Linguistic Sexism in the Iranian High School Efl Textbooks

Vahdatinejad, Shapour

doi:10.20319/pijss.2017.32.746761

Cited by 3 publications

(2 citation statements)

References 6 publications

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“…Although this study showed improvement to some areas of the textbooks when compared with the results of the previous research which examined the same textbooks (1999 edition), there is still more room for improvement to provide an equal opportunity for learning for all students. As it was highlighted in Vahdatinejad & Bahiyah (2017), all EFL teachers have noticed linguistic sexism in the Iranian EFL school textbooks, therefore the findings of this study fortify teachers opinions that textbooks need to be revised in terms of gender equality.…”

Section: Discussionmentioning

confidence: 54%

Linguistic Sexism in the Iranian EFL Junior High School Textbooks

Vahdatinejad

Hamid²

2017

JARSSH

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Gender biased textbook can internalize the sexist concept and can affect the students’ mindset and behavior against the other gender. As in Iran, school textbooks are the only resource for majority of both teachers and students, unbiased textbooks are necessary for students to build up their role in addressing the other gender in their lives and society. To examine this issue, this study attempted to explore the status of linguistic sexism in the current Iranian EFL school textbooks (three volumes) published by the IranianMinistry of Education in 2008. A systematic quantitative content analysis was carried out to investigate whether both genders have been addressed equally or not. Results revealed that linguistic sexism is obvious and the textbooks can be considered sexist because the males outnumber females and are mostly the focal characters. The textbooks present students, in their early exposure to the English language, with an unfair, unbalanced and inexcusable representation of women. The roles of females and their realistic contributions to the society are not well represented in the textbooks. Some implications are advised for teachers, textbook writers and policy makers.

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Section: Discussionmentioning

confidence: 54%

Linguistic Sexism in the Iranian EFL Junior High School Textbooks

Vahdatinejad

Hamid²

2017

JARSSH

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“…On the top of that, Vahdatinejad examined linguistic sexism on the textbook. Later, the result revealed lack, unfair, and unbalance women exposure in the textbook (Vahdatinejad, 2017). Later, Fahrian, Alek and Wekke (2019) investigated gender representation in the EFL textbook used by Islamic school.…”

Section: Introductionmentioning

confidence: 99%

Designation of Gender on Electronic Efl Textbook for Senior High School

Santosa

2020

IEFLJ

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This study aims to examine gender representation in the electronic EFL textbook for senior high school. Content analysis will be utilized to examine gender representation in the electronic EFL textbook for senior high school entitles �Bahasa Inggris X� published by Puskurbuk. The study probes gender representation focusing on the designation of the character proposed by UNESCO. The designation of the gender representation in the textbook comprises 5 designations; first name, family relationship, other relationship, occupational status (agriculture, education, trade, small business, health, art and culture, and office) other status. The study later will reveal how the designation of the gender representation in the textbook. The comparison is 40% and 31%. Unsurprisingly, the number considered as ungendered character is slightly lower in 29. The designation of the character in textbook is dominated by first name with 98 appearance for male and 82 for female character. Then, the category followed by occupation status, (68:60 character), other relationship (52:34), and family relationship category (34:20). The result concluded that male character dominated in all designation category strengthen the position of the male as dominant character. Additionally, the result of the study will give the insight on how gender representation exists as the basis to evaluate the construction of the textbook.Keywords: gender; gender bias; gender representation; textbook.

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The Sexist Occupational Representation in English Textbooks of Iranian High schools

Bahman

2020

ILS

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The present study aims to investigate the occupational roles assigned to women and men in three volumes of English textbooks of Iranian high schools (Birjandi, Soheili, Nowruzi, & Mahmoodi, 2006) using Hartman and Judd’s (1978) framework. The results of the inferential and descriptive analyses demonstrated that these textbooks were 99% sexist in regards to occupational roles as men were depicted in high-status jobs, but women were represented in low-status jobs. In addition, men were manifested in a greater range of occupations than women.

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Linguistic Sexism in the Iranian High School Efl Textbooks

Abstract: As it is noted by the Iranian Ministry of Education

Cited by 3 publications

References 6 publications

Linguistic Sexism in the Iranian EFL Junior High School Textbooks

Linguistic Sexism in the Iranian EFL Junior High School Textbooks

Designation of Gender on Electronic Efl Textbook for Senior High School

The Sexist Occupational Representation in English Textbooks of Iranian High schools

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