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How to Cite
Gender Discrimination through Stereotype Role Depictions: Content Analysis of a Textbook used in a Developing Country
Abstract
Gender discrimination in Pakistan is strongly discouraged, yet it has been one of the greatest concerns throughout the history of Pakistan. The textbooks currently being used in Pakistan present and represent stereotypical roles that reinforce gender discrimination. This study aims at identifying and exploring the elements of gender stereotypes and related roles in the Sindh English Textbooks that are part of the curriculum for grades ninth and tenth in the matriculation system of Education in Pakistan. The research carried out is a blend of quantitative and qualitative method employed to study the extent of gender discrimination, based on two indicators drawn from the feminist theory. The two indicators, namely, exclusion of women and quality representation in the textbooks were further broken down into 21 categories. Data was analyzed by using descriptive analysis techniques and the results were interpreted in the light of the feminist theory. The findings of the study revealed that the theme of male dominance exists and is prevalent throughout the contents of the selected English textbooks. The study recommended revision of the content, within the prescribed books of the curriculum to avert ideologies that further the concept of gender biasedness, hence further reinforcing social and domestic roles discriminating against women to an ever-increasing percentage.
Authors
Lenny Farnon
Senior Master, Beacon House School System, Karachi, Sindh, Pakistan
Dr. Martin Thomas
Associate Professor, Department of Education, Forman Christian College (A Chartered University), Lahore, Punjab, Pakistan
Syed M. Jaffer Hassan Gardezi
Lecturer, Department of Education, Forman Christian College (A Chartered University), Lahore, Punjab, Pakistan
