Gender Bias in School Text Books

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Commonwealth Secretariat, Jan 1, 1995 - Sex discrimination in education - 96 pages
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Equal access to education is a fundamental prerequisite to women’s involvement in shaping the economic, social and political development of their countries but gender bias continues to limit women’s full participation in all aspects of education. This book provides guidelines for eliminating gender stereotyping in primary school textbooks and presents a tool for the evaluation of gender bias in textbooks and other learning materials.
  

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Page 35 - ... masculine mystique" in their interests, attitudes, or careers. They should not be made to feel that their selfworth depends entirely upon their income level or the status level of their jobs. They should not be conditioned to believe that a man ought to earn more than a woman or that he ought to be the sole support of a family. An attempt should be made to break job stereotypes for both women and men. No job should be considered sextyped, and it should never be implied that certain jobs are incompatible...
Page 10 - something repeated or reproduced without variation: something conforming to a fixed or general pattern and lacking individual distinguishing mark or qualities; esp: a standardized mental picture held in common by members of a group and representing an oversimplified opinion, affective attitude, or uncritical judgment (as of a person, a race, an issue, or an event)" (so eine lexikalische Definition im Anschluß an Walter Lippmann; zit.
Page 25 - Terms Members of both sexes should be represented as whole human beings with human strengths and weaknesses, not masculine or feminine ones. Women and girls should be shown as having the same abilities, interests, and ambitions as men and boys. Characteristics that have been traditionally praised in males— such as boldness, initiative, and assertiveness— should also be praised in females. Characteristics that have...
Page 42 - Women and men should be treated with the same respect, dignity, and seriousness. Neither should be trivialized or stereotyped, either in text or in illustrations. Women should not be described by physical attributes when men are being described by mental attributes or professional position. Instead, both sexes should be dealt with in the same terms. References to a man's or a woman's...
Page 50 - ... text, using all of these forms and visibly constituting a natural, observable world, in which the male/female dualism is so taken for granted that it is not even mentioned. It is simply real and there. In an English text in use in Ghana, for example, the following passage appeared in an exercise called 'Travelling by land': Have you ever travelled from your town or village to another place? Where did you go? We can travel in different ways. If the place is not far, we may walk. Sometimes too...
Page 67 - Do you react negatively to boys with long hair and those who wear medallions or bracelets, or to girls who wear trousers? 7. Do you expect boys to speak louder and less grammatically than girls? 8. Do you expect girls to express themselves better than boys? 9. Do you consider that science and mathematics coincide better with boys' interests, and reading with those of girls?
Page 67 - Do you refrain from intervening when the boys make fun of the girls, and say to yourself that it is a sign of virility? 12. Have you ever made a boy sit next to a girl as a punishment? 13. In your school, do boys and girls have separate sections in the playground, cloakrooms or library? 14. Are the...
Page 35 - ... while others marry, have children, and continue to work outside the home. Thus, a text might say that some married people have children and some do not, and that sometimes one or both parents work outside the home. Instructional materials should never imply that all women have a "mother instinct" or that the emotional life of a family suffers because a woman works. Instead they might state that when both parents work outside the home there is usually either greater sharing of the child-rearing...
Page 77 - At the end of this chapter you will find a number of references. Read as many as you can before you attempt these exercises. 1. Refer to the two themes in this chapter entitled "One Day.
Page 50 - ... lorry, by bus or by train. 154 :, If you walk you do not pay any fare. You do not go to any station. You can start at any time and walk quickly or slowly. But walking is not easy. You may be tired if the place is far. If you are alone, robbers may trouble you. Robbers are very bad. They take people's things away from them. Sometimes robbers kill people. Travelling on a horse is faster than walking. The horse can carry your things and take you to many places (p. 71). In the first sentence the...

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