Sexism in textbooks: an analysis of gender bias and stereotypes in the english language textbooks of Cavite State University
DOI:
https://doi.org/10.48017/dj.v9i3.3117Palabras clave:
sexism, gender-bias, gender-stereotypes, English language textbooks, content analysis techniqueResumen
Considering that gender bias and stereotypes are not only reflected in the behaviors and expectations of parents, teachers, and peers in society, but are also accentuated in language, literature, and fiction, this paper examines the long-standing problem of sexism in English language textbooks used in all educational levels at Cavite State University. The following categories of sexism were examined in this study using the content analysis technique: gender visibility, firstness, occupational-role representations, activities, and character traits. The findings revealed different gendered word counts, with males having a higher quantity. The findings also showed that every frequent category of sexism examined in every textbook is classified as sexist. All categories are dominated by males. Additionally, it was discovered that every textbook that was studied is sexist. The unawareness of writers about sexism and the statistics (such as population, education, employment, and economic relations) of men and women in the Philippines may be the causes of the aforementioned findings.
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Derechos de autor 2024 Ronlie RJ Espeleta, Cristina M Signo, Jocelyn B Siochi, Shiela L. Vidallon, Still John F Reyes, Maria Rizalyn C. Flores
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