A Social Semiotic Analysis of Gender Representations in Biology Textbooks for Upper Secondary Schools in China

Autor/inn/en	Yang, Daihu; Zhou, Minghui
Titel	A Social Semiotic Analysis of Gender Representations in Biology Textbooks for Upper Secondary Schools in China
Quelle	In: Education as Change, 27 (2023), Artikel 12791 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yang, Daihu) ORCID (Zhou, Minghui)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1682-3206
Schlagwörter	Science Education; Biology; Secondary School Science; Textbooks; Gender Differences; Sex Stereotypes; Textbook Content; Gender Bias; Foreign Countries; Ideology; China + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Biologie; Textbook; Text book; Schulbuch; Lehrbuch; Geschlechterkonflikt; Lehrbuchtext; Geschlechterstereotyp; Ausland; Ideologie
Abstract	The gender gap remains an issue in the biological education community. This study explores the extent to which an egalitarian gender ideology, encapsulated in five biological science textbooks for upper secondary schools in China, manifests through representational, interactive and compositional meanings of social semiotic theory. The findings reveal that females in the textbooks tend to be depicted as passive and inferior to males. More males are represented as playing pioneering and leading roles, as opposed to females, who are cast in assistant and subordinate roles in professional activities. The gendered messages delivered have the potential to disempower female students' career aspirations and adversely regulate their perceptions and projections of gender identities in biological science. (As Provided).
Anmerkungen	Education as Change. The Centre for Education Rights and Transformation, Faculty of Education, University of Johannesburg, PO Box 524, Auckland Park, Johannesburg 2000, South Africa. Tel: +27-11-5591148; e-mail: journal-ed@uj.ac.za; Web site: https://unisapressjournals.co.za/index.php/EAC
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01