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

• Published in: Humanities & social sciences communications 2024-06, Vol.11 (1), p.819-14, Article 819
• Main Authors: Huang, Pingping, Liu, Xu
• Format: Article
• Language: English
• Subjects: Confucianism; Culture; Curricula; Education; Equality; Families & family life; Females; Gender equity; Gender identity; Inclusion; Labor market; Language; Males; Maternity & paternity leaves; Men; Norms; Participation; Sex discrimination; Sex roles; Society; Students; Textbooks
• ISSN: 2662-9992; 2662-9992
• DOI: 10.1057/s41599-024-03293-x

This study explores the representation of gender through the social interactions presented in four sets of English textbooks used in China. By examining the representation of both gender stereotypes and changing roles, the results reveal that although traditional stereotypes exist in Chinese secondary school-level English textbooks, women’s changing social roles are acknowledged in that they are now beginning to be shown engaging in non-traditional female jobs. However, in family scenarios, women are still depicted as taking sole responsibility for housekeeping duties without any participation from adult males, showing the incomplete transformation of gender roles. No male characters are shown participating in non-traditional jobs, which reinforces the idea of the masculine role being ‘superior’ to feminine or non-masculine roles. The continued presence of gender stereotypes shows textbook editors’ tacit agreement with the gender norms. Drawing on gender as a fluid concept and social interactions of gender, this study acknowledges the variety and diversity of inputs of gender roles through social interactions in the learning community and suggests that students can be given access to a more gender-progressive education by improving the quality of social interactions between genders in textbooks and presenting a more equal view on gender roles.