Sponsor
Portland State University. Department of Applied Linguistics
First Advisor
Marjorie Terdal
Term of Graduation
Winter 1998
Date of Publication
1998
Document Type
Thesis
Degree Name
Master of Arts (M.A.) in Teaching English to Speakers of Other Languages
Department
Applied Linguistics
Language
English
Subjects
English language -- Study and teaching (Higher) -- Textbooks for foreign speakers, Sexism in textbooks, Content analysis (Communication)
DOI
10.15760/etd.3543
Physical Description
1 online resource (vii, 83 pages)
Abstract
This study is a partial replication of E.W. Hoomes' dissertation (1978). The purpose of this study is to investigate whether or not gender bias exists in current ESL reading materials and in cases where gender bias exists, whether it varies by learning levels. Eleven reading books which were used in ESL classes at Portland State University were selected from the textbook lists of Winter, Spring, Summer, and Fall in 1997. Content analysis was employed to examine distribution of males and females in passages and illustrations.
Gender bias was found to be statistically significant in the following categories: the assignment of primary/secondary characters, the assignment of dominant/subservient roles, and the assignment of independent/dependent roles. However, the relatively weak Phi values in the assignment of primary/secondary characters and in the assignment of independent/dependent roles revealed that the gender bias was too small to be of concern. A significant amount of gender bias was observed in the assignment of dominant/subservient roles.
It was hypothesized that the materials for the beginning level would have more gender bias because textbooks simplify the information in order to facilitate the students' understanding. However, this pattern did not emerge. In fact, there were no consistently emerging patterns in gender bias among levels. However, including findings which were not statistically significant, level two materials evaluated for this study showed somewhat consistent gender bias favoring males over females. The occurrence of males was higher than in the other three levels. More male primary characters were presented and in more active, dominant, and independent roles. More males than females were also represented as adults.
Rights
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Persistent Identifier
https://archives.pdx.edu/ds/psu/40182
Recommended Citation
Ma, Kyunghee, "The Representation of Gender in Current ESL Reading Materials" (1998). Dissertations and Theses. Paper 6398.
https://doi.org/10.15760/etd.3543
Comments
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