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Gender-biased language in learning disability textbooks

T Foley1, S P Safran

  • 1Ohio University, College of Education, Athens 45701.

Journal of Learning Disabilities
|May 1, 1994
PubMed
Summary
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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.

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  • 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.