Traditional Gender Stereotypes: A Critical Analysis of Visual Representation in Indonesian Senior High School EFL Textbooks
DOI:
https://doi.org/10.30983/educative.v9i2.8852Keywords:
Content Analysis, Critical Feminist Discourse Analysis, Educational Policy, EFL TextbooksAbstract
This study explores the portrayal of gender roles, gender stereotypes, and gender activities in visual representations within English as a Foreign Language (EFL) textbooks used in Indonesian senior high schools. Using a Critical Feminist Discourse Analysis (CFDA) approach, investigates how these visual depictions promote or challenge existing gender stereotypes. The analysis focuses on textbooks used in Grades X and XI, identifying patterns in the representation of male and female characters. Key themes explored include the alignment of these portrayals with societal expectations of masculinity and femininity, especially in the contexts of professional roles and domestic roles. The findings reveal that, while traditional gender norms continue to dominate, there are emerging trends where gender roles are more diversified, particularly in the representation of women in career roles and men in caregiving or domestic settings. These results suggest that EFL textbooks gradually move toward more balanced gender representations, though traditional stereotypes remain prevalent. It emphasizes the need for a more inclusive and equitable approach to gender representation in educational materials
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Fatmawati, Fatmawati, Leonardus Par, Yosefina Rosdiana Su, Ely Heldydiana Selamat, and Indawati Nur Mahir, ‘Gender Representation in EFL Textbooks in Indonesia’, Lensa: Kajian Kebahasaan, Kesusastraan, Dan Budaya, 12.1 (2022), 19 <https://doi.org/10.26714/lensa.12.1.2022.19-32>
Fithriani, Rahmah, ‘Gender Stereotypes in Educational Texts: A Comparative Study of Indonesian and International Primary English Textbooks’, Discourse and Interaction, 15.2 (2022), 53–76 <https://doi.org/10.5817/Di2022-2-53>
G, Kagaba Amina, ‘Digital Humanities : Using Technology to Analyze Cultural Artifacts’, 2024, 1–8
Habib, Fazl Ahmad, Bambang Arya Wija Putra, and Budi Setyono, ‘21602-157-47362-1-10-20201226’, Jurnal Edukasi, VII.3 (2020), 22–27
Hayibor, Bernice Anne, ‘Analysis of Gender Bias in Home Economics Textbooks’, April, 1990, 19–25
Jannati, Seyran, ‘Gender Representation in EFL Textbooks: A Case of ILI Pre-Intermediate Series’, Journal of Applied Linguistics and Language Research, 2.3 (2015), 211–22
Li, Lekai, Tao Xiong, and Jing He, ‘The Representation of Gender in a Popular Primary School EFL Textbook Series in China’, International Journal of Education and Practice, 5.5 (2017), 79–87 <https://doi.org/10.18488/journal.61.2017.55.79.87>
Md Mukitul Islam, Kazi, and M. Niaz Asadullah, ‘Gender Stereotypes and Education: A Comparative Content Analysis of Malaysian, Indonesian, Pakistani and Bangladeshi School Textbooks’, PLoS ONE, 13.1 (2019), 1–24 <https://doi.org/10.1371/journal.pone.0190807>
Mengistie, Solomon Melesse, and Mulugeta Yayeh Worku, ‘Gender Representation in Educational Materials: A Focus on Ethiopian English Textbooks’, April, 2021, 599–611 <https://doi.org/10.1007/978-3-319-95687-9_137>
Nurwahyuningsih, Pebrina, and H S Nurianti, ‘Gender Representation in EFL / ESL Textbooks in Indonesia : A Literature Review’, ELS Journal on Interdisciplinary Studies in Humanities, 6.4 (2023), 671–75
Papadakis, Stamatios, ‘Gender Stereotypes in Greek Computer Science School Textbooks’, International Journal of Teaching and Case Studies, 9.1 (2018), 48 <https://doi.org/10.1504/ijtcs.2018.10011123>
Sovič, Anja, and Vlasta Hus, ‘Gender Stereotype Analysis of the Textbooks for Young Learners’, Procedia - Social and Behavioral Sciences, 186 (2015), 495–501 <https://doi.org/10.1016/j.sbspro.2015.04.080>
Tajeddin, Zia, and Mostafa Janebi Enayat, ‘Gender Representation and Stereotyping in ELT Textbooks: A Critical Image Analysis’, Tell, 4.2 (2010), 51–79
Tyarakanita, Agustina, Nur Arifah Drajati, Dewi Rochsantiningsih, and Joko Nurkamto, ‘The Representation of Gender Stereotypes in Indonesian English Language Textbooks’, Sexuality and Culture, 25.3 (2021), 1140–57 <https://doi.org/10.1007/s12119-021-09813-0>
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