Avustralya, Singapur ve Türkiye’de matematik kitaplarındaki cinsiyet eğilimleri ve basmakalıplar

Year 2019, , 298 - 317, 31.10.2019

Lütfi İncikabı , Fadime Ulusoy

https://doi.org/10.19128/turje.581802

Cited By: 8

Abstract

Bu çalışmanın amacı,
Singapur, Avustralya ve Türkiye’nin ilköğretim matematik kitaplarındaki
cinsiyet eğilimlerini ve kullanılan basmakalıpların neler olduğunu
incelemektir. Ders kitaplarında erkek/kadın ve nötr cinsiyet karakterlerinin
sayısı ve özellikleri hakkında tanımlayıcı istatistikler sağlamak için içerik
analizi yaklaşımı kullanılmıştır. Bulgular, cinsiyet ile ilgili basmakalıplar
içermeyen ders kitabı içeriklerinin tüm ders kitapları için yüzde dokuzun
altında olduğunu göstermiştir. Sınıf düzeyleri boyunca, Avustralya ders
kitaplarında cinsiyet yanlılığının daha az olduğu tespit edilmiştir. Singapur
matematik ders kitaplarının, erkek ve kız çocuk temsil yüzdeleri arasındaki
farkın, Türk ve Avustralya ders kitaplarındaki temsillere oranla daha fazla
olduğu görülmüştür. Matematik-cinsiyet basmakalıpları açısından, sınıf
seviyelerindeki tüm ders kitaplarının genellikle tarafsız bir yaklaşım içerdiği
görülmüştür. Ülkeler genelindeki ders kitaplarındaki toplumsal roller, erkekler
için tüm ülkelerde kadınlara atanan rollere kıyasla daha fazla çeşitlilik
göstermiştir. Kitaplarda, daha teknik ve entelektüel içerikli roller erkekler
için tasvir edilirken, domestik roller yoğunlukla kadınlar için tasvir
edilmiştir.

Keywords

Basmakalıplar, Cinsiyet temsili, İçerik analizi, Matematik ders kitapları, Toplumsal roller

Gender bias and stereotypes in Australian, Singaporean and Turkish mathematics textbooks

Abstract

This cross-national study
aimed to examine gender bias and stereotypes in Australian, Singaporean and
Turkish elementary mathematics textbooks. Content analysis approach was used to
provide descriptive statistics about the number of male/female and
gender-neutral characters in the textbooks. Findings indicated that total
frequencies in textbook contents including no gender bias was under nine
percent in all textbooks. No gender bias was more prevalent across the grade
levels in Australian textbooks. Singaporean mathematics textbooks had more
discrepancy between the percentages of boys’ and girls’ representations than
the representations in Turkish and Australian textbooks. In terms of
math-gender stereotypes, all textbooks across grade levels were generally
neutral. Social roles in mathematics textbooks across the countries had more
variation for men than women with higher frequencies in all countries. The
masculine roles were commonly attributed to men with more technical and
intellectual tendency while domestic roles were ascribed to females.

Keywords

Content analysis, Gender representation, Mathematics textbooks, Social roles, Stereotypes

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