Abstract
Students might take much time to learn from textbooks to develop their gender roles at school, the proper textbooks which attained the objectives of gender equality were needed. To take the cultural context into consideration, the EFL studies on gender bias in textbooks (GBIT) of secondary schools in the regions of eastern Asia, including China, Japan, Korea, and Taiwan, were chosen to reviewed and discussed in this article. This review might contribute to understand the development of research on GBIT in eastern Asia. Those reseach on GBIT not only helped the positive development of gender equity pertaining to textbooks but also informed secondary school teachers and students of the need to take heed of those gender-biased contents in textbooks.
Highlights
The Education for All movement, an international initiative launched first in 1990, promoted gender equity in primary and secondary education worldwide (UNESCO, 2012)
Students might take much time to learn from textbooks to develop their gender roles at school, the proper textbooks which attained the objectives of gender equality were needed
Those reseach on gender bias in textbooks (GBIT) helped the positive development of gender equity pertaining to textbooks and informed secondary school teachers and students of the need to take heed of those gender-biased contents in textbooks
Summary
The Education for All movement, an international initiative launched first in 1990, promoted gender equity in primary and secondary education worldwide (UNESCO, 2012). It was expected that the number of girls enrolled in primary and secondary schools could be equal to that of boys all around the world. Those girls would be educated as as boys. It needed many efforts to attain the goal of educational gender equality worldwide. A good number of studies on gender bias in textbooks (GBIT) had been done worldwide (Blumberg, 2008), most of which adopted those aforementioned criteria to conduct content analysis of the texts or pictures. The research from China (Chen, 2008; Tung, 2011; Zhao, 2003; Zhu, 2011), Japan (Otlowski, 2003; Sano, Iida, & Hardy, 2001), Korea (Kim, 2012), and Taiwan (Huang, 2009; Su, 2008; Tang, 2013; Wu, 2002a, 2002b; Yang, 2005), were reviewed and dicussed below
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