Gender differences in a selected Year 9 recommended English textbook
Loading...
Authors
Lawal, Hammed Olalekan
Issue Date
2023
Educational Level
ISCED 2: Lower secondary education
Curriculum Area
Geographical Setting
Nigeria
Abstract
Context: The study examines gender representation in a Year 9 English textbook used at Vera Grace College, Lagos, where the author observed gender biases and stereotypes that potentially influenced students' perceptions of career choices and domestic roles. The context is a diverse classroom with students from various socio-cultural and religious backgrounds.
Aims: The main aim of the study was to explore and understand the presence and impact of gender differences in the selected English textbook on Year 9 students' perceptions. The research specifically sought to uncover whether the textbook influenced students' choices of careers, domestic roles, and games, and to evaluate the effectiveness of implementing gender-neutral teaching strategies in altering these perceptions.
Methods: The study employed a mixed-methods approach, combining qualitative and quantitative data. It involved the use of reflective journals, close-ended questionnaires, essay tests, and textbook analysis. To address the identified gender biases, the researcher implemented a series of action plans over four weeks, which included designing gender-neutral instructional materials, engaging students in balanced activities, inviting resource persons from various professions, and conducting interviews and questionnaires before and after the interventions to assess changes in perceptions.
Findings: The study revealed that the textbook in question portrayed careers and activities in a gender-biased manner, leading to stereotypical perceptions among students. For instance, male students predominantly chose careers like engineering and law, while female students preferred nurturing roles like nursing. Post-intervention, the students showed improved understanding and acceptance of gender-neutral career options and roles. The interventions positively influenced the students, as all participants recognized that nursing could be a profession for both males and females, and they began to see sports and domestic chores as gender-neutral.
Implications: The study suggests that teachers might benefit from being vigilant about the gender biases present in textbooks and should consider using supplementary gender-neutral resources. Individual teachers could use similar intervention strategies, such as gender-neutral materials and inviting diverse role models, to challenge gender stereotypes in their classrooms. This could potentially broaden students' perspectives on career choices and roles beyond traditional gender expectations.
Aims: The main aim of the study was to explore and understand the presence and impact of gender differences in the selected English textbook on Year 9 students' perceptions. The research specifically sought to uncover whether the textbook influenced students' choices of careers, domestic roles, and games, and to evaluate the effectiveness of implementing gender-neutral teaching strategies in altering these perceptions.
Methods: The study employed a mixed-methods approach, combining qualitative and quantitative data. It involved the use of reflective journals, close-ended questionnaires, essay tests, and textbook analysis. To address the identified gender biases, the researcher implemented a series of action plans over four weeks, which included designing gender-neutral instructional materials, engaging students in balanced activities, inviting resource persons from various professions, and conducting interviews and questionnaires before and after the interventions to assess changes in perceptions.
Findings: The study revealed that the textbook in question portrayed careers and activities in a gender-biased manner, leading to stereotypical perceptions among students. For instance, male students predominantly chose careers like engineering and law, while female students preferred nurturing roles like nursing. Post-intervention, the students showed improved understanding and acceptance of gender-neutral career options and roles. The interventions positively influenced the students, as all participants recognized that nursing could be a profession for both males and females, and they began to see sports and domestic chores as gender-neutral.
Implications: The study suggests that teachers might benefit from being vigilant about the gender biases present in textbooks and should consider using supplementary gender-neutral resources. Individual teachers could use similar intervention strategies, such as gender-neutral materials and inviting diverse role models, to challenge gender stereotypes in their classrooms. This could potentially broaden students' perspectives on career choices and roles beyond traditional gender expectations.
Description
Keywords (free text)
gender bias , English textbooks , career perceptions , gender-neutral teaching