If images could speak. A social semiotics analysis of gender representation in science textbook images.

Autor/inn/en	Wang, Yiping; Tlili, Ahmed; Metwally, Ahmed Hosny Saleh; Zhao, Jialu; Li, Zhimin; Shehata, Boulus; Huang, Ronghuai
Titel	If images could speak. A social semiotics analysis of gender representation in science textbook images.
Quelle	In: Journal of curriculum studies, 55 (2023) 4, S. 471-488Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Diagramm 1; Literaturangaben S. 484-488
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2023.2228376
Schlagwörter	Geschlechterrolle; Geschlechterstereotyp; Schulbuch; Semiotik; Bildanalyse; Naturwissenschaftlicher Unterricht; Bildliche Darstellung; Repräsentation; Visuelle Information
Abstract	Textbooks use images, in addition to text, for delivering knowledge, thereby convey attitudes and values of students including those on gender bias. The gender bias presented in textbook images affects in subtle ways the students' learning outcomes, career choices, and how they perceive science. However, prior research has relied on explicit information presented by textbook images of several subjects to investigate gender representation, overlooking the implicit meaning behind images with a very limited attention to science textbooks. Therefore, this study uses the social semiotic framework to analyse the implicit meaning that images convey related to gender representation in Chinese and Egyptian science textbooks. Specifically, four (two for each country) science textbooks of grade nine were coded and analysed. The findings revealed that gender gap still exists in the images of both Chinese and Egyptian science textbooks. Specifically, females were less represented in the textbook images compared to males, and their role was mostly a caring role. Notably, unlike the Chinese females and the common gender stereotype, Egyptian females were represented in a more active and powerful way compared to males. The findings of this study could help in better designing science textbook images to reduce gender bias.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2024/1