The Sexist Occupational Representation in English Textbooks of Iranian High schools

Bahman, Masoumeh

doi:10.33736/ils.2431.2020

Cited by 2 publications

(1 citation statement)

References 22 publications

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“…To visually demonstrate the themes and trends in the field of English textbook analysis, the author divided the years from 1979 to 2022 into four periods: (1) Period [18,19] and Indonesia [20,21]. The presence of Islam in the Period 3 can echo this issue.…”

Section: The Most Frequently Discussed Research Topics In Different P...mentioning

confidence: 99%

A Bibliometric Study of English Textbook Analyses (1979‒2022)

Jiang

2024

ARJASS

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In recent years, the field of English textbook analysis has garnered increasing attention from scholars worldwide, emerging as a burgeoning research hotspot. However, this field currently lacks a comprehensive and systematic analysis. This study adopts a bibliometric approach, using raw data from Scopus to review research on English textbooks from 1979 to 2022. Overall, research in this field has shown a steady upward trend, with a significant acceleration in growth over the past five years. The results indicate that scholars from Asia, especially East Asia, have made the most significant contributions to this field. Most studies typically utilize methods such as corpus approach and critical discourse analysis to explore themes such as ideology, gender, culture, and language teaching in English textbooks, thereby making this research field a pivotal lens for comprehending global language education and societal dynamics, fostering mutual understanding and communication across diverse regions worldwide. Through these studies, the field of English textbook analysis not only advances language education but also provides significant insights and support for educational reforms and societal development on a global magnitude.

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Section: The Most Frequently Discussed Research Topics In Different P...mentioning

confidence: 99%

A Bibliometric Study of English Textbook Analyses (1979‒2022)

Jiang

2024

ARJASS

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Sexist textbooks: Automated analysis of gender bias in 1,255 books from 34 countries

Crawfurd,

Saintis-Miller,

Todd

2024

PLoS ONE

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Textbooks play a critical role in schooling around the world. Small sample studies show that many books continue to under-represent women and girls, and to portray men and women in stereotypical gendered roles. In this paper, we use quantitative text analysis to assess the degree of gender bias in a newly assembled corpus of 1,255 English language school textbooks from 34 countries that are publicly available online. We find consistent patterns of under-representation of female characters and portrayal of stereotypical gendered roles. Women and girls appear less frequently, are portrayed as more passive, are less likely to be associated with work or achievement, and are more likely to be associated with the home and traditionally female occupations. Comparing across countries, female representation in books is correlated with higher GDP and more legal rights for women. Under-representation and stereotypes are a particular problem in South Asia.

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The Sexist Occupational Representation in English Textbooks of Iranian High schools

Cited by 2 publications

References 22 publications

A Bibliometric Study of English Textbook Analyses (1979‒2022)

A Bibliometric Study of English Textbook Analyses (1979‒2022)

Sexist textbooks: Automated analysis of gender bias in 1,255 books from 34 countries

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