德国教科书中科技、工程、数学和护理工作职业领域的男女性别比例

IF 1.6 2区 文学 Q2 EDUCATION & EDUCATIONAL RESEARCH Linguistics and Education Pub Date : 2024-02-29 DOI:10.1016/j.linged.2024.101284
Bernhard Fruehwirth, Michael Heilemann, Heidrun Stoeger
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引用次数: 0

摘要

科学、技术、工程和数学(STEM)职业和护理工作职业存在严重的性别隔离。学校教科书在决定哪些职业被认为是典型的男性或女性职业方面起着至关重要的社会化作用。现有关于教科书中 STEM 和护理工作职业性别代表性的研究范围有限。因此,我们对 202 种现行德国教科书的大量样本进行了定量文本分析,以研究 STEM 和护理工作职业的性别代表性。我们使用搭配分析来探讨职业表征的性质,重点关注代理和共生。在科学、技术、工程和数学以及护理工作职业中,男性的比例明显高于女性。在搭配中,机构和共融的形容词很少出现。还需要进一步研究,以便在其他文化中检验我们的发现,并对教科书中代理和共有的使用情况进行更深入的研究。
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The gender representation of women and men in the occupational areas of STEM and care work in German textbooks

Science, technology, engineering, and mathematics (STEM) occupations and care work occupations are highly segregated by gender. School textbooks play an essential socializing role in determining which occupations are perceived as typically male or female. Existing research on the gender representation of STEM and care work occupations in textbooks is limited in scope. Therefore, we used quantitative text analyses in a large sample of 202 current German textbooks to examine the gender representation of STEM and care work occupations. We used collocation analysis to explore the nature of the occupational representations, focusing on agency and communion. Men were portrayed significantly more frequently than women in STEM and care work occupations. Adjectives of agency and communion occurred rarely in the collocations. Further research is required to test our findings in other cultures and to take a more differentiated look into the use of agency and communion in textbooks.

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来源期刊
CiteScore
2.80
自引率
12.50%
发文量
87
期刊介绍: Linguistics and Education encourages submissions that apply theory and method from all areas of linguistics to the study of education. Areas of linguistic study include, but are not limited to: text/corpus linguistics, sociolinguistics, functional grammar, discourse analysis, critical discourse analysis, conversational analysis, linguistic anthropology/ethnography, language acquisition, language socialization, narrative studies, gesture/ sign /visual forms of communication, cognitive linguistics, literacy studies, language policy, and language ideology.
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