Construction of gender: A comparison of Australian and Hong Kong English language textbooks
Abstract
This article examines whether the later development of awareness of gender issues in Hong Kong compared to Australia is reflected in patterns of gender representation in the English language textbooks published in these two places. A comparison of 10 currently-used Australian books with 10 Hong Kong books revealed that such awareness has impacted most on the use of gender-inclusive terms and symmetrical phrases in both places. The Australian writers tended to use generic they while their Hong Kong counterparts preferred either the coordination he or she or ‘generic’ he. Both sets of writers maintained the convention of male-first presentation, depicted women in a more limited range of social roles, and presented stereotyped images of women as weaker and more passive than men, and as operating primarily within domestic domains. The visual representations also reinforced traditional gendered roles. Hong Kong textbook writers, nevertheless, paid more heed to the inclusion of females visually. Controversy persists over whether textbook writers should reflect reality or whether they should lead social change and strive for gender equality.
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Even for Malaysia, males favor extroverted personality traits while females are introvert and passive, consistent with past studies.
“Even for Malaysia our result show males favoring extroverted personality traits while females as introvert and passive, a finding that is consistent with past studies [27,80,84,99,109].”
From Gender stereotypes and education: A comparative content analysis of Malaysian, Indonesian, Pakistani and Bangladeshi school textbooks (2018) · cites this paper as [99]
In the textbooks, women are often found to be portrayed as weak, victimized, passive and subordinate, while male characters are portrayed as bold, brave and active agents in society.
“In the textbooks, women are often found to be portrayed as weak, victimized, passive and subordinate [60,70,84,99,109]. On the other hand, the image of male characters reflects quite the opposite personality; as they are portrayed as bold, brave and active agents in society.”
From Gender stereotypes and education: A comparative content analysis of Malaysian, Indonesian, Pakistani and Bangladeshi school textbooks (2018) · cites this paper as [99]
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- Authors
- Lee, J. F. K., & Collins, P.
- Affiliations
- Education University of Hong Kong (HK)
- UNSW Sydney (AU)
- Corresponding author
- Lee, Jackie F.K.
- Venue
- Journal of Gender Studies
- Publisher
- Informa UK Limited
- Published
- 2010-06
- Volume
- 19
- Issue
- 2
- Pages
- 121-137
- ISSN
- 0958-9236 (ISSN-L)
- 1465-3869
- OpenAlex
- W2147890208
- Cited by
- 116
- References
- 42
- Citations by year
- 2026: 4 · 2025: 11 · 2024: 8 · 2023: 16 · 2022: 17 · 2021: 11 · 2020: 12 · 2019: 7 · 2018: 10 · 2017: 2 · 2016: 5 · 2015: 5 · 2014: 5 · 2013: 2
- FWCI
- 2.33
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Gender Studies (publishedVersion)
- Hong Kong Education Bibliographic Database (submittedVersion)
- Topics
- Social Sciences › Gender Studies › Gender Studies in Language
- Social Sciences › Gender Studies › Media, Gender, and Advertising
- Social Sciences › Gender Studies › Gender, Sexuality, and Education
- Keywords
- gender representation, English textbooks, gender-inclusive language, gender stereotypes, gender equality, gender awareness, social change
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