@article{article_471184, title={GENDER REPRESENTATIONS IN HIGH SCHOOL EFL COURSEBOOKS: AN INVESTIGATION OF JOB AND ADJECTIVE ATTRIBUTIONS}, journal={Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi}, volume={18}, pages={1722–1737}, year={2018}, DOI={10.17240/aibuefd.2018.18.39790-471184}, author={Söğüt, Sibel}, keywords={Gender representation,gender roles,coursebooks,job and adjective attributions}, abstract={<p>Gender-biased representations in coursebooks have the potential to affect learners and teacher in
terms of their attitudes, mindsets, and values. Considering the crucial importance of the
coursebooks in Turkish educational context, the present study aims to shed light on the distribution
of the gender roles in the coursebooks by examining job and adjective attributions. Within the scope
of this aim, the data of the study consist of high school EFL coursebooks and workbooks published
by the Turkish Ministry of National Education. In the data analysis procedure, a frequency count
was done to identify a number of roles attributed to female and male characters. In this respect, the
frequencies of jobs and adjective attributions of male and female characters were determined by
counting the tokens. In the following step, jobs and adjectives attributed to female and male
characters are classified and compared. As a result of the analysis, female and male characters in
the coursebooks differ from each other in terms of both the number and variety of jobs attributed
to them in spite of some similar jobs (e.g., teacher, doctor, architect) and adjectives (e.g., famous,
thoughtful, successful) attributed to both genders. The possible reasons underlying the
aforementioned differences are discussed and explained in detail by taking the Turkish educational
and social setting into consideration <br /> </p>}, number={3}, publisher={Bolu Abant Izzet Baysal University}