Gender Representation Analysis Using a Social Semiotic Framework in Chinese and U.S. Textbooks

• In Event: Navigating Power and Identity: Multimodal Pedagogies and Collaborative Learning in Diverse Educational Contexts

Abstract

This study investigates gender representation in science textbooks from China and the United States. It employs a novel approach by integrating a social semiotic framework with a large language model to analyze the implicit meanings behind images. The study’s detailed comparative analysis of grade nine science textbooks reveals significant disparities in gender portrayal, showing that Chinese textbooks often adhere to traditional gender roles, whereas their United States counterparts tend to promote a more equitable view of gender roles in science, reflecting differing cultural and educational norms. These findings highlight the influence of cultural and educational norms on textbook content and suggest ways to develop materials that support gender equality in STEM education.

Authors

• Jialu Zhao, Stanford University

• Shengyuan Liu, University of California - Irvine