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If images could speak: A social semiotics analysis of gender representation in science textbook images.

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Title: If images could speak: A social semiotics analysis of gender representation in science textbook images.
Authors: Wang, Yiping1, Tlili, Ahmed2 ahmed.tlili23@yahoo.com, Hosny Saleh Metwally, Ahmed2,3, Zhao, Jialu2, Li, Zhimin2, Shehata, Boulus2, Huang, Ronghuai2
Source: Journal of Curriculum Studies. Aug2023, Vol. 55 Issue 4, p471-488. 18p. 9 Charts, 1 Graph.
Subject Terms: *Science textbooks, *Sex discrimination in education, *Science education, Semiotics, Stereotypes, Prejudices
Abstract: Textbooks use images, in addition to text, for delivering knowledge, thereby convey attitudes and values of students including those on gender bias. The gender bias presented in textbook images affects in subtle ways the students' learning outcomes, career choices, and how they perceive science. However, prior research has relied on explicit information presented by textbook images of several subjects to investigate gender representation, overlooking the implicit meaning behind images with a very limited attention to science textbooks. Therefore, this study uses the social semiotic framework to analyse the implicit meaning that images convey related to gender representation in Chinese and Egyptian science textbooks. Specifically, four (two for each country) science textbooks of grade nine were coded and analysed. The findings revealed that gender gap still exists in the images of both Chinese and Egyptian science textbooks. Specifically, females were less represented in the textbook images compared to males, and their role was mostly a caring role. Notably, unlike the Chinese females and the common gender stereotype, Egyptian females were represented in a more active and powerful way compared to males. The findings of this study could help in better designing science textbook images to reduce gender bias. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Curriculum Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: If images could speak: A social semiotics analysis of gender representation in science textbook images.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Curriculum+Studies%22">Journal of Curriculum Studies</searchLink>. Aug2023, Vol. 55 Issue 4, p471-488. 18p. 9 Charts, 1 Graph.
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  Data: *<searchLink fieldCode="DE" term="%22Science+textbooks%22">Science textbooks</searchLink><br />*<searchLink fieldCode="DE" term="%22Sex+discrimination+in+education%22">Sex discrimination in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br /><searchLink fieldCode="DE" term="%22Semiotics%22">Semiotics</searchLink><br /><searchLink fieldCode="DE" term="%22Stereotypes%22">Stereotypes</searchLink><br /><searchLink fieldCode="DE" term="%22Prejudices%22">Prejudices</searchLink>
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  Label: Abstract
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  Data: Textbooks use images, in addition to text, for delivering knowledge, thereby convey attitudes and values of students including those on gender bias. The gender bias presented in textbook images affects in subtle ways the students' learning outcomes, career choices, and how they perceive science. However, prior research has relied on explicit information presented by textbook images of several subjects to investigate gender representation, overlooking the implicit meaning behind images with a very limited attention to science textbooks. Therefore, this study uses the social semiotic framework to analyse the implicit meaning that images convey related to gender representation in Chinese and Egyptian science textbooks. Specifically, four (two for each country) science textbooks of grade nine were coded and analysed. The findings revealed that gender gap still exists in the images of both Chinese and Egyptian science textbooks. Specifically, females were less represented in the textbook images compared to males, and their role was mostly a caring role. Notably, unlike the Chinese females and the common gender stereotype, Egyptian females were represented in a more active and powerful way compared to males. The findings of this study could help in better designing science textbook images to reduce gender bias. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Curriculum Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00220272.2023.2228376
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      – SubjectFull: Sex discrimination in education
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      – SubjectFull: Science education
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      – SubjectFull: Semiotics
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      – SubjectFull: Stereotypes
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      – TitleFull: If images could speak: A social semiotics analysis of gender representation in science textbook images.
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              Text: Aug2023
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              Y: 2023
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