dc.contributor.author	Carthon, Janis Thomas	en_US
dc.coverage.spatial	Southwest Georgia	en_US
dc.coverage.temporal	2002-2004 CE	en_US
dc.date.accessioned	2010-09-22T14:59:17Z	en_US
dc.date.accessioned	2011-03-02T17:29:00Z
dc.date.available	2010-09-22T14:59:17Z	en_US
dc.date.available	2011-03-02T17:29:00Z
dc.date.issued	2003-12	en_US
dc.identifier.uri	http://hdl.handle.net/10428/443	en_US
dc.description.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.	en_US
dc.description.tableofcontents	ii TABLE OF CONTENTS INTRODUCTION..............................................................................................................1 Statement of the Problem........................................................................................4 Purpose of the Study...............................................................................................6 Research Question...................................................................................................6 Significance of the Study........................................................................................7 Definitions...............................................................................................................8 REVIEW OF LITERATURE...........................................................................................10 Concerns of Gender Inequalities...........................................................................10 Defining Gender Language Forms........................................................................12 Georgia Textbook Selection..................................................................................14 Instructional Materials..........................................................................................15 Middle School.......................................................................................................17 Adolescence..........................................................................................................17 Adolescents and Identity.......................................................................................19 Mathematics Achievement....................................................................................21 Stereotyping of Mathematics................................................................................23 Gender Bias in Other Educational Materials........................................................25 Gender Bias in Mathematics Textbooks...............................................................26 Career Choices......................................................................................................31 Summary...............................................................................................................32 METHOD..........................................................................................................................34 Scope of the Study................................................................................................34 iii Research Questions...............................................................................................36 Description of Study Variables.............................................................................37 Sampling Procedures.............................................................................................37 Design and Procedures..........................................................................................41 Krippendorffs Procedures in Content Analysis...................................................43 Data Collection.....................................................................................................47 Data Analysis........................................................................................................57 Summary...............................................................................................................58 RESULTS.........................................................................................................................60 Content Analysis for Illustrations.........................................................................61 Research Questions for Illustrations.....................................................................61 Content Analysis for Text.....................................................................................64 Research Questions for Text.................................................................................64 Summary...............................................................................................................67 DISCUSSION...................................................................................................................69 Recommendations.................................................................................................75 Implications...........................................................................................................75 Future Research.....................................................................................................77 Conclusion............................................................................................................77 REFERENCES.................................................................................................................79 APPENDICES..................................................................................................................87 Appendix A: Mathematics Textbooks Recommended by Georgia......................88 Appendix B: Coding Instrument for Illustrations.................................................89 Appendix C: Coding Rules for Illustrations.........................................................90 Appendix D: Coding Instrument for Text.............................................................91 Appendix E: Coding Rules for Text .....................................................................92 Appendix F: IRB Approval...................................................................................93 Appendix G: Permission of Sage Publications, Inc..............................................94	en_US
dc.language.iso	en_US	en_US
dc.subject	Gender	en_US
dc.subject	Textbook	en_US
dc.subject	Mathematics	en_US
dc.title	Representation of Gender in Middle Grades Mathematics Textbooks Used in Southwest Georgia	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Education	en_US
dc.description.advisor	Brovey, Andrew J.	en_US
dc.description.committee	Lowney, Kathleen	en_US
dc.description.committee	Thomas, George	en_US
dc.description.committee	Stanley, Barbara K.	en_US
dc.description.degree	Ed.D.	en_US
dc.description.major	Education	en_US