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Gender Stereotypes in the Dialogues of Middle School English Textbooks

이화연
사단법인 한국언어학회 (The Linguistic Society of Korea)|2013.06|언어학 (EONEOHAG)|제21권 제2호|pp. 163-192|DOI 10.24303/lakdoi.2013.21.2.163

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참고문헌

키워드

gender roledialogue analysismiddle school English textbooksgender stereotypeskey expression
주제분류언어학

초록

School textbooks play a crucial role in educating gender roles; accordingly, the presence of gender discrimination in textbooks can influence adolescents to foster misconceptions about gender roles. This study examines the three popular middle school English textbooks in order to explore the existence of gender stereotypes in the textbooks based on the 7th National Educational Curriculum Revision (NECR) of Korea (2007). Compared to the results of previous researches based on the 7th National Educational Curriculum (NEC) of Korea (1999), this study suggests that gender stereotypes have been reduced not only in terms of the number of key expressions uttered by male and female characters but also the number of initiators of conversations. However, stereotypical gender roles still exist in the descriptions of male and female characters and the characteristics of gender roles have not been much changed. The findings of this research may serve textbook developers and curriculum designers with useful information for minimizing gender bias in English textbooks.

Abstract

School textbooks play a crucial role in educating gender roles; accordingly, the presence of gender discrimination in textbooks can influence adolescents to foster misconceptions about gender roles. This study examines the three popular middle school English textbooks in order to explore the existence of gender stereotypes in the textbooks based on the 7th National Educational Curriculum Revision (NECR) of Korea (2007). Compared to the results of previous researches based on the 7th National Educational Curriculum (NEC) of Korea (1999), this study suggests that gender stereotypes have been reduced not only in terms of the number of key expressions uttered by male and female characters but also the number of initiators of conversations. However, stereotypical gender roles still exist in the descriptions of male and female characters and the characteristics of gender roles have not been much changed. The findings of this research may serve textbook developers and curriculum designers with useful information for minimizing gender bias in English textbooks.

참고문헌 (39)

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