Challenging gender stereotypes: representations of gender through social interactions in English learning textbooks

The promotion of gender equality in education is a global priority, with UNESCO highlighting widespread gender bias in textbooks. Textbooks, particularly in contexts like China where they are the de facto curriculum, significantly shape students' values and beliefs. They serve as cultural sources, constructing gender meanings and roles. Misrepresentation can lead to underachievement and reinforce marginalization. This study focuses on the representation of gender in English language textbooks used in China. Given the widespread influence of these textbooks and the role of English as a global language, examining their portrayal of gender is crucial for promoting gender equality and fostering a more progressive understanding of gender roles within the Chinese educational context.

Existing research reveals various forms of gender bias in textbooks, including gender stereotyping, quantitative imbalances (fewer female characters), and the prioritization of males/masculinity. Stereotypical depictions often show males in a wide range of social and occupational roles, while females are limited to domestic or service-oriented roles. Studies also highlight linguistic sexism, such as the use of masculine pronouns to refer to people in general. However, many studies focus on static representations, neglecting the dynamic interplay between genders through social interactions. This study addresses this gap by viewing gender as a fluid concept and analyzing gender representations through social interactions, acknowledging the social construction of gender and its performative nature. The study incorporates the concept of power relations, drawing on Foucault's work, to understand how gender is negotiated and how power hierarchies are established through social interactions. Previous research demonstrates the crucial role of both parent-child and peer interactions in shaping children's gender identities and attitudes. The symbiotic relationship between textbook representations and the real world emphasizes the impact of diverse representations on learners' gender achievement.

This study employs a mixed-methods approach, combining quantitative and qualitative analysis of four sets of widely used Chinese secondary school English textbooks (Project English, Go for it!, Macmillan English, and Oxford English). Quantitative content analysis determined the frequency of specific coding elements, such as the presence of male and female characters in various roles. However, acknowledging limitations of purely quantitative approaches (offering only a superficial view and failing to address power dynamics), the study primarily utilizes a modified critical discourse analysis (CDA) alongside thematic analysis for in-depth qualitative analysis. The modified CDA integrates textbook texts, human agency (producers and consumers of the texts), and the wider socio-cultural context to provide a comprehensive analysis of gender representation in social interactions. A coding framework catalogued five aspects: social interactions, media (texts and images), gender roles (stereotypes and changing roles), elements of representation (occupations, academic achievement, etc.), and contexts (family and society). This framework helped to identify and analyze gender stereotypes and changing roles depicted in the textbooks.

The analysis revealed a prevalent gender-specific presentation, with a prioritization of masculinity, especially in family scenarios. Housework is predominantly assigned to women and children, reflecting a traditional gender division of labor. Fathers are largely absent from domestic tasks, reinforcing the stereotype of men's focus on external affairs. However, the study also observed changing roles, with a greater representation of women in non-traditional roles than men. The representation of females was more multifaceted than that of males. Three main themes emerged: the gendering of social and domestic labor, differences in gender characteristics, and gender roles defined in culture. The gendering of social and domestic labor highlighted the unequal distribution of household tasks and parenting responsibilities, with mothers primarily responsible for household chores and daily interactions with children, while fathers predominantly fulfill disciplinary and educational roles. The analysis showed a disproportionate number of interactions between mothers and children compared to fathers and children, reflecting a clear division of labor and reinforcing traditional power dynamics. Although some instances of fathers engaging in domestic tasks or expressing affection towards their wives were identified, these instances were infrequent, limited mainly to instances that still adhered to traditional Confucian ideology and expectations of filial piety. The theme of differences in gender characteristics showed that stereotypical depictions of boys and girls often conformed to societal norms, with boys portrayed as careless and girls as organized and quiet, reinforced in the hobbies, personalities, and academic achievements depicted. While some progressive instances depicted girls engaging in traditionally male-dominated fields like STEM were observed, these were less frequent. The theme of gender roles defined in culture explored how gender roles were presented differently within Chinese and English cultural contexts. The study found that the textbooks often downplayed or avoided presenting men in non-masculine roles to avoid a perceived 'downgrading' of men, while simultaneously praising women who take on traditionally masculine roles. The portrayal of the historical figure Zheng He served as a notable illustration of this phenomenon, where his identity as a eunuch was downplayed to enhance his image as a masculine and heroic figure, demonstrating the power dynamics shaping gender representation.

The findings demonstrate the persistence of traditional gender stereotypes in Chinese English textbooks, highlighting the need for more equitable representation. The analysis reveals how social interactions within the textbooks reinforce existing power structures and limit the portrayal of more progressive gender roles. The study's focus on social interactions and power dynamics provides a more nuanced understanding of gender representation than simply counting the number of male and female characters. The study confirms a 'feminization of textbook content', with more women depicted in non-traditional roles, yet the transformation is incomplete due to the continued absence of men in non-traditional roles. This reinforces the idea of masculine superiority and highlights the one-sided nature of the observed changes. The lack of men in nontraditional roles reflects the textbooks’ unwillingness to challenge traditional views of masculinity.

This study highlights the need for more equitable and diverse gender representation in Chinese English textbooks. The findings suggest that improved quality and variety of social interactions, alongside a more balanced depiction of gender roles, can contribute to a more gender-progressive education. Future research should investigate student and teacher perceptions of gender representations in textbooks to fully understand the impact of these materials on students' gender development and attitudes.

This study is limited by its focus on textbook content and does not include student or teacher perspectives on gender representation. Future research could incorporate qualitative data from students and teachers to understand how the textbooks' messages are received and interpreted in the classroom. The study focuses on a specific set of textbooks and may not be generalizable to all English language textbooks in China or other educational contexts.