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Gender-biased language in learning disability textbooks
1Ohio University, College of Education, Athens 45701.
Journal of Learning Disabilities
|May 1, 1994
Summary
Gender-biased language was found in learning disabilities (LD) textbooks, with a male author using significantly more masculine pronouns. Changes over time were minimal, highlighting potential impacts on educational services for students with LD.
Area of Science:
- Educational Psychology
- Linguistics
- Special Education
Background:
- Gender bias in educational materials can influence professional perceptions of students.
- Learning disabilities (LD) programs disproportionately enroll male students.
- Textbook language may impact equitable access to educational services.
Purpose of the Study:
- To investigate gender-biased language in popular learning disabilities (LD) textbooks.
- To compare language use based on author gender (male vs. female).
- To analyze changes in gender-biased language across different textbook editions over five years.
Main Methods:
- Quantitative analysis of gender-specific pronoun frequency in LD textbooks.
- Comparison of pronoun ratios (masculine to feminine) between male and female authors.
- Examination of linguistic trends in recent editions of selected textbooks.
Main Results:
- The male author exhibited a pronounced gender-biased language pattern (approx. 7:1 masculine to feminine pronouns).
- The female author showed no significant difference in gender-specific pronoun usage.
- A significant change was observed only in the male author's increased use of neutral pronouns across editions.
Conclusions:
- Gender-biased language persists in some LD educational materials, potentially affecting professional expectations.
- Authors and publishers have a responsibility to ensure equitable language in textbooks.
- Addressing gender bias is crucial for safeguarding the rights of female students with LD to appropriate services.