Gender biased representation in learning materials in Nigeria educational system

Authors

  • Abolaji Samuel Mustapha Dept of English, Lagos State University Ojo, Lagos Nigeria

https://doi.org/10.4471/generos.2014.38

Keywords:


Downloads

Abstract

Educational processes and practices have long been recognised as reproducing those gender relations that society endorses - its gender ideology. In this study, we examine educational materials that are used in Nigerian educational system for the gender ideology that they tend to reflect and reinforce.Content analysis and discourse mode were used to analyse seven widely used English Language textbooks for Junior Secondary School students in Nigeria.Findings reveal over-representation of males in the public sphere, especially in a range of professions, politics, requisite qualities, accomplishments, and contributions, on the one hand. Women, on the other hand, are overrepresented in the private sphere of home, as mothers and wives. Thus, males are rendered more visible in the public sphere than females; the latter are rendered more visible in the home sphere than males who are rarely represented in that domain. These findings indicate gender-biased learning materials that might be inimical to achieving gender equality in and through education consequently suggesting that these learning materials might be long overdue for reform to reflect gender fairness that is in consonance with Nigeria’s National Gender Policy goals.

Keywords: gender ideology, equality, education, learning materials, Nigeria, policy

 

 

 

 

 

Representación de sesgo de género en los libros de texto en inglés en el sistema educativo de Nigeria

Resumen

Prácticas y procesos educativos durante mucho tiempo han sido reconocidas como reproducir las relaciones de género que la sociedad apoya - su ideología de género. En este estudio, examinamos los materiales educativos que se utilizan en sistema educativo nigeriano para la ideología de género que tienden a reflejar y reforzar. Análisis del contenido y el modo de discurso fueron utilizados para analizar siete libros de lengua inglesa ampliamente utilizados para los estudiantes de escuela secundaria en Nigeria. Los resultados revelan sobrerrepresentación de los varones en la esfera pública, especialmente en una variedad de profesiones, la política, cualidades necesarias, logros y contribuciones, por un lado. Las mujeres, por el contrario, son representadas en el ámbito privado del hogar, como madres y esposas. Por lo tanto, los machos se procesan más visibles en la esfera pública que las hembras; este último se procesa más visible en la esfera de la casa que los machos, que raramente están representados en ese dominio. Estos resultados indican materiales educacionales sesgo de género, que pueden ser perjudiciales para alcanzar la igualdad de género en y a través de la educación en consecuencia sugiriendo que estos materiales de aprendizaje pueden ser demorados reforma reflejar la equidad de género que está en consonancia con los objetivos de la política nacional de género de Nigeria.

 

Palabras clave: género ideología, igualdad, educación, política, Nigeria, los materiales de aprendizaje

Downloads

Download data is not yet available.

Author Biography

Abolaji Samuel Mustapha, Dept of English, Lagos State University Ojo, Lagos Nigeria

Samuel holds a doctoral degree in sociollinguistics from the University of Essex, Colchester, UK and lectures as Senior Lecturer in the Dept of English, Lagos State University in Nigeria. He has about 40 publications in journals and books. His recent book Gender in Language Use was published by Lambert Academic Publishing in Germany.

References

Oluikpe, B. O., Obah, T. Y., Okole, M. K., Onuigbo, S. M. & Anasidu, B.N. (1983) (Third edition). Intensive English for Junior Secondary Schools Book 1. Jos: Africana First Publishers Ltd.

Google Scholar Crossref

Oluikpe, B. O. et al (1983). Intensive English for Junior Secondary Schools Book 2. Jos: Africana First Publishers Ltd.

Google Scholar Crossref

Ogundipe, P. A. & Tregidgo, P. S. (2006). (Third impression). New Practical English for JSS Book 1. Harlow: Pearson Education Limited.

Google Scholar Crossref

Ogundipe, P. A. & Tregidgo, P. S. (2006). (Third impression). New Practical English for JSS Book 3. Harlow: Pearson Education Limited.

Google Scholar Crossref

Grant, N., Olagoke, D. O., Nnamonu, S. & Jowitt, D. (2007). (Sixth impression). Junior English Project for Secondary Schools Students' Book 1. Harlow: Pearson Education Limited.

Google Scholar Crossref

Grant, N., Olagoke, D. O., Nnamonu, S. & Jowitt, D. (2007). (Sixth impression). Junior English Project for Secondary Schools Students' Book 1. Harlow: Pearson Education Limited.

Google Scholar Crossref

Grant, N., Olagoke, D. O., Nnamonu, S. & Jowitt, D. (2007). (Sixth impression). Junior English Project for Secondary Schools Students' Book 3. Harlow: Pearson Education Limited.

Google Scholar Crossref

References

Google Scholar Crossref

Ansary, L & Babii, E. (2003) Subliminal Sexism in Current ESL/EFL Textbooks. Asian EFL Journal, March 2003. Retrieved from http://www.asian-efl-journal.com/march03.sub1.htm

Google Scholar Crossref

Bakari, S. G. (2009). The reproduction of gendered inequalities in Nigerian secondary schools. In E. Page, E. & J. Jha, (Eds.) Exploring the bias: Gender and stereotyping in secondary schools. (pp. 239-257). London: Commonwealth Secretariat.

Google Scholar Crossref

Birjandi, P. & Anabi, A. (2006). English for the pre-university students. Tehran: Centre for the Publication of Iranian Textbooks.

Google Scholar Crossref

Birkhill, P. (1996). Textbooks as an agent of change: Gender aspects of primary school

Google Scholar Crossref

textbooks in Mozambique, Zambia and Zimbabwe. Stockholm: Swedish International Development Agency, Education Division.

Google Scholar Crossref

Buthelezi, T. (2003). The invisible females: analysing gender in the OBE-oriented language

Google Scholar Crossref

books for the intermediate phase in South African Schools. Alternation 10, (2), 25-42.

Google Scholar Crossref

Blumerg, R. L. (2007). Gender bias in textbooks: A hidden obstacle on the road to gender equality in education. Paris: UNESCO. Background paper for 2008 Education for All Global Monitoring Report, Education for All by 2012 - Will we make it? Retrived from www.unesdoc.unesco.org/images/0001500155509e.pdf.

Google Scholar Crossref

Blumerg, R. L. (2008). The invisible obstacle to educational equality: gender bias in textbooks.

Google Scholar Crossref

Prospect 38, 345-361.

Google Scholar Crossref

Cerezal, F. (1991). Gender discrimination and ELT textbooks. Paper presented at 25th ATEFL Conference, Exeter.

Google Scholar Crossref

Chandran, S. K. & Abdullah, M. H. (2003). Gender bias in Malaysian English language textbooks. In: Mukundan, J. (Ed.) Readings on ELT Material. Serdang: Universiti Putra Malaysia Press.

Google Scholar Crossref

Cincotta, M. S. (1978). Textbooks and their influence on sex-role stereotype formation. BABEL: Journal of the Australian Federation of Modern Language Teachers' Association, 14 (3), 24-29.

Google Scholar Crossref

Cubukcu, H. & Sivasligil, P. (2007). Sexism in English language textbooks. Cukurova University Journal of Education 3, (34), 25-32.

Google Scholar Crossref

Gharbavi, A. & Mousavi, S. A. (2012). A content analysis of textbooks: Investigating gender bias as a social prominence in Iranian High School English textbooks. English Linguistics Research 1(1), 42-49.

Google Scholar Crossref

Hamdan, S. (2010). English-language textbooks reflect gender bias: A case study in Jordan. Advances in Gender and Education 2, 22-26.

Google Scholar Crossref

Hartman, J & Judd, E. L. (1978). Sexism and TESOL materials. TESOL Quarterly 12, 383-393.

Google Scholar Crossref

Healy, D. (2009). The representation of women and men in a modern EFL textbook: Are popular textbooks gender biased? Memoirs of the Osaka Institute of Technology Series B 54 (2), 91-100.

Google Scholar Crossref

Hellinger, M. (1980). For men must work, and women must weep": Sexism in English language textbooks used in German schools. Women's Studies International Quarterly 3, 267-275.

Google Scholar Crossref

Khurshid, K., Gillani, I. G. & Hashmi, M. A. (2010). A study of the representation of female image in the textbooks of English and Urdu at secondary school level. Pakistan Journal of Social Sciences 30 (2), 425-437.

Google Scholar Crossref

Kizilaslan, I. (2008). Subliminal sexism in ELT textbooks. Proceedings of the First International Women's Symposium on Literature, Language and Culture Studies, Eskisehir, 307-313.

Google Scholar Crossref

Kizilaslan, I. (2010). Student teachers' perceptions of gendered texts in English language textbooks. Procedia Social and Behavioural Sciences 2, 3528-3531.

Google Scholar Crossref

Kroska, A. & Elman, C. (2006). Gender ideology discrepancies: Exploring a control model of gender ideology change. Paper presented at the Annual Meeting of the American Sociological Association, Montreal Convention Centre, Montreal Quebec, Canada Online - 2008-12-12 Retrieved from http://allacademic.com/meta/p105-145.

Google Scholar Crossref

Lamidi, T. (2009). Gender-neutral pronoun usage among selected second language users of

Google Scholar Crossref

English in Nigeria. In: Odebunmi, A. E. & Arimi, S. (Eds.) Language, Politics and Gender: A Festschrift in Honour of Prof. Y. K. Yusuf. (pp. 191-211). Ibadan: The Centre for Black African Art and Civilization.

Google Scholar Crossref

Lee, J. F. K. (2008). Gender voices in Hong Kong English textbooks. - some past and current practices. Sex Roles, 59, 127-137.

Google Scholar Crossref

Madu, B. N. & Kasanga, L. A. (2005). Sex differences in the acquisition of English as a second language. Gender and Behaviour 3, 442-452.

Google Scholar Crossref

McKinney, C. (2005). Textbooks for Diverse Learners: A Critical Analysis of Learning Materials used in South African Schools. Cape Town: HRSC.

Google Scholar Crossref

Mills, S. (1995). Feminist stylistics. London: Routledge.

Google Scholar Crossref

Mukundan, J. & Nimehchisalem, V. (2008). Gender representation in Malaysian Secondary School English Language textbooks. Indonesian Journal of English Language Teaching 4 (2), 155 - 173.

Google Scholar Crossref

Mustedanagic, A. (2010). Gender in English Language and EFL Textbooks. A term paper submitted to Halmstad University. Hogskola

Google Scholar Crossref

Page, E. & Jha, J. (2009). Exploring the Bias: Gender and Stereotyping in Secondary Schools. London: Commonwealth Secretariat.

Google Scholar Crossref

Porecca, K. L. (1984). Sexism in current ESL textbooks. TESOL Quarterly 18 (4), 705-724.

Google Scholar Crossref

Poulou, S. (1997). Sexism in the discourse roles of textbook dialogues. Language Learning Journal 15, 68-73.

Google Scholar Crossref

Renner, C. E. (1997). Women are 'busy, tall and beautiful': Looking at sexism in EFL materials. Paper presented at the National Seminar: Mind the Language (Rome, 1996) and at the Annual Meeting of TESOL (Orlando, 1997).

Google Scholar Crossref

Ross, H. & Shi, J. (2003). Entering the gendered world of teaching materials, Part II. Chinese Education and Society 36 (3), 3 -9.

Google Scholar Crossref

SADEV (2010). Gender equality in and through education. Karlstad. Retrieved from www.sadev.se

Google Scholar Crossref

Seng, T. C. (2003).Gender: The missing factor in the selection of materials. In J. Mukundan (Ed.), Readings on ELT Material. Serdang: Universiti Putra Malaysia Press.

Google Scholar Crossref

Seng, T. C. (2003). Gender: The missing factor in the selection of materials. In J. Mukundan (Ed.) , Readings on ELT Material. Universiti Putra Malaysia Press, Serdang.

Google Scholar Crossref

Sinclair, J. & Coulthard, M. (1992). Towards an analysis of discourse. In: Coulthard, M. (Ed.) Advances in Spoken Discourse Analysis. (pp. 122-161). London: Routledge.

Google Scholar Crossref

Stromquist, N., Lee, M. & Brock-Utne, B. (1998). The explicit and the hidden school, In N. Stromquist & K. Monkman (Eds.), Women in the Third World: An Encyclopedia of Contemporary Issues. (pp. 397-407). New York, Garland Publishing, Inc.

Google Scholar Crossref

Sunderland, J. (1994). Introduction. In J. Sunderland, J. (Ed.), Exploring gender: Questions and implications for English language education. London: Prentice Hall.

Google Scholar Crossref

Sunderland, J. (2000). Issues of gender representations in textbooks: A state of the art studies. Language Teaching 33 (4), 203-223.

Google Scholar Crossref

Talansky, S. (1986). Sex role stereotyping in TEFL teaching materials. Perspectives 11,(3), 32-41.

Google Scholar Crossref

Tembon, M. (2007). Personal interiveiw. Washington DC, March 12.

Google Scholar Crossref

The British Council (2012). Gender in Nigeria Report 2012: Improving the lives of girls and

Google Scholar Crossref

women in Nigeria. Lagos: The British Council. Retrieved from www.britishcouncil.org/africa-ng-gender-report-2012-summary.pdf

Google Scholar Crossref

Tourouzon, S. (2006). Gender bias in education in Bourkina-Faso: Who pays the piper? Who

Google Scholar Crossref

calls the tune? A case for home grown policies. Journal of Contemporary Issues in Education

Google Scholar Crossref

(1), 3-9

Google Scholar Crossref

Treichler, P. & Frank, F. (1989). Introduction: Scholarship, feminism, and language change. In F. Frank & Trechler, P. (Eds.), Language Gender and professional writing: Theoretical approaches and guidelines for non-sexist usage. (pp. 1-32). New York: MLA.

Google Scholar Crossref

Zhang, L. (2003). A study of junior middle school language teaching gender issues. Chinese Education and Society 36 (3), 19-26.

Google Scholar Crossref

Zhao, Y. (2002). Analysis of the social gender culture in children's games. Chinese Education and Society 35 (5), 77-91.

Google Scholar Crossref

Downloads

Published

2014-06-25

Almetric

Dimensions

How to Cite

Mustapha, A. S. (2014). Gender biased representation in learning materials in Nigeria educational system. Multidisciplinary Journal of Gender Studies, 3(2), 368–392. https://doi.org/10.4471/generos.2014.38

Issue

Section

Articles