Abstract
Fifth graders as young adolescents are recognisable by training their abilities to think critically and questioning gender roles. It is known that any representation of gender in purely traditional roles shapes students’ minds and influences their understanding of their abilities and interests. Therefore, their learning environment must be suited for students‘ growth as intellectuals. Textbooks, being one of the most popular tools between teaching materials, are responsible for the righteous portrayal of gender roles. The object of this study was to evaluate mathematics textbooks for the fifth graders using comparative analysis. For this research, four textbooks for fifth graders were chosen to be evaluated based on their usage in schools. Mixed methodology content analysis was performed together with evaluation analysis that was based on content analysis findings. For research purposes, the author‘s evaluation matrix was created. This research showed results determining the stereotypical portrayals of gender roles in all examined teaching materials. The portrayal of gender mostly dominated in traditional roles, almost in all categories was domination by males, except for traditionally ‘feminine’ household activities, also in some cases, there was a devaluation of women’s logical skills. It showed that the portrayal of man’s gender had superiority over the woman’s gender.
Highlights
Fifth graders as young adolescents are recognisable by training their abilities to think
It is known that any representation of gender
their learning environment must be suited for students
Summary
Konstruktyvistinės mokymosi paradigmos atstovai (Jarvis, 2001) teigia, kad mokinio individuali patirtis, asmeninė gyvenimo istorija, socialinė situacija turi įtaką realybės suvokimui. Svarbus lyčių sociologijos teorijos bruožas – lytis yra traktuojama kaip socialiai konstruojamas procesas, taigi individo savimonė formuojama aplinkos reiškinių, o ne tik biologinės prigimties (Lindsey ir Christy, 1997). Socializacija, kuri apibrėžiama ne tik kaip santykiai su žmonėmis, bet ir aplinkos pažinimas per normas, standartus bei vertybes, yra esminis individą formuojantis veiksnys. Vis dėlto jie dar nėra pakankamai brandūs ir dėl to nepasiruošę kritiškai vertinti aplinkinį pasaulį, todėl net kvestionuodami pasaulį pasąmoningai vadovaujasi tuo, kas jiems jau žinoma, – stereotipinėmis nuostatomis. Kaip ir kitų tyrimų išvadose, buvo pastebėta, kad stereotipo grėsmės sąlyga veikia tik stereotipo grėsmei jautrią asmenų grupę – tyrime dalyvavo ir pusė tūkstančio berniukų, tačiau jų jokios manipuliacijos su duomenų pateikimu neveikė. Tyrimo autorės taip pat pastebi, kad tinkama ugdomoji aplinka, įskaitant mokomąją medžiagą, mokytojų ir jų padėjėjų formuojamą požiūrį, turi įtakos mokiniams ir teisingas suaugusiųjų įsikišimas gali susilpninti stereotipo grėsmės įtaką.
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