IMPACT OF GENDER STEREOTYPE REPRESENTATIONS IN PRIMARY SCHOOL TEXTBOOKS ON CHILDREN’S COGNITIVE DEVELOPMENT
DOI:
https://doi.org/10.32461/2226-3209.3.2018.173553Анотація
Abstract. This study investigates the impact of gender stereotype representations in primary school textbooks on children’s’ learning with particular reference to Northern Cyprus. It reviews theoretical perspectives and empirical studies on the links between gender representations and children’s’ cognitive development process. A combination of qualitative and quantitative research method was used in this research. Using content analysis and questionnaire results, the paper found out that representations of females and males are generally stereotypical in the sampled school textbooks. Males are portrayed as more active and the distribution and representation of their activities are relatively higher than female representations. The findings also reveal gender roles in social life with regard to activities students are exposed to in the primary 1 st and 5 the level school textbooks. This result strongly supports the theory that socialization with regards to gender role differentiation starts at an early age and develops with age as one socializes at home, at school and in community.
Keywords: cognitive development; gender representations; gender stereotype roles; primary school textbooks.
Посилання
, B. (2003). “Türkiye'nsan Hakları: Tarama Sonuçları, (Ed.) Betül Çötüksöken, e Erzan, ve stanbul: Tarih Vakfı Yayınları, 240- 263.
Brugeilles, C., Cromer, I. & Andreyev, Z. (2002). Male and female characters in illustrated children’s books or how children’s literature contributes to the construction of gender. Population, 57:37-267. DOI: 10.2307/3246609
Buckingham, D. (2013). Media education: Literacy, learning and contemporary culture. New York: John Wiley & Sons.
Coates, J. (2015). Women, men and language: A sociolinguistic account of gender differences in language. London: Routledge.
Dehart, G. B. (2000). Child development: its nature and course. Boston: McGraw-Hill Inc. Diekman, A. B. & Murnen, S.K. (2004). Learning to be little women and little men: The inequitable gender equality of nonsexist children's literature. Sex Roles, 50(5-6):73-385. doi:10.1023/B:SERS.0000018892.26527.ea
Drees, D. E. & Phye, G. D. (2001). Gender representation in children's language arts computer software. The Journal of Educational Research, 95(1):49-55. http://dx.doi.org/10.1080/00220670109598782
Fisher, J. & Silker, E. S. (2003). Women in literature: reading through the lens of gender. USA: Greenwood Publishing Group, Inc.
Gooden, A. M. & Gooden, M. A. (2001). Gender representation in notable children's picture books: 1995–1999.
Sex roles, 45(1-2):89-101. doi: 10.1023/A:1013064418674
Golkar, M., Golkar, A., AbbasianKasgari, A., & HosseiniToudeshki, E. (2014). Determining the Factors Influencing the Brand Equity from the Perspective of the Consumer in Iran Chocolate Industry (Baraka Chocolate), UCT Journal of Social Sciences and Humanities Research, 2(2): 47-57.
Heckman, J. J. (2006). Skill formation and the economics of investing in disadvantaged children. Science, 312(5782):1900-1902. DOI: 10.1126/science.1128898
Jannati, S. (2015). Gender representation in EFL textbooks: A case of ILI pre-intermediate series. Journal of Applied Linguistics and Language Research, 2(3):211-222.
Jenaabadi, H., & Issazadegan, A. (2014). The analysis of personality features, coping strategies and stress relations in drug addicts, UCT Journal of Management and Accounting Studies, 2(1): 22-26.
Kaya, H. E. (2015). Stereotyped Gender Role Presentations In Turkish Primary Schooling System. International Academic Research for multidisciplinary, 3(9):104-125.
Lee, J. F. (2014). Gender representation in Hong Kong primary school ELT textbooks–a comparative study.
Gender and Education, 26(4):356-376. http://dx.doi.org/10.1080/09540253.2014.916400
Lee, J. F. (2016). Gender representation in Japanese EFL textbooks–a corpus study. Gender and Education, 1- 17. http://dx.doi.org/10.1080/09540253.2016.1214690
Lem, T. C. (2013). See Jane run, or maybe not: an examination of gender in teacher preferred read aloud books. Doctoral dissertation. Sacramento: California State University.
Luo, C., Li, M., Peng, P., & Fan, S. (2018). How Does Internet Finance Influence the Interest Rate? Evidence from Chinese Financial Markets. Dutch Journal of Finance and Management, 2(1), 01.
Luyt, R. (2011). Representation of gender in South African television advertising: A content analysis. Sex Roles, 65(5-6):356-370. Doi: 10.1007/s11199-011-0027-0
Martin, C. L., Ruble, D. N. & Szkrybalo, J. (2002). Cognitive theories of early gender development.
Psychological bulletin, 128(6):903. doiL 10.1037/0033-2909.128.6.903
McCabe, J., Fairchild E, Grauerholz L, Pescosolido, B. A. & Tope, D. (2011). Gender in twentieth-century children’s books patterns of disparity in titles and central characters. Gender & Society, 25(2):197-226. doi: 10.1177/0891243211398358
McHale, S. M., Crouter, A. C. & Whiteman, S. D. (2003). The family contexts of gender development in childhood and adolescence. Social development, 12(1):25-148.
Metsämuuronen, J. (2018). Common Framework for Mathematics – Discussions of Possibilities to Develop a Set of General Standards for Assessing Proficiency in Mathematics. International Electronic Journal of Mathematics Education, 13(2), 13-39.
Millard, E. (2002). Differently literate: Boys, girls and the schooling of literacy. London: Routledge. Rice, F. P. (2001). Human Development (4th ed). USA: Prentice Hall. Roper, E. A. & Clifton, A. M. (2013). The representation of physically active girls in children's picture books.
Research quarterly for exercise and sport, 84(2):147-156. doi: 10.1080/02701367.2013.784844 Samuelson, L. &
Smith, L. B. (2000). Grounding Development in Cognitive Processes. Child Development, 71(1): 98–106. doi:10.1111/1467-8624.00123
Santrock, J. W. (2001). Educational Psychology. Boston: McGraw-Hill Inc. Seifert, K., Hoffnung, R. J. & Hoffnung, M. (2000). Life span development. Boston: Houghton Mifflin. Sheldon, L. E. (2004). Evaluating English Literature Teaching textbooks. English Literature Teaching Journal, 42(4):237-246.
Táboas-Pais, M. I. & Rey-Cao, A. (2012). Gender differences in physical education textbooks in spain: A
content analysis of photographs. Sex Roles, 67(7-8):389-402. doi: 10.1007/s11199-012-0174-y Taylor, F. (2003). Content analysis and gender stereotypes in children’s books. Teaching Sociology, 31:300–
311. Available at http://www.jstor.org/stable/3211327. Accessed 12 August 2016.
Yello, N. C. (2012). A Contact Analysis of Caldecott Medal and Honor Books from 2001-2011: Examining Gender Issues and Equity in 21 St Century Children’s Picture Books. Doctoral dissertation. Florida: University of Central Florida Orlando.
##submission.downloads##
Номер
Розділ
Ліцензія
Автори, які публікуються у цьому журналі, погоджуються з наступними умовами:
1. Автори залишають за собою право на авторство своєї роботи та передають журналу право першої публікації цієї роботи на умовах ліцензії Creative Commons Attribution License, котра дозволяє іншим особам вільно розповсюджувати опубліковану роботу з обов'язковим посиланням на авторів оригінальної роботи та першу публікацію роботи у цьому журналі.
2. Автори мають право укладати самостійні додаткові угоди щодо неексклюзивного розповсюдження роботи у тому вигляді, в якому вона була опублікована цим журналом (наприклад, розміщувати роботу в електронному сховищі установи або публікувати у складі монографії), за умови збереження посилання на першу публікацію роботи у цьому журналі.
3.Політика журналу дозволяє і заохочує розміщення авторами в мережі Інтернет (наприклад, у сховищах установ або на особистих веб-сайтах) рукопису роботи, як до подання цього рукопису до редакції, так і під час його редакційного опрацювання, оскільки це сприяє виникненню продуктивної наукової дискусії та позитивно позначається на оперативності та динаміці цитування опублікованої роботи.
