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Gender representation in textbooks: a bibliometric study
Abstract
Studies concerning gender representation in textbooks have shaped a multidisciplinary and heterogeneous research domain. Thus, this study aimed to reveal the structure and development of this field. Bibliometrix and biblioshiny software tools were used to perform a bibliometric analysis of 436 documents on the theme of gender representation in textbooks obtained from the Web of Science Core Collection database and published from 1967 to 2020. The results show that the field of gender representation in textbooks has expanded over the past few decades. The United States, Spain, and the United Kingdom were the most prolific actors. The lion’s share of attention in the field appears to have been given to foreign-language textbooks. This field is characterized by a plurality of different research focuses, approaches, and perspectives. Moreover, the results indicate that the field has undergone a significant shift in research focus and methodologies. These findings can foster the development of scientific production by creating a broader panorama of published literature in this field.
... Specifically, bibliometric analysis conducted by literary critics examining the relationship between these two fields is still minimal. The limited number of bibliometric articles only discusses a few research topics in this area, thus indicating the need for comprehensive analysis that this research seeks to discuss (Block et al., 2020;Junior et al., 2022;Dong & Li, 2023;Huang & Ning, 2023;Isti'anah & Wijanarka, 2023;Suwartini & Suwandi, 2022). Suwartini & Suwandi (2022), for example, conducted a substantial bibliometric study of textbooks, both literary and nonliterary. ...
... This study used the VOSviewer tool for data analysis, providing a comprehensive view of gender representation in textbooks. Dong & Li (2023) also undertook a similar project, aiming to uncover the structure and development of textbooks representing gender, offering different perspectives. The study referred to the Web of Science as its data source, covering publications between 1967 and 2020. ...
Publications on gender and spirituality have been prominently featured in many journals indexed by various databases. This article employs bibliometric analysis to investigate publication trends on gender and spiritual issues in literary studies within the Scopus database. This research utilized the VOSviewer application to analyze keyword co-authorship, co-occurrence, and citations. The bibliographic data for this study were downloaded from the Scopus database on January 8, 2024, with a search restriction over the last ten years between 2014 and 2023, and under two fields: 1) social sciences and 2) arts and humanities. The results show that of the 34 eligible publications, there are four main highlights. First, the co-authorship of research publications is relatively low and is only undertaken by a few researchers. Second, the co-occurrence of keywords reveals three main research trends over these ten years: gender-based experiences and practices, gender-based concepts, and religion and spirituality. However, keywords related to literary criticism did not appear. Third, the number of citations for documents is uneven and is dominated only by certain authors, affiliations, and countries. Lastly, network visualization reveals limited interconnectivity between topics, such as gender spirituality and literature. These results conclude that interdisciplinary research in the field of literary criticism remains widely open to address existing research gaps and encourage researchers to collaborate on related topics.
... Statistical patterns of change in the output of academic literature over time can effectively assess the accumulation of knowledge, research dynamics, and maturity level of a discipline [18,42]. The annual distribution curve of the literature output in the SRID ...
... Statistical patterns of change in the output of academic literature over time can effectively assess the accumulation of knowledge, research dynamics, and maturity level of a discipline [18,42]. The annual distribution curve of the literature output in the SRID is shown in Figure 2. The distribution of literature outputs in Figure 2 demonstrates a consistent upward trend in the number of publications, which shows that the research topic of SRID is constantly evolving and has been the focus of researchers' attention in recent years. ...
(1) Background: Social robot interaction design is crucial for determining user acceptance and experience. However, few studies have systematically discussed the current focus and future research directions of social robot interaction design from a bibliometric perspective. Therefore, we conducted this study in order to identify the latest research progress and evolution trajectory of research hotspots in social robot interaction design over the last decade. (2) Methods: We conducted a comprehensive review based on 2416 papers related to social robot interaction design obtained from the Web of Science (WOS) database. Our review utilized bibliometric techniques and integrated VOSviewer and CiteSpace to construct a knowledge map. (3) Conclusions: The current research hotspots of social robot interaction design mainly focus on #1 the study of human–robot relationships in social robots, #2 research on the emotional design of social robots, #3 research on social robots for children’s psychotherapy, #4 research on companion robots for elderly rehabilitation, and #5 research on educational social robots. The reference co-citation analysis identifies the classic literature that forms the basis of the current research, which provides theoretical guidance and methods for the current research. Finally, we discuss several future research directions and challenges in this field.
... This provides precise and detailed informational references for future research planning and strategy formulation [22]. This methodology has been widely applied across various disciplines, including medicine, management, informatics, and biology [23][24][25][26]. Through its unique combination of quantitative and qualitative analysis, bibliometrics can deeply reveal the contribution levels of different countries, journals, authors, and institutions in specific research areas. ...
Introduction: Cancer treatments frequently lead to cognitive impairments, affecting a substantial global population. Among various approaches, exercise has emerged as a promising strategy for rehabilitation. However, a comprehensive bibliometric analysis of research in this field is lacking. Methods: We conducted a bibliometric analysis of 10,345 articles sourced from the Web of Science database using the R package “bibliometrix”. Our analysis examined publication trends, leading countries, journals, authors, institutions, keywords, and prevalent themes. Results: Over the past two decades, research on exercise interventions for cancer-related cognitive impairments (CRCI) has advanced significantly. Nonetheless, challenges persist in elucidating underlying mechanisms, developing innovative strategies, and creating effective tools. Conclusions: The number of publications notably increased from 1998 to 2023, although there has been a recent decline in citations. The United States (US) leads in both publications and citations, while China is showing increasing influence. Using Lotka’s Law in our bibliometric analysis, we identified 58 key authors in the field of exercise interventions for CRCI. Leading institutions such as the University of Toronto and Duke University are at the forefront of this research. Although the Journal of Clinical Oncology has fewer publications, it remains influential. Current research focuses on exercise interventions to enhance the quality of life for cancer patients, with particular emphasis on cognitive rehabilitation in breast cancer and the challenges faced by survivors. Future research should delve deeper into intervention mechanisms, behavioral strategies, telemedicine, and precise cognitive assessment tools.
... As school textbooks may be so influential, understanding and reducing sex, gender, and race bias in textbooks is a long-lasting, extremely difficult goal in modern society [8]- [11]. The field of studying gender representation in textbooks has expanded over the past few decades [12]. Yet, bias has been demonstrated to be a resilient issue. ...
School textbooks have a profound influence on shaping the thoughts of young individuals. Reducing sex, gender, and race bias in these educational materials is then an imperative social goal. Despite efforts to address bias, historical and contemporary textbooks have been found to perpetuate stereotyped associations: efficient techniques like word embeddings can be used to analyze a wide range of school textbooks to assess the presence of stereotyped biases. In this paper, we use Artificial Intelligence to test what happens if people are exposed to some textbooks or others. Our procedure can be used for in-silico testing of the persuasive power of textbooks. For this purpose, we introduce ChildDM, a model constructed from a corpus of children’s free-produced language, and its domain-adapted version, ChildDM-School, trained on a collection of school textbooks. Leveraging the Word Embedding Association Test (WEAT) framework, we investigate how biases evolve in the language of children after exposition to historical textbooks. While historical textbooks tend to avoid explicit gender-based stereotypes in the scientific and artistic domains, they still conceal biases. Specifically, women are associated with caregiving and family-related activities.
This article examines Raquel Costa’s 25 Mulheres, a children’s book celebrating the 50th anniversary of Portugal’s Carnation Revolution. Designed for readers around 10–11 years old, yet equally compelling for adults due to its layered meanings and nuanced themes, the book features 25 alphabetically organised stories of ordinary women, reflecting their diverse lives and experiences within Portuguese society. This structure provides a captivating entry point for discussing gender equality and societal expectations. Set against the backdrop of the Carnation Revolution, which ended decades of authoritarian rule and marked significant progress for women’s rights, the book uses its historical context to inspire contemporary dialogue. Significant themes include freedom, empowerment, equality, and identity while addressing topics such as disability, reproductive rights, domestic violence, and LGBTQ+ experiences. Each story challenges traditional gender norms, offering readers examples of resilience and courage. Costa’s illustrations enhance the narrative, combining vibrant and subdued tones to capture the essence of each woman’s story. Unlike conventional narratives, Costa’s work highlights anonymous, everyday women, creating a mosaic of voices that resonate across ages. By exploring the portrayal of gender roles and societal expectations, this article assesses the book’s impact on fostering an understanding of historical and contemporary issues related to women’s rights. This study underscores the importance of integrating feminist perspectives into children’s literature to promote intergenerational dialogue and ongoing reflection on gender equality.
This study comprehensively analyses gender representation and citation disparities in gender studies by examining the position of female scholars as first and corresponding authors. The research uncovers a pattern of gender-homogeneous co-authorship and investigates the geographical and economic disparities in academic contributions, scrutinising the impact of a country’s economic status on citation rates and open-access publications, particularly in relation to citation rates and open-access publications. The study uses a Logistics Regression and Zero-Inflated Negative Binomial Regression model to explore factors influencing open-access publication and citation rates. The study’s findings demonstrate the predominant presence of female scholars in gender-focused literature within social sciences, in contrast to their underrepresentation in STEM fields. The findings also reveal a tendency towards gender-homogenous collaborations and a significant concentration of scholarly output from the high-income regions, highlighting both geographic and economic disparities. The present study provides an analytical foundation for future studies on the global distribution of scholarly contributions and the complex interplay of various factors affecting academic publishing in gender studies.
The objective of this study is to conduct an analysis of gender representation within the Information Technology (IT) school textbook utilized in Grade 1 across all public schools in Oman. The investigation of categories such as images, names, and gender firstness is commonly conducted using quantitative and qualitative content analysis. The study findings indicate that the IT school textbook utilized in Grade 1 demonstrates gender balance and equality. The textbook exhibited a nearly equal representation of males and females, both in terms of quantity and quality. The outcomes of the study also indicate that females exhibited greater visibility compared to males in the areas pertaining to images, names, and gender precedence in terms of speaking order. On the other hand, males exhibited a higher level of visibility within the gender-firstness category, which pertains to the order in which individuals are depicted in images. Overall, the school textbook demonstrated an equitable and unbiased portrayal of both genders. The results of the current investigation are expected to serve as a catalyst for authors to generate educational materials that exhibit a more equitable representation of genders within the school curriculum.
Recent reviews demonstrate the usefulness of the business model concept as a level of analysis in management, whereas less attention has been devoted to the analysis of the paths of past research to guide its future development. We used bibliometric methods, specifically bibliographic coupling and algorithmic historigraphy, to trace the development of the business model literature from its origins in e-business to its current state. In addition to reviewing the literature as a whole, our study investigated the time-dependent co-evolution of research sub-streams. We examined the relative influence of publications and canonical papers (algorithmic historiography) within and between three separate time spans (bibliographic coupling). We found that business model foundations draw from three major business sub-disciplines—strategy, entrepreneurship, and innovation—whilst new frontiers (e.g., Industry 4.0, sustainability, and networks) offer an opportunity to increase the inter-connectedness of business model research. Finally, we discuss contemporary topics and future avenues for business model research.
Studies around public-private partnerships (PPPs) have shaped a complex and colorful research field. A series of review studies have been performed to explore the knowledge base of this field. Despite their significant contributions, bibliometric research on the PPPs literature is still needed to capture more comprehensive, diverse and detailed information in this area from a holistic perspective, for reducing subjectivity and one-sidedness. Under this situation, this paper continues the bibliometric journey by conducting a comprehensive metrological and content analysis of the PPPs research field. By applying a newly developed Bibliometrix R-package tool, the overview of PPPs research is presented via metro-logical analysis using a series of indexes. The intellectual structure of this domain is then explored via content analysis using the methods of keywords analysis and citation analysis from both static and dynamic perspectives. Consequently, the panoramic view including the overview, pivotal points of topics, thematic evolution and research focuses of this domain are depicted visually and intuitively via a set of science maps. This new attempt crystallizes out key findings and valuable information of PPPs research, which can consolidate and broaden the bibliometric findings of previous PPPs literature studies and act as a guidance for analyzing the knowledge base of other research fields.
Background
Investigating scientific publication trends in the field of oncology may highlight opportunities for improved representation, mentorship, collaboration, and advancement for women.
Methods
We conducted a bibliometric analysis of Annals of Surgical Oncology; Cancer; International Journal of Radiation Oncology, Biology, Physics (IJROBP); JAMA Oncology; and Journal of Clinical Oncology in 1990, 2000, 2010, and 2017. Full name and degree credentials per author role (ie, first or senior author), article type, publication year, and citation metrics were collected. First names were used to identify author gender.
Results
Across 9189 articles, female representation rose between 1990 and 2017 (first authors: 17.7% in 1990, 36.6% in 2017; senior authors: 11.7% in 1990, 28.5% in 2017). For the 50 most cited articles per year, women comprised a smaller percent of first (26.5%) and senior (19.9%) authors. The average citation count was higher for male first (44.8 per article) and senior (47.1) authors compared to female first (39.7) and senior (44.1) authors. With male senior authors, the first author was more likely male (71.4% male; 25.0% female); with female senior authors, first authors were 50.2% male and 47.6% female. IJROBP had the lowest total female representation among first (25.1%) and senior (16.7%) authors. Women had more MDs with Masters degrees, whereas men held more MDs only and more MDs with PhDs.
Conclusion
Despite positive trends, substantial gendered differences in oncology publications persist. Fostering more women in oncology research will benefit female representation at many levels of academia and improve productivity, collaboration, and recruitment, especially in technical fields such as radiation and surgical oncology.
Social Indicators Research (SIR) year by year has consolidated its preeminent position in the debate concerning the study of all the aspects of quality of life. The need of a journal focused on the quantitative evaluation of social realities and phenomena dating back to the seventies, when a new branch of Social Science-called Social Indicators Research-came into the international scientific landscape. This paper aims at reviewing the whole collection of publications appeared on SIR from 1989 to 2018, providing a complete overview of the main factor that affected the journal in the last 30 years. The approach followed to analyse this extensive corpus of documents relies upon the theoretical framework of bibliometric studies.
Land degradation is a global issue receiving much attention currently. In order to objectively reveal the research situation of land degradation, bibliometrix and biblioshiny software packages have been used to conduct data mining and quantitative analysis on research papers in the fields of land degradation during 1990–2019 (data update time was 8 April 2019) in the Web of Science core collection database. The results show that: (1) during the past 20 years, the number of papers on land degradation has increased. According to the number of articles, it is divided into four stages: a low-production exploration period, a developmental sprout period, expansion of the promotion period, and a high-yield active period. (2) Land-degradation research covers 93 countries or regions. The top five countries in terms of research volume are China, the United States, the United Kingdom, Germany, and Australia. China, the United States, and the United Kingdom are the most important countries for international cooperation in the field of land degradation. However, cooperation between countries is not very close overall. (3) Land degradation, degradation, desertification, remote sensing, soil erosion, and soil degradation are high-frequency keywords in the field of land degradation in recent years. (4) The research hotspots in the field of land degradation mainly focus on research directions such as restoration and reconstruction of land degradation, and sustainable management of land resources. (5) The themes of various periods in the field of land degradation are diversified, and the evolutionary relationship is complex. There are 15 evolutionary paths with regard to dynamic monitoring of land degradation, environmental governance of land degradation, and responses of land degradation to land-use change. Finally, the paper concludes that the research directions on land degradation in future include the process, mechanism, and effect of land degradation, the application of new technologies, new monitoring methods for land degradation, theory enhancement, methods and models of ecological restoration, reconstruction of degraded land, multidisciplinary integrated system research, constructing a policy guarantee system for the reconstruction of degraded land, and strengthening research on land resource engineering.
RESUMEN El objetivo del presente estudio es analizar cómo se representa a la maestra de educación física en los libros de texto de esta área, en la etapa de Educación Primaria. Se realiza un estudio cuantitativo que muestra un número elevado de maestras con respecto al maestro de educación física, principalmente en el primer ciclo de Primaria y otro cualitativo, a través del análisis de contenido, identificando un tratamiento estereotipado en cuanto a las características físicas de la docente, al representar a una maestra eminentemente joven, de raza blanca, delgada, con ropa deportiva y sin discapacidad. Pero a la vez, aparece un tratamiento más abierto y participativo en cuanto al rol representado, ya que la maestra de educación física aparece en la zona periférica de la imagen, con actitud activa, en un espacio no necesariamente deportivo, sin complementos docentes, que imparte contenidos relacionados con la gestión del grupo-clase y los juegos.
ABSTRACT
The objective of the present study is to analyse how the physical education teacher is represented in the textbooks of this area, in the Primary Education stage. A quantitative study is carried out showing a high number of teachers with respect to the physical education teacher, mainly in the first cycle of Primary Education and a qualitative one, through content analysis, identifying a stereotyped treatment of the physical characteristics of the teacher, by representing a teacher eminently young, white, thin, wearing sports clothes and without disabilities. But at the same time, a more open and participative treatment appears in relation to the role represented, since the physical education teacher appears in the peripheral area of the image, with an active attitude, in a space not necessarily sports, without teaching complements, that Imparts content related to group-class management and games.
Children’s books, as key vectors of socialisation in contemporary societies, convey norms and values with respect to differentiated gender roles. How does this gender-based socialisation accommodate the principles of equality and education for all? For the last thirty years, this question has been a focus of concern in many countries, notably via the activities of international institutions. The challenge is vast: to provide high-quality education and promote equality, for boys and girls alike.
Using the concepts of “social representations” and “gender” and applying a quantitative method to objects that are traditionally studied from a qualitative standpoint, a practical approach was developed to analyse male and female representations in the various printed media intended for a child readership (school textbooks, illustrated albums, etc.). The aim is to decompose the construction of social gender by looking at the varied attributes associated with the characters portrayed in children’s books – who are key to the production of social representations – and to consider the structure and internal logic of this written medium.
This manual presents an analytical approach and the data collection methods used to capture gender represent¬tations. We show how the data collection tool presented provides a means to answer questions such as: What are the prescribed gender identities and roles? To what extent are the two sexes shown together or apart? Are the societies depicted gender-equal?
The methodology described in this book is designed for the analysis of school textbooks. We make use of an English-language mathematics textbook used in Cameroon to detail the method, and present a study of a series of primary school mathematics textbooks used in francophone Africa to illustrate our approach and demonstrate how it can be applied.
The methodology presented can be readily adapted for other types of printed media – children’s novels, magazines, etc. – and for other issues, such as cultural discrimination or ethnic segregation. It provides a general framework for examining the treatment of difference in society.
This study investigates gender representation in an English language textbook taught to the students of Grade-5 in public and private schools in Punjab (Pakistan) by applying Fairclough’s three-dimensional model. For this purpose, content and critical discourse analyses approaches were applied to check eight-factor gender discrimination in the said textbook. As a result, it was observed that the said textbook was highly gender biased which represented males more than females. It also appeared that the said textbook had been designed to maintain male dominance in implicit as well as explicit ways. Such state of affairs may lead to gender discrimination in practical lives. Therefore, the study suggests that both genders should be represented in an equalized proportion. This can be achieved by increasing the number of female authors and sensitizing the teachers about gender discrimination and asking them to highlight gender biased issues in education.
"Il y a eu une telle fertilisation réciproque des idées de la sémiotique de Saussure, centrée sur le code et le langage, et de la sémiotique inspirée par Peirce, qui est pragmatique et interprétative, qu'il est difficile de trouver aujourd'hui un sémioticien qui ne croit pas à la nécessité de développer une socio-sémiotique, interprétative et pragmatique ».
S'il fallait donner l'illustration de cette conception ouverte des avancées en sémiotique, l'ouvrage de Gunther Kress et Théo van Leeuwen : Reading Images - The Grammar of Visual Design, en serait
la meilleure preuve.
In recent decades, gender in language education has been discussed and studied. Textbooks play a critical role in canalizing particular gender ideologies or values. ELT textbooks are no exception. In response to this, this paper reports on a critical discourse study that examines how females and males are represented in the prescribed Indonesian ELT textbook published by the Ministry of National Education. Critical micro-semiotic analysis indicates that the ELT textbook depicts gender bias or stereotypes in which these stereotypes are presented through visual and verbal texts. This finding implies that gendered texts and discourses in the textbook inadequately depict gender equality. The textbooks also showcases stereotyped gender differences. For this reason, language textbook writers and language teachers need to take into account the interplay between gender and language use when designing and using any ELT textbooks.
Using government secondary school English language textbooks from Malaysia, Indonesia, Pakistan and Bangladesh, we conducted a quantitative content analysis in order to identify gender stereotypes in school education. In total, 21 categories of exclusion and quality of representation were used to study gender stereotypes. Our analysis confirms a pro-male bias in textbooks: the aggregate female share is 40.4% in textual and pictorial indicators combined. Female occupations are mostly traditional and less prestigious while the characters are predominantly introverted and passive in terms of personality traits. Women are also shown to be mostly involved in domestic and in-door activities while men have a higher presence in professional roles. Systematic underrepresentation of females is evident regardless of whether we look at the text or pictures. A cross-country analysis shows that the female share in picture content is only 35.2% in Malaysia and Bangladesh. Overall, the proportion of female to male characters (text and pictures combined) is balanced in Malaysia and Indonesia (44.4% and 44.1% respectively) while this share is only 24.4% and 37.3% in Pakistani and Bangladeshi textbooks respectively. The finding of underrepresentation of women in Pakistani textbooks, in terms of quality and quantity, is robust to the selection of province-, grade- and subject-specific textbooks, as well as the range and type of categories used.
The main objective of this study is to examine and reveal images of gender-stereotyped occupations from primary school English textbooks and uncover gendered attributes from these images. Images in the textbooks are investigated based on how representational meanings reveal agentic and communal qualities. Images were analysed through identifying patterns and relationships of images to attributes from Social Role Theory. Stereotyped images were identified through links and associations from Atlas.ti software that connected images with characteristics and meanings. This study found 126 images represented in professional occupations and 81 images represented in non-professional occupations. Results showed that occupational images of males were linked to more self-assertive and agentic qualities while females were portrayed with more caring, communal qualities. Social semiotic analysis revealed that more males were shown as professionals such as architects, and doctors whereas females are more portrayed with professional occupations such as nurses and teachers, and non-professional males were also included with agentic qualities, portrayed by farmers and firefighters. This study asserts that a more gender-equitable solution would be to give children a wider range of portrayals of men and women in order to communicate gender norms to children. Parents, caretakers, teachers and schools also have responsibilities towards boys and girls in that they ensure learning happens in an environment that they do not give out messages, subliminal or otherwise that there are subjects that are only particular to boys and only particular to girls. Apart from teachers, this is particularly true also for parents, family members and caretakers where they may be directly influencing children who are in their care towards gender stereotypical subject choice all throughout the children's schooling life in the home environment. Furthermore, parents, teachers and schools must cooperate together to encourage boys and girls at an early age to be interested in non-stereotypical options in subject choice.
Over the past two decades, sexual citizenship has emerged as a new form of citizenship coupled with increased interest in the challenges to citizenship and social justice faced by lesbian, gay, bisexual, transgender and intersex (LGBTI) people and, in particular, by sexual minority youth within education systems. In South Africa, the rights of LGBTI people have been institutionalised in legislation, and research has begun to consider how educators may facilitate a more inclusive school environment for LGBTI youth. Given the focus of the Department of Education on social justice, the present study examines how selected Life Orientation (LO) textbooks for Grades 7 to 12 in South African schools represent and construct LGBTI identities. The study generally finds inconsistency in the representation of these identities. Gay male identities are represented in some instances, lesbian and bisexual identities rarely so, and transgender and intersex identities not at all. Two of the four series examined are almost entirely silent about LGBTI identities. This invisibility negates the different 'ways of knowing' of LGBTI learners; tends not to facilitate students in critiquing the discrimination, prejudice and social injustices faced by many LGBTI people, and lessens the importance of social justice and citizenship education in this field in South Africa.
This paper aimed to identify and reveal gender positioning in the images used in the recent ELT nationwide text books, i.e. Prospects 1, 2 & 3. To do so, the dimensions in Goffman (1976) were mixed with the
image semiotic category of Kress and van Leeuwen (2006) to analyze the images in terms of determining
active participant, gaze direction, visual techniques, body display, and the space in which the participants
were shown. In order to elicit the hidden patterns, the data went over a thorough content analysis which
revealed the following: First, males were presented more than females as active, looking at the viewer, and
framed in a close–up format which signified their prominence and power in relation to females. Second,
while both men and women were represented as fully clothed, no female character in the images were
depicted in sparsely and lightly clothed. Third, a balanced representation was shown regarding the location
in which males or females were present in the images, portraying at both home and workplace spaces despite
not showing females in images related to open spaces such as streets and neighborhoods. Results promise
implications for language teachers and teacher educators as to raise their awareness of gender bias, though
in some aspects and not in others, in images of the text books. In addition, results have clear message for
material developers not to selectively represent a gender-unbiased picture of males and females in only some
limited aspects.
The purpose of this research is to analyze the figure of the teacher in the images of the textbooks of Physical Education (PE) in Primary Education (EP). A univariate and bivariate descriptive study was done through content analysis. The extracted sample of five publishers consists of 45 images, from 2/2006 Education Law (LOE). The results show a predominance of the female figure, young, white and ectomorph somatotype in PE classes; she is figure-thin young women and mature-thin man.
Our paper analyses 25 years of performance management research published in the English-language journals, included in SSCI database, separating the business domain from public sector one. We used a content analysis for showing the relationships between the subfields of performance management and the time evolution. Through a multiple correspondence analysis based on keywords we provide a framework to track this literature over the 25-year period. We conclude the paper with a discussion on future pathways in the performance management literature.
The power of print media in creating stereotypical
ideologies for certain groups of people is an undeniable
fact (van Dijk, 1998). From a multimodal discoursal
perspective, an element of high importance in every
print text is the visual paratext (Kress & van Leeuwen,
2006). Along with visuals, an important social issue
which has been the focus of many studies and invoked
many debates is gender and the hidden ideologies by
means of which a specific gender is shown to be
superior. This study was conducted to identify and
reveal the positioning of gender in the images of three
international and local ELT textbooks: New Headway,
Top Notch, and Iran Language Institute (ILI) English
Textbook. Dimensions identified in Goffman’s Gender
Advertisements (1976) were integrated with the image
semiotic categories of Kress and van Leeuwen’s
Reading Images (2006) to analyze the images at the
elementary level of these textbooks. Both quantitative
and qualitative analyses were used to find gender
presentation in ELT textbooks. The analysis was
focused on finding the active participant, gaze direction,
visual techniques, body display, and space in which the
participants were shown. The content analysis of the
images in the three textbooks revealed that men were represented to be more active, competent, socially
important, breadwinners, and powerful. In contrast,
women appeared as less active and more reactive,
objects to be scrutinized, objects of desire, breadtakers,
and socially less powerful. Although the findings for ILI
English textbook were slightly different and apparently
indicated more gender equality, the frequency of each
gender representation in the images of the textbook
revealed more power and better social status for men.
The results have clear implications. They can raise the
consciousness of materials developers, ELT instructors,
and other stakeholders as to gender bias in the visual
elements of ELT textbooks. They also indicate that,
despite international feminist and women rights
movements, locally developed and adapted ELT
materials manifest comparatively less gender bias.
Gender representation in school textbooks, referred to as children literature in the western world, has been researched and discussed extensively in a serious academic tone since the early classic studies by second wave feminist in the 1970s and 1980s using content analysis approach. These early studies as well as those carried out by feminist poststructuralists, using qualitative approaches, asserted that children literature is gender bias: these carry significantly more males than females and both females and males are portrayed within their traditional gender roles. Keeping in view the persistent sexism in children literature, this critical review examines key findings of various studies, both from developed and developing countries, with two basic arguments: (1) Textbooks still carry gender stereotypes and (2) Gender bias in textbooks does matter as textbooks knowledge is essential medium of power that shapes the ways in which children think about themselves and society. Thus, the key purpose of this review is to assert that the persistent gender biases in children literature aims to reinforce and legitimize gender system.
In this article we consider the example of gender studies as an interdisciplinary field, and argue that gender studies, and women's studies, from which gender studies developed, has a distinctive engagement with interdisciplinarity. By thinking about the tra-jectory of women's studies, feminist thinking and gender studies, we suggest that this has always been an interdisciplinary field of study. We trace both the shifts and continuities in thinking between different iterations of feminist thinking to consider the three core fields of: gender, sex and sexuality; intersectionality and activism; theory and methods. The article aims to open up debate over what the constructive possibilities are of a focus upon gender, and what the relationship is between theory and activism. This article is published as part of an ongoing collection dedicated to interdisciplinary research.
The main objective of this paper is to study the development and growth of scientific literature on women in science and higher education. A total of 1415 articles and reviews published between 1991 and 2012 were extracted from the Thomson Reuters Web of Science database. Standard bibliometric indicators and laws (e.g. Price’s, Lotka’s, and Bradford’s laws) were applied to these data. In addition, the Gender Inequality Index (GII) was obtained for each country in order to rank them. The results suggest an upward trend not only in the number of papers but also in the number of authors per paper. However, this increase in the number of authors was not accompanied by greater international collaboration. The interest in gender differences in science extends too many authors (n = 3064), countries (n = 67), and research areas (n = 86). Data showed a high dispersion of the literature and a small set of core journals focused on the topic. Regarding the research areas, the area with the highest frequency of papers was Education and Educational Research. Finally, our results showed that countries with higher levels of inequality (higher GII values) tend to present higher relative values of scientific productivity in the field.
This exploratory study examines the reflection of heteronormativity in English as a Second Language (ESL) reading texts and textbooks aimed at a college-aged audience and a range of proficiency levels. Heteronormativity is the portrayal of the heterosexual sexual identity as the only acceptable and/or normal sexual identity option (Dalley & Campbell 2006). This is often realized through the presentation of only heterosexual relationship structures, while also lacking any alternative relationship structures. The sample for this study consisted of forty-five reading texts/textbooks (
ntex
t = 14;
ntextbook
= 31). These sample materials were examined by looking for examples of normative relationships and family structures exhibited in the main prose, textual examples, visual elements, and question/discussion activities. After examining the samples, each sample was given a numerical rating on 1–3 nominal level scale; 1 being non-heteronormative, 2 being low-heteronormative, and 3 being heteronormative. The data were then broken down to examine heteronormativity ratings by publisher, text-type, proficiency level, and year of publication. Average heteronormativity ratings were then calculated for each category of the data. These averages were then compared for the types of materials (texts and textbooks) and publishers examined. Changes in the average heteronormativity rating for each 5-year period are also reported. This paper will conclude by highlighting the need for less heteronormative ESL reading materials as these materials often function as valuable identity resources for language learners, and they often allow instructors to create a more diverse classroom environment by queering the classroom discourse.
This paper seeks to rouse debate about the workings of tourism enquiry as a knowledge-generating system through its critical accounting of the sub-field of tourism gender research. This accounting includes a gender-aware bibliometric analysis of 466 journal papers published during 1985–2012, which categorises the sub-field’s prevailing themes and methodologies and identifies its most prolific authors and popular journals. It contends that, despite three decades of study and a recent increase in papers, tourism gender research remains marginal to tourism enquiry, disarticulated from wider feminist and gender-aware initiatives and lacks the critical mass of research leaders, publications, citations and multi-institutional networks, which characterise other tourism sub-fields. The paper identifies two possible futures for gender-aware tourism research: stagnation or ignition.
Gender and language education studies have multiplied in the past one decade. However, it does not appear that any state-of-the-art article has reviewed the various undertakings. This paper attempts to fill this gap by focusing on gender representation in learning materials and classroom interaction studies globally within gender and education literature. Selected studies from the 70s to date are reviewed under three phases and suggestions for further investigation are made with the anticipation that learning materials and classroom interaction studies would help facilitate the achievement of the goal of gender equality in and through education.
The authors examine in this chapter how LGBTI* (lesbian, gay, bisexual, trans*, and inter*) is considered in textbook research, analysing the relevant studies with regard to the conceptualisations of LGBTI* and the methods employed in those studies. The main focus of this chapter are the insufficiencies in present textbook research on LGBTI*, which starts with the subsumption of non-normative genders and sexualities under the umbrella term ‘LGBTI*’ and which more often than not results in inconsistent terminology. The authors of this chapter suggest to focus on intersectionalities of identifications and—in conjunction—to employ less standardised, more open methods when studying this subject, that is, researching normativities instead of the absence of LGBTI* in textbooks.
The educational landscape has changed tremendously with the arrival of open educational resources (OER) and has become a mission-driven trend within the scientific literature. In the current study, bibliometric analysis and an analysis of the challenges and limitations of the research articles on recent developments in the field of OER were performed. Scopus was chosen as the prime source for collecting bibliographical data, focusing on five sub-themes, i.e., open textbook, open online course, open courseware, open-source software related to open education, and open social learning. Bibliometric analyses were made based on several aspects, including research trend, research subject distribution, journals, institutions, countries/territories, and authors. This paper summarizes the growth structure of OER from 2002 to 2020 and provides a concise background overview of the works related to OER, barriers, and challenges.
Bibliometric analysis is a popular and rigorous method for exploring and analyzing large volumes of scientific data. It enables us to unpack the evolutionary nuances of a specific field, while shedding light on the emerging areas in that field. Yet, its application in business research is relatively new, and in many instances, underdeveloped. Accordingly, we endeavor to present an overview of the bibliometric methodology, with a particular focus on its different techniques, while offering step-by-step guidelines that can be relied upon to rigorously perform bibliometric analysis with confidence. To this end, we also shed light on when and how bibliometric analysis should be used vis-à-vis other similar techniques such as meta-analysis and systematic literature reviews. As a whole, this paper should be a useful resource for gaining insights on the available techniques and procedures for carrying out studies using bibliometric analysis.
Keywords: Bibliometric analysis; Performance analysis; Science mapping; Citation analysis; Co-citation analysis; Bibliographic coupling; Co-word analysis; Network analysis; Guidelines.
El objetivo de esta investigación es llevar a cabo un análisis bibliométrico sobre los trabajos que analizan los libros de texto de Geografía españoles (1980-2019) atendiendo a: 1) Tendencia de los trabajos publicados; 2) Grado de internacionalización; 3) Tipo de contribución; y 4) Principales temáticas de estudio y etapas educativas. Los principales resultados indican que la tendencia de los trabajos publicados ha experimentado un interés notable en la última década, especialmente los relacionados con el Paisaje y Climatología. En cuanto al tipo de contribución, los artículos son los principales (51%) y, respecto al grado de internacionalización, los resultados ponen de manifiesto un bajo grado ya que predominan las publicaciones en castellano (91,25%) y las editadas en España (87,5%). Como conclusión, los manuales escolares en los últimos años han experimentado un interés notable ya que se tratan de fuentes que permiten aproximarse a lo que sucede en las aulas.
What are the differences between the sexes? That is the question that Ann Oakley set out to answer in this pioneering study, now established as a classic in the field. To answer it she draws on the evidence of biology, anthropology, sociology and the study of animal behaviour to cut through popular myths and reach the underlying truth. She demonstrates conclusively that men and women are not two separate groups: rather each individual takes his or her place on a continuous scale. She shows how different societies define masculinity and femininity in different and even opposite ways, and discusses how far observable differences are based on biology and psychology and how far on cultural conditioning. Many books have discussed these vital issues. None, however, have drawn on such an impressively wide range of evidence or discussed it with such clarity and authority. Now newly reissued with a substantial introduction which highlights its continuing relevance, this work will continue to inform and shape dialogues around sex and gender for a new generation of scholars and students.
Early readers can play a significant role in the intergenerational transmission of gender roles. The present study examines how females and males are represented in selected early readers recommended by the Education Bureau of Hong Kong for the promotion of ‘Reading to Learn’ and ‘Reading across the Curriculum’. The study used both manual and computational methods to examine how experiential and relational values are expressed through variables such as the ratio of female-to-male character types, the roles and activities depicted, character identification and the order of mention of males and females. The findings show that although the number of female human character types was similar to that of their male counterparts, there were substantially more male than female animal character types. The study also reveals gender stereotypes including confining females to a limited range of traditional roles and activities, addressing females more informally than males, and a stronger tendency to identify females by their relationships with others. The paper ends with some recommendations for education authorities, teachers and parents on how to help children interpret gender and redress unfair practices.
According to International and European Law, teachers are encouraged to analyse, challenge and to help to eliminate sexist stereotypes and distortions in curricular materials. We aimed to characterize and compare the efficacy of implementation of the gender equality-based approach in the Spanish educational system, through a content analysis of the illustrations in music education (ME) textbooks following a coding scheme constructed by the research team according to guidelines from previous studies about the depiction of women and girls in ME textbooks during two periods of Spanish democracy: before (1992–2005); and after (2006–2015). Our major findings were: (a) female characters were under-represented in both time periods studied; (b); the stereotype of women as amateur but not professional musicians is not perpetuated in the current primary ME textbooks; (c) both children and adults independently of gender were portrayed interacting with others; (d) despite the fact that women teachers are actively participating in schools, ME textbooks do not faithfully reflect that reality; and (e) the virtual absence of females and males with disabilities suggests that this aspect of inclusion is still pending. Notwithstanding, ME textbooks printed after 2006 tended to challenge some traditional stereotypes pertaining to how females and males think, play and act within the musical world.
This study sought to explore the existing academic literature on female entrepreneurship to assess how this field of research is organized in terms of publications, authors, and periodicals and/or sources. In addition, the research focused on mapping knowledge networks through citation and co-citation analysis and identifying natural clusters of the main keywords used. The study also examined the challenges (i.e., opportunities and difficulties) the literature reveals for the study of female entrepreneurship. That is, the knowledge gained from the bibliometric study (i.e., what has already been researched and the limits of these studies) was used to identify what research opportunities are present in this area. The articles gathered in the search were submitted to a bibliometric analysis using VOSviewer and TreeCloud software. The results obtained from the analysis of document citations reveal three clusters: (1) entrepreneurial profile, (2) gender identity and theoretical conceptualizations, and (3) the entrepreneurial process context. By studying the articles’ citation profile, this study’s findings contribute to a better understanding of the flow of production and research-related practices in this stimulating area of research, which is still in its infancy phase.
Lesbian, gay, bisexual, and transgender (LGBT) people make up 4% of the adult population in the United States; however, it is unclear if there is sufficient material in nursing textbooks for students to learn how to provide care for sexual minority populations. A content analysis of two commonly used health assessment textbooks was completed to identify material that prepared nurses for LGBT patient interactions. Topics such as gender neutrality, same-sex partners, and other terms referring to LGBT persons were considered LGBT content. Campinha-Bacote's The Process of Cultural Competence in the Delivery of Healthcare was used as the theoretical framework to assess the textbooks' content on five constructs: awareness, knowledge, skill, encounters, and desire to learn. Eleven pages in one text and 14 in the other had at least one line that addressed LGBT health assessment. Investigators found content related to the constructs of awareness, knowledge, and skill in both textbooks. In all cases, the content was limited in depth; both textbooks lacked exemplars and application of LGBT-specific health content. Inclusion of this information in textbooks or other learning resources is needed to enhance nurses' cultural knowledge and skill to improve health care outcomes within this vulnerable population.
‘Womenomics’, a signature programme promoted by the Japanese Prime Minister Shinzo Abe, aims to boost the country’s economy by attracting women, an under-utilized resource, to join the workforce. To achieve this aim, the Japanese Government has been promoting a gender-equal society in various areas, including education. This paper seeks to investigate whether the government’s endeavour to promote a gender-equal society is reflected in contemporary Japanese EFL textbooks. Three recently published popular textbooks were examined. The findings revealed evidence of the authors’ gender awareness, including common use of gender-neutral vocabulary and a neutral term of address, Ms, for women. Two textbooks also displayed a balanced distribution of male and female speakers and their amount of talk. However, underrepresentation of women and their achievements is still prevalent in contemporary Japanese textbooks. Other observations include the portrayal of men in a wider range of social roles than women, and the depiction of men using material and cognitive processes and women using relational processes, suggesting that men are more physically and cognitively active than women. A gender dichotomy was also noted in mixed-sex dialogues, with a tendency for men to provide information and for women to seek information.
This Critical Perspectives on Language Teaching Materials brings together a collection of critical voices on the subject of language teaching materials for use in English, French, Spanish, German and Content and Language Integrated Learning (CLIL) classrooms. © John Gray 2013. Individual chapters, Respective authors 2013. All rights reserved.
Empirical research has linked gender bias in medical education with negative attitudes and behaviors in healthcare providers. Yet it has been more than 20 years since research has considered the degree to which women and men are equally represented in anatomy textbooks. Furthermore, previous research has not explored beyond quantity of representation to also examine visual gender stereotypes and, in light of theoretical advancements in the area of intersectional research, the relationship between representations of gender and representations of ethnicity, body type, health and age. This study aimed to determine the existence and representation of gender bias in the major anatomy textbooks used at Australian Medical Schools. A systematic visual content analysis was conducted on 6044 images in which sex/gender could be identified, sourced from 17 major anatomy textbooks published from 2008 to 2013. Further content analysis was performed on the 521 narrative images, which represent an unfolding story, found within the same textbooks. Results indicate that the representation of gender in images from anatomy textbooks remain predominantly male except within sex-specific sections. Further, other forms of bias were found to exist in: the visualization of stereotypical gendered emotions, roles and settings; the lack of ethnic, age, and body type diversity; and in the almost complete adherence to a sex/gender binary. Despite increased attention to gender issues in medicine, the visual representation of gender in medical curricula continues to be biased. The biased construction of gender in anatomy textbooks designed for medical education provides future healthcare providers with inadequate and unrealistic information about patients.
This paper seeks to investigate whether the Japanese government’s attempt to promote a ‘gender-equal’ society in recent decades and the improved status of women are reflected in patterns of gender representation in Japanese English as a foreign language textbooks. The study made an analysis of four popular series of English language textbooks published in 2011 for local Japanese students with corpus linguistic tools (e.g. concordancing, keyword in context) to investigate the ratio of female-to-male appearances, the extent of use of gender-neutral and gender-marked constructions, the common adjectives associated with women and men, the common address titles for reference to women, and the order of appearance of women and men. The findings revealed some evidence of gender equity, including common use of gender-inclusive vocabulary (e.g. salesclerk, waitperson) and the neutral address title Ms for women. The ‘male-first’ phenomenon, however, is still prevalent in contemporary Japanese textbooks, suggesting the secondary status of women. Variations were found in different series of textbooks pertaining to the representation of women and men in the domains of quantitative balance and gender stereotyping. It is suggested that specific guidelines be compiled by the education authorities to help textbook authors write educational materials that help promote a gender-fair society in Japan.
In a newspaper article published in 2012, the writer and journalist Owen Jones concluded his assessment of the evolving legal landscape surrounding homosexuality and changing social attitudes in the UK as follows:
Thanks to the struggle of gay people, the law no longer writes us off as lesser human beings. It’s a tremendous accomplishment that was achieved at great cost. But the struggle for ‘normalisation’ — to be gay without anyone even raising an eyebrow — may have decades to go.
(Jones, 2012)
Concerns for the well-being of lesbian, gay, bisexual, and transgender (LBGT) youth and the children of families who so self-identify suggest that teachers may need additional support in fostering classrooms that welcome all students. The field of children’s literature has long-standing interests in multiple cultures and the literature representing that diversity; this suggests that children’s literature textbooks may be an important source for broadening teachers’ instructional base. A content analysis of the six, top-selling children’s literature textbooks reviewed tables of contents and indices for specific descriptors, locating textbook sections containing LGBT-related literature; these, in turn, were examined for content, placement, and manner of presentation. Three of the six textbooks included LGBT orientation in considerations of multicultural literature; a fourth did not but presented a strong and unique section on same-sex families as part of diversity. Five of the six included LGBT books in chapters on realistic fiction; the sixth did not address LGBT orientations in any fashion. This paper concludes with suggestions for textbook authors, teacher educators, and teachers regarding enhanced inclusion of LGBT literature and topics.
HistCite™ is a software tool for analyzing and visualizing direct citation linkages between scientific papers. Its inputs are bibliographic records (with cited references) from "Web of Knowledge" or other sources. Its outputs are various tables and graphs with informetric indicators about the knowledge domain under study. As an example we analyze informetrically the literature about Alexius Meinong, an Austrian philosopher and psychologist. The article shortly discusses the informetric functionality of "Web of Knowledge" and shows broadly the possibilities that HistCite offers to its users (e.g. scientists, scientometricans and science journalists).
In 1965, Derek de Solla Price foresaw the day when a citation-based taxonomy
of science and technology would be delineated and correspondingly used for
science policy. A taxonomy needs to be comprehensive and accurate if it is to
be useful for policy making, especially now that policy makers are utilizing
citation-based indicators to evaluate people, institutions and laboratories.
Determining the accuracy of a taxonomy, however, remains a challenge. Previous
work on the accuracy of partition solutions is sparse, and the results of those
studies, while useful, have not been definitive. In this study we compare the
accuracies of topic-level taxonomies based on the clustering of documents using
direct citation, bibliographic coupling, and co-citation. Using a set of new
gold standards - articles with at least 100 references - we find that direct
citation is better at concentrating references than either bibliographic
coupling or co-citation. Using the assumption that higher concentrations of
references denote more accurate clusters, direct citation thus provides a more
accurate representation of the taxonomy of scientific and technical knowledge
than either bibliographic coupling or co-citation. We also find that
topic-level taxonomies, created from paper-level clustering, are far more
accurate than discipline-level taxonomies based on journal clusters.
The paper explores the treatment of women in currently used ESL materials, starting with an analysis of the portrayal of the sexes in current textbooks. Some observations are that women are often less visible than men, are often the butt of many jokes and are often placed in stereotypical roles and assigned stereotypical emotional reactions. Illustrations in the books serve to reinforce the biased linguistic patterns previously noted. The paper then proceeds to discuss terms which have been labelled as prejudicial against women by writers who have been analyzing the question of sexism and the English language. Among the points discussed are the use of the word man as both an independent word and as a bound suffix, the generic he, the boy/girl distinction, and titles used to refer to men and women. All features were found to bias the portrayal of women in the texts. A general discussion follows of what the terms "prescriptive" and "descriptive" linguistics mean and whether or not professionals in TESOL should advocate linguistic change. The paper concludes with some suggested changes which can reduce the bias now present in the portrayal of women in ESL materials without sacrificing the overall educational goal of effective and realistic teaching of the English language to non-English speakers.