Gender Representation—An Exploration of Standardized Evaluation Methods

Gender Representation—An Exploration of Standardized Evaluation Methods Sex Roles (2011) 64:148–150 DOI 10.1007/s11199-010-9823-1 BOOK REVIEW Gender Representation—An Exploration of Standardized Evaluation Methods Analysing Gender Representations in School Textbooks. By Carole Brugeilles and Sylvie Cromer, Paris, CEPED, 2009. 129pp. 25€ (paperback) ISBN: 978-2-87762-178-6 Jackie F. K. Lee Published online: 27 July 2010 Springer Science+Business Media, LLC 2010 Educational materials, as key mechanisms of socialization, school textbooks?” discusses how children’s books, as key instill values and attitudes in young people, including vectors of socialization, convey norms and values with differentiated gender roles. A number of studies (e.g., respect to differentiated gender roles. It introduces a new Schau and Scott 1984; Peterson and Lach 1990) have approach to capturing social representation through the examined the effects of gender bias in written texts, finding, character, a key element in writing for very young children for example, that the use of generic masculine nouns and because the character is “a melting-pot for the classic pronouns in written texts affects female subjects’ perception demographic characteristics of an individual—a sex, an of the attractiveness of psychology as a future career (Briere age”; the character is also “the bearer of qualities, rules, and Lanktree 1983), and that female subjects recall status, actions and activities”; Sex Roles Springer Journals

Gender Representation—An Exploration of Standardized Evaluation Methods

Sex Roles , Volume 64 (2) – Jul 27, 2010

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Springer US
Copyright © 2010 by Springer Science+Business Media, LLC
Psychology; Gender Studies; Sociology, general; Medicine/Public Health, general
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