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postgraduate thesis: The representation of gender in junior secondary ELT textbooks in Hong Kong

TitleThe representation of gender in junior secondary ELT textbooks in Hong Kong
Authors
Issue Date2013
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Yeung, C. [楊綽茹]. (2013). The representation of gender in junior secondary ELT textbooks in Hong Kong. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5094918
AbstractIt is argued that the gender bias in textbooks can influence students’ development of values and attitudes (e.g. Lee & Collins, 2008, 2010; Sunderland, 1997; Yang, 2011). Despite continuous improvement, gender stereotyping was found in previous studies in different parts of the world (e.g. Evans & Davies, 2000; Lee & Collins, 2008). The aim of the present study is to analyse the gender representation in the ELT textbooks used by junior secondary students in Hong Kong. The content, language and illustrations of two sets of ELT textbooks were examined. Improvements of gender representation were found as compared with the results in previous studies. The findings show a more balanced representation of males and females in terms of their visibility in both texts and illustrations. Females no longer dominate domestic settings and they no longer speak less in an inferior status. However, gender bias of different forms was still found. Females still play a wider range of domestic roles and a narrower range of social roles. There is also a tendency for females to be mentioned after males when two nouns were paired for gender. It was also found that texts and illustrations are good partners in building up gender bias because they supplement and reinforce the gender bias shown in each other. In addition, new strategies of using unisex names and pseudonyms for avoiding gender imbalance in language were found.
DegreeMaster of Arts in Applied Linguistics
SubjectEnglish language - Study and teaching (Secondary) - Sex differences - China - Hong Kong
English language - Study and teaching (Secondary) - China - Hong Kong - Textbooks
Dept/ProgramApplied English Studies
Persistent Identifierhttp://hdl.handle.net/10722/193558

 

DC FieldValueLanguage
dc.contributor.authorYeung, Cheuk-yu-
dc.contributor.author楊綽茹-
dc.date.accessioned2014-01-13T23:10:38Z-
dc.date.available2014-01-13T23:10:38Z-
dc.date.issued2013-
dc.identifier.citationYeung, C. [楊綽茹]. (2013). The representation of gender in junior secondary ELT textbooks in Hong Kong. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5094918-
dc.identifier.urihttp://hdl.handle.net/10722/193558-
dc.description.abstractIt is argued that the gender bias in textbooks can influence students’ development of values and attitudes (e.g. Lee & Collins, 2008, 2010; Sunderland, 1997; Yang, 2011). Despite continuous improvement, gender stereotyping was found in previous studies in different parts of the world (e.g. Evans & Davies, 2000; Lee & Collins, 2008). The aim of the present study is to analyse the gender representation in the ELT textbooks used by junior secondary students in Hong Kong. The content, language and illustrations of two sets of ELT textbooks were examined. Improvements of gender representation were found as compared with the results in previous studies. The findings show a more balanced representation of males and females in terms of their visibility in both texts and illustrations. Females no longer dominate domestic settings and they no longer speak less in an inferior status. However, gender bias of different forms was still found. Females still play a wider range of domestic roles and a narrower range of social roles. There is also a tendency for females to be mentioned after males when two nouns were paired for gender. It was also found that texts and illustrations are good partners in building up gender bias because they supplement and reinforce the gender bias shown in each other. In addition, new strategies of using unisex names and pseudonyms for avoiding gender imbalance in language were found.-
dc.languageeng-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subject.lcshEnglish language - Study and teaching (Secondary) - Sex differences - China - Hong Kong-
dc.subject.lcshEnglish language - Study and teaching (Secondary) - China - Hong Kong - Textbooks-
dc.titleThe representation of gender in junior secondary ELT textbooks in Hong Kong-
dc.typePG_Thesis-
dc.identifier.hkulb5094918-
dc.description.thesisnameMaster of Arts in Applied Linguistics-
dc.description.thesislevelMaster-
dc.description.thesisdisciplineApplied English Studies-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.5353/th_b5094918-
dc.date.hkucongregation2013-

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