Linguistic sexism in Qatari primary Mathematics textbooks

Research output: Contribution to journalArticle

8 Citations (Scopus)

Abstract

Linguistic sexism and gender stereotyping are barriers to gender equality. If they are inculcated at an early age, they could be institutionalized and become part of the social code. Hence the school environment, where children receive their earliest education about society, norms, culture and the world around them, should be free of such biasness. One medium where linguistic sexism and gender stereotyping can exist is school textbooks. Children exposed to textbooks that contain gender ideology may internalize it. This paper, therefore, aims to study the linguistic sexism in Qatari primary mathematics textbooks. A quantitative qualitative approach is adopted. Wordsmith Tools 5.0 is used for the quantitative analysis and Fairclough's (1989) Critical Discourse Analysis (CDA) is used for the qualitative analysis. The findings reveal that males are more visible than females in imported texts. However, in the Qatari published textbooks, females are more visible and dominant than males. This paper also discusses the implications of the findings on teaching and learning in the schools. Its objective is to raise the awareness of the existence of linguistic sexism and gender stereotyping in school textbooks.

Original languageEnglish
Pages (from-to)53-68
Number of pages16
JournalGEMA Online Journal of Language Studies
Volume12
Issue number1
Publication statusPublished - Jan 2012

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sexism
textbook
mathematics
linguistics
gender
school
social code
discourse analysis
equality
ideology
Textbooks
Mathematics
Sexism
Stereotyping
Teaching
learning
education
Visible
School Textbooks

Keywords

  • Corpus analysis
  • Gender stereotyping
  • Linguistic sexism
  • Mathematics textbook
  • Primary education

ASJC Scopus subject areas

  • Literature and Literary Theory
  • Language and Linguistics
  • Linguistics and Language

Cite this

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title = "Linguistic sexism in Qatari primary Mathematics textbooks",
abstract = "Linguistic sexism and gender stereotyping are barriers to gender equality. If they are inculcated at an early age, they could be institutionalized and become part of the social code. Hence the school environment, where children receive their earliest education about society, norms, culture and the world around them, should be free of such biasness. One medium where linguistic sexism and gender stereotyping can exist is school textbooks. Children exposed to textbooks that contain gender ideology may internalize it. This paper, therefore, aims to study the linguistic sexism in Qatari primary mathematics textbooks. A quantitative qualitative approach is adopted. Wordsmith Tools 5.0 is used for the quantitative analysis and Fairclough's (1989) Critical Discourse Analysis (CDA) is used for the qualitative analysis. The findings reveal that males are more visible than females in imported texts. However, in the Qatari published textbooks, females are more visible and dominant than males. This paper also discusses the implications of the findings on teaching and learning in the schools. Its objective is to raise the awareness of the existence of linguistic sexism and gender stereotyping in school textbooks.",
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AU - Abdul Hamid, Bahiyah

AU - Chee Keong, Yuen

AU - Othman, Zarina

AU - Jaludin, Azhar

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N2 - Linguistic sexism and gender stereotyping are barriers to gender equality. If they are inculcated at an early age, they could be institutionalized and become part of the social code. Hence the school environment, where children receive their earliest education about society, norms, culture and the world around them, should be free of such biasness. One medium where linguistic sexism and gender stereotyping can exist is school textbooks. Children exposed to textbooks that contain gender ideology may internalize it. This paper, therefore, aims to study the linguistic sexism in Qatari primary mathematics textbooks. A quantitative qualitative approach is adopted. Wordsmith Tools 5.0 is used for the quantitative analysis and Fairclough's (1989) Critical Discourse Analysis (CDA) is used for the qualitative analysis. The findings reveal that males are more visible than females in imported texts. However, in the Qatari published textbooks, females are more visible and dominant than males. This paper also discusses the implications of the findings on teaching and learning in the schools. Its objective is to raise the awareness of the existence of linguistic sexism and gender stereotyping in school textbooks.

AB - Linguistic sexism and gender stereotyping are barriers to gender equality. If they are inculcated at an early age, they could be institutionalized and become part of the social code. Hence the school environment, where children receive their earliest education about society, norms, culture and the world around them, should be free of such biasness. One medium where linguistic sexism and gender stereotyping can exist is school textbooks. Children exposed to textbooks that contain gender ideology may internalize it. This paper, therefore, aims to study the linguistic sexism in Qatari primary mathematics textbooks. A quantitative qualitative approach is adopted. Wordsmith Tools 5.0 is used for the quantitative analysis and Fairclough's (1989) Critical Discourse Analysis (CDA) is used for the qualitative analysis. The findings reveal that males are more visible than females in imported texts. However, in the Qatari published textbooks, females are more visible and dominant than males. This paper also discusses the implications of the findings on teaching and learning in the schools. Its objective is to raise the awareness of the existence of linguistic sexism and gender stereotyping in school textbooks.

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