{"title":"伊朗高中英语教材中的性别主义职业表征","authors":"Masoumeh Bahman","doi":"10.33736/ils.2431.2020","DOIUrl":null,"url":null,"abstract":"The present study aims to investigate the occupational roles assigned to women and men in three volumes of English textbooks of Iranian high schools (Birjandi, Soheili, Nowruzi, & Mahmoodi, 2006) using Hartman and Judd’s (1978) framework. The results of the inferential and descriptive analyses demonstrated that these textbooks were 99% sexist in regards to occupational roles as men were depicted in high-status jobs, but women were represented in low-status jobs. In addition, men were manifested in a greater range of occupations than women.","PeriodicalId":36177,"journal":{"name":"Issues in Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2020-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The Sexist Occupational Representation in English Textbooks of Iranian High schools\",\"authors\":\"Masoumeh Bahman\",\"doi\":\"10.33736/ils.2431.2020\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The present study aims to investigate the occupational roles assigned to women and men in three volumes of English textbooks of Iranian high schools (Birjandi, Soheili, Nowruzi, & Mahmoodi, 2006) using Hartman and Judd’s (1978) framework. The results of the inferential and descriptive analyses demonstrated that these textbooks were 99% sexist in regards to occupational roles as men were depicted in high-status jobs, but women were represented in low-status jobs. In addition, men were manifested in a greater range of occupations than women.\",\"PeriodicalId\":36177,\"journal\":{\"name\":\"Issues in Language Studies\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2020-12-03\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Issues in Language Studies\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.33736/ils.2431.2020\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Issues in Language Studies","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.33736/ils.2431.2020","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Social Sciences","Score":null,"Total":0}
The Sexist Occupational Representation in English Textbooks of Iranian High schools
The present study aims to investigate the occupational roles assigned to women and men in three volumes of English textbooks of Iranian high schools (Birjandi, Soheili, Nowruzi, & Mahmoodi, 2006) using Hartman and Judd’s (1978) framework. The results of the inferential and descriptive analyses demonstrated that these textbooks were 99% sexist in regards to occupational roles as men were depicted in high-status jobs, but women were represented in low-status jobs. In addition, men were manifested in a greater range of occupations than women.
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