Hidden in Plain Sight: Gender Bias and Heteronormativity in Dutch Textbooks

Autor/inn/en	van de Rozenberg, Tessa M.; Groeneveld, Marleen G.; van Veen, Daudi P.; van der Pol, Lotte D.; Mesman, Judi
Titel	Hidden in Plain Sight: Gender Bias and Heteronormativity in Dutch Textbooks
Quelle	In: Educational Studies: Journal of the American Educational Studies Association, 59 (2023) 3, S.299-317 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van de Rozenberg, Tessa M.) ORCID (Groeneveld, Marleen G.) ORCID (van Veen, Daudi P.) ORCID (van der Pol, Lotte D.) ORCID (Mesman, Judi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1946
DOI	10.1080/00131946.2023.2194536
Schlagwörter	Gender Bias; Sexual Orientation; Textbook Evaluation; Foreign Countries; Secondary School Students; Mathematics Education; Hidden Curriculum; Disproportionate Representation; Sex Stereotypes; Native Language Instruction; Indo European Languages; Netherlands + Suchen Sie Ihr Suchwort? Geschlechterstereotyp; Sexuelle Orientierung; Ausland; Sekundarschüler; Mathematische Bildung; Heimlicher Lehrplan; Native language education; Muttersprachlicher Unterricht; Indoeuropäisch; Niederlande
Abstract	In this study, we examined gender and sexuality representation in language and math textbooks for Dutch secondary education. We analyzed all male and female characters in 13 language textbooks (N = 7,347) and 12 math textbooks (N = 4,591). Our results confirmed our expectations based on the theory of the hidden curriculum: female characters were underrepresented in all textbooks (40% in language, 44% in math textbooks), but overrepresented in household tasks and EHW (Education, Health, and Welfare) professions. Male characters were overrepresented in occupational roles, especially in STEM (Science, Technology, Engineering, and Math) professions and technical tasks. Further, female characters in language textbooks were overrepresented in parental roles, and male characters were overrepresented among characters with disharmonious traits and behaviors. We found no characters from sexual minorities in any of the textbooks. In conclusion, in line with theories of the hidden curriculum, Dutch textbooks include gender stereotypic messages and are heteronormative. These findings are relevant in light of previous studies demonstrating the negative impact of these biases on children. Publishers and schools that want to be more inclusive are recommended to be more critical in their selection of stories and role models in their books. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01