Resources - Gender Representation in Teaching Materials

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Resources - Gender Representation in Teaching Materials

Uploaded by

agostinainformatica

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Gender representation in teaching

materials
Glossary
Gender
Characteristics of women and men that are mostly created by society and culture. It develops
from people's environments, including their families, their peers, the media and education.

Gender bias
Favouritism, prejudice or treating men, women, boys and girls unfairly. This is often as a result
of gender stereotyping.

Gender neutral
A word or expression that does not show gender or refer to only one gender, for example flight
attendant, firefighter or police officer.

Gender stereotypes
Beliefs about the characteristics men and women should have and the roles they should fulfil in
society.

Sex
Differences between women and men that are biologically determined. This refers to biological
and physical differences between men and women.

www.teachingenglish.org.uk
Coursebook evaluation documents
Gender analysis framework
Use these questions to analyse the gender representation in your coursebook.
Name of coursebook
Page number
Is it an image or text?
What is their name?
What is their age?
What is their occupation?
What activities are they doing?
What are their attributes or characteristics?
How are they interacting with others?
What part of the lesson or exercise are they in?

Attributes
Use the prompts to count the number of instances for girls, boys, men and women.
Are they using a study item?
Are they using a work item?
Are they using a domestic item?
Are they using a leisure or sport item?
Are they using a gender-stereotypical item?
Do they have positive personal characteristics?
Do they have negative personal characteristics?
Do they have gender-stereotypical characteristics?

Interactions
Use the prompts to count the number of instances for girls, boys, men and women.

www.teachingenglish.org.uk
Are they interacting with colleagues?
Are they interacting with friends?
Are they interacting with family?
Is the interaction positive?
Is the interaction negative?

Activities
Use the prompts to count the number of instances for girls, boys, men and women.
Are they at school?
Are they at work?
Are they caring for others?
Are they shopping?
Are they doing leisure or sporting activities?
Are they doing personal activities like eating or washing?
Are they doing social activities?

Occupations
Use the prompts to count the number of instances for girls, boys, men and women.
Is it agricultural?
Is it educational?
Is it in a shop?
Is it in trade?
Is it in healthcare?
Is it a creative job?
Is it office work?

Summary table
Name of coursebook:
Chapter number or unit name:

www.teachingenglish.org.uk
Use the prompts to count the number of instances for girls, boys, men and women.
Are they named?
Are they unnamed?
Are they in the main lesson?
Are they in an exercise?

www.teachingenglish.org.uk
References and further reading
The following links and resources explore the areas discussed in this module in more detail:

Brugeille, C. and Cromer, S., 2009. Promoting gender equality through coursebooks: A
methodological guide. UNESCO.

The UNESCO Global Education Monitoring Report 2017

The UNESCO Global Education Monitoring Report 2020

Website for Education and employers - An independent UK-based charity that works to ‘provide
young people with the inspiration, motivation, knowledge, skills and opportunities they need to
help them achieve their potential’ and provider of the Inspiring the Future service.

Website for Inspiring the Future - A service which connects workplace volunteers with schools
and colleges to broaden children’s and young people’s horizons, raise their aspirations and
increase their motivation to learn, and creators of the video from a UK classroom in Unit 1.

www.teachingenglish.org.uk