Gender representation in solutions textbooks a multimodal analysis

MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY HỒ NỮ NHƯ Ý GENDER REPRESENTATION IN SOLUTIONS ELEMENTARY TEXTBOOKS: A MULTIMODAL ANALYSIS Field: English Linguistics Code: 8220201 Supervisor: Assoc Prof Dr Nguyen Thi Thu Hien BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUY NHƠN HỒ NỮ NHƯ Ý SỰ THỂ HIỆN GIỚI TÍNH TRONG GIÁO TRÌNH SOLUTIONS ELEMENTARY: PHÂN TÍCH ĐA PHƯƠNG THỨC Chun ngành: Ngơn ngữ Anh Mã số: 8220201 Người hướng dẫn: PGS TS Nguyễn Thị Thu Hiền i STATEMENT OF AUTHORSHIP I hereby certify that this thesis ‘Gender representation in Solutions Elementary textbooks: A multimodal analysis’ has not been accepted for the award of any other degree or diploma in any university or other tertiary institution, and that it does not contain material previously published or written by another person, except where due acknowledgement has been made in the text ii ACKNOWLEDGEMENTS This study could not have been accomplished without the invaluable assistance of individuals and organizations to whom I feel profoundly indebted First and foremost, I would like to express my deepest gratitude and sincere appreciation for my supervisor, Assoc Prof Dr Nguyen Thi Thu Hien, who has supported me throughout my thesis with her endless patience, gentle encouragement, constructive comments and valuable materials Without her, this thesis would not have been completed Secondly, I am also grateful to all the lecturers of the relevant courses for their valuable lectures and discussions, which provide essential insights for this thesis Thirdly, I would like to express my special thanks for the Department of Foreign Languages for giving us the permission to carry out this project Last but not least, this would be a golden opportunity for me to exhibit my endless love and indebtedness to my family who are the tower of hope and strength for during the time I carried out this study iii ABSTRACT The growing popularity of English teaching has been paralleled by the growing investigation of gender representation and gender stereotyping in ESL/EFL textbooks The aim of this study is to uncover how males and females are represented in in the Solutions Elementary students’ books To achieve this aim, the Systemic Functional Grammar by Halliday & Matthiessen (2004) and Grammar of Visual Design by Kress & van Leeuwen (2006) were employed to explore the experiential meaning of the written texts and representational meaning of the images This study was conducted with both quantitative and qualitative methods On the one hand, the text analysis reveals that males are more visible than females in the important roles of Actor, Carrier/Identified, Senser, Sayer and Behaver Males are generally portrayed as being more competent, creative, and dominant than females, and many other gender stereotypes are perpetuated On the other hand, the image analysis shows that males enjoy higher visibility than females yet with small differences Many stereotypes perpetuated in the 2nd edition are subject to rejection in the 3rd edition, which might indicate the textbook authors’ growing recognition of the gender stereotyping issue These results highlight a need for teachers and learners to pay more attention to gender stereotyping conveyed in the ESL textbooks iv TABLE OF CONTENTS STATEMENT OF AUTHORSHIP I ACKNOWLEDGEMENTS II ABSTRACT III TABLE OF CONTENTS IV ABBREVIATIONS AND CONVENTIONS VI LIST OF TABLES VII LIST OF FIGURES IX CHAPTER 1: INTRODUCTION 1.1 RATIONALE 1.2 AIM AND OBJECTIVES OF THE STUDY 1.2.1 Aims 1.2.2 Objectives 1.3 RESEARCH QUESTIONS 1.4 SCOPE OF THE STUDY 1.5 SIGNIFICANCE OF THE STUDY 1.6 STRUCTURE OF THE THESIS CHAPTER 2: LITERATURE REVIEW 2.1 THEORETICAL FRAMEWORKS 2.1.1 Multimodal Discourse Analysis 2.1.2 Systemic Functional Grammar 2.1.3 Grammar of Visual Design 14 2.2 PREVIOUS STUDIES 23 2.2.1 Gender and textbooks 23 2.2.2 Gender representation in EFL/ESL textbooks 25 CHAPTER 3: METHODOLOGY .29 3.1 RESEARCH METHODS 29 3.2 DATA COLLECTION 30 v 3.2.1 Data source 30 3.2.2 Collection of written texts 30 3.2.3 Collection of images 32 3.3 DATA ANALYSIS 33 3.4 PROCEDURE 34 3.5 VALIDITY AND RELIABILITY 35 CHAPTER 4: FINDINGS AND DISCUSSION 36 4.1 REPRESENTATION OF MALES AND FEMALES IN WRITTEN TEXTS 36 4.1.1 Linguistic-gendered clauses 36 4.1.2 Distribution of process types in linguistic-gendered clauses 37 4.1.3 Representation of males and females in material processes 39 4.1.4 Representation of males and females in relational clauses 41 4.1.5 Representation of males and females in mental clauses 44 4.1.6 Representation of males and females in verbal clauses 48 4.1.7 Representation of males and females in behavioral clauses 50 4.1.8 Representation of males and females in different social contexts 51 4.1.9 Discussion on the findings of gender representation in the written texts 55 4.2 VISUAL REPRESENTATION OF MALES AND FEMALES 65 4.2.1 Distribution of narrative processes in images 65 4.2.2 Representation of males and females in actional processes 65 4.2.3 Representation of males and females in reactional processes 71 4.2.4 Representation of males and females in verbal processes 75 4.2.5 Representation of males and females in mental processes 76 4.2.6 Representation of males and females in different social contexts 77 4.2.7 Discussion on the findings of gender representation in the images 80 CHAPTER 5: CONCLUSIONS AND IMPLICATIONS 89 5.1 CONCLUSIONS 89 5.2 IMPLICATIONS 91 5.3 LIMITATIONS 92 5.4 SUGGESTIONS FOR FURTHER RESEARCH 93 REFERENCES 94 vi ABBREVIATIONS AND CONVENTIONS [a] Abbreviations READ Reading comprehension texts GRAM Grammar examples and exercises DIA Dialogues [b] Conventions - Boldface is used to mark the first use of technical terms or to highlight the focus point - Italics is used for examples - Underline is used to mark the words or phrases that are being discussed For example: [E3-626] She likes Leonard and Sheldon [M] The phrase Leonard and Sheldon is underlined to show the positioning of males as Goal vii LIST OF TABLES Table Name Table Page 2.1 Terminology for the three metafunctions 14 4.1 Distribution of linguistic-gendered clauses 36 4.2 Distribution of process types 38 4.3 Distribution of male/female Actor in the 2nd edition 39 4.4 Distribution of male/female Actor in the 3rd edition 40 4.5 Distribution of male/female Carrier/Token in the 2nd edition 42 4.6 Male/female Carrier/Token in subtypes of relational processes in 42 the 2nd edition 4.7 Distribution of male/female Carrier/Token in the 3rd edition 43 4.8 Male/female Carrier/Token in subtypes of relational processes in 44 the 3rd edition 4.9 Distribution of male/female Senser sections of 2nd edition 45 4.10 Distribution of subtypes of mental processes in the 2nd edition 45 4.11 Distribution of male/female Senser in the 3rd edition 46 4.12 Distribution of subtypes of mental processes in the 3rd edition 47 4.13 Distribution of male/female Sayer 48 4.14 Distribution of male/female Behavers 50 4.15 Distribution of male and female participant roles in the 2nd 55 edition 4.16 Distribution of male and female participant roles in the 3rd 60 edition 4.17 The distribution of male and female participants in the three 63 sections 4.18 The proportion of males and females in important participant 63 viii Table Name Table Page roles 4.19 Distribution of narrative processes 65 4.20 Frequency of males and females as participants in actional 66 process 4.21 Frequency of males and females as participants in reactional 71 process 4.22 Distribution of males and females in the participant roles in the 81 2nd edition 4.23 Distribution of males and females in the participant roles in the 3rd edition 84 84 females are also similar by nature Second, the stereotypes of females being inclined towards music/singing and shopping are perpetuated 4.2.7.2 Gender representation in the images in the 3rd edition Table 4.23 summarizes the distribution of males and females in different participant roles in the 3rd edition Table 4.23 Distribution of males and females in the participant roles in the 3rd edition Actional process Actor Interactor Goal Reactional process Reacter Phenomenon Verbal process Sayer Mental process Senser Male Female 38 32 14 12 Regarding the actional process, males narrowly surpass females in the role of Actor and Interactor The quantitative difference could be deemed as insignificant, and a closer look at each type of actional processes in fact points to matching portrayals of males and females More specifically, regarding non-transactional processes, males and females tend to perform actions that demand the same levels of energy and activeness As for unidirectional transactional processes, both females and males Actor engage in different processes, ranging from gentle actions (e.g decorate a dish, apply lipstick) to more labor-demanding ones (e.g break wooden boards, kick a ball) These observations give the impression that males and females are visually represented as Actor in a relative symmetrical manner As regards the Goal participant, females are placed in this position in 85 more images than males; however, the number of instances is very low, so no inference can be drawn here Nevertheless, it should be noted that the portrayal of male Actor in these pictures is a classic strategy for representing males’ dominance The male Actors are portrayed as putting their hands on the shoulder of other participants Goffman (1979) terms this gesture as male’ s embrace, which, he states, can implicitly highlight men's power, control and dominance, and signify women’s subordination and inferior position Turning to reactional processes, male Reacters outnumber their female counterparts by a slim margin Except this quantitative equality, two striking differences emerge from the data analysis Firstly, in the non-transactional processes, female Reacters are the only participants in their images Such portrayal is thrown into sharp relief by the frequent depiction of male Reacters along with female Actors or Sayers, who tend have more interesting body language or facial expression than the male Reacters This juxtaposition creates the impression that the male Reacters seem less prominent and powerful than the female participants Secondly, in transactional reactional processes, female Actors or Sayers tend to play the Phenomenon role in the images where males are presented as Reacter This construction of males as ‘admirers’ of female Actors or Sayers is worth noting since it stands in contrast to the conventional stereotypes as well as findings from other studies (e.g Damayanti, 2010) In the verbal processes, females play the role of Sayer in more images than males with a substantial difference In images with female Sayers, there tend to be other participants who acts as Reacters directing a purposeful look at the talking females This construction effectively brings the verbal action of the female Sayer to the forefront As for the mental process, there is two Sensers found, and both are female; due to the low number of instances, no 86 further inference can be safely made here As for the visual representation of gender in different social contexts, only males are represented as performing household chores The image of a man wearing an apron and preparing breakfast for his daughter is certainly contrary to the common perception of males as breadwinners and females as homemakers Regarding occupational roles, females are assigned with a wider range of jobs than males, which possibly suggests females’ greater presence in the working world Nevertheless, the representation of many females is still confined to their traditionally feminine roles, such as waiter, teacher, salesperson, and nurse In terms of hobbies and interests, males and females are placed on an equal footing in the spheres of sports and music/singing For example, there is little difference between the types of sports males and females in terms of the level of energy and danger involved Despite these similarities, females continue to exercise a monopoly over shopping in this book 4.2.7.3 A comparison of gender representation in the images between the 2nd and 3rd editions In terms of the distribution of process types, the two editions seem to parallel each other Males and females primarily act as Actor and Reacter Sayer and Phenomenon roles constitute a decent share of the general picture, while the roles of Interactor, Goal and Senser are rarely realized The second point of comparison is how males and females are visually portrayed in each process types As regards the actional processes, in both editions, males and females are symmetrically portrayed in the nontransactional and bidirectional transactional processes It is interesting that females are consistently portrayed as Goal in more images than males, and coincidentally, all the female Goals are placed under the influence of male 87 Actors Regarding the unitransactional process there is, however, a clear difference between the two books: Male Actors substantially outnumber their female equivalents in the 2nd edition, whereas the 3rd edition displays quite a balanced distribution of the two genders After all, the standardized image of males as being more active and competent is painted more vividly in the 2nd edition Turning to the reactional process, a major similarity between the two editions is that males and females appear as Reacter in roughly the same numbers of images On the other hand, the two books differ in two respects Firstly, regarding the non-transactional process, there is a symmetrical representation of males and females in the 2nd edition In the 3rd edition, female Reacters are the only participants in their images, whereas the male Reacters tend to be depicted alongside female Actors or Sayers, who are more likely to grab viewers’ attention due to their more conspicuous action The second difference lies in the question of who is presented as ‘admirer’ of whom The 2nd edition offers the standardized answer, which specifies that females act as ‘admirers’ of male’ actions or sayings On the contrary, a non-conventional portrayal is displayed in the 3rd edition, meaning that males are now presented as ‘admirers’ of female Actors or Sayers This change is of interest since it may well indicate that the issue of gender stereotyping has been addressed at a certain level About the verbal process, there is a conspicuous difference between the two editions In the 2nd edition, both genders are constructed as Sayer at roughly equal frequencies, while verbal processes are mostly performed by females in the 3rd edition The dominance of females as verbalizer in the 3rd edition can be interpreted as an indicator of the negative stereotype that women are more of a talker than men However, it is a common practice that 88 other Reacters appear in the images and look purposefully at the female Sayers This crucial point leads to a more convincing interpretation: The females are treated as the main participants in these images The final point of comparison concerns male/female representation in different social contexts About household chores, no relevant images are found in the 2nd edition; meanwhile, only males are represented as performing such tasks in the 3rd edition Though only one image is recorded, the depiction of males as homemakers should not be ignored As for occupational roles, both editions repeat each other in largely presenting males and females in their stereotypical occupational roles It is still noticeable that females are assigned with a wider range of jobs than males in the 3rd edition Regarding hobbies and interests, in both editions, males and females are given an almost equal treatment with respect to their engagement in sports activities Another similarity is that shopping – a stereotypical feminine activity- is consistently associated with females In the 2nd edition, only females are endowed with music/singing abilities, but the 3rd edition establishes a neutral representation of males and females in this sphere SUMMARY This chapter has presented the important results of the investigation into the gender representation in the selected textbooks The first half was devoted to the summary of major findings, discussion, and comparison on how males and females are represented in the written texts The second half was allocated for the summary of crucial findings, discussion, and comparison on gender representation in the images 89 CHAPTER 5: CONCLUSIONS AND IMPLICATIONS This chapter is the final part which summarizes the outcomes of the research, which have been discussed in detail in the previous chapter In this chapter, some implications for teaching, learning and research are also presented The thesis will be wrapped up by the limitations of the study and some suggestions for further research 5.1 CONCLUSIONS The aim of this study is to explore how males and females are represented in Solution Elementary Student’s Books 2nd and 3rd editions The investigation of the experiential meaning of the written texts is based on the transitivity system in the Systemic Functional Grammar by Halliday & Matthiessen (2004) The experiential meaning of the images is analyzed from the perspective of visual grammar proposed by Kress & van Leeuwen (2006) With regards to research question (1) ‘How are males and females represented in the written texts?’, the text analysis shows that in the 2nd edition, males and females are predominantly represented as Actor and Carrier/Token, Senser, Sayer and Behaver Males are more visible than females in almost all participant roles (except for Beneficiary) and are generally represented as being more active, competent, and dominant Besides, many gender stereotypes are perpetuated For example, the range of occupational roles attributed to males is of a greater diversity, and males are more frequently portrayed as assuming the role of breadwinner and being sporty than females In the 3rd edition, males and females are mainly represented as Actor and Carrier/Token, Senser, Sayer and Behaver Males are more visible than females in all the participant roles, though the quantitative differences 90 between males and females in the roles of Sayer, Goal and Beneficiary are rather narrow Males are generally characterized as being more competent, creative, and dominant than females Many gender stereotypes are perpetuated For instance, females perform domestic tasks more frequently and are less likely to shun household chores With respect to research question (2) ‘How are males and females represented in the images?’, the image analysis reveals that in the 2nd edition, males and females are predominantly represented as Actor, Reacter, Sayer and Phenomenon Males are more visible than females in all these important roles, though the differences in the Reacter and Sayer roles are not significant Some stereotypical representations are found, such as the construction of males and females in their stereotypical jobs and hobbies In the 3rd edition, males and females are chiefly represented as Actor and Reacter Males are awarded higher visibility than females in these roles yet with small differences; meanwhile, females outnumber males in the roles of Sayer and Phenomenon Several gender stereotypes are challenged, such as the construction of males as homemakers, or the balanced engagement of females and males in sports and music/singing Regarding research question (3) ‘In terms of gender representation, what are differences between the 2nd and 3rd edition?’, some key differences of gender representation in the written texts can be summarized as follows First, in the 3rd edition, the quantitative differences between males and females in the role of Sayer, Senser and Carrier/Token are less significant than those found in the 2nd edition These changes suggest that females are rewarded more recognition from the 3rd textbook authors, and thus their words, thoughts, feelings, attributes and identities deserve reporting or mentioning 91 Second, in the 2nd edition, only males are frequently associated with success and wealth, whereas both males and females are described in terms of success in the 3rd Finally, many stereotypes perpetuated in the 2nd editions are rejected in the 3rd edition For example, the socioculturally assigned obligation that daughters should help with the housework is perpetuated in the 2nd edition but rejected in the later edition Regarding gender representation in the images, in the nd edition, males are much more visible than females in the Actor role; meanwhile, males and females are represented in roughly symmetrical ways in this regard Another difference is that in the nd edition, females tend to act as ‘admirers’ of male’ actions or sayings, whereas males are frequently presented as ‘admirers’ of female Actors or Sayers in the rd edition Besides, some stereotypes maintained in the 2nd editions are rejected in the 3rd edition For example, in the nd edition, only females are endowed with music/singing abilities, but the rd edition presents an even representation of males and females in this sphere 5.2 IMPLICATIONS In terms of methodological implications, this work has reconfirmed the huge potential of Systemic Functional Grammar and Grammar of Visual Design as useful tools for discourse analysis This study lends further evidence for the fruitfulness of applying these tools for the investigation of gender representation This study also underlines the significance of qualitative analysis in the application of these two frameworks If the researchers had applied these frameworks to quantitative analysis only, it would have been challenging to recognize the similarities and differences in gender construction Regarding pedagogical implications, this study has gone some way 92 towards enhancing our understanding of how males and females are represented in two published textbooks The present findings stress a need for textbook writers to pay more attention to gender stereotyping conveyed in both written texts and images If the two genders are offered an equal treatment in education materials, gender awareness among learners may be improved, and this can in turn pave the way for a more gender-fair society The Solutions Elementary textbook (2nd edition) is currently being used in the teaching of non-English majors in Quy Nhon University The findings of this study therefore serve as a reminder of the subliminal stereotypes that are perpetuated in the book It is suggested that the teachers can use the textbook as a means of challenging gender stereotypes and building new ways of perceiving and establishing social relations between males and females Since learners are very likely to overlook the hidden gender stereotyping in their learning materials, the teachers can help learners recognize the embedded gender stereotypes After that, learners can be engaged in a critical discussion of the way the male and female characters are portrayed By offering learners such a non-pedagogical goal of examining a social problem, teachers could probably raise their interest and reduce boredom 5.3 LIMITATIONS Due to the limited scope of a MA thesis and the time constraint, this study cannot avoid limitation The study is conducted on two major frameworks: Systemic Functional Grammar by Halliday & Matthiessen (2004) and Grammar of Visual Design by Kress & van Leeuwen (2006) A comprehensive analysis should cover the three perspectives: ideational, interpersonal and textual; however, in this thesis, we only focus on the experiential meaning of the written texts and representational meaning of the images 93 5.4 SUGGESTIONS FOR FURTHER RESEARCH Whatever effort has been made in conducting this study, there is no doubt much room for improvements One aspect that we did not touch on yet may well be worth investigating is the concept of ‘teacher talk around the text’ 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International Journal of Science and Mathematics Education, 6(4), 677–693 ... (2006) to interpret the meaning-making resources that are always simultaneously entailed in all images These are representational, interactive and compositional meanings In the adaptation of Systemic... remaining gender stereotyping as well as progressive approaches that are displayed in textbooks Besides, the findings can alert teachers to be careful and proactive in selecting the teaching materials... relational Causatives involve an Agent in making or causing something With Attributes relationals, an Agent causes the Carrier to have an Attribute ascribed, as in [15]; with the identifying type,