Stereotypes and Prejudices at School: A Study on Primary School Reading Books

Damigella, Daniela; Licciardello, Orazio

doi:10.1016/j.sbspro.2014.03.242

Cited by 9 publications

(7 citation statements)

References 6 publications

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“…This is in keeping with the stereotypical perceptions of a nurse, where the nature of the role—being that of a caring individual—is wrongly associated with solely feminine qualities (Loughrey, 2008). Subsequently leading to a disproportionate ratio of female nurses compared to male, which is exacerbated in Ireland with a ratio of 20:1 (Loughrey, 2008). Kiekkas et al (2016) investigated this further, exploring gender discrimination against male nursing students in a seemingly female-dominated profession.…”

Section: Introductionsupporting

confidence: 57%

“…They note that in 2015 and 2016 over 70% of images in these books were male, which may add to children's perceptions of a scientist's identity (Farland-Smith et al, 2017). This is further supported by the findings of Damigella and Licciardello (2014), noting that books reproduced gender stereotypes such as women being caring and weak, whilst men were strong and capable (Damigella & Licciardello, 2014). However, one limitation of this literature is that only books with human characters were used.…”

Section: Influences On Stereotypical Gender Beliefsmentioning

confidence: 85%

“…The overwhelming majority of teachers selected many of the common stereotypes, with a nurse, air hostess, and scientist appearing most often. As highlighted in the literature, these stereotypes are seen frequently, often resulting in undiversified workforces (Carlan & McMullan, 2009; Ferla & Graham, 2019; Finson, 2002; Germain et al, 2012; Gray & Leith, 2004; Hamilton, 2010; Kiekkas et al, 2016; Loughrey, 2008). However, the terminology of air hostess may have influenced participant's responses, which will be mentioned in the limitation section, therefore, regard must be paid to the potential impacts of this.…”

Section: Discussionmentioning

confidence: 99%

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Gender Stereotypes in the UK Primary Schools: Student and Teacher Perceptions

Gilchrist

Zhang

2022

International Journal of Educational Reform

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Gender stereotypes are often an unconscious notion, which can unjustly confine individuals’ pathways to that of those deemed acceptable in society. Therefore, this qualitative study aimed to explore whether such ideals are shown by primary school students’ and their teachers. Results showed that gender stereotypes were present, with both students and teachers expressing this. Students indicated that all six professions explored had large stereotypes. Teachers were largely in agreement, noting that although they felt able to challenge such ideals, many of them had no formal training throughout their teaching program. The results offer a rationale for more initial teacher training programs to explore the effects of gender stereotypes, preparing teachers to challenge these early on while children are developing their long-term beliefs, to avoid unjust bias.

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Section: Introductionsupporting

confidence: 57%

Section: Influences On Stereotypical Gender Beliefsmentioning

confidence: 85%

Section: Discussionmentioning

confidence: 99%

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Gender Stereotypes in the UK Primary Schools: Student and Teacher Perceptions

Gilchrist

Zhang

2022

International Journal of Educational Reform

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“…This finding is in concurrence with Damigella and Licciardello’s (2014) content analysis of 174 primary school reading textbooks which revealed female characters represented in indoor environments, doing mostly individual activities and using toys coherent with domestic roles, thus confirming the traditional idea of the woman who has to stay home to play the role of mother and wife, devoted to the care of home, children and husband. (Damigella and Licciardello 2014: 212)…”

Section: ‘Let’s Ask Mother To Serve’: Representation Of Women In the mentioning

confidence: 99%

Representing Women ‘Our Way’: An English Language Teaching Television Programme in Sri Lanka

Medawattegedera

2017

Society and Culture in South Asia

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Research on gender representation in English textbooks reveals that messages about gender roles and gender identity transmitted through texts affect the future behaviour of children as they formulate their own roles in society. There is a limited number of studies on visual analysis of gender in textbooks and a dearth of such research on teaching materials in Sri Lanka. This study analyses a TV programme produced to teach school children English in order to uncover the ideological assumptions related to gender and gender roles embedded in the programme.

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“…As demonstrated by Bowles S. and Gintis H. in "Schooling in Capitalist America", there is a correspondence between schooling and the social-class and economic system; the school transfers and consolidates certain values, motivational patterns, cognitive skills that contribute to the reproduction of a certain type of social relations [3]. Modern researchers pay special attention to studying the influence of gender and professional stereotypes, verbalized or visualized in school textbooks, on the process of forming the social identity of schoolchildren, often using the content analysis method [4][5][6][7][8][9].…”

Section: Literature Reviewmentioning

confidence: 99%

Motivational Content Analysis of Primary School Textbooks on Literature in Context of D. McClelland’s Theory

Батаева¹

2018

Obraz. nauka

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Introduction. The main motives of human behavior are formed at the primary school age. Several factors play a determining role in children's development: upbringing in the family, style of teaching at school, quality of popular literature and other sources of information, and, in particular, school textbooks. The special importance is given to the content quality of school textbooks. The influence of school textbooks is determined by the fact that school children should necessarily get familiar with the printed materials, resulting, as a consequence, in accepting the patterns of social interaction and motive-codes introduced there. Due to high constructivist potential of school textbooks, it seems necessary to carry out content analysis of textbooks' for the purpose of identifying the influence on certain motive trends formation in schoolchildren. The aim of the publication is to present the methodology of motivational analysis of school textbooks on literature and the results of its approbation when studying the motivational content of Ukrainian textbooks for primary school. Methodology and research methods. The research methodology is based on comparative, socio-constructivist, sociocultural and system-activity approaches to implementation of educational process and preparation of didactic materials. Scientific methods involve: analysis and synthesis of the content of sociological, socio-psychological, pedagogical and methodical literature; content analysis of educational texts. Results and scientific novelty. The author's methodology of motivational content analysis of primary school textbooks on literature developed in the context of D. McClelland's theory is described. As the main categories of motivational content analysis of texts, the motives of behavior introduced by D. McClelland (achievements, affiliation, positive and negative power, avoidance of failure) as well as the motives of self-expression and refusal of affiliation have been used. As a result of the analysis of Ukrainian textbooks on literature for the 2 nd-5 th forms, it has been revealed that the affiliation motive occurred to be the dominant one, which has a positive motivational tendency. Among negative motivational tenden

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Stereotypes and Prejudices at School: A Study on Primary School Reading Books

Cited by 9 publications

References 6 publications

Gender Stereotypes in the UK Primary Schools: Student and Teacher Perceptions

Gender Stereotypes in the UK Primary Schools: Student and Teacher Perceptions

Representing Women ‘Our Way’: An English Language Teaching Television Programme in Sri Lanka

Motivational Content Analysis of Primary School Textbooks on Literature in Context of D. McClelland’s Theory

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