Representation of Gender in Middle Grades Mathematics Textbooks Used in Southwest Georgia
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Authors
Carthon, Janis Thomas
Issue Date
2003-12
Type
Dissertation
Language
en_US
Keywords
Gender , Textbook , Mathematics
Alternative Title
Abstract
Empirical research has shown gender-related differences in educational materials
contribute to females and males performance in mathematics. The purpose of this study
was to investigate the degree of representation of females and males in middle grades
mathematics textbooks used in southwest Georgia. The most frequently used sixth and
seventh grade mathematics textbooks, identified by school system personnel in southwest
Georgia, were selected for this study.
Content analysis methodologies used were illustration analysis and textual analysis. Chi
square was used to test for significant differences between variables. Coding rules and
instruments were developed to collect the data of interest systematically and consistently
for illustrations and text of middle grades mathematics textbooks.
There were relatively even frequency counts of females and males represented in both
illustrations and text of middle grades mathematics textbooks used in southwest Georgia.
However, patterns emerged which indicated the use of more gender-neutral language and
some stereotyping of females and males when analyzing the other gender roles. In both
illustration analysis and textual analysis, females and males were portrayed in more
gender-neutral roles than any other role. In illustrations and text, males were depicted in
more traditional roles than females; and females were portrayed in more nontraditional
roles than males.