An Analysis for Gender-Role Stereotyping of Illustrations in Elementary Science Textbooks Developed under 2007 Revised National Curriculum

2007 개정 교육과정에 의한 초등학교 과학과 교과용 도서의 삽화에 나타난 성역할 고정관념 분석

In this study, the illustrations in 16 elementary science textbooks developed under the 2007 Revised National Curriculum were analyzed in the aspect of gender-role stereotyping, and the results were compared with those of the 7th National Curriculum. The frequencies of male and female who appeared on textbook illustrations were counted, and the types of activities and the characters of them were analyzed. Most pupils were found to be active, and female pupils appearing in the textbooks were more than male pupils. In all types of activities for pupils, the difference between male and female was decreased compared with that of the 7th National Curriculum. Male and female pupils were illustrated in learning activities with almost equal frequencies, but male pupils were still more frequently represented than female pupils in other activities. Gender difference in adults was increased and the difference was statistically significant. Gender difference in houseworks was not large, but the difference in outdoor activities was statistically significant. Especially, the jobs of adults were illustrated as male-centered, and scientists appearing in the textbook illustrations were also mostly male.