A hidden curriculum in Japanese EFL textbooks: Gender representation

Lee, Jackie F.K.

doi:10.1016/j.linged.2014.07.002

Cited by 134Gender Studies in LanguageDiscourse Analysis in Language StudiesMedia, Gender, and Advertising

A hidden curriculum in Japanese EFL textbooks: Gender representation

Lee, Jackie F.K.·2014·Linguistics and Education

DOI 10.1016/j.linged.2014.07.002

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In textbooks, women tend to be committed to their reproductive role, taking care of the family or doing housework, and invariably evidencing an emotional fragility.
“They also tend to be committed to their reproductive role, taking care of the family or doing housework -jobs requiring skills held in lesser social esteem than those associated with males- and invariably evidencing an emotional fragility (Cabrera & Martínez-Bello, 2014; Islam & Asadullah, 2018; Lee, 2014).”
From The influence of school textbooks on the configuration of gender identity: A study on the unequal representation of women and men in the school discourse during the Spanish democracy (2022) · cites this paper as Lee, 2014
In textbooks, males have a disproportionate presence in textual content.
“With regard to masculine representations, we find a disproportionate presence of males in their textual content (Ahmad & Shah, 2019; Lee, 2014; Lee, 2019; Sulaimani, 2017).”
From The influence of school textbooks on the configuration of gender identity: A study on the unequal representation of women and men in the school discourse during the Spanish democracy (2022) · cites this paper as Lee, 2014
Repeated exposition to gender-biased messages through textbooks can lead to the development of sexist attitudes among students.
“Repeated exposition to gender-biased messages through textbooks can lead to the development of sexist attitudes among students (Donovan et al., 2019; Lee, 2014; Sunderland et al., 2000).”
From The influence of school textbooks on the configuration of gender identity: A study on the unequal representation of women and men in the school discourse during the Spanish democracy (2022) · cites this paper as Lee, 2014

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Authors: Lee, J. F. K.
Affiliations: Education University of Hong Kong (HK)
Corresponding author: Lee, Jackie F.K.
ORCID: Lee, Jackie F.K.
Venue: Linguistics and Education
Publisher: Elsevier BV
Published: 2014-09
Volume: 27
Pages: 39-53
ISSN: 0898-5898 (ISSN-L)
DOI: 10.1016/j.linged.2014.07.002
OpenAlex: W2150894156
Cited by: 134
References: 62
Citations by year: 2026: 6 · 2025: 20 · 2024: 16 · 2023: 8 · 2022: 27 · 2021: 16 · 2020: 14 · 2019: 10 · 2018: 6 · 2017: 5 · 2016: 3 · 2015: 3
FWCI: 9.33
Type: journal article
Language: en
Open access: closed
Licence: www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations: Linguistics and Education (publishedVersion)
Topics: Social Sciences › Gender Studies › Gender Studies in Language
Social Sciences › Arts and Humanities › Literature and Literary Theory › Discourse Analysis in Language Studies
Social Sciences › Gender Studies › Media, Gender, and Advertising
Keywords: hidden curriculum, gender representation, EFL textbooks, Japanese language textbooks, gender-neutral vocabulary, titles of address, gender stereotypes, gender equality in education, textbook analysis

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