Short answer

Actively seek to represent diverse gender roles and avoid defaulting to traditional stereotypes in visual and textual content, especially in educational or widely distributed materials.

Field: Classic Design
Source: OakTrust (Texas A&M University Libraries) (2015)
Method: Content analysis and survey research
Sample: 3 textbooks, unspecified number of teachers
Evidence: Strong effect

Visual and textual content in educational materials can perpetuate societal gender biases by disproportionately featuring males in authoritative positions and females in subordinate or domestic roles. This classic design research insight is drawn from a 2015 study published in OakTrust (Texas A&M University Libraries). Using Content analysis and survey research with 3 textbooks, unspecified number of teachers, researchers explored how this design variable affects real-world outcomes. The key design takeaway: Actively seek to represent diverse gender roles and avoid defaulting to traditional stereotypes in visual and textual content, especially in educational or widely distributed materials.

Study

Classic DesignHigh ImpactStrong effect

Textbook illustrations reinforce gender stereotypes, with males in dominant roles.

OakTrust (Texas A&M University Libraries) · 2015

Key Findings

01English language textbooks for Grades 6-8 in Jordan displayed significant male dominance in illustrations and text examples.
02Male characters were consistently depicted in dominant roles, while female characters were often shown in passive, domestic, or subservient roles.
03Female teachers generally held more egalitarian beliefs about gender roles than male teachers.

Application

Design takeaway

Actively seek to represent diverse gender roles and avoid defaulting to traditional stereotypes in visual and textual content, especially in educational or widely distributed materials.

How to apply

When designing any visual or textual content intended for broad consumption, especially educational materials, conduct a thorough review to ensure balanced and non-stereotypical representation of all demographic groups.

Project actions

01When analyzing existing designs, look for patterns in how different groups are portrayed.
02Consider how the visual and textual elements of your own design might influence user perceptions of gender roles.

Method & Evidence

AimTo what extent do English language textbooks used in Jordanian schools exhibit gender stereotyping in their illustrations and textual examples, and how do teachers' beliefs about gender roles align with these representations?

MethodContent analysis and survey research

ProcedureA content analysis was performed on English language textbooks to identify the frequency and nature of male and female representations in text and illustrations. A survey was administered to teachers to gauge their beliefs regarding gender roles in educational, domestic, professional, and social contexts.

Sample3 textbooks, unspecified number of teachers

ContextEducational materials and teacher beliefs in Jordan

Variables

IVTextbook content (illustrations and text), Teacher demographics (gender, school type, grade level)

DVExtent of gender stereotyping in textbooks, Teachers' beliefs about gender roles

CVGrade level of textbooks, Specific variables within teacher beliefs (educational, domestic, professional, social roles)

Strengths & Limitations

Strengths

+Addresses a critical gap in research within the MENA region regarding gender stereotyping in educational materials.
+Combines content analysis of materials with the study of user beliefs (teachers).

Limitations

The specific context of Jordanian textbooks might not be directly transferable to all design projects. The study's findings on teacher beliefs are general and may not reflect individual nuances.

Reliability & validity

The content analysis methodology, if clearly defined with coding schemes, can be reliable. The validity of teacher beliefs is dependent on the survey instrument's design and the interpretation of responses.

Think critically

To what extent do the findings about gender representation in textbooks reflect broader trends in media and design, and what are the ethical responsibilities of designers in mitigating such biases?

Design Principles

"Inclusive representation in design actively counters societal bias."

The design of educational materials, including textbooks, has a profound impact on shaping user perceptions and reinforcing societal norms. Designers must be aware that the visual language and narrative choices within these materials can inadvertently contribute to the perpetuation of stereotypes, influencing how users understand gender roles and capabilities.

What This Means for Your Design

The pictures and stories in school books can show boys and girls in certain ways that might be unfair. This study found that in some textbooks, boys were shown doing more important things, and girls were shown doing more typical 'home' jobs. Even though some teachers had fairer ideas, the books themselves still showed these old-fashioned ideas.

How to use in your project

1.Reference this study when discussing the impact of visual representation on user perception and the importance of avoiding gender bias in design.

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Quick Cite

Paragraph starter

The analysis of English language textbooks in Jordan by Hasan (2015) revealed a significant perpetuation of gender stereotypes, with male characters predominantly featured in dominant roles and female characters in passive or domestic capacities. This highlights how design choices within educational materials can reinforce societal biases, underscoring the need for designers to critically evaluate representation to foster more equitable user perceptions.

Source

OakTrust (Texas A&M University Libraries)

An Analysis of Gender Representation in English Textbooks used in Jordanian Schools and an Exploration of Jordanian Teachers’ Beliefs about Gender Stereotypes

journal · 2015

View source

Questions About This Research

What does the research say about textbook illustrations reinforce gender stereotypes, with males in dominant roles?: Actively seek to represent diverse gender roles and avoid defaulting to traditional stereotypes in visual and textual content, especially in educational or widely distributed materials. Evidence: OakTrust (Texas A&M University Libraries) (2015).
Why does "Textbook illustrations reinforce gender stereotypes, with males in dominant roles." matter for design?: The design of educational materials, including textbooks, has a profound impact on shaping user perceptions and reinforcing societal norms. Designers must be aware that the visual language and narrative choices within these materials can inadvertently contribute to the perpetuation of stereotypes, influencing how users understand gender roles and capabilities.
How can designers apply this research?: Actively seek to represent diverse gender roles and avoid defaulting to traditional stereotypes in visual and textual content, especially in educational or widely distributed materials.
What were the main findings?: English language textbooks for Grades 6-8 in Jordan displayed significant male dominance in illustrations and text examples.. Male characters were consistently depicted in dominant roles, while female characters were often shown in passive, domestic, or subservient roles.. Female teachers generally held more egalitarian beliefs about gender roles than male teachers.
What research method was used?: Content analysis and survey research with 3 textbooks, unspecified number of teachers.
How strong is the evidence?: Evidence strength is rated Strong effect, based on a 2015 journal from OakTrust (Texas A&M University Libraries).
What should I do differently in my next project?: When designing any visual or textual content intended for broad consumption, especially educational materials, conduct a thorough review to ensure balanced and non-stereotypical representation of all demographic groups.
What are the limitations?: The study focused on a specific region and age group, and the survey did not capture the full complexity of teachers' beliefs.