.

…images are the central medium ofinformation and the role of language hasbecome that of a medium of commentary.

(Kress andTheo Van Leuven 1996:38)

Gender Stereotyping through Textbook

Illustrations: a Case Study of Algerian

Middle School Textbook- ‘Spotlight on

English 1’

Motivation1-The visual style as a medium of learning

2- social change via school textbooks

3-The educational reform

TopicTextbook illustrations and the possible transmission of gender

role stereotypes.

Analysis of the content analyzed illustrations according to four

variables:

A- Frequency of Appearance

B- Productive Activities

C- Reproductive activities

D- Sport activities

The impact of the illustrations (biased) on both learners and

teachers

Research questions1- In what form, in the illustrations does gender

stereotyping against women appear ?

2- what are the possible impacts from a hidden

curriculum perspective on the learners ?

3- what are the possible impacts from a hidden

curriculum perspective on the teachers ?

Hypotheses

1-The textbook of English language currently in

use in middle schools as designed after the reform

is biased against women.

2-The illustrations found in the textbook duplicate

society’s stereotypes that are in a great disservice

to women.

Conceptual ApparatusA- Gender roles: According to Anselmi and Law genderroles are: ‘’socially and culturally defined prescriptionsand beliefs about the behavior and emotions of men andwomen.’’(Anselmi and Law, 1985:195)

B- Gender stereotyping: refers to the:’’ psychologicaltraits and behaviors that are believed to occur withdifferential frequency in the two gender groups……..theyare often used in support for traditional sex roles (e.g.,women are nurses, men are construction workers) andmay serve as a socialization model for children.’’(Emberand Ember, 2003:11)

Conceptual Apparatus (cont.I)

C- Textbook illustrations: refer to anything that is not considered as text. For Levie and Lentz (1982) there are two types of illustrations:

-Representational illustrations are ordinary drawings and photographs that show what things look like.(Ibid,1982:214)

-Non- representational illustrations depict the organisation and structure of the Key concepts of a content area.(Ibid,1982:215)

D-Content Analysis Method : is an empirical(observational) and objective procedure forquantifying recorded audio-visual (includingverbal) representation using reliable, explicitlydefined categories.

(theo van leewen and carey jewitt,2001:3)

7- ProcessChapter 1:

Review of the literature: gender studies in relation toeducation, gender bias in the schooling system includingtextbooks and its impacts on the learners from a hiddencurriculum theory.

Chapter 2:

A content analysis of the textbook representationalillustrations from a gender perspective - an empirical studythat answers research question number 1

Chapter 3:

The possible influence of the textbook illustrations on theteachers and learners ‘ construction of their attitudes andperceptions about gender roles.(RQ2,3)

MethodologyResearch question (1) :

I.2. Research instrument:

First year textbook of English used currently in middle schools

I.5. Procedure :

Content Analysis of the textbook representational illustrations according to the four variables

Crowd scenes

Pictograms

Methodology (R.Q.1)I.6. Findings:

division of the Textbook Illustrations

46.03%

25.96%28.05%

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

45.00%

50.00%

NP representational illus NP nonrepresentational illus Number of pages withoutillustrations

I.6.1. Frequency of Appearance(Characters)

7.4

16.66

31.49

44.45

0

5

10

15

20

25

30

35

40

45

50

File one

Female characters

Male characters

Girl charactrers

Boyt characters

20.25

44.31

17.72 17.72

0

5

10

15

20

25

30

35

40

45

50

File two

Female characters

Male characters

Girl charactrers

Boyt characters

12.82

87.18

0

10

20

30

40

50

60

70

80

90

100

File three

Female characters

Male characters

30.77

37.47

15.38 15.38

0

5

10

15

20

25

30

35

40

File four

Female characters

Male characters

Girl charactrers

Boyt characters

35.71 35.71

14.29 14.29

0

5

10

15

20

25

30

35

40

File five

Female characters

Male characters

Girl charactrers

Boyt characters

48.98

40.82

10.2

0

10

20

30

40

50

60

File six

Female characters

Male characters

Girl charactrers

5.71

48.57

45.72

0

10

20

30

40

50

60

File seven

Male characters

Girl charactrers

Boyt characters

All Files

21.36

38.84

19.74 20.06

0

5

10

15

20

25

30

35

40

45

Female characters Male characters Girl characters Boy characters

I.6.1. Frequency of Appearance(Illustrations)

14.75

47.54

3.28

9.848.2

4.92

11.47

0

5

10

15

20

25

30

35

40

45

50

FI MI C (FM) I GI BI C (GB) I CI/A/C

FILE ONE

FI

MI

C (FM) I

GI

BI

C (GB) I

CI/A/C

4.92

47.57

3.28

9.848.2

4.92

11.47

0

5

10

15

20

25

30

35

40

45

50

FI MI C(FM) I GI BI C(GB) I CI/A/C

FILE TWO

FI

MI

C(FM) I

GI

BI

C(GB) I

CI/A/C

4.17

91.66

4.170 0 0 0

0

10

20

30

40

50

60

70

80

90

100

FI MI C (FM) I GI BI C (GB) I CI/A/C

FILE THREE

FI

MI

C (FM) I

GI

BI

C (GB) I

CI/A/C

29.03

38.71

3.23

12.9

6.45 6.45

3.23

0

5

10

15

20

25

30

35

40

45

FI MI C(FM) I GI BI C(GB) i ci/a/c

FILE FOUR

FI

MI

C(FM) I

GI

BI

C(GB) i

ci/a/c

33.33

25

8.33

16.66

0 0 00

5

10

15

20

25

30

35

FI MI C(FM) I GI BI C(GB) I CI/A/C

FILE FIVE

FI

MI

C(FM) I

GI

BI

C(GB) I

CI/A/C

29.73

35.14

21.62

13.51

0 0 00

5

10

15

20

25

30

35

40

FI MI C(FM) I GI BI C(GB) i ci/a/c

FILE SIX

FI

MI

C(FM) I

GI

BI

C(GB) i

ci/a/c

0

3.33

0

50

40

3.33 3.33

0

10

20

30

40

50

60

FI MI C(FM) I GI BI C(GB) i ci/a/c

FILE SEVEN

FI

MI

C(FM) I

GI

BI

C(GB) i

ci/a/c

All Files

15.61

36.29

5.91

18.14

15.61

4.643.8

0

5

10

15

20

25

30

35

40

Female illus Male illus couple(F-M) illus Girl illus Boy illus couple(G-B) illus CI/A/C illus

I.6.2. Illustrated Productive Activities for Male and Female Characters in the Textbook.

Page Type of male occupationsN of M

illustrations

Type of

female

occupations

N of F

illustrat

ions

32 - Cameraman - TV presenter 2 / /

47 / / - Top model 1

51- Doctor-mechanic-builder-painter-grocer

-photographer -dancer-cameraman10 - Teacher 2

52-Journalist-dancer-doctor-postman-painter -actor

-singer -comedian-commentator -football player10

- Dentist

- singer

2

53 -Engineer-doctor-taxi-driver-mechanic -painter 5 - teacher 1

56 - Santa-Claus 1 / /

61- Running track players - Base-ball player- Sport

-sailing player - Cycling players14

- Field

hockey

Players

5

Page Type of male occupationsN of M

illustrations

Type of female

occupations

N of F

illustrations

75 - Soccer player - Horse - racer 2 / /

81 - carpenter 1 / /

84 - painter 1 / /

86- Photographer-painter- Taxi

-driver- mechanic 4

- Teacher

- Type- writer 2

89 - veterinarian 1 / /

90 - hunters 2 / /

91 / / - teacher 1

92 - worker 3 - Air-hostess 1

103 - grocer 1 / /

PageType of male

occupations

N of M

illustrations

Type of female

occupations

N of F

illustrations

110 - doctor 1 / /

125- Receptionist-manager

-chief-waiter4 - Guide 1

126 - Manager-waiter 2 - Guide 1

128 / / / /

129 - Computer-programmer 1 / /

131 / 1 / /

133 / /- Guide- Top-model

of fashion show3

148 - Weather forecaster 1 / /

149 - TV presenter 1 / /

Total 38 66 9 22

Few Examples

I.6.3. Reproductive activities

Females’ Roles Males’ Roles Page

Dropping kids to

school/ 91

Buy food/ 103

Two female activitiesNo male activity /

I.6.4. Male and Female Characters Illustrated in Sport Activities

Page M Illustrations Sport Activities F Illustrations Sport

Activities

52 1-Football player / /

61 5Running-track, cycling, sport-sailing,

soccer.

1 Field-

hockey

63 1 Football-players / /

66 5Football-players, tennis-player, box-

player, running-track player.

/ /

71 2 Track-running, athletics / /

75 2 Horse-riding, soccer / /

Total 16 09 01 01

Research Question 2 :

II.3.1. Participants: 23 girls and 23 boys of first year middle school

II.3.2. Procedure: Questionnaire: 1-2 questions: autobiographical data.

3-6 questions: the learners’ attitudes towards the textbook illustrations

7-13 questions: the effects of the illustrations on the learners

Boys’ Favorite Illustrated Productive activities for the Males

9

6

4

2 2

0

1

2

3

4

5

6

7

8

9

10

Doctors Football-players Pilot Stonemason Hair-dresser

Boys’ Favorite Illustrated Productive activities for the Females

9

5

4

3

2

0

1

2

3

4

5

6

7

8

9

10

Teacher house-wife cook Doctor top-model

Girls’ Favorite Illustrated Productive activities for the Females

10

7

2 2 2

0

2

4

6

8

10

12

Teacher Doctor Air-hostess Top-model Actress

Girls’ Favorite Illustrated Productive activities for the Males

34.78

17.39

13.04 13.04

8.7 8.7

4.35

0

5

10

15

20

25

30

35

40

Doctor Football-player Artist Manager Photograph Police-officer journalist

Boys’ Attitudes towards Future Sports-Related Careers

17

3

2

1

0

2

4

6

8

10

12

14

16

18

Football Nothing Boxing Horse-riding

The Girls’ Attitudes towards Future

Sports-Related Careers

10

4 4

3

2

0

2

4

6

8

10

12

Nothing Swimming Basket-ball tennid Football

Reproductive Activities

0

10

13

0

9

14

0

2

4

6

8

10

12

14

16

Men Women Both

Male respondents

Female respondents

Research question 3: The Teachers’ Questionnnaire

Participants: 10 female Teachers / 5 Male Teachers

Procedure: questionnaire ( 20 questions )

1-4 questions: autobiographical Data

5-14 questions: social and cultural beliefs with regard to gender

15-20 questions: Reflection on textbook contents with regard to gender

Do boys, generally, possess more scientific skills than girls?

Yes answer Percentage No answer Percentage

Female

Teachers

9 60% 1 6.67%

Male

Teachers

5 33.33% 0 00%

Total14 93.33% 1 6.67%

Are boys naturally better at most sports?

Yes answer Percentage No answer Percentage

Female

Teachers8 53.34% 2 13.33%

Male

Teachers5 33.33% 0 00%

Total 13 86.67% 2 13.33%

Have you noticed any form of gender bias against women?

Yes answer Percentage No answer Percentage

Female

Teachers 02 13.33% 08 53.34%

Male

Teachers 02 13.33% 03 20%

Total 05 33.33% 10 66.67%

Have you noticed any form of gender bias against men?

Yes answer Percentage No answer Percentage

Female

Teachers01 6.67% 09 60%

Male

Teachers00 00% 05 33.33%

Total 01 6.67% 14 93.33%

Do you discuss the unbalanced representation of the two or either genders with your learners?

Yes answer Percentage No answer Percentage

Female

Teachers 00 00% 10 66.67%

Male

Teachers 00 00% 05 33.33%

Total 00 00% 15 100%

Do you try to remedy any biased visual portrayal of women?

Yes answer Percentage No answer Percentage

Female

Teachers 03 20% 07 46.66%

Male

Teachers 04 26.66% 01 6.66%

Total 07 46.67% 08 53.33%

Conclusion

Gender-biased messages are one of the side-effects

conveyed via the textbook.

Findings confirm the hypotheses made earlier.

Limitations

Subjectivity of the process of textbook evaluation

The role of family, upbringing, and the environment that

may be loaded with messages that reinforce the

naturaleness of stereotypical gender roles.

Linguistic bias was also neglected.

Relevance to textual content was disregarded.

RecommendationsSufficiently gender-balanced future textbooks

Special training about gender-related issues

More female writers should be involved in the process of

textbooks production.

Further Research An examination of all textbooks in use in all levels could

be done in the future so that one can come out with more

general conclusions .

Other variables can be added such as:

Modes of dressing

Body language

Points of view

Thank You