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The evaluation of sex role stereotyping in the elementary Chinese language and social studies textbooks of Taiwan.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The evaluation of sex role stereotyping in the elementary Chinese language and social studies textbooks of Taiwan./
作者:	Shieh, Baomei.
面頁冊數:	1 online resource (150 pages)
附註:	Source: Dissertations Abstracts International, Volume: 52-02, Section: A.
Contained By:	Dissertations Abstracts International52-02A.
標題:	Elementary education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9014591click for full text (PQDT)
ISBN:	9798207221540

The evaluation of sex role stereotyping in the elementary Chinese language and social studies textbooks of Taiwan.
Shieh, Baomei.

The evaluation of sex role stereotyping in the elementary Chinese language and social studies textbooks of Taiwan. - 1 online resource (150 pages)

Source: Dissertations Abstracts International, Volume: 52-02, Section: A.

Thesis (Ed.D.)--Boston University, 1990.

Includes bibliographical references

The purpose of this study was to evaluate the content of the twenty four volumes of elementary Chinese language and social studies textbooks being used in the Republic of China, Taiwan to determine if they contained sex-role stereotypes, and if so, to document the nature and extent of these stereotypes. The research questions were addressed as follows: (1) How do elementary Chinese language textbooks represent males and females, and in which ways are females represented differently from males? (2) How do elementary social studies textbooks represent males and females, and in which ways are females represented differently from males? During the last two decades, numerous researchers found that textbooks in the United States were heavily loaded with sex stereotypes (Best, 1983; Guttentag & Bray, 1976; Tibbetts, 1978; Zimet, 1970). Work has been done in the United States to eliminate sex stereotypes in textbooks and other instructional materials, and progress was observable (Hitchcock & Tompkins, 1987; Repley, Garcia, & Longnion, 1981). In Taiwan, very little attention had been paid to this significant issue. This study was designed to redress this neglect. The 24 volumes of elementary Chinese language and social studies textbooks were analyzed in terms of (1) the number of male and female characters, (2) the diversity of occupations performed by males and females, and (3) the sex stereotypic attitudes, behaviors, and emotions of males and females. The numerical results shown in frequencies and percentage of occurrence by sex, represents the nature and extent of sex role stereotyping in the textbooks surveyed. In addition, the themes and images of traditional sex role expectations and the victimization and humiliation of women in textbooks were qualitatively examined to further delineate the nature of sex stereotypic textbook practices. The findings of this study indicated that sex role stereotyping exists in Chinese language and social studies textbooks used in Taiwan. Therefore, the elimination of both male and female gender stereotypes from textbooks and increasing the awareness of the existence of sexism in the educational system of Taiwan are recommended as important steps in changing these sexist curricular practices and reducing their potential impact on children.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798207221540Subjects--Topical Terms:

641385
Elementary education.
Index Terms--Genre/Form:

542853
Electronic books.

The evaluation of sex role stereotyping in the elementary Chinese language and social studies textbooks of Taiwan.
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504 $a Includes bibliographical references
520 $a The purpose of this study was to evaluate the content of the twenty four volumes of elementary Chinese language and social studies textbooks being used in the Republic of China, Taiwan to determine if they contained sex-role stereotypes, and if so, to document the nature and extent of these stereotypes. The research questions were addressed as follows: (1) How do elementary Chinese language textbooks represent males and females, and in which ways are females represented differently from males? (2) How do elementary social studies textbooks represent males and females, and in which ways are females represented differently from males? During the last two decades, numerous researchers found that textbooks in the United States were heavily loaded with sex stereotypes (Best, 1983; Guttentag & Bray, 1976; Tibbetts, 1978; Zimet, 1970). Work has been done in the United States to eliminate sex stereotypes in textbooks and other instructional materials, and progress was observable (Hitchcock & Tompkins, 1987; Repley, Garcia, & Longnion, 1981). In Taiwan, very little attention had been paid to this significant issue. This study was designed to redress this neglect. The 24 volumes of elementary Chinese language and social studies textbooks were analyzed in terms of (1) the number of male and female characters, (2) the diversity of occupations performed by males and females, and (3) the sex stereotypic attitudes, behaviors, and emotions of males and females. The numerical results shown in frequencies and percentage of occurrence by sex, represents the nature and extent of sex role stereotyping in the textbooks surveyed. In addition, the themes and images of traditional sex role expectations and the victimization and humiliation of women in textbooks were qualitatively examined to further delineate the nature of sex stereotypic textbook practices. The findings of this study indicated that sex role stereotyping exists in Chinese language and social studies textbooks used in Taiwan. Therefore, the elimination of both male and female gender stereotypes from textbooks and increasing the awareness of the existence of sexism in the educational system of Taiwan are recommended as important steps in changing these sexist curricular practices and reducing their potential impact on children.
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