of character types and frequency.…”

Section: Omissionmentioning

confidence: 99%

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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Section: Omissionmentioning

confidence: 99%

Australian English‐language textbooks: the gender issues

Lee

Collins

2009

Gender and Education

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“…One of the outstanding studies is Lee and Collins (2008) who intended to find out whether during the gender bias elimination following passing of the Sex Discrimination Ordinance in 1995, the current Hong Kong English language school textbooks have evolved in terms of sexism or not.…”

Section: Literature Reviewmentioning

confidence: 99%

Linguistic Sexism in the Iranian High School Efl Textbooks

Vahdatinejad¹

2017

Pijss

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“…Still, as Bauer, Holmes, and Warren (2006) claim, "Ms is frequently interpreted as title for divorced, separated or widowed woman" (p. 164). Lee and Collins (2008) state that examples of male firstness occur in nouns (e.g. Harry and Holly), possessive nouns (e.g., Harry and Holly's first day at school), subject and object pronouns (e.g., He is or him/her.…”

Section: Gender-neutralmentioning

confidence: 99%

Evaluating Gender-Bias in the Iranian Pre-University English Textbooks

Roohani

Zarei

2013

Indonesian J. Appl. Linguist

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Textbooks can affect learners' attitudes, viewpoints, and their choice of language in second/foreign language (L2) communication. The various ways in which the people are displayed in communication may affect students' viewpoints. This study was an attempt to examine several potential areas of gender-bias in the representation of women and men in the pre-university English textbook, an English language teaching (ELT) textbook with two volumes taught in the high schools of Iran. To evaluate this textbook, content analysis was done in terms of gender-bias, gender-neutral, male-generics, and the firstness in the reading texts, instructions, exercises and illustrations. The frequency and percentages of names, nouns, pronouns and pictures attributed to each gender (i.e., males and females) were obtained and chi-square tests were carried out. In general, names, nouns and pictures pertinent to males outnumbered those attributed to females. Besides, there was a statistically significant difference between males and females in the two volumes of the pre-university textbook in terms of the above features. Also, male-oriented terms came first more frequently. However, there was not a statistically significant difference between male and female pronouns between the two volumes, though the percentage of male pronouns was higher. Moreover, the textbook included many gender-neutral nouns and pronouns not having any gender orientations. Findings indicated that the Iranian pre-university English textbook was somehow male-oriented and gender-biased as regards names, nouns, firstness and pictures associated with them though great efforts were made to avoid specific gender orientations.Keywords: Evaluation, gender-bias, pre-university, textbooks MENGEVALUASI BIAS GENDER DALAM BUKU TEKS PRA-UNIVERSITAS DI IRANAbstrak: Buku pelajaran bisa mempengaruhi perilaku, sudut pandang, dan pilihan bahasa para pelajar dalam komunikasi bahasa asing atau bahasa kedua mereka. Pajanan atas beragam cara orang-orang berkomunikasi bisa mempengaruhi sudut pandang para siswa. Kajian ini merupakan upaya untuk mencermati beberapa bidang yang berpotensi mengandung bias gender dalam representasi perempuan dan laki-laki pada buku pelajaran Bahasa Inggris pra-universitas, sebuah buku pengajaran bahasa Inggris yang terdiri atas dua volume yang diajarkan di sekolah-sekolah menengah di Iran. Untuk mengevaluasi buku pelajaran ini, analisa isi dilakukan untuk hal-hal yang berkaitan dengan bias gender, kenetralan gender, keumuman pria, dan kepertamaan dalam teks bacaan, perintah, latihan, dan ilustrasi. Frekuensi dan persentase

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

Cited by 149 publications

References 23 publications

Australian English‐language textbooks: the gender issues

Australian English‐language textbooks: the gender issues

Linguistic Sexism in the Iranian High School Efl Textbooks

Evaluating Gender-Bias in the Iranian Pre-University English Textbooks

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